Chapter 7 The Boggart in the Wardrobe

Malfoy didn't reappear in classes until late on Thursday morning, when the Slytherins and Gryffindors were halfway through double Potions. He swaggered into the dungeon, his right arm covered in bandages and bound up in a sling, acting, in Harry's opinion, as though he were the heroic survivor of some dreadful battle. â€Å"How is it, Draco?† simpered Pansy Parkinson. â€Å"Does it hurt much?† â€Å"Yeah,† said Malfoy, putting on a brave sort of grimace. But Harry saw him wink at Crabbe and Goyle when Pansy had looked away. â€Å"Settle down, settle down,† said Professor Snape idly. Harry and Ron scowled at each other; Snape wouldn't have said ‘settle down' if they'd walked in late, he'd have given them detention. But Malfoy had always been able to get away with anything in Snape's classes; Snape was head of Slytherin House, and generally favored his own students above all others. They were making a new potion today, a Shrinking Solution. Malfoy set up his cauldron right next to Harry and Ron, so that they were preparing their ingredients on the same table. â€Å"Sir,† Malfoy called, â€Å"sir, I'll need help cutting up these daisy roots, because of my arm –â€Å" â€Å"Weasley, cut up Malfoy's roots for him,† said Snape without looking up. Ron went brick red. â€Å"There's nothing wrong with your arm,† he hissed at Malfoy. Malfoy smirked across the table. â€Å"Weasley, you heard Professor Snape; cut up these roots.† Ron seized his knife, pulled Malfoy's roots toward him, and began to chop them roughly, so that they were all different sizes. â€Å"Professor,† drawled Malfoy, â€Å"Weasley's mutilating my roots, sir.† Snape approached their table, stared down his hooked nose at the roots, then gave Ron an unpleasant smile from beneath his long, greasy black hair. â€Å"Change roots with Malfoy, Weasley.† â€Å"But, sir –!† Ron had spent the last quarter of an hour carefully shredding his own roots into exactly equal pieces. â€Å"Now,† said Snape in his most dangerous voice. Ron shoved his own beautifully cut roots across the table at Malfoy, then took up the knife again. â€Å"And, sir, I'll need this shrivelfig skinned,† said Malfoy, his voice full of malicious laughter. â€Å"Potter, you can skin Malfoy's shrivelfig,† said Snape, giving Harry the look of loathing he always reserved just for him. Harry took Malfoy's shrivelfig as Ron began trying to repair the damage to the roots he now had to use. Harry skinned the shrivelfig as fast as he could and flung it back across the table at Malfoy without speaking. Malfoy was smirking more broadly than ever. â€Å"Seen your pal Hagrid lately?† he asked them quietly. â€Å"None of your business,† said Ron jerkily, without looking up. â€Å"I'm afraid he won't be a teacher much longer,† said Malfoy in a tone of mock sorrow. â€Å"Father's not very happy about my injury –â€Å" â€Å"Keep talking, Malfoy, and I'll give you a real injury,† snarled Ron. â€Å"?C he's complained to the school governors. And to the Ministry of Magic. Father's got a lot of influence, you know. And a lasting injury like this† — he gave a huge, fake sigh — â€Å"who knows if my arm'll ever be the same again?† â€Å"So that's why you're putting it on,† said Harry, accidentally beheading a dead caterpillar because his hand was shaking in anger, â€Å"To try to get Hagrid fired.† â€Å"Well,† said Malfoy, lowering his voice to a whisper, â€Å"partly, Potter. But there are other benefits too. Weasley, slice my caterpillars for me.† A few cauldrons away, Neville was in trouble. Neville regularly went to pieces in Potions lessons; it was his worst subject, and his great fear of Professor Snape made things ten times worse. His potion, which was supposed to be a bright, acid green, had turned — â€Å"Orange, Longbottom,† said Snape, ladling some up and allowing to splash back into the cauldron, so that everyone could see. â€Å"Orange. Tell me, boy, does anything penetrate that thick skull of yours? Didn't you hear me say, quite clearly, that only one cat spleen was needed? Didn't I state plainly that a dash of leech juice would suffice? What do I have to do to make you understand, Longbottom?† Neville was pink and trembling. He looked as though he was on the verge of tears. â€Å"Please, sir,† said Hermione, â€Å"please, I could help Neville put it right –â€Å" â€Å"I don't remember asking you to show off, Miss Granger,† said Snape coldly, and Hermione went as pink as Neville. â€Å"Longbottom, at the end of this lesson we will feed a few drops of this potion to your toad and see what happens. Perhaps that will encourage you to do it properly.† Snape moved away, leaving Neville breathless with fear. â€Å"Help me!† he moaned to Hermione. â€Å"Hey, Harry,† said Seamus Finnigan, leaning over to borrow Harry's brass scales, â€Å"have you heard? Daily Prophet this morning — they reckon Sirius Black's been sighted.† â€Å"Where?† said Harry and Ron quickly. On the other side of the table, Malfoy looked up, listening closely. â€Å"Not too far from here,† said Seamus, who looked excited. â€Å"It was a Muggle who saw him. ‘Course, she didn't really understand. The Muggles think he's just an ordinary criminal, don't they? So she phoned the telephone hot line. By the time the Ministry of Magic got there, he was gone.† â€Å"Not too far from here †¦Ã¢â‚¬  Ron repeated, looking significantly at Harry. He turned around and saw Malfoy watching closely. â€Å"What, Malfoy? Need something else skinned?† But Malfoy's eyes were shining malevolently, and they were fixed Harry. He leaned across the table. â€Å"Thinking of trying to catch Black single-handed, Potter?† â€Å"Yeah, that's right,† said Harry offhandedly. Malfoy's thin mouth was curving in a mean smile. â€Å"Of course, if it was me,† he said quietly, â€Å"I'd have done something before now. I wouldn't be staying in school like a good boy, I'd be out there looking for him.† â€Å"What are you talking about, Malfoy?† said Ron roughly. â€Å"Don't you know, Potter?† breathed Malfoy, his pale eyes narrowed. â€Å"Know what?† Malfoy let out a low, sneering laugh. â€Å"Maybe you'd rather not risk your neck,† he said. â€Å"Want to leave it to the Dementors, do you? But if it was me, I'd want revenge. I'd hunt him down myself.† â€Å"What are you talking about?† said Harry angrily, but at that moment Snape called, â€Å"You should have finished adding your ingredients by now; this potion needs to stew before it can be drunk, so clear away while it simmers and then we'll test Longbottom's†¦Ã¢â‚¬  Crabbe and Goyle laughed openly, watching Neville sweat as he stirred his potion feverishly. Hermione was muttering instructions to him out of the corner of her mouth, so that Snape wouldn't see. Harry and Ron packed away their unused ingredients and went to wash their hands and ladles in the stone basin in the corner. â€Å"What did Malfoy mean?† Harry muttered to Ron as he stuck his hands under the icy jet that poured from the gargoyle's mouth â€Å"Why would I want revenge on Black? He hasn't done anything to me — yet.† â€Å"He's making it up,† said Ron savagely. â€Å"He's trying to make you do something stupid†¦Ã¢â‚¬  The end of the lesson in sight, Snape strode over to Neville, who was cowering by his cauldron. â€Å"Everyone gather 'round,† said Snape, his black eyes glittering, â€Å"and watch what happens to Longbottom's toad. If he has managed to produce a Shrinking Solution, it will shrink to a tadpole. If, as I don't doubt, he has done it wrong, his toad is likely to be poisoned.† The Gryffindors watched fearfully. The Slytherins looked excited. Snape picked up Trevor the toad in his left hand and dipped a small spoon into Neville's potion, which was now green. He trickled a few drops down Trevor's throat. There was a moment of hushed silence, in which Trevor gulped; then there was a small pop, and Trevor the tadpole was wriggling in Snape's palm. The Gryffindors burst into applause. Snape, looking sour, pulled a small bottle from the pocket of his robe, poured a few drops on top of Trevor, and he reappeared suddenly, fully grown. â€Å"Five points from Gryffindor,† said Snape, which wiped the smiles from every face. â€Å"I told you not to help him, Miss Granger. Class dismissed.† Harry, Ron, and Hermione climbed the steps to the entrance hall. Harry was still thinking about what Malfoy had said, while Ron was seething about Snape. â€Å"Five points from Gryffindor because the potion was all right! Why didn't you lie, Hermione? You should've said Neville did it all by himself!† Hermione didn't answer. Ron looked around. â€Å"Where is she?† Harry turned too. They were at the top of the steps now, watching the rest of the class pass them, heading for the Great Hall and lunch. â€Å"She was right behind us,† said Ron, frowning. Malfoy passed them, walking between Crabbe and Goyle. He smirked at Harry and disappeared. â€Å"There she is,† said Harry. Hermione was panting slightly, hurrying up the stairs; one hand clutched her bag, the other seemed to be tucking something down the front of her robes. â€Å"How did you do that?† said Ron. â€Å"What?† said Hermione, joining them. â€Å"One minute you were right behind us, the next moment, you were back at the bottom of the stairs again.† â€Å"What?† Hermione looked slightly confused. â€Å"Oh — I had to go back for something. Oh no –â€Å" A seam had split on Hermione's bag. Harry wasn't surprised; he could see that it was crammed with at least a dozen large and heavy books. â€Å"Why are you carrying all these around with you?† Ron asked her. â€Å"You know how many subjects I'm taking,† said Hermione breathlessly. â€Å"Couldn't hold these for me, could you?† â€Å"But –† Ron was turning over the books she had handed him, looking at the covers. â€Å"You haven't got any of these subjects today. It's only Defense Against the Dark Arts this afternoon.† â€Å"Oh yes,† said Hermione vaguely, but she packed all the books back into her bag just the same. â€Å"I hope there's something good for lunch, I'm starving,† she added, and she marched off toward the Great Hall. â€Å"D'you get the feeling Hermione's not telling us something?† Ron asked Harry. ****** Professor Lupin wasn't there when they arrived at his first Defense Against the Dark Arts lesson. They all sat down, took out their books, quills, and parchment, and were talking when he finally entered the room. Lupin smiled vaguely and placed his tatty old briefcase on the teacher's desk. He was as shabby as ever but looked healthier than he had on the train, as though he had had a few square meals. â€Å"Good afternoon,† he said. â€Å"Would you please put all your books back in your bags. Today's will be a practical lesson. You will need only your wands.† A few curious looks were exchanged as the class put away their books. They had never had a practical Defense Against the Dark Arts class before, unless you counted the memorable class last year when their old teacher had brought a cageful of pixies to class and set them loose. â€Å"Right then,† said Professor Lupin, when everyone was ready. â€Å"If you'd follow me.† Puzzled but interested, the class got to its feet and followed Professor Lupin out of the classroom. He led them along the deserted corridor and around a corner, where the first thing they saw was Peeves the Poltergeist, who was floating upside down in midair and stuffing the nearest keyhole with chewing gum. Peeves didn't look up until Professor Lupin was two feet away; then he wiggled his curly-toed feet and broke into song. â€Å"Loony, loopy Lupin,† Peeves sang. â€Å"Loony, loopy Lupin, loony, loopy Lupin –â€Å" Rude and unmanageable as he almost always was, Peeves usually showed some respect toward the teachers. Everyone looked quickly at Professor Lupin to see how he would take this; to their surprise, he was still smiling. â€Å"I'd take that gum out of the keyhole if I were you, Peeves,† he said pleasantly. â€Å"Mr. Filch won't be able to get in to his brooms.† Filch was the Hogwarts caretaker, a bad-tempered, failed wizard who waged a constant war against the students and, indeed, Peeves. However, Peeves paid no attention to Professor Lupin's words, except to blow a loud wet raspberry. Professor Lupin gave a small sigh and took out his wand. â€Å"This is a useful little spell,† he told the class over his shoulder. â€Å"Please watch closely.† He raised the wand to shoulder height, said, â€Å"Waddiwasi!† and pointed it at Peeves. With the force of a bullet, the wad of chewing gum shot out of the keyhole and straight down Peeves's left nostril; he whirled upright and zoomed away, cursing. â€Å"Cool, sir!† said Dean Thomas in amazement. â€Å"Thank you, Dean,† said Professor Lupin, putting his wand away again. â€Å"Shall we proceed?