Why Was Stormont Dissolved in 1972?

Why was Stormont Dissolved in 1972? Eighty- seven years have passed and partition within Ireland still remains the island’s defining feature. Since the six county country of Northern Ireland was formed under the umbrella organisation of the United Kingdom in 1921, Northern Ireland has experienced two periods of its history that are so extreme in their differences. For the first fifty or so years of Northern Ireland’s existence the situation between both sides of the community, the Protestants and the Catholics was peaceful and there was very little hostility or violence between them. Northern Ireland was essentially governed by peaceful co- existence as the government at Stormont ruled with relative ease. However, towards the late 1960s, the history of Northern Ireland changed, as what was to become the darkest period in the country’s short history, ‘the Troubles’, ensued between the Protestant and Catholic sides of the community and threatened to destroy Northern Ireland. In a period that lasted around thirty years, Northern Ireland became a war zone, characterised by bombings, shootings and sectarian violence as the two communities fought to defend their beliefs and protect one another from the so- called ‘other side’. However it is the first three years of ‘the Troubles’, from 1969- 1972 and the dissolution off Stormont that will be the focus of this essay. The dissolution off Stormont in 1972 ended fifty years of Home Rule in the province and led to over two decades of Direct Rule from Westminster. But why was Stormont dissolved in 1972? In this essay I will answer this question but it is important to note that there is no single reason why. The dissolution off Stormont was a multi- causal event brought about, by what I see, as five key causes; the failures of the Unionist Government to reform and control security; the formation of the Provisional IRA (PIRA) and its escalation of violence; Internment and the subsequent PIRA backlash; the formation of the UDA and its systematic killing programme and finally Bloody Sunday and its aftermath. The failures of the unionist government’s to provide sufficient reform, satisfying to both sides and their failure to control the security situation within Northern Ireland from 1969- 1972 was an important factor in the eventual dissolution of Stormont in 1972. During the latter part of Terence O’Neill’s premiership the failure of unionism was on the cards, even then, as his attempted ‘five oint programme’ of reforms was greeted with scepticism by both unionists and nationalists â€Å"and the Paisleyites were fired by what was seen as a concession to militant pressure†¦while others- as events demonstrated- saw only a mixture of weakness and begrudgery. [1] In February 1969, O’Neill’s failure to secure an indisputable mandate showed that the collapse of unionism was beginning to develop because as he suggested, â€Å"old prejudices were too strong for people to break out of the mould of sectarian politics once and for all,†[ 2] His successor James Chichester- Clark inherited what was a difficult situation, that became worse during the marching season of 1969. The failure of the unionist government to successfully control security and the devastating riots, which spread to Belfast following the annual Apprentice Boy’s demonstration in Derry in August, showed just how incapable they were of protecting the people of Northern Ireland and forced Chichester- Clark to request the support of the British army. This was a humiliation, and it underlined the failure of the Stormont administration to deal with either the political or the policing challenges of the popular uprising that was occurring: the decision added a military dimension to the complete financial dependence of the regime on London, and thus paved the way for direct rule. [3]The army was a last desperate measure and although welcomed by Catholics at the beginning, the GOC Lieutenant- general Sir Ian Freeland warned that â€Å"the Honeymoon period between troops and local people is likely to be short lived†. [4] Indeed it was as Catholics lost faith in the army’s ability to protect them, due to â€Å"the failure to ban the 1970 Orange parades, and the massive arms search and curfew of the Lower Falls Road† and directed their support towards the increasingly more militant PIRA. 5] By bringing in the British army, the Unionist Government aroused â€Å"great fear and passion†¦and many Catholics believed that the Unionists had neither the will nor the capacity to make the changes the British Government proposed†, therefore alienating the Nationalist community and gave fuel to the PIRA’s rise because of its inability to bring in reforms that would have a positive affect on them. 6] Together with an inability of the unionist party to rule itself, as a â€Å"vote of no confidence by the Unionist Party executive in the Government’s law and order policies† illustrated in 1970, these factors showed the weak and futile nature of the unionist Government. Further more, alongside later factors which will be discusse d later in the essay, such as Internment, these unionist failures helped to pave the way for Stormont to be dissolved in 1972. The formation of PIRA in 1970 proved to be a major downfall of Stormont. The nationalist community left alienated and feeling unsafe under the Stormont administration increasingly turned their support to Sean MacStiofain and the PIRA and its military policies allowing it to gain momentum in its aims, â€Å"to provide all possible assistance to’ or people’ in the North, left defenceless against the violence of ‘sectarian bigots† and free the Irish people from British rule. [7] The strategy of PIRA was in three phases, designed to eventually bring about the eventual overthrow of British rule in Northern Ireland. Phase one was of a purely defensive nature, avoiding confrontation with the army and â€Å"providing material, financial and training assistance for Northern PIRA units. †[8] â€Å"As soon as it became feasible and practical, the Provisional IRA would move from a purely defensive position to a phase of ‘combined defence and retaliation. †[9] The final phase, therefore, was â€Å"launching an all- out offensive action against the ‘British occupation system’. †[10] The PIRA came into action after Orange Order parades in June 1970, which Catholics saw as a â€Å"demonstration of Protestant power†. 11] The riots which followed saw the killing of five Protestants by the PIRA. Unfortunately for the people of Northern Ireland, the Falls Road curfew imposed by the Chichester- Clark government following this PIRA involvement only served to increase the paramilitary movement’s support base and lose support for the British army and it led to the escalation of violence within the province. The PIRA’s â€Å"campaign was stepped up from the bombing of economic targets to attacks on British army personnel† and on February 6th 1971 the first member of the regular British army was killed. 12] The violence only escalated further during 1971, as the Stormont administration struggled to cope with the unprecedented ferocity of the PIRA’s violence. â€Å"By July 55 people had died violently; In the first seven months of 1971 there were over 300 explosions and 320 shooting incidents†, which heaped an enormous amount of pressure upon Stormont, that it ultimately was not able to cope with and as we will see later in the essay this led brain Faulkner to undertake what became one of the defining nails in the coffin of Stormont, the introduction of ’Internment’. 13] The aspect that strikes you the most about Internment is the scale on which it was a failure, not to mention just how bias it was. It was a major blunder by the Unionist Government under Brian Faulkner â€Å"because it failed to bring about the seizure of the leading members of the Provisional IRA† simply because it lacked the necessary and relevant intelligence that was needed. â€Å"Internment was entirely one- sided. No attempt was made to arrest loyalist suspects despite the UVF’s record of violence†¦There was not a single person on the army’s list of 452 names who was not an anti- partionist. [14] The result of Internment â€Å"was massive alienation among the minority, and mounting enthusiasm for the PIRA. It exacerbated the levels of political violence within the region as â€Å"from 1 January to 8 August 1971, thirty- four people had been killed†¦but from the introduction of Internment until the end of the year139 people died as a result of political violence. †[15] Internment also underpinned the SDLP’s boycott of Stormont, and therefore destroyed Faulkne r’s very tentative move towards power- sharing. 16] It was a world- wide disaster for unionism. It portrayed unionism as being sectarian and bias and brought the collapse of Stormont into its home straight as PIRA lashed out against it with a ruthless offensive. â€Å"During August 1971 there were 131 bomb attacks, 196 in September and 117 in October. It seemed that the PIRA was making a concerted attempt to destroy Northern Ireland’s economy, with the short- term aim of drawing the security forces away from Catholic enclaves and the long- term objective of forcing Britain to abandon the region. [17] It seemed to be working as the economy was only rising by one percent in 1971 and British opinion was that it was willing to ditch Northern Ireland. The PIRA were it seemed successfully bringing about the British withdrawal from the region. The protestant reaction to this enormous offensive being carried out by the PIRA was to fight fire with fire, as they formed their ow n paramilitary group, the ‘Ulster Defence Association’ (UDA). The formation of the UDA in September 1971 was the crystallisation of the fears of working- class Protestants, who believed that the threat which the PIRA posed was too great and was not being dealt with by Stormont or Westminster. Instead they saw both governments as giving in to Nationalist pressure and giving them too many concessions. Just like Republican paramilitarism, â€Å"the growth of loyalist paramilitarism was related to the increasing levels of violence and the perception that the security forces could not contain violent republicanism. [18] The Unionist community did not feel safe or protected by the Unionist Government under Faulkner, and like Nationalists sought protection from a paramilitary organisation that could fight the PIRA. At the same time, however, the UDA’s formation served to add to the already hostile situation that was raging within Northern Ireland and as a result put another nail into the coffin of the Stormont administration. By now Direct Rul e was inevitable, and it was a question of when not if it would be introduced. The UDA’s formation and systematic outbreak of violence did nothing but heighten the tension between the Protestant and Catholic sides of the religious divide. â€Å"The UDA’s long- term aim was the ‘DEFENCE of ULSTER against ALL who would destroy her’; its short- term aims were the ‘restoration of law and order to every street in N. Ireland,’ to ‘prevent further disintegration of our society,’ and to ‘begin rebuilding our Community both materially and spiritually. †[19]Throughout late 1971 and 1972, when it killed over one hundred Catholics, who were seen as being disloyal to Northern Ireland, the UDA, along with around another forty loyalist paramilitary groups carried out unplanned and usually spontaneous and unjustified attacks upon Catholics in a response to the IRA’s campaign of violence. As a result the violence within the province reached an all time high heading into 1972, widely considered to be the wo rst year of ‘the Troubles’. This violence came to a head on the 30th January 1972, or ‘Bloody Sunday’ as it is known. It was this day and its aftermath that would become the final nail in the coffin of the Stormont administration. By the end of 1971 Northern Ireland was in danger of disintegrating into a state of anarchy due to the failures and â€Å"break- up of the traditional unionist party, the alienation of the SDLP, and the growth of the PIRA and the Protestant paramilitaries. [20] With Northern Ireland entirely reliant upon the security forces of the British Government in 1972, the reality of just how committed it was in the province was beginning to hit Britain. â€Å"The events of Bloody Sunday brought home both the extent of this involvement and the price being paid. †[21] After thirteen people were shot dead by the army in the Bogside area, Nationalist and Catholic Ireland exploded with anger. For the first time, the South ecame emotionally involved in the crisis occurring in the North and indeed it became occasionally violent (the British embassy in Dublin was burnt down on 5th February 1972). The PIRA and the Official IRA (OIRA) began a violent and bloody bombing campaign in both Northern Ireland and mainland Britain, as it bombed â€Å"the officers’ mess of the 16th Parachute Brigade at Aldershot on 23rd February 1972† as well as the crowded Abercorn restaurant in Belfast on 4th March 1972, one of the cruellest of many violent incidents that took place in the country. 22] Such incidents, proved to be the final straw for the British Government, after what had been a disastrous three years for both Stormont and Westminster. Northern Ireland was a war zone, incapable of ruling itself and Britain recognised this, declaring an end to Home Rule on 24th March 1972. Alvin Jackson asks the question, ‘Why did Stormont fail? and although the question might seem irrelevant given what precedes it, it is still important to sum up just why it happen ed and what the main causes were. In his book ‘Ireland 1798- 1998: Politics and War’, Jackson concludes that â€Å"in terms of proximate causes, Stormont failed because it was no longer compatible with the exigencies of British policy , and because it showed no signs of being able to cope with the street violence and organized terror. In the longer term, it had been unable to represent any other than Unionist opinion, and had been at best grudging towards Catholic aspirations. †[23] The Stormont administration under Unionism was quite simply incapable of organising its own security, as its decision to request the support of the British army in 1969 showed, and it was entirely one –sided, as policies such as Internment showed (a policy that had a massive part to play in the failure of torment. Along with these causes, the rise of the UDA and other loyalist paramilitaries and the events of ‘Bloody Sunday’ contributed largely to its failing, by creating more political violence and alienating the Nationalist community further. However, perhaps, â€Å"the underlying cause†¦was Irish Nationalism. †[24] Thomas Hennessey writes that â€Å"the single most disastrous decision that produced the next two and a half decades of conflict was the decision of the PIRA’s Army Council in January 1970 to begin a war- their war- against the British state. [25] In many ways, Hennessey is totally correct, for had it not been for the bombings and killings of the PIRA within Northern Ireland, then Stormont may well have survived because it would not have had to rule a country that was virtually in a civil war, a country that was in effect untenable. ———————– [1] Alvin Jackson, ‘Ireland 1798-1998:Politics and War’ (Blackwell Publishing, Oxford, 1999) p373 [2] Diarmaid Ferriter, ‘The Transformation of Ireland 1900-2000’ (Profile Books Ltd. Great Britain, 2004) p620 [3] Alvin Jackson, ‘Ireland 1798-1998: Politics and War’ (Blackwell Publishing, Oxford, 1999) p374 [4] Jonathan Bardon, ‘A History of Ulster’ (The Blackstaff Press, Belfast, 1992) p672 [5] Thomas Hennessey, ‘A History of Northern Ireland 1920-1996’ (Gill & Macmillan, Dublin, 1997) p174 [6] Hen ry Kelly, ‘How Stormont Fell’ in John Magee, ‘Northern Ireland: Crisis and Conflict’ (Routledge & Kegan Paul Ltd, London, 1974 ) p121 [7] Thomas Hennessey, ‘A History of Northern Ireland 1920-1996’ (Gill & Macmillan, Dublin, 1997) p173 [8] Ibid p173 9] Ibid p173 [10] Ibidp173 [11] John Whyte, ‘Interpreting Northern Ireland’ (Oxford University Press, New York, 1990) p31 [12] Thomas Hennessey, ‘A History of Northern Ireland 1920-1996’ (Gill & Macmillan, Dublin, 1997) p175 [13] Ibid p193 14] Jonathan Bardon, ‘A History of Ulster’ (The Blackstaff Press, Belfast, 1992) p682 [15] Patrick Buckland, ‘A History of Northern Ireland’ (Gill & Macmillan, Dublin, 1981) p156 [16] Alvin Jackson, ‘Ireland 1798-1998: Politics and War’ (Blackwell Publishing, Oxford, 1999) p376 [17] Jonathan Bardon, ‘A History of Ulster’ (The Blackstaff Press, Belfast, 1992) p685 [18] Thomas Hennessey, à ¢â‚¬ËœA History of Northern Ireland 1920-1996’ (Gill & Macmillan, Dublin, 1997) p201 [19] Ibid p201 20] Patrick Buckland, ‘A History of Northern Ireland’ (Gill & Macmillan, Dublin, 1981) p156 [21] Ibid p156 [22] Ibid p157 [23] Alvin Jackson, ‘Ireland 1798-1998: Politics and War’ (Blackwell Publishing, Oxford, 1999) p376 [24] Thomas Hennessey, ‘Northern Ireland: The Origins of the Troubles’ (Gill and Macmillan Ltd, Dublin, 2005) p385 [25] Ibid p394

