7 Correctional Models

[pic] SUBJECT SYLLABUS Prepared by: Bonifacio A. de Lara, Jr. SUBJECT CODE:Computer 1/10 COLLEGE OF NURSING AND MIDWIFERY Diploma in Midwifery COLLEGE OF ARTS SCIENCES AND SOCIAL WORKS Bachelor of Arts and BSSW COLLEGE TEACHER EDUCATION BSE and BEEd COLLEGE OF BUSINESS EDUCATION BSTHRT, ATHRT, BSBA, 2 Year Certificate in Computer Secretarial and BSOA COLLEGE OF THEOLOGY ABTheo, BPTheo and BRE-ECE SUBJECT TITLE:Introduction to Computer Science and Programming Concepts UNITS:3 Units PRE-REQUISITE:None TYPE OF SUBJECT:Minor FACULTY:Bonifacio A. de Lara, Jr. TERMS:First Semester / Second SemesterROOMS:EZE 201/ST 104 SUBJECT DESCRIPTION: This course is designed to teach the students the basics of computer education. It was designed in a manner that will allow the students to acquire a ladder-type education in information technology. SUBJECT PURPOSE OVERVIEW: Computer 10 is a course that enables students to familiarize themselves with the use of basic operations of a computer such as opera ting system, windows applications such as Microsoft Word, Microsoft Excel, and Microsoft PowerPoint with version 2003, respectively. STUDENTS’ PERFORMANCE EVALUATION: 1. Class Standing (CS) 2/3 of the TERM GRADE Attendance – students should not incur absences of more than 20% of the required attendance. Each absence would mean reduction of attendance rate by one step. †¢ Quizzes – there must be at least two quizzes per term period. Each quiz should contain ten to fifteen questions. †¢ Unit Test – there must be at least one unit test per term period. Each unit test should contain 20 to 30 points / question. †¢ Assignments – assignments should be given to students to further broaden their horizon on the subject matter. This must be given equivalent rating for purpose s of computing the term grade. Graded Recitation – this should be given once every term grade. †¢ Other Factors – other factors which should be determin ed at the start of classes may be included depending upon the nature of the course, like projects, term papers, research works, workbooks, etc. For the above purpose, each factor or item should be assigned a corresponding percentage. The total weight of the Class Standing is equal to 2/3 of the total term grade. 2. Term Test (1/3) †¢ Prelim Test (PT) †¢ Midterm Test (MT) †¢ Final Test (FT) In determining the term grade, the Term Test is equal to 1/3 of the Class Standing in each term period. 3.Formula in Computing the Term Grade †¢ PG = [(CS X 2) + PT] / 3 †¢ MG = {[(CS X 2) + MT] / 3} 2 + PG 3 †¢ FG = {[CS X 2) + FT] / 3}2 + MG 3 NCC THEME The Administration, Faculty, Staff and Students of Northern Christian College N – Nurtured in Christ C – Centered in Christ C – Committed in Christ NCC CREDO Northern Christian College seeks a life of faith, learning and action that will develop the person into becoming intellectually competent a nd honest, morally and ethically sensitive, and creatively aware and responsive to the needs, aspirations and realization of Just, Free and Responsible Christian social order. NCC MISSIONThe Mission of Northern Christian College is the training of the spiritual, intellectual, social and physical faculties of the youth of the Philippines with special emphasis upon the development of Christian character as exemplified by the life and teaching of Jesus Christ. NCC VISION A just free and responsible community made up of people who are intellectually competent and honest and morally and ethically sensitive to the needs and aspiration of the society I. SOFTWARE – set of instructions written in a code / programs Computers do something you probably wish people did: they do exactly what you tell them to do.They follow instructions. In fact, the only thing they do is follow instructions. Without instructions, they just sit there, as useless as that proverbial bump on a log. A list of i nstructions that tells a computer what to do is called PROGRAM or SOFTWARE. TYPES OF SOFTWARE I. SYSTEM SOFTWARE – designed to allow the computer to manage its own resources and run basic operations. A. OPERATING SYSTEM -is a collection of programs that oversees all computer operations. Examples: 1. DOS 5. 0/DOS 6. 0 [pic] 2. Linux [pic] 3. Unix [pic] 4. Windows 3. 00, 3. , 95, 98, ME, 2000, XP, Vista, 7, 8 [pic] B. PRORAGRAMMING LANGUAGES Levels of Languages: a. Machine Lang – represents data 1’s & 0’s (Binary Nos. ) b. Assembly Lang. – low – level (Uses Mnemonic Codes) [pic] c. High – Level Lang. – Procedural [pic] d. Very High – Level Lang. – OOP or 4GL’s [pic] e. Natural Lang. [pic] II. APPLICATIONS SOFTWARE – designed and written to perform a particular kind of work/task; allows to increase productivity and creativity A. WORD PROCESSING – is an application program designed for manipulatin g text; used for writing, editing and rewriting.Examples: 1. Wordstar 2. MS-Word 3. Pagemaker 4. WordPerfect [pic][pic][pic] B. SPREADSHEET – Is a microcomputer program that provides increased calculation accuracy, easy updating, and the ability to recalculate column and row totals quickly under different sets of assumption. Examples: 1. Lotus 123 2. MS-Excel 3. Quattro Pro [pic][pic][pic] C. DATABASE MANAGEMENT SYSTEM – A software used to organize, analyze, search for update, and retrieve data. Purpose: Is to organize collections of data. Examples: 1. Dbase Plus 2. Foxbase 3. Access 4. Visual BasicAny collection of data can be made easier to maintain and much more accessible: membership files, checking accounts, restaurant reservations mailing lists, employee records. [pic][pic][pic][pic] D. GRAPHICS PROGRAMS – software that lets you create pictures 1. Paint Programs- used to create bit-mapped images. Examples: Paint, Adobe Photoshop 2. Draw Programs – c reate object-oriented images. Tools to draw lines, rectangles, circles and ovals. 3. Presentation Programs is designed to further assist the user in creating and generating professional looking such as slides, visuals effects and sounds. the most meaningful of this program is its multimedia Presentations can be supplied movies, music and animation. Examples: CorelDraw Presentation, PowerPoint, 4. Computer-Assisted Design (CAD) – used to produce three-dimensional images composed of circles, arcs, and straight lines. – it create any object, whether it’s a house, ship engine, bottle, or sneaker. Examples: AutoCAD E. DESKTOP PUBLISHING – Is designed to create publishing programs such as newsletters, brochures, cards, forms and business memos. Examples: Print Artist, Publisher, CorelDraw, Newsmaster, Photoshop, F.EDUCATION AND TRAINING – Is designed primarily for academic and training. TYPES OF EDUCATIONAL SOFTWARE: 1. Tutorials – programs use st ep-by-step instructions to teach facts, skills, and concepts. Tutorials are rather like textbooks, except that they are interactive. Example: How to operate a piece of equipment, use punctuation, read music, play the guitar and program computer. 2. Drill and practice – programs are used to reinforce skills in subjects such as arithmetic, spelling, speed reading, foreign languages, and typing. 3. Simulations – programs imitate real events. It reinforce facts and concepts. How do you pilot a plane? -What decisions need to be made to improve your candidate's chances of election? -What challenges would you as head, and how would you handle those challenges? G. GENERAL BUSINESS PROGRAMS – Software that help people run their businesses. Example: 1. If you’re thinking of launching a new product or business, there are programs designed to help you develop and implement a business plan. 2. If you don’t have an employee manual, there are programs that contai n dozens of company policy statements, which you can use verbatim or edit to meet your specific needs. Examples of GBPs 1.Accounting software – record financial transactions, prepares invoices, calculates each employee’s taxes and other deductions. 2. Project Management Software – helps managers plan and keep track of the tasks resources, time schedules, and cost of project. 3. Statistical Packages – are powerful tools that use a variety of calculations to analyze large sets of data. 4. Decision Support Tools – designed to help define the important criteria involved in making a particular decision. -Assigning a numerical value, or weight, to each criterion. Then you score each of your options to see which ranks highest. H.SELF-IMPROVEMENT PROGRAM – These are computer programs for almost personal interest or activity. This small sampling gives you a sense of the scope of what’s available: 1. Garden planners – help you choose pla ns best suited for your geographical area, lay out your garden, and determine optimal planting and harvesting dates. 2. Geneology program – help you organize information about your ancestors and create family trees. 3. Home inventory programs – for people who have everything, or at least want to protect everything they have against financial loss in case of fire, theft, or natural disaster. . Wedding planners – help people prepare guest lists, schedule events, choose honeymoon destinations, and keep tract of estimated and actual expenses. HEALTH AND FITNESS 1. Medical programs – provide information on diseases, injuries, medical tests, immunizations, nutrition, dieting, and fitness, and make diagnoses based on an analysis of your symptoms. 2. Biofeedback programs – designed to teach you how to handle stress, how to relax, even how to control blood pressure and heart rate. MONEY MATTERS 1.Money managers– organized your bills, write checks, re concile accounts, track insurance policies, set up stock and bond portfolio rate. 2. Tax programs– guide you through tax preparation, from compiling the necessary data to printing out tax forms for federal and state income taxes.. I. ENTERTAINMENT PROGRAM – Designed for enjoyment. GAME SOFTWARE 1. Arcades – Games that let you shoot at aliens or some other targets and try to pile up ever-higher scores. 2. Fantasy role-playing games – Text-based stories in which you constantly have to make decisions: Which path should I follow?Are these people to be trusted? What’s the meaning of riddle? Is this safe drink? 3. Games of chance and skill – Electronic versions of card games such as bridge and poker, board games such as Monopoly and Scrabble, and TV shows such as Jeopardy, and Wheel of Fortune. 4. Simulations – games that use graphics and sound effects to imitate real-life situations, giving you the chance to live vicariously as you pilot a jet fighter, drive a Formula One car, play pool. J. UTILITY PROGRAMS – Designed to perform certain housekeeping and maintenance tasks.They improve your efficiency of your computer system, protect the system against various disasters. *Most utilities are memory-resident program. They remain in the computer’s memory at all times. You can access them instantly, even when you’re in the middle of an application. *Many utilities are packaged with operating systems and application programs. Example: -utilities include with MS-DOS can display a list of files stored on a disk, copy files. -Erase unwanted files on a disk. -Spell checkers and thesauruses included in the word processing packages also can be a thought of as utilities.ADDITIONAL UTILITIES THAT ARE SOLD SEPARATELY, useful utilities include: 1. File recovery program – used to recover files that are mistakenly erased from a floppy or hard disk. 2. Compressors –used to compress data, giving extra s pace to fit more files into a hard or floppy disk. 3. Macro makers –performing the same sequence of commands over and over is time-consuming. 4. Printer utilities –programs enhance printer operations by allowing to schedule print times, drive multiple printers simultaneously, print spreadsheets sideways. 5. Screen Savers–designed to unburned images into the screen. 6.Anti-virus – protect computers and computer networks against programs called Virus. K. MULTIMEDIA – Designed to perform editing, recording/ rewriting, designing movies and other media related. You can listen music and watch movies. Text and graphics can be enhanced to with audio, video, and animation by using the techniques of multimedia production. VISUAL DATA †¢ Data used in presentation or free-drawing graphics package is already digitized for storage and processing by a computer. A toolbox in multimedia software allows a developer at the video firm to examine and edit, frame b y frame, a video.L. COMMUNICATION SOFTWARE – allow a PC equipped w/ a modem to connect w/ other PC through phone lines to exchange information. IX. MICROSOFT OFFICE EXCEL [pic] [pic] [pic] [pic] A. WHAT IS A M. S. EXCEL-Experimenting in a Cell ? Developed by Microsoft Corporation ? An electronic spreadsheet used to manipulate numerical data with formulas and built-in functions ? Consist of 65,536 rows 256 columns ? An Excel file is a workbook B. FEATURES 1. The keyboard is used for data entry. 2. Performs various mathematical operation. 3. Worksheets can be saved and retrieved for further editing. . Automatic calculations. 5. Supports database, graphics, embedding objects and presentations. 6. Cross-referencing of multiple sheets. 7. Creating multiple charts. 