Meubles Canadal: Looking Towards the Future Essay

Introduction Meubles Canadel is Canada’s leading manufacturing firm in producing high quality furniture for dining purposes and was established in 1982 by three brothers in Louisville, a small town in the province of Quebec in Canada. It is a privately own company and established itself from a small to a large international operating company with still increasing sales around $125 million in 2000. Between 1987 and 1991 Canadel grew rapidly. This was due to the fact that the firm focused on demographic changes. The families’ size decreased in this time and shifted the demand from the â€Å"lunch-corner† and formal dining room segment to dining room furniture to everyday use. Canadel took advantage of this change and started to produce high quality dining furniture. With continued increasing sales, the firm expanded to the U.S market and additionally serves now the eastern part of the U.S with its products. Looking at Canadel in 2000, the firm owns 50% of the dining room market although prices are generally higher than competitor’s prices. At this point in time, the company’s sales were mostly coming from the U.S (75%), 20% from the Canadian market and five percent from Europe and Japan. Further, Canadel’s staff represented 1,550 people of which 800 are directly employed. In the following a case analysis of Canadel will be conducted. The first part represents the external environmental analysis whereas the second part focuses on the internal factors influencing the firm. Ultimately a conclusion will be drawn. External environmental analysis An external environmental analysis contains a macroeconomic and a microeconomic view on firm’s influencing factors. On the macroeconomic level one could ask a general question for example which environmental factors do affect the firm and its strategic management. It is necessary for Canadel to maintain a coherent strategy that fit in its environment in order to reinforce its distinctive competencies and establish sustainability in creating value to its stakeholders. In order to answer this question a PESTEL analysis will be conducted, where the macroeconomic view is studied. PESTEL stands for political, economic, sociocultural, technical, environmental and legal factors, which affect the firm and its strategy. Regarding political factors, the Canadian furniture industry was massively influenced after the introduction of the Free Trade Agreement (FTA) between the United States and Canada in 1989. Trades between both countries have become easier due to the elimination of tariff s and in addition competition increased. However, Canadel was not operating internationally in this time therefore, only the increase in competition could have influenced the firm. The next factor, which influences Canadel, is the economic impact. Exchange rate fluctuations between the U.S. and the Canadian dollar can affect the export to the United States, which can cause both losses and profits for Canadel. At the moment the firm has an advantage because the Canadian dollar has a strong position compared to the U.S. dollar. However, this used to be different and therefore it is important for the three Deveault brothers to take this factor into consideration in order to avoid losses. Another point is the huge unemployment rate that is mentioned. The Deveault brothers feel that they have an obligation to stay in Quebec in order to support their hometown and province, which would not be ensured if they would look for other suppliers in different regions. This decision influences the firm’s management strategy. On the one hand it could mean that Canadel does not take the opportunity to look for other suppliers in different regions who might be cheaper and therefore would enable the firm to benefit in costs savings. On the other hand it improves the relationship to its suppliers and increases loyalty on both sides, which can be more valuable than any cost saving strategy. The next external factor is the sociocultural development over time. As already mention, Canadel is a local company carrying about its employees and suppliers. This clearly influences its strategic operational decision as above discussed. Moreover, the company took advantage of the demographic changes in lifestyle and family size. It began to produce smaller exclusive tables and profited from the decrease in family size. Further, Canadel has a very unique attitude towards work, hiring policy and leisure. It is mentioned that the Deveaults try to maintain a small power distance between their employees and the management level. The company does not have a hierarchal structure and stands for an open-door policy where employees any time have the possibility to see the mangers and talk to them. Meetings held within the management level or with suppliers are classified as very informal without a secretary taking notes. These characteristics affect Canadel’s business decision like staying in the region of Quebec to conduct its business in favour of the local population. Another economic factor is the technological change in the last couple of years. It is obvious that machinery improved and facilitated the manufacturing process of wood. However, one has to remember that the company emphasises the production of unique hand made dining tables. This could lead to the conclusion that the technological improvement did simplify the manufacturing process however, not in the major way. This is solely due to the fact that the production of exclusive dining table is very labour intensive. The last two macro-economic influences environmental and legal impacts are not sufficiently addressed in the case and will be left out in this analysis. On the microeconomic level the model of Porter’s five forces will be used to detect competitive forces that affect the firm’s business decisions. First, the entry barriers are described as very low, which increases the risk of potential new competitors for Canadel. This might give reason to establish the firm as a market leader in the industry in order to threaten potential new competitors. This could be important due to some potential competition from the Asian markets. However, this does not necessarily mean loosing all of the firm’s customers if competition increases because Canadel produces a very specialised product, which cannot be easily copied. Nevertheless, it can complicate Canadel’s business strategy and force them to decrease costs in order to possibly decrease its very high prices for dining furniture. Another fact is that Canadel has a very good relationship to its suppliers and staff, which enables the firm to profit from this loyalty if competition increases. Summarising, it can be said that overall competition is low in this industry. The threat of substitutes can be described as relatively low because people who can afford to pay around $7,000 for a dining table would probably not purchase furniture at firms like IKEA. Moreover, Canadel’s products seem to be very unique and therefore hard to find anywhere else. Analysing the bargaining power of suppliers it can be said that the firm operates with many smaller suppliers in the region of Quebec. Thus, a low bargaining power is identified. Compared to that the bargaining power of customers is characterised as significantly stronger because Canadel produces very unique products, which addresses a specified branch of customers. This could lead to problems if sales decreases and might cause the company into trouble and force them to adjust for this changes. Internal environmental analysis The next part describes the internal factors which influences the firm’s operating strategy. This can be established by a SWOT analysis to detect the firm’s strengths, weaknesses, opportunities and threats. One of the most important strengths Canadel can present is the large subcontractor network, which it can rely on. Long-time relationships are important for the firm, as it knows most of its stakeholders from the very beginning. Therefore, controversies and conflicts are probably less frequent and decrease the fear of shortages in resources used for the production process. Further, Canadel has a well developed retail network, which shortens its delivery time compared to its competition. A next strength is the uniqueness of its products and its high quality, which is very much appreciated by the consumers. The high price of Canadel’s products can be identified as a weakness and might decrease its potential number of customers. Maybe it might be valuable to think about an additional production line that is cheaper and hence affordable to more people. A further weakness is the just-in-time (JIT) inventory system that could easily cause shortages although the firm accounted some time lack due to human errors. That JIT inventory system can be of course also identified as a firm’s strength. Canadel’s opportunities are already recognised by the expansion in the U.S. market, which could also be extended to the western part of the U.S. The already mentioned cheaper product line could be an opportunity to attract more consumers and to increase sales or to broaden the firm’s product segment. Major threats of the company are the Asian manufactures, which are likely to produce cheaper products and therefore might capture some of Canadel’s sales. Moreover, it can be said that Canadel has a major competitive advantage in producing high quality and unique dining furniture. It has the capabilities and resources, which is supported by the geographical location. A strong value chain can be identified with a good stakeholder network and a good infrastructure. These factors facilitate the firm’s operating position by focusing on the resources, capabilities and resources of Canadel. Conclusion In conclusion it can be said that Canadel managed to establish itself with a strong position in the fast growing dining room market. It has many opportunities to improve this position and expand its business by increasing its product line and thus attract more consumers. Further, it needs to pay attention to possible new competitors entering the market. Therefore, the philosophy to â€Å"grow when its time to grow† should not be taken too seriously because this might cause trouble to Canadel. It has to adjust to demographic and environmental changes. However, it should maintain its unique business culture and operation strategy. References Johnson G., Whittington R., Scholes K. (2008). Exploring Corporate Strategy (9th edition). Harlow UK: Pearson Education. Mark K., Hebert L., Crossan M,. (2001). Meubles Canadel: Looking towards the future. Richard Ivey School of Business, University of Western Ontario.