Marriage †Cause and Effect Essay

Growing up children are surrounded with a fairy tale life, the ‘happily ever after. ’ As girls we are supposed to wait for our prince charming and he will love us forever; and for boys it is finding and rescuing a beautiful princess who can cook, clean, and is loved by all creatures. That is what marriage is based off of as a child, but that perspective changes once we get a small grasp of the concept of love and we really see what marriage is. Marriage is not something anyone goes into lightly and maybe our expectations of the fairy tale life are why divorce is so commonly sought. There are many reason whys people get married; for love, money, status or because it is the ‘right’ thing to do. For those who marry for love, it is because you share common ground with the other person. They will become your other half as they will have the same beliefs, passions and values as you. After dating and being together for a while we learn that marriage and children are next on the check list. So the marriage is set and a ceremony held and they live ‘happily ever after’, but what most couples do not grasp after they are married is that there is not a sense of pure individualism any more. When married what is mine is yours and yours is mine. There are no longer ‘his’ or ‘her’ problems; they evolve into ‘us’ problems. Hence these individual problems root into a bigger problem- communication. When couples are able to talk they are likely to solve their problems, but disagreements due to the lack of communication can often lead to arguments. Not being able to communicate can be simply caused by the differences of being a male and female, but if the couple wants to move forward in their lives together and be able to relate to each other, than learning how to converse is important. When we do not feel understood, we react, whether it is silently, verbally, or with action; but not once does it occur to us that the other person is also trying to be understood. Thus the relationship will continue in a cycle of poor communication leading in most likely a divorce. Communication is important in all relationships regardless if the relationship is intended for love or other personal gains. Some males and females try to cash in by being greedy and choosing to get married for money; when they choose a partner that they can depend on for life. Most of victims are singers, self-employed businessmen/women, actresses, or elder rich singles. Although they may not be forced into the marriage, these wealthy persons are unaware of the ulterior motives of their partner. The effect of marrying only for love is the eventual unfold of the lies and deceits of the particular partner. Another effect is if that rich person loses their wealth, the outcome is all the same. Depending if the person lost wealth or the ‘victim’ finds out the true motive of the relationship they will most likely divorce this person and continue on their search for true love or money. Another reason why a couple would get married is because it is ‘the right thing to do’, which usually means that there is a child out of wedlock. The purpose of getting married for a child is so that the child will get the right idea; fall in love, get married, have a child. Another objective is that the couple who is not necessarily in love is trying to build love from this child/union. The outcome of this method is that the child ends up driving the couple apart, because of the demand and needs. The primary care taker cannot be solely committed to their lover because the child needs attention and care for their own well-being. If one person feels there is not enough attention they might be unfaithful and/or just leave. Trying to build love in a relationship where time is precious and cannot be spent just between the two people is extremely hard and most of those relationships fall through because there will be a lack of commitment. There are many reasons why people choose to get married and the outcome of those reasons depends solely on the level of commitment and how well the couple interacts with each other. Growing up with the ideal that there is a Prince charming or a beautiful damsel in distress and living ‘happily ever after’ is not a realistic approach to a marriage, for marriages take more work than what appears. There is a level of trust, honesty, and most importantly communication that needs to be met in order for it to be successful, but unfortunately in these times where people have been accustomed to shotgun weddings, the divorce happens just as fast.

Achieving Knowledge Through Higher Education

Newman presents an argument in which he states that a universitys purpose is to train good members of society. A university educates students to perform well and better succeed in life. Knowledge plays a key part in the advancement of the student. The more knowledge a student has, the more well-rounded they are, the better they will succeed in life according to Newman. The way a student achieves this knowledge is through higher education, which is basically achieved through a university. Higher education is the center and key element of all civilization advancements. That is one of the primary definitions that comes to mind when asked about higher education at a university. Another definition about higher learning at a university is for oneself to learn who he or she really is in life. That person is also responsible for forming some kind of lifestyle according to what he or she has grasped onto from the university way of living. Many people also consider as true that a university is a place to receive a proof that he or she is qualified to work in a particular field of study as a professional. Each person should have the right to attend an educational institution seeking their own interpretation of higher learning. There are some people that have the resources, whether it be wealth or academically, to access higher learning at a university, but for those who do not, they have to be content with what they have learned through earlier years of school to succeed in life. A better understanding of each facet of education comes from understanding the dependence of each subject upon one another. Each subject is a branch of education and every branch stems from the same tree. Some branches diverge and have twigs and branches of their own, but everything is joined at the root. Education is very similar because each branch of knowledge relies on the other in order to advance. For example, science relies on language to document and publish experimental results. If these findings are published inaccurately, other scientists who use these publications in their own research will be misinformed. Each subject relies on another in some way. It is easier to understand each branch of the tree better if you can see how it is involved universally: where it stemmed from, and how it is dependent upon other branches; what branches stemmed from it, and how they are dependent upon it. Newman says,  ¡Ã‚ °true enlargement of mind  ¡ is the power of viewing many things at once as one whole, of referring them severally to their true place in the universal system, of understanding their respective values, and determining their mutual dependence. Newman is saying quite directly that in order to understand something, it must be looked at as one component of a universal picture. He is saying that when something is closely examined, there are no guidelines or basis for comparison, but when it is looked at universally, it is easier to see relationships and similarities making innovations more attainable. For example, the mathematical operations of algebra fulfill many practical needs in science. The ability to find values for unknown variables within sets of equations is a tool that science heavily relies on. The reason algebra is so conveniently practical in relation to science is because it was developed as a tool for science. The tools of algebra would not be present if Diophantus, the developer of algebra, had not been aware of the overall conditions his mathematical system needed to fulfill. Algebra serves society through science and its accomplishments. From building a nuclear reactor to altering chromosomes in a person's genetic makeup, every scientific field originates back to the basic rules of algebra. All of the groundbreaking advancements in society through science are functions of this mathematical tool developed to aid and expand science. Newman says that the purpose of the university is to develop your brain for the future. It broadens your mind and basically trains you for what is to come. It gives an individual a clear conscious to form their own opinions and judgments, a truth in developing them, an eloquence in expressing them, and a force in urging them(73). I agree with what he says throughout this passage. A university doesnt necessarily produce individuals that professionalize in one particular area. It helps the minds of the students develop and turn into mature beings. Higher education exists in many forms of definitions in life, but it is a decision that every person that enters a university must make of which interpretation pertains to his or herself. Everyone will approach it in their own way, but it remains to been seen who will flourish into the world as a well-rounded person on their conclusion. The decisions that we make as individuals dictate the lives that we lead in society.

Examine the structure, keywords, and power words used to write rsums Essay - 2

Examine the structure, keywords, and power words used to write rsums and cover letters - Essay Example There may be a dozen people who can fill any given position, so you must make sure that your rà ©sumà © stands out through individualized formatting, and personal touches of your own. Your rà ©sumà © must stand out or it might never get noticed in the first place. But it is important that these do not conflict with readability, because, as mentioned before, you need all of the information to fly off of the page. If the information is not incredibly accessible, no one will bother to give your rà ©sumà © enough time to crack the code and find out what is going on with it – they’ll just move to the next one in the stack. The problem is that a common â€Å"do† that goes along with these two themes also in some ways conflicts with them. One of the major issues is keywords and power words. Rà ©sumà © builders are often told to mirror the language that the job offer has to ensure that the recruiting officer does not have to work very hard to understand how perfe ctly you might fit the job. The problem is that rà ©sumà © builders are also perpetually told not to let their rà ©sumà © blend in or look â€Å"standard.† One can assume that everyone will be mirroring the language of the job description, and this might make one seem like part of the pack rather than a standout. This is a hard situation to deal with. One of the interesting ideas that I had previously heard but did not see mirrored on any website was to include a â€Å"skills/things that people do not usually put on rà ©sumà ©s† that can make you you: things like winning your workplace’s football pool 10 years in a row or the fact that you are a marathon runner. This keeps the individuality there while still being allowed to mirror language There is one definite rà ©sumà © don’t: don’t make your rà ©sumà © too long. Some positions require highly detailed of skills

