Computer-Stored Ambulatory Recornamed Essays

Computer-Stored Ambulatory Recornamed Essays Computer-Stored Ambulatory Recornamed Paper Computer-Stored Ambulatory Recornamed Paper One computer system currently implemented within the United States was developed by the Massachusetts General Hospital. The system, called as the Computer-Stored Ambulatory Recornamed (COSTAR), is a computer based public domain that serves as storage of medical data and information (Schoenbaum and Barnett 1992). The process of utilizing this system includes manual transcription of medical data or information in a paper based system. After this, it is then transcribed by a clerk into the COSTAR system. Data entries in the system are used for billing purposes, patient’s medical records and administrative purposes (Gohol 1985). COSTAR has several versions, and the version currently used by the Massachusetts General Hospital is comprised of three basic reports namely: the Medical Record Module, Progress Notes, Case Summary and the Flowcharts. COSTAR is also equipped with MQL or Medical Query Language that is utilized in any activities that require monitoring.   Health workers can access all pertinent information by using the MQL. The process of collecting, recording, communicating and retrieving patient data and information is an important aspect in the field of health and medicine. Oftentimes, it is a great frustration for many health care practitioners in dealing with paper-based medical records as they are often inadequate and/or missing. Today, the management of medical data and records becomes even more important due to the increasing ability of the public to and other interested parties to be fully aware of their condition and to be provided with copies of pertinent data (Dick and Steen 1991). The efficiency of computer based systems allows health workers to provide a more integrated plan of care and allows quick management of data. References: Dick RS and E. Steen (1991). â€Å"The computer-based patient record: an essential technology for health care.† Institute of Medicine (U.S.) Committee on Improving the Patient Record. Washington, D.C.: National Academy Press Goroll, A.H. et al. (1985). Evolution of Computer-Based Supplement to the Office Medical Record Journal of Ambulatory Care Management, 8:39-65. Schoenbaum S, And G. Barnett (1992). â€Å"Automated ambulatory medical records systems. An orphan technology.† Int J Technol Assess Health Care. 8:598-609.

The Basics of Magnetic Levitated Trains (Maglev)

