Patrick Whites A Fringe of Leaves. - 2126 Words

Social interactions and relationships are often used in novels to establish and develop thematic concerns within the text. Within A Fringe of Leaves, Patrick White constructs characters and their relationships to expose the constraints of social expectations and simultaneously illustrate the metaphysical journey to self-realisation that the protagonist, Ellen undergoes. It is through Ellens complex and often confusing relationships with other characters that her journey may be traced and the extent of change at each level may be realised. The text remains, throughout such a journey, concerned with the contrast between appearances and reality, revealed though all levels of interaction, but poignantly exemplified in the upper class. Such†¦show more content†¦Garnet is expected to uphold social ideals by setting moral examples for those lesser than him, yet he, in every respect, defies the concept of Christian morality through his advantageous and corrupt nature. Whites depicti on of Garnets relationship with the servant girl Holly reveals how a man of his position is able to manipulate the lives of those around him, with little concern for the consequences. The character of Holly is marginalised within the text however this may be read as furthering Whites ironic portrayal of the upper class, as the minimal description of the girls fate is representative of just how little Garnets actions effect his life. Although the portrayal of Holly also criticises dominant ideologies on gender, the extent of double standards towards male and female sexuality is fully exposed in the construction of the relationship between Ellen and Garnet. Their relationship is strongly contrasted to the sterile and repressive nature of Ellen and Austins relationship. Within her marriage Ellen is unable to explore her sexuality as when she had...once responded with a natural ardour...discovered on her husbands face an expression of having tasted something bitter. Her relationship with Garnet thus proves to be complex in its meaning. It first represents Ellen and Garnet as parallel characters in their sensualist desires that must be censured in light of social morality. Whilst simultaneouslyShow MoreRelatedRastafarian79520 Words   |  319 Pagescircumstances. Furthermore, the would-be charismatic leader must be able to articulate an attractive alternative vision that purports to remedy the existing crisis.75 22 RASTAFARI Sources of the Charismatic Message Webers treatment of charisma leaves one with the impression that the substance—the ideological content and the social posture—of the charismatic eruption emerges ex nihilo. In characterizing Webers view of charisma, Jones and Anservitz say that â€Å"charisma thus represents the sudden

The Use Of Calvinism By Robert Frost - 1114 Words

Robert Frost incorporated Calvinism into his poetic work to emphasize his belief in this Protestant theological system. Frost lived in a Calvinist society throughout his life, influencing him to believe in such a system. The death of Frost’s family members, drove him to live such a dark life, and turning to find gratification through Calvinism. Frost made sure to demonstrate the struggle of the characters in his poetry as if they were trying to escape something that was not possible, such as Calvinism. Once a human joins this religion, the rest of their life is determined for them and they are subjected to either hell or rarely heaven. Robert Frost made use of Calvinism throughout his poetry to emphasize the mindset of such individuals.†¦show more content†¦There are parts of his religion that he must stay true and values that mean something due to his strong faith. Calvinism is shown strongly throughout this poem, for one example, in that one has a life to live howe ver, God is ultimately all powerful and in full control of every part of life. The next example comes from the poem Acquainted With The Night, Frost starts off this poem by stating â€Å"I have been one acquainted with night† (Frost 1). Looking further into this poem, one can interpret that the speaker was once drawn to evil, and has gone through struggles in life, however, he has outwalked this struggle in life. God has put him through this clearly for a reason and proves that he truly does have all power. Going through tough times, Frost kept his faith strong, despite believing he was damned. â€Å"I have stood still and stopped the sound of feet/ When far away an interrupted cry/ Came over houses from another street,† (Frost 7-9) Frost is hearing the sounds of a watchman or inner voice talking to him. The voice was not there to tell him what to do just to remind him that He is always there watching over him. When the speaker looks up, he sees the â€Å"luminary clock,† (Frost 12) or the moon, he states once again â€Å"I have been acqua inted with the night,† (Frost 14) stating once again the he believes he has been damned. Frost knows that he technically doesnt have control in any of his choice, and not even the

A Dream is Finally Born free essay sample

Once upon a time. Those four simple words can charm children into being quiet and sitting around a person eager to hear the telling of a story. They can make the sweet and romantic heart of a young woman swoon to hear the tale of a two young lovers. Or make a young man daydream of becoming a conquering hero defeating a monstrous beast or winning the heart of a fair maiden. Stories have existed for so long, even before the idea of writing them down, they were being told around firesides and whenever a friend came to visit or help a friend. After greeting each other it would be sitting down with something to drink or eat and then the stories would begin. Nowadays when people mingle we tend to call those stories gossip, but they are stories, woven from fact, opinion, and a touch of imagination. Over the existence of humanity we began to want to have our words immortalized, remembered for years or centuries after we have long since passed on to the other side. So clay, paper, leaves, or even animal skin has been used to hold our stories alive. As a human being in the 21st century, I have come to love the existence of story-telling, be it from a book or from a person. So why am I going on about stories? It is because for all my love of stories and telling people about stories, I had not thought to tell anyone my story. Wellll to be precise several stories. Okay, okay since elementary school I have thought of tons of stories to tell. Alright to be accurate I have come up with about fifty stories. Yet as much as I love the ideas that come to me for those stories, there has been one that has been with me for a long time. Now I am going to give you a heads-up: I am a HUGE Harry Potter fan. Like siriusly I plan on getting a HP tattoo. I love the world J.K. Rowling created; it’s because of her story that I’ve become a better person. Now Harry Potter isn’t the only one that influenced me but if I hadn’t read it my story would not have become what it is today. You see when I was six years old I went and saw Harry Potter and the Sorcerers’s Stone. After that I was hooked on Harry Potter. I can’t tell you how many times I imagined myself going to Hogwarts and how many ways I thought of going up just to put on the Sorting Hat. As the years went by I was becoming a fan of magic. Angel, Hercules, Charmed, and Sabrina Teenage Witch are just a small, SMALL, handful of shows that expanded my love for it. There were also some books that sparked it. Why one small little series found it’s way to capture my heart just like Harry Potter had. It is called the Unicorns of Balinor by Mary Stanton. That series was like a gateway to the heaven of chocolate. In that story the Unicorns are able to cross into other worlds and as I loved this idea I imagined that this world crossed into the Harry Potter world. I’d imagine I was a character in one book and I could go to the other book and be this important heroine, (I have to thank Buffy and Xena for the wanting to be a heroine). This went on until I was in fifth grade when a new series found its way in my life and all I can say is this. Thank the Lord for Anne McCaffrey! Okay I know that was a little unclear, so to begin with I’ll let you in on a fact about my first sight of the Dragonrider series. Boring! You see my mom and I love reading but we don’t have the same interest in genres. Except fantasy. Also during this time I was desperately wanting to separate myself as far from my mom as I could mentally and emotionally. I was in the last grade of elementary school and had almost read all the interesting fantasy, fictional books in the library. One day I came across my mom reading Anne McCaffrey’s book, I thought it looked good because there was a dragon on it; then she told me it was sci-fi. Blah was what I thought and I decided not to read it. The only sci-fi I was interested in was the sci-fi channel. However one day after the library I saw the book The Girl Who Heard Dragons. So I picked it up and began to read it andsighh what can I say: I fell in love. After a few pages I knocked my stubborn wall down and decided to read the series. At the library I checked out the first book of the series Dragonflight and well history had shown me that I’d start picturing myself in that world. And boy did I fall into that world quick. So three completely different worlds became one in my heart, however Dragonflight and Balinor existed on different worlds whereas Harry Potter was only in London. But that didn’t stop me from dreaming up a world made from them and making a world entirely of my own. While in middle school I began to feel that I wanted to write it down to tell the world my dreams. My desire to help the world wanted to leap out and shout it from the roof top. Yet it just wasn’t right, though the stories I made were good it just was hard to remember what parts I liked. Then oh then the most glorious and obvious thing to do was.. to write it down. That spark happened in 8th grade and all thanks to Mrs—something that I can’t remember. English class though not my number one hated class it was one that I preferred not to take, mostly because of poetry. But there came a day when we were given the chance to write a story. Now before this my stories consisted of me saving the animals of the world, but I had finally got the idea that I was going to tell someone my dream. Eager to get started I grabbed a stack of paper and started writing, I wrote and typed like a mad man running from the cops. During that year I wrote down any idea of how a character looked, quotes, and bits that I could write into a chapter. I was so proud of my work until that dreaded day when I began to see the difference between my story and the stories of my beloved authors. Every book I had read just had more spunk to it. I’d also bought books on writing and the examples they had, just made me take one look at my writing and want to toss i t away. As I entered high school I rewrote and edited, then re-edited then rewrote my first chapter a gazillion times. Every time I looked at my old writings my stomach would twist up like it was going to hurl, my heart would ache wanting to tell my story to the world, but I wanted it to be perfect. So for two years I just wrote tidbits and daydreamed more and more about this world. I also began to read a lot more books, discovering worlds and new people. After reading or even during the times I read I’d put a little note down about something a character said, looked like, or what the world was like. Then I’d sit and think and think, imagining what if or how could that be. Then I’d start applying it to my story. My story though not written in a novel form, began to take a life of its own, shaping as my knowledge grew until I started having a world that could be seen as realistic. Well, as realistic as one could imagine it. Yet I just could not write a chapter down. It was like I’d take one step but then the other foot would be caught in mud. I was both too scared and too lazy to do anything about it. I knew I had to do something or else I’d never have the courage to tell the world my story. Soon the day of getting my lazy butt up and writing more than lines came. It happened during the fall of my junior year. I had moved to Colorado that August and was attending Mesa Ridge High School; I had yet to find something to do besides going to school and going back home. One day on the bus I heard this girl telling the bus driver about a club that if she got her book finished by spring she would have the possibility of giving it to an editor and a possible chance of getting it published. At one of the stops I moved from my seat in the back and moved to the front and asked her when it was and where. The club was called Writers Fusion and was held by three teachers two English teachers Mr. Dyer and Mr. Something I can’t remember and the Drama teacher Mr. Mac. That Thursday awoke my spirit to write again. Hearing the students read their stories aloud to everyone had me wanting to do just that. So I went home and just wrote, however it wasn’t until 2014 when I read the book Divergent and found the author’s note where she had written that the trick to writing a novel is just to get it out. Just start writing and don’t edit, that, that is what finally got me to realize I don’t have to edit one chapter after I’m done writing it. However it was Writers Fushion that got me into writing my beloved story again. I’m very glad that I had found that club or else I would have never had the guts to get out of the ditch I’d dug. Now I don’t have a really good pitch for my story yet. The only pitch I have right now is- A girl who has to fight a spirit demon. What exactly is a spirit demon? Well, it’s my little creation along with Gate Guardians, draicorns, and the Gates of the world. It’s all about a girl who holds the key to Hell’s Gate and she was cursed by a jealous goddess. She was also cursed because her mother was created by a god who created her mother without the Almighty God’s help. However the second curseby the goddessis worse because the son of the most powerful dragon was also cursed with her. Also her mother is a draicorn which is a dragon and unicorn combining both dragon fire and the unicorn’s healing powers together. Her mother along with the boy’s fatherthe dragonbecame human, along with other creatures, so they could protect the Gates of All the Worlds. These Gates connect all worlds together and animals from the most powerful creatures such as the draicorn to a simple creature like a deer protect the Gates from being destroyed. For if a Gate is destroyed that world is gone. Now the girl who is the daughter of the draicorn must stop a spirit demon named Karyan from finding the Main Gate and from opening the Gates to Hell. Yet here is the twist. Every time she has been reborn on a world she has almost always died before the enemy has been killed or captured once and for all. Odd? I know, but you want to know how I came up with it? Stories, stories, and stories-oh- and more stories.