† They set off again, the class looking at shabby Professor Lupin with increased respect. He led them down a second corridor and stopped, right outside the staffroom door. â€Å"Inside, please,† said Professor Lupin, opening it and standing back. The staffroom, a long, paneled room full of old, mismatched chairs, was empty except for one teacher. Professor Snape was sitting in a low armchair, and he looked around as the class filed in. His eyes were glittering and there was a nasty sneer playing around his mouth. As Professor Lupin came in and made to close the door behind him, Snape said, â€Å"Leave it open, Lupin. I'd rather not witness this.† He got to his feet and strode past the class, his black robes billowing behind him. At the doorway he turned on his heel and said, â€Å"Possibly no one's warned you, Lupin, but this class contains Neville Longbottom. I would advise you not to entrust him with anything difficult. Not unless Miss Granger is hissing instructions in his ear.† Neville went scarlet. Harry glared at Snape; it was bad enough that he bullied Neville in his own classes, let alone doing it in front of other teachers. Professor Lupin had raised his eyebrows. â€Å"I was hoping that Neville would assist me with the first stage of the operation,† he said, â€Å"and I am sure he will perform it admirably.† Neville's face went, if possible, even redder. Snape's lip curled, but he left, shutting the door with a snap. â€Å"Now, then,† said Professor Lupin, beckoning the class toward the end of the room, where there was nothing but an old wardrobe where the teachers kept their spare robes. As Professor Lupin went to stand next to it, the wardrobe gave a sudden wobble, banging off the wall. â€Å"Nothing to worry about,† said Professor Lupin calmly because a few people had jumped backward in alarm. â€Å"There's a Boggart in there.† Most people seemed to feel that this was something to worry about. Neville gave Professor Lupin a look of pure terror, and Seamus Finnigan eyed the now rattling doorknob apprehensively. â€Å"Boggarts like dark, enclosed spaces,† said Professor Lupin. â€Å"Wardrobes, the gap beneath beds, the cupboards under sinks — I've even met one that had lodged itself in a grandfather clock. This one moved in yesterday afternoon, and I asked the headmaster if the staff would leave it to give my third years some practice.† â€Å"So, the first question we must ask ourselves is, what is a Boggart?† Hermione put up her hand. â€Å"It's a shape-shifter,† she said. â€Å"It can take the shape of whatever it thinks will frighten us most.† â€Å"Couldn't have put it better myself,† said Professor Lupin, and Hermione glowed. â€Å"So the Boggart sitting in the darkness within has not yet assumed a form. He does not yet know what will frighten the person on the other side of the door. Nobody knows what a Boggart looks like when he is alone, but when I let him out, he will immediately become whatever each of us most fears. â€Å"This means,† said Professor Lupin, choosing to ignore Neville's small sputter of terror, â€Å"that we have a huge advantage over the Boggart before we begin. Have you spotted it, Harry?† Trying to answer a question with Hermione next to him, bobbing up and down on the balls of her feet with her hand in the air, was very off-putting, but Harry had a go. â€Å"Er — because there are so many of us, it won't know what shape it should be?† â€Å"Precisely,† said Professor Lupin, and Hermione put her hand down, looking a little disappointed. â€Å"It's always best to have company when you're dealing with a Boggart. He becomes confused. Which should he become, a headless corpse or a flesh-eating slug? I once saw a Boggart make that very mistake — tried to frighten two people at once and turned himself into half a slug. Not remotely frightening. ‘The charm that repels a Boggart is simple, yet it requires force of mind. You see, the thing that really finishes a Boggart is laughter. What you need to do is force it to assume a shape that you find amusing. â€Å"We will practice the charm without wands first. After me, please†¦riddikulus!† â€Å"Riddikulus!† said the class together. â€Å"Good,† said Professor Lupin. â€Å"Very good. But that was the easy part, I'm afraid. You see, the word alone is not enough. And this is where you come in, Neville.† The wardrobe shook again, though not as much as Neville, who walked forward as though he were heading for the gallows. â€Å"Right, Neville,† said Professor Lupin. â€Å"First things first: what would you say is the thing that frightens you most in the world?† Neville's lips moved, but no noise came out. â€Å"I didn't catch that, Neville, sorry,† said Professor Lupin cheerfully. Neville looked around rather wildly, as though begging someone to help him, then said, in barely more than a whisper, â€Å"Professor Snape.† Nearly everyone laughed. Even Neville grinned apologetically. Professor Lupin, however, looked thoughtful. â€Å"Professor Snape†¦hmmm†¦Neville, I believe you live with your grandmother?† â€Å"Er — yes,† said Neville nervously. â€Å"But — I don't want the Boggart to turn into her either.† â€Å"No, no, you misunderstand me,† said Professor Lupin, now smiling. â€Å"I wonder, could you tell us what sort of clothes your grandmother usually wears?† Neville looked startled, but said, â€Å"Well†¦always the same hat. A tall one with a stuffed vulture on top. And a long dress†¦green, normally†¦and sometimes a fox-fur scarf.† â€Å"And a handbag?† prompted Professor Lupin. â€Å"A big red one,† said Neville. â€Å"Right then,† said Professor Lupin. â€Å"Can you picture those clothes very clearly, Neville? Can you see them in your mind's eye?† â€Å"Yes,† said Neville uncertainty, plainly wondering what was coming next. â€Å"When the Boggart bursts out of this wardrobe, Neville, and sees you, it will assume the form of Professor Snape,† said Lupin. â€Å"And you will raise your wand — thus — and cry â€Å"Riddikulus† — and concentrate hard on your grandmother's clothes. If all goes well, Professor Boggart Snape will be forced into that vulture-topped hat, and that green dress, with that big red handbag.† There was a great shout of laughter. The wardrobe wobbled more violently. â€Å"If Neville is successful, the Boggart is likely to shift his attention to each of us in turn,† said Professor Lupin. â€Å"I would like all of you to take a moment now to think of the thing that scares you most, and imagine how you might force it to look comical†¦Ã¢â‚¬  The room went quiet. Harry thought†¦What scared him most in the world? His first thought was Lord Voldemort — a Voldemort returned to full strength. But before he had even started to plan a possible counterattack on a Boggart-Voldemort, a horrible image came floating to the surface of his mind†¦. A rotting, glistening hand, slithering back beneath a black cloak†¦a long, rattling breath from an unseen mouth†¦then a cold so penetrating it felt like drowning†¦ Harry shivered, then looked around, hoping no one had noticed. Many people had their eyes shut tight. Ron was muttering to himself, â€Å"Take its legs off.† Harry was sure he knew what that was about. Ron's greatest fear was spiders. â€Å"Everyone ready?† said Professor Lupin. Harry felt a lurch of fear. He wasn't ready. How could you make a Dementor less frightening? But he didn't want to ask for more time; everyone else was nodding and rolling up their sleeves. â€Å"Neville, we're going to back away,† said Professor Lupin. â€Å"Let you have a clear field, all right? I'll call the next person forward†¦Everyone back, now, so Neville can get a clear shot –â€Å" They all retreated, backed against the walls, leaving Neville alone beside the wardrobe. He looked pale and frightened, but he had pushed up the sleeves of his robes and was holding his wand ready. â€Å"On the count of three, Neville,† said Professor Lupin, who was pointing his own wand at the handle of the wardrobe. â€Å"One — two — three — now!† A jet of sparks shot from the end of Professor Lupin's wand and hit the doorknob. The wardrobe burst open. Hook-nosed and menacing, Professor Snape stepped out, his eyes flashing at Neville. Neville backed away, his wand up, mouthing wordlessly. Snape was bearing down upon him, reaching inside his robes. â€Å"R — r — riddikulus! † squeaked Neville. There was a noise like a whip crack. Snape stumbled; he was wearing a long, lace-trimmed dress and a towering hat topped with a moth-eaten vulture, and he was swinging a huge crimson handbag. There was a roar of laughter; the Boggart paused, confused, and Professor Lupin shouted, â€Å"Parvati! Forward!† Parvati walked forward, her face set. Snape rounded on her. There was another crack, and where he had stood was a bloodstained, bandaged mummy; its sightless face was turned to Parvati and it began to walk toward her very slowly, dragging its feet, its stiff arms rising — â€Å"Riddikulus!† cried Parvati. A bandage unraveled at the mummy's feet; it became entangled, fell face forward, and its head rolled off. â€Å"Seamus!† roared Professor Lupin. Seamus darted past Parvati. Crack! Where the mummy had been was a woman with floorlength black hair and a skeletal, green-tinged face — a banshee. She opened her mouth wide and an unearthly sound filled the room, a long, wailing shriek that made the hair on Harry's head stand on end — â€Å"Riddikulus!† shouted Seamus. The banshee made a rasping noise and clutched her throat; her voice was gone. Crack! The banshee turned into a rat, which chased its tail in a circle, then — crack!- became a rattlesnake, which slithered and writhed before — crack! — becoming a single, bloody eyeball. â€Å"It's confused!† shouted Lupin. â€Å"We're getting there! Dean!† Dean hurried forward. Crack! The eyeball became a severed hand, which flipped over and began to creep along the floor like a crab. â€Å"Riddikulus!† yelled Dean. There was a snap, and the hand was trapped in a mousetrap. â€Å"Excellent! Ron, you next!† Ron leapt forward. Crack! Quite a few people screamed. A giant spider, six feet tall and covered in hair, was advancing on Ron, clicking its pincers menacingly. For a moment, Harry thought Ron had frozen. Then — â€Å"Riddikulus!† bellowed Ron, and the spider's legs vanished; it rolled over and over; Lavender Brown squealed and ran out of its way and it came to a halt at Harry's feet. He raised his wand, ready, but — â€Å"Here!† shouted Professor Lupin suddenly, hurrying forward. Crack! The legless spider had vanished. For a second, everyone looked wildly around to see where it was. Then they saw a silvery-white orb hanging in the air in front of Lupin, who said, â€Å"Riddikulus!† almost lazily. Crack! â€Å"Forward, Neville, and finish him off!† said Lupin as the Boggart landed on the floor as a cockroach. Crack! Snape was back. This time Neville charged forward looking determined. â€Å"Riddikulus!† he shouted, and they had a split second's view of Snape in his lacy dress before Neville let out a great â€Å"Ha!† of laughter, and the Boggart exploded, burst into a thousand tiny wisps of smoke, and was gone. â€Å"Excellent!† cried Professor Lupin as the class broke into applause. â€Å"Excellent, Neville. Well done, everyone†¦Let me see†¦five points to Gryffindor for every person to tackle the Boggart — ten for Neville because he did it twice†¦and five each to Hermione and Harry.† â€Å"But I didn't do anything,† said Harry. â€Å"You and Hermione answered my questions correctly at the start of the class, Harry,† Lupin said lightly. â€Å"Very well, everyone, an excellent lesson. Homework, kindly read the chapter on Boggarts and summarize it for me†¦to be handed in on Monday. That will be all.† Talking excitedly, the class left the staffroom. Harry, however, wasn't feeling cheerful. Professor Lupin had deliberately stopped him from tackling the Boggart. Why? Was it because he'd seen Harry collapse on the train, and thought he wasn't up to much? Had he thought Harry would pass out again? But no one else seemed to have noticed anything. â€Å"Did you see me take that banshee?† shouted Seamus. â€Å"And the hand!† said Dean, waving his own around. â€Å"And Snape in that hat!† â€Å"And my mummy!† â€Å"I wonder why Professor Lupin's frightened of crystal balls?† said Lavender thoughtfully. â€Å"That was the best Defense Against the Dark Arts lesson we've ever had, wasn't it?† said Ron excitedly as they made their way back to the classroom to get their bags. â€Å"He seems like a very good teacher,† said Hermione approvingly. â€Å"But I wish I could have had a turn with the Boggart –â€Å" â€Å"What would it have been for you?† said Ron, sniggering. â€Å"A piece of homework that only got nine out of ten?†