The Basics of Magnetic Levitated Trains (Maglev) Magnetic levitation (maglev) is a relatively new transportation technology in which non-contacting vehicles travel safely at speeds of 250 to 300 miles-per-hour or higher while suspended, guided, and propelled above a guideway by magnetic fields. The guideway is the physical structure along which maglev vehicles are levitated. Various guideway configurations, e.g., T-shaped, U-shaped, Y-shaped, and box-beam, made of steel, concrete, or aluminum, have been proposed. There are three primary functions basic to maglev technology: (1) levitation or suspension; (2) propulsion; and (3) guidance. In most current designs, magnetic forces are used to perform all three functions, although a nonmagnetic source of propulsion could be used. No consensus exists on an optimum design to perform each of the primary functions. Suspension Systems Electromagnetic suspension (EMS) is an attractive force levitation system whereby electromagnets on the vehicle interact with and are attracted to ferromagnetic rails on the guideway. EMS was made practical by advances in electronic control systems that maintain the air gap between vehicle and guideway, thus preventing contact. Variations in payload weight, dynamic loads, and guideway irregularities are compensated for by changing the magnetic field in response to vehicle/guideway air gap measurements. Electrodynamic suspension (EDS) employs magnets on the moving vehicle to induce currents in the guideway. Resulting repulsive force produces inherently stable vehicle support and guidance because the magnetic repulsion increases as the vehicle/guideway gap decreases. However, the vehicle must be equipped with wheels or other forms of support for takeoff and landing because the EDS will not levitate at speeds below approximately 25 mph. EDS has progressed with advances in cryogenics and superconducting magnet technology. Propulsion Systems Long-stator propulsion using an electrically powered linear motor winding in the guideway appears to be the favored option for high-speed maglev systems. It is also the most expensive because of higher guideway construction costs. Short-stator propulsion uses a linear induction motor (LIM) winding onboard and a passive guideway. While short-stator propulsion reduces guideway costs, the LIM is heavy and reduces vehicle payload capacity, resulting in higher operating costs and lower revenue potential compared to the long-stator propulsion. A third alternative is a nonmagnetic energy source (gas turbine or turboprop) but this, too, results in a heavy vehicle and reduced operating efficiency. Guidance Systems Guidance or steering refers to the sideward forces that are required to make the vehicle follow the guideway. The necessary forces are supplied in an exactly analogous fashion to the suspension forces, either attractive or repulsive. The same magnets on board the vehicle, which supply lift, can be used concurrently for guidance or separate guidance magnets can be used. Maglev and U.S. Transportation Maglev systems could offer an attractive transportation alternative for many time-sensitive trips of 100 to 600 miles in length, thereby reducing air and highway congestion, air pollution, and energy use, and releasing slots for more efficient long-haul service at crowded airports. The potential value of maglev technology was recognized in the Intermodal Surface Transportation Efficiency Act of 1991 (ISTEA). Before the passage of the ISTEA, Congress had appropriated $26.2 million to identify maglev system concepts for use in the United States and to assess the technical and economic feasibility of these systems. Studies were also directed toward determining the role of maglev in improving intercity transportation in the United States. Subsequently, an additional $9.8 million was appropriated to complete the NMI Studies. Why Maglev? What are the attributes of maglev that commend its consideration by transportation planners? Faster trips - high peak speed and high acceleration/braking enable average speeds three to four times the national highway speed limit of 65 mph (30 m/s) and lower door-to-door trip time than high-speed rail or air (for trips under about 300 miles or 500 km). Still higher speeds are feasible. Maglev takes up where high-speed rail leaves off, permitting speeds of 250 to 300 mph (112 to 134 m/s) and higher. Maglev has high reliability and less susceptible to congestion and weather conditions than air or highway travel. Variance from schedule can average less than one minute based on foreign high-speed rail experience. This means intra and intermodal connecting times can be reduced to a few minutes (rather than the half-hour or more required with airlines and Amtrak at present) and that appointments can safely be scheduled without having to consider delays. Maglev gives petroleum independence - with respect to air and auto because of Maglev being electrically powered. Petroleum is unnecessary for the production of electricity. In 1990, less than 5 percent of the Nations electricity was derived from petroleum whereas the petroleum used by both the air and automobile modes comes primarily from foreign sources. Maglev is less polluting - with respect to air and auto, again because of being electrically powered. Emissions can be controlled more effectively at the source of electric power generation than at the many points of consumption, such as with air and automobile usage. Maglev has a higher capacity than air travel with at least 12,000 passengers per hour in each direction. There is the potential for even higher capacities at 3 to 4-minute headways. Maglev provides sufficient capacity to accommodate traffic growth well into the twenty-first century and to provide an alternative to air and auto in the event of an oil availability crisis. Maglev has high safety - both perceived and actual, based on foreign experience. Maglev has convenience - due to a high frequency of service and the ability to serve central business districts, airports, and other major metropolitan area nodes. Maglev has improved comfort - with respect to air due to greater roominess, which allows separate dining and conference areas with the freedom to move around. The absence of air turbulence ensures a consistently smooth ride. Maglev Evolution The concept of magnetically levitated trains was first identified at the turn of the century by two Americans, Robert Goddard, and Emile Bachelet. By the 1930s, Germanys Hermann Kemper was developing a concept and demonstrating the use of magnetic fields to combine the advantages of trains and airplanes. In 1968, Americans James R. Powell and Gordon T. Danby were granted a patent on their design for a magnetic levitation train. Under the High-Speed Ground Transportation Act of 1965, the FRA funded a wide range of research into all forms of HSGT through the early 1970s. In 1971, the FRA awarded contracts to the Ford Motor Company and the Stanford Research Institute for analytical and experimental development of EMS and EDS systems. FRA-sponsored research led to the development of the linear electrical motor, the motive power used by all current maglev prototypes. In 1975, after Federal funding for high-speed maglev research in the United States was suspended, industry virtually abandoned its interest in maglev; however, research in low-speed maglev continued in the United States until 1986. Over the past two decades, research and development programs in maglev technology have been conducted by several countries including Great Britain, Canada, Germany, and Japan. Germany and Japan have invested over $1 billion each to develop and demonstrate maglev technology for HSGT. The German EMS maglev design, Transrapid (TR07), was certified for operation by the German Government in December 1991. A maglev line between Hamburg and Berlin is under consideration in Germany with private financing and potentially with additional support from individual states in northern Germany along the proposed route. The line would connect with the high-speed Intercity Express (ICE) train as well as conventional trains. The TR07 has been tested extensively in Emsland, Germany, and is the only high-speed maglev system in the world ready for revenue service. The TR07 is planned for implementation in Orlando, Florida. The EDS concept under development in Japan uses a superconducting magnet system. A decision will be made in 1997 whether to use maglev for the new Chuo line between Tokyo and Osaka. The National Maglev Initiative (NMI) Since the termination of Federal support in 1975, there was little research into high-speed maglev technology in the United States until 1990 when the National Maglev Initiative (NMI) was established. The NMI is a cooperative effort of the FRA of the DOT, the USACE, and the DOE, with support from other agencies. The purpose of the NMI was to evaluate the potential for maglev to improve intercity transportation and to develop the information necessary for the Administration and the Congress to determine the appropriate role for the Federal Government in advancing this technology. In fact, from its inception, the U.S. Government has aided and promoted innovative transportation for economic, political, and social development reasons. There are numerous examples. In the nineteenth century, the Federal Government encouraged railroad development to establish transcontinental links through such actions as the massive land grant to the Illinois Central-Mobile Ohio Railroads in 1850. Beginning in the 1920s, the Federal Government provided commercial stimulus to the new technology of aviation through contracts for airmail routes and funds that paid for emergency landing fields, route lighting, weather reporting, and communications. Later in the 20th century, Federal funds were used to construct the Interstate Highway System and assist States and municipalities in the construction and operation of airports. In 1971, the Federal Government formed Amtrak to ensure rail passenger service for the United States. Assessment of Maglev Technology In order to determine the technical feasibility of deploying maglev in the United States, the NMI Office performed a comprehensive assessment of the state-of-the-art of maglev technology. Over the past two decades, various ground transportation systems have been developed overseas, having operational speeds in excess of 150 mph (67 m/s), compared to 125 mph (56 m/s) for the U.S. Metroliner. Several steel-wheel-on-rail trains can maintain a speed of 167 to 186 mph (75 to 83 m/s), most notably the Japanese Series 300 Shinkansen, the German ICE, and the French TGV. The German Transrapid Maglev train has demonstrated a speed of 270 mph (121 m/s) on a test track, and the Japanese have operated a maglev test car at 321 mph (144 m/s). The following are descriptions of the French, German, and Japanese systems used for comparison to the U.S. Maglev (USML) SCD concepts.  Ã‚   French Train a Grande Vitesse (TGV) The French National Railways TGV is representative of the current generation of high-speed, steel-wheel-on-rail trains. The TGV has been in service for 12 years on the Paris-Lyon (PSE) route and for 3 years on an initial portion of the Paris-Bordeaux (Atlantique) route. The Atlantique train consists of ten passenger cars with a power car at each end.   