Help with Writing a Management Accounting Cost Classification Essay Essay Example

Help with Writing a Management Accounting Cost Classification Essay Essay A management accounting cost classification essay is a kind of written assignment that presupposes the discussion of a specific aspect of a given topic. While working on the delivery of the explanatory paper, one needs to take a deep insight into the topic and discuss all the issues connected to the given theme. An author has to present a number of persuasive arguments and relevant examples that will help to render one’s position and thoughts to the target reader. Thus, a person facing a task to deliver this type of written assignment should be well concentrated and possess profound writing skills to be able to create an appropriate paper. This kind of assignment is concentrated on such aspects of a topic as managerial costs, cost accounting, conversion management, variable packages, and financial software. It relates to the decision making process and arranging cost apportionment. It also occupies all the counting and methods of control. This aspect of company activity presupposes dealing with the prospects of development and building plans for the future. Cost accounting allows tracing the financial activity as well as conducting an analysis, making the prognosis and building plans. It is necessary to take an eye on all expenditures including financial software and labor product. Professors and teachers of higher educational institutions demand from their students the preparation of management accounting cost classification essay as it allows to examine their critical thinking abilities. What is more, it enables to evaluate the level of perception of the materials discussed during the course. All in all, it is beneficial for all people involved in the business as it allows to familiarize oneself with the fundamentals of accounting management and create a model, which will enable estimating all the pros and cons of the business activity. How to write a management accounting cost classification essay? We will write a custom essay sample on Help with Writing a Management Accounting Cost Classification Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Help with Writing a Management Accounting Cost Classification Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Help with Writing a Management Accounting Cost Classification Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer A delivering process of any academic assignment presupposes preformation of a number of procedures, which allows creating a paper, which is logically built and sense loaded. The same is the process with the delivery of management accounting cost classification essay. Exists an established algorithm, following which an author will finally receive a coherent and cohesive piece of info. Thus, it is possible to divide the preparation procedure into three periods gathering data, writing a text and polishing the version. Each of these stages has its specificities, which a writer should take into account. In the stage of data gathering, an author has to concentrate4 mainly on the topic. Judging from a direction of theme, one should pick a number of credible and reliable sources. A prolific strategy will be to consult the list of references provided be a scholarly supervisor. Bear in mind the fact that it is better to take notes to have easy access to the necessary info. After that, one should compile an outline that will serve as a spine for the management accounting cost classification essay. During the writing stage, a writer should expand the outline compiled beforehand. It is necessary to enhance the basic framework with persuasive supporting arguments allowing the target reader to grasp the main idea of the author. Apart from that, one should take care that all the structural parts are present in the paper. The last stage presupposes editing the article. With the help of online tools, one can check the text, identify all the mistakes and quickly eliminate them. It is also necessary to take care of the originality rate. Text should be unique. Structure of a management accounting cost classification essay The main criteria that influence the quality of an academic paper are the coherence and cohesiveness of a document. Thus, a person working on the delivery of management accounting cost classification essay should bear this fact in mind. Before starting the writing process, one needs to familiarize oneself with the standards of structuring and stick to them while organizing one’s text. The main structural element of the assignment is the opening part, main body, and a final part. Each of those sections has specificities. The opening part of a paper or the intro is the first part, which the target reader sees. For that reason, I should be effective and attention-grabbing. It should evoke interest in the minds of the audience so that people will have the desire to continue reading a paper. Apart from that, an intro should comprise a thesis. Its purpose is to express the position of the author and at the same time express the idea of the whole writing. The next part is the main body section. It is the core of writing. The task of the author is to provide two-three relevant arguments, which will support the thesis. Bear in mind the fact that examples should enhance each of these arguments. They will illustrate the points and prove their credibility. The last section is the conclusion. Its main purpose is to sum up the main points discussed in the essay. An author has to include the paraphrasing of a thesis. The best argument enhancing the thesis would also be relevant. 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Due Process Models And Crime Control Models Essay Example