Frankenstein: The Danger of Knowledge Essay

â€Å"It was on a dreary night of November, that I beheld the accomplishment of my toils. With an anxiety that almost amounted to agony, I collected the instruments of life around me, that I might infuse a spark of being in to the lifeleless thing that lay at my feet. It was already one in the morning; the rain pattered dismally against the panes, and my candle was nearly burnt out, when, by the glimmer of the half-extinguished light, I saw the dull yellow eye of the creature open; it breathed hard, and a convulsive motion agitated its limbs† (Shelley, 34). Thus begins the horror in Mary Shelley’s well-known gothic, romantic fiction, Frankenstein. This literary work, published in 1818, tells the story of a young scientist who comes upon the secrets to create life. The novel begins with the correspondence of letters between Captain Robert Walton, a young English explorer in pursuit of discovering the Northwest Passage, to his sister Margaret Saville. The first few letter s in the novel recount to Margaret the progress of Walton’s voyage. Upon reaching a plot of impassable ice, Walton encounters Victor Frankenstein upon a slab of ice, and brings him aboard the ship. As Walton nurses the dreadfully weakened Frankenstein back to help, his vigor for seeking success and the unknown leads Frankenstein to relate the story that led to his misfortune. Frankenstein begins relating his story to Walton. He tells Walton about his family and childhood in Geneva. Frankenstein recounts of his love for science and seeking out the causes of things since he was very young. Upon coming upon the works of Cornelius Agrippa, Frankenstein is enraptured with philosophy and the thought of creating life. This love led Frankenstein to attend the University of Ingolstadt, where he studied chemistry and natural philosophy. As his time passed there, Frankenstein became increasingly obsessed with discovering the secret of life. This led to a continual pouring and dedication to that one area, until he at last discovered it. Upon discovering the secr et of life, Frankenstein poured himself into forming a human from old, decaying body parts and brings to life his creation. Though he initially began praising his creation, his joy soon turns to horror at realizing the grotesque, appalling being he created. Frankenstein flees from the creature, and returns to find it gone. As the novel progresses, each of Frankenstein’s loved ones is killed, and he vows himself to seek out the creature and destroy it. The novel shares the story of the incidents that led up to the  creation of the monster and the sad destruction of the innocent affected by one man’s unharnessed passion to seek knowledge no matter the cost. Throughout the novel, Shelley portrays the theme of the danger of knowledge in the characters of Walton, Frankenstein, and the creature. Mankind, since its beginning, has always had a great thirst and craving for knowledge. In Frankenstein, Shelley seems to question the wisdom in such a pursuit and sends a precautionary warning to those who read it. This thirst for knowledge, though it can be a blessing and beneficial, can become a danger ous endeavor. The first character that Shelley introduces that shares this passion for knowledge and the unknown is Robert Walton. At the beginning of the story, Walton begins by writing to his sister and informs her of his yearning to seek out the unknown. Walton expressed to his sister how she cannot imagine the benefit that he would, â€Å"confer on all mankind to the last generation, by discovering a passage near the pole to those countries, to reach which at present so many months are requisite; or by ascertaining the secret of the magnet, which, if at all possible, can only be effected by an undertaking such as mine† (Shelley, 20). This quote exemplifies from Walton’s letter how passionately he sought out after knowledge. After Walton finds Frankenstein and brings him aboard, he explains his pursuit to Frankenstein. Walton expresses that he would sacrifice, â€Å"my fortune, my existence, my every hope, to the furtherance of my enterprise. One man’s life or death were but a small price to pay for the acquirement of the knowledge which I sought for the dominion I should acquire and transmit over the elemental foes of our race† (Shelley, 11). This quote foreshadows the dangerous path Walton is treading upon. Once compared to the story of Frankenstein, the reader can understand that the dangerous road Walton was on, could ultimately lead to a similar result as Frankenstein’s. Both men fervently sought knowledge without mind of the end result. Walton and Frankenstein shared a concern only for the present and the fame and knowledge that could be attained now, without considering the possible deadly fruit of their labor. Thankfully, Walton heeded the advice of Frankenstein, and was spared a possible dreadful ending. Unfortunately, Frankenstein had not been given the same warning in advance, and was forced to reap the fruit of his pursuit. The second main character that Shelley introduces that contains a p assion for knowledge and the unknown is Victor  Frankenstein. When Frankenstein is found by Walton, he relates his story to him after perceiving that Walton walks on a similar path as he once did. He expresses his horror in the thought when he cried out, â€Å"Unhappy man! Do you share my madness? Have you drunk also of the intoxicating draught? Hear me,- let me reveal my tale, and you will dash the cup from your lips!† (Shelley, 12). Frankenstein wished to save Walton the agony and pain from walking along the stinging road that he had traveled upon. Frankenstein soon begins his narrative of his story and related to Walton how his thirst for knowledge and the unknown had begun while he was yet a young child. He tells of how he became obsessed with natural philosophy and chemistry, and the elixir of life upon entering the University of Ingolstadt. As he knowledge and intelligence grew, so his infatuation with the human frame and discovering the secret to create life. At last, Frankenstein came upon the secret that led him to begin the construction of a creation- a being that he could breathe life into. As he worked, he was blinded to the thought of what may result of thi s creation, and he worked continually. Not for a moment did Frankenstein step back to rationalize what he was creating. He was blinded to all except the thought of success and creating life. As a result, Victor’s creation was formed. As the monster came to life, only then did Victor understand what he created. He abhorred his own creation, and could not lay eyes on it for fear and horror. Frankenstein’s uncontained ideas and thirsts caused him severe pain as his creation destroyed all he treasured. The third and final example in Shelley’s novel that displayed a desire for knowledge was the Frankenstein’s creation- the monster. When the monster was first created, he was as a newborn babe. Unable to distinguish his surroundings and completely defenseless, he wandered around searching for comfort. Like a child, he grew in knowledge as he roamed, and soon was able to distinguish between simple items such as the sun, moon, berries and fire. As the creature continues to learn and fend for himself, he came upon the hovel of the DeLacey family, where he remained for quite some time , observing the family. The monster becomes fascinated by the family, and begins to learn from their example. As he learns, he strived to be able to communicate with them and to share a relationship with someone, such as they had. The more the monster observed the family, the more he longed to be accepted and human. When Safie joins the DeLacey family, they begin teaching  her how to read and speak, and so also do the lessons of the monster begin. As he grew in knowledge, his eyes were opened to understand more and to believe that if the humans were rationalized with, they would come to love him once they realized the kind heart inside of him. Contrary to what he hoped, the monster was rejected by the DeLacey Family, and sought after the creator who brought him into his miserable existence. The monster had sought for the knowledge of love and acceptance, but never found it. He himself states that though he destroyed Frankenstein’s dreams, â€Å"I did not satisfy my own desires. They were for ever ardent and craving; still I desired love and fellowship, and I was still spurned† (Shelley, 165). The monster had sought for the knowledge of love and acceptance by perceiving humans, but realized that he alone would always be separate from that gift. This knowledge and revelation led to his anger and hatred towards mankind and his creator, who also abhorred him. There was no one left to love him, and for that he swore anger and vengeance on his creator who had created him and left him in that state. As the monster grew in knowledge, he grew in bitterness and hatred knowing that all mankind had to offer was exclusively kept from him. His anger came from his rejection and dissatisfaction of knowing that he alone would never be able to experience love, kindness, and sympathy from another fellow human being for as long as he lived. Mary Shelley sent a very clear message through her novel, Frankenstein. She warned that those who seek knowledge and secrets might attain them, but lose everything they treasure and care for in the process. Just as in the case with Victor Frankenstein, sometimes unharnessed thirst for knowledge can lead to a devastating end that not only hurts the person seeking knowledge, but all those around them. Shelley sent a message that, like Walton, one must take the time to sit and consider the cost of their enterprise before it is too late. If they are blinded by their goal, they will not see the cost of their search until they cannot turn back. Shelley’s message was not only for those in the 1800’s, but can be said for those in the twenty-first century. In a time when new discoveries are being made every day, is anyone taking into account the detrimental costs that it may have on those in society? Advancements are being made every day, but so many of them have been used to harm society, more than advance it. Shelley’s warning is one that needs to be taken into consideration even today. If not, who knows how many monsters  and creations will be released into this world.