8. Multiple levels of Undo C. WHY DO WE USE EXCEL 1. It helps the data to be manipulated repeatedly 2. Facilitates changes made to the figures 3. Auto computation of correction 4. Data are enhanced by its various graphic al presentation 5. It is a user friendly program 6. Avoid repetition of work 7. Saves storage space [pic][pic][pic][pic] D. USES OF EXCEL 1. Preparation of Financial Reports . Sales and Costs Analysis 3. Stock and Inventory Control 4. Effective in Sales Forecasting 5. for Budgeting E. PERFORMING CALCULATION Formulas – procedures used to solve a specific mathematical problem Arithmetic operators – mathematical symbols used in formulas; identify the process or action to be taken in order to solve the problem Operand ExampleOperatorsSymbols Constant value 2Addition + Cell reference A1Subtraction – Range reference A1:B2Multiplication * Label Jan SalesDivision / Range name RevenuePercent % Function Sum(A1:B4)Exponential ^Syntax – format understood by a program in order to properly execute and implement a process * Microsoft Excel syntax, includes an equal sign (=) followed by the operands and the operators like Examples:= 2 + 3 = A1 – B6 =3 * A5 =Sales / Months =5 ^ 4 [pic][pic][pic][pic] Operator precedence Operator Description : (colon) (single space)Reference Operators , (comma) – Negation (as in –1) % Percent ^ Exponentiation * and / Multiplication and division + and – Addition and subtraction & Connects two strings of text (concatenation) = ; ; = Comparison Relative References when a formula is created, references to cells or ranges are usually based on their position relative to the cell that contains the formula; when you copy the formula, Excel will automatically paste the adjusted references in the destination cells relative to the position of the formula Absolute References †¢ used when you do not want to adjust the references in formula when copying Functions †¢ predefined formulas that perform calculations by using specific values called arguments, in a particular order or structure †¢ arguments can be constants, formulas or functions Other commonly used functions are shown in the fo llowing table. Function Name Description Result MAX()Find the largest number from the arguments =MAX(20,25,15)Result: 25 MIN() Find the smallest number from the arguments=MIN(20,25,15) Result: 15 AVERAGE() Find the average for the arguments =AVERAGE(20,25,15) Result: 20 COUNT() Counts number of cells that contains=COUNT(1,4,B,3,20) number from the argumentsResult: 4 COUNTA() Counts number of cells that are not=COUNTA(1,4,B,3,20) empty from the argumentsResult: 5 *Some functions do not need an argument in the parenthesis.Function NameDescription Result Today() Returns current date =Today()Result: 9/4/03 Now() Returns current date and time =Now()Result: 9/4/03 12:20 ADVANCED FORMULAS Using Logical Functions †¢ help you compare the values or expression hat Excel can evaluate as TRUE or FALSE. Excel then uses the results to perform actions or return the answers you are looking for. A. IF Function Syntax:=IF(logical_test,value_if_true,value_if_false) Logical Test – used to co mpare the values/expressions that can be evaluated as TRUE or FALSE; â€Å" † – used for text returnsValue_if_true = value that is returned if the logical test is true; return the word TRUE if leave blank Value_if_false = value that is returned if the logical test is false; return the word FALSE if leave blank B. NESTED IF Function – used if there are few conditions and few return values C. OR Function †¢ to evaluate if ANY of the arguments (logical test) is TRUE †¢ up to 30 arguments can be used; as long as one of the †¢ as long as one of the arguments is true, it will return a TRUE Syntax:=OR(logical_test1,logical_test2,†¦.. ) Example ReturnOR(TRUE,TRUE,TRUE) TRUE OR(TRUE,TRUE,FALSE) TRUE OR(FALSE,TRUE,FALSE) TRUE OR(FALSE,FALSE,FALSE) FALSE D. AND Function †¢ to evaluate if ALL of the arguments (logical test) is TRUE †¢ up to 30 arguments can be used; as long as one of the †¢ as long as one of the arguments is false, it will return a FALSE Syntax:=AND(logical_test1,logical_test2,†¦.. ) Example Return AND(TRUE,TRUE,TRUE) TRUE AND(TRUE,TRUE,FALSE) FALSE AND(FALSE,TRUE,FALSE) FALSE AND(FALSE,FALSE,FALSE) FALSE E. COUNT IF Function †¢ Counts the number of cells within the range that meets the riteria †¢ Range – cells that you want to compare with criteria †¢ Criteria – condition in a form of text, number or expression that defines which cells will be counted Syntax: =COUNT IF(range, criteria) G. PARTS OF MS EXCEL [pic] 1. Title Bar – Displays the program name and the workbook name you are working on. 2. Menu Bar – Displays and access the drop-down menus that contain the Excel command options. 3. Standard Toolbar – Contains a number of buttons, which you click using the mouse, to carry out some of the more commonly used command options. 4.Formatting Toolbar – Contains a number of buttons that help you change the format or appearance of text, such as bold and underlined. 5. Name Box – Shows the selected cell, drawing object or chart item. You can also name a selected cell / range or move to the selected cell / range. 6. Formula Bar – Displays the content (value or formula) of the active cell. You can also edit the formula using the formula bar. 7. Active Cell – The selected cell in which data is entered when you begin typing. Only one cell is active at a time. The active cell is bounded by a heavy border. 8.Column Heading – Shows the column reference letter. 9. Row Heading – Shows the row reference number. 10. Sheet Tab – Shows the sheet name. 11. Horizontal Scroll Bar or Vertical Scroll Bar –Help you to scroll through your worksheet using the mouse. 12. Status Bar – Displays information about a selected command or an operation in progress. The right side of the status bar shows whether the keys (CAPS LOCK, SCROLL LOCK, or NUM LOCK) are turned on. 13. Task Pane – Display useful common tasks such as creating and opening a workbook. There are task panes with different contents that help you do your work.The contents of the task pane is context-sensitive, depending on what task you are performing. H. KEYBOARD PRESS Press Move to: > One cell to the right One cell to the left v One cell to the down ^ One cell to the up + > Last cell to the right of the current region + First cell to the left of the current region + v Last cell to the bottom of the current region + ^ First cell to the top of the current region First cell in the row + First cell in the worksheet + Last cell in the worksheet which contains data Page Down One screen down Page Up One screen up + Page Down One screen right Page Up One screen up I. CREATING VARIOUS CHART TYPES Chart ? graphic representation of worksheet data that interprets information, analyzes and compares data clearly ? can be formatted by adding a legend, chart title, adding pictures, markers or make an embedded ch art ? visually appealing and make it easy for users to see comparisons, patterns, and trends in data Chart Wizard ? a series of dialog boxes that lead you through all the steps necessary to create an effective chart 1. How to Create a Chart ? Using Chart Wizard ? Using Chart toolbar 2.Create a Chart Using the ChartWizard ? Choose the data range you want to chart. ? Be sure to include the data you want to chart, the column and row labels in the range. ? Click the ChartWizard form the Toolbar. ? Select Chart Type. ? Choose the Chart sub-type. ? Click Press and Hold the view sample button to preview the selection. ? Choose Next. Make sure the correct data range is selected. ? Select the appropriate Chart option button to plot data series in row or in columns. ? Choose Next. ? Select the Chart Location you want to place the chart on a new sheet or on an existing sheet. If you choose to place the chart on existing sheet rather than on a new sheet, the chart is called Embedded Objects. ? Click Finish. 3. Enhancing a Chart ? You may choose the Format menu and click Select e. g. Select Chart Title or double-click a particular object. ? Chart Toolbar Icons: †¢ Chart Object – Indicates the name of the selected object †¢ Format – The properties of the object †¢ Legend – To turn ON/OFF the legend †¢ Data Table – To turn ON/Off the display of the data †¢ By row – Selects data series in a row †¢ By Column – Selects data series in a column †¢ Angle Text – Text Alignment . Adding a Title ? Choose a chart to which you want to add a title to. ? Click the Chart menu, and then click Chart options. ? Choose Titles. ? Type the text you want for the title of chart. ? To add a title to the x-axis press Tab and Text. ? If you want a second line for the x or y-axis, press Tab to move to the second category or Value box, and then type the title text. ? Preview the Title(s) you add. 5. Adding or Deleting a Legend ? Choose the chart you want to add or delete a legend. ? Click the Legend from the Chart toolbar, and drag the legend to move it to its new location. . Adding a Text Box ? Click the Arrow icon. ? Move the mouse to the location where you want the arrow to be placed. ? Click and drag to the new position, then release the mouse. 7. Adding a Pattern and Border to the Text ? Double-click the text you want to format, or select the text, then choose the Format menu, and select the Patterns. ? Choose the Border style you want from the options on the left side of the dialog box. ? Press Enter. 8. Select a Different Chart Type ? For most 2-D charts, you can change the chart type of either a data series or entire charts. For the bubble charts, you can only change the type of the entire chart. ? For 3-D charts, changing the chart type affects the entire chart. ? For 3-D bar and column charts, you can change a data series to the cone, cylinder, or pyramid type. 9. Changing the Chart Typ e ? To change the chart type, perform any of the following: †¢ For the entire chart, click Chart. †¢ For the data series, click the Data Series. ? On the Chart menu, click Chart Type. ? On the Standard Types tab, click the Chart type you want. If you are hanging the chart type for one-data series and not the entire chart, be sure the Apply to Selection check box is selected. †¢ To apply the cone, cylinder, or pyramid chart type to a 3-D bar or column data series, click Cylinder, Cone or Pyramid in the Chart Type box on the Standard types tab, and then select the Apply to Selection check box. 10. Rotate Chart Title Text or Axis Text ? Click the title or the axis you want to format. ? If you clicked a chart title, click Selected Chart Title on the Format menu. †¢ If you clicked an axis title, click Selected Axis or Selected Axis Title ion the Format menu. Check the Alignment tab. †¢ If you don’t see the Alignment tab, click Cancel, click Outside of the text you want to format and then repeat the procedure. ? To rotate text, under Orientation, click a degree point, or drag the indication to the position you want. ? Note: When you have more than on level or category axis labels, only the first level can be rotated. 11. Select Chart Items ? Click the Chart item you want. †¢ The data series, data labels, and the legend have individual elements that can be selected after you select the group. 12. Changing the View of a 3-D Chart ? Click the 3-D chart you want to change. Select the options you want. When the Right Angle Axis check box is cleared, you can set the Perspective and Height options. †¢ When the Right Angle Axis check box is selected, you can either set the Height option or turn the Auto Scaling option on. 13. Changing the Rotation and Elevation in a 3-D Chart ? Using the menus: †¢ Click the 3- Chart you want to change. †¢ On the Chart menu, click 3-D View. †¢ Select the options you want. ? Using the m ouse: †¢ Click the intersection of any two axes to select the corners of the chart. †¢ Drag a corner to adjust the elevation and rotation in the chart. 14.Changing Number Formats in Charts ? If you change the number formatting in a chart, the number formatting is no longer linked to the worksheet cells. †¢ To format labels along an axis, double-click the appropriate axis. To format the data labels or a trend line label, double-click the item. †¢ On the number tab, select the options you want. 15. Printing a Chart ? Select the File menu, and choose the Page Setup command. ? Click the Page Setup button if you made some changes in the settings. ? Click the File menu, and choose the Page Setup command. ? Select the chart size button for the option you want. Press Enter. ? Choose the File Print Preview command if you want to view the chart in the Preview mode before it is printed. ? Click the File menu, and click the Print command. The Print Dialog Box appears on the screen. ? Click Enter. 16. Printing an Embedded Chart Embedded Chart ? chart that is placed on a worksheet rather than on a separate chart sheet; useful when you want to view or print a chart on a PivotChart Report with its source data or information in a worksheet; you can adjust where the chart will print on the page by sizing and moving the chart with the mouse in page Break View ?Click the worksheet outside the Chart area. ? Click Page Break Preview in the View menu. 17. Printing a Chart Sheet ? Click the tab from the Chart Sheet. ? Click Page Setup on the File menu. ? Select the options you want on the Chart tab. J. SAVING AN EXCEL 1. From the menu, click File ;; Save As. The Save As dialog box appears. [pic] 2. In the File name box, type Excel Training. Excel has already entered a placeholder name in the File name box before you type your own file name. Since the name is highlighted. You just need to type in the new file name to overwrite it without having to click in the box. pic] 3. Click the Save button. The file is saved in the default folder My Documents folder. K. Formatting Cell Using Menu Options You can format the cell using Format Cells dialog box from the menu. From the menu, click Format ;; Cells, the Format Cells dialog box appears as shown below. [pic] Tab Description Number Specify the format style of the context in a cell. Alignment Specify text alignment, text control and text orientation. Font Specify font, font style, font size, font color, font effect and underline. Border Specify border color and line style.Patterns Specify the cell pattern and color. Protection Protect the cell to be locked to avoid changes and formula to be hidden from viewer. L. TOOLBARS 1. The Standard toolbar [pic] This entire toolbar could become a floating window by double-clicking on the control bar at the far left end of this toolbar. That gives the following window, which can be placed anywhere on the screen: [pic] This toolbar can be restored to its origin al position by clicking in the gray bar at the top and dragging it back to the top of the screen. Push the top of the window up to the bottom of the menu bar. Function of commonly used buttons | |[pic] |Creates a new blank document based on the default template |[pic] |Opens or finds a file | |[pic] |Saves the active file with its current