The power cars use synchronous rotary traction motors for propulsion. Roof-mounted pantographs collect electric power from an overhead catenary. Cruise speed is 186 mph (83 m/s). The train is non-tilting and, thus, requires a reasonably straight route alignment to sustain high speed. Although the operator controls the train speed, interlocks exist including automatic overspeed protection and enforced braking. Braking is by a combination of rheostat brakes and axle-mounted disc brakes. All axles possess antilock braking. Power axles have anti-slip control. The TGV track structure is that of a conventional standard-gauge railroad with a well-engineered base (compacted granular materials). The track consists of continuous-welded rail on concrete/steel ties with elastic fasteners. Its high-speed switch is a conventional swing-nose turnout. The TGV operates on pre-existing tracks, but at a substantially reduced speed. Because of its high speed, high power, and anti wheel slip control, the TGV can climb grades that are about twice as great as normal in U.S. railroad practice and, thus, can follow the gently rolling terrain of France without extensive and expensive viaducts and tunnels. German TR07 The German TR07 is the high-speed Maglev system nearest to commercial readiness. If financing can be obtained, groundbreaking will take place in Florida in 1993 for a 14-mile (23 km) shuttle between Orlando International Airport and the amusement zone at International Drive. The TR07 system is also under consideration for a high-speed link between Hamburg and Berlin and between downtown Pittsburgh and the airport. As the designation suggests, TR07 was preceded by at least six earlier models. In the early seventies, German firms, including Krauss-Maffei, MBB, and Siemens, tested full-scale versions of an air cushion vehicle (TR03) and a repulsion maglev vehicle using superconducting magnets. After a decision was made to concentrate on attraction maglev in 1977, advancement proceeded in significant increments, with the system evolving from linear induction motor (LIM) propulsion with wayside power collection to the linear synchronous motor (LSM), which employs variable frequency, elect rically powered coils on the guideway. TR05 functioned as a people mover at the International Traffic Fair Hamburg in 1979, carrying 50,000 passengers and providing valuable operating experience. The TR07, which operates on 19.6 miles (31.5 km) of guideway at the Emsland test track in northwest Germany, is the culmination of nearly 25 years of German Maglev development, costing over $1 billion. It is a sophisticated EMS system, using separate conventional iron-core attracting electromagnets to generate vehicle lift and guidance. The vehicle wraps around a T-shaped guideway. The TR07 guideway uses steel or concrete beams constructed and erected to very tight tolerances. Control systems regulate levitation and guidance forces to maintain an inch gap (8 to 10 mm) between the magnets and the iron tracks on the guideway. The attraction between vehicle magnets and edge-mounted guideway rails provide guidance. The attraction between a second set of vehicle magnets and the propulsion stator packs underneath the guideway generate lift. The lift magnets also serve as the secondary or rotor of an LSM, whose primary or stator is an electrical winding running the length of the guideway. T R07 uses two or more non-tilting vehicles in a consist. TR07 propulsion is by a long-stator LSM. Guideway stator windings generate a traveling wave that interacts with the vehicle levitation magnets for synchronous propulsion. Centrally controlled wayside stations provide the requisite variable-frequency, variable-voltage power to the LSM. Primary braking is regenerative through the LSM, with eddy-current braking and high-friction skids for emergencies. TR07 has demonstrated safe operation at 270 mph (121 m/s) on the Emsland track. It is designed for cruise speeds of 311 mph (139 m/s). Japanese High-Speed Maglev The Japanese have spent over $1 billion developing both attraction and repulsion maglev systems. The HSST attraction system, developed by a consortium often identified with Japan Airlines, is actually a series of vehicles designed for 100, 200, and 300 km/h. Sixty miles-per-hour (100 km/h) HSST Maglevs have transported over two million passengers at several Expos in Japan and the 1989 Canada Transport Expo in Vancouver. The high-speed Japanese repulsion Maglev system is under development by Railway Technical Research Institute (RTRI), the research arm of the newly privatized Japan Rail Group. RTRIs ML500 research vehicle achieved the world high-speed guided ground vehicle record of 321 mph (144 m/s) in December 1979, a record that still stands, although a specially modified French TGV rail train has come close. A manned three-car MLU001 began testing in 1982. Subsequently, the single car MLU002 was destroyed by fire in 1991. Its replacement, the MLU002N, is being used to test the sid ewall levitation that is planned for eventual revenue system use. The principal activity at present is the construction of a $2 billion, 27-mile (43 km) maglev test line through the mountains of Yamanashi Prefecture, where testing of a revenue prototype is scheduled to commence in 1994. The Central Japan Railway Company plans to begin building a second high-speed line from Tokyo to Osaka on a new route (including the Yamanashi test section) starting in 1997. This will provide relief for the highly profitable Tokaido Shinkansen, which is nearing saturation and needs rehabilitation. To provide ever improving service, as well as to forestall encroachment by the airlines on its present 85 percent market share, higher speeds than the present 171 mph (76 m/s) are regarded as necessary. Although the design speed of the first generation maglev system is 311 mph (139 m/s), speeds up to 500 mph (223 m/s) are projected for future systems. Repulsion maglev has been chosen over attraction maglev because of its reputed higher speed potential and because the larger air gap accommodates the ground motion experienced in Japans earthquake-prone territory. The design of Japans repulsion system is not firm. A 1991 cost estimate by Japans Central Railway Company, which would own the lin e, indicates that the new high-speed line through the mountainous terrain north of Mt. Fuji would be very expensive, about $100 million per mile (8 million yen per meter) for a conventional railway. A maglev system would cost 25 percent more. A significant part of the expense is the cost of acquiring surface and subsurface ROW. Knowledge of the technical details of Japans high-speed Maglev is sparse. What is known is that it will have superconducting magnets in bogies with sidewall levitation, linear synchronous propulsion using guideway coils, and a cruise speed of 311 mph (139 m/s). U.S. Contractors Maglev Concepts (SCDs) Three of the four SCD concepts use an EDS system in which superconducting magnets on the vehicle induce repulsive lift and guidance forces through movement along a system of passive conductors mounted on the guideway. The fourth SCD concept uses an EMS system similar to the German TR07. In this concept, attraction forces generate lift and guide the vehicle along the guideway. However, unlike TR07, which uses conventional magnets, the attraction forces of the SCD EMS concept are produced by superconducting magnets. The following individual descriptions highlight the significant features of the four U.S. SCDs. Bechtel SCD The Bechtel concept is an EDS system that uses a novel configuration of vehicle-mounted, flux-canceling magnets.   The vehicle contains six sets of eight superconducting magnets per side and straddles a concrete box-beam guideway. An interaction between the vehicle magnets and a laminated aluminum ladder on each guideway sidewall generates lift. A similar interaction with guideway mounted null flux coils provides guidance. LSM propulsion windings, also attached to the guideway sidewalls, interact with vehicle magnets to produce thrust. Centrally controlled wayside stations provide the required variable-frequency, variable-voltage power to the LSM. The Bechtel vehicle consists of a single car with an inner tilting shell. It uses aerodynamic control surfaces to augment magnetic guidance forces. In an emergency, it levitates onto air-bearing pads. The guideway consists of a post-tensioned concrete box girder. Because of high magnetic fields, the concept calls for nonmagnetic, fiber-re inforced plastic (FRP) post-tensioning rods and stirrups in the upper portion of the box beam. The switch is a bendable beam constructed entirely of FRP. Foster-Miller SCD The Foster-Miller concept is an EDS similar to the Japanese high-speed Maglev but has some additional features to improve potential performance. The Foster-Miller concept has a vehicle tilting design that would allow it to operate through curves faster than the Japanese system for the same level of passenger comfort. Like the Japanese system, the Foster-Miller concept uses superconducting vehicle magnets to generate lift by interacting with null-flux levitation coils located in the sidewalls of a U-shaped guideway. Magnet interaction with guideway-mounted, electrical propulsion coils provides null-flux guidance. Its innovative propulsion scheme is called a locally commutated linear synchronous motor (LCLSM). Individual H-bridge inverters sequentially energize propulsion coils directly under the bogies. The inverters synthesize a magnetic wave that travels along the guideway at the same speed as the vehicle. The Foster-Miller vehicle is composed of articulated passenger modules and ta il and nose sections that create multiple-car consists. The modules have magnet bogies at each end that they share with adjacent cars. Each bogie contains four magnets per side. The U-shaped guideway consists of two parallel, post-tensioned concrete beams joined transversely by precast concrete diaphragms. To avoid adverse magnetic effects, the upper post-tensioning rods are FRP. The high-speed switch uses switched null-flux coils to guide the vehicle through a vertical turnout. Thus, the Foster-Miller switch requires no moving structural members. Grumman SCD The Grumman concept is an EMS with similarities to the German TR07. However, Grummans vehicles wrap around a Y-shaped guideway and use a common set of vehicle magnets for levitation, propulsion, and guidance.   Guideway rails are ferromagnetic and have LSM windings for propulsion. The vehicle magnets are superconducting coils around horseshoe-shaped iron cores. The pole faces are attracted to iron rails on the underside of the guideway. Nonsuperconducting control coils on each iron-core leg modulate levitation and guidance forces to maintain a 1.6-inch (40 mm) air gap. No secondary suspension is required to maintain adequate ride quality. Propulsion is by conventional LSM embedded in the guideway rail. Grumman vehicles may be single or multi-car consists with tilt capability. The innovative guideway superstructure consists of slender Y-shaped guideway sections (one for each direction) mounted by outriggers every 15-feet to a 90-foot (4.5 m to a 27 m) spline girder. The structural s pline girder serves both directions. Switching is accomplished with a TR07-style bending guideway beam, shortened by use of a sliding or rotating section. Magneplane SCD The Magneplane concept is a single-vehicle EDS using a trough-shaped 0.8-inch (20 mm) thick aluminum guideway for sheet levitation and guidance. Magneplane vehicles can self-bank up to 45 degrees in curves. Earlier laboratory work on this concept validated the levitation, guidance, and propulsion schemes. Superconducting levitation and propulsion magnets are grouped in bogies at the front and rear of the vehicle. The centerline magnets interact with conventional LSM windings for propulsion and generate some electromagnetic roll-righting torque called the keel effect. The magnets on the sides of each bogie react against the aluminum guideway sheets to provide levitation. The Magneplane vehicle uses aerodynamic control surfaces to provide active motion damping. The aluminum levitation sheets in the guideway trough form the tops of two structural aluminum box beams. These box beams are supported directly on piers. The high-speed switch uses switched null-flux coils to guide the vehicle through a fork in the guideway trough. Thus, the Magneplane switch requires no moving structural members. Sources: Sources:  National Transportation Library  http://ntl.bts.gov/