Computer Answer Key free essay sample

This mouse term refers to positioning the mouse pointer on the desired item. Point 2. This mouse term refers to tapping the left mouse button twice in quick succession. Double click 3. This symbol is attached to the mouse pointer when a request is being processed and means â€Å"please wait. †Hourglass 4. Click this button on a window Title bar to reduce the window to a task button on the Taskbar. Minimize Window 5. Click this button on a window Title bar to expand the window so it fills the entire screen. Maximize Window 6. Double click the time located at the right side of the Taskbar and this dialog box displays.Date and Time Properties Dialog Box 7. This component of a dialog box generally contains a measurement or number and displays with an up- down-pointing arrow. Text Box 8. Drag this component in a dialog box to increase and decrease the number, speed, or percentage of an option. We will write a custom essay sample on Computer Answer Key or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Slider 9. This toolbar contains buttons for working with documents such as the Open and Save buttons. Standard Toolbar 10. Click this option at the File drop-down menu to save a previously named document with a new name. Save As 11. Use this keyboard command to move the insertion point to the beginning of the document.Ctrl-Home 12. Click this button to check the spelling in a document. ABC/Grammar Button 13. This feature detects and corrects some typographical errors, misspelled words and incorrect capitalizations. Auto Correct 14. Use this feature to find synonyms, antonyms, and related words for a particular word. Thesaurus 15. For easy viewing and reading, display a document in this view. Reading Layout View 16. Expand the viewing area on the screen by changing to this view. View Full Screen 17. Click these options on the Menu bar to display the Date and Time dialog box.Insert- Date and Time 18. Click this hyperlink at the New Document task pane to display the Templates dialog box. On My Computer 19. Click this button on the Open dialog box toolbar to display the New Folder dialog box. Create a New Folder 20. Select nonadjacent documents at the Open dialog box by holding down this key while clicking each document. Ctrl key 21. Click this button on the Formatting toolbar to italicize selected text. Italicize Button/Ctrl I 22. This term refers to the adjustment of spacing between certain character combinations. Kerning for Fonts 23.Display hidden text in a document by clicking this button on the Standard toolbar. Show/Hide Button 24. Press this function key to repeat a command. F4 25. This is the shortcut command to insert the current date. Alt+Shift+D 26. Click this button on the Formatting toolbar to align text at the right margin. Right Align Button 27. Click this button to indent text from the left margin. Left Align Button 28. This is the shortcut command to create a hanging indent. Ctrl + T 29. Change line spacing with this button on the Formatting toolbar. Line Spacing 30.Control spacing above and below paragraphs with these two options from the Paragraph dialog box. Spacing Before/After 31. Click this button on the Formatting toolbar to number selected paragraphs. Numbering Button 32. Click these options to display the Bullets and Numbering dialog box. Format- Bullet and Numbering 33. Insert special characters such as a with options at this dialog box. Insert Symbol 34. Set tab at the Tabs dialog box or using this. Set Tab On The Ruler 35. Click these options to display the Borders and Shading dialog box. Format – Borders and Shading 6. This is the shortcut key to insert and Auto Test entry. F3 37. Click this button at the Find and Replace dialog box to replace all occurrences of text. Edit – Replace Replace All 38. Click this button on the Standard toolbar to insert selected text in the document at the position of the insertion point. Paste 39. This button contains the option Match Destination Formatting. Paste Option Button 40. Press Ctrl + C twice to display this task pane. Clipboard Task Pane 41. Press these keys on the keyboard to insert a page break. Ctrl + Enter 42.Click these options to display the Page Numbers dialog box. Insert – Page Number 43. This is the default page orientation. Portrait 44. This is the default left and right margin measurement. 1. 25 Inches 45. Switch to the footer pane by clicking this button on the Header and Footer toolbar. Switch between Header and Footer 46. Click this option from the Window drop-down menu to arrange open documents. Window Arrange All 47. Click these options to display the Break dialog box. Insert Break 48. Click this button on the Standard toolbar to create columns of equal width.Columns Button 49. Insert a line between columns with the Line between option at this dialog box. Format – Column – Line Between 50. One method for displaying the Clip Art task pane is to click the Insert Clip Art button on this toolbar. Drawing Toolbar 51. Display the WordArt Gallery by clicking this option on the Menu bar, pointing to Picture, and then clicking WordArt. Insert 52. Click this button on the Picture toolbar to choose a wrapping style. Text Wrapping 53. Use options from this button on the Drawing toolbar to draw a variety of predesigned shapes. Auto Shapes 54.To display the Envelopes and Labels dialog box, click Tools, point to this option, and then click Envelopes and Labels. Letter and Mailings, Envelopes 55. The Mail Merge wizard guides you through this many steps to prepare merge documents. 6 Steps 56. Generally, a merge takes two documents: the data source document and this document. Main Document 57. Insert additional fields in a main document by clicking this button on the Mail Merge toolbar. Insert Merge Field 58. Click this button on the Mail Berge toolbar and the main document is merged with the data source document to a new document. Merge to New Document button 9. Use this button on the standard toolbar to create a table. Insert Table 60. Use this keyboard command to move the insertion point to the previous cell in a table. Shift + Tab 61. To add shading to a cell or selected cells, display this dialog box. Format Border and Shading 62. To merge cells A1 and B1, select A1 and B1 and then click this option at the Table drop-down menu. Merge Cells 63. Display this dialog box to change sizes or alignments or selected tables, cells, columns, and/or rows. Table Properties 64. Choose predesigned table formats at this dialog box. Table – table auto format 65. Click this button on the Forms toolbar to insert a shaded area identifying a location for users to enter text in a document. Text From Field 66. A fill-in form can include text boxes, check boxes, and/or these. Pull – down list 67. To display the Text Form Field Options dialog box, position the insertion point on a text from field and then click this button on the Forms toolbar. From field option 68. To protect a document, click this button on the Forms toolbar. Protect Form Button 69. To fill in a check box from field, move the insertion point to the check box and the press this key on the keyboard.

Briar Rose Essay Research Paper In a free essay sample

Briar Rose Essay, Research Paper In a nutshell: Briar Rose is the narrative of the Holocaust intertwined with the fairy narrative of Sleeping Beauty. The narrative begins with the decease of the # 8220 ; Gemma, # 8221 ; the grandma of Becca. Through out Becca? s life Gemma told the narrative of Sleeping Beauty many times to her. Now, nevertheless, after doing a promise to her grandmother, to happen her past, the one time undistinguished faeries narrative might be a hint to her existent yesteryear. Before her grandma # 8217 ; s decease Becca had vowed to carry through her grandmas promise, which was to rediscover her beginning. After the grandma # 8217 ; s decease, Becca became intrigued in what she had found in a box Gemma left behind. In the box there were merely obscure hints about Gemma? s yesteryear. Drawn to the enigma of her grandmas past, Becca continued to seek for hints. After happening out what could be a lead to Gemma? s yesteryear, Becca decides to travel to Poland were everything began. Once in Poland Becca tries to work out the enigma. When Becca goes to Joseph Potocki, a one time close friend of Gemma, this is all answered There in Joseph Potocki # 8217 ; s house Becca finds the shocking decision to her grandma # 8217 ; s past. Gemma # 8217 ; s fairy narratives were non all so make believ vitamin E in the terminal. The narrative Joseph told was flooring. Gemma # 8217 ; s yesteryear was darker than Becca idea. As Joseph told his narrative, Becca began to recognize non merely the significance of the narrative ; but besides what Gemma really went through. The narrative explained Joseph? s and Gemma? s flight from the Holocaust. Joseph goes on to explicate how he had saved Gemma by conveying her dorsum to life, the flight from the concentration cantonments, and eventually, freedom. After happening the truth Becca returns place content, cognizing she has fulfilled her vow. What # 8217 ; s so particular: The book has a rich and challenging narrative line. It uses the fairy narrative of Sleeping Beauty intertwined with the Holocaust to do an all most life like narrative, that keeps you reading for more. The book is set-up with two narratives, both being told side by side, with one exclusion: Becca # 8217 ; s retelling of Joseph # 8217 ; s narrative. One narrative retells certain memories Becca had with her grandma, and the 2nd narrative is about what is soon traveling on in Becca # 8217 ; s life. Should I care: This is surely one book to look into. Using two narratives intertwined, the book is fascinating and makes you read for more. It # 8217 ; s one book you won # 8217 ; t want to set down until you # 8217 ; re done.

Ready, Set, Write!