International Language and Strategic Inventory Learning Language

Our universe has now become a planetary small town, the clip has long gone when it used to take several months to go from one terminal of the universe to the other, now distance is no more an issue and as distance has shortened the interaction between people from different civilizations and societies have become more frequent beef uping the communicating over the universe. When interacting with people from all over the universe, communicating barrier is faced due to difference in linguistic communication and since it is impractical to larn all the linguistic communications so we have one linguistic communication known as International Language i.e. English which is spoken and understood by a big bulk of people round the Earth. Although it is the female parent linguistic communication of really few states, it is taught and learned in the full universe since larning English has now become a necessity. Learning a new foreign linguistic communication may non be an easy occupation particu larly it requires a batch of forbearance and pattern but it can be made easier and the end can be achieved rapidly if the instruction manner is made harmonizing to the learning manner of an person and this is what Strategic Inventory Learning Language is all about. Learning of linguistic communication in the best manner can be done by first acknowledging our ain acquisition manner and so work on that form. Learning manners can be observed by an person or merely by the acquisition manner checklist. Largely our acquisition manners are developed at really early phases may be pre-school clip or early school life. I found out from the larning manner checklist that I am a Ocular Learner significance that my acquisition abilities are best with the assistance of images, graphs and images. I believe this is because from really get downing of my schooling my parents and instructors emphasized on learning me by demoing or making practical instead than merely reading to me or stating me about it. Normally our acquisition manners are at sub-conscious degree therefore before working to better larning abilities it is of import to acknowledge our manner. A scheme stock list for linguistic communication acquisition is formalized tool that answers the inquiry of what method is best for one peculiar scholar, or group of scholars, to larn a foreign linguistic communication. Harmonizing to the writer Strategic Inventory Learning Language is grouped into five schemes which are memory scheme, cognitive scheme, compensation scheme, meta-cognitive scheme, affectional scheme and societal scheme ( Griffiths and Parr, 251 ) . Normally we follow one or two of the schemes sub-consciously. To recognize our scheme we can detect our acquisition and analyzing wonts or merely make full the SILL inquirer. I found out that my sub-conscious SILL is Cognitive Strategies ; which is that I read for pleasance in English to increase my vocabulary and to guarantee speedy and right sentence formation, besides I try to happen forms in English which enables me to easy discourse in the linguistic communication. As from my larning manner I found that I am a ocular s cholar and so this explains my cognitive scheme that I prefer reading over listening to better my acquisition abilities, since reading helps me to do images of the words in my head moreover, by doing forms I easy retrieve what I have learned. I besides realized that if I have to larn something I do non declaim it several times it alternatively I prefer composing it few times as it helps me to retrieve better as I rapidly absorb the images of the words formed when I had written it down. After all the research about my ain learning manner and the schemes I have been following I feel that now I can expeditiously work upon rushing up my linguistic communication larning procedure and go an independent scholar. Another scheme which I feel I slightly follow is the Social Strategy that is I try to larn by interacting with people who I know have command in English, I besides try to discourse in English and utilize vocabulary in my conversation this is a practical attack towards larning and h ence builds up the assurance which is an of import factor. In future I plan to follow another scheme of SILL which is meta-cognitive i.e. pull offing ain acquisition accomplishments by maintaining a degree Celsius I have check and balance on my advancement and besides guarantee me about how much I have already learned. This scheme will besides enable me to schedule my clip in such a manner that I take out adequate clip to work on my linguistic communication accomplishments on routinely footing. Since I am good at retrieving things that by visual image and I already follow cognitive scheme hence, in order to follow this new scheme I will non hold to alter my acquisition manner hence it will necessitate less attempt and non much clip. Conscious working and acceptance of Strategic Inventory Learning Language will guarantee better acquisition of the linguistic communication in effortless and less clip. Strategic stock list larning linguistic communication is a really utile and efficient agencies to larn linguistic communication as it enables the scholar to larn in the manner that suits them best, this non merely rush up the acquisition procedure but besides develop assurance in the scholar. This strategic attack makes it easier for the scholar to accomplish the end and acquire bid on the linguistic communication. Hence, in order to link to the full universe and feel at easiness when interacting with people of different states holding different linguistic communications it is really of import to larn English and the best and quickest manner to accomplish this end is by following SILL schemes.

Essay About Cause of Stress in Our Society Today

Sometimes in our life, we may run into a good teacher and if lucky, it’ll be two or three. These people end up shaping our lives for the better because of their greatness, and we deeply admire them for that. They may have many faces, a professor in your university or simply they may just be your family, friends and neighbors. But no matter who they are, they must have some certain characteristics that granted their title: â€Å"A Good Teacher†. The first quality that is essential in a good teacher is knowledge.If the teacher does not know the subject, then they should have no business teaching it to others. Some think they can fake it by just studying the text book ahead of time. But with that teaching methodology, the teacher simply becomes an extra filter to the information in the book. Filters do not add information, they can only restrict its flow. In which case the teacher becomes unnecessary. (,) Second, the teacher needs to be skilled in the arts of communication .All the knowledge in the world is useless unless the teacher is able to effectively communicate that information to students. Teachers need to be able to communicate lessons in a way that student can comprehend and apply them. Different people learn in different ways. Some students learn best by seeing, some by hearing, and others by doing. So a skilled teacher will use all these methods of instruction in order to reach the greatest number of students. Finally, and this is true in all fields not just teaching, the teacher must be passionate.If you are passionate about teaching, you will be motivated to improve your students, and through that process improve yourself and your teaching skills. If you do not care, that attitude comes through in your lesson plans, no matter how good a lecturer you are. People, even students, do not care how much you know until they know how much you care. There are many qualities that make up a great teacher, and these are some of the most important on es. If we truly learn from these people that have shaped our lives, then maybe we can become teachers too.

Liturgy Essay Example | Topics and Well Written Essays - 1250 words

Liturgy - Essay Example The homily is always on the gospel of the day.† Considering the current universal trends and developments in worship, this statement is being tested for validity in the light of the Church of England’s Sunday Lectionary and Calendar of Common Worship. A lectionary is simply a list of Bible passages assigned to be read in designated days of the year. Although the Church of England does not prescribe which Bible translation to be used, the Common Worship Lectionary, which has a two-strand approach, is being adopted: one strand for special days and seasons and another strand for ordinary time (Horton et al, 2001). The church calendar being observed by the Anglican church is the same calendar being used by the traditional Christian churches. The calendar begins with the season of Advent in preparation for Christmas, followed by Christmas itself, then the Epiphany, then Lent with its conclusion at Pentecost (Common Worship, 2000). The Common Worship was the result of the incorporation of the improvements in the Alternative Service Book of the Church of England and was done to achieve overall uniformity in worship down to the local congregation (Horton et al, 2001). Latest improvements pertained specifically to providing flexibility in the substance and form of worship at the local service level. The question that invites contemplation and deep analysis is: In the light of this flexibility, how does it affect the homily? Must the homily always be on the gospel of the day, following the guidance of the Lectionary and the Calendar? The homily is delivered by the presiding priest or pastor right after the proclamation of the assigned Scripture reading, usually a gospel passage, during a worship ceremony as in the sacrifice of the mass. Being characteristically subjective in form and substance, the homily can have the tendency to veer away from its original intention, depending on the frame of mind and emotional state of the preacher. In a number of instances, the

The Role of Human Resource Planning for Organizations Essay

The Role of Human Resource Planning for Organizations - Essay Example How the top management domains within this organization understand the dictum of human resource planning is something that derives sound results. Adequate planning is the need of the hour because it gives the top management a clear cut vision as to what it should expect at the hands of the middle management and the employees that are working under its realms (Idris, 1998). The human resource planning is basically the yardstick that decides the future hiring and firing procedures which are present within the enterprise. One must understand that the human resource planning avenues can easily be understood if proper measures are undertaken with the basic ideology to guarantee that sanity must prevail within the related ranks of organizational growth and development (Dinteman, 2003). Human resource planning will result in better standards in terms of performance measurement. If these standards are properly taken care of, the human resource planning standards will always be deemed as poin ts of success. Since the human resource planning

Discussion 3 Essay Example | Topics and Well Written Essays - 250 words - 6

Discussion 3 - Essay Example The surgical package is therefore designed to help physicians make safe and appropriate choices for their patients as part of the general surgical procedure. Evidently, the surgical package is used when a patient needs or wants to have a particular surgical operation, and applies to all types of surgical procedure. Each stage of the package will be delivered by a physician at the appropriate time; anesthesia would therefore be delivered immediately pre-surgery, whereas taking a history or performing a physical may be done further in advance. The surgical package is used to ensure that the surgical procedure runs as smoothly as possible and that the patient feels safe in the hands of a physician, particularly as anesthesia and surgery can be a daunting experience. It is also aimed at ensuring that there are less complications involved in a surgical procedure; anesthesia is used to prevent pain, whilst post-operative examinations are performed to help prevent infection and to identify complications. The surgical package is therefore necessary to make good decisions with respect to surgical

