Central Nervous system &Metaphors

This essay explores the concept of an organization style metaphorically as professed by Gareth Morgan in his book Images of Organizations (1989). This essay provides examples of how the responsibilities and functionality of upper management within a corporation serve similar functions as to how the brain functions within the Central Nervous system. First, one must understand exactly what a metaphor is in order to understand how Morgan (1989) comes to his conclusion.A metaphor is defined by Merriam-Webster dictionary as a figure of speech in which a word or phrase literally denoting one kind of object or idea is used in place of another to suggest a likeness or analogy between them (2009). Morgan (1989) discusses how the brain is a metaphor for a company’s organization structure and behavior. He considers the organization as the brain and draws attention to the importance of information, learning, and intelligence, and provides a framework for understanding modern organizations . This style of organization has the capacity to be flexible and inventive with a continuous improvement mindset.The brain stores and processes enormous amounts of information in its parts simultaneously thus the end result being able to speak and walk. To understand the brain like metaphor we have to understand that the brain is made of two hemispheres. It is understood that the left side of the brain is the more logical, analytical and rational side, much like the strategy and finance side of an organization whereas the right side is more creative and emotional much like the marketing and human resources departments of an organization.Like the brain, an organization has areas that concentrate on particular parts of the business; however, the organization as a whole must work together. Each department can work on its own as can be seen in artificial intelligence such as Rodney Brooks' mobot (Morgan, 1989). The functions of an organization such as Marketing, Human Resources, Finance , Operations, and Information Technology have a series of processes which results in the function of whole organization. Each of these departments in an organization can be likened to a sensory input element to the executive â€Å"brain†.Marketing, for example, can serve as the â€Å"eyes† of the organization by providing input to the brain related to the business environment, supply and demand and other market elements important to the navigation capabilities of the organization. The Finance department acts as the â€Å"skin† by providing information about the financial atmosphere and environment of the corporate body. The Finance department â€Å"skin† can tell the corporate brain whether conditions are financially cool, or hot. Also, the †skin† can indicate whether the organization is acting in a manner that produces â€Å"pain† in terms of financial difficulties.Operations acts as the ears of an organization, providing information a bout the â€Å"balance† of the entire organization and allowing the brain of the leadership to issue the appropriate instructions to the organization to keep it moving without collapse. Human Resources acts as a taste mechanism for the organizational body, giving the brain an idea of the building blocks (personnel) that are being introduced to the organizational body. The IT department can be likened to the central nervous system. It is this department that maintains the flow of information to and from the â€Å"brain† of the organization.The metaphor of the organization as a body with the corporate officers as the brain can be further understood with respect to what happens when there are breakdowns in any one of the parts composing the organizational body. Failure of the Human Resource department, for example, can lead to the ingestion of organizational poison: workers who are not qualified for the jobs they are assigned. If the â€Å"skin† of finance fails, t he infection of debt may set in, causing necrosis to various parts of the organizational body.It is possible that such a result could result in a systemic infection that could kill the entire organization. The Operations department should malfunction; the entire organization could lose its balance and fall, destroying the organizational â€Å"brain†. Perhaps most significantly, the failure of IT to properly move information between the â€Å"brain† and the other appendages of the organization, the result is paralysis, as the messages the executive send get lost or misinterpreted. The organization-as-brain-and-body metaphor goes a long way toward explaining the interconnectivity of various aspects of organizations.All the component parts contribute information to the executive â€Å"brain† which can react quickly and guide the organization toward action that will make the most effective use of the information. The failure of any one of the component parts of the organizational body represents a hazard that threatens the organization as a whole, and the brain in particular. â€Å"Metaphor. † Merriam-Webster Online Dictionary. 2009. Merriam-Webster Online. 17 April 2009

Questions on International Marketing

1. What are the important issues that need to be addressed when conducting marketing research in a foreign country? Cultural differences, racial differences, climatic differences, economic differences, religious differences, historical differences, language differences, differences in actual and potential target groups. 2. What are the factors that add to the complexity of international marketing research? Ethnocentrism, polycentrism, regiocentrism, geocentrism. 3. What are the steps to be taken in coordinating international research? Identifying and defining your problemDeveloping your approach Establishing research design and strategy Collecting the data Performing data analysis Reporting and presentation 4. What are some ethical problems that marketing researchers face in designing and conducting field studies in different countries? Some questions can be very strong or offensives to some culture, but this same questions can be very normal to another culture, so people who are thi nking in doing a international marketing research should be very careful in how they structure the questions because everything depends in the culture. . Peter Philips, an engineering student, has designed an innovative piece of equipment to help the physically disabled to communicate. The equipment incorporates a system of electronic signals emitted with a slight turn of the head. This product is currently a success in the United States among health-care organizations. Peter wants to market this product in different countries. Acting as Mr. Phillips’ marketing/international business consultant, suggest a course of action to help Peter bring this product to the international market. This is an extra question which will have more weight than the other questions) Well, first of all peter has to choose which market he is going to hit, I mean in which country he would like to sell his product. Then he would have to make an international marketing research in which this investigat ion clearly helps him to know if this country it’s interested in this product, because a lot of people might not be interested in this product or they don’t know this new product.The research need to give very important information about how the economy is going in that country, I mean this product can be in the profit range for American people but a some other people in other country can’t afford such an expensive equipment, so it might be very risk to enter to that new market. Besides this here comes the legal and policies barriers in which he have to know how to negotiate all this barriers. So it is very important before introducing a new product to a country to make an marketing research so you can know and measure the risk that it would take to introduce your new product another country.

Michael Levin’s the Case for Torture (Review)