Ms Syllabus

Birla Institute of Technology & Science, Pilani Work-Integrated Learning Programmes M. S. Microelectronics at BITS Pilani Professional Development Centre, Bangalore Type of Input | Sponsored employees (with adequate work experience in Microelectronics area) with a First Degree of BITS or its equivalent | Duration| Normally Four Semesters| Special Feature | This is a specially designed programme to meet the Human Resource Development requirements of various collaborating organizations at Bangalore.Structured classes would be held in Bangalore regularly. | Semesterwise Pattern Course No. | Course Title| Units| First Year First Semester| MELTI ZG573MELTI ZG512MELTI ZG511MELTI ZG631| Digital Signal ProcessingEmbedded System DesignDesign & Analysis of AlgorithmsPhysics & Modelling of Microelectronics Devices| 3455| First Year Second Semester| MELTI ZG621MELTI ZG632MELTI ZG641MELTI ZG611| VLSI DesignAnalog IC Design CAD for IC DesignIC Fabrication Technology| 5555| Second Year First Semest er|MELTI ZG642MELTI ZG531MELTI ZG625MELTI ZG651| VLSI ArchitectureTestability for VLSI Advanced Analog and Mixed Signal Design Hardware Software Co-Design| 4554| Second Year Second Semester| MELTI ZG629T| Dissertation| 20| Note: This is the currently operative pattern as approved by the Senate-appointed committee, subject to change if the situation warrants. Fee Schedule Application Processing Fees Rs. 800/-, Admission Fees Rs. 10000/-, Each Semester Fees Rs. 17500/-, Each Semester BITS Professional Development Centre Membership Fees Rs. 2500/-. Course Descriptions MELTI ZG511 Design & Analysis of Algorithms 5 Design techniques such as divide-and-conquer, recursion, backtracking, branch-and-bound, simulation; Analysis in terms of average level and worst level efficiency; Relationship to appropriate data structures; Illustrations dealing with problems in computer science, graph theory and mathematics; Computational complexity and bounds; NP-hard and NP-complete problems. MELTI ZG512 Embedded Systems Design 4Introduction to embedded systems; embedded architectures: Architectures and programming of microcontrollers and DSPs. Embedded applications and technologies; power issues in system design; introduction to software and hardware co-design. MELTI ZG531 Testability for VLSI 5 BIST, boundary sean, stuck-at faults, test generation algorithms for combinatorial logic circuits and sequential circuits, logic simulation and fault simulation, synthesis for test, built in self test, pseudo-random test techniques, other test methods – IDDQ testing, boundary scan etc.MELTI ZG573 Digital Signal Processing 3 Introduction; design of analog filters; design of digital filters: (IIR and FIR); structures for the realization of digital filters; random signals and random processes; linear estimation and prediction; Wiener filters; DSP processor architecture; DSP algorithms for different applications. MELTI ZG611 IC Fabrication Technology 5 Material properties; Crystal growth and doping; diffusion; oxidation; epitaxy; Ion implantation; Deposition of films using CVD, LPCVD and puttering techniques; Wet and dry etching and cleaning; Lithographic process; Device and circuit fabrication; Process modeling and simulation. MELTI ZG621 VLSI Design 5 Introduction to NMOS and CMOS circuits; NMOS and CMOS processing technology; CMOS circuits and logic design; circuit characterization and performance estimation; Structured design and testing; Symbolic layout systems; CMOS subsystem design; System case studies.MELTI ZG625 Advanced Analog and Mixed Signal Design 5 Design of high speed comparators and Op-amps; analog buffers; different architectures of A/D and D/A converters; analog multipliers and dividers; design of PLLS; design methods for switched capacitor filters sample and hold circuits; mixed signal design issues; noise coupling from substrate and its reduction; cross talk and shielding; analog layout techniques for mixed signal designs. MELTI ZG629T Dissertat ion 20A student registered in this course must take a topic in an area of professional interest drawn from the on the job work requirement which is simultaneously of direct relevance to the degree pursued by the student as well as to the employing / collaborating organization of the student and submit a comprehensive report at the end of the semester working under the overall supervision and guidance of a professional expert who will be deemed as the supervisor for evaluation of all components of the dissertation.Normally the Mentor of the student would be the Dissertation supervisor and in case Mentor is not approved as the supervisor, Mentor may play the role of additional supervisor. The final grades for dissertation are Non-letter grades namely Excellent, Good, Fair and Poor, which do not go into CGPA computation. MELTI ZG631 Physics & Modeling of Microelectronics Devices5 Physics and Properties of semiconductor – a review; PN junction diode; bipolar transistor; Metal-sem iconductor contacts; JFET and MESFET; MOSFET and scaling; CCD and photonic devices.MELTI ZG632 Analog IC Design 5 Basic concepts; BICMOS process and technology; current and voltage sources; Differential and Operational Amplifiers; Multipliers and modulators; phase-lock techniques; D-to-A and A- to-D converters; Micropower circuits; High voltage circuits; Radiation Resistant Circuits; Filter design considerations. MELTI ZG641 CAD for IC Design 5Introduction to VLSI design methodologies and supporting CAD tool environment; Overview of `C', Data structure, Graphics and CIF; Concepts, structures and algorithms of some of the following CAD tools; Schematic editors; Layout editors; Module generators; Silicon compilers; Placement and routing tools; Behavioral, functional, logic and circuit simulators; Aids for test generation and testing. MELTI ZG642 VLSI Architecture 4Overview of CISC processor architectures; Instruction set architecture of CISC processor; hardware flow-charting methods; implementing microprocessor logic from hardware flowcharts; RISC instruction set architecture; pipelined execution of RISC instructions; pipeline execution unit design; control hazards; design of memory hierarchy. MELTI ZG651 Hardware Software Co-Design 4 FPGA and ASIC based design, Low-Power Techniques in RT Embedded Systems On-chip networking. Hardware Software partitioning and scheduling, Co-simulation, synthesis and verifications, Architecture mapping, HW-SW Interfaces and Re-configurable computing.

Systematic review for informed consent Essay Example | Topics and Well Written Essays - 250 words

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Research Paper Essay Example | Topics and Well Written Essays - 1750 words

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Stratgy Essay Example | Topics and Well Written Essays - 1500 words

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Threat of the over use of technology ( computer ) in teaching student Research Paper

Threat of the over use of technology ( computer ) in teaching student in primary schools - Research Paper Example hnology offers a variety of benefits to enhance the quality of education and make the process of learning more convenient and interesting both for the teacher and the students, overuse of technology in teaching students in primary schools poses several kinds of threats as well. â€Å"Family, school, and workplace environments are now on the verge of what can be termed the â€Å"Triple Disconnect† – from self, others and nature† (zonein.ca, 2014). The Canadian Society of Pediatrics and the American Academy of Pediatrics state that infants between 0 and 2 years of age should not be exposed to any kind of technology at all, children from 3 to 5 years of age should not be exposed to technology for more than just one hour per day, whereas the exposure of children in the age-range of 6 to 18 years to technology should be limited to 2 hours per day (Rowan, 2014). Threats posed by the overuse of technology in primary schools include but are not limited to the social chal lenge of isolation, reduced motivation for the studies on the part of the students, and increased tendency to have negative effects of using technology on their health. Overuse of technology in the classroom can be a cause of isolation of the students. â€Å"[C]ritics have written and spoken extensively of their beliefs that schools should not use technology for a variety of reasons ranging from creating social isolation to preventing students from learning critical basic skills† (ncrel.org, 2005). Students of primary schools are essentially children. Children as students need close supervision and monitoring in order to have their attention directed solely towards the studies. With the growing literacy rate, the population of students in the primary schools has increased over the years. This has raised challenges for the school administration in general and for the teachers in particular. Teachers today have more students to supervise than they used to have in the past. However, the increased strength of