Due Process Models And Crime Control Models Essay Example Due Process Models And Crime Control Models Paper Due Process Models And Crime Control Models Paper Attorney Shank Krause In America, we have the greatest chance in the world for liberties and rights. Given to us by our Constitution, many of our laws have to coincide with the basics of our founding fathers beliefs in a good, lawful nation. Since the ratification of the Constitution, the first ten amendments made their way into modern law in December of 1791 to further procure our rights. These became collectively known as the Bill of rights. The Bill of Rights helps maintain balance between liberty and law, guaranteeing specific rights and freedoms to the people in return gaining their support. Each amendment helps the different cases in our law system today by dictating rights and context of how those rights may be violated. Many of our milestone amendments create a balanced law system, providing safety for individuals and our country. One of the major milestone amendments now well known is the fourth amendment. This guarantees that the government cannot search our homes, property, or person without reasonable, probable cause and a warrant. Infrequently, some exceptions have turned up over the years to challenge the fourth amendment, but this still stands as one of the most protected rights that will ever exist. This amendment alone protects our home and persons from being inexplicably searched or seized. In addition, this sets clear guidelines for search and seizure methods and when or how those methods are carried out. Next in citizens rights is the Fifth Amendment. This amendment gives us many of our due process rights. Here, it is stated that no person can be detained for a crime unless they are indicted y a grand jury or other legal process that determines there is probable cause for trial. This same amendment protects citizens from being tried more than once for the same crime, also known as double jeopardy. Double jeopardy can also be claimed if the defendant has been tried for a lesser included offense. This could mean that in the instance Of a person running over a small child, that person could be tried for murder. If they are acquitted, that same person cannot be tried again for manslaughter under the same crime. This amendment also helps guarantee that citizens cannot incriminate his or resell. If a person is refusing to answer or speak because of fear of incrimination, legally there is nothing that law enforcement can do. Each citizen has the right to remain silent. Next, the sixth amendment deals with our criminal court procedures and guarantees the right to a speedy, public trial by jury. Though speedy trial is not wholly defined, it is true in nearly all jurisdictions that there are specific time frames that must not be exceeded by the courts. The right to an impartial jury is covered under this amendment and has been challenged over and over in our system. In early years, only en could have a seat on the jury, and later only whites could remain there. Now, attorneys fight to make sure the jury pool is a selection of people that vary. This means that there is a cross selection of nationalities, sexes, ages, and other demographics. Under this amendment, the accused has a right to be informed of their charges and also a chance to confront those who accuse them. The defendant has a right to witnesses in his or her favor, even if those witnesses do not want to participate. This occurs through the action of subpoenaing. While the witnesses are a big part of any case, the attorney is a egger piece of the puzzle. Under the sixth amendment there is a right to an attorney, one that is effective at every stage of the trial and one that is present for all legal meetings. After the original ten amendments, there were still issues to hammer out as our nation grew older. One of the most critical new amendments to the Constitution was ratified on July 9th, 1868 and is the fourteenth amendment. The purpose of the fourteenth amendment was to ensure the Civil Rights Act of 1866 would remain intact throughout the years, ensuring that all persons born in the United States, excluding Indians not taxed (Civil rights Act, 1866) were legitimate citizens and would be given the full and equal benefit of all laws. (Civil rights Act, 1866). This amendment went more in depth than the Civil Rights Acts in many ways, including four main principles. These included: Citizenship rights are reaffirmed, no state is permitted to go against the privileges and immunities of citizens of the U. S. , no person would be deprived of life, liberty, or property without due process of law, and no person could be denied equal protection of the laws. While great foundation was created with the fourteenth amendment, many inflicting cases have risen from its roots. A major issue with the wording includes the word state, meaning that the States are also translated to being subjects of the Bill of Rights, not just the federal government. Because of separation of state and federal laws, many cases can be distorted. Many criminal prosecution cases are challenged under the due process clause of this amendment. Losing the amendments and the constitution itself, there have risen two crime control models in modern criminal justice. These are the crime control model and the due process model. The conflicting ideas have rated a rift in the system, often hard to overcome. The crime control model focuses on the repression of crime. This means crime control supporters concentrate on vindicating victims rather than protecting the rights of the accused. Policing powers are expanded under this model, making it easier to let loose all methods while police investigate, arrest, or search the accused. In this model, supporters believe that legal technicalities like warrants should be removed so that police can have more rights and accused offenders will have less. This type of model suggests that the trial process should be done quickly, and that the system should remove the delay in disposition of criminal cases. Those arrested are assumed guilty because a thorough investigation has been done to the extent that police and prosecutors are highly reliable. The process in the Crime Control model should e fact finding and establishing guilt. However, the due process model is the exact opposite. In the due process model, the most important function is to follow the due process provisions and provide fundamental fairness under the current laws. This model emphasizes defendants rights, though sometimes almost ignoring the victims. Police powers are expected to be limited in order to prevent the opposition of individual rights. Constitutional rights are not just technicalities in this theory, but basic rights of all citizens. Authorities under the due process model are held accountable to rules, procedures, and proper guides to maintain fairness and consistency in the process. The criminal justice system should have plenty of safeguards in place to protect the factually guilty, as well as the innocent. No person should be considered guilty merely on facts or feelings, but also found guilty by way of following all rules. If a person is found guilty under an unfair circumstance, that person should not be found guilty at all in the eyes of the Due Process model. While neither model is superior to the other, each one values different viewpoints and ideals. The crime control model is more conservative, allowing the due process model to be more liberal. Each crime is different, meaning that not every crime will fit into each model perfectly. Only by using our written guidelines, the Constitution and its amendments, can we ensure that all citizens receive a fair trial for crimes they are assumed to have committed.

IPO analysis Case Study Example | Topics and Well Written Essays - 1250 words

IPO analysis - Case Study Example This technique, OpenIPO , was an invention aimed at making pricing and allocation of the IPO share a transparent and an easy-to-do process for the issuers and to do away with any possible conflicts of interests, as may arise, between the sponsors and issuers as had been the predominant case with the former/ traditional IPO. In addition, this company (W.R Hambrecht Company) also provides an option of the traditional technique, as may be the preference of the intended users who wish not use the new online initiatives. Other services such as the venture capital, M&A, market making, proprietary investments, financing of the private placements, and online brokerage businesses, are the traditional services that this institution still provide to ensure undoubted satisfaction levels of its clients. As if this is not enough, W.R Hambrecht Company further supports approximately 36 companies to attain their IPO via their new application (the online auction system) i.e., the Overstock.com and Go ogle.Inc, and other 15 companies to use the traditional style. Strategic considerations for entrepreneurs to evaluate while determining on whether to use Dutch auction or traditional IPO approach to taking a company public W.R Hambrecht Company recommends prior consultations and advisory services, as a method of strategic approach for entrepreneurs to effectively use while making business decisions on whether to use either the traditional IPO or the Dutch auction/OpenIPO. Such decisions have to be made under the premeditated considerations of; their institutions’ goals, pricing, shares allocations, and risks and returns that are linked to any of the options that a company would centralize on. For instance, both OpenIPO and traditional techniques present very different means of allocating their shares. A sponsor has higher priorities in making decisions that promptly determine the amount of shares that can be allocated to whomever suit their recommendations, an authority that is vulnerable to abuse, in the traditional IPO. This has the potential of impacting negatively in case a stock is mispriced. A substantial case is when a sponsor decides to allocate the available shares to individual accounts of business supervisory in other institutions of their business interest, a situation that is efficiently avoidable in the case of Dutch auction/ OpenIPO. OpenIPO does its allocation without malicious considerations such as personal interests in shares allocation. Thus, is guarantees fairness (no spinning) and only allocate shares to bid winners, i.e., those who placed their bids based on the price or higher factors. The second benefit of using the OpenIPO is that it guarantees an open platform for all irrespective of whether an investor is a larger institution or small enterprises, as had been the trend with the traditional IPO shares allocation. Characteristics of the OpenIPO that makes it to override the traditional IPO is that it allows limited incentives f or the small investor to purchase shares based on the underwriters’ quoted prices (which are lower), and quickly sell them off to gain a bigger profit margin. A second factor that OpenIPO will help to eliminate will be the possibility of investors to bid too low by ensuring that those who overbid and underbid are sold for the shares at equal prices. This second advantage would help the issuers to earn more, money they would have not realized while using the traditional I