Initiating Change in the Manufacturing and Distribution Division of Case Study

Initiating Change in the Manufacturing and Distribution Division of PolyProd on page 241-246 in the Cummings & Worley tex - Case Study Example PolyProd is an epitome of failing to upgrade existing information management practices. The Manufacturing and Distribution Division (M & D Div) is in dire need for change initiation. There is a serious gap between the actual thing the company ought to do and what it really does. The M & D Div is riddled with strong opposition to large-scale or externally initiated change. The organization’s headquarter s is characterized by conservatism and unwillingness to change. It is also still wobbling from swift growth that has caused its transformation into universal business center. Lastly, the headquarters suffers from cultural discontinuity. There is extremely high cost of connection between the headquarters and subsidiaries (Cummings & Worley, 2009). The causes of M & D Div’s documentation problems are numerous and intertwined. The top management tried to upgrade documentation quality in the past. The implementation of the change was incomplete leading to the collapse after some early triumph. This happened because the organization’s climate never supported the change. The project social and technical features were not adequately incorporated (Cummings & Worley, 2009). Poor coordination between headquarters and local sites contributed to insufficient organizational climate change. Documentation was also deficient of trained and experienced staff (Cummings & Worley, 2009). Organizational structure and culture played huge role in change implementation failure. The case study is crucial in understanding the complexity of implementing change in large organizations, especially technology-oriented

Essay Example | Topics and Well Written Essays - 1250 words - 6

Essay Example Christina Hoff Sommers, in â€Å"Philosophers Against the Family† discusses that there is a false dichotomy as there is the great divide which distinguishes the radical feminist from the simply feminine and the mutual exclusivity of the two concepts which completely overlooks the reality that both can co-exist. Sommers (2005) offers that there is a middle ground, though this has not been widely recognized by both views, especially radical feminism in the United States. Liberal feminism gives focus on reforms which touches base on the very root of feminism. The oppression and the discrimination that necessarily entails sexism as commonly seen in the workplace and in society is the very nature that belittles women and that affects them on a regular basis. This is the fight of feminism on a daily basis that is in the heart of the average woman and her understanding of what feminism is. This, however, is far removed from the philosophical feminist’s view. â€Å"But to be a ntisexist in the technical, radical philosophical sense is not merely to be opposed to discrimination against women; it is to be for what Wasserstrom calls the assimilationalist ideal† (Sommers, 2005, p.313). The truly antisexist in this sense would neither fight nor agree for laws that give preference to women such as maternity leave. Equality is achieved by overlooking and consequently extinguishing gender and all notions that come with it. The wider perspective that transcends the philosophical feminist movement is best understood by first appreciating the average woman. â€Å"The average woman enjoys her femininity† (Sommers, 2005, p.314). She has goals which include being with a man, having children and maintaining a career with the same opportunities that her male counterpart has. â€Å"These are the goals that women actually have, and they are not easily attainable. But they will never be furthered by an elitist radical movement that views the actual aspirations of women as the product of a false consciousness† (Sommers, 2005, p.314). The goals and aspirations of the average woman must first be understood in order to make a correlation with these and how they are achieved. The characterization of a woman in the realistic sense juxtaposed to the ideal woman of the radical feminist movement made by the author brings forth a wider understanding on why the two concepts cannot meet. The illustration made by the radical feminist movement of the woman is arguably deductive and brings it to a realm that makes it incomprehensible most especially to the average woman herself. The false consciousness that is attributed her makes her very existence appear to be a pretense together with all of her life’s worth along with all her hopes and dreams. Sommers is correct in concluding that goals for marriage, family, career, and more logically, equal opportunity for all of the foregoing are the main points that calls for what is deemed as the av erage woman’s feminist ideals as oppose to the scholarly feminism written of extensively. Radical feminism, at the heart of it, attacks societal pressures to conform to gender roles which has been proliferated for ages and has been inculcated in every person from the moment of conception. The idea of an assimilationist society is the very purpose of many feminist movements which has often been likened to Marxism in many regards. Citing the famous feminist Simone de Beauvoir, Sommers

Media ownership reform Research Paper Example | Topics and Well Written Essays - 3000 words

Media ownership reform - Research Paper Example During early 1940s, different larger media companies began to gain much power and influence than others driving the fear of monopoly in the industry. The federal government instituted a series of reforms in the industry to curb the trend and ensure that the field remained competitive and diverse as much as possible. The reforms worked to check the growing trend of monopoly that was evident in the industry. To check this, the government created rules to ensure that there was competition in the industry as well as ensure the control of monopoly. Many regulations were proposed and later on passed into laws to check the ownership of media houses. Most of the regulations instituted aimed to ensure that no media house had greater control of a certain market by ensuring that they had access to a certain percentage of the market. Further, the rules provided that the media houses owned and controlled a predefined number of communication and broadcast stations2. All these regulations were on t he constitutional basis of ensuring that the American citizen had the desired kind of access to information as much as possible. ... Since its creation, the agency has the responsibility of reporting to the congress directly. Under ownership, the FCC has the mandate to regulate the number of media outlets that are owned by a single media house. The main reason behind the creation of the FCC was to regulate interstate and foreign communications by wire and radio to ensure that all processes in the area were at the interests of the public. However, as the industry has evolved over time, the commission has been delegated the responsibility of regulating radio, television, and satellite communication, a responsibility that the commission shares with state agencies. To accomplish its mandate, the FCC was allowed the powers to control the assigning of broadcast spectrum and frequencies to various services, licensing providers in the industry and enforcing laws that relate to communications. The commission has the authority to regulate inappropriate and illegal material broadcast such as cigarette advertisements and othe r programs that relate to aspects of campaigning and child programming. This authority gives the commission more powers to regulate media ownership3. Section II: The Problems with the Current Media Ownership Rules The current media ownership rules provided by the regulatory agency have been under scrutiny on the provisions and capabilities to ensure efficient control of the industry. The industry has grown rapidly over time with changes in technology and there are questions as to whether the regulation of the industry is necessary and efficient in accommodating and promoting such changes. The FCC has proposed various amendments on its provisions to see the deregulation of the industry,

History of American Architecture Essay Example | Topics and Well Written Essays - 750 words

History of American Architecture - Essay Example After World War II the style manifested itself in clean-lined, unadorned glass skyscrapers and mass housing projects. Modernist architects of the early and mid-twentieth century were politically idealistic and radical. Their architecture expressed their faith that modernisation and progress would bring a better world. Modern architecture is a term given to a number of building styles with similar characteristics, primarily the simplification of form and the elimination of ornament, that first arose around 1900. Around 1900, a number of architects around the world began developing new architectural solutions to integrate traditional precedents with new technological possibilities. By the 1940s these styles had been consolidated and identified as the International Style and became the dominant architectural style, particularly for institutional and corporate building, for several decades in the twentieth century. Some historians see the evolution of modern architecture as a social matter, closely tied to the project of Modernity and hence to the Enlightenment, a result of social and political revolutions. Others see modern architecture as primarily driven by technological and engineering developments, and it's plainly true that the availability of new building materials such as iron, steel, concret e and glass drove the invention of new building techniques as part of the Industrial Revolution. By the 1920s the most important figures in modern architecture had established their reputations. In 1932, the International Exhibition of Modern Architecture, curated by Philip Johnson and collaborator Henry-Russell Hitchcock drew together many distinct threads and trends, identified them as stylistically similar and having a common purpose, and consolidated them into the International Style. This was an important turning point. With World War II the important figures of the Bauhaus fled to the United States, to Chicago, to the Harvard Graduate School of Design, and to Black Mountain College. Modernism became the pre-eminent, and then the only acceptable, design solution from about 1932 to about 1984. Modernist architecture became popular, because the ideal of progress was so widespread during the mid-twentieth century. Its gleaming glass, steel, and concrete buildings helped to spread the faith that technology and planning could heal the sick, replace the slums with hygienic housing projects, and create affluence for all. What is Post-Modernism Postmodern architecture is an international style whose first examples are generally cited as being from the 1950s, and continues to influence present-day architecture. Postmodernity in architecture is generally thought to be heralded by the return of "wit, ornament and reference" to architecture in response to the formalism of the International Style of modernism. As with many cultural movements, some of postmodernism's most pronounced and visible ideas can be seen in architecture. The functional and formalized shapes and spaces of the modernist movement are replaced by

Being young is just difficult Essay Example | Topics and Well Written Essays - 1250 words

Being young is just difficult - Essay Example Since its publication in 2007, Beah’s book has gained significant popularity given that there are a lot of meanings as well as lessons that can be drawn from it. It is not just a story about childhood of a young man who lived in a certain place and certain situation; it is an example of a real story where children are seen to be converted to act like killing machines where the orders to kill people are driven by the owners of these machines and drugs are used as the catalyst to fuel the situation. This particular kind of situation happened to many children in Sierra Leone and the author of this book, Ishmael Beah, personally experienced it. This can happen anywhere else other than Sierra Leone in as far as humanity is absent. This book describes the difficulties faced by young people who are forced to be part of the fight against tyranny by those in authority. This is despite the fact that they are still young and still need to be carefully looked after by their parents.

The Security Council Essay Example for Free

The Security Council Essay The Security Council of the United Nations was one of the original bodies of the UN formed with the United Nations charter in 1945. The Security Council was created to put all the superpowers of the world on equal footing, giving each one vote in binding resolutions for the member nations of the UN. The charter members with permanent seats on the council are the United States, France, Great Britain (the United Kingdom), Russia and China. In 1945, these nations were considered the most powerful on Earth and were charged with keeping the peace of the world. In addition to the five permanent seats, the Security Council is comprised of 10 other member nations elected by popular vote of the entire UN and serving two-year terms. Each member nation of the Security Council has equal power in theory, though in practice some deference is given to the permanent members. The Security Council can pass binding resolutions on the other member nations, but each council member can veto any resolution. As such, the Security Council rarely can form a consensus, though it often discusses major issues around the world. Often, the only time a consensus is reached is when the matter is so trivial or involves such a small country that it has no friends on the council. Though the council was set up to have inherent checks and balances, it has often become a staging ground for popularity contests and member nations have neglected the world’s best interests in favor of the more proprietary interests of their nation. This is how programs like the United Nations’ Oil for Food program have become corrupted by individual nationalism and greed. Furthermore, on the rare occasions when the Security Council can agree and pass a binding resolution, it has limited enforcement powers and often the only punishment for breaking a resolution is a verbal slap from the council. Some member nations, particularly the United States, have lead coalition forces on occasion to enforce UN resolutions, but these military actions often are disapproved by many member nations and the Security Council itself rarely votes in favor of military action. The end result is that the United Nations provides an interesting forum for smaller countries to air grievances and for all countries to point out flaws in their neighbors, but as a governing body, the United Nations and the Security Council has no teeth. It becomes like a restrictive parent who tries to tell a child what to do, but fails to enforce its own rules. In the end, no one respects the rule of the United Nations and might still makes right. Smaller countries object to the permanent members of the council and their might, both military and economic, but they also turn to those countries when they are the ones being oppressed. In short, the United Nations and the Security Council format need to be revisited and the UN must be given some enforcement power to assure that its resolutions are kept. Otherwise, it is a useless home of debate that is ignored and laughed at.