Federal Contracting activities of a specific company Essay

Federal Contracting activities of a specific company - Essay Example This has become necessary following increase security concerns especially in wake of worldwide terrorism and the need for significantly raising the bar on global safety, security and criminal prevention, detection and surveillance. Lockheed would work with two other companies to install this 10 year contract- Accenture and BAE Systems Information Technology. The major responsibilities of Lockheed would be in terms of providing â€Å"program management and oversight as well as development of biometric and large systems, the company said.† (Gross, 2008). Necessary identification and passage of passenger in major airports of the US. In the case of Ports, it has been assigned to verify credentials of nearly 1.1 Million dock Workers in the US ports â€Å"over five years.† (Biometrics, 2008). Lockheed has crafted robust and enduring partnerships with federal governments through contracts and covenants. This is through mutual respect, trust and professionalism which underpin contractual obligations and its execution, especially under trying circumstances. Our contracts go a long way in building a two way partnership that has stood the test of time and challenges. Lockheed depends largely on Government Funding for sustaining research work and this is essential for making out a strong client - vendor affiliation. In the 21st Century, Lockheed has provided ideal partnerships for federal government, in terms of providing excellent State-of-the –Art technological support and support. In terms of social security, citizens of the US who are not able to work need the benefits of Social security. The influence of Lockheed’s technology is found in many areas of government accountability and in critical areas of public performance. In the postal department, through systems provided by Lockheed, the US postal dept. is now capable of sorting and sending 600 Million letters per day. (Information technology, 2008). Information Technology