file name, location and file format |[pic] |Prints the active file – for more print options go to the File menu and select Print| |[pic] |Print preview – Shows how the document will look when you print it. [pic] |Spelling, grammar and writing style checker | |[pic] |Cut – Removes the selection from the document and places it on the clipboard |[pic] |Copy – Copies the selected item(s) to the clipboard | |[pic] |Paste – Places the content of the clipboard at the insertion point |[pic] |Format painter – Copies the format from a selected object or text and applies to | | | | |other objects or text | |[pic] | Undo – Reverses the last command, use pull-down menu to undo several steps |[pic] |Redo – Reverses the action of the Undo button, use the pull-down menu to redo | | | | |several steps | |[pic] |Auto Sum – Adds numbers automatically, and suggests the range of numbers to be added|[pic] |Sort Ascending – Sorts selected items from the beginning of the alphabet, the lowest| | | |number or the earliest date | |[pic] |Sort Descending – Sorts selected items from the end of the alphabet, the highest |[pic] |Chart Wizard – Guides you through the steps for creating an embedded chart (graph) | | |number or the latest date | | | |[pic] |Displays or hides the Drawing toolbar |[pic] |Zoom – Enlarge or reduce the display of the active document | 2. The Formatting toolbar [pic] This entire toolbar could become a floating window by double-clicking on the control bar at the far left end of this toolbar. That gives the following window, which can be pla ced anywhere on the screen: [pic] This toolbar can be restored to its original position by clicking in the gray bar at the top and dragging it back to the top of the screen. Push the top of the window up to the bottom of the menu bar. Function of commonly used buttons | |[pic] |Changes the font of the selected text |[pic] |Changes the size of selected text and numbers | |[pic] |Makes selected text and numbers bold |[pic] |Makes selected text and numbers italic | |[pic] |Underlines selected text and numbers |[pic] |Aligns to the left with a ragged right margin | |[pic] |Centers the selected text [pic] |Aligns to the right with a ragged left margin | |[pic] |Merge and Center – Merges two or more selected cells and centers the entry |[pic] |Currency Style – Formats selected text to display currency style | |[pic] |Percent Style – Formats selected cells to display percent |[pic] |Comma Style – Formats selected cells to display commas in large numbers | |[pic ] |Increase Decimal – Increases the number of decimals displayed after the decimal point|[pic] |Decrease Decimal – Decreases the number of decimals displayed after the | | | | |decimal point | |[pic] |Decreases the indent to the previous tab stop |[pic] |Indents the selected paragraph to the next tab stop | |[pic] |Adds or removes a border around selected text or objects |[pic] |Marks text so that it is highlighted and stands out | |[pic] |Formats the selected text with the color you click | | | 3. The Drawing toolbar [pic] This entire toolbar could become a floating window by double-clicking on the control bar at the far left end of this toolbar. That gives the following window, which can be placed anywhere on the screen: [pic] This toolbar can be restored to its original position by clicking in the gray bar at the top and dragging it back to the top of the screen. Push the top of the window up to the bottom of the menu bar. |Function of commonly used buttons | |[p ic] |A pull own menu with several |[pic] |Changes the pointer to a selection arrow | | |drawing options | | | |[pic] |Rotates the selected object to any degree |[pic] |A pull down menu with several libraries of shapes | |[pic] |Draws a line where you click and drag. Hold the Shift key down to make the|[pic] |Inserts a line with an arrowhead where you click and drag | | |line straight | | | |[pic] |Draws a rectangle where you click and drag. Hold down Shift to draw a |[pic] |Draws an oval where you click and drag.Hold down Shift to draw a circle | | |square | | | |[pic] |Draws a text box where you click and drag |[pic] |Create text effects with Word Art | |[pic] |Add, modify, or remove fill color from a selected object |[pic] |Add, modify, or remove line color | |[pic] |Formats the selected text with the color you click |[pic] |Changes the thickness of lines | |[pic] |Selects dash style for dashed lines |[pic] |Select arrow style; placement and shape of arrowhead | |[pic] |A pul l down menu offers shadow choices |[pic] |Add 3-d effects to rectangles or ovals | M. MENU 1. File menu |[pic] |New – Opens a new document. If you use the keyboard combination indicated on the right a blank document opens immediately. Selecting the New menu | | |item with your cursor gives the opportunity to open a large number of types of documents. | |Open – Opens a previously saved document. | | |Close – Closes the active document but does not quit the application. | | |Save – Saves the active document with its current file name, location and format. | | |Save As – Saves by opening a window which gives the opportunity to change the file name, location or format. | | |Page Setup – Sets margins, paper size, orientation and other layout options. Grid lines don't show up when you print?Go to the sheet tab in this | | |window | | |Print Preview – Shows how the file will look when you print it. | | |Print – Prints the active file , also gives the opportunity to change print options | | |Exit – Closes Microsoft Excel | 2. Edit menu |Undo – The actual entry of this item will depend on what you did last. In my example I had typed, so that was displayed.This selection can be |[pic] | |repeated several times. | | |Redo – After an action has been undone, it can be reinstated in the document. | | |Cut – Removes the selection from the active document and places it on the clipboard. | | |Copy – Copies the selection to the clipboard, the cell from which information is copied remains highlighted | | |Paste – Inserts the contents of the clipboard at the insertion point (cursor) or whatever is selected. | |Paste Special – Ten choices are available when making this selection; examples include pasting formulas, values, and comments. | | |Fill – Fill contents of a selected cell Up, Down, Left or Right | | |Clear – Deletes the selected object or text, but does not place it on the clipboard. Four choices are available; All, Format, Contents or Comments | | |Delete – This menu entry can be used to delete entire rows or columns. | |Find – Searches for specified text in the active document | | |Replace – Searches for and replaces specified text and formatting. | | 3. View menu |[pic] |Normal – The default document view for most word processing tasks. | | |Page Break Preview – Before printing, make sure the page breaks appear where you want them | | |Toolbars – Displays or hides toolbars. The right pointing arrow indicates a list of toolbars. To add one slide down to the name of the toolbar and | | |click to select. | |Formula Bar – Remove or display the bar which displays cell address and data entered into the active cell | | |Header and Footer – Adds or changes the text that is displayed at the top or bottom of every page of the document | | |Comments – Hidden comment give furt her information about cell contents. Comments are displayed when you move the cursor into the cell, however this | | |command causes all comments on a page to be displayed. | | |Full Screen – Hides most screen elements so you can see more of your document | | |Zoom – Controls how large, or small, the current document appears on the screen. | 4. Insert menu [pic] |Cells – Use this command to insert a cell. A pop-up window allows you to move existing data down or to the right. You can also insert rows or columns with | | |this window. | | |Rows – Inserts a new row in the spreadsheet, above the row that contains the active cell. | | |Columns – Inserts a new column in the spreadsheet, to the left of the column that contains the active cell. | | |Worksheet – By default, an Excel workbook is made up of three worksheets. You may insert as many additional sheets as you require.Sheets are inserted in | | |front of the current worksheet. | | |Chart â €“ This adds a chart of the selected data, or of the entire worksheet if you have no data selected. | | |Page Break – Inserts page breaks above and to the left of the active cell. To avoid adding a page break to the left, make sure a cell in Column A is | | |selected before inserting the break. | | |Function – Opens the Paste Function window allowing the selection of a specific equation to go in the active cell. | |Comment- Have something to say about the contents of a cell? Add a small note with the appearance of a Post-It note. | | |Picture – Insert pictures from clip art or a file. You can also insert auto shapes, word art, or a chart. | | |Object – Insert an object such as clip art, word art, an equation or much more. | | |Hyperlink – An interesting use of hyperlinks is to place a link to any document stored on your computer. You can later open that document by clicking on | | |the link.If you want to see an example of an Excel worksheet us ing hyperlinks to Internet sites, download a copy and open it with Excel. | 1. Format menu 2. |Cells – Format the way a number is displayed, alignment of data in the cell(s), font (size, color, style, etc. ), borders and colors for the |[pic] | |selected cells, and you may also lock the contents of a cell here. | | |Row – Specify a row height, choose auto-fit, and hide or un-hide the selected row. | | |Column – Specify a column width, choose auto-fit, hide or un-hide the selected column, or choose the standard width for a column. | |Sheet – Here you can rename the sheet if sheet 1 is not descriptive enough (and it's not), you can hide or un-hide a sheet, or you can tile an | | |image in the background of the entire sheet. | | |Auto Format- There are sixteen pre-designed formats to change the look of your spreadsheet. You may apply the format to the entire sheet or only | | |to selected cells. | | |Style – Opens a Style window which will lead to the Format Cells window if you wish to Modify the format. | | 6. Tools menu [pic] |Spelling†¦ – Check spelling in your document | | |AutoCorrect†¦ – Define, or turn off automatic corrections. If you tend to make a particular keystroke error often, and it is not in the | | |dictionary, you can add it here. | | |Share Workbook†¦ – Choose this option if you want several users to work on the data in the same workbook simultaneously.Make it | | |available on your network and anyone with access can make changes. | | |Protection – You can password protect a single sheet of a workbook, or the entire workbook. One obvious application would be to protect a| | |worksheet which you are using as your grade book. | | |Customize†¦ – Select/Deselect toolbars to be displayed with your workbook, or add buttons to existing toolbars. | | |Options†¦ If you do not like something Excel does automatically, or if you know it should be doing s omething automatically and it is | | |not, this is where you turn those features on or off. One thing I use a lot here is removing gridlines from a worksheet so I can draw a | | |graphic organizer. | N. PRINTING 1. Select the range A2:B6. You want to set this range as the print area. Whenever you print your worksheet, only the contents in the print area will be printed. [pic] 2. From the menu, click File ;; Print Area ;; Set Print Area.A dashed outline appears around the Print Area, as shown below. [pic] Click the print preview button to preview the printout. Only the cells in the print area would be printed. [pic] 3. From the menu, click File ;; Print Area ;; Clear Print Area. If you do not set a print area, the entire worksheet will be printed. O. PAGE SET-UP A. Orientation 1. From the menu, click File ;; Page Setup. Click the Page tab. The Page Setup dialog box appears, as shown below. 2. Under Orientation, click the Landscape option. The default orientation is portrait. [pic] 3. Click the OK button. The orientation of the page is set to landscape (horizontal).B. Scaling 1. From the menu, click File ;; Page Setup. Click the Page tab. Page Setup dialog box appears, as shown below. 2. Under Scaling, in the Adjust to box, type 150. You can click the up arrow in the box to increase the number. [pic] 3. Click the OK button. The size of the printout on the worksheet increases. C. Paper Size 1. From the menu, click File ;; Page Setup. Click the Page tab. Page Setup dialog box appears, as shown below. 2. Click the Paper size drop-down arrow. Click the paper size you want from the list. The number of paper size appears in the list depends on the printer you are using. [pic] 3. Click the OK button.The paper size changes. D. Page Margin 1. From the menu, click File ;; Page Setup. Click the Margins tab. Page Setup dialog box appears, as shown below. 2. In the Top, Left, Right and Bottom boxes, type the margin you want to change. The margin is in inch in this example. [ pic] 3. Click the OK button. The margin is set. P. PRINT PREVIEW 1. From the menu, click File ;; Print Preview. Print Preview window appears. Use the command buttons in the Print Preview window to carry out more actions. [pic] Use the command buttons in the Print Preview window to carry out more actions. Button Action Next Display the next page Previous Displays the previous pageZoom Enlarge / reduce the content in the preview screen Print Print the current selection with printing options Setup Setup the page Margins Display or hides margin handles Page Break PreviewDisplay page break preview for you to adjust the page break Normal View Display in normal view Close Close the print preview window 2. Click the Close button. The preview window closes and returns to the worksheet. [pic][pic] ———————– LECTURE NOTES | COMP1/10 | INTRODUCTION TO COMPUTER SCIENCE & CONCEPTS B. A. DE LARA, JR. | CBE – FACULTY | NORTHERN CHRISTIAN COLLEGE | LAOAG CITY |  ©2012 NORTHERN CHRISTIAN COLLEGE â€Å"The Institution for Better Life† Laoag City [pic]