Ready, Set, Write! Ready, Set, Write! Ready, Set, Write! By Erin One of the biggest problems people have with writing is getting started. A blank page (or computer screen) can be intimidating, but prewriting is a great way to overcome that intimidation. Here are some prewriting activities to help get the words flowing out of your brain and onto the page: Listing: Listing is one of the easiest things you can do to get the ideas moving. Assuming that you have a topic, just write down the topic and jot down any ideas that come to mind. Dont judge or censor ideas; just write them down. You can censor later! If you have a large or broad topic, listing can be a good way to break it down into categories or narrow the topic if necessary. Mapping: For the visually-minded, a concept map or web can be a great way to organize a jumble of ideas into something that makes sense. A concept map helps show relationships between ideas. Freewriting: Freewriting is one of my favorite ways to get the creative juices flowing. Give yourself a topic and a time limit (5 or 10 minutes usually works) and just write whatever comes into your head. Dont pay any attention to spelling or grammarjust write. When youre done, go back and pull out whatever ideas seem most useful. Freewriting is also a great way to get yourself unstuck when youve already begun but dont know where to go next. Prewriting works no matter what kind of writing youre doing. Just grab a piece of paper and a pen and go! Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:15 Terms for Those Who Tell the Future30 Baseball IdiomsThrew and Through

Reflections on Learning Related to Information Systems Research Paper

Reflections on Learning Related to Information Systems - Research Paper Example OOP is also quite responsive to changes undertaken and the changes may be implemented to the individual objects which do not call for a system overhaul. Through encapsulation there is simplicity and effectiveness in object interaction and communication thus testing, debugging and system maintenance is simplified. Easier to manage because of the fact that code can be reused and also because the functionality is modeled using objects and classes. It is possible to use code which has been written before. There is code re-use. With object oriented programming, there is a lot of flexibility because it is possible to get code which performs the same function for a given functionality. Computer science is a field in science hich deals with computer theory while that of I have learnt many things in this course. Systems development is a new branch in information and communications technology. Developing information systems is an important process that should be taken into consideration. Syste ms development is becoming an important aspect in information and communication technology. Software Development Life Cycle (SDLC) is a process used to monitor and manage the development of a software. SDLC is an important model that is used to manage the whole process. It is important in developing a software output which is reliable and valid. It therefore acts as a guide when developing a software product (Schneider 2010). The development process of a software product entails a lot of steps. All these steps should be followed up in its entirety to ensure that all the processes are captured in the development process. For a good software to be developed, there is need to ensure that all the steps are followed extensively so that the occurrence of bugs can be minimized. SDLC also helps as a guide in collecting data that is used to design the software. In the design of a software, it is imperative that the software meets the requirements of the users so that their needs are met. I h ave learnt that there are various stages that systems development will undergo in order to have acomplete system. Systems design undergoes a lot of processes and stages. This is taken so that all the processes that are required have been made. This is the reason there is a need to have a thorough system analysis process when creating a system. System analysis entails having a thorough understanding of the system and what will need to be integrated and also looking at the possible bugs that might be introduced in the system. It is therefore important to have a physical representation of the system so that it becomes clear what needs to be achieved. In terms of systems theory, I have learnt that systems theory is an important theory that needs to be followed when developing information systems. Systems theory was developed from unified data modeling. Use cases on the other hand describe the behavior of the system in the event of stimulation by any of the actors. The behavior is then d ocumented or described textually. It describes the inputs and outputs from the actors the process of conversion of the inputs to produce the outputs and the effects of the outputs to the other actors of the system. A use case also describes errors that can be encountered in the process of conversion of input to output and explains the possible mitigation

Strategic management Essay Example | Topics and Well Written Essays - 1500 words - 1

Strategic management - Essay Example This is because every finite extensive form game contains at least a sub-game perfect equilibrium. For example, by applying backward induction it can be proved that the strategy combination comprising of the Nash-equilibrium contours of all sub-games is apparently sub-game perfect. c) Yes, after iterated elimination of dominated strategies in two player games and only one strategy survives, then the strategy combination must be a Nash-equilibrium. This is because the strategies match up to rationalizable strategies. Indeed, no pure strategy that is persistently strongly dominated can comprise of a Nash-equilibrium. Non-recursively weakly dominated strategies can comprise of a Nash-equilibrium and so the iterated elimination may remove one or more Nash equilibria. It can then be shown that one Nash-equilibrium will survive the iterated elimination of weakly dominated strategies. Question two a) Extensive form of the game Rating profits on a scale of 100 for best, payoff for the incumb ent are 100 if the entrant fails to enter, 50 if he enters and shares the market and 0 if he enters and the incumbent starts a price war. The entrant payoffs are 0 if he does not enter, 40 (profit – entry cost) if he enters and -10 if there is a price war. The game can be presented in an extensive form as illustrated below: War (-10, 0) Enter No (40, 50) No (0, 100) In the figure, the entrant’s choice is indicated at node 1 and the incumbent’s choice is indicated at node 2. The numbers at the right side indicates the payoffs with entrant’s payoff first. Therefore, the entrant will need to think strategically or to anticipate how the incumbent responds if he decides to enter. Normal form of the game In normal form of the game incumbent strategies are contingent strategies: If the entrant enters then accommodate and if he enters then initiate price war. The entrant’s strategies are enter and do not enter. The game in normal form is indicated below: I ncumbent If the entrant enters, then accommodate: if the entrant does not enter, continue with the usual business If the entrant enters, then initiate prices war; if the entrant does not enter continues with the usual business. Entrant Enter 40, 50 -10, 0 Do not 0,100 0,100 b) Pure strategy Nash equilibrium Incumbent If the entrant enters, then accommodate: if the entrant does not enter, continue with the usual business If the entrant enters, then initiate prices war; if the entrant does not enter continues with the usual business. Entrant Enter 40, 50 -10, 0 Do not 0,100 0,100 Enter and accommodate is a pure-strategy Nash equilibrium. c) The sub-game perfect outcome is the Nash equilibrium in the simultaneous move game, which is (no entry, business as usual). Question three Due to Nash equilibrium, pricing strategies that appear to be super-competitive can in fact be anticompetitive. The market strategies for all players respond to the Nash equilibrium. This is best explained by an example. Suppose that the monopoly price for gaming consoles is $200. Now suppose firm A advertises that if a consumer buys a console from him at $200 and discovers that he/she can buy it cheaper at B, A will refund the full purchase price. Again suppose that B does the same thing. It can then be shown that it is Nash for both firms to charge $200. Question four Glaxo and EMI developed important innovations in the 70s, but succeeded

Information Systems in Healthcare Research Paper

Information Systems in Healthcare - Research Paper Example With reference to the context, Kingston Hospital has been considered for this study to evaluate the process of healthcare units in relation to serving their patients. Moreover, the study also intends to describe the technology related functions, advantages and disadvantages. The study will also offer certain solutions to improve the stated functions or processes efficiently in order to competently serve the patients. Describe and Analyze the Chosen Healthcare Facility Kingston Hospital is amongst one of the healthcare units of London which is located in Kingston, New York. It was established on November 27, 1894 and had a two storied wooden infrastructure. Kingston Hospital initially served 56 and gradually expanded with new staffs, patients and technologies over time (Kingston Hospital, 2010). The hospital was initially known by the name of ‘City of Kingston Hospital’ which was later changed to Kingston Hospital. The hospital had the capacity to serve 150 patients. Alth ough, the hospital went through a wide range of developments in terms of their processes and functions, the fundamental vision of the founder to serve the patients as well as the communities with proper and advanced healthcare facilities was still maintained by the hospital officials and the staffs (Kingston Hospital, 2010). ... ls and equipments of operation along with operation unit, diagnostic unit and its relevant system and machines such as computer systems in order to maintain the records of their performances and relative information. However, the process of storing information was known to be done manually previously which not only increased the chances of making errors while recording information but also engaged a considerable amount of time. However, the hospital adopted fresh technologies and services presently for serving their patients and the communities with proper treatments. New technologies were also introduced for the reason of catering to the modern demands and keeping pace with the developments of the global market as well (Kingston Hospital, 2010). Describe Users of the Health Information at this Facility Kinston Hospital engages specialized doctors and physicians including Ophthalmologist, Gastroenterologist, Neurologist, Medical Oncologist, Infectious Disease Specialist, Family Medic ine Doctor, Orthopedic Surgeon, Internist Infectious Disease Specialist, Geriatrician, Dermatologist, Thoracic and Cardiac Surgeon, Pediatrician, Diagnostic Radiologist and Surgeon for the reason of serving the community and the patients (U.S. News & World Report, 2012). Furthermore, the board members of the hospital comprise Thomas Collins, who is known to be the Chairman, Ronald Myers, serves as the vice chairman and Joanne Frederberg holds the position of treasurer in the hospital. Additionally, Ex-Officio Members of the hospital entailed Mark Josefski, Joseph Christiana, Margo McGilvrey and Robert Seidman. Apart from these mentioned names the other members who are believed to play an active role in functioning the hospital are Emeritus, Robert Hansut, Lew Kirschner, Donald Louie, Donna