Business Letter And Literature Summary Essay Example | Topics and Well Written Essays - 3500 words

Business Letter And Literature Summary - Essay Example Finally, on all your future travels with us, kindly expect the best kind of service that only Virgin Atlantic could offer. Once again, we sincerely apologize for the inconveniences that we have caused you on board our flight from Mumbai to Heathrow. Also, we would like to thank you once again for your continued patronage to Virgin Atlantic and for helping us point out the problems with respect to our services so that we can ensure the betterment thereof, to provide only the best service to our loyal customers like you. Thank you very much and Good Day! Sincerely Yours, _________________________ Marketing Manager Virgin Atlantic Introduction Studies conducted with respect to customer retention have focused on the manner by which the customers respond once the issue of service failures has become an important aspect thereof (Zemke 1995). Parenthetically, researches that have been conducted in relation to this topic have highlighted the importance of the so-called â€Å"mutual exchange and fulfillment of promises (Yockel 1997; Zemke 1995).† Evidently, the latter is considered as the primary basis that underscores service relationships. Service recovery is thus deemed necessary most especially when the manner by which a corporation delivers a particular service tends to go wrong (Nguyen 2006). In a nutshell, service recovery has been referred to as that effort of the company aimed towards providing the customers and the clients with the outcome they desire even though the latter has already experienced a failure in the previous delivery (Young and Burgess 2010; Yockel 1997). Service recovery is also concerned with the adoption of pertinent steps and measures to prevent the commission of the same mistake (Nguyen 2006;... Studies conducted with respect to customer retention have focused on the manner by which the customers respond once the issue of service failures has become an important aspect thereof (Zemke 1995). Parenthetically, researches that have been conducted in relation to this topic have highlighted the importance of the so-called â€Å"mutual exchange and fulfillment of promises (Yockel 1997; Zemke 1995).† Evidently, the latter is considered as the primary basis that underscores service relationships. Service recovery is thus deemed necessary most especially when the manner by which a corporation delivers a particular service tends to go wrong (Nguyen 2006). In a nutshell, service recovery has been referred to as that effort of the company aimed towards providing the customers and the clients with the outcome they desire even though the latter has already experienced a failure in the previous delivery (Young and Burgess 2010; Yockel 1997). Service recovery is also concerned with th e adoption of pertinent steps and measures to prevent the commission of the same mistake (Nguyen 2006; Osborne 2004; Tschohl 2005). It is then because of this that the importance of service recovery has been underscored in the field of service management and service marketing. Without a doubt, service recovery strategies are deemed of paramount importance in view of its ability to positively affect customer loyalty as the former somehow prevents the turnover of those who have been previously dissatisfied with the service provided

Themes in Lord of the Flies Essay Example for Free

Themes in Lord of the Flies Essay There are various outlooks of a man in the novel ? Lord of the Flies.? Piggy and Ralph viewed man as being essentially good and that evil happens because something was wrong with people. Jack used power over others and believed that forces more powerful than him must be appeased through ceremony and sacrifice. Simon believed that both good and evil lay within each person. William Golding? s point of view is also represented by one of the characters. Piggy and Ralph believed that man was essentially good and when something was wrong with a person, evil arose. They emphasized in law and order from the day of the arrival on the island. One night Ralph and Piggy went to Castle Rock to regain order but Jack? s refused Ralph? s status of chief. Ralph and Piggy also believed that they could use the conch on Jack? s side of the island but Jack did not agree. the conch doesn? t count at this end of the island (Page 166). Piggy and Ralph believed that the conch and Ralph? s status would work everywhere because they still believed in law and order. In one incident Jack Roger and the Maurice went to the shelters where Samneric, Ralph, Piggy and the littluns were sleeping. That night the three men arrived at the shelters and stole Piggy? s glasses after a fight. Ralph and Piggy were furious and all Piggy wanted to do was reclaim his glasses, ? I just take the conch to say this. I can? t see no more and I got to get my glasses back. Awful things has been done on this island (Page 188) what? s right is right. Give me my glasses, I? m going to say ? you got to!? (Page 190). Piggy and Ralph believed that Jack would return the glasses because stealing was wrong, therefore Jack had to. Ralph and Piggy believed that if Jack had wanted fire all he had to do was asked them for it. The two did not know that the glasses were stolen as a representation for power over Piggy and Ralph. Without the glasses Piggy is vulnerable and weak. Furthermore Piggy and Ralph had lost their means of comfort, warmth and rescue. Towards the end of the novel after Piggy? s death, Samneric warned Ralph about Jack? s plan to hunt him. The twins also told Ralph that Roger was going to sharpen a stick at both ends. Ralph did not understand this. Ralph was going to be sacrificed like the sow. Jack used power over others. During the first meeting on the island Ralph appointed Jack and his choir to be hunters because he sensed Jack? s need for control. During the beginning of the book Jack understood fear after he experienced the feeling of being watched and hunted. The understanding of the dear allowed Jack to use the fear in a different manner. Jack? s painted face used as a mask to cover his identity. This made him feel liberated from consequences. The feeling of anonymity gave him confidence what he wanted to do. Jack used chants and dances as a way of dealing with the fear. Jack believed that forces more powerful than him must be appeased through ceremony and sacrifice. The fear of the beast and the idea of the beast was a large issue on the island. Jack? s idea of appeasing the beast and soothing fears of the beast was barbaric. Jack and the sexually killed a sow, which they later beheaded. The placed the head of the sow on the end of spear while the other end of the spear was stuck into he ground. ?The head is for the beast. It? s a gift. (Page 151). One night all the boys except for Simon were gathered together at Castle Rock. The heard thunder and saw little flashes of light at the distance. It had also begun to rain. To overcome the fear they began to chant, ? Kill the beast! Cut his throat! Spill his blood!? (Page 168). They became mesmerized by the chant. Simon was noticed crawling out of the jungle. The boys formed a horseshow to trap Simon. The all had the urge to hurt and kill Simon. Jack? s need to be I control grew stronger and fiercer with the novel? s progression. Simon represented the purity found in man. He was a unique child who believed that both good and evil resided within each person. Through the story Simon acted as the Christ figure. Simon was epileptic and had E. S. P. Simon foresaw the fate of Ralph and his own. ?You? ll get back all right. I think so, anyway.? (Page 121). Simon viewed his fate and witnessed the killing of the sow. Prior to one of his seizure? s he saw his death. The Lord of the Flies spoke to him and said, we shall do you. See? Jack and Roger and Maurice and Robert and Bill and Piggy and Ralph (Page 159). Shortly before his death he came to the realization that the beast was not a creature but something that was within Jack and the hunters. He believed that he should tell the truth despite the consequences. In turn he was sacrificed for the continuation for the evil on the island. William Golding? s view of a man was shown through Simon. Simon saw and understood both the good and morality that was inside of Ralph and the evil that was inside of Jack. The longer the boys were isolated from civilization, the ones who held the beast inside of the, developed and became primitive, destructive and savage. As time away from civilization grew the close they reached destruction and chaos. The main outlooks of man represented in the novel were shown through Piggy, Ralph, Jack and Simon. Jack used his power to manipulate and power over others and when he was in the presence of more powerful forces he used ceremony and sacrifice to calm the force and ease the fear. Simon knew that both good and evil were within a person. Golding viewed civilization as a surface covering a person? s true potential for evil. Lord of the Flies proved that dark side of human nature could be as vicious and as terrifying as the unknown itself, and even the most innocent of use are vulnerable to it.