Charles Babbages Contribution to Development of Computer Technology Essay

Charles Babbages Contribution to Development of Computer Technology - Essay Example According to the research findings, it can, therefore, be said that  Charles Babbage, an inventor, was born in Britain at a time when science was just beginning to take shape and influence in society, with no clear definition of its varying disciplines. During that time, people were mediocre since they still dwelt on the calculus mathematical theories of Isaac Newton, and had not made any advancement in the field. This state of circumstances disappointed Charles so much, to a point that he wanted change thus beginning the era of computers. The man in question was born on 26th December 1791 in Walworth, Surrey according to Anthony Hyman. This was in London. His father was called Benjamin Baggage, who was in partnership with the Praeds, owners of the Bitton estate and Betsy Plumleigh Babbage. His mother, who was a great influence in his life, was called Betsy Plumleigh Teape. In the year 1808, his family moved to the old Rowdens house in East Teignmouth, where his father was appointe d the warden of the St. Michael church. As a child, Charles was very inquisitive and stopped at nothing until his search for the truth is found. In his book, he tells of instances when his curiosity led him to dismantle his toys when he didn’t understand their way of working. His father was a rich man thus he was accorded the best education around in the form of expensive schools and tutors. When he was eight years of age, he was relocated to a country school to recuperate from a severe fever. During his stay here, his parents stressed that he be left to complete rest for speedy recovery. The loneliness he experienced got to his head that he started to be philosophical, questioning everything that came into contact with him and the general worldview. He went as far as experimenting in devil-worship incarnations to test their credibility. Later he joined King Edward VI School in South Devon, only to succumb to deteriorating health, forcing him to be tutored at home. It was thr ough the private studies that he developed a passion for mathematics especially by the influence of Stephen Freeman, who was an ‘astronomer’. Eventually, he was able to start schooling at Trinity College in Cambridge in 1810, where he discovered a void in the system of learning at the institution. Birth of an idea He and his friends came together to form the Analytical society between the years of 1812 and 1814 so as to challenge the University’s laid-back approach to the mathematical field. It was a successful venture that saw the publication of several books on the topic of calculus. It was during this time that Charles started to battle with the idea of creating a machine to aid in the arithmetic process. According to Bowden, Charles was thinking to himself on the possibility of devising a tool that would perform logarithms with utmost precision rather than using the incorrect manuals in use at the time. He was challenged by the French’s decision to use human mathematicians to compute new tables.

The evience suggests that PPP hold both in the short and long run Essay - 1

The evience suggests that PPP hold both in the short and long run - Essay Example an be substantial short-run deviations from PPP, but in the long run relative PPP holds remarkably well because fundamentals and arbitrage are dominant long-run economic forces† (Marewijk, chapter 20); In short run price level tends to be sticky and takes time to change (Rogoff, 1996). And that â€Å"Dorodian, Jung, and Boyd [1999] found that in the long-run, PPP tends to hold more often under a floating exchange rate regime than under a fixed exchange rate system† (Anorou, Braha & Ahmad, 2002). There is however some studies which focused on the short run basis of PPP. Chowdhry, Roll & Xia (2004) find that â€Å"relative PPP holds well in the short run in both single-country-pair OLS regressions and a pooled system regression† and that their evidence â€Å"for short-run relative PPP is unlikely to be driven by missing world factors or by real effects of inflation†. Further, â€Å"our results complement the findings from the long-run PPP tests, and help resolve the PPP puzzle in the short run†. They also have an evidence that â€Å"relative purchasing power parity holds quite well in the short run when inflation is extracted from stock prices†. â€Å"For small differences in annual inflation between the United States and the country concerned, the correlation between relative inflation and depreciation in each of the years seems low. Relative PPP appears to â€Å"hold more closely for countries experiencing relatively high inflation† (Tayl or & Taylor, 2004); â€Å"Finally, the IIRE is operative in both the short and long run in response to changes in the domestic price level† (Elwood & Fields, 1998). Based on those results, Click (1996), as mentioned by Fujiki & Kitamura in 2004 concludes that in â€Å"the time-series dimension, using the random-effects model, purchasing power parity holds, conditional upon the Balassa–Samuelson effect.† Chapter 18 — Exchange Rate Theories discusses the favorable effect of PPP in the short run over long run. â€Å"PPP holds even in the

Sexual violence Essay Example | Topics and Well Written Essays - 500 words

Sexual violence - Essay Example The majority of the victims tends to blame themselves, and thus fails to give information about the heinous acts of sexual violence, which the offenders perpetrate on them. The reasons that compel victims not to report cases of rape encompass fear, feeling of helplessness, and perceived powerlessness of the security agents such as the police. Similarly, the victims fail report the sexual assaults because of the threat of further victimization from the authorities. The speech indicated that personal fear and lack of trust in the security agents contributes to the unreported cases of sexual assault. These are the lessons that everyone should draw, and then explore ways of dealing with the fear because sexual assault has emotional, physical, and psychological ramifications. It seems that people do not have hope in the police, and thus they chose to remain silent on cases centering on sexual violence. In fact, the event drew a significant lesson that people should take the responsibility of reporting any case of sexual violence. The victims should view that sexual assault is heinous and a disrespect for an individual’s dignity. No one should go silent on issues that violate one’s right to live a respected life devoid of interference of any sort. In fact, the higher education should organize such events regularly in order to equip the students with the right skills that are integral in their lives. Many students are subject to the se xual violence, and events discussing issues central to student life ought to feature prominently in the institutions’ calendars. The student involvement in the campus community plays a critical in ensuring that the learners live a success life in college. The activities foster a sense of togetherness and promote the growth of a community of scholars who exhibit a prime target of acquiring knowledge to apply it in the future

Current issue in financial reporting Essay Example | Topics and Well Written Essays - 1500 words

Current issue in financial reporting - Essay Example There are different types of financial statements that are critical in governance and businesses, the most important goal is to manage, control and account for any amount of money that accrue from the business (Alexander & Britton 2014). Financial statements refer to chronological and formal records of business or operational activities of a person, business entity or government departments (Ernst & Young 2014). There are three core financial reports that form an integral part in the financial reporting. Firstly, balance sheet, this settlement gives an organization report on its assets, liabilities and ownership equity at any given time. The goal of this record is to ensure that the management follows systematically the companys state of affairs in managing capital, assets and addressing its liabilities2. It is an integral tool that allows detecting any abnormality in balancing assets and liability and allows for prudent decision-making (Alexander & Britton 2014). It simply shows the financial position of a business in modern accounting practice. Secondly, is the income statement, the purpose of this financial report is to give a comprehensive statement on the revenue collection and expenses? As the number one consideration in financial reporting, it should be prepared within the stipulated time, comprehensive, relevant and reliable. The income statement has an immense importance to stakeholders, managers and government for various purposes. It allows for actual valuation of the businesses (Ishmael 2012). Thirdly, the statement of cash flow is an important accounting, reporting that characterizes the current financial accounting system. It allows managers to know how cash flows within and outside organization (Dunn & Stewart 2014). The two critical uses of this report are accountability of cash within and outside organization3. Secondly, it allows tracing which department consumes more operating costs and more importantly, informs on

Marketing plan Essay Example | Topics and Well Written Essays - 2000 words - 2

Marketing plan - Essay Example The company background is provided describing how it has emerged to being a multinational company and its consideration in expanding into New Zealand markets. The New Zealand market situational analysis is provided describing the various industry aspects and the country in general. The significance of the situational analysis is to determine the viability of the market if it is worth to invest in it. This marketing plan also comprises of the company analysis which examines the various aspects of the company mainly the internal environment and determines the capability of the company to enter the underlying market, this entails the SWOT analysis. The provided market and company analysis provides the basis on how the company will carry out its marketing activities focusing on the set marketing objectives. ... INTRODUCTION C. and J. Clark International Ltd is an international shoe manufacturing company which engages mainly in the manufacturing and distribution of footwear for all the gender. The key major product is the production of shoes in which it has expanded into the various markets globally. C. and J. Clark International Ltd Company is one of the notable rapidly expanding multinational private companies in UK. The company has about 1000 stores located in more than 160 countries globally. Since its advent in 1825 the company has expanded its operations globally to becoming on of the company with a recognized global shoe brand. The company has expanded its operations mainly in Europe, Far East and United States (Coade, p. 25). The Past From its inception as a wool stapling and tanning business, the company has expanded to being a multinational company. After becoming a full partner business it has continued to introduce various lines of shoes and acquiring other related business and c ompanies as it continue to expand. In the past the company marketing strategy has been launching various types of shoes, notably is in 1965 when the company launched its first Clark Wallabee model (Doole, p. 26). By 1978 the company having acquired several shoe manufacturing companies in UK went internationally acquiring Hanover Shoe manufacturing company and retail business in United States. Other countries in which the company has entered are across Europe and Far East. With all these developments the company greatly considered restructuring and transforming itself (Westwood, p. 36). The company achieved this in the past by focusing on introducing

Study Habits Essay Example for Free

Study Habits Essay Introduction Each student has unique way of studying. They differ individually in academic performances and study habits. The efficiency of the students at this stage depend upon his/her study and how well his/her lessons. The effectiveness of the intellectual ability of a student is assessed by its ability to perform and respond in lectures, assignments and scores in examination. The values on attitude and the well-planned efforts to maintain good grades and most importantly develops a positive value which is the sense of responsibility. Different techniques applied by students on their study habits. Some manifested focused on their studies and others portray a happy go-lucky style which means a poor study habits. A person with a goal in life inspite of hindrances experienced, aspire or aim high to cope with challenges along the way.(Legaspi 2010) It is generally agreed that healthy family atmosphere and satisfactory parent- child relationship are essential for the good performance of every student. Study habit plays an important role in the academic status of a student. To accomplish such an objective, it is necessary that student should have effective and enjoyable use of leisure time where discipline comes in. Because of technological advances, there are many temptations to destruct the students and it is through this that they can counteract the growing dependency passive forms of recreations such as computer, cell phones, and TV. These can cause damage to students because they became lazy. This system should also be discouraged for they can cause mental block. The teacher exercises considerable influences of the students development of 2 attitude, mental hygiene and deals of behavior. This particular attitude displayed by a teacher from the student affects the latter significantly. The individual’s degree of intelligence or of intelligent behavior is his/her degree of ability of attention, relentive and recall, inductive and deductive reasoning and generalization as there respond to the learning process.(Legaspi 2010) Study habits of Second Year students of Saint Michael College of Caraga is very interesting topic because it will help most of the students to adopt the good method of learning and studying. It also help every students to cope up with their problems encountered from their studies. It enables them to create effective and efficient ways to their studies. On the side of the Saint Michael College of Caraga, they will able to comprehend every students and rendering good teachings which creates effective and efficient teacher.