Basic Structures Of Ferrous Metals

Basic Structures Of Ferrous Metals Ferrous metals is mainly based on iron-carbon alloy with the combination of other alloys such as plain carbon steels, alloy, tools steels, stainless steels and cast iron. Alloys having iron with a valance of +2 are known as ferrous; those alloys which have iron with a valence of +3 are called as ferric. Ferrous metals or alloys are metals that contain the element iron in it. Depending on the end of use, metals can be simply cast into the finished part or cast into an intermediate form, such as an ingot, then worked, wrought by rolling, or processed by forging, extruding or another deformation process. All ferrous metals are magnetic. They contain a small quantity of other metals in order to give the correct properties. Manipulation of atom-to-atom relationships between iron, carbon and various alloying elements establishes the specific properties of ferrous metals. As atoms transform from one specific arrangement, or crystalline lattice, to another its gives good mechanical propertie s. Pure iron: It is also called as Pure Ferrite. The carbon content is calculated. From 0 to 0.5%.It has the BCC structure when it is in room temperature. Also known as Alpha iron. Plain Carbon Steel: Consists of iron containing small amounts of carbon. The carbon content can vary from 0.008% to approximately 2.0%. Low- Alloy steel: Steel containing alloy additions which usually do not exceed a total about 10% are referred to allow-alloy steels Ultra-High-Strength steel: Steel capable of developing yield strength greater than about 1104 Mpa are considered ultra-high-strength alloys. Medium-carbon low-alloy steel: These alloys consists of grades such as 4130,4330 and 4340, which can be quenched and tempered to yield strengths on the order of 1725 Mpa Maraging steel: This class of steel consists basically of extra-low-carbon (less than 0.3%) iron-based alloys to which a high percentage of nickel has been added. Corrosion-Resistant (stainless) steel: Stainless steel may be divided into four categories: ferritic, martencitic, austenitic, and age-hardenable. Ferritic stainless Steels: This group of stainless steel contains between 11.5 and 27% chromium as the only major alloying element in addition to a maximum of 0.25% carbon Martensitic stainless steels: This type of stainless steel is also primarily chromium steel, but in contrast to the ferritic group, consists enough carbon to produce martensite by quenching 0.15 and 0.75% carbons. Austenitic stainless steels: This Stainless Steel is alloyed to the extent that they remain austenitic at low temperatures. The principal alloying elements added to the chromium and nickel, generally totaling than 23% Precipitation-hardening stainless steels: The last class of stainless steel we will discuss depends on precipitation hardening for the optimum development of properties. Very high strength together with corrosion resistance Cast iron: Cast irons are iron-carbon-silicon alloys. More than 2% of carbon Grey cast-iron: Also known as graphite cast iron. They depend on the distribution size and amount of the graphite flakes and matrix structure. Spheroid graphite cast-iron: Also known as Ductile or nodular iron. It has high modulus of elasticity. Austempered Ductile iron: Recent addition to cast iron family, outstanding combination of high strength, toughness, wears resistance. Compacted cast iron: Referred as vermicular iron. Consists of 80% graphite and 20% spherodial graphite Malleable Cast iron: Carbons present as an irregular shaped nodules of graphite. Also classified as white heart malleable cast iron. Blackheart malleable cast iron.Pearlitie malleable cast iron Austentic carbon: They are high alloy cast iron. Mainly nickel in which carbon is present List of advantages These are materials with high specific strengths when compared with weight that is high strength to weight ratio. High quality materials exist in abundant quantities within earth’s crust and are readily available worldwide in various certificate grades. It increases the speed of construction in the field of civil engineering. Versatility;steel suits range of construction methods sequences. Modification repair can be easily done with left effort. Recycling can be done easily. Durability of these materials are very high Aesthetics;steel has a broad architectural possibilities Limitation of the material in engineering applications: The principal limitation of many ferrous alloys is their susceptibility to corrosion Costly waste as scrap High cost of final finishing polishing Environmental issuebecause of improper disposal Ferrous metals get rusted easily (oxidize) unless protected eg. with oil b) Non-ferrous metal Non-ferrous metals are metals other than iron and they do not contain an appreciable amount of iron in them. Non-ferrous metals are aluminum, magnesium, titanium alloys, copper, zinc and miscellaneous alloys like nickel, in, lead, zinc as base metals. The precious metals silver, gold and platinum are also coming under non-ferrous group. Non ferrous metals are alloys which are non magnetic. Non ferrous metals: Aluminum: Abundant element of 8% on earth crust and normally found in Oxide forms (Al2O3), i.e., bauxite, kaolinite, nepheline and alunite Aluminum base alloys: Aluminum is used in its commercially pure state as well as in its many alloy forms. The heat –treatable types have the advantage of being relatively easy to fabricate in their soft condition, after which they are heat treated to develop their higher strengths. Copper- base alloys: Copper is seldom industrially employed in its pure state. Copper has its most value when alloyed with other elements. It dissolves with elements such as tin, zinc, and silver in rather wide proportions. Magnesium – base alloys: Magnesium are noted for their lightness. The specific gravity of magnesium is 0.064 lb per cu.; in comparison, aluminum, steel, and titanium are 0.09, 0.28, and 0.16 lb per cu., respectively. Magnesium alloys lend themselves to welding and filler are protected by an inert gas. They are relatively easy to cast by most foundry methods, particularly die casting. Nickel –base alloys: Nickel is one of the oldest metals known to man. Currently this metal is almost indispensable in the alloying of steels to confer toughness, uniformity of hardness, and good workability; and as a basic alloy to resist high corrosion and high temperatures Lead-Tin alloys: The principal lead –tin alloys consist of solders and bearing materials. The 70% tin -30% lead solder is used mainly in the joining and coating of metals. The 63% tin-37% lead is a eutectic type solder developed primarily for making electrical joints. Zinc-base alloys: Zinc base alloys predominate as die casting materials. These alloys have high cast ability and favorable mechanical and chemical properties. Zinc base alloys can be cast in the range 750-800  º F, and, therefore, have a low –temperature advantage over other alloys Less common metals and alloys: Titanium and its alloys: Because of their high strength- weight ratio, titanium and its alloys have received a great amount of attention from the aircraft and missiles industries. Molybdenum: This element has long been known for its ability to confer the property of high temperature stability to steels. Zirconium: Zirconium metal has a density of 0.24 lb per cu in. And a melting point of 3355 ºF. The metal has fair tensile strength, depending somewhat upon its method of manufacture. It fabricates similar to titanium, and it’s eminently suited to the resistance to corrosion. List of advantages Non ferrous metal do not corrode (aluminum for example) High thermal conductivity High electrical conductivity Non ferrous metals have relatively high density Nonmagnetic properties Higher melting points Resistance to chemical They are also specified for electrical applications They are comparatively low in electrical conductivity Non ferrous have inherent susceptibility to corrosion in some common environment Non ferrous metals are usually light weight but ferrous metals are heavier Limitation of the material in engineering applications They are not as strong as carbon steel (ferrous metal). Non ferrous metals are typically not used in structural applications. Non ferrous metals are usually more expensive by the pound than are ferrous metals. Low tensile strength but excellent specific strength. They don’t show ductile to brittle transition in low temperature. c) Polymers: Compounds that are formed by the joining of smaller layers, usually repeating, units linked by covalent bonds are called polymer. A polymer is a large molecule consists of repeating structural units connected by covalent bonds. Polymer in popular used as plastic; the term polymer refers to a large category of natural and synthetic materials with a wide spectrum of properties. Natural polymers are those which come from plants and animals have been used for many centuries; these materials include wood, rubber, cotton, wool, leather, and silk. Other polymers such as proteins, enzymes, starches, and cellulose are important in biological and physiological processes in plants and animals. The backbone of a polymer used for the preparation of plastics consists mainly of carbon atoms. Polymer in popular used as plastic, the term actually refers to a large class of natural and synthetic materials with a wide variety of properties Polymers: Polymers are classified into several ways, by how the molecules are synthesized, by their molecular structure, or by their chemical family. Linear polymer Any polymer in which molecules are in the form of spaghetti-like chains. Thermoplastics Linear or branched polymers in which chains of molecules are not interconnected to one another. Thermosetting polymers Polymers that are heavily cross-linked to produce a strong three dimensional network structure. Elastomers These are polymers (thermoplastics or lightly cross-linked thermo sets) that have an elastic deformation > 200%. Polymers are classified into three main categories; Thermoplastics: Branched polymer Any polymer consisting of chains that consist of a main chain and secondary chains that branch off from the main chain. Crystalline is important in polymers since it affects mechanical and optical properties. Tacticity Describes the location in the polymer chain of atoms or atom groups in nonsymmetrical monomers. Liquid-crystalline polymers Exceptionally stiff polymer chains that act as rigid rods, even above their melting point. Elastomers (Rubbers): Geometric isomer: A molecule that has the same composition as, but a structure different from, a second molecule. Diene: A group of monomers that contain two double-covalent bonds. These monomers are often used in producing elastomers. Cross-linking: Attaching chains of polymers together to produce a three-dimensional network polymer. Vulcanization: Cross-linking elastomer chains by introducing sulfur or other chemicals. List of advantages Polymers are ultra durable Flexible doesnt rust slow to degrade They can be molded into virtually any shape conceivable can be custom colored in the production stage Polymers are recyclable quite a good electrical insulator and has a low dielectric constant The biggest advantage for PP is its low cost It also has a flexibility in cold whether with ultraviolet stability can be easily repaired from mechanical damage with simple field tools Limitation of the material in engineering applications In the production stage, polymers are susceptible to contamination The least bit of dirt or cross-contamination w/other polymers, and at best the end product is corrupt, at worst the polymers are rendered useless Any variances in heat and timing in the molding process and, again, the final product will be corrupt or useless. lower melting point flammability Elevated temperatures will make any crystalline more isotropic non bio-degradable easily breakable when polymers incorporated with additives are burnt they emit a lot of poisonous gases into the atmosphere improper disposal leads to environmental pollution undergo oxidation and ozonation easily d) ceramics: These are materials that are produced when two materials are joined together to give a combination of properties that cannot be achieved in the original state. Ceramics can be divided into two classes: advanced and traditional. Advanced ceramics consist of carbides, pure oxides, nitrides, non-silicate glasses and many others; while Traditional ceramics include clay products, silicate glass and cement. A ceramic is an inorganic, non-metallic solid prepared by the action of heat and subsequent cooling. Ceramic materials may have a crystalline or partly crystalline structure, or may be amorphous. Agglomerated materials: Concrete: This is one of the oldest agglomerated composite materials to be used for engineering construction, and consists of a mixture aggregate and sand bonded together by the hydrated silicate the gel formed when the Portland cement â€Å"sets† with water. Ratio of aggregate, sand and cement: A very common mix consists of 4parts aggregate, 2parts sand and 1 part cement powder. The water-cement ratio: The water added to the concrete is used in the hydration of the cement itself, and any water in excess of the amount required for setting reactions has a weakening effect upon the concrete. The nature of the aggregate and sand: The bond between the hydrated cement and the aggregate and sand is improved if the both the aggregate and sand are sharp-cornered rather than rounded. Strong fine-grained igneous rocks like basalt, dolerite, and quantize are commonly used for concrete aggregate, the size of which varies with the size of the job. Mixing and laying: Under-or over-mixing gives a poor concrete, and the method of lying is of the utmost importance. Concrete vibrated into place is always stronger than concrete poured and hand-screwed Curing time: The hardening of cement occurs over a considerable length of time and it is important to prevent the evaporation of moisture .during the initial stages. Concrete is often covered with wet sand or bags for seven days to prevent the evaporation of moisture, and concrete cured under water after taking its initial set achieves its maximum strength. Asphalt paving: This is composite in which rock aggregate is bounded by viscous asphalt: it is used extensively for road surfacing. The material is not as rigid as concrete, this being an advantage for road construction. Cermets: These are agglomerates that consist of combinations of metal and ceramics, the metal acting as the binder. Cermets are made using the techniques of powder metallurgy, the sintering temperature usually being above the melting point of the metal powder. Laminates: Many different types of laminated materials are made of different applications, the mild-steel-stainless combination being a good example of a modern metal-to-metal laminate. Plywood: This is made by bonding together an odd number of sheets of wood veneer so that the grain directions of alternate sheets are perpendicular to each other. Laminated plastic sheet: This is usually made from sheet of paper or cloth and a suitable thermosetting resin. The paper or cloth passes or cloth passes through a tank containing the resin solution, between rollers that squeeze out the excess resin, and then through a drying oven in which excess solvents are removed and the resin is partially cured. Reinforced Materials: It forms the biggest and most important group of composite materials, the purpose of reinforcement always being the improvement of strength properties. Reinforcement may involve the use of a dispersed phase, or strong fiber, thread, or rod Reinforced concrete: This is the most widely used of all construction materials, since it is not only comparatively easy to place into position and finish, but is also maintenance free during its service life. Glass-fiber reinforced plastics: These combine the strength of glass fiber with the shock resistance and formability of a plastic. The usual types of reinforcement are the chopped strand mat and the woven fabric, the latter giving increased strength to the composite. List of advantages They are harder and stiffer than steel more heat and corrosion resistant than metals or polymers less dense than most metals and their alloys plentiful and inexpensive doesn’t conduct electricity Ceramics are used in the manufacture of knives. The blade of the ceramic knife will stay sharp for much longer than that of a steel knife, although it is more brittle and can be snapped by dropping it on a hard surface Ceramic engines are made of lighter materials and do not require a cooling system and hence allow a major weight reduction Ceramics are also more chemically resistant and can be used in wet environments where steel bearings would rust High-tech ceramic is used in watch making for producing watch cases scratch-resistance In very high speed applications, heat from friction during rolling can cause problems for metal bearings; problems which are reduced by the use of ceramics Durability and smooth touch. ceramic materials may be used as bone replacements Limitation of the material in engineering applications The main disadvantage of medical ceramic materials is their fragility The ceramic materials cannot deform under the stress, as can do plastics and metals Ceramics do not perform well with tension or tensional loads. A hard, brittle material that can withstand high temperatures and resist corrosion Ceramics cannot be joined (and repaired) by welding. The other disadvantage is that ceramics are strong in compression, but weak in tension Ceramics dont bend much, and when they break, instead of slowly pulling apart the way metals will, they generally snap they have a tendency to shatter when something hits them hard Q-2 An overview of the engineering properties and behavior of ferrous metals, Non-ferrous metals, polymers composites, and ceramics a) Ferrous metals. Pure iron: Easily weld able, good corrosion resistance, effective electrical conductivity. Used in iron rods Plain Carbon Steel: Expensive, soft and weak, easily weld able, good ductility, Good toughness. Used in hammers, chisels, a drill, knives, wire and dies for all purposes. Low- Alloy steel: Machinable, ductility of more, than 25%. Used in transportation, agriculture, construction, and military applications. Ultra-High-Strength steel: Ductile, Formable, and Machinable. Has higher strength that other steel. Mainly used in Bridges, towers, and pressure vessels. Medium-carbon low-alloy steel: Has low Harden ability. Used in rocket motor cases, aircraft components, including bolts, pins, main landing gears, and brake housings, and a wide variety of structural and machinery parts. Ferritic stainless Steels: Good resistant to wear and tear, highly ductile. Tensile strength – 380Mpa, Yield strength 205Mpa, Ductility 20%, High tensile strength. Good corrosion resistant. Used in furnace parts, boiler baffles, kiln linings, stack dampers, chemical processing equipment, automobile trim, catalytic converters, and decorative purposes in general. Martensitic stainless steels: Tensile strength 485Mpa, Yield strength 275Mpa. Used in cutlery, surgical instruments, valves, turboine parts, pump parts, and oil well equipment. Austenitic stainless steels: Outstanding resistance too many types of corrosion and erosion. Superior cast ability, Good mach inability, and Tensile strength 515Mpa, and Yield strength 170Mpa. Used in decorative purposes, interior show cases, automobile trim, aircraft is fitting, food handling. Precipitation-hardening stainless steels: Very high strength towards corrosion and resistance. Used for aircraft parts, nuclear reactor components, landing gear parts, high-performance shafting and petrochemical applications requiring stress corrosion resistance. Grey cast-iron: Ease of melting and casting process. Air-cooled cylinders clutch housing clutch plates. Spheroid graphite castiron: Modulus of elasticity, Wear resistance, excellent machinability, High thermal conductivity, Outstanding cast ability. Austempered Ductile iron: Higher tensile strength, higher ductility, Machinability and corrosion resistance are similar to g.c iron. Automotive and agricultural products like Axle housing, brake calipers, brake cylinders. Boiler segments, conveyor frames, bulldozer parts. Compacted cast iron: Good wear resistance used in automotives and engineering applications. Used in shafts, helical gears, couplings, and conveyor rollers. Malleable Cast iron: Higher tensile strength ductility. Fatigue life impact strength. Brake drums, discs. Cylinder heads piston rings. Used in Automotive transmission parts, clutch pedals. Steering knuckle, wheel hubs. Austentic carbon: Good fatigue strength, good damping capacity. Used in pump components valves, compressors. Alloy steels have greater harden ability than plain carbon steels Alloy steel have greater harden ability than plain carbon: The difference between the two is somewhat arbitrary definition. However, most agree that while the steel alloyed with more than eight percent of its weight of other elements besides iron and carbon steel is a strong ally. Low alloy steel is slightly higher. The physical properties of these steels are modified by other factors, making them more hardness, strength, corrosion resistance or hardness compared to carbon steel. For these properties, these alloys are often heat-treated. Carbon steel is steel that does not contain significant amounts of alloying elements other than carbon. There are three major categories of carbon steel. A low-carbon steel, medium carbon and alloy. Alloy steel is a type of steel that many advantages over steel offers. It is much harder and stronger than ordinary carbon steel by. It is used in cars, trucks, cranes, bridges and other structures can handle a large number of strains The difference between the two is defined somewhat arbitrarily. However, most agree that while the steel is alloyed with more than eight per cent of its weight of other elements being next to iron and carbon steel is strong ally. low alloy steels are slightly more frequent. The physical properties of these steels are modified by other elements, giving them a greater hardness, strength, corrosion resistance, or hardness compared to carbon steel. To achieve these properties, these alloys often require heat treatment. Carbon steel is a steel which does not contain significant amounts of alloying materials other than carbon. There are three major categories of carbon steel. low carbon steel, medium carbon steel and alloy. Alloy steel is a type of steel that offers many advantages over steel. It is much harder and stronger than ordinary carbon steel by. It is used in cars, trucks, cranes, bridges and other structures to be able to handle a large number of strainsThe difference between the two is defined somewhat arbitrarily. However, most agree that while the steel is alloyed with more than eight per cent of its weight of other elements being next to iron and carbon steel is strong ally. low alloy steels are slightly more frequent. The physical properties of these steels are modified by other elements, giving them a greater hardness, strength, corrosion resistance, or hardness compared to carbon steel. To achieve these properties, these alloys often require heat treatment. Carbon steel is a steel which does not contain significant amounts of alloying materials other than carbon. There are three major categories of carbon steel. low carbon steel, medium carbon steel and alloy. alloy steel is a type of steel that offers many advantages over steel. It is much harder and stronger than ordinary carbon steel by. It is used in cars, trucks, cranes, bridges and other structures to be able to handle a large number of strainsThe difference between the two is defined somewhat arbitrarily. However, most agree that while the steel is alloyed with more than eight per cent of its weight of other elements being next to iron and carbon steel is strong ally. low alloy steels are slightly more frequent. The physical properties of these steels are modified by other elements, giving them a greater hardness, strength, corrosion resistance, or hardness compared to carbon steel. To achieve these properties, these alloys often require heat treatment. Carbon steel is a steel which does not contain significant amounts of alloying materials other than carbon. There are three major categories of carbon steel. low carbon steel, medium carbon steel and alloy. Alloy steel is a type of steel that offers many advantages over steel. It is much harder and stronger than ordinary carbon steel by. It is used in cars, trucks, cranes, bridges and other structures to be able to handle a large number of strainsThe difference between the two is defined somewhat arbitrarily. However, most agree that while the steel is alloyed with more than eight per cent of its weight of other elements being next to iron and carbon steel is strong ally. low alloy steels are slightly more frequent. The physical properties of these steels are modified by other elements, giving them a greater hardness, strength, corrosion resistance, or hardness compared to carbon steel. To achieve these properties, these alloys often require heat treatment. Carbon steel is a steel which does not contain significant amounts of alloying materials other than carbon. There are three major categories of carbon steel. low carbon steel, medium carbon steel and alloy. Alloy steel is a type of steel that offers many advantages over steel. It is much harder and stronger than ordinary carbon steel by. It is used in cars, trucks, cranes, bridges and other structures to be able to handle a large number of strainsBottom of Form b) Non ferrous alloys Aluminum: Weak and ductile, Electrical conductivity is better. High thermal conductivity, Good resistance towards corrosion. Used in Aircraft, boats, pistons and cranks. Aluminum base alloys: copper has high electrical and thermal conductivity. Tensile strength and hardness can be improved. Used in Power lines, controllers, signaling devices. Miscellaneous copper base alloys: Electrical conductivity of 60%, Good corrosion resistance, has the Hcp structure. Used in applications like Aircraft and Spacecraft. Magnesium – base alloys: Has the melting point of 1455’C. Good formability. Good Corrosion Resistance. The pure Zinc has the melting point of 419’cIt has two types of alloys; Alloy A Good ductility Alloy B- Higher effective strength. Used in Petroleum industry, Chemical industry Food processing plants, Fuel pump, optical instruments, car doors etc. Lead-Tin alloys: Excellent corrosion resistance, Good strength. Resistant to high temperatures. Some important types of alloys, alpha titanium alloys, near alpha titanium alloys, Alpha-beta titanium alloys, Beta titanium alloys. Used in Compressor blades, Engine forging and space craft’s. Differences between non-ferrous alloys in the cast vs. wrought forms Nonferrous Alloy Specified for use in electrical and electronic applications. Reduced weight Higher strength Nonmagnetic properties Higher melting points Resistance to chemical and atmospheric corrosion. A type of cutting material is relatively expensive and must be directly casted into the form. Non-ferrous cast alloy tools have largely been replaced by carbide. Wrought alloy: Solid metal that has been bent, hammered, or physically formed into a desired shape. Wrought copper alloys can be utilized in the annealed, cold-worked, stress-relieved, or hardened-by-heat-treatment conditions, depending on composition and end use. Bronzes comprise four main groups: copper-tin-phosphorus alloys (phosphor bronze) copper-tin-lead-phosphorus alloys (leaded phosphor bronze) copper-aluminum alloys (aluminum bronzes) copper-silicon alloys (silicon bronze) Wrought copper-nickel alloys, like the cast alloys, have nickel as the principal alloying element. The wrought copper-nickel-zinc alloys are known as nickel silvers because of their color. c) Polymers: Polymers are classified in various way