The Impact of Dr. Kings Vision on My Life :: Personal Narrative Writing

The Impact of Dr. King's Vision on My Life In the summer of 1966, Dr. Martin Luther King Jr. went to Chicago, Illinois, to further press his campaign of equal rights for all Americans. Dr. King led a march through Chicago and some of its neighboring suburbs to promote that ideal. To many, this march is best known for the negative treatment of the peaceful demonstrators in the more racially prejudiced suburbs of Chicago: Berwyn and Cicero. When the demonstrators reached those two suburbs, rocks and bottles were hurled at them by onlookers who did not agree with the peaceful beliefs of Dr. King and others participating in the march. However, Dr. King was prepared for this kind of reaction and made sure men stood at the front and back lines of the group; he also had men placed on the outside of each line as protection for the women and children marching. These men became known as Dr. King's lieutenants. My father was seventeen at the time of this march, and Dr. King used him as one of his lieutenants. Moreover, Dr. King met sepa rately with his lieutenants in groups of five to ten at a time; therefore, my father had the privilege of having a private meeting with one of the great leaders in history. He described his encounter with Dr. King as one of the best experiences in his entire life, and the only other person whose impact would have been as great is Jesus. My father feels that way because like Jesus, Dr. King was willing to die for his people. The meeting between Dr. King and my father has had a major impact on my life because Dr. King showed my father and several others peaceful means of obtaining their goals, and these teachings have reciprocated to me. Three key ideals that Dr. King exemplified in his meeting with my father were to show respect for women, to use peace and not violence, and to not give up in the face of adversity. The sheer fact that my father served as one of Dr. King's lieutenants proves that Dr. King stressed the importance of respect for women. He did not want women or children to be subjected to the dangers of hurling objects while they were marching. He felt that the men should stand on the outside to protect the women and children who marched. The Impact of Dr. King's Vision on My Life :: Personal Narrative Writing The Impact of Dr. King's Vision on My Life In the summer of 1966, Dr. Martin Luther King Jr. went to Chicago, Illinois, to further press his campaign of equal rights for all Americans. Dr. King led a march through Chicago and some of its neighboring suburbs to promote that ideal. To many, this march is best known for the negative treatment of the peaceful demonstrators in the more racially prejudiced suburbs of Chicago: Berwyn and Cicero. When the demonstrators reached those two suburbs, rocks and bottles were hurled at them by onlookers who did not agree with the peaceful beliefs of Dr. King and others participating in the march. However, Dr. King was prepared for this kind of reaction and made sure men stood at the front and back lines of the group; he also had men placed on the outside of each line as protection for the women and children marching. These men became known as Dr. King's lieutenants. My father was seventeen at the time of this march, and Dr. King used him as one of his lieutenants. Moreover, Dr. King met sepa rately with his lieutenants in groups of five to ten at a time; therefore, my father had the privilege of having a private meeting with one of the great leaders in history. He described his encounter with Dr. King as one of the best experiences in his entire life, and the only other person whose impact would have been as great is Jesus. My father feels that way because like Jesus, Dr. King was willing to die for his people. The meeting between Dr. King and my father has had a major impact on my life because Dr. King showed my father and several others peaceful means of obtaining their goals, and these teachings have reciprocated to me. Three key ideals that Dr. King exemplified in his meeting with my father were to show respect for women, to use peace and not violence, and to not give up in the face of adversity. The sheer fact that my father served as one of Dr. King's lieutenants proves that Dr. King stressed the importance of respect for women. He did not want women or children to be subjected to the dangers of hurling objects while they were marching. He felt that the men should stand on the outside to protect the women and children who marched.