Criminals are a product of their environment

Criminals are a product of their environment This essay will concern criminals in regards to their ecology. Ecological criminology is the observing of criminality, crime and victimization in relation to the area of individuals and organizations and how it forms and affects them. In broad terms crime is seen to evolve in pathological conditions of certain communities and areas. This association between crime and certain parts of a city namely areas with pathological conditions has a long past. Theorists such as Fregier (1840), Mayhew(1862) and The Chicago School of Sociology have contributed substantially to the debate of crime and the environment. Through Clifford Shaw and Henry McKays (1942) book  [1]  and other sociologist work such as Park and Burgess(1925)  [2]  comes the zonal hypothesis. It was found that cities develop concentric zones of life and activity. This is called this the concentric zone model. The model consist of five zones in the following order , the center is the Central business district, the transition zone of mixed residential and commercial uses, low-class residential homes (inner suburbs), better quality middle-class homes (Outer Suburbs) and the commuters zone. Baldwin and Bottoms also point out that offences are gathered nearby the city center According to Chicago School each district in concentric zones yields on something of the traits and abilities of the occupants. Through this knowledge it became known evident that there was a large amount of pathological behavior such as juvenile delinquency and alcoholism in the zone of transition. It also seems that the zone of transition adapted its own social organization such as cheaper rents, an unsettled population, and a few settled institutions and also tended to house recent peers of immigrants which seemed to yield the same forms of behavior including crime. Before one looks at the explanations of why the zone of transition is a problematic zone there are some methodological problems one must look at. There may be a distinction between the offence and the offender rate e.g. one person may be the cause of majority of specific crimes in a certain area. The rationality of authorized figures in relation to area based data may be brought into question. In the explanation given to define the zone of transition by the Chicago school it was alleged that the zone accommodated people unfamiliar to each other, urban life and to America also their surroundings seemed fluid which is also termed social disorganization. Social disorganization was based on three flexible elements such as poverty (unlike Sutherland which will be discussed further on), as the poor societies do not possess satisfactory funds to handle the difficulties occurring. The increase of residential mobility and racial diversity causes deterioration of community control through the deficiency of mutual beliefs which is viewed as permitting illicit conduct to advance and be transferred from one generation to the next. Similar to the social disorganization thesis Schuerman and Kobrin (1986) alleged a three phase procedure which denotes the evolving of high offender rate areas. These where shifts in land which meant increase in renting, changes in population which signified a decrease in people and increase in quantity of dissimilar beings as well as Changes in socio-economic statues which means additional inexperienced beings and advanced quantity of jobless people. In contrast to the idea that area of residence takes on character and quality of inhabitance, it is also noted that the inhabitants of an area take on characteristics and value of the area. This means the societal life of a zone can stimulus illicit inspiration. The societal life of a zone may have long term impact on the individuals personality, social activities, though processes a daily routines. As opposed to ideas such as certain areas influence individuals and vice versa, the theory of differential association according to Shaw and McKay, may illustrate how delinquent activities are ethnically transferred from one person to another. Edwin Sutherland (1924 and 1939) it was claimed that illicit conduct is cultured in contact through other individuals predominantly in intimate personal settings. This kind of knowledge not merely instructs the person about the detailed practices of performing delinquency, but similarly guides their drives, motives, attitudes and definitions of the law (Jones 2006). Wherever an individual is exposed to excess definitions favorable to violation of the law over definitions unfavorable to violation of the law they are more probable to turn out to be a criminal. The probability is ascertained by discrepancies in regularity, concentration, significance and period of the relationship. An exemplification of this is as Orcutt (1987) states that students were more likely to smoke marijuana if one of their four closest friends did. Alike Social disorganization Wolfgang and Ferracuti (1967) state that subcultures of violence can often be found in poor zones, they also state that individuals from such backgrounds learn positive approaches towards vehemence though a process of differential learning, association or identification. Wolfgang and Ferracuti also claim that such a procedure might aid to dispel any outlooks of culpability that might perhaps arise as of inside such individuals. The fortes of Sutherlands theory lay in its capability to demonstrate delinquencies are not related to poverty. For instance Sutherland applied the concept to white-collar and professional crime, asserting that people turn into white collar criminals since they became engaged into a business culture that deemed unlawful practices as lawful Sutherland reasoned that numerous clusters of people in civilization varied in their views as to what caused suitable conduct and out of this multiplicity of opinions, culture conflict turns into the most definite proof of the social disorganization within society, and an underlying cause of differential association. For the purpose of criticism and analysis in regards to the ideas given by the Chicago school of sociology, the image of urban life assumed by the Chicago school is no longer the same. This is because it assumes an even, unchanging landscape. An Additional reproach of the Chicago school is that British capitals post Second World War did not look like the Chicago concentric ring pattern due to people fleeing away from the citys in fear. The theory is also insubstantial on individuals as it doesnt institute enough for decisions made by individuals such as highly emotive crimes such as crimes of passion e.g. serial killer which doesnt associate with no one to learn his modus operandi also known as method of operating. Theorist such as Tittle et al. (1986) claim that it is not the mocking of specific methods or the learning of illicit outlooks that is significant, but the learning of enthusiasms to participate in delinquency that create distinct relations. McCarthy (1996) revealed compelling proof of tutelage in techniques of delinquency between homeless youths Haynie (2002) establish that the quantity of criminal contacts in a persons network not individual had a strong optimistic outcome on that characters following criminality, but was also a stronger effect than the contacts total levels of criminality. Meaning and individual which has more criminal minded friends then an individual which only has one extreme criminal friend is more likely to be influenced. In light of everything mentioned what can be understood is that different theorist have different views and ideas on factors and elements which condition a person to act in a criminal way. Therefore some theorist claim people are the product of certain areas whereas others believe that the areas are the product of the people living in it, which effectively means there is a two way presses going on. On the other hand some theorist believe that poverty is the underlining cause of delinquency where as some theorist believe that poverty plays no role and that it is merely the individuals motivation which is fuelled by engaging with delinquent people in an close intimate setting.