Article Review Essay Example | Topics and Well Written Essays - 500 words - 24

Article Review - Essay Example Bellamy & Basole (2013) reveal that with the ongoing evolution and adaptation of systems steered by multifaceted sociotechnical inter-firm contacts, traditional engineering and operations management modelling become less effective. The traditional modelling perspectives become ineffective in capturing of numerous complicated elements of supply chain systems or SCSs structurally and behaviourally. These drawbacks result to the acknowledgement of crucial benefits linked to network analytics in understanding, designing and managing SCSs. To understand the impact of network analytics, three interdependent themes evaluated are SCS system architecture or network structure, SCS system behaviour or network dynamics, and SCS system policy and control or network strategy. Network analysis involves interdisciplinary lens that relies on theories derived from organizational, social, and complexity sciences. Additionally, network analysis controls graph theoretic techniques to design, evaluate and visualize the SCS structure, strategies, and dynamics. Bellamy & Basole (2013) article relies on objectives of network analysis systematic review in the literature of supply chain; organization into an integrative framework and suggestions for future directions. The research fields included in the multidisciplinary analysis are operations management, sociology, biology, marketing, physics, economics, and system engineering. The data used by Bellamy & Basole (2013) was based on a supply chain context relative to the period starting 1995 to 2011. The year 1995 was chosen for being the first year network analysis use in analysing supply chain. Articles publication was based on publication year, research method and research theme, and publication outlet. The article’s research was found on 126 articles examined using varying combinations of the three themes but concerning the research

Exemplification Essay Example | Topics and Well Written Essays - 750 words

Exemplification - Essay Example For instance, dialogue, holding and handling cell phones divert the driver’s attention and decreases their cognizance of their environments. Therefore, there odds of triggering an accident escalatesintensely. In response to this most state legislations have applied legislative and driver education measures. Virtually all car drivers are reported to have used a cell phone while driving. In this case, drivers are 5.4 times more likely to cause an accident while driving when compared to other drivers who are not using cells phones. For instance, car drivers who were using their cell phones were 0.09 times slower in responding to road use cues, 0.19 times more likely to be unresponsive to road lane speed limits (especially following braking), and 0.24 times more likely to misjudge vehicle distances while on the road. In this respect, cell phone distraction has been reported to cause a fifth of all reported road accidents (Strayer and Johnston 462). As earlier stated, cell phones distractions are to blame for a large number of road fatalities. In reference to that, most jurisdictions have enacted legislation that regulate cell phone use by car drivers with all drivers criminally liable of found contravening the legislation. For instance, New York State has enacted regulations that criminalize any form of cell phone use by drivers; terming cell phones use by drivers as dangerous and impractical. In addition to regulations, driver education has been termed as a key program to address cell phones use by drivers. Consequently, governments and legislators have determined that cell phone use by drivers is a dangerous habit (Noder 238). Research reports that most drivers are aware that cell phone use while driving increases their likelihood of causing an accident. In this case, they acknowledge that if they are repeatedly and consistently educated on the dangers of using cell phones while driving