Time in Gatlinburg :: Descriptive Essay About A Place

Time in Gatlinburg Gatlinburg, Tennessee is a prime tourist destination that is filled with action packed adventures. Day or night there is never a dull and moment. You can visit the quaint little shops in the light of day or patrol the dark and somewhat wild street of the night. However, you plan to spend your time in Gatlinburg, you are guaranteed to have an awesome time. When you get to Gatlinburg, Tennessee, you will need a place to stay for the duration of your visit. The Howard Johnson Inn will accommodate your needs says Hojogatlinburg.com. The weekend price is seventy dollars for a room with two double beds and a spectacular view. This is a great place to stay. For dog lovers, consider leaving Rover at home because the Howard Johnson Inn doesn’t allow pet. The Howard Johnson Inn is located in downtown Gatlinburg on 200 East Parkway, and right around the corner from all the wonderful attractions Gatlinburg, Tennessee, has to offer. After unloading your luggage consider going down to the Peddler. The Peddler might be able to satisfy your wants and desires. The Peddler carries everything for fresh fish, to mouthwatering chicken and even marinated steaks. The Peddler is a classy restaurant so dress accordingly. Expect the cost for the meal to be a bit on the "pricey" side. The Peddler is located on the corner where River Road intersects with Ski Mountain Road. If unwilling to empty your wallet on one nights feast, take a stroll over to Pancake Pantry where excellent breakfast is served for a moderate price. The Pancake Pantry is located on the corner where Cherokee Orchard road meets Parkway. According to Gatlinburg.com, the Pancake Pantry has twenty-four different types of pancakes, an array of waffles, and they serve soup and sandwiches for lunch. The Pancakes Pantry serves lunch after eleven thirty and breakfast all day for those of you who eat bacon and eggs for supper. After you have had your fill at the Pancake Pantry, consider heading over to Camp Thunder Fun Center. Camp Thunder Fun Center is located right across the street from Ripley’s Aquarium of the Smokies, where you can ride go-karts at speeds up to twenty-five miles per hour on an outdoor track. "Ride till your hearts content," says Camp Thunder Fun Center, but not in the rain as that is a recipe for certain disaster. There is no doubt that you will find all sorts of fun and thrilling adventures at Camp Thunder Fun Center.