Testing Drug Content of Famotidine Core Tablets

Testing Drug Content of Famotidine Core Tablets 6. Formulation development and evaluation 6.1 Preparation of core tablets Core tablets of famotidine were prepared by direct compression and batch size was kept as 100 tablets. Drug , sodium chloride, polymer and MCC were co-sifted through sieve # 30 Now the blend is mixed in polybag for 10 min Citric acid was crushed using mortar and pestle and sifted through sieve # 60 And this is added to above blend and mixed in a polybag for 10 min. Then magnesium stearate talc were passed through sieve #60 and to the above blend and mixing continued for another 2 min Now the blend is compressed to tablets having the average weight of 180 mg using 8 mm round concave punch and at low relative humidity 20 % RH 6.2 Coating of core tablets: 6.2.1. Preparation of coating solution: 5 ml of water was taken in a beaker and to this required amount of PEG 400 was added and dissolved 95 ml of acetone was taken in a beaker and stirred at 150 rpm using electrical stirrer to this above solution was added and stirred for 5 min Now to the above solution 5 gm of cellulose acetate was added slowly and stirring is continued for another 30 min i.e until a clear solution was formed. 6.2.2. Procedure for coating of semi permeable membrane: Coating was done using RD Lab Coater. Core tablets were placed in the coating pan and coated with cellulose acetate solution coating parameters are maintained as below: Inlet temperature : 40 oC  ± 2 oC Bed temperature: 35 oC rpm of pan: 15 -17 Spray rate: 3-7 ml/min Atomizing air pressure: 2.0 psi Coating was done until required weight gain was achieved Drilling of orifice: The orifice was made using needles of different sizes i.e, 24, 22 guage INGREDIENTS F1 F2 F3 F4 F5 F6 Core tablet mg/tablet Famotidine 40 40 40 40 40 40 Citric acid 20 20 20 20 20 20 Sodium chloride 50 50 50 50 50 50 HPMC k100M 9 18 Polyox1105 7.2 Polyox 301 7.2 Polyox303 7.2 Sodium lauryl sulphate 3.6 3.6 3.6 3.6 3.6 3.6 Magnesium stearate 1.8 1.8 1.8 1.8 1.8 1.8 Talc 3.6 3.6 3.6 3.6 3.6 3.6 Avicel PH 102 43 43 53.8 53.8 53.8 53.8 Total wt of tablet 180 180 180 180 180 180 Coating solution Cellulose acetate 5 gm 15 % w/w of total solids (0.669 ml) 4 ml Upto 100 ml 4% PEG 400 Water Acetone Weight gain Coated tablets were left over night for drying Table 6.8 Formulation trails for optimum polymer (using various grades of HPMC and PEO) Table6.9 Formulation trails for optimum polymer concentration and coating weight gain INGREDIENTS F7 F8 F9 Core tablet mg/tablet Famotidine 40 40 40 Citric acid 20 20 20 Sodium chloride 50 50 50 Polyox 301 10.8 10.8 10.8 Avicel PH 102 50.8 50.8 50.8 Sodium lauryl sulphate 3.6 3.6 3.6 Magnesium stearate 1.8 1.8 1.8 Talc 3.6 3.6 3.6 Total wt of tablet 180 180 180 Coating solution Cellulose acetate 5 gm PEG 400 15 % w/w of total solids (0.669 ml) Water 4 ml Acetone Upto 100 ml Weight gain 4 % 3 % 5 % Table 6.10 Formulation trails of optimum plasticizer concentration INGREDIENTS F 10 F 11 F 12 Core tablet mg/tablet Famotidine 40 40 40 Citric acid 20 20 20 Sodium chloride 50 50 50 Polyox 301 10.8 10.8 10.8 Avicel pH 102 50.8 50.8 50.8 Sodium lauryl sulphate 3.6 3.6 3.6 Magnesium stearate 1.8 1.8 1.8 Talc 3.6 3.6 3.6 Total wt of tablet 180 180 180 Coating solution Cellulose acetate 5 gm 5 gm 5 gm PEG 400 (% w/w of total solids) 20% (0.89 ml) 25% (1.25 ml) 35% (1.4 ml) Water 4 ml 4 ml 4 ml Acetone Upto 100 ml Upto 100 ml Upto 100 ml Weight gain 4% 4% 4% 6.3 Evaluation of blend 6.3.1 Angle of repose Angle of repose: Weighed quantity of the drug was passed through a funnel kept at a height 2 cm from the base. The powder is passed till it forms a heap and touches the tip of the funnel. The radius the base of the conical pile, and the height of pile were measured and the angle of repose was calculated using the formula: (h/r) h = height of the pile r = radius of the base of the conical pile Table 6.4 Flow property and corresponding angle of repose Flow property Angle of repose (ÆÅ ¸) Excellent 25 – 30 Good 31 – 35 Fair-no need of aid 36 – 40 Passable –hang up chances 41 – 45 Poor – must vibrate, agitate 46 – 55 Very poor 56 – 65 Very, very poor >66 Formulation code Angle of repose F1 25.45 F2 22.92 F3 23.13 F4 19.20 F5 18.62 F6 17.20 F7 20.09 Table no. : Data for angle of repose of all formulations 6.3.2 Bulk density An accurately weighed quantity of powder carefully poured into graduated cylinder. Then after pouring the powder into the graduated cylinder the powder bed was made uniform without disturbing. Then the volume was measured directly from the graduation marks on the cylinder as ml. The volume measure was called as the bulk volume and the bulk density is calculated by following formula: Bulk density = Weight of powder / Bulk volume Tapped Density: After measuring the bulk volume the same measuring cylinder was set into tap density apparatus. The tap density apparatus was set to 300 taps drop per minute and operated for 500 taps. Volume was noted as (Va) and again tapped for 750 times and volume was noted as (Vb). If the difference between Va and Vb not greater than 2% then Vb is consider as final tapped volume. The tapped density is calculated by the following formula: Tapped density = Weight of powder / Tapped volume Compressibility Index: It gives the flow property of the granules. More is the compressibility; less will be the flow property. It was calculated by the following formula using previously obtained bulk and tapped densities. Carrs index = Tapped density Bulk density X 100 Tapped Density Hausner Ratio: It is used for flow property of the granules. It was also calculated from bulk and tapped densities using following formula: Hausners ratio = Tapped density / Bulk density Table 6.3 Flow property and corresponding Carrs index Hausner ratio Flow property C.I ( % ) Hausner ratio Excellent ≠¤10 1.00 – 1.11 Good 11 – 15 1.12 – 1.18 Fair 16 – 20 1.19 – 1.25 Passable 21 – 25 1.26 – 1.34 Poor 26 – 31 1.35 – 1.45 Very poor 32 – 37 1.46 – 1.59 Very, very poor >38 >1.60 Formulation code Bulk density (gm/cm3) Tapped density (gm/cm3) Carr’s index (%) Haussners ratio Angle of repose F1 0.486 0.631 22.9 1.25 25.45 F2 0.410 0.513 20.08 1.25 22.92 F3 0.438 0.601 18.259 1.18 23.13 F4 0.436 0.583 16.39 1.196 19.20 F5 0.430 0.520 17.31 1.21 18.62 F6 0.462 0.535 13.64 1.16 17.20 F7 0.446 0.523 14.72 1.17 20.09 Table no. : Data for Bulk density, Tapped density, Compressibility index and Hausner’s ratio of all formulations 6.4 Post compression studies 6.4.1 Weight variation The average weight of core tablets and coated tablets were determined using a digital weighing balance. 20 tablets were selected randomly from each batch and weighed individually, calculating the average weight and comparing the individual tablet weight to the average. From this, percentage weight difference was calculated. Table 6.11 Limits of weight variation IP/BP Limit USP 80 mg or less 10% 130mg or less More than 80mg or Less than 250mg 7.5% 130mg to 324mg 250mg or more 5% More than 324mg Table no. : Data for weight variation test of all formulations Formulation Code Avg weight (mean ±%deviation) Before Coating After Coating F1 178.42 ± 1.02 185.72 ±1.12 F2 181.31 ± 0.91 188.79 ±1.45 F3 179.21 ±1.34 187.89 ±1.09 F4 181.39 ±0.98 189.01 ±0.98 F5 179.76 ±1.32 186.96 ±1.42 F6 183.12 ±2.24 190.32 ±1.08 F7 180.09 ±1.08 187.34 ±1.12 F8 178.12 ±1.24 184.52 ±1.33 F9 179.35 ±1.02 187.01 ±1.14 F10 180.45 ±0.98 188.00 ±1.11 F11 181.32 ±1.23 188.67 ±1.28 F12 182.45 ±1.11 189.79 ±1.20 Hardness Hardness indicates the ability of a tablet to withstand mechanical shocks while handling. Hardness of both core and coated tablets were determined using a Monsanto hardness tester. It is expressed in kg/cm2. Three tablets were randomly picked from each batch and analyzed for hardness. The mean and standard deviation were also calculated. Table no. : Data for hardness of all formulations Formulation Code Hardness (kg/cm2)(n=3) (mean ±SD) Before Coating After Coating F1 5.06 ±0.19 6.18 ±0.22 F2 5.21 ±0.26 6.29 ±0.42 F3 4.96 ±0.32 6.03 ±0.15 F4 5.02 ±0.22 6.41 ±0.32 F5 5.28 ±0.18 6.17 ±0.18 F6 5.11 ±0.33 6.25 ±0.28 F7 4.89 ±0.25 6.00 ±0.33 F8 4.99 ±0.14 6.32 ±0.36 F9 5.08 ±0.18 6.75 ±0.25 F10 4.99 ±0.25 5.98 ±0.12 F11 5.12 ±0.33 5.90 ±0.21 F12 4.97 ±0.10 5.96 ±0.19 Friability (F) It is the phenomenon whereby tablet surfaces are damaged and/or show evidence of lamination or breakage when subjected to mechanical shock or attrition. The  friability of core tablets was determined using Roche Friabilator. It is expressed in percentage (%). Twenty core tablets were initially weighed (Winitial) and transferred into friabilator. The friabilator was operated at 25 rpm for 4 minutes or run up to 100 revolutions. The tablets were weighed again (Wfinal). The % friability was then calculated % Friability = ((A-B)/A) Ãâ€" 100 Where, Formulation Code Friability (%) (n=10) F1 0.010 F2 0.015 F3 0.017 F4 0.012 F5 0.009 F6 0.016 F7 0.014 F8 0.013 F9 0.012 F10 0.015 F11 0.014 F12 0.012 A = Initial weight of tablets B = Final weight of tablets after 100 revolutions Friability of tablets less than 1% are considered acceptable. Drug content The famotidine core tablets were tested for their drug content. Five tablets were finely powdered; quantities of the powder equivalent to 100 mg of famotidine were accurately weighed and transferred to a 100 ml of volumetric flask. Made up to 100ml with 4.5 phosphate buffer. From the above solution 1ml was taken and made up to100 ml with phosphate buffer (pH 4.5) From the above solution 10 ml was taken and made up to100 ml with phosphate buffer (pH 4.5) i.e.,10 µg/ml solution and measure the absorbance of the resulting solution at 265 nm using a Shimadzu UV-visible spectrophotometer. The linearity equation obtained from calibration curve was used for estimation of famotidine in the tablet formulations. Formulation Code Assay (%) F1 99.25 ±0.042 F2 98.32 ±0.052 F3 99.15 ±0.016 F4 99.52 ±0.019 F5 101.95 ±0.021 F6 99.25 ±0.034 F7 99.98 ±0.028 F8 98.74 ±0.052 F9 98.23 ±0.061 F10 100.12 ±0.011 F11 99.52 ±0.021 F12 99.56 ±0.023 Table no. : Data for drug content of all formulations In-Vitro Dissolution Studies The developed formulations of were subjected in vitro dissolution studies using USP Type II dissolution apparatus (Electrolab, India) with a speed of 50 rpm. The dissolution study was carried out in 900 ml dissolution media maintained at 37 ±0.5 oC. At suitable time interval, 10 ml samples were withdrawn and replaced with equivalent amount of fresh medium to maintain sink conditions. Samples withdrawn were filtered and analyzed at 265 nm using a UV spectrophotometer. After analyzing the drug content in the dissolution samples, cumulative percentage of drug release versus time was plotted. The general conditions for in vitro dissolution studies are as summarized below. Dissolution conditions: Medium : 4.5 phosphate buffer Volume: 900 ml Temperature: 37  °C  ± 0.5  °C Apparatus: USP Type-II (paddle) Rpm: 50 Time intervals : 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 , 12 hr Samples were suitably diluted and absorbance was measured. Cumulative percentage drug released was calculated for each batch. The study was performed in triplicate and the average was reported. Table no. : In-Vitro data drug release data for formulation F-1 S.no Time Cumulative % drug release 1 0 0 2 1 2.81 ±2.75 3 2 4.00 ±1.64 4 3 6.67 ±2.56 5 4 10.61 ±1.98 6 5 13.07 ±2.84 7 6 16.31 ±1.27 8 7 18.56 ±1.32 9 8 21.86 ±0.99 10 10 27.07 ±1.46 11 12 32.76 ±1.21 Figure no. : In-Vitro drug release of formulation F-1 Table no. : In-Vitro data drug release data for formulation F-2 S.no Time Cumulative % drug release 1 0 0 2 1 2.10 ±2.84 3 2 4.21 ±1.95 4 3 7.52 ±2.95 5 4 10.61 ±2.09 6 5 13.07 ±1.95 7 6 16.31 ±2.75 8 7 18.56 ±2.94 9 8 21.86 ±1.24 10 10 32.16 ±1.89 11 12 40.79 ±1.11 Figure no. : In-Vitro drug release of formulation F-2 Table no. : In-Vitro data drug release data for formulation F-3 S.no Time Cumulative % drug release 1 0 0 2 1 4.02 ±3.72 3 2 8.04 ±1.34 4 3 13.34 ±2.83 5 4 18.63 ±1.52 6 5 22.90 ±1.32 7 6