Expertise Has Been Defined As The Outstanding Performance Nursing Essay

Expertise Has Been Defined As The Outstanding Performance Nursing Essay Expertise has been defined as the outstanding performance and appropriate behaviour shown during an uncertain situation. However, Erricson Smith argued that expertise requires series of outstanding achievements under different circumstances. Additionally, Ericsson (1999) defined expertise as ability to take the right decision for a particular situation and performing it at the right time. Jensen et al. (1999: 23) had a totally different perception, that experts use specific knowledge to solve problems and the knowledge is learned by means of practice and experience. Therefore, a requisite for expertise is experience Benner (2001: 3). However, Higgs and Jones (2008: 123) said merely gathering of years of experience does not mean they will become experts. Experience is necessary for the attainment of expertise, but is not sufficient: some therapists do not attain expertise despite many years of experience. Therefore, it is not simply years of experience that is important; rather, to le arn and grow, is considered to be vitally necessary for individuals (Jensen et al.1999). King at al (2008:110) stated extensive, focussed, and challenging experience is considered necessary, but very little is known about how much of, what type of experience is required for the development of expertise. Nojima et al (2003: 4) notes that expertise and experience are interlinked. However, in physiotherapy practice, it does not necessarily follow that with increased years of experience, the quality and quantity of care always improves. Furthermore, Anon (1961) defined expertise as the skill or knowledge of a person who is highly experienced or has superior performance in a specific subject related to their study. However, Crosby et al (1990: 374) stated an expert is one who is trained in a specialty area, either by education, experience, or both. Furthermore, Higgs and Jones (2008: 123) stated expertise is continuous process of development rather than a static state resulting from different aspects like knowledge and problem-solving skills. The process of developing expertise is progressive, but not straight and continuous (Nojima 2003: 4). Benner (1984) puts forth, using the Dreyfus model that in acquisition of development and skill, a student passes through five levels of proficiency: novice, advanced beginner, competent, proficient and expert. These stages from novice to expert highlight knowledge and decision making as essential requirements to expertise. In addition, Higgs and Jones (2008: 124) said expertise depended on detailed knowledge in a specific area, enabling them to distinguish the most critical and relevant information and to engage in effective action. Thus, expertise is a multi dimensional concept, these factors and characteristics serve the basis for understanding expertise (Jensen et al. 1999:23). There is an unbelievable rate of change in health care system, and significant advances in physiotherapy. Therefore, it is very important to understand how physiotherapists achieve expertise which will help in effective and efficient management of patients (Jensen et al. 1999:12). Thus, it can be seen that various factors contribute in developing expertise; however, understanding developing expertise helps one to become an expert from a novice. One such factor that contributes in developing expertise and will be addressed in this essay is knowledge, with the main focus on practical knowledge. KNOWLEDGE AND EXPERTS Knowledge is defined as an understanding of the facts (propositional knowledge), values (personal knowledge), and procedures ( knowledge derived from theory and research (Higgs and Jones 2011: 154) e.g. there are five lumbar vertebrae in a human vertebral column. Non propositional knowledge or knowing how is created through practice and experience (Higgs and Jones 2011: 154) e.g. mobilization of joints. Non-propositional knowledge encloses tacit knowledge, practical knowledge and personal knowledge (self-knowledge) (Higgs and Titchen 1995: 526) e.g. of tacit knowledge is when a patient is made to stand from sitting, automatically the hand of the therapist supports the shoulder of the patient. Jensen et al (2000: 28) stated reality and knowledge are socially constructed. That is, reality exists because we give meaning to it. Thus, the individuals perceptions of reality, truth and knowledge have subjective dimensions or interpretations, as well as objective dimensions (reflecting the world out there). Knowledge is considered as a dynamic phenomenon undergoing constant changes and testing (Higgs and Titchen pg 521). For e.g. an expert physiotherapist has more knowledge than the novice which increases with experience. (Novice is a person who is new to the field or work where he/she is placed).An expert physiotherapist learns from experience, what typical events to expect in a given situation and how to respond to it (Benner 2001: 28). However, Higgs and Titchen (pg 521) stated knowledge is the product of a dynamic and indeed difficult process of knowing, or striving to understand. In such striving, the individuals depth and certainty of knowledge grows. For e.g.: An expert paediatric physical therapist collects multiple and selective cues through observation, handling of the child and conversation with the mother. The expert begins to see a pattern of motor delay that appears to be mild and knows the child would benefit from being encouraged to make specific movements whereas the no vice physiotherapist applies an evaluation framework, testing reflexes that he can remember. He tests child in all position and does not observe any abnormal responses to the tests he applies. Therefore, he concluded that the child has no problem (Jensen at al 1999: 21) Furthermore, knowledge is essential for reasoning and decision making, which lie at the centre of physiotherapy practice (Higgs and Titchen pg 521) for eg: an expert physiotherapist has to have knowledge about rheumatoid arthritis to choose the correct intervention for treating it. Jensen et al (2000: 28) argued that differences between experts and novices lay primarily in experts recall of meaningful patterns, that is, in the structure of the knowledge rather than in a problem-solving strategy applied to the problem. In addition, they postulated that problem-solving expertise was case specific and highly dependent on the clinicians mastery of a particular content domain. Developing and changing forms of knowledge are critical aspects of student learning, as they help students move from memorization of facts or information to understand key concepts and structure of knowledge. For example, if a novice can grasp the critical concept of testing muscles in gravity and antigravity positions and knows muscle structure and function, memorizing specific tests is unnecessary. Instead the novice can rely on knowledge structures. (Jensen et al 1999 pg 22).However, Higgs and Titchen( pg 521) concludes that it is possible to deal with knowledge and knowledge claims, using a flexible framework which consists of the four key elements apparently common to all knowledge-oriented activities, i.e. social interaction, personal commitment, development of the mind, and value implication of knowledge. Knowledge from one category can be transferred to other. For example: Practical knowledge can be transformed into formal, publically assessable propositional knowledge through theorization or rigorous critique. Propositional knowledge on the other hand also arises through basic or applied research. It can then be elaborated and arranged through practice to become part of the experience of individual (Higgs and Jones 2008 : 154). Practical knowledge is associated with the interpretive paradigm and is embedded in the world of meanings and of human interactions (pg525 Higgs and Titchen). However, in medicine and the health care professions, propositional knowledge is more valued than practical knowledge (Higgs and Titchen: 525).However, as discussed practical knowledge is considered important for expertise (Higgs Jones 2001: 154). Therefore, my focus will be on practical knowledge. PRACTICAL KNOWLEDGE Smith et al (2003: 321) stated that it is both clinical and theoretical knowledge base, which enables physiotherapy experts to distinguish the most critical and relevant information and to engage in effective action e.g. in stroke rehabilitation, the expert knows how and when to make patients sit out of the bed whereas the novice will not make the patient sit thinking it is just two days of post stroke. However, King et al (2007: 224) argued experts can differentiate and selectively use the most important and relevant information because they possess structured and organized practical knowledge which provides a conceptual foundation. The practical knowledge of novice is stored haphazardly for e.g. a novice struggles to perform all the cranial nerve tests by memorizing the order of the tests, how is it performed and number of cranial nerves whereas an expert does it very easily (Jensen et al 1999: 32). Higgs and Jones (2011: 154) agreed that practical knowledge has supremacy over prop ositional knowledge by disagreeing to the medical model above, which follows rather than drives clinical knowledge. Furthermore, (Higgs and Titchen 522) argues that this compulsion of knowledge in its dependence upon propositional truth, limits acceptance and appreciation of non-propositional forms of knowledge. Although theoretical or propositional knowledge is useful in predicting the effectiveness of number of therapeutic interventions which might be helpful to the patient whereas practical knowledge helps the expert practitioner to use this theoretical knowledge in thze best interests of the particular patient or family member. The knowledge and awareness that arise through reflection are considered to be essential ingredients for development of clinical expertise (King 2008: 190).The experts reflect and learn from their experience whereas novice are rigid. Experience is the enhancement of pre-conceived notions and theory through encounters with many actual practical situations that add differences to the theory (Benner 2001: 36) It is this practical knowledge along with theory that makes enhancement possible for the experienced physiotherapist. Practical knowledge is generated through describing and interpreting phenomenon, particularly human phenomenon, exploring it, taking account into context, subjective meanings and intentions within the particular situation (Higgs and Jones 2008: 157). On the other hand, Benner (2001: 36) stated theory and research are generated from the practical knowledge, i.e. from the practices of the experts in a field. Moreover, expert physiotherapist relied on and utilized extensive physiotherapy knowledge to practice as compared to novice physiotherapists, who applied their existing theoretical knowledge to practice (Bonner 2007: 163). However, Jensen (1999: 33) argued that although experts posses more knowledge, it the organization and appropriate usage of that knowledge is important. Therefore, expert physiotherapists used multiple sources of knowledge in practice (Bonner 2007: 163). He also stated expert physiotherapists are better able to provide justification for their practice (Bonner 2007: 163). Experts continue to learn through experience by observing and scrutinizing their actions whereas novices thinking is governed by application of rules (Jensen 1999:17). Higgs and Titchen (1995: 521) stated physiotherapy experts construct their own knowledge rather than discovering it whereas novice rely on book knowledge and later apply it. Thus, knowledge is not simply transferred from the expert to novice; it is worked upon by the learner and incorporated into practice (Smith et al 2003: 324). Benner (2001: 2) stated there are many skills (knowing how) that are gained without knowing that. She also stated that one cannot always theoretically account for know-how for many common activities like swimming. OHara (2012: 66) stated Physiotherapy is a practice focused activity and thus requires a great deal of practical knowledge. Benner (2001: 4) stated Practical knowledge is gained over time, and experts themselves are often unaware of their gains. Bonner (2007: 163) takes the statement further and stated for expert physiotherapists, the practical knowledge which they learnt in their postgraduate level had been proceduralized into their routine practice to the extent that it is difficult for them to indentify where they had learnt something e.g.an expert no longer measurse ranges of motion of any joint using goniometer. Expert physiotherapists know exactly which intervention to be used not only theoretically but also practically (OHara 2012: 66). Whereas with slighted change in symptoms the novice will not be able to decide the type of intervention. OHara (2012: 66) stated Practical knowledge acts as foundation of understanding from which therapists make informed decisions about how to act in mostly uncertain situations. Bonner (2007: 164) argued it is not only the practical knowledge, but also clinical cues by the patient which helps to make decision in complex situations e.g. a patient might position him in a way to relieve the pain symptoms from back. Bonner 163: 2007 stated expert physiotherapist used multiple sources of practical knowledge to guide their practice. Moreover, Resnik et al (2003:1101) emaphasized experts use patient education as part of their practical knowledge to treat patients e.g. when a patient is taught what they have to do, why they have to do, then the patient automatically does it correctly so the work of the therapist lessens. King (2009: 186) argued that experts are more interested in observing how other expert therapists engage patients and in understanding the meaning of experiences for patients. Whereas the novice will not focus on other therapist and use their own rules of knowledge into practice. Higgs Jones (2011: 124) stated clinical reasoning brought progressive expansion of practical knowledge in a problematic situation that continued until the problem was solved e.g. when an intervention does not work, the physiotherapist reasons out for its failure. However, Jensen (1999: 266) argued clinical reasoning is theoretically quite simple but extremely difficult to apply in real clinical situations. Also, successful reasoning strategy might work in one can and may not apply in the second e.g. a low back ache patient might feel better with mobilization other may not. CONCLUSION The essay has demonstrated various aspects of knowledge and in particular practical knowledge which contribute in developing expertise in physiotherapy field. Practical knowledge is vital for skilful practice in physiotherapy. Efforts were made to appraise the best of literature and illustrate how expert and novice differ in practical knowledge and the effect on their clinical practice. This essay further concludes the importance and relevance of the practical knowledge in reference to developing expertise. Although, measures have been taken to appraise some of the key aspects of practical knowledge in depth. Other elements of practical knowledge can also be evaluated to develop expertise in the physiotherapy field.