Michael Levin’s â€Å"The Case for Torture† argues that there are various reasons for allowing torture to exist in the United States of America. Levin would love to see society change its negative views on torture so that, under certain circumstances, torture would be permissible. The article starts off with a very brief description of how he believes society views the subject of torture as a negative thing. He leads on to oppose that way of thinking and provides three cases in which he believes torture must be administered with various reasons attempting to support his thoughts. The hypothetical cases Levin uses range from very extreme situations, to a situation where we may sometimes see on the news. Levin makes it clear to the audience that he does not agree with torture as a punishment and focuses on exactly what it should be used for. He also stresses that there is an important difference between terrorists and victims and he believes it would stop the talk of â€Å"terrorist rights†. Levin also writes on his belief that most terrorist do their crimes for publicity and because of that, the terrorist shall be fairly easy to identify and later be tortured. He closes the article by saying torture would cause little danger to western democracies and predicting what he believes will happen in the future. After many through readings of Michael Levin’s article, I feel the attitude he carries along thorough the article presents him as an aggressively self assured person. Most of the reasoning he gives is heavily based on pathetic appeals. The force of pathos he puts into the reader is very compelling but does not fulfill the argument as well as it should because of the lack of good logic and reasoning. Levin uses three main points to convince readers why torture should be used. The first major point includes three hypothetical cases as big reason to why it‘s important. His second point explains the reason for the need of torture. Finally he states who gets to receive the torturing and briefly describes what the outcome may be. Levin's biggest point is generated from the three hypothetical cases he provides the reader with. In my opinion, they are clearly work more as an emotional example and not a sound reason. The 1st case is one in which an atomic bomb is planted on Manhattan Island and will blow at noon. The suspect demands money and release of his friends from jail. He is caught at 10 A. M. and the man won’t disclose any information on the bomb. â€Å"What do you do† (201)? The 2nd case speaks of a bomb on a jumbo jet. The suspect's demands cannot be met. Won’t we do anything to the extortionist to the save the passengers (201)? The 3rd hypothetical case is provided with results from a four person poll. The case is one in which a newborn baby is kidnapped from a hospital. Would you allow the torturing of the kidnapper in order to get him back? I feel that all three hypothetical situations have something about them that do not make me feel convinced. The first situation in which the bomb is planted Manhattan Island seems too unrealistic due to reasons that you don't always hear of this kind of stuff on the news and also that the bomber is captured. Even if a person demands money and release of his friends from jail, Levin does not explain how somebody would go about finding this person wherever he is hiding? Levin also has a very weak spot in explaining the situation because when he speaks of the bomber, he says â€Å"Preferring death to failure – Won’t disclose where the bomb is. †(201). Saying to readers he prefers death to failure would logically mean that, even if tortured, the man is still not going to disclose the information because he would rather die than failing his mission in receiving his needs. The second situation's weakness' comes from a lack of critical information and once again the rareness of the situation. The situation involves a Jumbo Jet in which a bomb has been planted which can be defused ONLY by the bomber which is in police custody. Levin says â€Å"Surely we can, we must, do anything to the extortionist to save the passengers† (201). Once again, what exactly is torture going to do in this situation if the bomb is in the air on the plane? How exactly is the bomb going to be defused? I feel that this situation could have made much better of an argument if he would have taken the time to clear up exactly how the bomb was going to get defused. Later in the paragraph Levin adds in, â€Å"If you caught the terrorist, could you sleep nights knowing that millions died because you couldn't bring yourself to apply the electrodes? â€Å"(201). It is clearly an emotionally loaded sentence. He purposely italicizes the word â€Å"you† because he wants you to sink into that thought and make you feel really bad about the situation. The third hypothetical case, which I consider weakest, is explained with results of an informal poll based on the situation. In the poll, four mothers are asked if they would approve the torturing of the kidnapper that kidnaps their child if that were necessary to get them back. All four mothers said they would approve of it. I feel this argument does not give a great example of what makes torture acceptable. It is more of an example to show what someone would do for their loved ones. Its weakness is clearly seen in the number of participants in the poll that he is using and in the biased opinion they most likely already had. The best part of Levin’s reasoning is expressed when he speaks of why exactly he believes torture should be accepted and not viewed upon as something horrible. In the article, Levin says â€Å"I am advocating torture as an acceptable measure for preventing future evils. †(201). He does a good job of making it clear exactly what he means. In doing so, he briefly explains an argument he believes people against the death penalty use. The argument is that by killing the murderer, you are not bringing back the victim that was killed. Levin explains that instead of killing after a murder has occurred, he advocates that torturing someone stops the innocent from being dispatched. Levin makes it clear that torture should ONLY be used for the saving of lives. This leads to what he believes is the most powerful argument against torture. People would insist that such practices disregard the rights of the individual. Levin first counter-argument is presented when he says â€Å"Well, if the individual is all that important, and he is, it is correspondingly important to protect the rights of individuals threatened by terrorist. â€Å"(201). It seemed like a very sound argument to me because of the way he used anti-torture line to support his pro-torture argument. Levin later says â€Å"Unlike his victims, he (the terrorist) volunteered the risks of his deed. By threatening to kill for profit or idealism, he renounces civilized standards, and he can have no complaint if civilization tries to thwart him by whatever means necessary. (202). He thinks if a person decides to oppose civilized standards, he should not expect to be treated with the same rights as the people who do follow civilized standards. Although it sounds reasonable, he does make an assumption here. Levin assumes that the suspect KNOWS they are going against civilized standards. Does this mean that a sociopath that cannot distinguis h between civilized standards would not be tortured? I feel a bit more of clarification could help this argument. Levin addresses the issue of torturing the wrong person. He starts off by making an assumption terrorist proclaim themselves and perform for television and public recognition. Levin says â€Å"After all, you can’t very well intimidate a government into releasing your freedom fighters unless you announce that it is your group that has seized its embassy. †(202). It is just another hypothetical situation to bend things his way without providing documented evidence of a real life situation where the terrorist actually identified themselves. It is as though in his eyes, he thinks finding the right perpetrator is a very simple task. Finally, in the last paragraph he says â€Å"There will be little danger that the western democracies will lose their way if they choose to inflict pain as a way of preserving order. I noticed that his claim seems a bit modified in the last paragraph. Levin starts the article speaking of torture ONLY for the saving of innocent lives, but now, he speaks of torture for preserving order. Does this broaden up the whole claim? He also predicts that someday soon many lives will be threatened and torture will be the only way to save them. This prediction is supported by no evidence what so ever and is clearly only to provide fear to the person reading it. The discussion of key terms was decent in this article. When he speaks of torture the closest description I found that define torture to Levin is: â€Å"Subjecting someone to the most excruciating pain. † This may seem like a great description of what we see as torture but the example of torture he mentions is â€Å"having the electrodes applied†. I really wasn’t sure what he was referring to until I looked it up online and read that electrodes are what kill you in the electric chair. I believe he did not provide any better example of this because it can very well make a reader oppose of the torturing right away if he speaks of a more gruesome example. Levin also uses the word moral cowardice to describe allowing the death of millions of innocent lives. He does a good job by explaining that it means the unwillingness of dirtying ones hands. Regarding tone and ethos, the author starts off taking a big risk by introducing the topic of torture as something societies reject outright, then saying he opposes the beliefs of society on that topic. Not only does he just oppose it, he says it is unwise. I think by doing that, he may give the reader a sense that he thinks only his beliefs are wise and that he does not respect any other ideas. Throughout the article, Levin continues to carry the attitude of a know it all. Levin says â€Å"Opponents of the death penalty, for example are forever insisting that executing a murderer will not bring back his victim. â€Å"(201). In case you didn't notice, he says â€Å"forever insisting†. This presents an assumption in a way to make it seem like fact that death penalty opponents ALWAYS insist executing will not bring back his victim. Not only does his statement risk offending the death penalty opponents, it can also continue to promote his know it all attitude which can surely annoy other people too. Another occasion of his overly aggressive attitude is when he says â€Å"Once you concede that torture is justified in extreme cases, you have admitted that the decision to use torture is a matter of balancing innocent lives against the means needed to save them. â€Å"(201). Whether or not it makes sense, he is clearly making an assumption that we admit to something by agreeing on another thing. The way he worded that may seem a bit too aggressive for a general audience. On the other hand, some people can also see that attitude as a good thing because they feel the person they are listening to actually knows what they are talking about. Even though he carries the cocky attitude through most of the article, when it comes to speaking of his hypothetical cases he tries to change his tone to more of an emotional one that is more likely to affect the reader. This however is a good thing, because it can make the reader a bit more vulnerable to falling into his emotional example. Ultimately then â€Å"The Case for Torture† is very mixed in effectiveness. The hypothetical cases sound a bit too rare and unlikely to appen but it can cause the audience to think it out. Only minor elements of his reasoning are sound and effective. But his reasoning needs a bit more of support from some other place and his hypothetical situations can certainly use some actually documentation of the occurrences he speaks of. I do not believe this essay does the total job in changing people's minds from anti-torture to pro-torture. But I do think that the people who were already anti-torture surely hate this guy a bit more especially because of the attitude. I think this essay leaves a large amount of places for it to be attacked by a person who does not believe in torture.

Multi-generational Awareness Coursework Example | Topics and Well Written Essays - 250 words

Multi-generational Awareness - Coursework Example If the department implements the program using different learning styles, and teaching everyone from the generations in a different learning style, this will be more effective. In planning to get assistance from a generation, generation Y is probably the most effective to receive help form. Generation Y will be intuitive, and ask questions. Generation X will take charge of the learning yes, however, Generation X is so independent that Generation X may not be able to teach the other generations about the importance of the new program. Generation Y will work slowly and accurately with the remaining generations, and be able to teach the remaining generations all about the program. Generation Y will be able to offer better assistance because generation Y will ask all the questions necessary during the training, and the trainer will know that generation Y is grasping the whole concept of the training. This will affect the training, and culture of the unit because each generation is differ ent. However, the generations have never clashed in the unit. The new training should not cause any problems if implemented correctly if the trainer is aware of all the differences in the generations. This should not affect the training, and the unit as a whole.

Imagery in Poetry Essay Example | Topics and Well Written Essays - 250 words

Imagery in Poetry - Essay Example He portrays the beauty of the natural setting consisting of the woods, hills, grooves and valleys among others explaining that the beauty will pleasure many, â€Å"And we will all the pleasures prove† (line 3). The poet portrays his genius through his systematic use of words to evoke numerous other feelings besides sight and hearing. Sensory imagery is vital in enhancing the effectiveness of the message in the poem. Christopher Marlowe strives to portray the natural beauty of the landscape; he therefore utilizes all the senses in doing this. â€Å"And we will sit upon the rocks† (line 5), in the line the poet strives to build the feelings associated with solitary sitting on rocks while watching the natural scenery. The line enables the audience to conceptualize the setting and the act. In retrospect, building mental images is a fundamental poetic requirement in poems. Just as is the case above, imagery influences the consumption of the poems. In this context, Christopher Marlowe strives to develop the beauty associated with natural scenery. He therefore uses descriptive words that help develop the images thereby enhancing the consumption of the

Role of the Nurse to manage a patient with Myocardial Infarction Speech or Presentation

Role of the Nurse to manage a patient with Myocardial Infarction - Speech or Presentation Example Any signs of irregular heartbeat, sweating, nausea, and pallor should be noticed. Next, diagnostic evaluation is important in which the nurse should look for ST segment elevation or depression to decide if it is ST-elevation MI or non-ST elevation MI (Nursing Care Plans 2014). ECG results and vital signs should be recorded. This is an important feature of nursing intervention for MI. Oxygen supplementation should be immediately started in case the patient is experiencing severe dyspnoea. ECG should be performed during acute pain attack also (Cardiac Care Network 2013). Fluid retention and high cholesterol levels can create a problem, so diet and lifestyle changes should be strictly maintained to reduce both fluid retention and cholesterol levels (Mok et al. 2013, p. 256). Before giving any medicine to the patient, the nurse should carefully evaluate if he/she is allergic to the medicine or not. Many MI patients can be allergic to aspirin in which case it should not be given. Statins should be given to reduce cholesterol level and ACE inhibitors should be administered to reduce blood pressure level. Beta-blockers should also be given to reduce workload of the heart, but care should be taken when giving beta-blockers in patients who have a very slow pulse ( Kenny 2012b). In context of ethical consideration, obtaining informed consent of the patient is critically important (Andreae, Ekstedt & Snellman 2011). Patient autonomy or respect for what a patient wants is also an important ethical consideration. Also in the care of MI patients, it should be ensured that resources are fairly distributed and no harm is provided to the patient due to carelessness. Elderly patients with MI often experience high levels of anxiety, but they are not provided psychological care. So, it is important for a nurse to ensure psychological help for very anxious patients (NHS 2007). Anxiety increases both heart rate and blood