Analysis: Narrative and Story Essay

The stylistic analysis of Richard Gordon’s story â€Å"Doctor in the house† by Arailym Zharmukhamed from IN-11-2 â€Å"Doctor in the house† was written by Richard Gordon, a famous English writer. He was born in 1921. He had been a surgeon and anaesthetist, he wrote numerous novels, screenplays for film and television and accounts of popular history, mostly dealing with the practice of medicine. He was most famous for a long series of comic novels on a medical theme starting with â€Å"Doctor in the House†, and the subsequent film, television, radio and stage adaptations. Everything that author described in the story â€Å"Doctor in the house† was true to life, that is why it made this story so popular among people. The subject of the story is sitting for examinations. Well, now I’m going to analyze the story. The story is short. And narrative mode of the text are both narration and description. The author describes us what examination means for students and narrates about exam itself and his own experience when he was a student. The plot structure of the story is interesting one. The exposition of the text starts with the explanation what examination means for a medical student and what examination means in whole. After the explanation we come to the inciting moment when the narrator takes his exam. I slowly pass to the climax of the story when Richard is waiting for the results. And I come to the resolution when he has learnt that passed the examinations. Having analyzed the plot structure, I would like to give the summary of the extract. The story takes place during the examination for medical students. As the narrator mentions it’s something like a death. The exam is consists of two parts, they are written papers and oral examination. 3 hours are allowed for the paper. Students swott up the spot questions, because there is rarely any frank cheating in medical examinations. When the narrator is finished with the written papers, he meets Grimsdyke who knows that there’s a special system of marking the tripos and the narrator shouldn’t worry about it. As for the viva, it was a judgement day, because a false answer and the student is finished. There were 5 other students with the narrator who were passing the viva. When it was his turn to pass it he easily copes with the first question, but stumbles through the second, that is why the days after the viva are black ones. At last the day when students could learn their results comes. It’s the Secretary who simply should say â€Å"pass† or â€Å"failed†. The narrator worries so much that even doesn’t hear the  Secretary who named his number. So it turned out that the narrator passed his exam. His feelings are mixed. Now, I’m gradually passing to the main characters of the story. Here is only one main character – the narrator. The method of character drawing is indirect. He is round, dynamic, protagonist character. The narrator is a medical student. During the whole story we can see him passing through examinations. The day of the examination was the worst thing on the earth, something like death for all students. If you want to pass it you should be ready. So, I think he is well-read in medicine, hard-working person, because there is rarely any frank cheating in medical examinations, so a student should know the material and help himself. He managed with this. I also can say that he is very observant. The narrator notices different kind of emotions on people’s faces. For example he talks about porters who look dispassionately down at students, he sees an awkward expression of self-consciousness and superiority in students faces, he notices that the woman’s suit was neat but not smart, that her hair tidy but not striking, that she wore enough make-up to look attractive. The narrator is an interesting character, he likes to compare people with somebody. For examples, he compares porters with policemen, examination is something like death as he mentions, the Old Stager with a photographer at a wedding. He can easily find the right word to describe the person. So, I can say that he is smart. We also know he passed his exam, it means his knowledge of medicine are good enough and maybe one day he’ll become a doctor. On the whole, I can say that he creates an image of an ordinary student. I slowly come to the author’s style of the text. If to look at the text, we may notice that it is written in the first person narration: â€Å"I walked down the stairs feeling as if I had just finished an eight-round fight†¦Ã¢â‚¬ ,†I was shown to a tiny waiting-room†¦Ã¢â‚¬  or â€Å"I stood before table four. I didn’t recognize the examiners.† And so on. Speaking about vocabulary of the story, it is important to say that the language is expressive, emotional. Richard Gordon uses lots of thematic words such as â€Å"student, cheating, the examiners, to pass, tripos the viva, written papers†, etc. The author uses stylistic devices and expressive means to achieve desired effect in describing characters and examination itself. Well, on the whole the text is emotionally moving. Now I want to provide some examples of Stylistic devices. Richard Gordon uses simile, metaphor, hyperbole, allusion,  metonymy. By the simile â€Å"examinations are something like death†, the author shows what the students feel before it, their condition; â€Å"like a prize-fighter†, here Richard Gordon wants to show the atmosphere of contest between the student himself and the examiner; by using metaphor â€Å"well-trodden paths† the author shows the attitude to the medical textbooks; â€Å"frustrated brilliance† about a gone hope of a student; by using a hypebole â€Å"an examination is nothing more than an investigation of a manà ¢â‚¬â„¢s knowledge†, the author shows what the examination is. Or â€Å"But the viva is judgement day. A false answer, and the god’s brow threatens like imminent thunderstorm† to show the importance of examination for students; the author excellently uses the allusion referring to the Bible’s Judgment day. We discover that final exams are death and the Secretary as an archangel corresponds where they would go to the paradise or to hell. So, we can see that the text is rich in stylistic devices, it makes it vivid. It’s important to mention that the syntax of the story also helps to make the story vivid. Each sentence is complete. The structure of the sentences is characterized by a strict adherence to logic, the author uses parallels constructions which help to reflect the tense during anticipation of the narrator’s result: â€Å"The world stood still. The traffic stopped, the plants ceased growing, men were paralysed, the clouds hung in the air, the winds dropped, the tides disappeared, the sun halted in the s ky.† Having analyzed stylistic devises we can describe the atmosphere and tone of the story. In the beginning the atmosphere is strained, in the middle of the test when students start examination it becomes nervous, but in the end it’s relaxed because the narrator has known that he passed the exam. The tone is serious because the narrator describes the examination and shows the importance of it for students. Having realized the story we can easily find the theme and the main idea of it. The theme of the story is worries about examination. The main idea is that examination is a real challenge for students and a real testing of being ready for different difficulties. And now, I’m trying to conclude my thoughts. In our world, there are full of difficulties and various problems. I’m sure no one can say that he is free from spoiling his nerves and health in order to overcome some important destiny barriers. As a matter of fact, who can agree that life is more interesting, when it flows as a calm river of constantly and monotonously changing events? A person  becomes experienced and strong only having felt the whole disgrace of the world he has a chance to live in. And what an amazing quality our memory has; it specially chooses the worst recollections and with the sense cruelty reminds us our past mistakes and annoyances, making us feel that awful feelings again and again. The fact that nothing can be as memorable as our misfortunes was remarkably proved by Richard Gordon. Having a great medical practice, the author reveals his own recollections of the old days, when he was just a student, stumbling through the most scaring trial in his life – the finals. He colourfully describes all the sides of his extremely important event. Cheating is practically impossible, all the knowledge is an inseparable mass in the heads of young and full of hopes students. Oral and writing examinations become some kind of a â€Å"judgment day†. And not everyone becomes that lucky, who will take the diploma from the professor’s hands. With an irony the author gives us the description of students’ feelings and behaviour. Some of them have â€Å"superiosity in their faces†, others were trying to complete the last brilliant sentence, â€Å"dissatisfied with the period allowed for them to express themselves†. After years such event seems to be extremely funny. The author showed us the atmosphere people sometimes have to be in. Recollecting my own experience I can say that in many cases my feelings were the same. Everything, which happens to us sooner or later turns into the simple recollection. Of course it puts a trace in our mind, and not always pleasant one. Author gives us a way to understanding of such things. It is humour, the best â€Å"cure of the injures† the life gives us. Remembering this rule a person is able to overcome many life trials, becoming stronger and wiser. In this case even the best professor can’t be compared with the teacher we all have – our past. For me, every time the examinations require from me much effort and nerves for preparation and passing them. So, heaving read this story, I found that Richard Gordon is a master of witty descriptions of serious and important events in people’s life. Not many authors are able to achieve this effect in his or her works, but Richard Gordon made this perfectly.