Emotional Intelligence and Relationships in Business Management Essay

Emotional Intelligence and Relationships in Business Management  ¡Ã‚ §Anyone can become angry  ¡V that is easy. But to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way  ¡V this is not easy. ¡Ã‚ ¨ ~ By Aristotle, The Nicomachean Ethics ~ Traditionally, management were only interested on return on investment (ROI) and shareholder value, not the neurobiology of emotions doing business. However, in modern days, there is probably nothing as important as having good human relationships in the workplace. Whether one is a chief executive officer, a consultant, a manager or team member, achieving results requires a productive working relationship with others. As such, having positive and sustainable human relationships is the bedrock for business effectiveness. According to Goleman,  ¡Ã‚ §Emotional Quotient (EQ) defines our capacity for relationship (Goldmen 1995) ¡Ã‚ ¨ and added,  ¡Ã‚ §Rational intelligence only contributes about 20% to the factors that determine success in life. Some extraneous factors such as luck, and particularly the characteristics of EQ, constitute the other 80% (Goldmen 1995). ¡Ã‚ ¨ WHAT IS EMOTIONAL QUOTIENT? By themselves, the discoveries in Emotional Quotient (EQ) are not new. Over the centuries, there have been numerous studies conducted to understand the workings  ¡Ã‚ ¥emotions ¡Ã‚ ¦ and its practical importance. One of the earliest historical literature recordings dates back to 1st century B.C by Publilius Syrus, a Latin writer of mimes. Syrus states,  ¡Ã‚ ¥Rule your feelings, lest your feelings rule you ¡Ã‚ ¦ (Hang 1999). In other words, people should take control of their feelings and emotions rather then allowing it to control their intellect and values (also known as emotional-hijacking). Today ¡Ã‚ ¦s contemporary authors have since further expanded Syrus ¡Ã‚ ¦ definition, which subsequently lead to the development of the EQ concept. EQ can be simply defined as:  ¡Ã‚ §EQ is the ability to sense, understand, and effectively apply the power and acumen of emotions as a source of human energy, information, connection and influence. ¡Ã‚ ¨ ~Robert Cooper and Ayman Sawaf~ (Source: Hang 1999)  ¡Ã‚ §EQ is the ability to monitor one ¡Ã‚ ¦s own and other ¡Ã‚ ¦s feelings, to discriminate among them and to use this information to guide one ¡Ã‚ ¦s thinking and actions. ¡Ã‚ ¨ ~Peter Salovey and John Mayer~ (Source: Salovey & Mayer 199... ...3  Ã‚  Ã‚  Ã‚  Ã‚  3.32  Ã‚  Ã‚  Ã‚  Ã‚  .22  Ã‚  Ã‚  Ã‚  Ã‚  .62  Ã‚  Ã‚  Ã‚  Ã‚  -2.96  Ã‚  Ã‚  Ã‚  Ã‚  .008* Achievement Orientation   Ã‚  Ã‚  Ã‚  Ã‚  4.28  Ã‚  Ã‚  Ã‚  Ã‚  .65  Ã‚  Ã‚  Ã‚  Ã‚  4.73  Ã‚  Ã‚  Ã‚  Ã‚  .56  Ã‚  Ã‚  Ã‚  Ã‚  .25  Ã‚  Ã‚  Ã‚  Ã‚  -1.23  Ã‚  Ã‚  Ã‚  Ã‚  .23 Initiative  Ã‚  Ã‚  Ã‚  Ã‚  3.25  Ã‚  Ã‚  Ã‚  Ã‚  .32  Ã‚  Ã‚  Ã‚  Ã‚  3.42  Ã‚  Ã‚  Ã‚  Ã‚  .26  Ã‚  Ã‚  Ã‚  Ã‚  .59  Ã‚  Ã‚  Ã‚  Ã‚  -2.36  Ã‚  Ã‚  Ã‚  Ã‚  .03* Social Skills   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Developing Others   Ã‚  Ã‚  Ã‚  Ã‚  3.17  Ã‚  Ã‚  Ã‚  Ã‚  .40  Ã‚  Ã‚  Ã‚  Ã‚  3.18  Ã‚  Ã‚  Ã‚  Ã‚  .46  Ã‚  Ã‚  Ã‚  Ã‚  .02  Ã‚  Ã‚  Ã‚  Ã‚  -0.15  Ã‚  Ã‚  Ã‚  Ã‚  .89 Leadership  Ã‚  Ã‚  Ã‚  Ã‚  3.20  Ã‚  Ã‚  Ã‚  Ã‚  .46  Ã‚  Ã‚  Ã‚  Ã‚  3.27  Ã‚  Ã‚  Ã‚  Ã‚  .39  Ã‚  Ã‚  Ã‚  Ã‚  .17  Ã‚  Ã‚  Ã‚  Ã‚  -0.83  Ã‚  Ã‚  Ã‚  Ã‚  .42 Influence  Ã‚  Ã‚  Ã‚  Ã‚  3.88  Ã‚  Ã‚  Ã‚  Ã‚  .37  Ã‚  Ã‚  Ã‚  Ã‚  3.98  Ã‚  Ã‚  Ã‚  Ã‚  .32  Ã‚  Ã‚  Ã‚  Ã‚  .29  Ã‚  Ã‚  Ã‚  Ã‚  -1.02  Ã‚  Ã‚  Ã‚  Ã‚  .32 Communication  Ã‚  Ã‚  Ã‚  Ã‚  3.19  Ã‚  Ã‚  Ã‚  Ã‚  .35  Ã‚  Ã‚  Ã‚  Ã‚  3.35  Ã‚  Ã‚  Ã‚  Ã‚  .33  Ã‚  Ã‚  Ã‚  Ã‚  .47  Ã‚  Ã‚  Ã‚  Ã‚  -2.24  Ã‚  Ã‚  Ã‚  Ã‚  .04* Change Catalyst  Ã‚  Ã‚  Ã‚  Ã‚  3.85  Ã‚  Ã‚  Ã‚  Ã‚  .45  Ã‚  Ã‚  Ã‚  Ã‚  4.00  Ã‚  Ã‚  Ã‚  Ã‚  .53  Ã‚  Ã‚  Ã‚  Ã‚  .31  Ã‚  Ã‚  Ã‚  Ã‚  -1.73  Ã‚  Ã‚  Ã‚  Ã‚  .10 Conflict Management  Ã‚  Ã‚  Ã‚  Ã‚  3.06  Ã‚  Ã‚  Ã‚  Ã‚  .35  Ã‚  Ã‚  Ã‚  Ã‚  3.23  Ã‚  Ã‚  Ã‚  Ã‚  .35  Ã‚  Ã‚  Ã‚  Ã‚  .49  Ã‚  Ã‚  Ã‚  Ã‚  -1.91  Ã‚  Ã‚  Ã‚  Ã‚  .07* Building Bonds  Ã‚  Ã‚  Ã‚  Ã‚  3.46  Ã‚  Ã‚  Ã‚  Ã‚  .36  Ã‚  Ã‚  Ã‚  Ã‚  3.50  Ã‚  Ã‚  Ã‚  Ã‚  .36  Ã‚  Ã‚  Ã‚  Ã‚  .11  Ã‚  Ã‚  Ã‚  Ã‚  -0.73  Ã‚  Ã‚  Ã‚  Ã‚  .47 Teamwork & Collaboration  Ã‚  Ã‚  Ã‚  Ã‚  4.06  Ã‚  Ã‚  Ã‚  Ã‚  .54  Ã‚  Ã‚  Ã‚  Ã‚  4.10  Ã‚  Ã‚  Ã‚  Ã‚  .51  Ã‚  Ã‚  Ã‚  Ã‚  .08  Ã‚  Ã‚  Ã‚  Ã‚  -0.37  Ã‚  Ã‚  Ã‚  Ã‚  .72 (Source: Sala 2004) Table 1 Differences between EI Levels of the Total Participants Prior (T1) and After (T2) participating in the EI workshops * Note: Differences were considered meaningful, or significant, if effect sizes were moderate or large and if paired-samples t-tests statistically significant (p Emotional Intelligence and Relationships in Business Management Essay Emotional Intelligence and Relationships in Business Management  ¡Ã‚ §Anyone can become angry  ¡V that is easy. But to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way  ¡V this is not easy. ¡Ã‚ ¨ ~ By Aristotle, The Nicomachean Ethics ~ Traditionally, management were only interested on return on investment (ROI) and shareholder value, not the neurobiology of emotions doing business. However, in modern days, there is probably nothing as important as having good human relationships in the workplace. Whether one is a chief executive officer, a consultant, a manager or team member, achieving results requires a productive working relationship with others. As such, having positive and sustainable human relationships is the bedrock for business effectiveness. According to Goleman,  ¡Ã‚ §Emotional Quotient (EQ) defines our capacity for relationship (Goldmen 1995) ¡Ã‚ ¨ and added,  ¡Ã‚ §Rational intelligence only contributes about 20% to the factors that determine success in life. Some extraneous factors such as luck, and particularly the characteristics of EQ, constitute the other 80% (Goldmen 1995). ¡Ã‚ ¨ WHAT IS EMOTIONAL QUOTIENT? By themselves, the discoveries in Emotional Quotient (EQ) are not new. Over the centuries, there have been numerous studies conducted to understand the workings  ¡Ã‚ ¥emotions ¡Ã‚ ¦ and its practical importance. One of the earliest historical literature recordings dates back to 1st century B.C by Publilius Syrus, a Latin writer of mimes. Syrus states,  ¡Ã‚ ¥Rule your feelings, lest your feelings rule you ¡Ã‚ ¦ (Hang 1999). In other words, people should take control of their feelings and emotions rather then allowing it to control their intellect and values (also known as emotional-hijacking). Today ¡Ã‚ ¦s contemporary authors have since further expanded Syrus ¡Ã‚ ¦ definition, which subsequently lead to the development of the EQ concept. EQ can be simply defined as:  ¡Ã‚ §EQ is the ability to sense, understand, and effectively apply the power and acumen of emotions as a source of human energy, information, connection and influence. ¡Ã‚ ¨ ~Robert Cooper and Ayman Sawaf~ (Source: Hang 1999)  ¡Ã‚ §EQ is the ability to monitor one ¡Ã‚ ¦s own and other ¡Ã‚ ¦s feelings, to discriminate among them and to use this information to guide one ¡Ã‚ ¦s thinking and actions. ¡Ã‚ ¨ ~Peter Salovey and John Mayer~ (Source: Salovey & Mayer 199... ...3  Ã‚  Ã‚  Ã‚  Ã‚  3.32  Ã‚  Ã‚  Ã‚  Ã‚  .22  Ã‚  Ã‚  Ã‚  Ã‚  .62  Ã‚  Ã‚  Ã‚  Ã‚  -2.96  Ã‚  Ã‚  Ã‚  Ã‚  .008* Achievement Orientation   Ã‚  Ã‚  Ã‚  Ã‚  4.28  Ã‚  Ã‚  Ã‚  Ã‚  .65  Ã‚  Ã‚  Ã‚  Ã‚  4.73  Ã‚  Ã‚  Ã‚  Ã‚  .56  Ã‚  Ã‚  Ã‚  Ã‚  .25  Ã‚  Ã‚  Ã‚  Ã‚  -1.23  Ã‚  Ã‚  Ã‚  Ã‚  .23 Initiative  Ã‚  Ã‚  Ã‚  Ã‚  3.25  Ã‚  Ã‚  Ã‚  Ã‚  .32  Ã‚  Ã‚  Ã‚  Ã‚  3.42  Ã‚  Ã‚  Ã‚  Ã‚  .26  Ã‚  Ã‚  Ã‚  Ã‚  .59  Ã‚  Ã‚  Ã‚  Ã‚  -2.36  Ã‚  Ã‚  Ã‚  Ã‚  .03* Social Skills   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Developing Others   Ã‚  Ã‚  Ã‚  Ã‚  3.17  Ã‚  Ã‚  Ã‚  Ã‚  .40  Ã‚  Ã‚  Ã‚  Ã‚  3.18  Ã‚  Ã‚  Ã‚  Ã‚  .46  Ã‚  Ã‚  Ã‚  Ã‚  .02  Ã‚  Ã‚  Ã‚  Ã‚  -0.15  Ã‚  Ã‚  Ã‚  Ã‚  .89 Leadership  Ã‚  Ã‚  Ã‚  Ã‚  3.20  Ã‚  Ã‚  Ã‚  Ã‚  .46  Ã‚  Ã‚  Ã‚  Ã‚  3.27  Ã‚  Ã‚  Ã‚  Ã‚  .39  Ã‚  Ã‚  Ã‚  Ã‚  .17  Ã‚  Ã‚  Ã‚  Ã‚  -0.83  Ã‚  Ã‚  Ã‚  Ã‚  .42 Influence  Ã‚  Ã‚  Ã‚  Ã‚  3.88  Ã‚  Ã‚  Ã‚  Ã‚  .37  Ã‚  Ã‚  Ã‚  Ã‚  3.98  Ã‚  Ã‚  Ã‚  Ã‚  .32  Ã‚  Ã‚  Ã‚  Ã‚  .29  Ã‚  Ã‚  Ã‚  Ã‚  -1.02  Ã‚  Ã‚  Ã‚  Ã‚  .32 Communication  Ã‚  Ã‚  Ã‚  Ã‚  3.19  Ã‚  Ã‚  Ã‚  Ã‚  .35  Ã‚  Ã‚  Ã‚  Ã‚  3.35  Ã‚  Ã‚  Ã‚  Ã‚  .33  Ã‚  Ã‚  Ã‚  Ã‚  .47  Ã‚  Ã‚  Ã‚  Ã‚  -2.24  Ã‚  Ã‚  Ã‚  Ã‚  .04* Change Catalyst  Ã‚  Ã‚  Ã‚  Ã‚  3.85  Ã‚  Ã‚  Ã‚  Ã‚  .45  Ã‚  Ã‚  Ã‚  Ã‚  4.00  Ã‚  Ã‚  Ã‚  Ã‚  .53  Ã‚  Ã‚  Ã‚  Ã‚  .31  Ã‚  Ã‚  Ã‚  Ã‚  -1.73  Ã‚  Ã‚  Ã‚  Ã‚  .10 Conflict Management  Ã‚  Ã‚  Ã‚  Ã‚  3.06  Ã‚  Ã‚  Ã‚  Ã‚  .35  Ã‚  Ã‚  Ã‚  Ã‚  3.23  Ã‚  Ã‚  Ã‚  Ã‚  .35  Ã‚  Ã‚  Ã‚  Ã‚  .49  Ã‚  Ã‚  Ã‚  Ã‚  -1.91  Ã‚  Ã‚  Ã‚  Ã‚  .07* Building Bonds  Ã‚  Ã‚  Ã‚  Ã‚  3.46  Ã‚  Ã‚  Ã‚  Ã‚  .36  Ã‚  Ã‚  Ã‚  Ã‚  3.50  Ã‚  Ã‚  Ã‚  Ã‚  .36  Ã‚  Ã‚  Ã‚  Ã‚  .11  Ã‚  Ã‚  Ã‚  Ã‚  -0.73  Ã‚  Ã‚  Ã‚  Ã‚  .47 Teamwork & Collaboration  Ã‚  Ã‚  Ã‚  Ã‚  4.06  Ã‚  Ã‚  Ã‚  Ã‚  .54  Ã‚  Ã‚  Ã‚  Ã‚  4.10  Ã‚  Ã‚  Ã‚  Ã‚  .51  Ã‚  Ã‚  Ã‚  Ã‚  .08  Ã‚  Ã‚  Ã‚  Ã‚  -0.37  Ã‚  Ã‚  Ã‚  Ã‚  .72 (Source: Sala 2004) Table 1 Differences between EI Levels of the Total Participants Prior (T1) and After (T2) participating in the EI workshops * Note: Differences were considered meaningful, or significant, if effect sizes were moderate or large and if paired-samples t-tests statistically significant (p