Employee Development Essay Example | Topics and Well Written Essays - 500 words

Employee Development - Essay Example One such organization that applies this aspect is Tarmac, which is a leading construction company in the United Kingdom, which began operations in 1930 and involves itself in the supply of building materials and other supplies critical in the building and construction industry (Tarmac Case Study, 2014). The company has at least eleven thousand people working as part of its workforce in which its organizational structure comprises of Tarmac UK and Tarmac International. Over the years, Tarmac has come to appreciate its workforce as being more than just employees in hard hats, but they have become useful resources to the company (Tarmac Case Study, 2014). Ideally, Tarmac relies on having a skilled workforce for improving on work performance, efficiency and this knowledge is applicable in its sales and marketing, IT, finance and procurement departments. In this case, Tarmac only recruits the best from the market in which the company maximizes on their skills and knowledge to create a competitive advantage while also making sure that the employees remain interested, motivated, and developed in order for them to retain their organizational commitment. Another aspect that Tarmac applies as its human resource management practice is the fact that the Company identifies its human resource needs before embarking on the process of recruitment, which is part of its strategic process (Sims, 2006). Further, its strategy referred to as DREAM (developing markets, reducing operational costs, engaging employees, acting responsibly and managing assets) is one that every employee has to familiarize themselves with as part of Tarmac’s initiative to delivering value to its stakeholders (Tarmac Case Study, 2014). Lastly, Tarmac ensures that its workforce remains motivated to accomplish the organizational tasks by enrolling them in trainings as a way of improving on their skills and

Assessment Base Reading Instruciton Case Study Essay Example for Free

Assessment Base Reading Instruciton Case Study Essay Table of Contents Introduction Description of the Student Background Information PART 1: Administration of Assessments DIBELS: A Universal Assessment Battery Description and Purpose of the Assessment Setting for the Assessment Description of the Assessment Administration Process Results of the Assessment Analysis of the Assessment Results Running Records Description and Purpose of the Assessment The running record allows you to record the child’s reading behavior as he or she reads from the book. The purpose of a running record is a tool used to determine word recognition reading fluency reading strategies, self- corrections, and comprehension. It is an individually conducted formative assessment which is ongoing and curriculum based. It provides a graphic  representation of a students oral reading, identifying patterns of effective and ineffective strategy use. This method was developed by Marie Clay, the originator of Reading Recovery. Running records helps document reading progress over time. Help teachers decide what students need to learn and matches students to appropriate books. We want to capture all the behaviors to help interpret what the child was probably doing. Everything the child says and does tells us something: when the reading is correct, what his hands and eyes were doing, the comments he made and when he repeated a line of text. Setting for the Assessment Library setting, after school. This was the only time available. Description of the Assessment Administration Process Select a book that is the child’s reading level. Explain to the child that he or she will read out loud as you observe and record his or her reading behavior. Sit next to the child so that you can see the text and the child’s finger and eye movements as he or she reads the text. Use running record form. As the child reads, mark each word on the running record form by using the symbols on the chart that follows. Place a check mark above each word that is read correctly. If the child reads incorrectly, record above the word what the child reads. If the child is reading too fast for you to record the running record, ask him or her to pause until you catch up. Intervene as little as possible while the child is reading. If the child is stuck and unable to continue, wait 5 to10 seconds and tell him or her the word. If the child seems confused, indicate the point of confusion and say, â€Å"Try again.† Results of the Assessment Student read 156 words at 98% accuracy. She had 3 errors and 2 self corrects. She missed boredom, I told her the word. She changed plan for idea, setting, characters, and beginning. She had trouble with middle and end. She did know the main idea but could not list supporting details. I would move this student to a higher level text. This text was easy for the student. Analysis of the Assessment Results Student read 156 words at 98% accuracy. She had 3 errors and 2 self corrects. She missed boredom, I told her the word. She changed plan for idea, setting, characters, and beginning. She had trouble with middle and end. She did know the main idea but could not list supporting details. This student needs practice in retelling story in sequence. She had issues with middle and end. I think she was going for a fluency score and read too fast. She had problems orally retelling middle and end. This level is an appropriate level for this student. I will use the results to plan for this student. Teaching purposes for running records. To find a book level appropriate for a child. Check a child after a series of lessons. Evaluate whether a lift in text level is appropriate. Observe particular difficulties in particular children in order to modify instructional emphasis. Evaluate in order to place a child in an appropriate instructional group, class or school. Add to a record which is monitoring an individual’s progress over time. Reading Inventory Description and Purpose of the Assessment Setting for the Assessment Description of the Assessment Administration Process Results of the Assessment Analysis of the Assessment Results Additional Diagnostic Assessment: Learner Choice Description and Purpose of the Assessment Setting for the Assessment Description of the Assessment Administration Process Results of the Assessment Analysis of the Assessment Results Overall Analysis of Assessment Results PART 2: Recommendations for Interventions and Instruction Identifying Student Needs Recommendations for Interventions and Instruction Recommendations for Further Assessment References Appendices Appendix A: DIBELS Scoring Documents Appendix B: Running Records Scoring Documents Appendix C: Reading Inventory Documents Appendix D: Additional Assessment Documents