Law issues Essay Example | Topics and Well Written Essays - 2500 words

Law issues - Essay Example Regardless of whether or not Alice’s estates pass under the rules of intestacy or as a testamentary disposition of property, Meg’s inheritance is also an issue as it appears that she died simultaneously with Alice and is survived by her son Phillip, who is presumably a minor and was a dependent of Meg’s. Thus the Inheritance (Provisions for Family and Dependents) Act 1975 may also affect the manner in which Alice’s property is divided, particularly as it relates to Meg’s inheritance. The Law, Legal Rules and Application of the Law to the Facts The formal requirements for making and/or rectifying a will are necessary for providing a method by which testators can dispose of their property as they wish in a way that either detects or prevents fraud.1 In this regard, Section 9 of the Wills Act 1837 provides that in order for a will to be valid it must be in writing, signed by the testator, and witnessed and attested to by at least two witnesses.2 It mus t also appear that upon signing the will, the testator intended to â€Å"give effect to the will† by his/her signature.3 On the facts of the case for discussion the signing and witnessing of the will do not appear to be an issue. Whether or not Alice intended to give effect to the will may arise since she made what appears to be changes to the contents of the will. However, the mere fact that the will was properly signed by Alice will suffice to satisfy the requirement that she intended by her signature to give effect to the will.4 The timing of the changes made to the will can be important for establishing the validity of those changes. For example, it was held in Re White that where changes were made subsequent to the making and execution of a will and were not re-signed, the testator’s previous signature cannot provide evidence that the testator intended to give effect to the revised will.5 Further guidance with respect to the effect of the changes made by Alice to the will is provided by the Wills Act 1837. Section 21 of the Wills Act 1837 provides that: No obliteration, interlineation, or other alteration made in any will after the execution thereof shall be valid or have any effect, except so far as the words or effect of the will before such alteration shall not be apparent, unless such alteration shall be executed in like manner as hereinbefore is required for the execution of the will...6 In other words, if a will is altered prior to its execution, the alteration will be deemed to be valid. However, where the alteration is made in the absence of attestation, it is presumed that the alteration was made after the execution of the will. However, this presumption can be rebutted by evidence such as sworn witness statements.7 Nevertheless, Section 21 of the Wills Act 1837 implies that when alterations are not apparent, it can be assumed that the alterations were made prior to the execution of the will. However, where the alterations and oblit erations are obvious, it is best that the testator execute the alterations in same manner as the will is executed. It was held in Re Shearn’s Goods that where the testator’s signature together with witnesses’ signatures appear in the margin or anywhere near the alterations, the alteration will be valid and admitted to probate.8 On the facts of the case

Parliament and policy making Essay Example | Topics and Well Written Essays - 2250 words

Parliament and policy making - Essay Example However, recent studies in this field show that parliamentary lobbying and pressure group activities are on the rise in the past two-three decades, both in the House of Commons and in the House of Lords. Moreover, both chambers of Parliament are viewed by pressure groups not only in the light of institutions of last resort but also as â€Å"access points† which play an important role in the entire process of influencing political and governmental decisions. Thus, during and after the rule of the Conservative governments of Margaret Thatcher, Parliament became more important for pressure groups not only as an institution of last resort but also as a place to express their views and to influence the overall decision making process. Traditionally, British MPs were depicted as the ’major channel of communication between the government and the governed’ (Wright 2000). On the other hand, the presence of a parliamentary government in the British political tradition means a form of government ’in which the executive is drawn from and is constitutionally responsible to the legislature’ (Rush 2005). In this respect, Rush explains, this is a government through parliament but not government by parliament (2005). Therefore, many theorists observed that in the UK the largest proportion of pressure group activities is focused towards senior government officials and ministers, in particular, the power-holders in the British system of government. On the other hand, Parliament possesses powerful tools to influence both cabinet ministers and legislation they are trying to pass through Westminster. In the case of legislation proposed by backbenchers themselves, the Parliament has the final word on bi lls; hence, it is really the institution of last resort to which pressure groups are turning. Moreover, UK Parliament has a monopoly to recruit cabinet ministers as opposed to the US where those seeking political posts could pursue their objectives also

How can we Know the Nature of Reality Essay Example | Topics and Well Written Essays - 1000 words

How can we Know the Nature of Reality - Essay Example The idea of Socrates that the concepts contain the true and sustainable knowledge was the basis of Platos philosophy, but the philosophy of Socrates considered primarily ethical concepts, while Plato extended this position to all concepts without exception. Socrates did not question the relatedness between the concepts and reality: the ethical concepts could reflect reality at least in order to be its positive samples, despite the fact that nothing corresponded to them in reality. By extending the theory of ethical concepts on all the concepts, Plato had to put a new problem: what is the reality that people learn using concepts? Similar to all Greek philosophers, Plato was a realist (Kraut). For him it was an oracle that if the concepts contain knowledge, there must be a real object of this knowledge. Nevertheless, what is that object? Plato understood the matter as follows: the characteristics of concepts are their individuality and sustainability. This is the first prerequisite. Th e objects, about which people have some idea, should have the same characteristics as their concepts. This is the second premise. At the same time, all the things known to people from experience, do not have these characteristics because they are more complex and fluid (changeable). This is the third premise. Hence, Plato concludes that things are not the objects of the concepts and thus they are not real. According to Plato, stable characteristics belong to the concepts, not to the things. For example, Plato considered the question of what is the object of the concept of "perfect." Beautiful things cannot be the real object of the given concept since they are heterogeneous and unstable. It remains to assume that there is something perfect unknown to people from direct experience. It is always one and unchanging, and therefore has a genuine reality. Beautiful things are the object of experiences and

The Global Warming Phenomenon Term Paper Example | Topics and Well Written Essays - 750 words

The Global Warming Phenomenon - Term Paper Example Furthermore, this increases the risk for flooding in the usual storm-afflicted areas, and the likelihood of drought in locations that get relatively less precipitation. The change in temperature also makes the storm tracks vary, making the weather less predictable. More importantly for humans, increasing temperature will lead to heat-related health incidents, air-quality respiratory illnesses, and low crop yields (Environment Protection Agency). Because of the vast effects of global warming, even the government is being called upon to resolve the issue. A strong effort from the Congress to mandate the polluters to pay for the clean-up of the greenhouse gases they produce is needed to prevent the excessive and unnecessary greenhouse gas emissions as well as to hasten the elimination of the gases. Investments on clean energy industries that use wind and solar power should are now strongly promoted. Households are encouraged to implement energy efficiency practices such as driving hybri d vehicles, reducing electricity use at homes and manufacturing plants with energy-saving machines, and advocating public transportation use, walking and biking (National Energy Information Center). MAN-MADE GLOBAL WARMING Many scientists believe that human activity is the main driving force causing global warming. Many evidences support such claim. It was seen that although the temperature in earth started increasing since the 1800, the most rapid increase has been observed in the recent decades (Environmental Protection Agency), and the increasing amount of greenhouse gases in the atmosphere are blamed for it. Greenhouse gases is a mixture of gaseous compounds such as water vapor, carbon dioxide (CO2), methane (CH4), nitrous oxide (NO2), and aerosols that can fill the atmosphere to prevent infrared radiation from escaping to the space, trapping the heat and increasing the overall temperature of the earth (National Energy Information Center). According to World Meteorological Organ ization, there was almost a 30% increase in the Earth’s atmosphere in a span of two decades. Its concentration increases because the mechanisms that regulate their amounts in the atmosphere become less efficient. For example, in the case of CO2, it is regulated by the carbon cycle. During pre-industrial era, despite the production of CO2 by animals, the atmospheric CO2 remained constant. However, the continuously increasing levels of CO2 were noticed since the advent of industrialization, which emit the gas by biogas burning to power the machineries. Currently, the increased electricity and transportation use, as well as continuing deforestation add onto the CO2 in the atmosphere (World Meteorological Organization). CH4 is emitted from landfills, coal mines, oil and gas operations, and agriculture, all human activities. Similar to CO2, the industrial era marked the increase of CH4. NO2, on the other hand, is released from oceans, by burning fossil fuels, fertilizer use and in dustrial processes. Despite the relatively low amount of increase, its effects are around 300 times greater than equal amounts of CO2, because it also destroys the ozone layer that protects the earth harmful ultraviolet rays. Unfortunately, we cannot prevent the earth from heating up. This

Marketing Communication Strategy Assignment Example | Topics and Well Written Essays - 1250 words

Marketing Communication Strategy - Assignment Example The hockey team, thus, will dawn the unique old jersey designs to become more appealing to the followers. A perfect of way marketing a product is through strategic promotional messages where strategy aims at using unique messages to leave a long-lasting impression on the consumers. Finally, proper target marketing will be crucial in achieving the objectives of this marketing communication strategy plan by identifying the right market that can add value to the team. Formulation of this marketing communication strategy appreciates the role that brand positioning plays in influencing perception of the consumers towards a product relative to perception of the competing brands. The marketing positioning strategies or activities will aim at occupying advantageous and unique position in the minds of the consumers. The first initiative in improving the Bulldogs perception is making the team more active in the community as opposed to just engaging in a league game, and all ends there. In this case, the primary aim is to influence the customers by providing endless entertaining hockey game with a thrilling experience where winning games is more important for the continued support of the Bulldogs. The strategy also integrates social media in positioning by targeting an enormous influence through social media sites like Facebook, Twitter, Instagram and also mainstream media including the Television sports programs. Promotional social media activities like free jerseys for the followers will be a perfect way to improve the brand’s perception among the fans. Targeting niche market of a development league implies that the team will be entering a competition that is more community focused. In this case, the team targets a league that embraces community support through support on various services. On the other hand, the old hockey jersey designs

Mike and Marty Scanlon Essay Example for Free

Mike and Marty Scanlon Essay People often have difficulty believing that Mike and Marty Scanlon are brothers, let alone twins. The two men bear a resemblance, but the similarity ends there. Marty Scanlon was always a quiet, well-behaved child. He excelled in all his academic subjects throughout his school years, although he was shy and had few friends. Marty would always be polite to people, but he generally preferred to keep to himself. After college, Marty became a successful network administrator for a large financial company and married his longtime girlfriend. A dedicated family man, Marty spends most of his free time doing home improvement projects and looking after his two children. Mike Scanlon, on the other hand, could never be described as shy. He was the student that teachers dreaded having in their classroom: boisterous, unruly, and indifferent to authority. Mike had many brushes with the law throughout his high school years, for crimes ranging from vandalism to public drunkenness. Mike dropped out of high school to take a job as an oil-change technician at a local garage; he spends most of free time and money at local bars- at least the ones that havent banned him for starting fights. Mikes current legal trouble surrounds two of his ex-girlfriends, who are independently taking him to court for child support. Mike is unfazed, however; he laughs with his friends that theyll never get a dime from him. 1. How would Freud explain the personality differences between Mike and Marty? 2. How would you rate Mike and Marty on the Big Five personality traits? 3. Given that Mike and Marty are twins and share some of their genetic makeup, how would you explain the pronounced differences in their personalities? What role, if any, does temperament seem to be playing? 4. Which of the two brothers seems more likely to be achieving self-actualization, and why do you think so? 5. Do Mike and Marty appear to have different levels of intelligence, or do they show intelligence in different ways? Why do you think so?