Oedipus and Hamlet as Father Figures :: William Shakespeare Sophocles

Oedipus and Hamlet as Father Figures Oedipus and Hamlet are two very well known characters in literature. They both stand out in a reader's mind through their actions, conflicts, strengths, and weaknesses. A reader becomes involved more in the action through these two characters. They allow us, the reader, to gain a greater sense of the stories plot. In many ways these characters hold similar traits to one another but the one that stands out most in my mind is their relationships with their fathers. Their father's prior conflicts and decisions influenced these characters to the point of their own demise. In Hamlet Prince of Denmark young Hamlet is left facing the outcomes of the conflict his father had with his brother. Old Hamlet is dead, killed by his own brother for the thrown of Denmark. Young Hamlet is in deep morning over the loss of his father and now he has to handle the remarriage of his mother to his own uncle, the man who in cold blood killed his father. Hamlet, with the death of his father, is acting strangely but his whole outlook changes for the worst when his father's ghost visits him. He finds out the true causes of his death and he is influenced by his father to seek revenge. Hamlet's father tells his son to kill his uncle, Claudius because he is the cause of his death. Hamlet loved his father deeply and would do anything for him. He becomes enraged with anger and hate for Claudius and begins to plot his revenge, Claudius' own death. Throughout the play his father's ghost visits Hamlet. Even after his death he has a great control over his son and his action s. These visits are a constant reminder to Hamlet of the truth. Knowing the truth of his father's death has driven Hamlet to the brink of insanity. The only thing he can think of is revenge. His father's death and prior conflict with his brother has left Hamlet in a position of honoring his father and doing right by him, and the only thing he sees fit to do is rid himself of the man that brought about the anger Hamlet is feeling. In the end Hamlet finally gets the revenge he sought with the death of Claudius.