Thesis On The Population Of Canada History Essay

Thesis On The Population Of Canada History Essay Thesis: Immigration into Canada has made the country the most diversified cultural hub but remain uninterfered with by foreign cultural Introduction: The Canadian population is a mixed race Many of immigrants originated from Europe Canada continued to allow foreigners without restrictions until the end of Second World Rallies erupted for Canadianization effort Body: Immigration and Canadian Diversity History of immigration in Canada Immigrants at the onset of 19th century Reasons contributing to immigration Areas occupied by immigrants Issues arising from mixed ethnic communities Brought in cultural practices Faith and believes Individual rights How Canadas government resolved the issues Establishment of multi-unilateral cultural organ rallies Diversity amongst Canadas nationals Nationalism national symbols social and cultural practices Conclusion: Immigration and diversity in Canada is a serialized process tracking back in the 19th century. Various factors contributed to the emergence of the immigration and subsequent settling. Some conflicts arose amidst mixed ethnic communities Government has not left any stone unturned to level this to a point of general acceptance amongst all. Patriotic measures such as nationalism, coherent national symbols; social and cultural practices used to embrace all as Canadians Part II: ESSAY Introduction The Canadian population is a mixed race whom have crossed to its boarders for the last century and made it their permanent resident. Canada initially welcomed these people since it had a great deficit for laborers who were needed to work in the farms in Prairies, forests factories and mines to build the country (Schiffer- Graham 72). Many of these immigrants originated from Europe while the rest comprises of economic migrants and people who ran away from their countries facing different crisis. Canada continued to allow foreigners without restrictions until the end of Second World War when the public raised concerns over job competition and overstretching of other opportunities by the foreigners (95). Rallies erupted with many sectors including schools, churches, media and social services behind the Canadianization effort. As a result, many adopted English or French language and got accustomed in the surrounding social and economic practices. Immigration in Canada took place in phases with regard to various transitions that were happening globally (Young 66). In this regard, this paper shall seek to examine how immigration into Canada has made the country the most diversified cultural hub but remain uninterfered with by foreign cultural. Immigration and Canadian Diversity Towards the end of the 20th century, a big number migrated from the Caribbean, Asia, Africa and South America. During mid 1990s, 58% of the immigrants had Asia as their country of birth, 20% from Europe, a joint 22% from Central and South America, Africa and USA most of them settling in Toronto, Montreal and Vancouver (Canada Year Book 11). By the year 2010, Canadas population was estimated at 33,930,800, with more than 18.4 percent born outside Canada. More than 13 million immigrants have come to Canada in the past century including over 9 million in the last fifty years (Global Perspective).Rural areas, small towns, Quebec and Atlantic Canada hosts the few foreign born population than the rest of Canada while the greatest of the population have dwellings in the fifteen largest towns of Canada Canada has a wide cultural diversity. It accepts multiculturalism and the related social rights in its constitution. In fact Canadas department of heritage has stretched further to consult Canada Policy Research Networks (CPRN) to come up with modalities that enrich its diversity by establishing a policy development process. According to Jenson and Papillon (2001), the government of Canada has promoted multiculturalism since 1971 insisting on cultural diversity in a liberal society (Schiffer- Graham 59). It recognizes its citizens cultural rights allowing individuals freedom to live according to their cultural heritage. Karygiannis, an immigrant was quoted in Global Perspective Magazine As immigrants, whether our ancestors came with the early explorers, landed at Pier 21 in Halifax in 1928-1971 or arrived today at terminal 1 at Lester B Pearson International Airport, we brought our traditions, cultures, faith, good and bad habit (Global Perspective). This policy is accommodative to a nti-racist activities and access to public institutions for individual members of minority groups. There is however the opinion that Canadas embrace on multiculturalism undermines its national values. The use of national minorities for instance has involved French-Canadians and Quebecers, leading to a centurys old political debate on the place of French and English-speaking Canadians in the country, their rights, responsibilities and attachment to the country (Jane and Papillon 41). This controversy has recently affected Aboriginal peoples seeking recognition, certain privileges and rights not accorded to other Canadian citizens. These demands were granted on limited sovereignty over a certain territory creating room for Aboriginals social and cultural developments. This brought about constitutional conflicts: Members from Nisga as nation for example were the only to benefit from the rights (Nisgaa citizenship) with different voting rights, what many termed as racist arrangement, departing from neutral equality. The initiative was however as an effort to address issues of cultural exclusion of Aboriginal people living in Canada based on a mind that differentiation is crucial in achieving equality (Jane and Papillon 74). The government has so far developed strategies responding to the new ethnic and social reality focusing on institutional change, race relations and citizen integration and participation which costs Canadians an average of a dollar a day (Multiculturalism in Canada). Recent election studies are indicating that Canadas immigrants have greatly acquainted themselves in the regional political behaviors in Quebec, Ontario, Alberta and British Colombia. Those that originated non-tradition source countries have more likelihood to be of the opinions that are more federal oriented than the local populations in their provinces (Metropolis policy priorities). This is evident in Quebec where groups of immigrants from both traditional and non-traditional source countries internalize political grievances and norms less powerfully than their counterparts in other provinces (Multiculturalism in Canada). Canadians have embraced nationalism and protection of Canadian sovereignty placing them in the civic nationalist category. They have indeed been referred as anti-pro Americans who associate their independence linked to their own (Schiffer- Graham 106). Over the transitions that have taken years to realize a harmonized community, it has become an individuals obligation to promote Canadians culture and limit the affluence of foreign countries. Many of Canadian national symbols have been changed to conform to its national idealism retracting from those of the UK. The country has refined its social outlook in diverse fields of literature, arts, music and the media to promote its culturarism and nationalism of its people. Conclusion In conclusion, Canada remains one of the most diversified countries in the world that embrace positive cultural diversification, inclusion and democracy. Immigration and diversity in Canada is a serialized process tracking back in the 19th century. Various factors contributed to the emergence of the immigration and subsequent settling. Some conflicts arose amidst mixed ethnic communities of different origin but the government has not left any stone unturned to level this to a point of general acceptance amongst all. Patriotic measures of nationalism, coherent national symbols; social and cultural practices have been embraced to raise the Canadian flag and its people higher and unique.

An x-ray machine

An x-ray machine How does an X-ray machine work? An X-ray machine is essentially a camera instead of visible light, however, it uses X-rays to expose the film. X-rays are like light in that they are electromagnetic waves, but they are more energetic so they can penetrate many materials to varying degrees. When the X-rays hit the film, they expose it just as light would. Since bone, fat, muscle, tumors and other masses all absorb X-rays at different levels, the image on the film lets you see different (distinct) structures inside the body because of the different levels of exposure on the film. Radio waves Radio waves are used for broadcasting radio and TV programmes. The transmitted information may be analogue or digital and uses a radio wave as a carrier. Very long wavelength radio waves can travel around the Earth, diffracting around the Earths surface. Radio waves belong to the lower frequency part of the electromagnetic spectrum, which is called non-ionizing radiation. Here the electromagnetic energy is too low to break molecular bonds. Ultraviolet waves Ultraviolet (UV) light has shorter wavelengths than visible light. Scientists have divided the ultraviolet part of the spectrum into three regions: the near ultraviolet, the far ultraviolet, and the extreme ultraviolet. Extreme UV Our Sun emits light at all the different wavelengths in electromagnetic spectrum, but it is ultraviolet waves that are responsible for causing our sunburns. Ultraviolet waves are effective in killing bacteria and viruses. Hospitals use germicidal lamps that produce these waves to sterilize equipment, water and air in operating rooms. Ultraviolet waves are used to identify materials by the glow or fluorescence under them. They are used to make black lights. May food and drug companies use germicidal lamps to disinfect various types of products, and their containers. Gamma Rays Low intensity gamma radiation can damage living cells and cause cancer. High intensity gamma radiation will kill cells. It is used in a technique called radiotherapy to treat cancer by targeting the cancer cells with a beam of radiation and then rotating the source of the beam as shown below. The normal cells receive a lower dose of gamma radiation than the cancer cells, where all the rays meet. Radiotherapy aims to kill the cancer cells while doing as little damage as possible to healthy normal cells. Gamma radiation is used to kill micro organisms, which is called sterilising. It is used to sterilise food Sources used http://www.hps.org/publicinformation/ate/faqs/radiationtypes.html

Good and Evil in Young Goodman Brown by Nathaniel Hawthorne Essay

Good and Evil in Young Goodman Brown by Nathaniel Hawthorne In â€Å"Young Goodman Brown,† there is a fight between good and evil with one main character being torn between the two sides and every other character seemingly on one side or the other through the reader’s view, although many characters do deceive Goodman Brown about whether they are good or evil. This fight between the two sides and the deception that causes confusion for Goodman Brown is the source of tension throughout the entire story. In â€Å"Young Goodman Brown,† every character’s traits and dialogue, the setting, and even colors mentioned have double meanings and are symbolic to the main binary oppositions of either good or evil. In the beginning of the story, Young Goodman Brown â€Å"crosses the threshold† of his home, leaving his Faith, whom he calls his â€Å"angel on earth† and traveling on a journey into the dark night (page 2186). Right away the reader sees that Faith is symbolic of goodness, although she does wear pink ribbons, a mixture of white and red that symbolizes purity and sexuality, but these are worn in the confines of her marriage, causing the reader to view the pink as being sacred. The journey Goodman Brown is taking is opposite of everything that Faith stands for and immediately appears to be ominous when good Faith begs him to stay with â€Å"trouble in her face, as if a dream had warned her what work is to be done tonight† (2187). Goodman Brown knows that he is leaving for an â€Å"evil purpose,† but feels justified in doing so because â€Å"after this one night [he’ll] cling to [Faith’s] skirts and follow her to Heaven,† as if hi s association with Faith, who represents goodness, will save him and allow him to enter into Heaven even if he enters into the si... ...odman Brown is forever changed by the revealing of the true deceptive nature of his fellow Christians that night. Everything and everyone he believed in is now viewed as evil, not good. His own worship in church is drowned by â€Å"an anthem of sin [that] rushed loudly upon his ear and drowned the blessed strain† of his song (2195). The key fact is that Goodman Brown let the evil images and people take his Faith away, but he never stops being â€Å"followed by Faith,† even when she is â€Å"an aged woman† and he is â€Å"borne to his grave† (2195). He stops loving and living by his Faith, but she never stops loving and living by him. Evil overtakes Goodman Brown, making his dying hour gloom, but Faith remains in the end. Work Cited Hawthorne, Nathaniel. â€Å"Young Goodman Brown.† The Heath Anthology of American Literature. Ed. Paul Lauter. Boston: Houghton Mifflin, 2002. 2186-95.