Tragedy in Romeo and Juliet Analysis

Tragedy in Romeo and Juliet Analysis At the heart of the plays themes of feuding families, ill-timing, and misfortune lies the true agent that defines Romeo and Juliet as a tragedy; the impulsive and reckless decisions of the young lovers determine, in some way, the tragic outcomes that are mistakenly attributed to fate throughout, and Shakespeares exaggerated account serves as moral instruction of what can happen when choices of this magnitude are made unadvisedly. Although fate does play a part in the actions of the play, it merely serves as instruction to the protagonists. Fate is responsible for maintaining natural order and, as long as this is achieved, the destiny of the lovers lies in their own decisions. Fate serves as a guide, giving moral lessons to the protagonists and even warns them of future disaster. Despite the generosity of the stars, however, they continue to rebel and this, in turn, leads to their demise. A common device of Shakespearian tragedy is the tragic flaw, also known as hamartia, defined as an inherent defect or shortcoming in the hero of a tragedy, who is in other respects a superior being favored by fortune (hamartia, def.). Ultimately, the tragic flaws of both Romeo and Juliet are their beliefs that, without regard to the warnings and guidance of a higher order such as fate, they are above the laws of man; they make decisions without regard to consequence or accountability for the chaos they produce. It is evident in Romeo and Juliet that the impulsive actions of the protagonists are not attributed to inexperience in youth, but rather a reflection of their tragic flaws. In the fourth act of the play where her father asks where she has been, Juliet replies, Where I have learned me to repent the sin of disobedient oppositionà ¢Ã¢â€š ¬Ã‚ ¦ (4.2.17-18). Shakespeares audience, of course, knows that this statement is merely Juliets method of sustaining peace at home until she c an go through with her plan to fake her own death. Regarding the father-daughter patriarchal structure during this time, however, her words are a distinct reflection of what is expected of her in obeying the laws her father demands. This is, perhaps, Shakespeares way of ironically revealing his moral lesson to his audience through the very character who provides the example, revealing what Juliet should do. These words expose her knowledge that obedience provides order, and subsequently, the audience is less sympathetic to her because she does not listen to her own words, those of Friar Laurence, or the warnings of fate. Romeo also reveals his awareness of the Princes law and suggests its importance for social order. In the beginning of Act 3, when Mercutio and Tybalt are fighting, Romeo comes between them and says, The Prince expressly hath forbid this bandying in Verona streets (3.1.82-83). Romeo seems to abandon his recklessness here, but it doesnt last long; he kills Tybalt only a few lines later. Granted, he is revenging his friends death, but this action marks the beginning of the deadly chaos seen throughout the rest of the play. Although he doesnt agree that a tragic flaw leads to the lamentable ending of the play, Fredson Bowers, in his article Dramatic Structure and Criticism: Plot in Hamlet, does, however, believe that the climax in Romeos decision to fight Tybalt involves a personal choice that carries moral responsibility and is therefore morally determinate (210). As the reader can see, tragedy follows a course of increasingly destructive events, and following the scene which marks the point of no return for Romeo, in this case the murder of Tybalt, madness inevitably follows. A. C. Bradley describes this sequence of events in relation to chance by stating that, à ¢Ã¢â€š ¬Ã‚ ¦any large admission of chance into the tragic sequence would certainly weaken, and might destroy, the sense of the causal connection of character, deed, and catastrophe (Bradley 64). Character represents the tragic flaw; the deed is the climax that leads, then, to madness which is the catalyst for catastrophe. Romeos madness becomes more evident as the reader can see his actions become increasingly less reasonable, beginning with the climactic scene and only ending with his death. Romeos madness is displayed through both his irrational actions and the reactions of Friar Laurence and Romeo himself. After Romeo learns of his banishment from Verona, his response, in both la nguage and action, provokes Friar Laurence to proclaim, O, then I see that madmen have no ears (3.3.61). Here, he recognizes the madness, so quickly evident in Romeo, spawned from Romeos banishment following the death of Tybalt. Later in the play, Romeos madness intensifies to such an extent that he himself recognizes it when he says, The time and my intents are savage-wild, more fierce and more inexorable far than empty tigers or the roaring sea (5.3.37-39). Here, Romeos admission of his madness is Shakespeares way of explicitly informing the audience that Romeo has indeed lost his sensibilities. The madness seen in the previous lines leads directly to catastrophe, namely the death of Romeo. His insanity, before an internal conflict, is now outwardly admitted to Paris when he says, Live, and hereafter say a madmans mercy bid thee run away (5.3.66-67). These lines represent Romeos submission to his madness as he rushes to his intended suicide. Much like Romeos insanity, Juliet exper iences symptoms following the climactic scene of the play. This is recognized by Juliets mother when she states, Some grief shows much of love, but much grief shows still some want of wit (3.5.72-73). Although Lady Capulet believes she is seeing Juliets despair over Tybalts death, her visible display of sorrow is derived directly from her grief over Romeos banishment, and this grief is but the first sign of a creeping irrationality that will lead Juliet to her end. Her irrationality lapses into madness as Juliet begins to hallucinate before drinking Friar Lawrences potion, as can be seen when she says, O, look! Methinks I see my cousins ghost seeking out Romeo that did spit his body upon a rapiers point (4.4.57). Directly after this statement, she drinks the potion, an act that even Friar Lawrence deems desperate (4.1.69), exorcising, through her action, the madness that has acutely built up in her since Romeos banishment. Throughout Romeo and Juliet, fate is referenced in many different ways, yet all passages seem to be directed to the same idea of a higher power watching over the natural order (Kastan 16) of the characters, but the protagonists of the play use fate as a source in which to place blame so not to be held accountable for the decisions they make. Throughout, this higher power has been named the stars (1.4.107), fortune (1.2.57), heavens (4.4.121), fate (3.1.114) nature (3.2.80), and each time Romeo or Juliet makes a rash decision and faces the consequences of the same, they complain that fate is the cause. Fate serves as a help for the young couple, however, and this becomes evident in that, each time the play reaches a critical point important to the plays outcome, the protagonists are warned. This idea of warning from a supernatural or ghostly source is a common strategy in Shakespearian tragedies. Here, Romeo is first warned in a dream which Mercutio calls Queen Mab (1.4.53), right bef ore he is about to meet Juliet for the first time. The dream warns him not to go to the Capulet ball, and fate further guides his decision by planting uncertainty in his decision as a warning of what will happen if he does go. Romeo states, I fear too early, for my mind misgives some consequence yet hanging in the starsà ¢Ã¢â€š ¬Ã‚ ¦ (1.4.106), and although he is affected by this warning and aware of the consequences if he goes, only five lines later, he ignores the warning with On, lusty gentlemen (1.4.113). This is an active decision by Romeo to go to the ball, yet in the previous sentence, he says Direct my sail! (1.4.113). Thus, although Romeo receives help from fate through guidance, warnings of impending disaster, and the free will to avoid decisions, he repeatedly makes bad choices of which he is not willing to take responsibility, but rather, blames the very source that helps him. Another example of this warning comes when Romeo is leaving for Mantua, and this is the last t ime Juliet sees him. This time, both have a feeling of impending doom. Juliet says, O God, I have an ill-divining soul! Methinks I see thee, now thou art so low, as one dead in the bottom of a tomb (3.5.54-56), and Romeo responds with, And trust me, love, in my eye so do you. Dry sorrow drinks our blood. (3.5.58-59). Juliets lines are spoken just three lines after she asks Romeo if they will ever see each other again. Of course, they do not meet again, and these lines mark the next phase of chaos, death, and bad decisions which conclude the play. There are, however, two more references to dreams that correctly reveal encounters, tragic in nature, which could have been avoided. First, Juliet imagines going mad inside the Capulet tomb, blatantly declaring a warning from fate that is being played inside her own daydream. When she says, O, if I wake, shall I not be distraught, envisioned with all these hideous fears, à ¢Ã¢â€š ¬Ã‚ ¦ and, in this rage, with some great kinsmans bone as wi th a club dash out my desprate brains (4.4.49-53), her concerns are actually a proclamation of fates warning that this rash action will eventually lead to her demise, a warning which she promptly dismisses as she drinks the vial only a few lines later. The second of these references to dreams lies in Romeos statement, I dreamt my lady came and found me dead strange dream, that gives a dead man leave to think (5.1.6-7). Romeo does not recognize the implications of this dream, which serves as the voice of fate. Instead, his irrationality spins this message into a form that he is willing to accept, as is seen by the following lines, and breathed such life with kisses in my lips that I revived and was an emperor (5.1.8-9). Due to Romeos maddening obsession with his infatuation, he is unable to decipher the true message of this dream. His irrational actions have set him on a path that will lead to his death. A.C. Bradley believes that tragedy is generally based around a character of prominence and is a story of human actions producing exceptional calamity and ending in the death of such a man (Bradley 64). This element of tragedy, consisting of specific actions that lead to a catastrophe and result in the death of a prominent character, is a classic theme among Shakespearean tragedies. One of the most common aspects of this basis is the element of death, both foreshadowed and realized, as a conclusion to the deranged actions of the primary characters in Shakespeares works. This theme can be seen in many of his plays, such as Hamlet and Othello, but none more so than Romeo and Juliet, where the theme of death is constantly reiterated from the initial prologue to the conclusion of the play. For instance, when paralleling the young lovers courtship to the different stages of the play, one can see these recurrent statements explicitly stated, all of which indicate deaths impending arrival as the natural conclusion of the couples consistent irrational actions. The first of these decisions occurs before Romeo is to attend the Capulets ball. He begins to feel himself traveling down an unnatural path and says, my