Digital Fortress Chapter 15

Susan Fletcher sat at her computer terminal inside Node 3. Node 3 was the cryptographers' private, soundproofed chamber just off the main floor. A two-inch sheet of curved one-way glass gave the cryptographers a panorama of the Crypto floor while prohibiting anyone else from seeing inside. At the back of the expansive Node 3 chamber, twelve terminals sat in a perfect circle. The annular arrangement was intended to encourage intellectual exchange between cryptographers, to remind them they were part of a larger team-something like a code-breaker's Knights of the Round Table. Ironically, secrets were frowned on inside Node 3. Nicknamed the Playpen, Node 3 had none of the sterile feel of the rest of Crypto. It was designed to feel like home-plush carpets, high-tech sound system, fully stocked fridge, kitchenette, a Nerf basketball hoop. The NSA had a philosophy about Crypto: Don't drop a couple billion bucks into a code-breaking computer without enticing the best of the best to stick around and use it. Susan slipped out of her Salvatore Ferragamo flats and dug her stockinged toes into the thick pile carpet. Well-paid government employees were encouraged to refrain from lavish displays of personal wealth. It was usually no problem for Susan-she was perfectly happy with her modest duplex, Volvo sedan, and conservative wardrobe. But shoes were another matter. Even when Susan was in college, she'd budgeted for the best. You can't jump for the stars if your feet hurt, her aunt had once told her. And when you get where you're going, you darn well better look great! Susan allowed herself a luxurious stretch and then settled down to business. She pulled up her tracer and prepared to configure it. She glanced at the E-mail address Strathmore had given her. [email protected] The man calling himself North Dakota had an anonymous account, but Susan knew it would not remain anonymous for long. The tracer would pass through ARA, get forwarded to North Dakota, and then send information back containing the man's real Internet address. If all went well, it would locate North Dakota soon, and Strathmore could confiscate the pass-key. That would leave only David. When he found Tankado's copy, both pass-keys could be destroyed; Tankado's little time bomb would be harmless, a deadly explosive without a detonator. Susan double-checked the address on the sheet in front of her and entered the information in the correct data field. She chuckled that Strathmore had encountered difficulty sending the tracer himself. Apparently he'd sent it twice, both times receiving Tankado's address back rather than North Dakota's. It was a simple mistake, Susan thought; Strathmore had probably interchanged the data fields, and the tracer had searched for the wrong account. Susan finished configuring her tracer and queued it for release. Then she hit return. The computer beeped once. TRACER SENT. Now came the waiting game. Susan exhaled. She felt guilty for having been hard on the commander. If there was anyone qualified to handle this threat single-handed, it was Trevor Strathmore. He had an uncanny way of getting the best of all those who challenged him. Six months ago, when the EFF broke a story that an NSA submarine was snooping underwater telephone cables, Strathmore calmly leaked a conflicting story that the submarine was actually illegally burying toxic waste. The EFF and the oceanic environmentalists spent so much time bickering over which version was true, the media eventually tired of the story and moved on. Every move Strathmore made was meticulously planned. He depended heavily on his computer when devising and revising his plans. Like many NSA employees, Strathmore used NSA-developed software called BrainStorm-a risk-free way to carry out â€Å"what-if† scenarios in the safety of a computer. BrainStorm was an artificial intelligence experiment described by its developers as a Cause Effect Simulator. It originally had been intended for use in political campaigns as a way to create real-time models of a given â€Å"political environment.† Fed by enormous amounts of data, the program created a relationary web-a hypothesized model of interaction between political variables, including current prominent figures, their staffs, their personal ties to each other, hot issues, individuals' motivations weighted by variables like sex, ethnicity, money, and power. The user could then enter any hypothetical event and BrainStorm would predict the event's effect on â€Å"the environment.† Commander Strathmore worked religiously with BrainStorm-not for political purposes, but as a TFM device; Time-Line, Flowchart, Mapping software was a powerful tool for outlining complex strategies and predicting weaknesses. Susan suspected there were schemes hidden in Strathmore's computer that someday would change the world. Yes, Susan thought, I was too hard on him. Her thoughts were jarred by the hiss of the Node 3 doors. Strathmore burst in. â€Å"Susan,† he said. â€Å"David just called. There's been a setback.†

School of Mechanical Essay Example

School of Mechanical Essay Example School of Mechanical Essay School of Mechanical Essay School of Mechanical and Building Sciences Term End Examination – Model Question Paper – April / May 2011 B. Tech. Mechanical Engineering VI Semester Course: MEE308 Industrial Engineering and Management Time: Three hours Max. Marks: 100 Part-A (55 = 25 Marks) Answer any FIVE questions 1. Explain the need for sales forecasting. 2. Discuss about various elements of cost. 3. Bring out the importance of industrial engineering in an industry giving suitable examples. 4. Draw the symbols used for different recording techniques and bring out their importance. 5. How the plant layouts are related to type of production? . What are the factors that influence the selection of material handling equipment? 7. Distinguish between job production and mass production. Part-B (515 = 75Marks) Answer any FIVE questions 8. (a) Compare moving average and exponential smoothing forecasting methods. (b) The annual sales (in Lakhs of rupees) of a product for the past eleven years in given below: Year: 1 2 3 4 5 6 7 891011 Sales: 45 43 50 51 62 52 54 64 60 74 71 Using linear regression analysis, forecast the sales for 12th year. 5+10Marks) 9. A medium scale industry incurs the following costs for their products annually. The production volume on an average is 12000 a year. i) Raw material cost including losses due to scrap and wastage (due to rejection) = Rs. 50000 ii) Tool cost = Rs. 4000 iii) Cost of lubricants, cutting fluids, grease etc. = Rs. 2000 iv) Wages to skilled hands engaged on production = Rs. 20000 v) Wages to foremen, other supervisory staff = Rs. 40000 vi) Expenses of office staff (salary, bonus etc. = Rs. 12000 vii) Expenses on sales and distribution agencies = Rs. 8000 viii) Expenses on insurance, lighting etc. = Rs. 4000 Find (a) selling price if 10% is profit on unit cost, (b) direct cost as percent of total cost and (c) indirect cost as percent of total cost. 10. (a) Illustrate different strategies for improving the productivity with examples. (b) Enlist the factors influencing productivity. Explain how each factor will affect productivity. (7 + 8Marks) 11. Describe the steps for doing a method study of job process.Illustrate one of the recording techniques used in the method improvement with a case example. 12. (a) Explain flexible manufacturing system. Its advantages and disadvantages. (b) Discuss the role of material handling systems in improving the productivity of a company. (10+5Marks) 13. Consider the following data on layout planning Area of departments and scale: Department Area (m2) 1. 8000 2. 12000 3. 12000 4. 8000 5. 8000 6. 12000 7. 8000 REL chart: |1 |- | |2 |O |- | |3 |E |U |- | 4 |E |I |U |- | |5 |I |O |A |I |- | |6 |O |U |O |U |A |- | |7 |E | | |1 |2 |3 |4 |5 |6 |7 |8 | |For K product |25 |15 |120 |0 |60 |0 |15 |0 |What should be the size of the orders for item M and when should the orders be released? (5+10Marks) K LT = 2 M(2) LT = 1 R(1) LT = 3 P(2) LT = 4 J LT = 1 M(1) LT = 1