Gun Violence in America

Gun violence in America is not at all as bad as it is in Sierra Leone and other countries with war and little law enforcement as we read about in the book a long way gone. In the book the main character Ishmael discovers that America is not at all like he heard through rap songs. When he moves to America and tells his story of being a soldier and killing people the people he talks to about it think that it is cool and Ishmael states in the book â€Å"violence in America is romanticized. I do agree with this statement that we do make war look easy and fun through movies and video games. We do not understand what it is like to be in a war and witness killing and bloodshed every day. Gun violence in America is not understood by very many people most people blame guns for killing people but it is not the guns that kill people it is people that kill people either by accident or on purpose in a murder. This is seen in the statistics â€Å"gun violence has gone up from 10,000 victims in 1975 to 15,000 victims in 1995.† This information proves that violence has gone up with the increases in gangs and the lessening of guns in households and teaching of gun safety. Also, 98% of gang homicides involve guns. Gun violence in America has been on the increase, since 1975 when there were less than 27 gun related death. In 1999 it increased to 80 deaths every day. http://www .gun-control-network.org/GF01.htm. Gun deaths are not only homicides nearly 58% are suicide. Another statistic is one hundred cities with populations of 250,000 or more have reported a tremendous amount of gang activity. When there is gang activity there is an increased amount of homicides. There are so many active gangs in the United States. They range from the crypts to the bloods and they are known worldwide. These are not the only gangs there are many more not mentioned. However, 94% of gang members are male and only 6% are female. It’s not a surprise that 77% of murdered juveniles were killed by a gun. With the increased gang activity in the United States 39% of households have a gun. In the United States many people have a fear of guns but guns aren’t something to fear. If everybody had a gun and knew how to use it then we would all have protection from people that want to harm us with a gun. If guns were outlawed then there would be riots and the murder rate would go up because the people that want to do good with them would not be able to protect themselves and others, the people that want to harm others with a gun would not turn in their gun and would be able to harm other people with little fear. Violence is seen everywhere in today’s society on the news, movies, videogames, and in our lives. This violence lends the illusion to our society today that violence is cool and fun and only portrays the faà §ade that our society has created. The general public does not even begin to understand the traumatic images that our soldiers have come back with and we think that the war we see on the news is like the movies that we watch on T.V. but we cannot begin to imagine.

Summary of ‘Villa for Sale’

A  for sale is a drama written by Sacha Guitry. In this drama Juliette puts up her villa for sale. some customers come to see the villa but they do not buy it. after almost a month, Juliette gets a call saying a lady will come to buy it. a french couple Gaston and Jeanne come to take a look at the villa. while waiting for the owner of the villa, gaston indicater that he has no intention of buying a villa. Juliette enters and gives a complete discription of the villa. after much bargaining Juliette reduces the price from 2,50,000 francks to 2,00,000 francks. aston doesn ‘t agree and is about to leave when Jeanne wants to have a look around the villa. Jeanne wants to see the upper floor Gaton doesn ‘t joins them. Mrs al Smith arrives to look at the villa. she mistakes Gaston as the owner of the villa. She buys the villa for 3,00,000 francks. When Jeanne returns after looking at the top floor,she indicates that she has lost the idea of buying the villa but Gaston desires t o buy the villa for 2,00,000 francks. Juliette is still unaware that Gaston has sold the villa to mrs al smith. Gaston ‘s ingenuitnity is later discovered by Jeanne. Villa for sale is nothing but just about a woman( Juliette) who sells her house to a couple in hastiness,and Mr. Gatson who buys the house sells it to another american who assumes Gatson to be the husband of juliette when his wife Jeanne and Juliette go to inspect the top floor of the house. it is all about the tricky minded Gatson. ] n my point of view – the whole drama itself is a satire (wrote with one intention, to ridicule a person in the form of a poem or a play). Here Gaston is a witty character and throughout the drama he does not agree with Jeanne thinking that this villa is impossible. His words are short but very thoughtful. He is extremely witty and clever in his replies. â€Å"On the principle of people who like children and haven't any can always go live near a school† As the summary we can conclude that the use of a character like Gaston enhanced the thoughts of the writer thus helping the reader visualize what the real story is about. By another post I have described all the the characters of Villa For Sale. Because I haven't putt it in here I thought it is boring read a such long post at once.

Sodium24 analysis

Sodium24 analysis Don't have the actaul question sheet anymore, and there is images to go up aswell but im having trouble uploading any of my original essays.1 2.Sodium-24 is an isotope used in medicine and the mining industry, as it is a gamma emitter. It is used for studies of electrolytes within the body, and also to locate leaks in industrial pipelines and oil well studies.3.Half-life of Sodium-24 is 14.96 hours, and it takes a further 149.6 hours or 6.23 days to become 'safe,' as 10 half-lives is what is required for an unstable isotope to become 'safe'4.Sodium-24 is used to measure extracellular fluid by indicator dilution and also is used to locate leaks in industrial pipelines and oil well studies. It is injected into pipelines and oil wells, and then measured with scanners and radiation detectors for leaks, so that they can be fixed to prevent stock loss or some sort of disaster from a leak, for example a landslide, and to improve flow, and therefore profit too.Isotope Table5.Sodium-24 is an artificially made isotope. It is made at the Lucas Heights reactor, near Sydney, Australia, as well as at other reactors across the world. It is made by the neutron absorption method, where a stable isotope is placed in a nuclear reactor and bombarded with neutrons, until one is absorbed into the nucleus, creating an unstable isotope.6. There are four main hazards when using sodium-24 -Ionisation ability - is low because ionisation occurs when the decayed particles collide with an atom, knocking out an electron, making it positive. Because sodium-24 is a gamma emitter, the chance of a particle hitting an atom is small, because the particles that are decaying are so small.Penetration ability - Sodium-24 particles are so...