mind misgives some consequence yet hanging in the starsà ¢Ã¢â€š ¬Ã‚ ¦of a despised life, closed in my breast, by some vile forfeit of untimely death (1.5.106-111). Although Romeo, to some extent, feels fates warning and the consequences of his actions, he proceeds to Capulets ball, taking his first step toward his ultimately tragic end. Furthermore, after they meet, Juliet immediately decides he is married and says, à ¢Ã¢â€š ¬Ã‚ ¦my grave is like to be my wedding bed (1.9.131-132) before she even learns the name of her idol. This is only the first of many such examples of an irrational thought process that will continue throughout the rest of the story; examples of this unreasonable belief that death is their only alternative further displays their refusal to ac cept the situation and work toward a solution. Instead, death provides an easy solution. By limiting herself to only two options, Juliet consistently bases her decisions on this belief, despite all warnings that she is essentially running headlong to her own death. The next step in the progression of this affair, the marriage of the young lovers, is yet again marked by the presence of death. Upon arriving at Friar Lawrences cell for the proximate ceremony, Romeo declares that, love-devouring death do what he dare it is enough I may but call her mine (2.5.7-8). Once again, the presence of death is foreshadowed at a pinnacle point, and Romeo and Juliet make another aberrant decision. By explicitly challenging death, Romeo is seemingly aware that his mortality is imminent, but he still continues down this path. He does not consider that Juliets actions are mirroring his and leading her to the same conclusion. The couples impetuous drive toward rash decisions is unmistakable throughout the rest of the play. Although they are aware that the opportunity of their continued relationship will ultimately never be presented, the two protagonists pursue death from the beginning. These examples solidify the argument that Romeo and Juliet is a prime example of Shakespeares lesson that death as a natural consequence of the impetuous actions of those who disregard the admonitions of fate. Throughout the realm of Shakespeares tragedies, another theme persists. While the protagonists in Shakespearean tragedies make conscious choices determining their own paths, most commonly against the subtle and blatant warnings of fate, there is a constant element that renders the execution of these decisions compulsory; this idea is known as situational conflict. In his article Art and Artifice in Shakespeare, Elmer Edgar Stoll states, The core of tragedy is situation; and a situation is a character in contrast, and perhaps also in conflict, with other characters or with circumstances (Stoll 69). This idea that there must be a conflict to a tragedy is not a novel idea, but the idea that there must be a situation in conflict with character or circumstance suggests that an author would need to define this situation, either implicitly or explicitly, at some point prior to the climax of the story. Following this design of creating a situational conflict that will force the protagonists to make decisions that will lead them down either fates implied path of natural order or along a course of their own devising, a tragic plot must contain an action that forces this conflict. Shakespeare was not oblivious to this motif; in fact, the construction of his tragedies suggests his acceptance of this template as a method of depicting a tragic plot. In the bulk of Shakespeares tragedies, there is a common event that, apart from the climax and generally between the middle and end of the first act, explicitly defines this situation. The act typically causes conflict in the protagonists state of affairs, which sets the stage for the downward spiral of decisions that the characters make. While in most cases influenced by another character in the play, such as Iagos announcement of his plot to deceive Othello or Lady MacBeths persuasion of MacBeth to kill King Duncan, this triggering event causes the protagonists in Shakespeares tragedies, either immediately or inevitably, to mak e the initial decision that will decide their fate. Romeo and Juliet does not differ from this scheme; the triggering event and the situational conflict are both present within the same location stated previously. Specifically, this event is caused by the attempts of Benvolio and Mercutios to assuage Romeos concerns about attending the Capulets ball. While Romeo initially agrees to accompany them to the event, he soon shows no interest in the nights activities. He says that he will be a candle-holder and look on, and shortly thereafter begins to question his decision to attend the ball at all when he states, à ¢Ã¢â€š ¬Ã‚ ¦we mean well in going to this masque, but tis no wit to go (1.4.38, 1.4.46-47). Although he is persuaded by Benvolio and Mercutio, the final decision to attend is ultimately made by Romeo. This choice places Romeo in a situation where conflict is eminent; he walks into the house of the Capulets and woos a lady who he knows, by being present at this event, has ties to his enemy. Therefore, although Benvolio and Mercutio attempt to persuade Romeo to attend the ball and examine other beauties (1.1.221), his choice to do so is the triggering event. This is Romeos first chance to decide whether or not to enter into a situation of conflict and, as with many of Shakespeares tragic protagonists, Romeo makes the wrong choice. There is some debate about the effectiveness of the moral lessons in Shakespeares tragedies. In his article Shakespeare, Walter Raleigh believes, There is no moral lesson to be read, except accidentally, in any of Shakespeares tragedies (Raleigh 66). John Dryden, on the other hand, argues, in his article entitled The Grounds of Criticism in Tragedy, that tragedy is an imitation of one entire, great and probable action; not told, but represented; which by moving in us fear and pity, is conducive to the purging of those two passions in our minds (Dryden 24). The conscious decisions of the characters in Shakespearean tragedy are not only pertinent to the advancement of the tragic plot, but also morally determinate. Shakespeare reveals this idea through fates warnings, the dialogue of the characters, imagery, the advice of characters such as Friar Laurence, finally, in the epilogue, a common element in Shakespeares tragedies. The definition of a morally determinate action is significant in the argument of free will versus fate in Romeo and Juliet because it signifies that the character is aware of the issue and nevertheless makes a choice that is inherently fatal (210). This allows for an exchange of the audiences sympathy for the lovers with a feeling of contentment in knowing that, instead of a dismal view of fates inevitable defeat of innocent lovers, the protagonists have control of their lives and pursue tragedy through their own disobedience. The audience is able to enjoy the play because they too have free will to determine their own fates, yet they also come away with the lesson Shakespeare teaches about the moral responsibility of ones actions. Although the interjection of fate has been discussed previously, the moral reprehension announced by some of the characters in the play regarding Romeo and Juliets actions also serve as a measure by which to gauge the moral accountability of the couples ac tions. For instance, Friar Lawrence is appalled by Romeos exploits with Juliet at the Capulets ball, which is evident when he states, Is Rosaline, that thou didst love so dear, so soon forsaken? Young mens love then lies not truly in their hearts, but in their eyes (2.2.66-68). Essentially, Friar Lawrence is expressing his distaste in the immorality of his decision to wed another woman not a day after his lamentation for Rosaline. This decision is morally reprehensible because it exposes the fickleness of Romeos love and the significance of entering into a marriage without understanding the significance of such an act. This type of reaction is evident again when Friar Laurence castigates Romeo, this time for his effeminate tears and unreasonable fury (3.3.110). Here, Friar Laurence remarks, Hast thou slain Tybalt? Wilt thou slay thyself, and slay thy lady that in thy life lives by doing damned hate upon thyself? (3.3.135-137). Romeos decisions, in this case, are blameworthy because of the selfishness of his statements of suicide, as he does not consider Juliets welfare. He is further subject to blame when one contemplates Romeos previous actions and his failure to recognize the mercy that the Prince has shown him. His selfishness is directly related to the disjointed nature of Romeos decisions; rather than considering the implications of his decisions, he initiates a course of action based on his brash and reckless predilection. The epilogue in Romeo and Juliet repeats the events that unfold in the private counsel of Friar Lawrences cell, and while his account describes the rash actions of Romeo and Juliet, he openly accepts responsibility for his own part in the scandalous event. Friar Laurence is quickly pardoned for his misdeed. The outcome of the epilogue reveals the moral lesson; one must face responsibility for his or her actions, and it is better to accept the outcome than to run away. This is evident when Friar Lawrence pronounces, if aught in this mis carried by my fault, let my old life be sacrificed, some hour before his time, unto the rigour of severest law (5.3.266-268). He accepts complete responsibility for his part in the events that lead to the young lovers deaths and implies his foreknowledge that his actions could result in punishment, indicating that the Friar considered this before acting and juxtaposing this with the actions of Romeo and Juliet. By revealing to the audience both an avoidable situation and the reasons for the tragic ending, Shakespeare succeeds in providing a moral lesson that serves to purge the passion (Dryden 25). The implementation of a tragic flaw, madness, neglecting fates warnings, death, a triggering event, actions which are morally determinate, and the moral lesson provide a clear view of Shakespearean tragedy. The causal relationships between the elements of tragedy, combined with common literary features associated with plot, identifying the triggering event that presents the situational conflict which will lead to the climatic peak of the narrative, the resulting madness that builds in the principals, the ineluctable conclusion of death, and the consummate lesson learnt upon the end of the tale. Throughout this chronology, each step is traversed by a morally determinate adjudication based from, in this case, the main characters tragic flaws, and neglecting the karmic guidance offered by other characters as well as by their own admissions of feelings and dreams. Romeo and Juliet adhere to each of these elements, not on a scarce occasion or two, but continuously and doggedly throughout the course of the story, with each factor intertwining with another to form the basis for which the primary idea related to the main characters decisions may rest; Romeo and Juliets actions were undertaken too impetuously, and while fate did play a role in attempting to advise the young couple as to the natural order of their situation, they exercise their free will to interminably disregard these warnings and set themselves down the slippery slope that results in their undoing.