Banks Mat Review Essay

Robert Banks and Bernice M. Ledbetter believe the subject of leadership to be one worth exploring, and they do so in their book much to our profit. In this short book, Banks and Ledbetter begin by presenting the overall question they want to answer: Do Christians’ core convictions shape their views and practices of leadership or are they affected by wider cultural assumptions? [1]The book begins by exploring the many reasons for the increased interest in leadership today. The authors offer a plethora of reasons, not withholding the greatly increased pace of change, and they also set out some other factors for understanding leadership, including the comparison and contrast between a ‘leader’ and the qualities of ‘leadership’. Banks and Ledbetter take great care to ask challenging questions. This practice aids in the development of the book. In the opening chapters they begin by defining leadership as involving a person, group, or organization who shows the way in an area of life. [2] The authors also provide a strong distinction between management and leadership while also showing the importance of these two roles to work together. The foundation of the writing is supported by the claims towards the importance  of the study of leadership. Banks and Ledbetter continue on to explore leadership in a wider range of historical and Biblical contexts. They work from religious and Christian perspectives and work outward towards cultural influences. The authors share insight as it relates to the biblical, historical and contemporary perspectives, covering the accounts of the Apostle Paul, historical models such as the Benedictine tradition, Lutheran, Presbyterian and Pentecostal. They continue by exploring trait, contingency and transformational leadership. Chapters three and four provide the most specific writings on the topic of leadership. In these chapters Banks and Ledbetter draw attention to the raw spiritual, theological, and religious concepts of leadership. Here the authors conduct a case study of a significant author of leadership material, Stephen Covey. It is revealed that many readers are influenced by his Mormon faith without truly understanding or discerning the undertones.[3] This continues with an exploration of other perceived authorities on the topic of leadership. One such study is of Laura Beth Jones, an woman writer with increasing influence as it relates to leadership. Chapter five addresses how to translate practices of leadership into individual context through the use of three basic yet important values: faithfulness, integrity, and a servant-like attitude. Exploration of these three traits is undergirder with discussion of authors such as Robert Greenleaf. He is one of many leaders who brought into popular leadership thinking the idea of ‘servant leadership’.The book closes by offering examples in the form of case-studies. These studies provide deeper insight into the foundational qualities of successful leaders over the span of several years and many different context. This offers the reader a broader view of leadership by showing its success in many different forms and context. CONCRETE RESPONSE While reading through each chapter I was challenged to consider the conflicts I have faced that came as the result of lacking a manager to accompany my leadership. As a pastor, I am a natural leader. I tend to seek out change while searching for ways to constantly make things better and more efficient. About two years ago I was in a conflict with several of the leaders in our church. The conflict revolved around our misunderstanding of  each others approach and roles in leadership. As an proponent of change, I was offended by their seeming lack of faith in pursuing a broader reach in ministry and our effectiveness in the community. As managers, they were more apt to move slowly and could only visualize the problems that would need to be addressed in order to achieve the vision that was laid forth by me. After studying the viewpoints of Banks and Ledbetter I can now see how we could have easily been on the same page and shared the same goal while simply looking from distinct perspectives. I have now began to wonder how many other relationships could have been mended by simply understanding the role that each party played. I have a tendency to assume that others will automatically view things in the same way that I have. This has often led to great disappointment or great feelings of being misunderstood. In this way my passion can easily become focused on the wrong thing and people could easily become the target of that passion. REFLECTION While the book does a great job of exploring the topic of leadership, because of the breadth and depth of the topic many questions remain. Taking into account the authors definitions of managers and leaders, how do the two roles successfully communicate their intentions to one another? It is very possible for the two roles to coexist with proper acknowledgment of one another. How do the two operate together effectively without disrespecting or disregarding the importance of each role. Also, how does one know which leadership style works best in a given context? Does it take an extended period of trial and error to discover the proper styles? How do followers or even managers respond to a constantly changing leadership style? This book could have been greatly improved with a more comprehensive study of the specified leadership topics. The writing feels much like a generic overview of very important topics. While well written and engaging, I am left wanting as it relates to determining how to not only incorporate the leadership styles but also choose the style that is most fitting. This book feels like a movie that ended too soon. Leaving readers wondering what do with the brief information provided. ACTION With a fresh view of the information given by Banks and Ledbetter, I now have the information needed to implement a healthier leadership style that includes a clarity of my role as an agent of change. This plan is broken into two distinct parts. First, to properly identify the contexts that guide the view of leadership within the leadership team of the church that I pastor. What types of leaders have they encountered in the past? Are they open to change or resistant to it? This objective will be accomplished through the scheduling of one on one meetings with each leader. These meeting will allow me the opportunity to engage each leader in a meaningful conversation about the leadership styles they are most comfortable with. With this information I will be equipped to better serve these leaders by communicating with them in a way that they are most likely to receive. This is based upon Banks and Ledbetters observation of the broad idea of leadership many people carry. Secondly, I will create a comprehensive list of the core beliefs that will guide our leadership team. For those considering becoming parts of our church, how do they know the values that determine our decision making as leaders? This list will answer that question. It will become the core values for current and even future leaders. This comprehensive list will incorporate biblical teachings from Jesus as well as the Apostle Paul’s qualifications from 1 Peter and the epistles to Timothy. By outlining these core values, we create accountability, an attribute that could also allow for congregants and members alike to feel more comfortable engaging with the vision of our church by being secure in the direction and the values that guide us. BIBLIOGRAPHY Banks, Robert and Ledbetter, Bernice â€Å"Reviewing Leadership: A Chriatian Evaluation of Current Approaches†, Grand Rapids, MI Baker Publishing Group 2004

Financial Check Up Essay Example | Topics and Well Written Essays - 750 words

Financial Check Up - Essay Example First worksheet entry reflects money I used to fuel my car. I used $100 in every week to fuel my car. For one month, I spent $400 dollars to fuel my car. This is equivalent to 8% of my monthly income. The second worksheet entry shows the amount of money I used to go for a movie show for a single month. To go for Movie Theater to watch a movie, I spent $20. This was part of my entertainment expenses equivalent to 0.4% of my income. According to Gibson (145-189), financial tracking sheet maintain a record of individual’s financial progress. It reflects individual decisions before they complete a budget, fulfill diverse distribution demands and meet their main requirements (Gibson, pp145-189). From my spreadsheet, there were only nine entries for a whole month. Each entry showed some financial decisions I made for the whole month. The spreadsheet give information like the date I spent, the amount of money I spent, amount of income, category of the event and description of the event. The tracking sheet measured my financial performance over the one-month financial duration. To find expense statement, I determined how I acquire cash and sustain some in the pocket amidst expenses. My overall expenses amounted to $2545 and my income was $5000. The tracking sheet displays my new worth statement; it displays my underlying money, liabilities and the net worth after subtracting cash from liabilities (Gibson, 145-189). After adding my expenses ($2545), and subtracting it from my income ($5000), my net worth was $2455. Financial ratios are useful determiners of financial condition. They reveal my financial strengths and weakness. The liquidity ratios (1.96464) measured the presence of cash to settle debts. Since it is greater than one, I could easily meet my debts. The debts ratios measure my ability to repay the long-term debts. For this case, I did not have any debt. The profitability