Terms of a Construction Contract

Terms of a Construction Contract Construction Contract What component parts are required for the formation of a contract? There are four components which are essential for the formation of a contract. They are: Offer, Acceptance, Consideration and Intention to create legal relationship What do we mean by terms of a contract? The terms of a contract are the statements that describe the rights and obligations of each party to the agreement. Terms are all the matters agreed between the parties about what is to be done, how it will be done and under what circumstances. Exactly what those terms are must be determined by the parties to the agreement. Terms are the elements of the contract. They are binding and carry legal consequences if they are broken. They can be divided into two categories: Implied Terms Expressed Terms. An express term is stated by the parties during negotiation or written in a contractual document. Implied terms are not stated but nevertheless form a provision of the contract. Do all terms carry equal weight in law? If not what are the differing categories, and why is it important to categorise contract terms? No, not all terms carry equal weight in law. Lawyers divide contractual terms into warranties and conditions. There might be a third type, the inominate term (term without a name) Conditions are terms that go to the very root of a contract. Breach of these terms gives the right torepudiatethe contract, allowing the other party to discharge the contract. A warrantyis less imperative than a condition, so the contract will survive a breach. Breach of either a condition or a warranty will give rise todamages. Lord Diplock, inHong Kong Fir Shipping Co Ltd v Kawasaki Kisen Kaisha Ltd, created the concept of an innominate term, breach of which may or may not go to the root of the contract depending upon the nature of the breach. Breach of these terms, as with all terms, will give rise to damages. Whether or not it repudiates the contract depends upon whether legal benefit of the contract has been removed from the innocent party. Megaw LJ, in 1970, preferred the use of the classic categorizing into condition or warranty due tolegal certainty.This was interpreted by the House of Lords as merely restricting its application inReardon Smith Line Ltd. v Hansen-Tangen Terms can also be implied by common law(in fact), statute, by custom or trade, course of dealings What is the difference between expressed and implied terms? When are terms implied and what are the rules governing the inclusion of such terms? An express term is stated by the parties during negotiation or written in a contractual document. Implied terms are not stated but nevertheless form a provision of the contract. The purpose of implied terms is often to supplement a contractual agreement in the interest of making the deal effective for the purpose of business, to achieve fairness between the parties or to relieve hardship. Terms may be implied into contract through statutes or by the courts. When implied by statute, Parliament may well make certain terms compulsory, example: Sales of Goods Act 1979 When terms are implied by courts, the general rule is that they can be excluded by express provision in any agreement. The courts have developed an apparent distinction between terms implied in fact and those implied in law. Terms implied in fact are said to arise when they are strictly necessary to give effect to the reasonable expectations of the parties. Terms implied in law are confined to particular categories of contract, particularly employment contracts or contracts between landlords and tenants, as necessary incidents of the relationship. What is meant when reference is made to a standard form of contract†? Standard Form Contracts are agreements that employ standardized, non-negotiated provisions, usually in preprinted forms. These are sometimes referred to as â€Å"boilerplate contracts,† contracts of adhesion, or take it or leave it contracts. The terms, often portrayed in fine print, are drafted by or on behalf of one party to the transaction – the party with superior bargaining power who routinely engages in such transactions. With few exceptions, the terms are not negotiable by the consumer. Examples of standard form contracts are insurance policies (where the insurer decides what it will and will not insure) Is there an alternative to a â€Å"standard form of contract†? There is an alternative to a standard form of contract, usually standard form of contracts can be modified, terms/clauses added/amended to suit a specific projects. Another form of contract is : Bespoke Contract How many â€Å"standard form contracts† do you know about? Is there one type of standard form – or is there more than one? There is more than one type of form of contract, namely: Joint Contractors Tribunal (JCT) New Engineering Contract (NEC) La Federation Internationale D’Ingenieurs-Conseils (FIDIC) Association of Consultant Architects (ACA Form of Contract; PPC 2000) Chartered Institute of Building (CIOB) GC/Works/1 Contract for building and civil engineering major works ICE 7 Conditions of Contract Measurement Version Who publishes â€Å"standard form contracts† and how do you get one? Professional Registered Bodies (ACA, ACE, BPF, CIC, FIDIC, GC/Works, ICE, ICC, IChemE, IMechE, JCT, NEC (NEC3), PPC (PPC2000), RIBA, and RICS) publishes the standard form of contracts and they are subject to copyrights. You can buy hard copy and digital copies of the various standard forms from a number of external websites and specialist bookshops: ACA PPC2000. The PPC2000 may be bought from theACAs website. ACA Standard Form of Agreement for the Appointment of an Architect. The SFA may be bought from theACAs website. The 2012 version includes Construction Act 1996 amendments. ACE Agreements 2009. The ACE Agreements 2009 may be bought from theACEs website. BPF Consultancy Agreement Version 2. The BPFs Consultancy Agreement Version 2 is available to buy from the construction contracts section of theBPF website. Building Centre bookshop. The Building Centre bookshop stocks a variety of materials for the built environment, including a number of the standard form contracts published by the ACE, FIDIC, JCT, NEC and RICS. These are available to buyonline, or by visiting the bookshop on Store Street, London WC1E 7BT. Construction books direct. TheChartered Institute of Buildings(CIOB) online bookshop sells its own forms of contract, such as the CIOB Facilities Management Contract and CPC 2103, as well as other forms of contract. CIC Consultants Contract Package. The CICs Consultants Contract Package may be bought from the publication section of theCIC website. The second edition (November 2011) includes amendments prepared by the CIC to take account of the changes to the Construction Act 1996. FIDIC forms of contract. Copies of all of the FIDIC contracts may be bought from the bookshop on theFIDIC website. The  FIDIC MDB Harmonised Edition (Pink Book)is available to download free of charge. GC/Works. The GC/Works suite of construction contracts may be bought from the Stationary Officesonline bookshop. ICC conditions of contract. The Infrastructure Conditions of Contract (ICC) may be brought from theACEs website. The amendment sheet for the payment provisions to comply with the Construction Act 1996 (as amended) is free to download from itswebsite. ICE conditions of contract. With effect from 1 August 2011, the ICE conditions of contract have been replaced by the Infrastructure Conditions of Contract (ICC). The ICE contracts have been withdrawn from sale. SeeICC conditions of contractabove. IChemE forms of engineering contract. The IChemE forms of engineering contract may be bought from the shop on theIChemE website. The amendment sheets to comply with the Construction Act 1996 (as amended) are free to download from itswebsite. However, note that these have now been incorporated into the 2013 versions of its contracts. IMechE/IET model forms of contract. The model forms of contract and their commentaries can be bought from the publishing section of theIET website. MF/4 is available to download free of charge from theIMechE website. JCT standard forms of building contract. All of the JCT standard form building contracts and related contracts may be bought from the contracts section of theJCT website. Some amendments, updates and corrections may be free to download. NEC contracts. The NEC contracts are published by Thomas Telford, and may be bought from theNEC contracts website. RIBA bookshop. In addition to the RIBA professional forms of appointment, theRIBA bookshopstocks a range of publications on architecture, design and construction, a selection of standard form contracts (including GC/Works, JCT and NEC) and the building regulations. These are available to buy online, or may be bought by visiting one of the RIBA bookshops. The amendment sheets to comply with the Construction Act 1996 (as amended) are free to download from the RIBA bookshop. RICS bookshop. The RICS forms of appointment are available to RICS members to buy from the knowledge section (practice standards and guidance) of theRICS website. Alternatively, copies of the forms of appointment may be bought from theRICS bookshop.