Health and Social Care Essays red dot system

Health and Social Care Essays red dot system Introduction In the frequently frantic and universally pressured world of the AE departments of this countrys hospitals, mistakes get made. This is a fact of life. In any human endeavour this is sadly true. Until recently, the blame culture that was prevalent within the NHS, made certain defensive behaviour patterns amongst staff almost endemic (Vincent, 1994). It is one of the characteristics of a professional life that you have to take responsibility for your actions. If you take the wrong action, you will be criticised. This defensive attitude was, to a large extent, fostered by the professional health insurers who, worried about paying out large quantities of their funds, demanded secrecy, no apology and a defensive stance from those that they insured.(Clinical Services Committee) It became apparent to those who were in a position to have an overview of the situation that such a situation was actually in nobodys interest (Barley, 2000). Healthcare professionals were practising defensive medicine, patients were being kept in the dark when mistakes were made, and most important of all, because problems were not examined in an open and constructive way, productive lessons were not learnt. All that was happening was that defensive stances were becoming entrenched. The advent of the no-blame culture is helping to erode these stances and attitudes (Aldridge 2000). It is allowing the development of practices which may help the efficiency of our hospitals and provide the patient with a better service. The red dot system arose as a product of both of these factors. The pressure on the AE department staff is often relentless and great. The structure of the system is that many decisions are taken by comparatively inexperienced staff members and often not the most appropriate for the decision that needs to be taken. Huge numbers of X-Rays are seen by junior doctors and decisions regarding treatment are initially made before a senior specialist has a chance to oversee them. It would follow, by any common sense analysis of the situation, that any measure that could help in the decision making process should be welcomed. This argument is taken further by the article by Vincent et al. (1988) . In the days before the red dot system was seriously considered, Vincent and his colleagues carried out a study of the radiological errors made by junior hospital doctors. They found an error rate of 35% when the X-Ray was assessed by the SHO alone. For errors with a clinically significant impact the rate was 39% (of abnormal films). The red dot system represents a mechanism to try to address this gap. It involves the radiographer usually, but not always, the one who has taken the film giving the clinician some feed back. Radiographers see many thousands of films and are generally very familiar with the structures that they show. Quite apart from their formal training, simply by everyday familiarity and experience, they get to know what is normal and what is not. The radiographer is therefore well placed to recognise an abnormality even though they may not fully appreciate the full clinical significance of what is on the film. The same argument can be applied to the clinician, who can generally recognise pathology in a patient but may not be so familiar with the X-Ray changes. The red dot system requires the radiographers to examine the film after it has been ordered by the clinician. If they feel that there is an abnormality on it they will place a self-adhesive red dot on it to denote that they believe that it contains an abnormality. Clearly this does not relieve the clinician of the responsibility of examining the film as, the legal responsibility for interpreting the film must rest with him. This is only reasonable since even the most experienced radiologist would only give a report on what he could see on the film, the full significance of the changes seen can only be fully assessed by a healthcare professional who has also seen and assessed the patient. As we will discuss later, the converse argument that the absence of a red dot does not imply that there isnt an abnormality it only denotes that the radiographer hasnt seen one. The red dot system In a letter to the BMJ Keith Piper (2003) outlined the case for the red dot system and the radiographer reporting system (See on). It was initially suggested by the Audit Commission in 1993 that radiographers could be trained to interpret certain images and this was found to be of particular interest in view of the difficulties that some departments currently experience with the reporting service The first accredited course was run in 1994 many radiographers have since been reporting on primary skeletal X-Rays in AE departments Piper points out that the system is designed to reduce errors in reporting X-Rays. It is ultimately totally reliant on the radiographs being finally reported by a senior radiologist in a timely fashion. Unfortunately, this is not always the case as Beggs pointed out in 1990 when it was found that over 20% of UK teaching hospitals did not report on all accident and emergency films With specific reference to the red dot system, the letter by Aldridge and Freeland (2000) passes comment on the system which is in use in their hospital and, having audited it, they present their results. The system in use conforms to that currently outlined by British Association of Accident and Emergencys guidelines (1983). The important facets of their system include The rapid return of X-Rays to the requesting clinician Reporting of X-Rays by a consultant radiologist within 24 hrs. Telephone recall of patients who have mistakes picked up The use of the red dot system by the radiographers The use of such X-Rays for teaching purposes for staff As far as the audit of the red dot system was concerned, they report the last audit showed an 1.5% false positive result, 2.0% false negative result with the rest categorised as true positive or negative results. The authors felt that this represented an excellent approach to what they described as an error prone activity, reducing mistakes by accident and emergency staff (often junior), increasing patient satisfaction, and reducing long term patient morbidity and litigation. This letter is a significant piece of evidence as it is written by two clinicians who are clearly anxious to assess the system and to make it work. They appreciate the problems, quantify them and address them by placing safeguards to minimise problems. Significantly, they suggest the use of the red dot system where it has picked up omissions by the clinical staff to be the basis of teaching junior staff in an attempt to further reduce potential problems. These results should be seen in the context of a study by de Lacey et al.(client to supply date) who considered the accuracy of casualty officers interpretation or X-Rays in their departments. They found that by comparing the casualty officers interpretation with that of a radiologist, it only compared favourably in 83% of cases. The 17% discrepancy clearly represents a major burden in terms of clinical implications for the patient, financial implications for the hospital and possibly litigation implications for the casualty officer. The study also examines the implications of a delayed reporting system (by the radiologist). It was found to reduce their workload by 25% by restricting their reporting to those films which the casualty officer was unsure or thought may have an abnormality. It clearly follows from this that any measure that is likely to increase efficiency inaccuracy of reporting is likely to have benefits of both economy and patient suffering. We therefore need to exami ne the premise that the red dot system does exactly that. These figures are clearly worrying insofar as the 17% discrepancy is a wide margin. The figures still have to be viewed in context however as, although they represent the interpretation of as specialist (the radiologist) as compared with that of the non-specialist (the clinician), the paper does not draw any distinction between the experience levels of the two groups. The clinicians may be comparatively inexperienced casualty officers and the radiologists probably are consultant grade. If that is the case, then the figures are much less alarming. This point is discussed in detail further on in the piece (Williams et al 2000) where radiologists in training are compared to radiologists of consultant grade. The point is brought into sharper focus by consideration of the next two papers. Before we consider this aspect however, we need to evaluate the accuracy of reporting in the AE Department environment. Benger and Lyburn (2003) attempted to investigate exactly that. They scrutinised the X-Ray output of an AE Department over a six month period (nearly 12,000 films). They identified the films which had discrepancies in reporting between the X-Ray staff and the AE Department staff. From the 12,000 films they found (only) 175 discrepancies. In clinical terms, this equated to a rate of 0.3% of patients who needed a change of management as a result. In all our deliberations on the subject, perhaps it is this that actually is the subjective criteria for whether a system works within tolerable limits or not. Different studies may find different discrepancy rates in interpretation of X-Ray films, but what is of practical value is the actual number of patients who require a change of management as a result. If a minor degree of subluxation of a proximal interphalangeal joint is missed by a casualty officer and subsequently picked up by a radiologist, it will appear on inventories of discrepancies such as the ones discussed above. In terms of patient care or treatment, it will not make a scrap of difference. This point is made, rather more eloquently and in a different context, by Fineberg (1977) and the Institute of Medicine (1977). This point should not be taken lightly and indeed, it goes to the core of this piece. Academic studies may show different abnormality detection rates between the different professional groups. While recognising that these are clearly important, they are not the yardstick by which we must judge the red dot system. We have already examined two papers on the subject that have reported differences in abnormality detection at each end of the spectrum one of 17% and one of 1.5%. We should not be blinded by these figures themselves. What actually matters is the number of patients who have a change of management decision as a result of this discrepancy. The paper quoted above (Benger and Lyburn 2003) is one of the few which actually gives us this information. They quote an observed change of management in only 0.3% of patients which, for any system, is a very tolerable level of error. This is clearly a very fundamental point and one that we need to examine further. The next paper that we sh ould consider looks at exactly this point and examines it in great detail. Taking a more academic approach Brealey and Scally (2001) tackle the difficult issue of just how to interpret the findings of a study that purports to evaluate the reading of X-Rays by two or more different professional groups. This is a very technical paper and is included here for the sake of completeness. It examines all of the possible margins for error and bias when reporting a trial. It throws little direct light onto our deliberations here because of its very technical nature, but it would be of considerable importance to one who wished to interpret the findings of a major trial independently. The point needs making that the trial design can influence the outcome of the trial (and therefore its usefulness) to a great extent. As we have made the point above, the actual figures produced at the end of the trial must be interpreted in the light of the trial design. Actual detected differences in readings between two groups of professionals may be of academic interest, but in the c ontext of our examination of the red dot system, they are not nearly as important as a critical examination of the discrepancies which resulted in a change of patient menagement. On the direct issue of the red dot system, an almost immediate precursor to the system was reported in the BMJ in 1991 by Renwick et al. . He discussed a system that was tried out of getting radiologists to indicate their diagnoses on the pre-reported X-Rays, in order to guide the casualty officers in their decisions. The conclusions of the study were that, because of the high rate of false positive reporting (7%) and higher rate of false negatives (14%) it was appropriate for radiologists to offer useful advice but to take no more responsibility than that. We shall discuss the issues of false positives and false negatives further on in this piece and clearly they are an inherent problem with the system. It follows that we should, perhaps, address the reasons why there are these discrepancies and use them as a learning exercise to try to reduce the gap. In the excellent and concise article written by Touquet et al. (1995) the authors address the Ten Commandments of AE Department radiology. They discuss the red dot system in the following terms. Inexperienced doctors will inevitably come across injuries that they have never seen before. In these cases it may not be possible to make a diagnosis but you will notice that the films do not look quite right. Good examples of this are lunate and perilunate dislocations of the hand. It is important to seek senior advice and also to listen to the radiographer. Many departments operate a red dot system, in which the radiographer flags up an abnormality. An experienced radiographer may be as good as or even better than a junior doctor at interpreting films. The problem with this system is that the absence of a red dot does not necessary mean that there is no abnormality. This is important to remember because the final responsibility lies with the doctor, and not the radiographer. Therefore never accept poor quality or inadequate films. The most salient point of this article is in the last paragraph. The absence of a red dot does not mean the absence of an abnormality and the liability lies with the doctor not the radiographer. This is clearly proper, as any experienced healthcare professional will state, any investigation (particularly an X-Ray) is only an adjunct to diagnosis, it is the person who is clinically in charge of the patient who has to assimilate all the available evidence to make a diagnosis. The radiographer has not seen the patient to examine, and certainly will not have to hand all of the other potential diagnostic aids that are available in a modern AE Department. It is entirely reasonable to ask for his opinion on an X-Ray film, but it is not reasonable to hold him responsible for its definitive interpretation when he has not seen it in the context of the patient. This statement is behind the reasoning for the legal responsibility of X-Ray interpretation. It would be clearly inappropriate to ask a radiographer for his opinion on a film and then make him responsible for any subsequent management decisions that were based on that opinion. Some commentators have criticised the red dot system for its clear lack of apportionment of responsibility to the radiographer. We would suggest that this shows a fundamental lack of appreciation of the problems involved. The radiographers are trained to be experts in taking X-Ray films. They are not, and do not pretend to be, trained in the biological sciences and their applications to pathology and the human disease processes. It is quite appropriate to ask their opinion in an area of their expertise (the interpretation of the X-Ray film), but it is quite inappropriate to ask them to make clinical management decisions. For this reason, all questions of liability always rest on the clinician in charge of the p atient, and it is only right that this should be the case. It is fair to say that some of the views reviewed so far have been old school necessarily so, as the intention was to document the evolution of the red dot system. It is equally fair to state that we have only considered the use of the system in the AE Department. The truth of the matter is that in the recent past, the status of the radiographer has increased in professionalism both within their own speciality and within the NHS as a whole. Many of the comments made in some of the earlier papers quoted will therefore, now seem rather outmoded and not consistent with the modern experience of working in the NHS. To redress the balance we shall look at an article from Papworth hospital by Sonnex et al; (2001) . The authors describe a system currently in use at an acute cardiothoracic unit. Radiographers were asked to assess all the X-Rays taken over a six month trial period. Those that were assessed as showing acute changes had a red dot placed on them to denote an abnormality and these were then assessed by a radiologist. The success or failure rate was then measured against this standard. The figures are rather different from the figures quoted in the studies that looked at skeletal X-Ray in AE Departments. The reason for this is almost certainly that a chest X-Ray is notoriously hard to interpret, even more so when it is a post operative X-Ray. The results were reported as a total sample of 8614, of which 464 (5%) had red dots applied. Over 100 of these were considered inappropriate. 