Role of The Tannery in the novel Nectar in a Sieve Essay -- essays res

Question: What role does the tannery, in Rukmani’s city, have throughout the book? Explain. Also, be sure to discuss what effect it had on the people. In almost every novel, there is at least one culprit or menace. He or she usually causes problems and in more exciting works, ends up murdering one of the protagonists. Hence, in the erratic novel Nectar in a Sieve, which is set in India during the early 1950’s, there has been a troublemaker, just hidden and extremely indirect in his actions. â€Å"What’s his name?† one might ask. The answer: the tannery. This corporation alone forces Rukmani and her husband Nathan off their land, takes away Rukmani’s sons, and ultimately, kills her husband. By being the culprit in the book, the tannery symbolizes many important things such as how the area is changing and those who can’t adapt will flounder such as what happens to Rukmani and Nathan. The tannery shows India’s economic situation as well. The more businesses, the faster India’s economic structure will form, resulting in more political power for the country, but deteriorating the crop li fe. Lastly, the tannery depicts how farm life in India is slowly fading away and those who can not find other skills will fade away too. A major corporation opening in a small town is a sign that the tides are changing and if one can not keep up, he will drown. This is certainly the case in Nectar in a Sieve, being that the tannery opens up in Rukmani’s city. At the time, Rukmani and Nathan have no other skills than tilling the fields and when the tannery buys their land, they were left awestruck as to what their next move should be. Rukmani always had a hunch since the start of the book that the tannery would lead to their end. This quote shows that... ...ry provides stable wages and hope for promotion. This is more secure than working in a farm because even if there is a drought or the crops go bad, workers still earn a constant rupee a day to support their family. The tannery opening up in Rukmani’s small city and the steady rush of workers depicts how farm life in India will decrease in the next century. Rukmani overcame many hardships in the novel but her fight with the tannery is a loss. The tannery ultimately defeats her and takes away her husband. Alas, readers typically overlook the tannery as being the antagonist in the novel even though it frequently infuriated the lives of Rukmani and Nathan. Everybody has at least one tannery in their life, be it their boss, friend, coworker or even parent. Being able to overcome your mental tannery would grant you success in life, something Rukmani could never achieve.

Do the Right Thing: Independent Cinema Essay

â€Å"Do the Right Thing† (1989) is a drama-comedy film crafted by writer-director producer star Spike Lee which delved into issues dealing with Brooklyn existence, racism and bigotry which exist in areas found in metropolitan New York. Tolerance is normally maintained but feelings are always threatening to spill out the key point of Lee’s film. Most of the actions take place in Sal’s Pizzeria, a 25 year-old Italian-American establishment in the African-American community (Do the Right Thing; 1989). Sal has two sons, Pino and Vito who were all working with delivery person Mookie. In one of the scenes, Mookie was talking to one of his African-American friend in the pizzeria when the issue of â€Å"blackness† was again brought up. His friend asked Mookie who is his favorite basketball player, actor and musician. Mookie replied: â€Å"Magic Johnson, Eddie Murphy and Prince† who apparently are all African-Americans by descent (Do the Right Thing; 1989). His friend had humorously assumed that Mookie might have preferred to be â€Å"black† in a sense. Mookie responded that the three are not just â€Å"blacks†; they are the â€Å"higher blacks†. His friend, who is an African American, was shocked with how Mookie regarded his favorite personalities; they do not belong to the â€Å"ordinary blacks† to whom the issue of racism is often addressed; however, Mookie’s â€Å"categorization† of blacks can still be considered as being racist and still not a way to move out from the issue of racism (although Mookie had attempted to ease the degree of â€Å"insult† by bringing up the status of â€Å"some† blacks into a higher level). The stimulating theory of â€Å"double consciousness† explores the possibility of how black political culture may change as it moved out of the early phases which attempted to escape from the notion of slavery towards the acquisition of meaningful citizenship in post-emancipated societies (Gilroy, Paul; 1993). The categorization of Magic Johnson, Eddie Murphy and Prince as â€Å"higher blacks† is an evident response that the public (regardless of descent) is attempting to put a higher regard of what have been considered by history as â€Å"bearers of the lower status†.