Jeddah Floods Disaster Essay Example | Topics and Well Written Essays - 750 words

Jeddah Floods Disaster - Essay Example Both the floods were associated with heavy rainfall which resulted in a rise in the level of water and therefore resulted in floods. The first flood struck Jeddah on 5 November 2009 and the second flood struck my hometown in the month of January in 2011. Many people were stranded and life came to a standstill in the city in the Jeddah which is known to be one of the most important cities of the country of Saudi Arabia. The floods of 2009 and 2011 have both been associated with heavy rainfall in the city of Jeddah. The flood that struck the city in the year 2009 brought with it more destruction and was associated with rainfall recorded to be of 90 mm volume. It was analyzed that the losses of lives was greater than one hundred in the year 2009. Bridges fell down owing to the heavy downpour and the major roads in the city were blocked and there was accumulation of water. This resulted in the deaths of many people owing to their sinking under the accumulated water on the roads as well a s due to the falling of bridges over them. The chaos also resulted in accidents which led to more fatalities. The infrastructure of the city was greatly affected and many people were stranded and did not have proper shelter left. ...The increased rainfalls were therefore associated with more intense floods. Despite of increased severity, the destruction was lesser and the numbers of deaths associated with the disaster were also not as high as those of the floods of 2009. This can be associated with the preparedness of the government due to lessons learnt from the previous flood and the methods devised by the authorities to overcome such situations. Rescue teams immediately became alert and started operating to save the people who were stranded and lift them from the high water areas. Eleven deaths were reported due to this flood and many people were wounded (Humaidan et al 2011). The floods greatly affected the normal living and day to day life of the people residing in the city. Th e roads and many houses in the city were submerged in water. Many people were missing in the floods resulting in the creation of a chaotic situation. Many people also lost their lives due to these floods. The infrastructure of the city was totally disturbed. There were power outages and many areas were reported to be suffering from shutdown of power owing to the disruptions in the power lines. This was also associated with the breakdown in the communication networks and many mobile towers were disturbed which resulted in lack of networks available for communication. The situation in the city was not minor and it took many weeks for everything to return to normal. Offices were closed and the schools were also closed down for a few days. This meant that the official work as well as the education in the city was disrupted owing to these floods (BBC News- Middle East 2009; Humaidan et al 2011).  

Employment Law for Animal Care Essay Example | Topics and Well Written Essays - 4750 words

Employment Law for Animal Care - Essay Example We share different cultures and beliefs inherited from our forefathers. It is one’s sovereign right to gain entry to a job of choice that he has been prepared for. The Anti-Discrimination law allows every man to share equal rights in the workplace by citing potential discriminatory acts committed by employers that are definitely punishable. In the case of animal care keepers and service workers in zoos, more specifically their jobs entail the preparation of the respective diets of animals, cleaning the enclosures or cages, raise their young, monitor eating patterns, physical ailments and ensure the safety of the visiting public. Keepers also serve as guides and ensure the safety of the visiting public. Depending on the zoo keepers they may be assigned to work on a broad group of animals or may work on a limited collection. Animal trainers are also hired to train animals for riding; performance and entertainment; and the process sometimes take months and even years of repetitio n. Employers would often see that a job that requires broad responsibilities would entail a man’s hand to do the work. The advent of sex discrimination legislation in the United Kingdom and the European region in general saw significant cultural changes across the workplace. When the European Convention on Human Rights recognized individuals other than the traditional gender classification of male and female a ground breaking law was established. Under the Sex Discrimination Act (1975) and the Employment Equality Regulations (2003). ... 1975)1 and the Employment Equality Regulations (2003)2, the limitation of a woman's right to practice her knowledge and skills by virtue of sexual classification as the weaker sex is prohibited. To discriminate a person by virtue of her sex is tantamount to an insult on her person. It is a woman's civil right to choose a career of her own and to earn for herself and her family just like any man. With the advent of this law, we can now see a lot of women allowed to excel in their chosen fields. We share different cultures and beliefs inherited from our forefathers. It is one's sovereign right to gain entry to a job of choice that he has been prepared for. Race Relations Act (RRA1976)3 allows every man to share equal rights in the workplace by prohibiting racial discrimination of workers. Gone are the days when colored workers are separated from the whites. Asians and Mexicans are no longer restricted to work anywhere they like. Everyone is given the opportunity to exercise one's profession or training despite his racial origin. This act creates inter-dependence among men of different cultural backgrounds to share their expertise in the workplace thereby affording the country a stable economic stature. Discrimination also materializes as well during the recruitment and selection process by denying or subjecting a person to a detriment or loss of opportunity similarly in the case of Chanya, a Kenyan woman whose application as a zookeeper at the Middlesex Zoo was turned down d espite excellent training and qualification most likely owing to her gender and race. It should be noted that under the employment-related purposes, the Sexual Discrimination Act has been changed by the Sexual Discrimination Act (Burden of Proof) Regulations 2001(SI 2001 No. 2660)4. As the name

BP Essay Example | Topics and Well Written Essays - 500 words - 1

BP - Essay Example BP publishes a sustainability review report on a regular basis in which it focuses on building a safer as well as a stronger workplace. It does not have any designated Corporate Social Responsibility Officer (CSR) to oversee their CSR activities. The Chairman has the discretionary authority to look after their valuable social activities. In order to address ecological and social concerns, after the 2010 Gulf of Mexico oil spill case incident, BP has decided to pay around US$500 million within a period of 10 years towards supporting research activities for betterment of ecosystem in the Gulf region. In order to contribute to people, planet along with focusing on its long-term profitability, BP has decided to focus on ISO 14001:2004 standards for environmental management, which in turn can provide benefit to the people all over the world and can ensure its sustainability (BP plc, â€Å"Sustainability Review†). The company has recorded a huge number of environmental disasters wit h over 8,000 spills of oil, dangerous chemicals as well as gases. The states of Texas and Louisiana have been the worst hit with close to 3,000 cases being reported in those states. There occurred about 550 previous incidents in the Mississippi Canyon near the area where the current Deepwater Horizon disaster is unfolding. In the recent past, two major incidences have been reported in the city of Texas in which an explosion was registered in the major refinery of the company in the year 2005 and oil spill at the Prudhoe Bay. The Texas explosion led to the death of 15 people while at the same time 170 people were severely injured. The root cause of the explosion was found to have been caused by temporary trailers that had been placed close to the volatile units which the company’s top management admitted to have been a measure taken to cut costs. It was further established that poor maintenance of the

Risk Methodology Coursework Example | Topics and Well Written Essays - 1000 words

Risk Methodology - Coursework Example Intended audiences include large state organizations concerned with important national issues such as food, security or the environment. The paper will seek to discuss the Operation Risk Management (ORM) methodology. Operation Risk Management (ORM) methodology can be defined as an engineered-based risk management system that is used to examine risks and safety of existing systems1. This system is commonly used by the military and federal aviation administration aspects of the government. It can also be used by other sectors like food administration and environmental protection. For example, the Food and Drug Administration department can use this methodology to develop security protocols and risk assessment procedures for food supply. This risk assessment tool is designed to mainly help in the identification of operational hazards and benefits. When such risks are determined, the best course of action can be formulated and implemented to combat unforeseen events. Risks normally arise from failed or inadequate processes, systems, people or external factors. For example, food supply can be provided to the wrong population as a result of an erroneous report generated by the food system. ORM uses a well defined procedure to address risk issues and design risk preventive measures. The steps used by this methodology in order are: risk identification, assessment, analysis, making of decisions, implementation and supervision or review2. To begin with, identification of risks is the first step in ORM that involves examination of each activity constituted in a process. According to this methodology, a risk is any circumstance that can result to illness, property damage, injury or degradation. For example, preparation of juice could be a process in making dessert for clients. Some of the hazards that can be associated with this

There are questions which I need to answer in assignment criteria Essay

There are questions which I need to answer in assignment criteria - Essay Example There have been numerous occasions where the university has been put forward in the brink of various outrages by the students as well as the professors due to political indifference. The political indifference resulted in the mass scale evasion of classes. After the intervention by Margaret Thatcher the political instability was quelled back (Warren, Reeve and Fess, 2005). In order to repel back the political instability large scale changes were made in the management and administrative level. The changes in the administrative and the management level is an indication of the long standing commitment of the university towards the creation of a better administrative system which is free from the political prejudice. Apart from that the other reasons was to transform the university as one of the torch bearers of educational prowess. 9 5.0 Analysis of the current strategic situation 9 5.1 Threat of potential entrants 10 5.2 Threat of suppliers 11 5.3 Threat of substitutes 11 5.4 Bargaini ng power of buyers 12 5.5 Threat of industry rivalry 13 6.0 Evaluation of the internal resources and capabilities within the context of Resource Based View 13 7.0 Synopsis of the strategic situation of London South Bank University 15 8.0 Strategic directions for the future 15 8.1 Exploration of a limited range of strategic options 15 8.2 Evaluation and assessment of the strategic choices 16 8.3 Application of Ansoff’s growth strategies 16 9.0 Recommendations 18 It is recommended that London South bank University follow Porter’s generic strategy. This kind of strategy will help to achieve an all around development in both improvements of the service as well as the improvement of the market. The new educational services will include devising a set of new course wares. These course wares will be developed to facilitate in the learning process of the students. Such course wares are in serious needs for students coming from abroad. The new course wares will include material s that will speed up the learning ability of the students coming from different international countries. The existing educational services and course wares will undergo developments for inclusion of features that were missing in the earlier version and at the same time the prices will be slashed. The development of the educational services and market base of the students is only the tip of the ice berg. The real effort lies in achieving educational excellence and operational excellence. The introduction of new course wares and new students will lead to the opening up of new institutes and more learning centre. This will call for more effort to manage such large swathes of students. So here in lies the need to improve the operational aspect of London South Bank University. The other recommendations are improvisation includes the research and business and enterprise wing of London South bank University. Both of these areas need extensive capital resources. The availability of the incr eased capital resources in these two departments will lead to the swift take off of different types of research projects. 18 Reference List 19 1.0 Introduction Strategic development is all about applying the most appropriate measures in order to adapt to the present situation and at same time controlling the outcome in the future. The company or