Five Phases of Nursing Process Essay

Five Phases of Nursing Process Essay Discuss how the five phases of the nursing process may be used to provide effective nursing care (1500-2000) Introduction The nurse as a health care provider meets the total needs of the patient and this need to be done in an attentive and cautious way as there is life involved. Nursing is concerned with the psychological, spiritual, social and physical aspect of the person rather than only on the patient’s medical condition. Critical thinking alone is not enough for solving problems. Critical thinking needs to be combined with scientific methods to identify patient’s problems and provide care in an effective way. This structure of thinking and acting is called the nursing process. Nursing Process The nursing process plan is an important aid in the hospitalization of patients. It is a systematic, client oriented not task centred which enables the nurse to identify the client care problems. The effective use of the nursing process helps the nurse to determine not only existing problems but also problems that might arise in the future. Being able to assume problems may prevent pain and complications to the client. The nursing process consists of five interrelated phases – assessment, diagnosis, planning, implementation and evaluation. Each of the five steps depends on the efficiency of the previous steps. In each step of the nursing process both the nurse and the patient need to work together as partners. The nursing process is also a continuous process because health conditions can change from time to time. The nurse must frequently reassess, implement, insert new interventions and revaluate the overall process. The nursing process has no specific periods, it can last fo r days, months or years, and all this depends on the patient’s current status. All steps of the nursing process rely upon complete and authentic information gained and given about the client. Assessment The nursing process begins as soon as a relationship forms between the patient and the nurse. This nurse-client relationship will help and also determine part of the end results. Assessment begins by gaining data regarding the patient. Data can be collected from a variety of sources. The client is the primary source which can share personal perceptions and feelings about health and illness. During the assessing process the nurse and the patient will eventually start building a sense of trust between them. It is the nurse duty to make the patient comfortable enough to talk and give information; this will help the nurse to identify more quickly the patient strengths and weaknesses. Secondary sources are utilizing when additional information is required to clarify data and when the patient is unable to provide information. However, they include the patient’s family or individuals present in the patient’s environment. When data is given by secondary sources it is also important for the nurse to avoid being defensive as this may cause both the client and relatives to avoid being honest and open. The nurse communication must make the patient and famil y feel free to share their comments and also ask some questions, after all this aids for a better plan of care. The nurse while gaining information from secondary sources should carefully consider the patient’s right to confidentiality. Interviewing, observation and physical examination are three major methods that are used to gather information during nursing assessment. By interviewing the patient the nurse can acquire specific information and naturally it facilitates nurse-patient relationship. The nonverbal components of a nurse-patient interaction frequently transmit a message more effectively than the actual spoken words. The patient’s facial expression however also reveals important information. On the other hand observation involves the use of senses to acquire information and this mostly requires practice from the nurse. The focus of physical examination is the diagnosis of the disease. Both objective and subjective data are used while assessing the patient. Objective data consist of observational attitudes towards the patient’s behaviour. Subjective data is gathered when the nurse while interviewing the patient obtain data about his/her feelings. After the assessing part, documentation of data needs to be done. The purpose of documentation is to establish communication amongst the members of the health team. Documentation also tracks the patient progression and regression. Assessment is a continues activity that begins at the time of admission and continue during patient contact. Diagnosis After the nurse has collected and prioritized the patient data, diagnosis begins. The North American Nursing Diagnosis Association (NANDA) which operates the official list of nursing diagnostics states that nursing diagnosis are â€Å" a professional judgment based on the application of clinical knowledge which determined potential or actual experiences and responses to health problems and life processes†. Through nursing diagnosis the nurse can determine actual and potential health problems. Existing needs will always take the priority upon potential problems not because they are not important but the existing ones would need to be tackled first to try to avoid potential ones. In the diagnosing step, the nurse analyzes data gathered from the nursing assessment. These data help the nurse to identify patient strengths and health problems. In this phase data are processed, classified, interpreted, and validated. Classification allows the nurse to manage the large volume of data. Placing data into categories also helps the nurse to identify missing data that require for more discussion. Interpretation leads the nurse to recognize the patients’ patterns and trends. While through validation the nurse is able to verify the accuracy of data. Errors in the diagnostic process such as inaccurate interpretation of data, incomplete data and lack of knowledge or experience can result in nursing diagnostic statements that are not suitable for the patient. Diagnosis will help the nurse to report the findings to other health care professions and work collaboratively with them to resolve the patient problem. We should be aware about the difference occurring between nursing diagnosis and medical diagnosis. While the nursing diagnosis identifies responses to health and illness medical diagnosis focuses more on curing. Planning After the nurse collects patient data and identifies patient strengths and health problems, it is time to plan for nursing action. The nurse here can debate with a specialist to choose an adequate type of plan of care to a particular patient. During planning the nurse needs to work hand in hand with the patient and family to prioritize the nursing diagnosis. Educating the patient and answering questions about the patients’ doubts is really useful in this phase as this gives a clear image on what the patient needs are to build his/her outcomes. Prioritizing takes place by identifying patient goals and expected outcomes, identify nursing interventions that may help the patient to achieve his/her goals, and communicate the plan of care. If an outcome is nursed-focused rather than patient-centred it is incorrectly done. If a patient is not willing enough to achieve certain goals and outcomes than the plan of care would be waste of time. The inclusion of the patient as and active p articipant in the plan of care will help to facilitate the achievement of the outcomes. Patient’s refusal to participate in the plan of care may result to a failure in validation. The nurse, patient and family need to work together to make the goals valuable and lead to a worthwhile plan of care. The initial planning is the initial assessment as soon as the patient admission and this may change several times according to the patient new diagnosis and goals. Ongoing planning is the assessment done by all the nurses who work with the client throughout the time a patient is admitted to hospital. Discharge planning is the plan of care after the patient is discharged from hospital. Implementation The implementation phase begins after the nursing care plan has been developed. Here plan of care is put into action to see how effective it is. The purpose of implementation is to assist the patient in achieving desired health goals: prevent disease and illness, restore health and facilitate coping with altered functioning. It is important for the nurse to assess the patient periodically so it will be easy for the nurse to establish whether interventions are being effective. Again when implementing nursing care it is important to work in partnership with the patient and family. Before implementing nursing action, the nurse should reassess the patient again to make sure whether the action is still needed. It is very typical that changes occur within the nursing actions due to health changes which may be enhanced or deteriorated. After all it is of great importance to face the patient about his/her health situation caringly, he/she has right to know what he/she is experiencing. Docume ntation is really important in this phase both for the nurse and for the patient. The nurse through documentation can evaluate and examine the patient’s status while the patient can by him/herself analyze his/her own health advancement and where he/she can improve more to reach goals. After documentation is done the nurse should consult colleagues to see if other approaches might be more successful. Evaluation The process of evaluation which is ongoing happens as soon as all the nursing intervention actions occur. Through evaluation the nurse in relation with the patient determine whether the goals/outcomes stated in the plan of care have been met, partially met or not met. Effectiveness of care is determined through this process in which new modification can be introduced. Based on the patient’s responses to the plan of care and achievement the nurse can decide whether to terminate, if there are difficulties in achieving outcomes or continue the plan of care if more time is needed to achieve goals. The purpose of evaluation is to determine the overall patient’s progress, lack of progress and the effectiveness of nursing care in helping patient’s achieve their expected outcomes/goals. Evaluation can be conducted at the end of the nursing process and this is done by comparing the patient’s health status with the outcomes defined in the plan of care. If evaluation reveals that the patient has made little or no progress towards goals/outcomes stated in the plan of care the nurse needs to revaluate each previous step. If the outcome was achieved by the patient then the care plan can be revised again without the need to add more outcomes in the nursing plan. An effective evaluation can result from the nurse’s accurate communication with the patient and good observation skills throughout the ongoing process. Evaluation can give a feedback; this feedback is judging the nurse whether being a good care giver or what could be arranged next time to be a better one. Conclusion When the nursing process is used effectively it promotes many advantages both towards the nurse and patient. From the nurse’s point of view, the nursing process enables you to determine if your nursing care helped the client. The nursing process also helps the nurse to avoid errors and inadequacy in the plan of care. The nurse by making use of the nursing process can improve communication with the rest of the health care professions and patients. On the other hand, the client is an active participant, knowing well his/her roles in his/her health status. Therefore, the patient is given a sense of responsibility. When the nursing process is delivered in a proper way, it works efficiently leading to satisfying results. This is the reason why nurses are encouraged to make use of this process as much as possible. Sometimes it is difficult to manage to implement the nursing process well to each patient. Often wards are too chaotic having opposing patients or being short of staff and it is difficult for a nurse to give a lot of attention on each patient. Nurses are human and as humans they are not perfect, although they try to give their best in patient’s care and needs. After all their dedicated work, nurses get back a huge sense of satisfaction when seeing that they were part of great difference to others.

Critical Review on the Iliad :: essays research papers

Nature’s Force   Ã‚  Ã‚  Ã‚  Ã‚  Simone Weil, a French writer, explores the depth and motive of why and how we do the things we do. In this critical review, Weil elucidates the role of force in the Iliad. It is exceptionally difficult to put into words the meaning that Weil gives force. When she defines it, she states, â€Å"it is that x that turns anybody who is subjected to it into a thing† (331). When I first read this, I did not comprehend what she meant by it. As Weil refers to force, she uses in the context of war and the taking of lives in the Iliad. This force takes away all natural abilities. Weil explains how all living things respond to stimuli. The muscles in our body have reactions to things that take place in our environment. The force that she is trying to define is one that takes away this ability to respond. In war, a soldier must look past the pain that he is causing in taking another human being’s life. Weil suggests that this is as if life is being removed from the body of this soldier, resulting in a breathing corpse. Remorse becomes an overlooked emotion and all sensation vanishes. Does this not constitute a corpse, when all ability to respond to what is going on around him has departed; therefore taking away the very factor that defines a living object? When examining force by means of killing others, this force does not only have an effect on the victim, but also on the conqueror. â€Å"Force is as pitiless to the man who possesses it, or thinks he does, as it is to its victims; the second it crushes, the first it intoxicates† (332). Weil goes on to say that force is not really a retainable thing. All persons, weak and strong, have to at one point in their life relinquish control to force. No one is exempt. She points to Achilles as an example. When he is killing Hector, he is holding the force against Hector to take his life. On the other hand, when Agamemnon purposely degrades Achilles by taking his war prize, Achilles goes to be alone and weep in his humiliation. A force knocks him down as he knocked his opponent Hector down. To show the cycle, we find Agamemnon weeping just a few days later as a result of a force.

Embryonic Stem Cells Unnecessary for Medical Progress :: Argumentative Persuasive Topics

Embryonic Stem Cells Unnecessary for Medical Progress Reporting on new research by Dr. Donald Orlic of the National Institutes of Health and others, indicating that adult bone marrow stem cells can help repair, and restore function in, damaged hearts: "Until now, researchers thought that stem cells from embryos offered the best hope for rebuilding damaged organs, but this latest research shows that the embryos, which are politically controversial, may not be necessary. 'We are currently finding that these adult stem cells can function as well, perhaps even better than, embryonic stem cells,' Orlic said." - "Approach may repair heart damage," MSNBC, March 30, 2001 (www.msnbc.com/news/552456.asp) * * * "Umbilical cords discarded after birth may offer a vast new source of repair material for fixing brains damaged by strokes and other ills, free of the ethical concerns surrounding the use of fetal tissue, researchers said Sunday." - "Umbilical cords could repair brains," Associated Press, February 20, 2001 * * * "PPL Therapeutics, the company that cloned Dolly the sheep, has succeeded in 'reprogramming' a cell -- a move that could lead to the development of treatments for diseases such as diabetes, Alzheimer's and Parkinson's. The Scotland-based group will today announce that it has turned a cow's skin cell into a beating heart cell and is close to starting research on humans... The PPL announcement...will be seen as an important step towards producing stem cells without using human embryos." - "PPL follows Dolly with cell breakthrough," Financial Times, February 23, 2001 * * * "[O]rgan-specific adult stem cells appear to display much more plasticity than originally thought. Stem cells isolated from one tissue can differentiate into a variety of unrelated cell types and tissues... These findings raise the exciting possibility of using bone marrow transplantation to treat a wide variety of disorders, such as muscular dystrophies, Parkinson disease, stroke, and hepatic failure." - E. Kaji and J. Leiden, "Gene and Stem Cell Therapies," Journal of the American Medical Association, February 7, 2001, p. 547 * * * "[S]ince adult bone marrow has recently been found to contain stem cells of previously unrecognized 'plasticity' that are able to form a variety of types of cell -- muscle, liver, neural, bone, cartilage, endothelial, and perhaps others -- it may be possible to use marrow stem cells in cytotherapeutic approaches to a wide spectrum of diseases, such as cardiac disorders, muscular dystrophy, liver disease, neurodegenerative conditions, and joint diseases.