The War Between The Classes :: essays research papers fc

The War Between the Classes By (Your Name Here) The War Between the Classes is an excellent book written by Gloria D. Miklowitz. It is about a high-school class that plays the â€Å"Color Game†. In the game, there are four social classes which are represented by armbands: Blues – highest, richest; Dark Greens – upper-middle class, semi-rich; Light Greens – lower-middle class, semi-poor; Oranges – lowest class, very poor. To further split up the classes, there are the superior sex, Teks(females), and the inferior sex, No-Teks(males). There are also groups of Color Game â€Å"policemen†, which are older students who played the game in previous years. They record the students’ activities, and record any good or bad behavior, which can result in demotions or promotions. The Color Game runs like this: Lower classes, or No-Teks, must bow when they meet eyes with a higher class, or Tek. Higher classes can give orders to lower classes. Lower c lasses may not speak to a higher class unless spoken to, and can only reply in a short answer. You must have your armband and journal with you at all times. The main character in this book is Emiko â€Å"Amy† Sumoto. She comes from a Japanese family, and her parents believe she should keep the family going by marrying a Japanese boy. Instead, she is interested in a rich, white boy names Adam, which is the opposite of her. In the Color Game, all the Latinos in the class turn out to be high colors, and rich whites end up as lower colors, which are all planned out by their teacher. Although she is used to being treated as a lower person in real life, along with the rest of the Latinos, she doesn’t feel right with the power she has, being one of the most powerful people in the class. She decides to try and unite all the colors to an equal rank. After being demoted from Blue to Orange with Adam, she plans to post â€Å"Unite All Colors† posters all over the school, a nd make quad-colro armbands for all students to wear. Finally she succeeds in doing this, and unites the whole school as one. My favorite part of this book is when Amy and her friend Juan sneak into the school at night and post the posters all over the school. I like this part because it sounds very fun to do, and it’s the only actual action part or the book.

Sad Exam Paper

COLLEGE of SCIENCE and ENGINEERING Department of Computer Science and Information Systems End-of-Semester Assessment Paper Academic Year: Module Title: Duration of Exam: Lecturer(s): 2008/2009 Systems Analysis 2. 5 Hours J. J. Collins Semester: Module Code: Percent of Total Marks: Paper marked out of : Spring CS4125 60 100 Instructions to Candidates: †¢ Answer Q1, and any TWO other questions. Q1 Answer ALL parts. Total marks awarded for this question: 40. a) b) Distinguish analysis from design. 4 marks. What are the benefits and liabilities derived by subscribing to a development philosophy based on up-front design? marks. c) d) List the activities that take place in system design. 4 marks. What are the characteristics of the Extreme Programming (XP) approach to software development? 4 marks. What are the benefits of an open and closed architecture? 4 marks. f) What problem is addressed by Gamma et al. ’s Behavioural state pattern? Illustrate this pattern through the use of a class diagram. 4 marks. g) h) Illustrate initialisation in the MVC architecture using a sequence diagram. 4 marks. List the support features typically offered by a DBMS? 4 marks. e) Page 1 of 5 i)Draw a class diagram that illustrates that a copy can be a copy of a book or DVD, but not both. 4 marks. Briefly critique The UML. 4 marks. j) Q2 Answer ALL parts. Total marks awarded for this question: 30. a) b) What are the characteristics of good software? 5 marks. Describe the unique features of the Object-Oriented paradigm, and illustrate polymorphism with pseudocode or coding fragments. 5 marks. Distinguish multiple classification from generalisation, and illustrate with a diagram. 5 marks. How are contracts supported in software engineering, and illustrate with a diagram.You should briefly discuss support for enforcement of contracts. 5 marks. Draw a diagram to illustrate the principle of â€Å"programming to interfaces, not implementation†. What benefits are derived by a dhering to this principle? 5 marks. f) What is meant by behavioural subtyping? Illustrate the answer with a class diagram. 5 marks. c) d) e) Q3 Answer ALL parts. Total marks awarded for this question: 30. a) What are non-functional requirements, and provide a categorisation for these requirements. 5 marks. Critique use cases as the means of capturing requirements. 5 marks. ) What technique is used by Data Driven Design (DDD) to identify key domain abstractions? Name an alternative approach to DDD. 5 marks. d) The following is a restatement of requirements that must be supported in the first iteration. Books and Journals: The library contains books and journals. It may have several copies of a given book. Some of the books are for short term loans only. All other books may be borrowed by any library member for three weeks. Members of the library can normally borrow up to six items at a time, but members of staff may borrow up to 12 items at one time.Only members of staff may borrow j ournals. b) Page 2 of 5 Borrowing: the system must keep track of when books and journals are borrowed and returned, enforcing the rules described above. Identify the candidate classes in the following informal use case description, and give the reasons for the elimination of poor candidates using a clearly specified set of heuristics. Then briefly sketch a class diagram. 5 marks. e) Draw a UML diagram that reflects the following code fragment. Class Order †¦ Public OrderLine getLineItem(Product aProduct); Public void addLineItem(Number amount, Product forProduct); †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 marks. ) What is the purpose of adding a control class to the communication fragment used to support a collaboration which realises a use case? 5 marks. Figure 1. State chart for a Campaign object (adapted from Agate case study in Bennett, McRobb, and Farmer. Object-Oriented Systems Analysis and Design, Third Edition. McGraw-Hill. 2006). Page 3 of 5 Q4 Answer ALL parts. Tot al marks awarded for this question: 30. a) Describe the algorithmic and non-algorithmic techniques used to document a specification for an operation. 6 marks. Modify the state chart in figure 1 when instructed that: 1.A campaign object can be both Monitoring and Running when in the state active. 2. When Monitoring, it can be in substates survey or evaluation, with survey being the default. 3. When the event surveyComplete() fires, a transition from survey to evaluation takes place. 4. When the event runSurvey() fires, a transition from evaluation to survey takes place. 5. When running, it can be in substates advert preparation, scheduling or running adverts, with advert preparation being the default. 6. A transition from advert preparation to scheduling occurs with invocation of he reflexive operation authorise() when the event advertApproved() fires. 7. A transition from scheduling to running adverts occurs when the event confirmSchedule() fires. 8. A transition from running advert s to advert preparation occurs with invocation of the reflexive operation modifyBudget() when the event extendCampaign() fires. 9. A transition from Active to Suspended occurs with invocation of the reflexive operation stopAdverts() when the event suspendCampaign() fires. 10. A transition from Suspended to Active occurs when the event resumeCampaign() fires. 1. Must support shallow histories for the concurrent submachines Running and Monitoring. 6 marks. Draw an activity diagram that captures the following workflow for a conference organiser: †¢ The conference organiser receives an itinerary. †¢ He/She then sends this to an invited speaker. †¢ The invited speaker either confirms the itinerary or fails to respond within 48 hours. †¢ If no response has been received, the conference organiser cancels the itinerary. †¢ Otherwise, the conference organiser books the itinerary. 6 marks.Describe two types of coupling and three types of cohesion as described by Coad and Yourdon (1991), that apply at the class level. 6 marks. e) What problem is addressed by Gamma et al. ’s Composite structural pattern? Illustrate this pattern through the use of a class diagram. 6 marks. b) c) d) Page 4 of 5 Q5 Answer ALL parts. Total marks awarded for this question: 30. a) Draw a sequence diagram to illustrate the workflows and phases in the Rational Unified Process (RUP). 3 marks. List three principles that underpin the RUP. 3 marks. ) Briefly discuss transparency versus safety with respect to the Composite design pattern. 6 marks. d) Describe Smalltalk’s Model View Control (MVC) architecture, and illustrate your answer through the use of a class diagram. 4 marks. e) Draw a sequence diagram to illustrate initialisation of the MVC architectural pattern. 4 marks. f) Describe the Broker architecture with proxies, and illustrate your answer through the use of a sequence diagram. 4 marks. g) Why should software engineers strive to specify pre and post conditions with Object Constraint Language (OCL). 6 marks. b) Page 5 of 5

Aseptic Technique Essay

Aseptic technique is employed to maximize and maintain asepsis, the absence of pathogenic organisms, in the clinical setting. The goals of aseptic technique are to protect the patient from infection and to prevent the spread of pathogens. Often, practices that clean (remove dirt and other impurities), sanitize (reduce the number of microorganisms to safe levels), or disinfect (remove most microorganisms but not highly resistant ones) are not sufficient to prevent infection. The Centers for Disease Control and Prevention (CDC) estimates that over 27 million surgical procedures are performed in the United States each year. Surgical site infections are the third most common nosocomial (hospital-acquired) infection and are responsible for longer hospital stays and increased costs to the patient and hospital. Aseptic technique is vital in reducing the morbidity and mortality associated with surgical infections. Description Aseptic technique can be applied in any clinical setting. Pathogens may introduce infection to the patient through contact with the environment, personnel, or equipment. All patients are potentially vulnerable to infection, although certain situations further increase vulnerability, such as extensive burns or immune disorders that disturb the body’s natural defenses. Typical situations that call for aseptic measures include surgery and the insertion of intravenous lines, urinary catheters, and drains. Asepsis in the operating room Aseptic technique is most strictly applied in the operating room because of the direct and often extensive disruption of skin and underlying tissue. Aseptic technique helps to prevent or minimize postoperative infection. The most common source of pathogens that cause surgical site infections is the patient. While microorganisms normally colonize parts in or on the human body without causing disease, infection may result when this endogenous flora is introduced to tissues exposed during surgical procedures. In order to reduce this risk, the patient is prepared or prepped by shaving hair from the surgical site; cleansing with a disinfectant containing such chemicals as iodine, alcohol, or chlorhexidine gluconate; and applying sterile drapes around the surgical site. In all clinical settings, handwashing is an important step in asepsis. The â€Å"2002 Standards, Recommended Practices, and Guidelines† of the Association of Perioperative Registered Nurses (AORN) states that proper handwashing can be â€Å"the single most important measure to reduce the spread of microorganisms.† In general settings, hands are to be washed when visibly soiled, before and after contact with the patient, after contact with other potential sources of microorganisms, before invasive procedures, and after removal of gloves. Proper handwashing for most clinical settings involves removal of jewelry, avoidance of clothing contact with the sink, and a minimum of 10–15 seconds of hand scrubbing with soap, warm water, and vigorous friction. A surgical scrub is performed by members of the surgical team who will come into contact with the sterile field or sterile instruments and equipment. This procedure requires use of a long-acting, powerful, antimicrobial soap on the hands and forearms for a longer period of time than used for typical handwashing. Institutional policy usually designates an acceptable minimum length of time required; the CDC recommends at least two to five minutes of scrubbing. Thorough drying is essential, as moist surfaces invite the presence of pathogens. Contact with the faucet or other potential contaminants should be avoided. The faucet can be turned off with a dry paper towel, or, in many cases, through use of a foot pedal. An important principle of aseptic technique is that fluid (a potential mode of pathogen transmission) flows in the direction of gravity. With this in mind, hands are held below elbows during the surgical scrub and above elbows following the surgical scrub. Despite this careful scrub, bare hands are always considered potential sources of infection. Sterile surgical clothing or protective devices such as gloves, face masks, goggles, and transparent eye/face shields serve as barriers against microorganisms and are donned to maintain asepsis in the operating room. This practice includes covering facial hair, tucking hair out of sight, and removing jewelry or other dangling objects that may harbor unwanted organisms. This garb must be put on with deliberate care to avoid touching external, sterile surfaces with nonsterile objects including the skin. This ensures that potentially contaminated items such as hands and clothing remain behind protective barriers, thus prohibiting inadvertent entry of microorganisms into sterile areas. Personnel assist the surgeon to don gloves and garb and arrange equipment to minimize the risk of contamination. Donning sterile gloves requires specific technique so that the outer glove is not touched by the hand. A large cuff exposing the inner glove is created so that the glove may be grasped during donning. It is essential to avoid touching nonsterile items once sterile gloves are applied; the hands may be kept interlaced to avoid inadvertent contamination. Any break in the glove or touching the glove to a nonsterile surface requires immediate removal and application of new gloves. Asepsis in the operating room or for other invasive procedures is also maintained by creating sterile surgical fields with drapes. Sterile drapes are sterilized linens placed on the patient or around the field to delineate sterile areas. Drapes or wrapped kits of equipment are opened in such a way that the contents do not touch non-sterile items or surfaces. Aspects of this method include opening the furthest areas of a package first, avoiding leaning over the contents, and preventing opened flaps from falling back onto contents. Equipment and supplies also need careful attention. Medical equipment such as surgical instruments can be sterilized by chemical treatment, radiation, gas, or heat. Personnel can take steps to ensure sterility by assessing that sterile packages are dry and intact and checking sterility indicators such as dates or colored tape that changes color when sterile. In the operating room, staff have assignments so that those who have undergone surgical scrub and donning of sterile garb are positioned closer to the patient. Only scrubbed personnel are allowed into the sterile field. Arms of scrubbed staff are to remain within the field at all times, and reaching below the level of the patient or turning away from the sterile field are considered breaches in asepsis. Other â€Å"unscrubbed† staff members are assigned to the perimeter and remain on hand to obtain supplies, acquire assistance, and facilitate communication with outside personnel. Unscrubbed personnel may relay equipment to scrubbed personnel only in a way that preserves the sterile field. For example, an unscrubbed nurse may open a package of forceps in a sterile fashion so that he or she never touches the sterilized inside portion, the scrubbed staff, or the sterile field. The uncontaminated item may either be picked up by a scrubbed staff member or carefully placed on to the sterile field. The environment contains potential hazards that may spread pathogens through movement, touch, or proximity. Interventions such as restricting traffic in the operating room, maintaining positive-pressure airflow (to prevent air from contaminated areas from entering the operating room), or using low-particle generating garb help to minimize environmental hazards.