Major General Robert E. Rodes - American Civil War

Major General Robert E. Rodes - American Civil War Robert E. Rodes - Early Life Career: Born March 29, 1829 in Lynchburg, VA, Robert Emmett Rodes was the son of David and Martha Rodes.   Raised in the area, he elected to attend the Virginia Military Institute with an eye towards a military career.   Graduating in 1848, ranked tenth in a class of twenty-four, Rodes was asked to remain at VMI as an assistant professor.   Over the next two years he taught a variety of subjects including physical science, chemistry, and tactics.   In 1850, Rodes departed the school after failing to secure a promotion to professor.   This instead went to his future commander, Thomas J. Jackson. Traveling south, Rodes found employment with a series of railroads in Alabama.   In September 1857, he married Virginia Hortense Woodruff of Tuscaloosa.   The couple would ultimately have two children.   Serving as the chief engineer of the Alabama Chattanooga Railroad, Rodes held the post until 1861.   With the Confederate attack on Fort Sumter and beginning of the Civil War that April, he offered his services to the state of Alabama.   Appointed colonel of the 5th Alabama Infantry, Rodes organized the regiment at Camp Jeff Davis in Montgomery that May. Robert E. Rodes - Early Campaigns: Ordered north, Rodes regiment served in Brigadier General Richard S. Ewells brigade at the First Battle of Bull Run on July 21.   Recognized by General P.G.T. Beauregard as an excellent officer, Rodes received a promotion to brigadier general on October 21.   Assigned to Major General Daniel H. Hills division, Rodes brigade joined General Joseph E. Johnstons army in early 1862 for the defense of Richmond.   Operating against Major General George B. McClellans Peninsula Campaign, Rodes first led his new command in combat at the Battle of Seven Pines on May 31.   Mounting a series of attacks, he sustained a wound in his arm and was forced from the field.    Ordered to Richmond to recover, Rodes rejoined his brigade early and led it at the Battle of Gaines Mill on June 27.   Not fully healed, he was force to leave his command a few days later prior to the fighting at Malvern Hill.   Out action until late that summer, Rodes returned to the Army of Northern Virginia as General Robert E. Lee commenced his invasion of Maryland. On September 14, his brigade mounted a stiff defense at Turners Gap during the Battle of South Mountain.   Three days later, Rodes men turned back Union assaults against the Sunken Road at the Battle of Antietam.   Wounded by shell fragments during the fighting, he remained at his post.   Later that fall, Rodes was present at the Battle of Fredericksburg, but his men were not engaged. Robert E. Rodes - Chancellorsville Gettysburg: In January 1863, Hill was transferred to North Carolina.   Though the corps commander, Jackson, desired to give command of the division to Edward Allegheny Johnson, this officer could not accept due to wounds sustained at McDowell.   As a result, the position fell to Rodes as the senior brigade commander in the division.   The first division commander in Lees army to not have attended West Point, Rodes repaid Jacksons confidence at the Battle of Chancellorsville in early May.   Spearheading Jacksons audacious flank attack against Major General Joseph Hookers Army of the Potomac, his division shattered Major General Oliver O. Howards XI Corps.   Severely wounded in the fighting, Jackson requested that Rodes be promoted to major general before dying on May 10. With the loss of Jackson, Lee reorganized the army and Rodes division moved into Ewells newly-formed Second Corps.   Advancing into Pennsylvania in June, Lee ordered his army to concentrate around Cashtown in early July.   Obeying this order, Rodes Division was moving south from Carlisle on July 1 when word was received of fighting at Gettysburg.   Arriving north of the town, he deployed his men on Oak Hill facing the right flank of Major General Abner Doubledays I Corps.   Through the day, he launched a series of disjointed attacks which suffered heavy losses before finally dislodging Brigadier General John C. Robinsons division and elements of XI Corps.   Pursuing the enemy south through the town, he halted his men before they could assault Cemetery Hill.   Though tasked with supporting attacks on Cemetery Hill the next day, Rodes and his men played little role in the rest of the battle. Robert E. Rodes - Overland Campaign: Active in the Bristoe and Mine Run Campaigns that fall, Rodes continued to lead his division in 1864.   In May, he helped opposed Lieutenant General Ulysses S. Grants Overland Campaign at the Battle of the Wilderness where the division attacked Major General Gouverneur K. Warren V Corps.   A few days later, Rodes division took part in the savage fighting at the Mule Shoe Salient at the Battle of Spotsylvania Court House.   The remainder of May saw the division participate in the fighting at North Anna and Cold Harbor.   After reaching Petersburg in early June, Second Corps, now led by Lieutenant General Jubal A. Early, received orders to depart for the Shenandoah Valley. Robert E. Rodes - In the Shenandoah:         Tasked with defending the Shenandoah and drawing troops away from the siege lines at Petersburg, Early moved down (north) the valley sweeping aside Union forces.   Crossing the Potomac, he then sought to menace Washington, DC.   Marching east, he engaged Major General Lew Wallace at Monocacy on July 9.   In the fighting, Rodes men moved along the Baltimore Pike and demonstrated against Jug Bridge.   Overwhelming Wallaces command, Early then reached Washington and skirmished against Fort Stevens before withdrawing back into Virginia.   The efforts of Earlys troops had the desired effect as Grant dispatched sizable forces north with orders to eliminate the Confederate threat in the Valley. In September, Early found himself opposed by Major General Philip H. Sheridans Army of the Shenandoah.   Concentrating his forces at Winchester, he tasked Rodes with holding the Confederate center.   On September 19, Sheridan opened the Third Battle of Winchester and commenced a large-scale attack against the Confederate lines.   With Union troops driving back both of Earlys flanks, Rodes was cut down by an exploding shell as he worked to organize a counterattack.   Following the battle, his remains were taken back to Lynchburg where he was buried at the  Presbyterian Cemetery.         Ã‚   Selected Sources VMIs Civil War Generals: Robert E. RodesGettysburg Generals: Robert E. RodesNPS: Robert E. Rodes