Healthy Grief Essay

Feeling and expressing grief is unique to each individual and it depends on the nature of their loss. People experience all kinds of emotions, pain and sadness that are considered normal reactions to a significant loss. While there is no right or wrong way to grieve, there are healthy ways to cope with the grief (helpguide.org). Elizabeth Kubler-Ross, a Psychiatrist invented the â€Å"five stages of grief†, based on the grieving process when negative life changes and loses happen, such as death of a loved one. The five stages of grief according to Kubler-Ross are responses that many people may go through, but there is not a typical response to loss as there is no typical loss and everyone grieves differently (helpguide.org). The five stages of grief are denial, anger, bargaining, depression and acceptance. The story of Job in the Bible is an example that displays all the stages of grief set forth by Kubler-Ross’s grief model. Job was a Christian man who followed the path of God’s will in His life. Kubler-Ross was not a Christian, and formulated the grief model from observing patients in a hospital who were dying from terminal illness. Job suffered great loss in his life and endured different stages in his grieving process but never denounced God. The five stages of grief compared and contrasted with the life of Job Denial The first response of grief according to Kubler-Ross is denial and isolation. This is a stage of shock and numbness and a time when a grieving person is trying to grasp the situation that something tragic has just happened in their life. Job is grieving at his tremendous loss., he lost his children, his wealth and health. It seemed unreal to Job that he tore his clothes, shaved his head and fell on the ground. Job 1: 21 reads â€Å"Naked I came from my mother’s womb, and naked shall I return there. The Lord gave, and the Lord has taken away; Blessed be the name of the Lord â€Å"(The Christian Life Bible). Job mourned and lamented at his loss but did not reject God. In contrast to the grief model where the patients knew they were going to die, Job even in his loss knew that he had life. Job maintained total submission to God’s plan in his life. The things of this world can become overwhelming and meaningless to those who are grieving a great loss but knowing God can help to overcome all difficulties of life. Anger Anger is the second stage of grief. According to Kubler-Ross when a patient can no longer maintain the denial stage, they enter into the stage of anger, rage and resentment and start questioning everyone and everything (Roy,A.). Job cursed the day he was born. Job3:16 illustrate his frustration and he felt that death would be easier to endure than his grief. Job is angry and felt betrayed by God. Job’s anger becomes obvious and can be seen in Job 7:11-15. According to Kubler- Ross, anger is a defense used against the primary feelings of hopelessness and helplessness (grief.com). Job is defending himself by showing his anger to ease his pain of loss. But even in his anger, Job maintains communication with God. The feeling of anger may be towards anyone, may be a person who didn’t attend the funeral, doctors, other family members, loved one who have passed (grief.com). It is natural to feel pain and deserted in this stage and finds it hard to accept the loss. Bargaining In this stage, feeling of guilt is common and trying to blame it on ourselves and questioning selves for things that could have been done different to prevent the loss. A grieving person may bargain or try to negotiate a compromise to ease their pain and try to do anything to not feel the pain of loss. For example, a Hindu friend of mine once wrote a letter to Billy Graham indicating to heal her dying mother from cancer and if the mother lives then she will convert to Christianity. That was a bargain and it did not work. Job is bargaining with God in chapter 13:20-21,† Only two things do not do to me, and then I will not hide myself from You. Withdraw your Hand far from me. And let not the dread of you make me afraid† (The Christian Life Bible). For Job, blaming God and everyone seemed natural due to the fear of taking responsibility for what has happened (faiththerapy.org). Job wants to put an end to his suffering, but instead he bowed down in humility and trusting more in God. Job did not listen to his wife’s plea to curse God and to die, but he remained in submission to God’s plan in his life. Depression According to Kubler-Ross, grief becomes deeper in this stage and feelings of emptiness and intense sadness and loss of hope invades life. When bargaining does not help, the reality of depression sets in. This is a noticeable stage as people are down and uncertain about their future. The loss of a loved one is heart breaking and a stage of depression is considered normal and appropriate in a healthy grieving process by Kubler-Ross (grief.com). It shows that the person has at least begun to accept the reality. Job 7:6 reads,† My days are swifter than a waver’s shuttle, and are spent without hope.† (The Christian Life Bible). Job is facing sadness about the situation that he is facing which is not under his control. Even though Job was depressed he never ran from God’s presence. Job 42:5-6 reads â€Å"I have heard of You by the hearing of the ear, But now my eye sees You. Therefore I abhor myself, and repent in dust and ashes (The Christian Life Bible). Acceptance During this stage according to Kubler-Ross, the person has accepted the reality of the loss of their loved ones and realizes that fighting is not going to make any difference. The loved one is no more physically present and that it is a permanent loss. Past is gone and a new future is set in front to run the race in the absence of the loved one. Job is also finally accepting the fact of his total loss and tries to resolve and come into a trusting relationship with God. In chapter 38 of Job, it displays the fact that Job finally heard from God again. This is an essential step in the grief process to restore relationships and to come in terms with life and meaning to move on with life. Through acceptance, God blessed Job again with more blessings than before and ultimately he regains his strength back. Job 42:10 reads† And the Lord restored Job’s loses when he prayed for his friends. Indeed the Lord gave Job twice as much as he had before.†(The Christian Life Bible). Conclusion From the grief model of Kubler-Ross and the story of Job from the Bible it is clear that grief is a natural process that everyone endures at some point of their life. From the theory of Kubler –Ross, the author points out that a person may or may not go through all the stages during a grieving process and the duration may not be the same and will depend on how one handles grief in their life. The component of faith is not central to Kubler-Ross’s grieving process. Job responds to his grieving situations as a normal person would respond but his tremendous faith in God enables him to overcome all obstacles and regain his joy in life. His faith alone in God carried him through such devastating times. This understanding can become a tremendous source of strength when we find ourselves facing the unthinkable. Job was a man of great integrity who loved the Lord deeply and his faith was genuine, personal and deep. Grieving is a personal experience and how a person grieves depends on their coping style, faith and the nature of loss. It is important to take care of the physical and emotional needs during a grieving process. Unresolved grief can lead to serious consequences in life that can create health problems such as depression, anxiety and substance abuse (helpguide.org). The grieving process takes time and healing happens gradually. Whatever grief a person experiences, it is important to be patient and allow the process to unfold naturally and not to be forced or hurried. References Biblical Answers for Grief. Faith Therapy. Retrieved from http://www.faiththerapy.org/Grief%20Topic.html Coping with Grief and Loss. Understanding the Grieving Process. Retrieved from http://www.helpguide.org/mental/grief_loss.htm Kubler-Ross Five Stages Model. Retrieved from http://www.change-management-coach.com/kubler-ross.html Roy, A. (1991). The Book of Job: A Grief and Human Development Interpretation. Journal of Religion and Health, 30(2). Retrieved from http://link.springer.com/article/10.1007%2FBF00988704 The Five Stages of Grief. Elisabeth Kubler-Ross & David Kessler. Retrieved from http://grief.com/the-five-stages-of-grief/ The Christian Life Bible (1998). Thomas Nelson Publishers.

Heart and Right Femoral Artery Essay

PROCEDURE: The right groin was prepped and draped in the usual fashion. Seldinger technique was used, and a 6-French sheath was placed in the right femoral artery. A local anesthetic was used and sublingual nitroglycerin was given; no heparin was used. The left and right coronary arteries were selectively opacified in the LAO and RAO projections using manual injections of Optiray. A ventriculogram was done in the RAO projection with the use of a 6-French pigtail catheter. The catheters were then withdrawn, the sheath was removed and VasoSeal applied, and the patient was sent to her room in good condition without complications. PRESSURES: Aorta 117/63, LV 110/2-6 RIGHT CORONARY ARTERY: This is a dominant vessel. There is a long segment of severe subtotal disease extending from the proximal portion to almost the mid third. The rest of this vessel also appears to be diffusely diseased. The posterior descending branch is identified and this is 80% narrowed at its ostium. There is another 90% lesion in the distal 1/3 of this vessel. The AV branch is diminutive. LEFT CORONARY ARTERY: Left main trunk is calcified and has a 60%–70% distal narrowing. Left anterior descending is severely diseased from its origin, and gives off a diagonal and septal perforator and then the LAD is totally occluded. The circumflex calcification is seen in the main trunk where moderate plaque is seen compromising the lumen about 50%–60%. The circumflex then divides into two branches; the first is the lateral branch and then a second lateral branch. The first lateral branch is severely narrowed in its proximal portion to 90%, and then has another long segment of about 75% narrowing. This does appear to be a diffusely diseased vessel. The second lateral branch also has a long segment of 90% disease distally. The terminal AV branch of the circumflex is completely occluded. LEFT VENTRICLE: End systolic and end diastolic volumes are increased. There is diffuse impairment of contractility indicating diffuse multiwall ischemia. Overall contractility is mild-to-moderately impaired with an ejection fraction of the post PVC beat being around 40% or so. No major wall segment abnormalities are noted. The mitral and aortic valves are normal. The descending aorta is slightly dilated.

Novelist of the Harlem Renaissance Essay

In Nella Larsen’s Passing, racial identity and â€Å"passing,† or traversing the color line, have multiple configurations. Clare Kendry is the character who seems to saunter undisturbed back and forth across the color line. Irene Redfield wants to maintain a strict perimeter around her life, a perimeter far from the ambiguity of the color line. Their reunion starts when Clare introduces herself to Irene at a restaurant and end with Clare’s death. It is easy to read the novel as one where Clare is dangerous to Irene’s life. After all, she brings the color line right to Irene’s doorstep. But Irene seems to be more dangerous at the end of the novel. Larsen raises the question of whether Irene pushed Clare or if she fell. Irene and Clare interpret racial identity in very different ways. â€Å"Passing† is also open to interpretation, not only because racial identity is constructed but, because Irene and Clare also negotiate boundaries of gender and sexuality. Just as she does with race, Irene maintains a strict perimeter around her sexuality and in adhering to expectations of femininity. The abandon with which Clare seems to move back and forth across the color line is the same abandon that seems to inform her sexuality and gender identity. Larsen very skillfully unsettles reader expectations by delineating a rigid character on one hand and a flexible character on the other. Then Larsen undermines those expectations over the course of the novel. A reader’s experience of race is initially confirmed by Irene and challenged by Clare but not all of the pieces of puzzle fit. Class identity, something both Irene and Clare have in common, is a consistent challenge to broad generalizations in the 1920s about what black people could do and be. Because of the way â€Å"class† and socio-economic â€Å"place† for black people was associated with extreme poverty and lack of education, a middle-class black woman could not â€Å"stay in her place. † Works Cited Davis, Thadious M. Nella Larsen, Novelist of the Harlem Renaissance: A Woman’s Life Unveiled. Baton Rouge, LA: Louisiana State University Press, 1996. Doyle, Laura. Freedom’s Empire: Race and the Rise of the Novel in Atlantic Modernity. Durham, NC: Duke University Press, 2008. Favor, J. Martin. â€Å"A Clash of Birthrights: Nella Larsen, the Feminine, and African American Identity. † Authentic Blackness: The Folk in the New Negro Renaissance. Durham, NC: Duke University Press, 1999: 81-110. Hutchinson, George. In Search of Nella Larsen: A Biography of the Color Line. Cambridge, MA: Belknap Press, 2006. Jenkins, Candice M. â€Å"Decoding Essentialism: Cultural Authenticity and the Black Bourgeoisie in Nella Larsen’s Passing. MELUS 30. 3 (2006): 129-54. Larsen, Nella. Passing: A Norton Critical Edition. Ed. Carla Kaplan. New York: W. W. Norton, 2007. Rabin, Jessica. Surviving the Crossing: (Im)migration, Ethnicity, and Gender in Willa Cather, Gertrude Stein, and Nella Larsen. New York: Routledge, 2004. Wald, Gayle. Crossing the Line: Racial Passing in Twentieth-Century Literature and Culture. Durham, NC: Duke University Press, 2000.