Bachs Brandenburg Concerto No.5 Essays

Bachs Brandenburg Concerto No.5 Essays Bachs Brandenburg Concerto No.5 Paper Bachs Brandenburg Concerto No.5 Paper Bach’s Brandenburg Concerto no. 5 Overview: This baroque concerto is composed by Johann Sebastian Bach, the famous baroque composer of his time. This work is the fifth of six concertos the composer dedicated to Christian Ludwig, Margrave of Brandenburg. This piece showcases Bachs inimitable strength as a contrapuntist. Bach’s music has flexibility in its form and influence, but still retaining the constraints of the form of baroque music. He blended Italian and German music in these concertos, giving them a distinctive touch. This fifth concerto is made distinctive by the flute, solo violin, harpsichord, and strings. It is the only one of the six pieces to have any solo given to the harpsichord, which is part of the continuo throughout the other works. Elements like the rhythm and texture are of great importance as displayed in the playing of this wonderful piece. Description of the piece: The music composed in this piece is music that is both sublime and entertaining. There are three movements in this piece itself. The first movement started with a lively and upbeat melody. A cadenza was featured in the first movement. The harpsichord is given a very important part as both a solo and the bass part. The harpsichord also seemed to be holding the piece together, supporting the other instruments. In the second part of the first movement, there are episodes whereby the other instruments gave their limelight to the harpsichord. At the end of the movement, the other soloists actually supported the free-flowing harpsichord line. The unique thing about this movement is the tension felt between all the solo instruments and the string ensemble. Beauty and elegance is what the second movement is all about. The sound of the harpsichord is heard in the beginning of the second movement, followed by the flute and violin soloists. The second movement is for the soloists only, the flute, violin and harpsichord all playing with a sense of cooperation, portraying sombreness. It is soothing and free of the first movement’s tension. The final movement is brief compared to the first movement. This movement is more like a dance, enchanting and cheerful with the influence of the fugue. Analysis of the piece: The three movements of fast-slow-fast are present. In the opening movement, the ritornello is overwhelmed by the soloist which is usually the tutti ensemble. It is like a sort of competition between different parties, with the tutti versus soloists, and also soloists against soloists. The harpsichord wins. The first movement plays in the major key, with a sense of vivace. The overall dynamics which is ideal for describing this movement is allegro con fuoco. A touch of legato is present in the second movement; adagio, largo can be used to describe the tempo of this particular movement. The last movement is mostly polyphonic as it is influenced by distinct fugal powers. The subject is introduced and it is then repeated by another instrument. It sounded like a second voice imitating the first voice, accelerando at some point of time. It ended on a major chord. The overall tempo of the final movement is presto. The main instruments playing are the violin, flute and the harpsichord. Rhythm is constant throughout this whole piece, this baroque concerto piece used the quadruple meter. Pitch and texture varies throughout the music piece as well. Reflection of this piece: The presence of strong contrast and opposition of sonorities made this piece remarkably wonderful. The second movement is slow and restful. This is a prodigious irony, considering how the tensions of the concerto form were exploded in the first with so much zest, in which the restricted form is somehow abandoned at that brief moment. The final movement is my favourite movement as it made me feel like doing a lively dance. It gives a sense of freedom and joviality. Overall, I find this piece of music a rather enchanting piece with a balance of melancholy and exuberance.

DNA and The Double Helix essays

DNA and The Double Helix essays In The Double Helix, a reader can find James D. Watson's first-hand accounts of the competitive race in science that led to the discovery of the structure of the DNA molecule. The DNA research Watson and his colleagues took part in demanded knowledge in many areas of expertise, but the most critical area was that of X-ray analysis. By creating photographic two-dimensional pictures of the three dimensional DNA molecule, Watson and his team were able to analyze these pictures and determine that DNA is actually shaped as a double helix structure. This discovery proved to be a true scientific breakthrough, ultimately winning Watson a Nobel prize in 1962. The title "The Double Helix" refers to the complex structure of DNA, however, the book is not a technical work. The book functions as a scientist's journal about a part of his life and work leading up to his greatest achievement and its impact. Watson's story starts from the fall of 1951 when he arrives at the Cavendish Laboratory of Cambridge University, and ends with the publication proposing a brilliant new structure for DNA in April of 1953. Watson originally begins working with a group studying the three-dimensional structure of proteins. Then slowly he and Crick team up to investigate the structure of DNA. Two scholars from Oxford, Maurice Wilkins, and Rosy Franklin, as well as Linus Pauling from the United States, were all independently studying DNA structure. Toward the end of the story, the book turns into a competitive race to find the true structure of the mysterious molecule. Each scientist knows that there are phosphates, sugars, and bases involved and there are fou r types of nucleotides. The scientists also suspect that the molecule is in some sort of helix formation. Watson and his team are most motivated by the fact that renowned chemist Linus Pauling is also attempting the problem. Watson and Crick have the upper hand, however, since they have the work of Rosalind...

Bio-Terrorism preparedness and response Module 3 case MHE 507 Essay

Bio-Terrorism preparedness and response Module 3 case MHE 507 - Essay Example However the operation is plagued by the lack of qualified and motivated staff members. This paper will seek to study and analyze the LRN. The Laboratory Response Network was created by the Centers for Disease Control and Prevention (CDC) as a means of responding to biological terrorism. The CDC established the organization with its partners, the Federal Bureau of Investigation and Association of Public Health Laboratories (McGovern, 311). The overall aim was to create an efficient mechanism that would upgrade the American public health infrastructure to respond to bioterrorism. The LRN uses a coordinated effort by government, military, health, and private laboratories to fight against possible bioterrorist threats. It helps to enhance the ability of the country to respond to biological and chemical terrorism. The Laboratory Response Network operates using a multi-tier organizational structure. Each level helps to create a multilayered security mechanism against potential bioterrorist acts. Sentinel laboratories are the first line of defense since they are concerned with identifying and assessing bioterrorism threat agents. They have the responsibility of treating samples in a safe manner (Roffey & Tegnell, 450). Reference laboratories typically have advanced equipment that is used to test and monitor the presence of specific biological threat agents. Finally national laboratories are present in military and government facilities for the purpose of identifying specialized biological agents (Treadwell & Koo, 92). The LRN represents a unique effort to fight bioterrorism because it integrates state, federal, military, veterinary, and international laboratories. Adequate funding has supplemented the efforts by providing the necessary equipment, instruments, and supplies to the network of laboratories. However a major shortcoming is the lack of qualified and talented staff (Inglesby, 1735). This was because qualified scientists and researchers

Case 1 Study Example | Topics and Well Written Essays - 1000 words - 2

1 - Case Study Example Delinquent orders have been accumulating while the company was not able to fulfill these increasing orders. Some of the Solar Feeder parts were even contracted to other suppliers with SDI only having the responsibility of assembling the parts. The company could, however, not maintain full and successful control on its sub-contractors (Brown and Abercrombie). Quality problem in the parts received from the suppliers was poor, which also facilitated the slow delivery. This factor is further attributed to the fact that it would always take SDI a lot of time to adjust the poor quality parts to the desired quality before the delivery is done. Consequently, the production process had to slow down significantly. Further much down time as well as production reject was experienced. Addressing the issue would require the management to look at the best ways to gain control over suppliers in order to quicken the parts quality and delivery. This will further boost production quality and quantity a nd hence revenue generation. Break even volume refers to the number of a product units that SDI has to sell in order for its sales revenues to equal to its total costs. In this regard, considerations of both unit costs and start-up costs are done. As for now, SDI Inc. has not achieved a breakeven of sales. The company’s costs and sales revenues need to balance in order to achieve a breakeven volume of sales (Hofstrand). From a look at the SDI financial ratios, it can easily be noticed that the company has a long way to go before achieving a breakeven volume of sales. The company is still facing losses, but not profits. The gross profit margin of the company is 59% (Brown and Abercrombie). This is based on the difference between the sales and cost of goods sold all divided by the sales. Considering that there are still other expenses/costs, which have to be deducted in the gross profits, the total costs are fur much above the sales revenue (Hofstrand). With a net

Mobile Internet Protocol Essay Example | Topics and Well Written Essays - 2500 words

Mobile Internet Protocol - Essay Example However, the higher-level protocols require IP address of a host to be fixed for identifying connections'. IP protocol is therefore a necessary element of the network activities. In this context, many companies that activate in the area of IT technology and especially those which provide network - related services offer to their customers the chance to use Internet even when they are far from their home or office, i.e. when there is a physical distance from the area where the Internet connected device is placed and operate. The particular technology that offers such an advantage is called Mobile IP and it is available by several IT companies including CISCO, IBM, NOKIA and so on, which have included the above technology in their products offering at the same time to the interest customers all the necessary support. According to a general definition of Mobile IP used by CISCO (2006) 'Mobile IP provides users the freedom to roam beyond their home subnet while consistently maintaining their home IP address; This enables transparent routing of IP data grams to mobile users during their movement, so that data sessions can be initiated to them while they roam; it also enables sessions to be maintained in spite of physical movement between points of attachment to the Internet or other networks'. In the same context, it has been stated that Mobile IP is 'a standard that allows users with mobile devices whose IP addresses are associated with one network to stay connected when moving to a network with a different IP address; When a user leaves the network with which his device is associated (home network) and enters the domain of a foreign network, the foreign network uses the Mobile IP protocol to inform the home network of a care-of address to which all packets for the user's device should be sent. Image 1 - Description of a Mobile IP system (Ghosh, 2006) In a similar definition presented by Chen (2006) 'Mobile IP is an internet protocol designed to support host mobility; Its goal is to provide the ability of a host to stay connected to the internet regardless of their location; Mobile IP is able to track a mobile host without needing to change the mobile host's long-term IP address'. It should be noticed that in accordance with Ollikainen (1999) 'when IP routing was originally defined, mobility of hosts was not considered to be an issue because routing methods were built for static networks, where the hosts were unlikely to move from one subnet to another. Thus, the IP address encodes the computer's physical location, and - by default - the location is fixed'. The main element of Mobile IP is therefore the IP protocol which enables the users to access the Internet even when they are far from the device which is connected with the Internet - the use of a mobile node towards the achievement of such an effort is crucial. It should also be noticed that Mobile IP tends to present a different level of performance in accordance with the system in which it is implemented (i.e. capabilities of the specific system) as well as with the type of protocol using for its formulation and configuration. More