38 X-Rays which were abnormal were not picked up. It would appear that radiographers tend to err on the side of caution when reviewing an abnormal chest X-Ray, even more so when previous comparative films were not available for comparison. This particular study had a high false positive rate. One should not lose sight of the fact that the radiographers concerned were dealing with a different population to those that we were considering earlier. The patients were generally very ill and often in a post operative state making assessment far more critical than perhaps the colder X-Ray of the AE Department where decisions could reasonably be delayed safely for 24-48 hrs. there was therefore perhaps far more pressure on them to report any possible abnormality. It is also appropriate to comment that this was the first stage of a study which then went on to review the radiographers performance after a further period of training. One would reasonably anticipate a higher agreement rate after appropriate training. As we have already seen the red dot system has evolved in several different variants. The basic premise is the same in each case how is it possible to minimise the potential sources of error caused by inexperience? A further variant is outlined by Williams et al (2000). His paper title specifically involves the cost effectiveness of the scheme as well as the overall impact on patient management. In this scheme ( which was running at the Radcliffe Hospital in Oxford) the original AE Department films were reviewed by radiologists-in-training. They identified 684 incorrect diagnoses over a one year period. These were then called red reports and reviewed by a consultant radiologist. During this process 351 missed fractures were detected with ankle, finger and elbow fractures being the main areas where pathology was missed. Williams also reported 11 incidences of pathology on a chest X-Ray as being missed. This amplifies the point made earlier that the radiologists-in-training tended to produce false positives at a rate of about 18% when compared to the subsequent, more expert opinion. In this particular study, further action was taken by the AE Department staff in 42% of those cases although no operative intervention was required in any patient as a result of the missed diagnosis. Despite these figures, it must be noted that these cases form a very small percentage of the X-Rays taken in a busy AE Department False positives and false negatives We have looked at a number of studies that have compared radiographers interpretations of X-Ray films against that of a Consultant Radiologist who has generally been used as the Gold Standard. The difference between the two sets of interpretations is then subdivided into false positives and false negatives. This group is actually the most important as it is firstly an indication of the usefulness of the whole system of red dot reporting and secondly it is also an indication of how much more training any particular reader (radiographer or casualty officer ), of the films has to undergo, in order to make fully competent assessments. The false positive is the situation where the radiographer has identified a problem that is not there. Conversely, the false negative is when they have missed pathology that is there. In most of the assessments that we have seen, there are more false positives than negatives. This implies that the radiographers are being over cautious when confronted with an equivocal film. Several of the papers that we have seen so far have stated (either explicitly or otherwise) that the absence of a red dot does not imply the absence of any pathology. Any common-sense analysis of the situation would suggest that this is clearly self-evident. It must be the case where two highly trained but clearly not expert healthcare professionals are looking at a film for pathology, they are probably more likely to arrive at the right answer than one alone. Brealey (2005) produced a Meta-analysis of studies involving radiographers input in interpreting films and found that radiographers involved either in the red dot system of X-Ray reading improved with experience and with training, acquired an accuracy approaching that of radiologists when dealing with skeletal X-Rays. The red dot system is designed to utilise the expertise of specially trained radiographers to interpret plain X-Rays. From the evidence presented above we can say that there is evidence that radiographers are clearly more expert in interpreting plain skeletal X-Rays than chest X-Rays or visceral radiographs. The red dot system appears to be a growing movement within the profession. A paper by Brealey (2003) pointed out the fact that between 1968 and 1991 the radiologists workload increased by 322% but the number of posts increased by only 213%. As a result of this the number of films successfully reported within 48hrs fell to 60%. As a result of this trend the Royal College of Radiologists decided to endorse the trend of radiographers giving indications of pathology on X-Rays . Brealeys paper examines the initial cohort of radiographers who were trained under this scheme and found that, statistically, there was no significant difference between the reading of an X-Ray by a radiograph er or a radiologist (in the case of plain skeletal X-Rays) which supports the view that the red dot system is viable. Any examination of this issue would be incomplete without a consideration of the detailed and analytical paper by Friedenberg (2000) which he provocatively entitled The advent of the supertechnologist. It is particularly relevant to our consideration of the red dot system and the role of the radiographer as it looks at the background to the whole issue. Friedenberg uses the term Skill mix as a specific term to define the current trend in medicine away from specialisation and departmentalisation and towards the communal utilisation of expertise from different individuals in related fields to complement or increase the expertise available to patients. He points out that this is not actually a new concept and cites the optician who relieves the workload of the ophthalmologist and the nurse specialist anaesthetist who relieves the anaesthesiologist by performing uncomplicated procedures. He quotes a whole host of paramedical providers who now assist the physician, in most cases without p roblems Loughran et al (1996a, 1996b, 1992) have specifically looked at the practicality of utilising the skills of the radiographer to better advantage than just taking the films. He contrasts the difference in practice between the UK and the USA, citing the cause of the complete separation of the roles of radiographer and radiologist in the USA as being due to the fact that in the USA, the radiologists still operate largely on a fee-per-service basis whereas in the UK the pressure is primarily on clinicians to become more efficient and to keep costs down. Friedenberg, interestingly also examines the evolution of the legality of the roles of radiographer and radiologist. Between 1900 and 1920, there was competition between radiographers and radiologists with regard to the performance of radiography and the interpretation of radiographs. In the middle 1920s in England, radiographers were prohibited from accepting patients for radiography except under the direction of a qualified medical practitioner (Quotes Larkin 1983) After this the professions came closer and by 1971 Swinburne (1971) was suggesting that radiographers could perfectly well separate normal from abnormal films, which after all is the basis behind the red dot system . As we have discussed earlier, this move then progressed into the first formal appearance of the red dot system in North Park Hospital in 1985. The first trials of the system found that approximately half of the abnormalities that were not picked up by the junior casualty officers were detected by the radiographers. The early safe guards were outlined by Loughran (1996) as follows: 1. It is made clear to the referring physician that the report is a technologists report. The physician is encouraged to consult the radiologist if there is a lack of clinical correlation. 2. The technologist must consult the radiologist if he or she is in doubt. 3. The physicians, radiologists, and technologists have devised a set of guidelines to create a safe environment for this practice. 4. Initially, the technologists practice is monitored on a regular basis. After the technologist is experienced, however, monitoring is no longer performed. Such monitoring should be performed if a new technologist enters this practice. Interestingly, Loughran also subsequently produced a set of guidelines for the radiographer : 1. The technologist should be confident in his or her report. 2. In cases of doubt, a radiologists opinion should be obtained. 3. In such cases, although the report may be issued by the reporting technologist, the consultants name should be appended to the report. 4. All reports by a technologist should be clearly designated as a technologists report. 5. If the patient re-presents for radiography of the same body part within 2 months, this should be reported by a radiologist. 6. Non-trauma examination findings should be reported by the radiologist. 7. All accident department images in patients who are subsequently admitted as inpatients should be reported by the radiologist. 8. Clinicians are to be advised to consult the radiologist if clinical findings do not match those in the technologists report. 9. Regular combined reporting sessions are to be held with the consultant radiologist. Robinson (1999) Defines the ideal areas for radiographers and radiologists with the following definition between cognitive and procedural tasks thus: Procedural tasks can be described, defined, taught, and subjected to performance standards that make them transferable to other staff with appropriate training. Cognitive tasks that are related not only to the interpretation of images but also to decisions about differential diagnosis and appropriate choice of further investigations are more difficult. We have examined the evolution of the red dot system and there have been moves towards the logical progression beyond the radiographer simply indicating that there may be a problem to the situation where radiographer who have undertaken further training have developed their skills in other ways as well, but this is beyond the scope of this piece. Perhaps we should leave the last thought to Friedenberg who envisages the future as being the era of the Supertechnologist and it is the specialist who is left to do a small number of very highly specialised procedures. References 1. Jonathan Aldridge, Peter Freeland, (2000) Safety of systems can often be improved BMJ 2000;321:505 ( 19 August ) 2. The Audit Commission (1995). Improving Your Image How to manage Radiology Services More Effectively. London: HMSO.1995 3. Victor Barley, Graham Neale, Christopher Burns-Cox, Paul Savage, Sam Machin, Adel El-Sobky, Anne Savage (2000) Reducing error, improving safety BMJ 2000;321:505 ( 19 August ) 4. Beggs I, Davidson JK 1990. AE reporting in UK teaching departments. Clinical Radiology, 41, 264-267. 5. J R Benger, I D Lyburn (2003) What is the effect of reporting all emergency department radiographs? Emerg Med J 2003; 20:40-43n. 6. Benger JR. (2002) Can nurses working in remote units accurately request and interpret radiographs? Emerg Med J. 2002 jan;19(1):68-70 7. S Brealey, A J Scally (2001) Bias in plain film reading performance studies British Journal of Radiology 74 (2001),307-316 8. S Brealey, D G King, M T I Crowe, I Crawshaw, L Ford, N G Warnock, R A J Mannion, S Ethell,(2003) Accident and Emergency and General Practitioner plain radiograph reporting by radiographers and radiologists: a quasi-randomised controlled trial British Journal of Radiology (2003) 76, 57-61 9. Brealey S, Scally A, Hahn S, Thomas N, Godfrey C, Coomarasamy A. (2005) Accuracy of radiographer plain radiograph reporting in clinical practice: a meta-analysis. Clin Radiol. 2005 Feb;60(2):232-41 10. Brennan TA, Leape LL, Laird NM, Herbert L, Localio AR, Lawthers AG, (1991) Incidence of adverse events and negligence in hospitalised patients: results of the Harvard Medical Practice study. N Engl J Med 1991; 324: 370-376 11. Clinical Services Committee, British Association for Accident and Emergency Medicine. X-ray reporting for accident and emergency departments. London: BAEM, 1983. (Currently under revision.) 12. C K Connolly (2000) Relation between reported mishaps and safety is unclearBMJ 2000;321:505 ( 19 August ) 13. Fineberg HV, Bauman R, Sosman M. (1997) Computerised cranial tomography: effect on diagnostic and therapeutic plans. Institute of Medicine. Policy statement: Computed tomographic scanning. Washington DC: National Academy of Sciences, JAMA 1977;238:224-7. 14. Richard M. Friedenberg, (2000) The Role of the Supertechnologist Radiology. 2000;215:630-633.) 15. Johansson H, RÃÆ'Â ¤f L. (1997) A compilation of diagnostic errors in Swedish health care. Missed diagnosis is most often a fracture.Lakartidningen 1997; 94: 3848-3850 16. Pia Maria Jonsson, GÃÆ'Â ¶ran Tomson, Lars RÃÆ'Â ¤f, (2000) No fault compensation protects patients in Nordic countries BMJ 2000;321:505 ( 19 August ) 17. G de Lacey, A Barker, J Harper and B Wignall An assessment of the clinical effects of reporting accident and emergency radiographs 18. Larkin G. (1983) Occupational monopoly and modern medicine London, England: Tavistock, 1983. 19. DD Loughran CF, Alltree J, Raynor RB, (1996) Skill mix changes in departments of radiology: impact on radiologists workloadreports of a scientific session.