Deafness Critique Scholarly Articles Essay Example | Topics and Well Written Essays - 1000 words

Deafness Critique Scholarly Articles - Essay Example In total 19 children participated in the study from which 10 were females and 9 males, aged 12-14 years. Children included in the study had binaural, sensori-neural severe to profound hearing loss. Children with hearing loss often have difficulties acquiring spoken language, vocabulary problems and reading comprehension deficits. Their voice and speech features disturb their speech intelligibility, which in turn disrupts their functioning in various areas such as communication skills, academic success and social behaviour. Spoken language deficits represent an enormous impediment for the construction of social relationships; likewise academic success may be affected because of reduced participation in the classroom. Children with hearing loss have difficulties to communicate with their teacher and hearing peers; in fact, students who are more skilful in their spoken language integrate better than their less skilled counterparts. The article examines socio-emotional characteristics of inclusion showing its relevance when educators are request to approach their students with disabilities in an efficient manner. A suitable educational program which fulfils the requirements of children with disabilities may help them to achieve optimal academic and social benefits. The investigator studied the relationship between speech intangibility in the context of group inclusion and individual inclusion. Group inclusion refers to special classes within regular schools; and individual inclusion refers to individuals integrated into regular classes with only hearing peers. Results of the study concerning emotional and social feelings of children with hearing loss, revealed no significant difference for either, sense of loneliness or sense of coherence between children in the two educational settings. These results are in line with the outcomes from other studies which reported similar findings indicating that increased loneliness experience and academic failure or educational s etting are not related. Indeed, the report of such socio-emotional feelings is intrinsic to the disability itself and to the experience of living with disabilities. Comparable to other children at risk for learning disabilities, children with hearing loss feel different from the rest of the group having deepest sense of loneliness and lower coherence. On the other hand the study showed a significant difference in relation to the score of speech intelligibility and the environment that surrounds the child. In group inclusion setting children had lower speech intelligibility score than did children in individual inclusion setting. On this respect the possibility to rely solely on spoken language makes the difference; children in group inclusion probably use simultaneously communication skills which are different from speech. Moreover, children attending individual inclusion at school rated by their peers as having better speech intelligibility reported less loneliness and more coheren ce. Bearing in mind that good speech intelligibility is used as criteria to include a child in one setting or another, cause-effect interaction should also be deliberated when considering these results. Inclusion involves modifications in the regular classroom to accommodate all different learners, offering special services to meet the needs of all children within the regular classroom. In an inclusive setting the educator has the primary responsibility for teaching

Interdisciplinary Curriculum Essay Example | Topics and Well Written Essays - 1250 words

Interdisciplinary Curriculum - Essay Example He will be in a position to distinguish the good from the bad. This subject knowledge alone is not valuable and to help him with additional knowledge and train him with new skills, the institution or the concerned faculty enrolls him in some interdisciplinary courses that would be related to his major subject. As in the case of a student of literature, interdisciplinary courses like translation, soft skill development, entrepreneurship may be highly useful. In this way, he not only gains additional skill or knowledge but also gets interactional expertise in the new field. This type of knowledge that we acquire through multidisciplinary form is normally named as interdisciplinary community or project. The people working here are the ones who bring out the courses or projects that would be of much use to the learners. This group consists of both learners and teachers who cooperate together in the learning and teaching environment. This interdisciplinary teaching provides ample opportunity for the learners to enrich their knowledge in one or more additional academic disciplines. On the whole, the aim of such interdisciplinary courses is to make the learners face challenging tasks not only in their subject but also in the other related disciplines, so that they will be able to stand out from the rest. The le IMPLICIT AND EXPLICIT LEARNING The learning process according to the scholars happens through two important ways. They have been named as implicit and explicit learning. Learning as we all know is the process of acquiring knowledge of something. Some things that we learn happens through taking effort on our side and at the same time there are things which we do learn without effort at all. And this is the way through which the experts have identified and differentiated the learning process. Let us look at the two ways clearly in order to comprehend well. IMPLICIT LEARNING The term implicit refers to the learning that takes place in a passive way. In this type of learning, the learner is exposed to information and thus acquires the knowledge of that information simply through that exposure. Axel Cleeremans states in his article that according to Berry and Dienes (1993), learning becomes implicit when we acquire new information without intending to do so, and that the resulting knowledge is difficult to express. Further, Arthur Reber from his research found out that, "learning might be implicit to the extent that people appear to be able to learn new information without intending to do so and in such a way that the resulting knowledge is difficult to express." This suggests that implicit learning contrasts with implicit memory in that it typically involves sensitivity to relationships between events rather than sensitivity to single events. One important thing that we should note here is that consciousness or awareness does not play a role in implicit learning. Therefore, we call this as unconscious or unintentional learning. This unintentional learning is not aimed at any goal and is just the by-product of the normal information processing system. Many psychologists suggest that much of the learning process that happens in our life is implicit in nature. We learn such skills and activities through exposure and this is known as implicit learning.