Teacher Evaluation Essay Example for Free

Teacher Evaluation Essay Teacher evaluation is a complex process. It is a series of activities and actions that are interconnected and ultimately related to a specific purpose. Day to day, teachers deal with complex problems and from this, they should be evaluated as professionals which means that their standards should be developed by their peers and their evaluation in turn focus on the degree in which they solve professional problems. While not always true, the emphasis of these evaluations should be on their ability to teach and not them as sole individuals, while taking into consideration the involvement of the overall educational process. The general rule of thumb is that the evaluation process typically involves preparation, observation, data collecting, reporting and most importantly, follow-up. Though each of these serves a specific purpose throughout the overall evaluation process, when missing just one, an ineffective evaluation systems being to resonate. Over time, ineffective teacher evaluation systems have become more costly than effective overall strategies. In most cases, teacher evaluation programs contain inferior material because they neither improve a teacher’s instructional skill, nor do they permit the dismissal of incompetent teachers. These points bring into clear perspective the need for effective teacher evaluation policies, and the need for boards and administrators to examine these practices with a view to improve learning opportunities across different situations. Back in 2001, Patricia Hopkins became superintendent of the Five Town CSD and Maine School Administrative District #28 in Camden Rockport with one of her first tasks being to review summative evaluations of all the teachers in the two districts. What she discovered troubled her, but yet this did not surprise her at the same time. As she read through the evaluations, she found that many were full of valentines her word for vague, meaningless praise and largely deprived of constructive criticism or concrete feedback. Hopkins believed that teacher evaluation held great potential to improve instruction, so she set out to eliminate the valentines by strengthening the culture and structures supporting teacher evaluation in district schools (Kane, Taylor, Tyler, Wooten, 2010). In recent years, the spotlight on teacher evaluation has intensified. For myself, this was something of a topic that I initially gave little to no accountability towards until viewing â€Å"Waiting For Superman† this semester. With this inside look into an exhaustive review of public education with it’s methodically dissecting the system and its seemingly intractable problems, now more than ever is the overall review of teacher’s performance a must in our academic communities. With dissecting that the teacher’s effect on student learning and achievement, practitioners, policymakers, and researchers are beginning to call for boosting the judgment and quality of a teacher’s evaluation. From this, we are starting to see the track record for evaluation and how the increasing consensus that teacher evaluation could play an important part in improving teaching and learning. During the last wave of efforts to strengthen teacher evaluation back in the 1980s, most initiatives died on the spot. This time around, however, there may be cause for more optimism. Key changes in the education world may make it easier for broad-scale improvement efforts to take hold. Moreover, some schools and districts, like those Hopkins leads, have already taken steps to more tightly link teacher evaluation with instructional improvement and increased student learning, along with implementing real consequences for those who perform superbly and for other teachers who perform poorly. Time and again, analyses of summative evaluation ratings of teacher’s show that the vast majority of teachers in any school, district, or state are rated above sometimes well above average (Donaldson, 2009). Although it is possible that all teachers are above average in some schools, there is generally more variation in teacher effectiveness within schools than between them. Thus, any school low performing or high performing, wealthy suburban or under resourced urban is likely to employ more underperforming teachers than its evaluation ratings suggest (Hanushek, Kain, OBrien, Rivkin, 2005). In fact, both principals and teachers believe that teachers are less effective than ratings indicate which ultimately leads to inflated ratings of teachers and this reflects the following problems that seriously limit the extent to which evaluation could improve instruction and achievement. Poor Evaluation Instruments: Systems have tend to emphasize what can be measured, not necessarily what matters. In turn, evaluation instruments have traditionally required evaluators to look for things that they can easily be checked off (such as the neatness of bulletin boards), but that may not indicate high-quality instruction. Limited District Guidance: Districts typically give little direction regarding what evaluators should look for. Instead of providing guidelines or rubrics that detail the substance of evaluations, districts are more likely to set out time lines and explain processes (Koppich Showalter, 2008). Lack of Evaluator Time: Evaluators, usually school administrators, report having insufficient time to conduct thorough and accurate evaluations. As the reporting requirements for schools have increased, evaluator’s time has become even scarcer. Lack of Evaluator Skill: Evaluators often lack specific knowledge about the content areas in which they evaluate teachers, especially at the secondary level. Moreover, professional development for evaluators is not frequent or comprehensive. Lack of Evaluator Moral Fiber: Principals are not always held accountable for conducting rigorous evaluations. A culture of nice pervades schools, suppressing critical feedback and encouraging principals to rate all teachers above average. Absence of High-Quality Feedback for Teachers: Even though teachers express a strong desire for more concrete, detailed feedback, evaluators generally do not provide it after their observations (New Teacher Project, 2009). Few Consequences Attached to Evaluation: Because there is little variation in the teachers summative evaluation ratings, teachers who teach exceptionally well cannot be identified or rewarded. At the same time its difficult to identify, if needed, those who struggle (New Teacher Project, 2009). Despite the deep, longstanding roots of these problems, the challenges might be easier to overcome than they appear. Currently, we know more about the links between teaching and learning than at any time in the past (Donovan Pellegrino, 2003). We know, for example, that explicit instruction in the alphabetic principle is a key component of effective reading instruction (National Reading Panel, 2000; Snow, Burns, Griffin, 1998). This knowledge enables evaluators to determine whether such instruction is occurring. In addition, the teacher workforce is undergoing a massive transition as baby boomers retire and individuals in their 20’s 30’s enter teaching. There is some indication that new teachers today differ from the retiring generation (Johnson Project on the Next Generation of Teachers, 2004). Surveys suggest that they are more open to differential recognition and rewards than are their retiring counterparts. Finally, teachers unions, long perceived as a major bar rier to the improvement of teacher evaluation, have shown an increasing openness to collaborating with districts to improve the appraisal of teachers (Johnson, Donaldson, Munger, Papay, Qazilbash, 2009; Weingarten, 2010). Another sign of hope is in the districts that are already making strides and progressing towards tightening the link between teacher evaluation and improved instruction and – potentially achievement. While dissecting the above situation, along with two other districts, I was able to obtain different a better understanding on different steps taken toward mitigating some of the current problems in teacher evaluation. These approaches represent a new direction in evaluation that, if it spreads, can transform teaching and learning. In Ohio, Cincinnatis Teacher Evaluation System exerts an influence on instruction and potential stronghold on student achievement (Kane, Taylor, Tyler, Wooten, 2010). This evaluation system grew out of a 1997 collective bargaining agreement between the Cincinnati Board of Education and the Cincinnati Federation of Teachers. Through careful study and advice from experts in research and practice, they were able to develop a program for its 58 schools and approximately 2,200 teachers that provides a clear evaluation system and structure that mitigates some of the common problems with teacher evaluation. Using Charlotte Danielsons (2007) framework as a guide, Cincinnati has built its evaluation criteria on 16 standards that are prominent within four specific domains: (1) Planning and Preparing for Student Learning, (2) Creating an Environment for Student Learning, (3) Teaching for Student Learning, and (4) Professionalism. Overall, this system devotes considerable time and resources to providing professional development on these standards. From this, teachers in the district can apply for a three-year term as an evaluator or a consulting teacher. Through this process, teacher evaluators are obligated to conduct three observations, while administrators conduct one of the tenured teachers four formal observations during the comprehensive evaluation cycle, which tenured teachers undergo every five years. Two of the observations are announced, and at least two are followed by post-observation conferences with evaluators. New teachers and struggling veterans are evaluated under a different, but related system. The districts Peer Assistance and Evaluation Program assigns consulting teachers to these teachers; these consulting teachers usually also serve as evaluators for other teachers, but they evaluate new or struggling teachers more frequently. This system reduces the time problem many evaluators face by dividing evaluation responsibilities between teachers and administrators. Each full-time evaluator typically has a caseload of 18–25 teachers. With them focused on evaluating and assisting their peers, these individuals have the time to conduct high-quality evaluations and provide useful feedback to teachers. New consulting teachers and teacher evaluators receive 10–11 days of training before starting their work, where as continuing evaluators receive five days of training each summer. Before their first term, all evaluators and consulting teachers must pass an evaluator certification test that requires them to assess instruction using the systems rubrics and demonstrate their reliability as raters. Over the course of the school year, consulting teachers and evaluators receive two hours of training every other week to review evaluation standards and calibrate scoring. After three years in their role, consultin g teachers and teacher evaluators return to full-time teaching positions, which keep their knowledge of teaching and learning current. Looking at a different approach, some charter schools have also attempted to make teacher evaluation a more powerful tool for instructional improvement. One charter management organization in the northern United States, a successful network of 15 urban schools serving high percentages of low-income and minority children, has done so by deemphasizing formal summative evaluations and focusing instead on ongoing informal evaluation and feedback (Donaldson Peske, 2010). In this organization, teachers receive one-on-one and small-group coaching from administrators on a weekly or biweekly basis, as well as a midyear summative evaluation. The coaching is differentiated according to the teachers needs and aimed at developing teacher’s skills over time. For the summative appraisal, evaluators and teachers complete a same six-page appraisal form that focuses on the organizations â€Å"Aspects of Instruction†, which covers such approaches as differentiation and checking for under standing. Comments on the appraisal do not simply reflect a short period of formal observation, as those of some evaluation systems do. Instead, the document prompts both the teacher and evaluator to reflect on all the work the teacher has done so far for that academic year. Thus, evaluators may draw on all their observations of the teacher—inside or outside the classroom, brief or sustained. This includes not only classroom instruction but also non-instructional contributions to teams and committees they hold responsibility towards, along with the school as a whole. With all of this taken into accountability, teachers reported spending three to five hours preparing these documents and another 90–180 minutes debriefing with their evaluator (Donaldson Peske, 2010). With having generally more flexibility than traditional public school, the charter organization enables administrators to spend considerable time observing, evaluating, and coaching teachers by keeping the teacher to evaluator ratio quite low approximately six teachers to one administrator. The organization has also strategically aligned personnel to handle certain administrative tasks so that principals can focus on instruction. Furthermore, an operations team handles facilities management, budgeting, certification, and ordering. In turn, a dean of students manages student behavior challenges, an intervention coordinator organizes school wide data and testing, and in some cases, an executive assistant coordinates activities with teachers and students and fills in where extra help is needed. The organization lives by the principle that, as one teacher noted, Feedback is a gift. A key part of professional development focuses on training teachers and leaders to have difficult conversations, which sometimes occurs during the evaluation of debriefs. One principal explained that her school has adopted specific norms such as staying on your side of the net and not stepping over and making claims on the other person that helps to depersonalize potential disagreements. Another principal said that in the process of hiring teachers, he deliberately gives them critical feedback on their demonstration lesson to see how they handle constructive criticism (Donaldson Peske, 2010). Evaluators receive training in how to deliver feedback in such a way that their suggestions will be implemented. They learn to give concrete and specific feedback that teachers can immediately respond to. Evaluation and coaching sessions deliberately focus on one or two major issues a teacher needs to work o n and are anchored in student data, often the organizations benchmark assessments. This ultimately narrows the focus on changes that teachers need to make to be effective. Finally, the Five Town CSD and Maine School Administrative District #28, under Patricia Hopkinss guidance, have also strengthened their evaluation systems (Kane, Taylor, Tyler, Wooten, 2010). Hopkins notes, I have seen a shift. People arent just saying you’re doing great. Theyre posing questions and making recommendations to help inform teacher’s efforts to improve instruction. This shift has come about in large part as a result of the districts efforts to solve one typical problem of evaluation systems lack of evaluator will. Early on, Hopkins decided to increase evaluator’s accountability for completing high-quality assessments. First, she posted a calendar in her office showing the names and due dates of all teacher evaluations throughout the district. This calendar enabled her to keep track of and follow up with evaluators during the school year. Administrators must conduct at least two observations each year for first and second-year teachers and one every third year for teachers on a continuing contract. The evaluations themselves are based on both these observations and such factors as promptness and accuracy of reports and evidence of professional growth. With this in place, administrators in turn meet with teachers before and after the observations and evaluations to help clarify the outcomes. Second, Hopkins and the assistant superintenden t began to informally observe all first and second-year teachers in the district. This practice of providing another set of eyes helps school-based administrators to be more critical. In some cases, Hopkins said, the informal observation led to additional observations of teachers and more in-depth conversations with administrators. Lastly, Hopkins has required principals to share their draft evaluation reports with assistant principals and vice versa before the post observation conference with the teacher. This sharing has enabled administrators to clarify their expectations, maintain consistency with one another, and ensure that their commendations and recommendations for improvement are appropriate.