Importance of Quality in Different Manufacturing Processes

| Importance of Quality in different manufacturing processes| | | | | | | | TERM PAPER ————————————————- ACKNOWLEDGEMENT This term paper would not be accomplished without the generous contributions of individuals and organizations. I am very much grateful to them for their unlimited help and support. Additionally, we thank our course instructor Fateh Pal Singh who believed that I could terminate this term paper on time. His moral guidelines, endless effort, and joyful encouragement made me successful in this paper.Furthermore, I want to show our appreciation to the executives, to the librarians of LPU library, and to the lab-assistants of the computer labs, for their unlimited patience during the time of research writing. Moreover, I are also thankful to our classmates, and friends for their helps and supports. I would like to show our endless gratitude by specifying name o f FATEH PAL SINGH   for her support in this term paper. †¦Mayank Sibal†¦ ROLL NO. :RF4005B37 Contents: 1. Defination of Quality 2. Activities of Quality 3. Quality Control 4.Quality Improvment 5. Steps of Quality Improved in Manufacturing Process 6. Taguchi’s Approach to quality Engineering 7. Robust Design 8. Adverse Performance Shaping Factors DEFINITION OF QUALITY How is quality defined? It is interesting to observe how its definition varies according to the particular emphasis of quality activities. Juran (1964) defines quality as fitness for use. Crosby (1979) describes quality in terms of conformance to requirements. Deming (1986) says that quality is concerned with the present and future needs of the customer.For Feigenbaum (1983) quality is to do with the combined product characteristics of engineering and manufacture that determine the degree to which the product will meet the expectations of the customer. Taguchi (1986) defines quality as the loss a prod uct causes society once it has been shipped, apart from any losses caused by its intrinsic functions. According to ISO 8402 (International Organization for Standardization,1986), quality is the totality of features and characteristics of a product or service that have a bearing on its ability to satisfy stated or implied needs.Recently, the most widely used definition is that of ISO 9001 (2000). It says that a quality is a characteristic that a product or service must have. For example, products much be reliable, useable, and repairable. These are some of the characteristics that a good quality product must have. Similarly, service should becourteous, efficient, and effective. These are some of the characteristics that a good quality service must have. In short, a quality is a desirable characteristic. However, not all qualities are equal. Some are more important than others. The most important qualities are the ones that customers want.These are the qualities that products and serv ices must have. So providing quality products and services is all about meeting customer requirements. ACTIVITIES OF QUALITY In the manufacturing industry, activities concerned with quality can be divided into six stages: 1. Product planning: planning for the function, price, life cycle, etc. of the product concerned. 2. Product design: designing the product to have the functions decided in product planning. 3. Process design: designing the manufacturing process to have the functions decided in the product design. 4.Production: the process of actually making the product so that it is of the designed quality. 5. Sales: activities to sell the manufactured product. 6. After-sales service: customer service activities such as maintenance and product services. * Note that there are three different characteristics of quality in an overall quality system in the manufacturing industry: 1. Quality of design: quality of product planning, product designand process design. 2. Quality of conforma nce: quality of production. 3. Quality of service: quality of sales and after-sales services. Nowadays, these three aspects of quality are equally important in the manufacturing company. If any one of them is not up to the mark, then the overall quality system is unbalanced, and the company will face serious problems. Quality control Quality control is a process by which entities review the quality of all factors involved in production. This approach places an emphasis on three aspects: 1. Elements such as controls, job management, defined and well managed processes performance and integrity criteria, and identification of records 2. Competence, such as knowledge, skills, experience, and qualifications 3.Soft elements, such as, personnel integrity, confidence, organizational culture, motivation, team spirit and quality relationships. 4. The quality of the outputs is at risk if any of these three aspects is deficient in any way. Quality control emphasizes testing of products to uncov er defects, and reporting to management who make the decision to allow or deny the release, whereas quality assurance attempts to improve and stabilize production, and associated processes, to avoid, or at least minimize, issues that led to the defects in the first place. ———————————————— Quality improvement There are many methods for quality improvement. These cover product improvement, process improvement and people based improvement. In the following list are methods of quality management and techniques that incorporate and drive quality improvement: 1. ISO 9004:2008 — guidelines for performance improvement. 2. ISO 15504-4: 2005 — information technology — process assessment — Part 4: Guidance on use for process improvement and process capability determination. 3.QFD — quality function deployment, also known as the house of quality appr oach. 4. Kaizen  Ã¢â‚¬â€ Japanese for change for the better; the common English term is  continuous improvement. 5. Zero Defect Program — created by NEC Corporation of Japan, based upon  statistical process control  and one of the inputs for the inventors of Six Sigma. 6. Six Sigma  Ã¢â‚¬â€ 6? , Six Sigma combines established methods such as statistical process control,  design of experiments  and  FMEA  in an overall framework. 7. PDCA  Ã¢â‚¬â€ plan, do, check, act cycle for quality control purposes. Six Sigma's  DMAIC  method (define, measure, analyze, improve, control) may be viewed as a particular implementation of this. ) 8. Quality circle  Ã¢â‚¬â€ a group (people oriented) approach to improvement. 9. Taguchi methods  Ã¢â‚¬â€ statistical oriented methods including quality robustness, quality loss function, and target specifications. 10. The Toyota Production System — reworked in the west into  lean manufacturing. 11. Kansei Engin eering  Ã¢â‚¬â€ an approach that focuses on capturing customer emotional feedback about products to drive improvement. 12.TQM —  total quality management  is a management strategy aimed at embedding awareness of quality in all organizational processes. First promoted in Japan with the Deming prize which was adopted and adapted in USA as the  Malcolm Baldrige National Quality Award  and in Europe as the  European Foundation for Quality Management  award (each with their own variations). 13. TRIZ  Ã¢â‚¬â€ meaning â€Å"theory of inventive problem solving† 14. BPR —  business process reengineering, a management approach aiming at ‘clean slate' improvements (That is, ignoring existing practices). 5. OQM — Object-oriented Quality Management, a model for quality management. Proponents of each approach have sought to improve them as well as apply them for small, medium and large gains. Simple one is Process Approach, which forms the bas is of ISO 9001:2008 Quality Management System standard, duly driven from the ‘Eight principles of Quality managagement', process approach being one of them. Thareja[4]  writes about the mechanism and benefits: â€Å"The process (proficiency) may be limited in words, but not in its applicability.While it fulfills the criteria of all-round gains: in terms of the competencies augmented by the participants; the organisation seeks newer directions to the business success, the individual brand image of both the people and the organisation, in turn, goes up. The competencies which were hitherto rated as being smaller, are better recognized and now acclaimed to be more potent and fruitful†. [5]  The more complex Quality improvement tools are tailored for enterprise types not originally targeted. For example, Six Sigma was designed for manufacturing but has spread to service enterprises.Each of these approaches and methods has met with success but also with failures. Some of the common differentiators between success and failure include commitment, knowledge and expertise to guide improvement, scope of change/improvement desired (Big Bang type changes tend to fail more often compared to smaller changes) and adaption to enterprise cultures. For example, quality circles do not work well in every enterprise (and are even discouraged by some managers), and relatively few TQM-participating enterprises have won the national quality awards. There have been well publicized failures of BPR, as well as Six Sigma.Enterprises therefore need to consider carefully which quality improvement methods to adopt, and certainly should not adopt all those listed here. It is important not to underestimate the people factors, such as culture, in selecting a quality improvement approach. Any improvement (change) takes time to implement, gain acceptance and stabilize as accepted practice. Improvement must allow pauses between implementing new changes so that the change is stabi lized and assessed as a real improvement, before the next improvement is made (hence continual improvement, not continuous improvement).Seven step quality manufacturing process improvement Improving quality manufacturing processes can result in decreased waste, better quality products, and an overall improvement in customer satisfaction. The following are tips for seven step quality manufacturing process improvement. Before you start, however, you will want to develop a committee that is in charge of overseeing the steps and making sure they come to fruition. It's best to involve the whole company if possible, but in the beginning a committee can help to ensure the steps are completed and taken from beginning to end.Step one: The first step is to define the actual process. This is important as it provides a foundation for improving your processes. During this first step, you should name the process and its purpose, as well as its starting and ending points, inputs and outputs, and y our overall requirements. It would also be a good idea to identify the customers and suppliers who will be affected by this process Step two: The next step involves identifying areas of improvement that are needed. This process is usually done by selecting a random sampling of a particular product that is being manufactured.This product is then tested for a variety of things that will have an impact on the end user and consumer. This can include durability, materials, toxicity, and so forth. There are a number of ways to go about this in manufacturing. Some of the more common areas of improvement in manufacturing include disintegration of parts, loose fasteners, and so forth and should be a main focus. Step three: Identify potential solutions for the problems. Once the problems have been identified, it is important to then find solutions for them. Brainstorm ith the committee, or consult specialists or higher ups in the manufacturing plants that can help you to arrive at the best po ssible solution. Additionally, you will want to get feedback from those who work on or with the process on a daily basis. Step four: After you have identified problem areas and then brainstormed for improvements, step four involves developing a more detailed solution for each problem area. In detailing how to solve the problem, include a budget, determine what personnel are necessary for making the improvements, conduct a projected cost analysis, and a time frame for completing the overall improvements.You will also need to determine how the rest of the manufacturing plant will be affected by this and whether it will slow production at any level. Step five: Put your plan into action. After a detailed plan has been made, it is time to implement it to improve your processes. Now is the time to involve everyone, from the highest levels of management in the manufacturing company down to the workers who utilize the process. Step six: Evaluate. Once you have put your plan into action and have achieved the results from it, you will need to evaluate your improvement process as a whole.Ask yourselves if the process had its desired effect. Was the process successful? Did it fix the problem? Did it eliminate waste? Did you implement the improvements on time and within budget? All of these factors should be taken into consideration. Step seven: Continue to repeat steps two and six as often as necessary to achieve improvement within the manufacturing plant. The overall goal is to decrease the need for a committee, and instead have all members of the plant continually working to improve. TAGUCHI’S APPROACH TO QUALITY ENGINEERINGA product’s cost can be divided into two main parts: before sale and after sale to the customer. The costs incurred before sale are the manufacturing costs, and the costs incurred after sale are those due to quality loss. A defective product which is scrapped or reworked prior to shipment is viewed by Taguchi as a manufacturing cost to the company, but not a quality loss. Qualityengineering is an interdisciplinary science which is concerned with not only producing satisfactory products for customers but also reducing the total loss (manufacturing cost plus quality loss).Hence, quality engineering involved engineering design, process operations, after-sales services, economics and statistics. Taguchi’s impact on the concept of quality control in the manufacturing industry has been far-reaching. His quality engineering system has been used successfully by many companies in Japan, the USA and elsewhere. Recently it is reported that several companies in Korea have used his methods with great success. He emphasizes the importance of designing quality control into the manufacturing processes.Also, he stresses that quality variation is the main enemy of quality engineering and that every effort should be made to reduce the variation in quality characteristics. Taguchi extensively uses experimental design primarily as a tool to design products more robust (which means less sensitive) to noise factors. Robust design is an engineering methodology for optimizing the product and process conditions which are minimally sensitive to the various causes of variation, and which produce high-quality products with low development and manufacturing costs. Taguchi’s parameter design is an important tool for robust design.His tolerance design can be also classified as a robust design. In a narrow sense robust design is identical to parameter design, but in a wider sense parameter design is a subset of robust design. Two major tools used in robust design are: * signal-to-noise ratio, which measures quality with emphasis on variation. * orthogonal arrays, which accommodate many design factors (parameters) simultaneously. References: 1. Internet: www. mitlecture. com www. wikipidia. com www. google. com/books 2. Books: 1. Kalpeak Jain 2. â€Å"Fundamental of Morden Manufacturing† By, Mp Grover