Discuss the representation of the supernatural in Frankenstein and Essay

Discuss the representation of the supernatural in Frankenstein and Lyrical Ballads and related writings - Essay Example These representations are probably the secret ingredients of writers to their works that usually hold their readers’ attention, and getting their praises in the end. As for Wordsworth and Coleridge, they were initially stoned with many negative comments from reviewers like Francis Jeffrey which resulted to readers refraining from embracing their works (enotes.com). However, with the rise of other reviewers who appreciated the simplicity of the two Romantics’ works, the dice was rolled for the authors’ favors and marked their names in history, where even today, the representations of their works are rediscovered time and again. Mary Shelly’s Frankenstein (Literature.org) is a lyrical ballad with representations of the unseen world and nature, of gods and humans. During the times of early discoveries of what we enjoy now like electricity, unseen powers greatly influenced the imaginations of men that this theme is scattered in many of their literary works. Fr ankenstein’s creation of a monster resulted from the understanding of the works of the gods who keep the equilibrium of the universe and things in it. The creator intended to make a man like himself through his study of Chemistry, one that he would be proud of, intended for the good of mankind. To his disappointment, he made alive a creature he eventually feared and despised; a demonstration of what the supreme can do to frustrate the illusions of man for fame, glory and power. Frankenstein, destroying his she monster before even taking the breath of life brings to him a realization that he can not play god again. He may have been able to create a man, but it was to his misfortune and not according to what he expected things to be. This realization may have not been explicitly mentioned but the representation rings through the story where Frankenstein’s fears for what the monster could do, with a helper who could be able to reproduce their kinds amongst humankind. It c ould also have been to Frankenstein, a submission and acceptance that he is not at all powerful as the gods who are able to look after their creations and limit their fantasies as they did to him and his creation, a monster instead of an adorable man. Looking at the story more closely and its implications to the modern world, Frankenstein obviously would represent men or scientists in particular and the monster are the bad effects of their discoveries and creations. For instance, men created bombs, missiles and guns. Like the monster of Frankenstein, these creations take millions of lives around the world not only the bad guys but more often than not, the innocent become the victims. The creators of which are not spared from the pain of such a great misery as seen in the life of Frankenstein whose loved ones were not spared, making him suffer all the more, blaming himself for such a misfortune. Men can not undo what they have done, they can not bring the time of ignorance about such destructive creations as Frankenstein was not able to destroy his monster. However, it could be implied in the story that such insanity can either be reinforced or put to a stop. Frankenstein, creating a she monster would strengthen the male counter part and eventually take more lives than he is able to do alone, likewise, scientists creating more and stronger kinds of bombs will physically do the same.

The Correlation between Psycho-Reactive Drugs and Music Culture in the Research Paper

The Correlation between Psycho-Reactive Drugs and Music Culture in the 1960s - Research Paper Example These musical styles and cultural trance dances comprise the far eastern religious groups’ mantra chanting, those of the spinning dervishes of Turkey, as well as Morocco’s joujouka players (Landry & Landry 92). This paper delves into the correlation between psycho-reactive drugs and music culture in the 1960s. Introduction Psychoactive drugs refer to substances that have an impact on somebody’s mood, thinking, perception as well as feeling. These drugs activate the brain’s pleasure centers thus increasing the potential of engaging in drug abuse continually. People have always ingested psychoactive drug (Goode 1). The 1960s are however notorious for the celebration of abuse of these drugs, especially among the young people. Moreover, the growth of the music scene of this period was interconnected to the augmented use of hallucinogens as well as marijuana by the culture of the youths. A study conducted on the same revealed that in the year 1962, only twenty- five thousand Americans had even tried using LSD. However, after a period of only four years (towards the end of the year 1965), this number had increased to approximately four million users. Three quarters of the users were college or high school age students (Shapiro 139). In 1960s, there was the emergence of a spirited subculture of drugs, with some social groups viewing the use of drugs positively, assessing persons on the basis of whether they made use of illegal drugs, and believing that ‘turning on’ an individual who was not a drug abuser was a virtue. This subculture became a strong force in engaging young people into the habit of abusing illegal psychoactive substances. Drug abuse had never before gotten to such a great number of youths. (Lyman & Potter 51). As a way of rebellion and a means asserting insubordination of community norms, young people in America used drugs. In the year 1964, those who opposed mainstream ideals and American culture made San Franci sco’s Haight-Ashbury district their meeting place, rock music being the basis for this counter-cultural stance. Following his encounter of a world of love and peace during a psilocybin mushroom trip, Allen Ginsberg, a beatnik poet, made up the term ‘flower power’ to cover this thought. Soon, the term came to be a symbol of 1960s counter-culture all together (Brewer 25). LSD became increasingly readily available as years went on. In the mid 1960s, Owsley Stanley (commonly known as the ‘king of acid’) became top-grade acid’s key vendor, and built very close bonds with the world of music (Shapiro 134-137 & Wong 3). The greatest number of the musicians heavily used heroin, and some were even dealers of this drug. Moreover, marijuana played a great role in their music as well as in their daily lives. The 1960s also saw a shift in drugs of choice in the drug scene of the Unites States of America. The use of such psychedelic substances as marijuana, heroin, methylenedioxyamphetamine (MDA), Lysergic acid diethylamide (LSD), and N-diethyltryptamine (DMT) became more popular in the 1960s and their popularity increased through the beginning of 1970s (Lyman & Potter 51). LSD users often acclaim the drug arguing that it helps them attain a heightened sensation of understanding of the world. They also believe that the drug is a stimulator of creativity. In users, many of the drug’s effects are evident through the kind music that they produce when they are high on the drug (Shapiro 137). Continuous chanting or drumbeats accompanies cultural

Dressed All in Pink Essay Example for Free

Dressed All in Pink Essay Literary Ballad A literary ballad is a poem written by a specific author. These ballads are not set to music. An example of a literary ballad would be Dudley Randalls ballad Dressed All In Pink Dressed All In Pink by Dudley Randall It was a wet and cloudy day when the prince took his last ride. The prince rode with the gonernor, and his princess rode beside. And would you like to ride inside for shelter from the rain? No Ill ride outside, where I can wave and speak to my friends again. They ride among the cheering crowds, he young prince and his mate. The governor says, See how they smile and cheer you where they wait. The prince rides with the governor, his princess rides beside, dressed all in pink as delicate as roses of a bride. Pink as a rose the princess rides, but bullets from a gun turn that pink to as deep a red as red, red blood can run, for she bends to where the prince lies still and cradles his shattered head, and there that pink so delicate is stained a deep, deep red. the princess rides beside, and her dress of pink so delicate deep, deep red is dyed. Jackie Kennedy is the princess -iambic tetrameter -rhyming scheme: abcb -the dress symbolizes the country itself falling from grace -colour imagery of pink as roses and red as blood -princess is described in colour -dyed at the end has a double meaning -dress is said to be as pink as roses but roses are also a deep shade of red, but the dress is not referred to a rose when it is covered in blood -Pink is the colour of innocence and it turning red is significant in dis playing the loss of innocence

The United States of America Essay Example for Free

The United States of America Essay A glimpse of the multiple experiences of the author truly negates the circumstance that the United States of America has undergone for the past years and at this moment in time. There were several occurrences that the citizens felt that there is a bit change the way the country’s system is running which positively affects their manner of living. As the author, Anthony Burgess touches quite a few areas of Politics and Religion in his masterpiece â€Å"Is America Falling Apart? † he provide his readers a sense of sensuality as regards to dealing life and accept the practical world of transformation hand in hand with an articulate connotation of being realistic not just have an animalistic point of views. Burgess started his inscription in such a straightforward approach of looking back to things he had experienced when he stayed for about a year in New Jersey, and now that he came home to Bracciano, he can’t help but notice a huge difference towards the system he perceived of proliferating the system of life and living a gay but practical existence. Given the fact that it was quite hard to tackle living in an unstable realm together with harsh approach of survival, the author still paved a way of appreciating what life could have been if there is something to look forward to, â€Å"the quality of life has nothing to do with the quantity of brand names, what matter is talk, family, cheap wine in an open air, the wrestling of minimal sweetness but of the long-known bitterness of living† (Burgess, 286). The Author extremely enlightens his readers on how the United States of America deals with life – and that is full of extravagant material things which sometimes not necessary in building a true meaning of living. It has been said that in a year or two, the possessions that we have could be easily replaced due to a very fast paced transition of what’s in and what’s hot and certainly, these material possession would leave us with nothing but just a temporary and fake notion of fame, â€Å"Let me stay for a while on this subject of consumption. American individualism, on the face of it an admirable philosophy, wishes to manifest itself in independence of the community. You don’t share things in common; you have your own things. A family’s strength is signalized by its possessions† (Burgess, 287). You can easily sense that the author wishes to embark with its readers the realization of what life is all about giving emphasis on the platform that the realm he had been for quite sometime shares a positive impact of being realistic. Not all our naked eyes can reach is imperative to adopt in our system, we also need to scrutinize things and know what we really need and not just coping with what we desire, â€Å"America made me develop new appetites in order to make proper use of the supermarkets† (Burgess, 287). Bits and pieces around us can truly fascinate our subsistence but it is still in our discretion on how we say no to what we believe is not essential for us. The author epitomized how such thing made him feel as to what extent his self discipline reaches his soul – a good point to consider in dealing with life in order to proliferate. As we grasp the first statement of Anthony Burgess in his first paragraph, noticeably, he was depressed as he brings to mind together with his arrival in Bracciano the negative atmosphere of an unstable Italian government and a disheartening mode of living, â€Å"I find the Italian government still unstable, gasoline more expensive than anywhere in the world, butches and bank clerks and tobacconist ready to go on strike† (Burgess, 286). But as we approach the second paragraph, he revived his negative statements as he tries to put some positive air of giving hope, â€Å"It is delightful to be back. People are underpaid but they go through an act of liking their work, the open market are luscious with esculent color, the community is more is more important than the state, the human condition is humorously accepted† (Burgess, 286). A fastidious alteration of a structure wherein the readers would not just suffer the feeling of depression but at the same time it gives hope to find courage in battling what life has to offer as well as what our nation has in store for us. The author’s chose of style mutually with the use of language tends to adopt unfathomable terminology which translate to its reader to go deep as well which leads them to have intense feelings as regard to the controversy of the subject matter, â€Å"Consumption, on one level, is turning insipid, especially as the quality of the artifacts themselves seem to be deteriorating. Planned obsolescence is not conducive to pride in workmanship† (Burgess, 288). The structure of the essay exemplifies a voice of echoing scream of transformation in lieu of the way the nation lead its people. Practically, the usage of comparison connotes a strong hold to the statement that would merely strike the emotions of its readers. The effectiveness of the arrival of syntax was such of great use in terms of embodying the premise of the author, â€Å"A character in Evelyn Waugh’s Put Out More Flags said that the difference between prewar and postwar life was that, prewar, if one thing went wrong the day was ruined: postwar, if one thing went right the day would be made. America is a prewar country, psychologically unprepared for one thing to go wrong. Now everything seems to be going wrong. Hence, the neurosis despair, the Kafka feeling that the whole marvelous fabric of American life is coming apart at the seams. Italy is used to everything going wrong. This is what the human condition is about† (Burgess, 287). Intensely, the Burgess conveys how America seems to approach the downfall if it wouldn’t responsible enough to prepare for what unexpected occurrence will come transversely. Analogous to this, the strength of the words seems to hit the heart of the readers as it is very unyielding as the author stresses how the norm of the United States of America seems to be alike with other nation, which in turn leaves a mark of doubt and fear if it really shares a positive impact, â€Å"America is no longer Europe’s daughter nor her rich stepmother; she is Europe’s sister. The agony that America is undergoing is not to be associated with breakdown so much with the parturition of self-knowledge† (Burgess, 290). The relentless insights of Anthony Burgess indeed provide an enormous impact to its reader. We cannot deny the fact that his masterpiece was truly a focal deliberation of passionate clamor for transformation and readiness to what may come at hand. He uses diverse area of discussion such as Religion, Politics and even Literature. â€Å"America was built on a rejection of the past. Even the basic Christianity which was brought to the continent in 1620 was of a novel and bizarre kind that would have nothing to do with great Rank River of belief that produced Dante and Michelangelo. America as a nation has never been able to settle to a common belief more sophisticated than the dangerous naivete of the Declaration of Independence† (Burgess, 289). It was believed that there was something far beyond producing money and proliferate the luxurious material possessions that the people have in their homes. There’s a lot to explore like that of the Religion that will give the people a strong faith which will help them better to achieve the abundance that they really want in their lives. Political arena comes to mind as well as Burgess stressed how powerful the United States of America had become during the past years which give them the height of admiration, â€Å"When Europe, after millennia of war, rapine, slavery, famine, intolerance, had sunk to the level of a sewer, America became the golden dreams, the Eden where innocence could be recovered† (Burgess, 289). Accordingly, as we have been saying all through out the paper, the hope that eventually, everything will be put in its proper place and that the transformation and change will be put into account, not just have a one track of doing what we want – doing what the leaders want in their realm – maybe then a bright day full of hopes and dreams will inspire every individual in the nation that they belong, as the literary text expound â€Å"Shakespeare’s period was one of poverty, unemployment, ghastly inflation, violence in the streets. Twenty-six years after his death there was a bloody civil war, followed by a dictatorship of religious fanatics, followed by a calm respite in which the seeds of a revolution were sown. England survived. America will survive† (Burgess, 290). Anthony Burgess gives us a very good way of enlightenment – a profound illumination for America to have a clamor for change as well as a vibrant implementation of platforms that they have in order to propagate their nation.