Parental Presence: A Research on its Effect on Child Development Essay

Parents are considered a blessing to man from God as they are responsible for who one grows up to be. It is a common belief that one’s behavior and demeanor is a reflection of their parent. In recent times, there has been an increase in number of cases relating to juvenile delinquency among youths. The society is said to be degenerate and morality is just a theoretical principle. The society has gone wild and there is an increase in nearly all forms of vices known to man: Prostitution, rape, violence, divorces, under age drinking and risky sexual behavior are at all time high. see more:paragraph on environment for asl Could it be that at some point parents just failed to note the magnitude of their role thus the development of a society where parents are themselves guided by immorality and therefore children have nothing positive to emulate or learn from their parents? If this is the case then the society is bound in a vicious cycle of immorality. Understanding the role played by the parents in a child life is of importance in determining the role played by parents in the problems and challenges that the society is faced with. This research paper analyses existing literature to try and develop an understanding of the role played by parents in the development of a child to aid the development of a virtuous society. Research Findings One of the main reasons as to why parents have to ensure they are stable before having children is the obligations that come with parenting. Though physical maturity is of importance in child bearing, psychological readiness and financial stability have a bearing on the levels of efficiency that will be attained by a parent in rising up a child. Parenting is a continuous process that starts from conception until the development of a child into early adolescence (Omer, & London-Sapir, 2004). Children who come from troubled families are said to be at risk of having traumatic lives due to the effects of poor parenting (Lyster, 2007). Parenting though a continuous process plays a considerable role in shaping ones conception of what life is and what the society expects. Parents who neglect their duties in parenting have themselves to blame when their children develop into delinquents and social outcasts. The objectives and the role played by parents in the development of a child has a great bearing on the effect they will have on their children which affect the people they will grow up to be. One of the most important roles that a parents play in the development of a child is ensuring they are well taken care of. Humans like any other animal forms take care of their children to protect them from negativities that may be presented by the environment like harsh weather and disease. It is a parental obligation to ensure that a child is well breastfed and taken care of by providing clothing, ensuring immunization and housing (McGowan, 2007). Doctors and medical specialists have advocated for breastfeeding for what they state as its relevance to the physical and mental development of a child. Levels of IQ have a close correlation to breastfeeding and so is proneness of a child to diseases (Berman, & Corwin, 2007). Research further shows that diseases that arise from malnutrition affect one not only at the point of occurrence but some conditions like rickets have an effect that may psychologically traumatize a child as he develops and relate to his peers in later stages of childhood. Exposing a child to poor conditions in times of harsh weather and not immunizing them may affect not only the physical development of a child by making then prone to diseases but may also affect their natural development and therefore have an effect on the levels of interaction and creativity that a child will exhibit. Introducing children to their parents and ensuring a child interest with peers is another role that a parent plays in the development of a child (Pantley, 2005). Every parent’s dream is to ensure that their children get along with their peers and are well behaved among their peers. It is worth noting that the behavior one displays at childhood is the basis upon which other environmental factors will impact on to develop a personality or demeanor. Basically the attitude and approach to life that one adopts in their childhood affects who they will grow up to be. When children grow up, they are in constant company of their parents due to the need to develop closeness with the parents and due to the role played by the parents in ensuring a child develops necessary social skills (Okagaki, & Luster, 2006). The presence of parents in the initial stages of child development is important in the development of a child into a human person and determines their ability to relate feelings. Mothers who are absent from their children have themselves to blame when such children develop more close contacts to house helps and baby sitters which deny them of the joy of child upbringing (Boyd, 2003). Absent parents deny themselves of the chance to develop close contact with their children whom may develop into adolescence and childhood. The development of a strong initial bond between parents and their children is central to the development of an understanding between parents and their children. Communication implements a media which in the case of parent-child communication are define by the bond that brings them together. Parents who complain that their children have a listening problem have themselves to blame for either implementing wrong approaches or poor development of a bond between them and their children which affect the levels of understanding that can be attained in their communication. Wrong approaches may arise from poor or lack of knowledge on how to communicate with children or could be a manifestation of the poor understanding of either the parent or child on the other both of which may be developed by absentee parenting. Though the presence of the parents is of importance and is widely accepted as being central to the development of a child, there are differences in the approaches used in parenting which have a bearing on the effects they have on the child. Some specialists are of the view that parents should be present and show their love and affection to their children by considering their feelings, desire and respect for their child’s viewpoints. The same high nurturance approach advocate for parental pride in accomplishments made by a child and encouraging them in times of stress. High nurturance approaches are associated with increased presence of parents in a child’s life and many children under this approach grow up knowing they are loved by their parents (Smith, 2005). Studies in children have confirmed that there are a number of advantages that come with a high nurturance relationship that may affect their development even in their childhood. Alderian approaches in psychological analysis are based on the premise that individuals are affected by their experiences childhood which affect their perception of events. High nurturance approaches are associated with the development of a more positively assured child which increase the likelihood that the child will spend more time with her parents and therefore the transmission of values from the parents to the child. The key assumption is that there are no negative values being transmitted; this is not often the case for negative morals may be transmitted to children if they are closely attached (Hybels, Harney, & Harney, 2005). It’s often said that the high contact approaches are also characterized by increased strife by children so as to continuously please their parents and gain their affection. Some are however of the view that though this may be true it manifest itself negatively where there are other sibling competing for the same affection and is therefore central to sibling rivalry which may be negative. Critics of increased presence of a parent in the activities and lives of their children are of the view that parents who adopt this approach have a propensity for being lax in challenging their children to adopt standards of behaviour that measure up to what is expected by the society. The child becomes more inclined to gaining attention of their parents that there is little transmission of values expected of the child by the society. Supporters to authoritative parenting to so due to the levels of nurture it permits (Hildebrand, 2006). However, the army like approach to dealing with children is not friendly and is often associated with the development of poor relationship between parents and their children. Authoritative parenting characterized by minimal contact between parents and their children is generally aimed at ensuring children gain knowledge on socially accepted ways. Contact only exist when a child is being admonished or punished which effectively develops a negative image of a parent while ensuring positive transmission of social values (Long,& Hoghughi, 2004). Permissive parenting is on the other hand characterized by the philosophy of freeness where the children are free to explore her options. Parents are loved under this approach though they are rarely present and the child develops values depending on who they interact with. Experts are of the view that permissive parenting is central to development of brats and social delinquents and should never be allowed in the modern vicious society. Opinions An analysis of research in parenting leaves one wondering what is expected of parents. The effects and characteristics of the different levels of proximity that can be attained by the parent on a child have been analyzed by specialists of all calibers. The material role played by the parent in the development of a child is not in question, differential views however arise in the role played by the parent and his presence in the moral and social development of a child. All approaches have failures and pros and there are few researchers who develop a clear understanding of the levels of proximity that is good for the development of a child. Psychological and developmental theories are founded on the basis of the role played by the environment in molding ones perception and therefore its effect on an individual. The parent and the society are both part of the environment that a child has to interact with to be aware of what is expected of him by the society and parents. It should be noted that a parent is a member of the society and therefore what she expects of her child should be a depiction of what the society expects. Moreover, most people in the current generation were raised up without references to written parenting guides and rules. The art aspect has been forgotten in trying to quantify the levels of closeness and contact those parents and their children should exhibit. Personal perception irrespective of the levels of development is affected by individual traits. Some children just want to be close while others were born independent; this quantification puts no consideration on individual characteristics, the art aspect of parenting and what parents gain from continued parenting. Conclusion There is no doubt that the parent plays a considerable role in the material development of a child. Provision of basic needs and other requirement that are central to child development must be ensured by parents. Though there is no guide of how present or close a parent should be it has a bearing on the social development of a child. Sparing the rod is a definite child spoiling recipe and being a dictators may lead to a situation that any parent dreads; being subject to hate by the child. Creation of a balance that ensures love between a parent and a child and transmission of social values which must also put into consideration the nature of the environment and the child should define the levels of proximity. References Berman, J. , & Corwin, D. (2007). The A to Z Guide to Raising Happy, Confident Kids. Boston, MA: New World Library. Boyd, B. (2003). Parenting a Child with Asperger Syndrome: 200 Tips and Strategies. Boston, MA: Jessica Kingsley Publishers. Hildebrand, V. (2006). Parenting: Rewards & Responsibilities. New York, NY: Glencoe/McGraw-Hill. Hybels, B. , Harney, S. , & Harney, K. (2005). Parenting: How to Raise Spiritually Healthy Kids. London: Zondervan. Long, N. , & Hoghughi, M. (2004). Handbook of Parenting: Theory and Research for Practice. Thousand Oaks, CA: SAGE, 2004 Lyster, M. E. (2007). Building a Parenting Agreement That Works: How to Put Your Kids First When Your Marriage Doesn’t Last. New York, NY: Nolo. McGowan, D. (2007). Parenting Beyond Belief: On Raising Ethical, Caring Kids Without Religion. New York, NY: AMACOM Div American Mgmt Assn. Okagaki, L. , & Luster, T. (2006). Parenting: An Ecological Perspective. San Diego, CA: Lawrence Erlbaum Associates, Incorporated. Omer, H. , & London-Sapir, H. (2004). Nonviolent Resistance: A New Approach to Violent and Self-destructive Children. Cambridge: Cambridge University Press.