11 Pros and Cons of Using Movies in Class

11 Pros and Cons of Using Movies in Class Showing a film in class may engage students, but engagement cannot be the only reason for showing movies in the classroom. Teachers must understand that the planning for viewing a film is what makes it an  effective learning experience for any grade level. Before planning, however, a teacher must first review the schools policy on the use of film in class. School Policies There are film ratings that schools may adopt for movies shown in class. Here are a general set of guidelines that could be used: G-rated films: No signed permission form is necessary.PG-rated films: A signed parental permission form is required for students under age 13. At the elementary school level, the principal will ask a committee to review the use of the film prior to granting permission.PG-13-rated films: A signed parental permission form is required for students under age 14. No use of PG-13 films is typically allowed at an elementary school level. In a middle school, the principal will ask a committee to review the use of the film prior to granting permission.  R-rated: A signed parental permission form is required for all students. The principal will ask a committee to review the film before granting permission. Film clips are preferred for R-rated films. No use of R-rated films is typically allowed in middle or elementary schools. After checking on the film policy, teachers design the resources for the film to determine how it fits in a unit with other lesson plans. There may be a worksheet to be completed as the movie is being watched that also provides the students with specific information. There may be a plan to stop the film and discuss specific moments. Film as Text The Common Core State Standards for English Language Arts (CCSS) identify a  film as a text, and there are standards specific to the use of film in order to compare and contrast texts. For example, one ELA standard for Grade 8 states: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.   There is a similar ELA standard for grades 11-12 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist). The CCSS encourage the use of film for higher levels of Blooms Taxonomy including analysis or synthesis. Resources There are websites dedicated to helping teachers create effective lesson plans for use with film. One major consideration is the use of film clips as opposed to an entire film. A well-chosen 10-minute clip from a film should be more than adequate to launch a meaningful discussion. Pros of Using Movies in Class Movies can extend the learning beyond the textbook. Sometimes, a movie can really help students get a feel for an era or an event. For example, if you are  a STEM teacher,  you might want to show a clip from the movie ​Hidden Figures  that  highlights the contributions of black women to the space program of the 1960s.Movies can be used as a pre-teaching or interest-building exercise. Adding a movie can build interest in a topic that is being learned while providing a small break from normal classroom activities.Movies can be used to address additional learning styles.  Presenting information in numerous ways can be the key to helping students understand topics. For example, having students watch the movie Separate But Equal can help them understand the reason behind the court case Brown v. Board of Education beyond what they can read in a textbook or hear in a lecture.Movies can provide teachable moments. Sometimes, a movie can include moments that go beyond what you are teaching in a lesson and allow you to highlight other important topics. For example, the movie Gandhi provides information that can help students to discuss world religions, imperialism, non-violent protest, personal freedoms, rights and responsibilities, gender relations, India as a country, and so much more. Movies can be scheduled on days when students could be unfocused.  In day-to-day teaching, there will be days when students will be focused more on their homecoming dance and the big game that night, or on the holiday that starts the next day, rather than on the topic of the day. While there is no excuse to show a non-educational movie, this could be a good time to watch something that complements the topic you are teaching. Cons of Using Movies in the Classroom   Movies can sometimes be very long. A showing of a film such as  Ã¢â‚¬â€¹Schindlers List  with every 10th grade class (with their parents permission, of course) will take an entire week of classroom time. Even a short movie can take up two to three days of classroom time. Further, it can be difficult if different classes have to start and stop at different points in a movie.The educational part of the film may only be a small portion of the overall movie. There may be only a few parts of the movie that would be appropriate for the classroom setting and truly provide an educational benefit. In these cases, it is best to just show the clips if you feel that they truly add to the lesson you are teaching.The movie may not be completely historically accurate.  Movies often play with historical facts to make a better story. Therefore, it is important to point out the historical inaccuracies or students will believe that they are true. If done properly, pointing out the issues with a movie can provide good teachable moments for students. Films do not teach themselves. Showing a movie such as Glory, without putting it in the  historical context  of African-Americans and their role in the Civil War or providing feedback throughout the movie is little better than using the television as a babysitter for your children.There is a perception that watching movies is a bad method of teaching. That is why it is key that if movies are part of a curriculum units resources that they are selected purposefully and that there are properly-created lessons that highlight the information the students are learning. You do not want to get a reputation as the teacher who shows full-length movies which serve little to no purpose, other than as a reward within the classroom setting.Parents might object to specific content within a movie. Be upfront and list the films you will show during the school year. If there are any concerns at all about a movie, send home permission slips for students to return. Include the parents to talk about any concerns they might have before the showing. If a student is not allowed to watch the movie, there should be work to complete in the library while you are showing it to the rest of the class. Movies can be an effective tool for teachers to use with students. The key to success is to choose wisely and create lesson plans that are effective in making the film a learning experience.   Source English Language Arts Standards  » Reading: Literature  » Grade 11-12  » 7. Common Core State Standards Initiative, 2019. English Language Arts Standards  » Reading: Literature  » Grade 8. Common Core State Standards Initiative, 2019. Hidden Figures – Curriculum Discussion Guides. Journeys in Film, April 10, 2017.

Article analysis Essay Example | Topics and Well Written Essays - 750 words - 2

Article analysis - Essay Example The investigators often ask either the victim or the criminal to write statements on the incidents they witnessed or involved in. Then they analyze the linguistic and structural features present in written criminal statements for predictive value in determining the likelihood of veracity or deception (Adams & Jarvis, 2006). As the liars may adopt various strategies to conceal their lies, the investigators will have to alter their strategies in order to obtain the desired effect. While implementing the linguistic methods generally the spoken (which represent reality as a process) and written methods (which represent language as an object) are adopted to unveil veracity and deception (Picornell, 2013). A comparative study of the two articles reveals that while Adams & Jarvis’ (2006) conducted a study on deception in written witness statements with the help of specific linguistic attributes associated with credibility assessment analysis, Picornell (2012) compared the effectiveness of linguistic cues (individually and collectively) and linguistic strategies as deception predictors (Picornell, 2013). The elite part of Picornell’s study is to analyze how the unique characteristics of witness statements as textual monologue narratives influence the role of deception cues. He defines the written witness statement as, a narrative relating to an event witnessed or experienced by the individual writing the statement, and produced as a textual monologue without external intervention or influence (Picornell, 2013). He also proposes three aspects – narrative, textual, and monologue – in order to speak of the implications for deception analysis. In narrative, the witness is provided the chances to describe in writing their direct experience. These evidences are reinterpreted based on their emotional and social experiences (Picornell, 2013). In textual aspect, the fundamental differences between the spoken and the written language are evaluated. The