How to Write an Essay :: Writing an Essay

Find a subject you care about and which you in your heart feel others should care about. It is this genuine caring, not your games with language, which will be the most compelling and seductive element in your style. -- Kurt Vonnegut Learning how to write an essay can be a maddening, exasperating process, but it doesn't have to be. If you know the steps and understand what to do, writing can be easy and even fun. Below are brief summaries of each of the ten steps to writing an essay. 1. Research: Begin the essay writing process by researching your topic, making yourself an expert. Utilize the internet, the academic databases, and the library. Take notes and immerse yourself in the words of great thinkers. 2. Analysis: Now that you have a good knowledge base, start analyzing the arguments of the essays you're reading. Clearly define the claims, write out the reasons, the evidence. Look for weaknesses of logic, and also strengths. Learning how to write an essay begins by learning how to analyze essays written by others. 3. Brainstorming: Your essay will require insight of your own, genuine essay-writing brilliance. Ask yourself a dozen questions and answer them. Meditate with a pen in your hand. Take walks and think and think until you come up with original insights to write about. 4. Thesis: Pick your best idea and pin it down in a clear assertion that you can write your entire essay around. Your thesis is your main point, summed up in a concise sentence that lets the reader know where you're going, and why. It's practically impossible to write a good essay without a clear thesis. 5. Outline: Sketch out your essay before straightway writing it out. Use one-line sentences to describe paragraphs, and bullet points to describe what each paragraph will contain. Play with the essay's order. Map out the structure of your argument, and make sure each paragraph is unified. 6. Introduction: Now sit down and write the essay. The introduction should grab the reader's attention, set up the issue, and lead in to your thesis. Your intro is merely a buildup of the issue, a stage of bringing your reader into the essay's argument. (Note: The title and first paragraph are probably the most important elements in your essay. This is an essay-writing point that doesn't always sink in within the context of the classroom. In the first paragraph you either hook the reader's interest or lose it.

Killing Mr. Griffin, by Lois Duncan :: Killing Mr. Griffin Lois Duncan

I read the book Killing Mr. Griffin, by Lois Duncan. There was an English teacher, Mr. Griffin, which nobody liked. He was a tough teacher, and didn’t give anyone an A. Not even the smartest student, Susan McConnell. They disliked him so much that they wanted to try and scare him by kidnapping him. One day after school, Mark told his friends his idea of what to do to take care of Mr. Griffin. He decided that they should threaten to kill him so he would give them better grades but not actually kill him. After some convincing, all Mark’s friends agreed to his plan. Then they carried out their plan and got Mr. Griffin where they wanted him. They left him all alone and tied up in the mountains. Susan and David were worried about Mr. Griffin, so after a couple of hours they just went to check on him. But when they got there, they found and realized that Mr. Griffin was dead! They panicked, and didn’t know what to do. They went back and told the others. They all promised each other that they wouldn’t tell anyone what had happened. Now they had to cover up all the evidence that my lead to them. Mark was willing to do anything to do that! After a few days, Mr. Griffin’s disappearance was on the news. Of coarse, no one knew where Mr. Griffin really was, and what had actually happened to him. It was hard for them to keep it in. They all felt so bad, except for Mark. Mark was the leader of this plan, and he secretly did things to cover up evidence that his friends didn’t know about. Not at first anyway. He killed David’s, but Susan figured that out. He also tried to kill Susan because she was going to tell the police the whole story. She couldn’t stand keeping it in anymore. But after a while, people started putting things together and figured out what had really happened.

Assignment on the Contribution of Charles Babbage, Adam Smith and Robert Owen in the Field of Management Essay

Contribution of Charles Babbage in the field of Management Charles Babbage (1792–1871) is known as the patron saint of operations research and management science. Babbage’s scientific inventions included a mechanical calculator (his â€Å"difference engine†), a versatile computer (his â€Å"analytical engine†), and a punch-card machine. Babbage’s most successful book, On the Economy of Machinery and Manufacturers, published in 1832, described the tools and machinery used in English factories. It discussed the economic principles of manufacturing, and analyzed the operations; the skills used and suggested improved practices. He showed that reducing the tasks of manufacturing to their simplest activities increases the numbers of people who can do them and, thus, reduces the average wage which needs to be paid. According to him, a work should be divided into mental and physical efforts and a worker should be paid a bonus in proportion to his own efficiency and success of the business. Babbage emphasized the importance of division of labor, indicating that greater profit could be made by specializing. Babbage also emphasized the importance of balance in processes and the principle of optimum size of the manufacturing unit for each class of product. Contribution of Robert  Owen  in the field of Management Robert Owen (1771–1858) was a successful Scottish entrepreneur and a utopian socialist who sowed the first seeds of concern for the workers. He was repulsed by the working conditions and poor treatment of the workers in the factories across Scotland. Owen became a reformer. At New Larnark, in his factory he was trying to make different approaches to the workers. He reduced the use of child labor and used moral persuasion rather than corporal punishment in his factories. He chided his fellow factory owners for treating their equipment better than they treated their workers. In 1813 he proposed a factory bill to prohibit employment of children under the age of ten and to limit hours for all children to 103/4 hours per day with no night work. The bill became law six years later, but was limited to cotton mills, reduced the age limit to nine, and included no provision for inspections; therefore, the law had little impact. Owen was totally devoted to management as a profession. Under his direction, houses and streets were built, the minimum working age for children was raised, working hours were decreased, meal facilities were provided, schooling were introduced, and evening recreation centers were opened to meet the problem of leisure. He is the father of modern Personnel Management. Contribution of Adam  Smith  in the field of Management Adam Smith (1723–1790) was a Scottish political economist. His Wealth of Nations, published in 1776, established the â€Å"classical school† and with its publication, he became the father of â€Å"liberal economics. † Smith argued that market and competition should be the regulators of economic activity and that tariff policies were destructive. The specialization of labor was the mainstay of Smith’s market system. According to Smith, division of labor provided managers with the greatest opportunity for increased productivity. He gives three reasons for the increased output due to the division of labor: a) to the increased dexterity in every particular workman b) to the saving of time which is commonly lost in passing from one species of work to another c) to the invention of a great number of machines which facilitate and abridge labor, and enable one man to do the work of many. His idea about the division of labor is fundamental to modern work simplification and time study, and extends also into such areas as production simplification.