John Fantes: Ask The Dust

John Fantes: Ask The Dust In Ask the Dust, Los Angeles has a false stereotype of fame and fortune. Arturo tries to fulfill this desire by quickly spending his sparse income on a lavish lifestyle before being broke again. As the book progresses, each paycheck Arturo receives is a small stepping stone for him to learn from his financial mistakes, preparing him to be financially smart in the Los Angeles workforce. The first paycheck Arturo receives is ten dollars from an insurance policy his mother cashed in. Dearest Mother , Thanks for the ten dollar bill à ¢Ã¢â€š ¬Ã‚ ¦ it will come in handy for various odds and ends. Ask the Dust, page 21. Arturo quickly spends $9.10 in one night at a burlesque show and on a prostitute, leaving him ninety cents for the bleak future to come. The second paycheck Arturo receives wasnt expected by any means. A letter he wrote to the Editor-In-Chief J.C. Hackmuth, is developed into a short story (The Long Lost Hills ) and printed in the magazine for $175.00. At the rate of inflation that paycheck in todays economy is the proportion of $3,000. Arturo, trying to fulfill his own stereotype of being a successful Los Angelino immigrant, squanders his paycheck on a lavish lifestyle and delusions of grandeur. The third and final paycheck we see is the paycheck for Arturos novel, The Story of Vera Rivken, $500.00 paid to Arturo Bandini. At this point, Arturo has made an abundant amount of financial mistakes. The fame and fortune that Los Angeles promises was finally his and now he was financially responsible enough to not squander it. Arturo spends his money more wisely this time around, a 10 year old used Ford is the extent of his expenditures. When Arturo and Camilla buy a pure white collie, he cringes at the idea of spending twen ty five dollars. In the context of the situation, he isnt cheap but isnt throwing his money away either. The fact that Arturo has been contracted for his book exemplifies that he has succeeded as a writer. His being able to overcome the urge to squander his $500.00 is an example of how he succeeded in overcoming the false hope of Los Angeles. In Ask the Dust there is an exact image all the immigrants have in mind when they speak of Los Angeles, the land of promise, prospect, and new beginnings. Although this dream did come true for Arturo, it did take him a lot of work and hardships in order to get there. Arturo thought it was going to be easier due to the booster propaganda that was advertised. Arturo and Camillas constant work ethic are prime examples of how you can make it in Los Angeles, although the vices of Los Angeles (i.e, marijuana, delusions of grandeur) can pull you back down to the poverty level. Catherine Kordich states in her article Border Dust that these booster posters and propaganda were aimed at a receptive audience , leading Midwesterners to believe that living in Los Angeles is easy. The majority of immigrants that make the journey down to Los Angeles were able to keep a few dollars in their pocket so they could still keep the Los Angeles dream alive. Then you have a struggling writer like Arturo Bandini who finally writes his novel and makes $500.00 for it. The posters used are quite simple now that we can look back on it ( works cited booster photo example ). The poster shows a playful Latina holding up the sun. She has a bright yellow two piece on as she frolics through the tiny missions and downtown Los Angeles coastline. Now, this poster dream is what lures in the immigrants west. Its the bait and switch routine. When Arturo gets to his room in the Alta Loma he has an awe inspired moment. He sees his first palm tree and thinks of Egypt, Palm Sunday, and Cleopatra. This is obviously a representation of his delusions of grandeur. He sees Los Angeles holding the Palm Trees praising him like Jesus or Cleopatra. He then has a harsh realization that the palms are covered in soot from the carbon monoxide from the tunnel and its crusted trunk choked with dust and sand that blew in from the Mojave and Santa Ana deserts. Ask the Dust, page 16. In that moment he realizes this isnt what he saw in the ad, a tiny room , soot covered palm trees, dust rolling in from the desert. As the story progresses, his image of Los Angeles gets more and more corrupted, starting off with the palms trees and progressing to the marijuana club. Arturo gives a good insight into the real Los Angeles Youll eat hamburgers year after year and live in dusty, vermin-infested apartments and hotelsà ¢Ã¢â€š ¬Ã‚ ¦. But youll still be in paradise, boys, in the land of sunshine. Ask the Dust, page 46. Arturo has come to the realization that there is false hope in Los Angeles. He is about to ask his mother for money to go back home before he gets an unexpected check from Hackmuth. There have been several examples of immigrants going back home to their state of origin, the Memphis kid , an ugly young man trying to find love in all of Los Angeles, eventually giving up and moved back to Tennessee. Under the Booster poster illustrations there is a mass of immi grants like Arturo trying to get back home realizing they have made a huge mistake in having hope for Los Angeles. The boosters and propaganda that led Arturo to the beautiful Los Angeles were paid advertisements in order to create a metropolis on the west coast. The answer to a majority of problems is always money. When Arturo makes the decision to come to Los Angeles to concentrate on his writing, the outcome would be fame and fortune. David Fine goes into the background of this ideal Los Angeles in his book, Imagining Los Angeles : A city in fiction. The background to this idea was created by many writers and entrepreneurs dating back to about 1880 when writers were creating a myth to reconstruct history in a more positive light. Giving the missions a noble and positive meaning and reinvigorating the Native American culture. Harrison Otis, publisher of the Los Angeles Daily times , made an empire out of land and worked hard to make the Los Angeles Daily Times a reputable newspaper. He got an aqueduct built over 240 miles in order to bring flowing water to Los Angeles. Since he owned a massive amount of land that he paid basically nothing for, he made amazing amounts of profits in just about two years from immigrants buying property . He was a millionaire and built a metropolis to do so. Is it ethical to create a metropolis and give false hope to immigrants? Many would say no. But in Arturo Bandinis case, like many others, he was quite successful in creating a new life for himself in Los Angeles. By the end of Ask the Dust we see Arturo succeed in his dream, he writes a novel , has a beautiful Mexican girlfriend , and even has a pup name Willie. Los Angeles gives false hope to all immigrants. So as quick as Arturo is instilled with hope, it is quickly taken away. For a majority of immigrants, the hope in traveling to Los Angeles is to have a new beginning, fame, fortun , and love . Arturo Bandini is obsessed with the idea of fame and fortune. He has an irrational fear of women, because he has never been with one. When he meets fellow immigrant Camilla Lopez, he has a strong love hate relationship with her. In the beginning of the book, his delusions of grandeur make him feel superior to her in every way. As the book progresses and they actually spend more time together, he realizes Sammy, the bartender with tuberculosis , is Camillas love interest. Although Sammy does not love Camilla, they are all intertwined in seeking out Love as their hopeful Los Angeles dream. Arturo always has his fame and fortune to occupy himself when Camilla is on his mind. Although when he finally publishes his book and succeeds in his dream, all he can think about is Camilla. Since Camilla has had a nervous breakdown and gone missing, Arturo becomes frantic to please her. The story seems to come to the end when Arturo, Camilla, and their pup Willie move into a beach house in Laguna. When Arturo comes back shes gone. He tracks her down to Sammys shack in the desert. He informs Arturo that Camilla and the dog walked over the ridge and into the empty desert. Frantically Arturo gives up hope after searching for her. This entire sad ending relates to the false hope given by the Los Angeles dream. Camilla cannot find happiness with Sammy or Arturo, so she reverts back to her native land from which she came. There is 100 miles of desert so its highly unlikely she survived. She gave up hope for her Los Angeles dream. Arturo, on the other hand, realized what actually matters in his life, his Los Angeles dream was always Camilla Lopez. Los Angeles A False Hope By Matthew Caire Works Cited Page Fante, John. Ask the Dust. Harper Collins Publishers. New York, NY 1939. Fine, David. Imagining Los Angeles : A City in Fiction. University of Nevada Press. Reno, Nevada 2000 Kordich, Catherine J. John Fantes Ask the Dust: A Border Reading. Maskers and Tricksters 20 (1995): 17-26 Kellogg, Carolyn. John Fantes Ask the Dust grows with time. Los Angeles Times, Los Angeles Ca 2009 Southern California United Airlines. Illustration . Southern California United Airlines Partnership Working in Health and Social Care | Essay Partnership Working in Health and Social Care | Essay Ololade Abasa Summary of Report This report looks at how partnership working is developed, the benefits and legislation governing partnership relationship in the UK. And how there is now a shift from professional to patient autonomy. Health and social care is a vast service sector undergoing rapid change, with new government initiatives giving it a higher profile than ever. The report is a brief overview and not in depth focussing on the main points and benefits of collaborative working and the sharing of information with some focus on Stafford hospital following the Francis report. A working or collaborative partnership or partnership in general could be defined as â€Å"two or more independent bodies working together or collectively to achieve more efficient outcomes than could be possible by working individually or separately† (Joint improvement team 2009). When two people come together to share risks and profits in a business for the good of others. (The concise English dictionary 1992). The focus today in frontline health and social care is on giving service-users more independence, choice and control. These developments mean there’s greater demand for well-trained multi-agency and multi-skilled collaboration of team’s organizations and people across a range of services giving more opportunities and choice to service users. In this report will focus among other things, looking into working in partnership in the health and social sector in general and some philosophies, concepts, relationships, models and legislation of collaborative and working in partnership. Different working practices exist across the health and social care sector, which will be part of what this report will also look into briefly with what may be perceived to be barriers to developing an effective partnership relationship within the health and social care sector and strategies that can be developed to improve or overcome these barriers. Concepts of Partnership Working For partnership in health and social sector to be successful in delivering services to service users there has to be co-ordination, co-operation and most importantly clear communication between partners for the partnership to survive. This did not seem to be the case (in our case study) at the Mid Staffordshire NHS foundation trust Stafford hospital in 2007 which led to the public enquiry in 2010 by Robert Francis QC. (The Francis Report). Some of the philosophies and concepts of working in partnership that will be discussed are: Power sharing Autonomy Making informed choices Independence Empowerment: Respect. this is giving health care users the choice or opportunity to take care of their health decisions and control their lives if they are capable of doing so (Gibson 1991) patients do have a right to information and choices offered to them.