Blood Bank

Blood bank Although there are any complicated instruments in the blood bank department, but it’s a very important and sensitive section of the medical laboratory as it deals with donors and acceptors of the blood, it transfer for leukemia and thalasemia patients, new born and cancer patients and so many cases blood bank save their lives. Tests that are carried in this department: 1- Some tests, which included donated free of diseases, serology tests 2- blood grouping 3- rhesus factor†Rh† 4- direct & indirect coombs test 5- cross matching 1-serology testsTo ensure that donated free of infectious diseases as HIV, Hbs, VDRL These tests are rabid tests using a card [pic] 2- blood grouping Red blood cells contain on their surface on Ag A,B, and the have their antibodies in the serum on the same red blood cells. That means, that every blood group can give a specific other group and receive also from a specific one in order to avoid agglutination and so blood clotting. [p ic] Method 1: On a slide put two drops of blood- -Add a drop of anti A on the first blood drop, and a drop af anti B on the second blood drop – mix and wait for 2 minutes – observe the agglutination if happened with anti A the blood group is A [pic] You can use a test tube instead of the slide, and then put the tubes in the centrifuge and watch the agglutination found 3- Rhesus factor â€Å"Rh† Is a complex antigen â€Å"D† found on the red blood cells and has its anti in the serum of the blood. 85 % are Rh + which has D in their blood Its very dangerous if persons, which are Rh negative received Rh positive it makes agglutinations, and may lead to death. Method : -As in the blood grouping -Put a drop of blood + a drop of anti D Mix together, observe the agglutination – -If found any agglutinations, its Rh positive. -direct & indirect coombs test This test is carried out to detect the presence of incomplete antibodies, which would react with double of complete antigen making a clot. And these are very serious and dangerous cases. A- direct coombs test Detect antibodies reactive with RBCs and conjoined Bhaotkon these objects is incomplete and not have the ability to cause coagulation alone and shows Taktherha only after the addition of serum Coombs. This test is very important in diagnosis many cases, the most popular is â€Å"Hemolytic anemia of new born†, lead poisoning, some drugs, inherited hemolytic anemia.Method: -Add drops of blood in a test tube and wash using saline 2-3 times( â€Å"wash† as the word means, add saline to the blood and through the filtrate 2-3 times making a bloody suspension) – add 2 drops to the washed Rbcs, and put the tube in the centifuge – examine the formation of any agglutination first with nacked eyes then using microscope. – if found it’s a positive coombs test B- indirect coombs test: to detect the presence of free antigens in the blood, not attached to red blood cells. Method: – prepare a sample of blood group O+ and wash with saline 2-3 times 2- put drops of patient serum in a test tube, add 2 drops of washed O+ blood 3- put in a water bath for 40-60 minutes 4- after 50 minutes add â€Å"bovine serum albumin† to the tube 5- wash again with saline 3-4 times 6- add 2 drops of coombs anti human globuline, and then put into centrifuge 7- observe the presence of agglutination 8- if found before add coombs reagent = presence of anti D 9- If found after add coombs reagent= presence of incomplete anti D 10- If not found at all= negative test. [pic] -cross matching The cross matching test is very important in case of blood transfusion from donors to acceptors as the blood group and Rh should be identical to each other. So sample of blood of donor and acceptor is added to each other and checking for any formation of clotting, if found that indicates that they are not suitable for each other At first the blood group and th e Rh type is detected before carring out the cross matching, and they should be identical Simply add drop of donor blood + drop of acceptor blood and mix well and watch for agglutinations formedIf any agglutination formed that’s means the donor and acceptor blood are not identical The figure below explain the procedure briefly. [pic] Blood bags colors: For keeping blood bags colors are as follows: Red is the color of blood is used to save the type (o) Yellow color is used to save the blood of type (a) Green color is used to save the blood of type (b) Blue color is used to save the blood of the type (ab) This poster, which shows color should clarify the patient's name and for keeping the blood bag and the type of preservative and temperature required to save the blood and the name of the hospital blood and date of preparation.Anticoagulants used in blood bags: Is non-clotting materials added to the blood bags Blood Bag These materials vary its chemical content, which in turn a ffect the period of keeping the blood. 1 – Material CPD: It knows its components citrate phosphate dextrose and that preserve blood for 21 days after mixing blood, under colder than 2-6 degrees Celsius. 2 – Article CPDA: They are the materials the previous addition of adenine, which in turn kept the blood for 29 days in the same previous methods. 3 – Article CPDA-I: This article reservation blood for 35 days ,save the whole blood.These three materials used amount of 63 cm ? full unit of blood is added about 400-450 cm ? of whole blood by withdrawing blood from the donor. Where that blood saves temperatures of 2-6 degrees Celsius private refrigerators to save the blood. 4 – SAG-M material or substance ADSOL: used to save the concentrated red blood cells for a period of 42 days degrees cooler than 2-6 degrees Celsius. This method using a 100 cm ? the sag-m or ADSOL be present unit separate from the whole blood units and connected pipe tight and sterile.As t he blood drawn from the donor and mixes textured CPD usual and after by the apartheid regime through centrifugal force refrigerated centrifugation separates blood plasma to the unit empty neighboring unit blood then keep red blood cells concentrated alone which are added directly 100 cm ? of the foregoing adsol / sag-m to keep red blood cells to centralize for a period of 42 days. 5 – Article Djileerool glycerol: Reservation concentrated red blood cells for a period of 15 years or more and under cooler from 65 to 200 degrees Celsius below zero.This modern way used to freeze red blood cells concentrated from rare species or negative and is dissolving blood frozen after that when usage and the need for washing cells red, textured saline-glucose solution to remove material Djileerool of blood and then later used these red blood cells to patients. The means of blood plasma and sludge near, it is frozen in freezers less degree cold out to about 30 to 35 degrees below zero and one year AD full, but platelets, they kept for five days in a continuous motion to prevent damage, and the degree of conservation of 20-22 degrees Celsius.Types of Blood Transfusion Blood Transfusion: Full blood transfusion whole blood: The simplest kinds of transport where blood is taken from the donor and kept in the fridge at a temperature close to almost 8 degrees. Which is used during times of emergency, But loses its anti-bleeding elements. Transfer plasma: As we know consists of blood â€Å"red blood cells + plasma† If red blood cells transport oxygen. The tasks of the plasma containing elements prevent blood clots. And thus will be useful for many patients and gives better results and faster as patients liver.As well as a pint of pure plasma is easier on the body of a mixed-liter of whole blood. Transfer platelets: It is relatively more expensive and needs modern major hospitals. Or be separated manually through lab technician but needs a sterile room at 100%, which may b e difficult to get it continuously. The mean platelet extract â€Å"only† from the donor and returned the rest of the blood â€Å"plasma + erythrocytes† donated to the same moment. It is suitable for patients who suffer from a shortage of blood platelets, which help heal wounds. Refrigerators Blood Bank: You will find two types of refrigerators: – refrigerators for keeping blood bags full whole blood: And often have gate transparent glass shelves. Each rack of a particular department or certain species. There is, for example, a special rack Balveselh A-or there is a special rack, Department of Orthopedic.. Each section has a share of the blood bags. There is a special rack emergency. Wharf special surplus â€Å"given any section†. Refrigerator temperature appears on a small digital screen. In addition, the average temperature of 8 degrees Celsius. 2 – refrigerators to save plasma bags: temperature of about 43 below zero ..Because plasma contain ele ments prevent icing and prevent bleeding and proteins need to lower temperatures to save Blood transfusion bags: Per bag hose blogger called â€Å"tube†, Recorded in the book Blood Bank. As an example: No. This bag is hose 123456a .. And on each paper bag writable. Adzun â€Å"name of the donor† and â€Å"the name of the patient† and â€Å"taking blood† and â€Å"blood†. Daily and periodically examine the contents of refrigerators of blood bags and review its date. In the event of termination validity blood bag is left out of order execution .. Blood bags execution: Be executed â€Å"get rid† of blood in two cases.Either analyzes showed that the donor patient in one of the viruses â€Å"hepatitis or AIDS or syphalis† Or â€Å"expiration blood†. Collect the bags to be culled in environmental bags â€Å"red†. And closes tightly car to take them medical waste to get rid of them safely through the burning in special containe rs .. Books of blood transfusion: All data is recorded books, Name of the donor, blood type and result of the analysis and the compatibility and tube. When asked for any blood bag section. The technician or doctor reviewed the book and the contents of the fridge and writes a receipt or revenue blood bag, such as banks completely