(National Health Care in England (NHS2013)) Health care staff should be encouraged to listen and be involved in decision making that involve their patients’ health care treatment. Patients unable to make informed choices or decisions regarding their health and treatment should be accorded respect and dignity, by health care professionals who take on such decisions with the patients interests at heart. (Mental Capacity 2005) Autonomy allows the decision as to will see or attend to their treatment requirements and processes with little or no interference from health care professionals. Autonomy basically gives most of the power of decision making and choice to the patient. Independence relates to freedom being accorded to service users to feel free in the health and care setting. Service users are allowed privacy and the opportunity to take care of themselves as they desire provided they have the mental capacity and ability to do so. Health care professionals are duty bound to provide up-to-date information to service users regarding patient’s treatment and care and any risks relating to their welfare. (Care Quality Commission). Collaboration is the lynchpin to power sharing this involves organizations collaborating for a common purpose this enables a common understanding of duties to share and achieve set objectives in a partnership (Gallant et al. 2002). Respect focusses on offering service users the choice to decide on aspects of their care or health with minimum intervention (Health and social Act 2008) and fairly without any discrimination (Equality Act 2010). Partnerships have become more necessary today in the health and social care sector, service users issues which atimes could be complex in nature requiring input from a number of professionals and services is more important when designing services than the traditional, centralizing distinctions between community nurses and social workers, or community justice workers and social workers. Different areas and sections of the society have their specific needs and requirements prevalent to the area, for example Enfield may require more specialized care for elderly people than neighbouring or other areas. Also a service user with a health issue may need a particular type of care package that was previously available or provided by the national health service and social services, in the new way of working together the health and social care could come together in partnership to provide a seamless or a one stop shop which meets the needs of service users. Needs over time could change in the s ame area that traditionally provide a specific service, partnerships may be formed to respond to these type of changes and flexibility. (Aldridge, N. 2005) Models of Partnership From time to time it will become necessary to evaluate the partnership relationship, there should always be a care and backup plan should something go wrong. An effective joint contribution can have positive impacts on service users and providers of services. These were some of the factors that were not implemented or ignored among many others at the Stafford hospital. The Green paper, every child matters, was published by the government in 2003, with a view to safeguard and support young people in need of help and at risk. (Children Act 2004). Under section 18 of the children act 2004, the director of children services has the responsibility of ensuring that local authorities meet specific duties (Department of Education 2013). According to health and social care act 2008/12. Local authorities should work together in partnership with education , health and social care organization to support vulnerable service users by making sure health care workers are properly trained and valued, deal with core problems and intervene to protect children before a crisis situation gets out of control. (Susan Balloch, 2001) Figure 1 (Health Social Care Partnership Model) Figure 1 above shows a typical model of a partnership working across the health and social care. The hybrid model among other models applicable that shows different partnership functioning in an organization, is likened to an umbrella for some models with organizations working tactically in combination with other models to achieve the best services. This was not the case at the Mid Staffordshire NHS Foundation Trust (Stafford hospital) according to the Francis report, where corporate self-interest and cost control were put ahead of patients and their safety, a lack of care, compassion, humanity and clear leadership. With the most basic standards of care not observed. The failure of collaborative working and an effective partnership model working effectively and efficiently across the Mid Staffordshire NHS Foundation Trust have identified a number of barriers to establishing effective professional partnership. (Babington and Charley, 1990). There could be other barriers, for example health professionals not sharing the same goals, lack of communication, an organization feeling superior to the other for various reasons. (Scott Reeves, 2010) Legislation for Partnerships Legislation is, ‘’Law which has been enacted by parliament† or a governing body, and a Policy the statement of an agreed intent that sets out an organisations’ views with respect to a particular practice. Setting out principles and rules that provide the direction for an organisation to follow. A Practice is the step-by-step method of implementation of the policy and responsibility. The current and relevant legislation for organisation practice, policies and procedure affecting partnership working in health and social care include: Equality Act 2010, Care Standard Act 2000, Disability Discrimination Act 2005. Care Standards Act (2000) (England and Wales) Health and Safety at Work Act (1974), the act ensures that any working environment should be safe and free from hazards for both employers and employees. Human Rights Act (1998), empowers individuals if they feel unfairly treated can resort to court action. Manual Handling Regulations (1992), covers the safe moving and handling of equipment, loads and patients. Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (1995) (RIDDOR) In the scenario case of the Mid Staffordshire NHS foundation trust at the Stafford hospital in 2007, there was enough legislation in place at the time to have prevented the incidents and scandal that took place in at the hospital at the time. But working practices and policies were lacking, relaxed not in place or plainly ineffective or not in force or enforced. (Susan Balloch, 2001) Effects of Negative Working Partnerships Hospital management and staff, nurses etc, mental health and GPs, social services care and service users, and so on, all within the health and social care sector. The differences in working practices across the health and social care sector cannot be more pronounced in the negative impact it can bring more than what has been seen and the numerous scandals and mistakes that happened at the Stafford hospital Mid Staffordshire NHS foundation trust, where patients were left unattended, patients drinking from flower vases. There was no collaborative working practices in place, where the planning process should involve a number of practices and practitioners working together (cited in the oxford university press 1996 pg. 317). Professionals and organizations should be working together, for example GPs (general practitioners) first point of call for patients health problems, Support workers, bringing some form of independence to vulnerable service users by helping and support of vulnerable service users and recommending available services. A disjointed service sector with different working practices not harmonised can not only be very ineffective, wasteful and more expensive but can also end up to be dangerous to service users, in the absence of any form of follow up and or expertise which may well be available but not accessed or utilised. The Team Ro les that Meredith Belbin identified are widely used in organisations. They are used to identify peoples behavioural strengths and weaknesses in the workplace. This information can be used to: Build productive working relationships Select and develop high-performing teams Raise self-awareness and personal effectiveness Build mutual trust and understanding Aid recruitment processes (Evans, D. Killoran, A. 2000) Case Study When most a times outcomes of partnerships are scrutinized or looked at it often almost involve a tragic case, in this report I have been looking at the tragic case of a patient which I refer to as patient A. which prompted a case review in Greater Manchester. A Multi-disciplinary and multi-organisational partnership with good communication and relationships with organizations and people from different disciplines will enlarge the efficiency and size of the service team to service users which allows for a holistic approach and responsiveness to service delivery, better value for money with reduced duplication of services. Looking again at our case scenario of patient A, (a 64 year old male) who was not mentally and physically able to defend himself, and made few demands on the health and social care services for support and did not have much support considering his condition to exercise control over his own life, the outcome of these failure in partnership was that patient A was not empowered to make choices and neither were the professionals supposed to be on the lookout for vulnerable people empowered with responsibilities or resources to make necessary changes, and neither the health professionals get to understand the issues or get involved fully and should be accountable for lack of action. There was no body or institution tasked to monitor situations adequately leading to no proper assessment of the situation even by psychological professional services, these outcomes can also be attributed lack of proper information gathering and sharing which led to exclusion of necessary and important partici pants, contributors and help to give patient A that was readily available due to lack of a clear leadership, clarity of role and a unified information and management system. For positive outcomes in partnerships and to provide person centred care it is essential that communication between interagencies, individuals, key people, service users family and friends, G.Ps, nurses, opticians, dentists, Physiotherapists, O.Ts, psychologists etc. to be really effective. Any barriers to communication should be minimised to ensure good communications. There should be an opening of a subject to widespread discussion and debate to enable the communication of ideas to all those working together in the partnership, so that they can be used and lead to change. This should be an on-going activity which is used to inform changes to policies and procedures within the workplace and involves the sharing of good practice leading to reduced professional isolation. (Frances Sussex, 2008) Barriers to Effective Partnerships While working in partnership is significantly crucial and important in the health and social care sector, working in collaboration and partnership across various agencies can be a daunting task, as there need to be an understanding of respective duties, roles, and organizational structure of different professionals, agencies and their language, therefore this could frustrating and be a barrier that could lead to poor communication and misunderstanding, coupled with the fact of having to deal with different legislations, funding streams, professional complexes and organizational structures. Where there is a perception of superiority differences in status between individuals or partners in a partnership, this creates a barrier for a proper partnership relationship. There could be ways in which the above stated barriers could be overcome. The sharing of objectives, goals and outcomes. Sharing information and the use of a standard and common terminology. Meetings not being too formal and joint team building activities. Having joint training and face to face working. A full commitment to the partnership relationship with a clear demarcation of roles. (Hudson, B. 2002) If we look at one of the above points for example having joint training and face to face working will create a closer relationship and understanding in partnership relationships by reducing formality, improving understanding among partners, and an opportunity to bring up any problems or issues that may require resolving. Recommmendations Having looked at the issues relating to patient A, published in the Guardian newspaper of Friday 12 March 2010 a Serious Case Review such as that of Adult A gives an invaluable lesson to be learnt in what can be done to prevent such incidents and tragedies. A range of strategies need to be considered to improve outcomes and partnership working. Professionals working in different health and social care services have a shared responsibility to know what their role is individually within any partnership, with measures to be taken jointly or individually to protect vulnerable people from preventable harm. Before dwelling on inter-agency co-operation and participation, it is important to consider the promotion, participation and empowerment of the service user. The effectiveness of interagency collaboration and information sharing can be diminished and less productive if the service user does not feel part of the process and the chances of a successful outcome will be significantly reduced. Hence it will be produce a better outcome to work in partnership with carers, families, advocates and other people who are sometimes called significant others. In order to work well in partnership, there has to be good communication and you will need to have good communication skills. Some suggested strategies for an improved and positive outcome for an effective and productive partnership in the health and social services are to: Analyse the importance of working in partnership with others. Develop procedures for effective working relationships with others. Agree common objectives when working with others within the boundaries of own role and responsibilities. Evaluate procedures for working with others. Deal constructively with any conflict that may arise with others. (Department of Health (DH) 2007) Conclusion In conclusion, having looked at the issues at the Stafford hospital coupled with the issue of patient A in Manchester, the factors that have impacted the hospitals could be looked at as down to lack of the full and proper training coupled with effective implementation of partnership with relevant bodies like the voluntary sector and families. 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