Is the Death Penalty a Deterrent? Essay

No other topic in the field of corrections receives more attention than the death penalty (del Carmen). The United States is one of the few democracies in the world that still imposes a punishment of death, much due to the strength of public opinion. Since 1936, the Gallup Poll revealed only one year (1966) in which a minority of the population favored capital punishment, with only 45 percent support. Support has remained fairly constant at around 70 percent through the year 2000 (National Opinion Research Center). Many supporters’ arguments for the death penalty derive from the deterrence hypothesis, which suggests that in order to encourage potential murderers to avoid engaging in criminal homicide, society needs capital punishment. In other words, â€Å"states with the death penalty should have lower homicide rates than states without the death penalty† (Void, Bernard, and Snipes 201). In 2000, 42 percent of the United States population felt the death penalty acts as a deterrent to other potential murderers (National Opinion Research Center). Scholars have long believed that if the public were more knowledgeable on the death penalty and its effects, support would not be so high (Shelden). Former Supreme Court Justice Thurgood Marshall, in his concurring opinion in the case of Furman v. Georgia (1972), stated that American citizens know almost nothing about capital punishment. Further, in what has become known as the â€Å"Marshall Hypothesis,† he stated that â€Å"the average citizen† who knows â€Å"all the facts presently available regarding capital punishment would†¦ find it shocking to his conscience and sense of justice† (Walker, Spohn, and DeLone 230). For example, a Gallup poll was given asking whether respondents supported the death penalty, then asked if they would support it if there were proof that the deterrence theory was incorrect. Twenty-four percent of the respondents showed a change in their support of capital punishment (Radelet and Akers). Background Capital punishment in the United States has gone though periods in which most states either abolished it altogether or never used it, and periods in which it was commonly used (Shelden). The landmark Supreme Court decisions of Furman v. Georgia (1972) and Gregg v. Georgia (1976) rekindled the longstanding controversy surrounding capital punishment (Shelden). In Furman v. Georgia, the Court found that the death penalty, as it was currently being administered, constituted â€Å"cruel and unusual punishments†, in violation of the Eighth and Fourteenth Amendments to the United States Constitution. This decision suspended all capital punishment in the United States, however, left leeway for states to revise their current practices. Appeals began flowing through the Court and within four years of Furman, the Court made perhaps its most significant ruling on the matter (Shelden). In the case of Gregg v. Georgia (1976), the Court ruled, â€Å"A punishment must not be excessive, but this does not mean that the states must seek the minimal standards available. The imposition of the death penalty for the crime of murder does not violate the Constitution. † The moratorium was lifted and a path cleared for the first execution to take place in ten years. After a de facto abolition of capital punishment, it was reinstated in 1977 with the execution of Gary Gilmore by a firing squad in Utah (Shelden). Currently, 38 states, the federal government, and the United States military continue to execute those convicted of capital murder. Illinois and Maryland have moratoriums placed on the death penalty in their jurisdictions (Death Penalty Information Center). As recent as 2000, a number of jurisdictions in the United States have questioned the fairness and effectiveness of the death penalty. For instance, in January of 2000, Governor George Ryan of Illinois declared a moratorium on all executions after the state had released thirteen innocent inmates from death row in the same time it had executed twelve. Ryan then appointed a blue-ribbon Commission on Capital Punishment to study the issue in greater detail. On January 10, 2003, Ryan pardoned four death row inmates after lengthy investigations revealing abuse of defendants’ rights, including torture during interrogation (Death Penalty Information Center). The following day (also his last day in office) Ryan granted clemency to all of the remaining 156 death row inmates in Illinois, as a result of the flawed process that led to these sentences. According to the Death Penalty Information Center, â€Å"Ryan’s decision to grant today’s commutations reflects his concern that Illinois’ death penalty system lacked uniform standards designed to avoid arbitrary and inappropriate death sentences. † It should be noted that the 156 clemencies did not result in the release of the inmates, since many still face life in prison. Deterrence Theory According to Siegel, deterrence is defined as â€Å"the act of preventing a crime before it occurs by means of the threat of criminal sanctions; deterrence involves the perception that the pain of apprehension and punishment outweighs any chances of criminal gain or profit† (616). The theory of deterrence stemmed from the work of Cesare Beccaria, who has been known as â€Å"the leader of the classical school of thought† (del Carmen 21). Beccaria received a degree from the University of Pavia in Italy in 1758. Upon graduating, he embarked on working as a mathematician, but soon became interested in politics and economics. Beccaria met regularly with Allessandro Verri, an official of the prison in Milan, and his brother Pietro Verri, an economist, in a group of young men who met to discuss philosophical and literary topics (Void, Bernard, and Snipes). In March 1763, Beccaria was given the responsibility of writing an essay on the topic of penology. With little knowledge in the field, he went to the Verri brothers for assistance and drafted the essay. In 1764, his influential essay, On Crimes and Punishments was published (del Carmen). He listed ten principles proposing various reforms to make criminal justice practices more logical and rational (Void, Bernard, and Snipes). Becarria’s work is known to be one of the first wails for reform in the treatment of criminals. His concept that â€Å"the punishment should fit the crime,† was a major contribution to the classical school of thought. Beccaria felt severe punishment was not necessary and the only reason to punish was to assure the continuance of society and to deter others from committing crimes. Further, deterrence stemmed from appropriate, prompt, and inevitable punishment, rather than severe punishment. Regarding the death penalty, Beccaria believed it did not deter others and was an act of brutality and violence by the state (del Carmen). Finally, in one of Beccaria’s ten recommendations he argued that punishments that include excessive severity not only fail to deter crime, but actually increase it (Void, Bernard, and Snipes). The theory of deterrence was neglected for about a century. Then, in 1968, criminologists sparked an emergence of interest when Jack P. Gibbs published the first study that attempted to test the deterrence hypothesis (Void, Bernard, and Snipes). The certainty of punishment was defined, by Gibbs, as the ratio between the number of prisoners admitted for a given year and the number of crimes known to police in the prior year. Gibbs defined severity of punishment as the mean number of months served by all persons convicted of a given crime who were in prison in that year. His research found that greater certainty and severity were associated with fewer homicides for the year 1960. Gibbs concluded that both certainty and severity of imprisonment might deter homicide. Charles R. Tittle analyzed similar statistics regarding certainty and severity of punishment for the seven â€Å"index offenses† in the FBI Uniform Crime Reports (Void, Bernard, and Snipes). Tittle concluded that the certainty of imprisonment deters crime, but that severity only deters crime when certainty is quite high (Void, Bernard, and Snipes). In 1978, the National Academy of Sciences produced a report that concentrated on previous deterrence research and found that more evidence favored a deterrent effect than evidence that was against it. Void, Bernard, and Snipes stated that the deterrent effectiveness of the death penalty is probably the single most researched topic in the area of criminology. In 1998, Daniel Nagin reviewed studies of deterrence and argued that deterrence research has evolved into three types of literature. Of the three, one of these types identified examines criminal justice policies in varying jurisdictions and the crime rate affiliated with the policies to determine if there is a deterrent effect. Void, Bernard, and Snipes recognized that a large number of studies have been conducted regarding this issue; however the results have been inconclusive. For example, the deterrence hypothesis implies that death penalty states should have lower homicide rates than states without the death penalty. As Gibbs and Tittle’s research showed, however, death penalty states have considerably higher murder rates than non-death penalty states. Void, Bernard, and Snipes conclude that, more than likely, this results from states implementing the death penalty due to higher murder rates. Radelet and Akers state that because of little empirical support for general deterrence and the death penalty, most criminologists have concluded that capital punishment does not reduce crime. Furthermore, several researchers have found that the death penalty actually increases homicides (Bailey). Thorsten Sellin, one of the leading authorities on capital punishment, has suggested that if the death penalty deters prospective murderers, the following hypothesis should be true: (a) Murders should be less frequent in states that have the death penalty than in those that have abolished it, other factors being equal. Comparisons of this nature must be made among states that are as alike as possible in all other respects – character of population, social and economic condition, etc. – in order not to introduce factors known to influence murder rates in a serious manner but presently in only one of these states. (b) Murders should increase when the death penalty is abolished and should decline when it is restored. (c) The deterrent effect should be greatest and should therefore affect murder rates most powerfully in those communities where the crime occurred and its consequences are most strongly brought home to the population. (d) Law enforcement officers would be safer from murderous attacks in states that have the death penalty than in those without it. Sellin’s research indicates that not one of these conjectures is true. Further, his statistics illustrate that there is no correlation between the murder rate and the presence or absence of capital crimes. For example, Sellin compares states with similar characteristics and finds that regardless of the state’s position on capital punishment, they have similar murder rates. Finally, Sellin’s study concluded that abolition and/or reintroduction of the death penalty had no significance on the homicide rates of the various states involved. Summary The death penalty has long been one of the most debated issues in the American justice system. Most advocates claim that the punishment protects society by deterring murderers from repeatedly committing their crimes. Additionally, proponents proclaim that criminals have a better chance of choosing not to commit murder if the death penalty is a possible sanction. On the other end, opponents of the death penalty argue that no study has convincingly shown enough evidence of such a deterrent effect. In fact, they argue that most studies have not only shown the lack of a deterrent effect, but have conversely suggested that punishment by death might even have a brutalization effect. In other words, they suggest that criminal executions brutalize society by legitimating the killing of human beings, which ultimately leads to an increase in the rates of criminal homicide. Deterrence basically refers to the ideology that punishing persons who commit crime prevents other similarly disposed individuals from doing so. There are two existing types of deterrence, specific and general. Death penalty proponents argue for the importance of specific deterrence and its preventive effect in protecting society from a second crime from the same offender, who could easily evade or be released while imprisoned. In other words, this simply means that the death penalty takes away the opportunity for the offender to commit murder again. This type of deterrence obviously only deters the concerned offender. In this case, it is certain that punishment by death acts as a specific deterrent in 100% of the cases since a deceased offender will never have the opportunity to recidivate. As for general deterrence, it assumes that the thought of the death penalty as a potential cost of offending acts as a form of dissuasion. It is believed that punishment by death is considered by offenders when they are committing their acts, which would then convince them to not act and therefore result in a lesser probability of them committing their crimes. Additionally, proponents of the death penalty argue that such a punishment is the only solution to deter imprisoned offenders from killing other inmates or guardians while incarcerated. Without the death penalty as a possible sanction, a murderer incarcerated for life would not have anything to lose by killing again.With the death penalty as a possibility, the inmate has his life to lose. Works Cited Bailey, William C. â€Å"Deterrence, Brutalization, and the Death Penalty. † Criminology 36. 4 (1998): 711-33. Cockburn, Alexander. â€Å"Hate Versus Death. † Nation 272, 10 (2001): 9-11. Death Penalty Information Center. What’s New, 2008 del Carmen, Alejandro. Corrections. Madison, Wise: Coursewise Publishing, 2000 Chiricos, Theodore G. and Gordon P. Waldo. â€Å"Punishment and Crime: An Examination of Some Empirical Evidence. † Social Forces 18. 2 (1970): 200-17.

Entre Notes

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