Orwell Analysis Essay Example for Free

Orwell Analysis Essay In the story from â€Å"Shooting an Elephant†, the author George Orwell employs irony and simile(s) to develop a nostalgic yet relieved attitude regarding shooting the elephant in order to comment about imperialism. The author’s choice in the usage of irony reveals his sense of imperialism. In paragraph 11 the author George Orwell reports â€Å"—but I heard the devilish roar of glee that went up from the crowd†. The use of irony emphasizes the peer pressure that the author felt by the Native people. The fact that the author has mixed feelings about the shooting of the elephant indicates that he doesn’t know what to do. With the crowd roaring with excitement and happiness, they are expecting something to happen and in return he wants to achieve their happiness. Although he doesn’t want to kill the elephant, he also doesn’t want to disappoint the Natives. More so, he wants to gain their respect not only for himself, but for the white men as well. Therefore, he must kill the elephant to do so to contribute to his sense of imperialism in the village. The author’s choice in the usage of similes to describe the death of the elephant also reveals his sense of imperialism. In paragraph 12 the author George Orwell reports â€Å"The thick blood welled out of him like red velvet, but still he did not die†. Additionally later on after the shootings â€Å"The tortured gasps continued as steadily as the ticking of a clock†. The use of similes emphasizes the alleviating feeling that the author felt after he finally shot the elephant. The fact the author feels relieved indicates that he no longer has confusion about the decision that he had to make. If he was to kill the elephant he would have power and feel superior. If he didn’t kill the elephant, he would probably be despised even more than he already was. In some way he feels happy that he finally got it over with but yet sympathetic at the same time because he is watching the elephant die slowly in crucial pain. In conclusion, Orwell’s attitude toward the shooting of the elephant revolves around the idea that peer pressure and decision making is a hard thing to overcome. He didn’t shoot the elephant for his own self or for his own satisfaction. He did it for the Natives so he could gain superiority, acknowledgment, and domination for the white men. With all of that the Natives finally respect him. However, they don’t respect him for who he is, but what he had done and accomplished.

Us History World War II Research Paper Essay Example for Free

Us History World War II Research Paper Essay Technology played a key role in determining the outcome of World War II. The high military demand for more advanced technology acted as a catalyst for the development of technology in the interwar years of the 1920’s and 1930’s. Scientists and Engineers alike poured massive amounts of research and development time into supporting the war effort, and more advanced technology was developed at an alarmingly rapid rate. One notable fact about technology in World War II is that World War II is the first war in which many military attacks were designed specifically to sabotage the research efforts of the enemies. In the bombing of Peenemunde, the Eighth Air Force executed a bombing run to destroy hydrogen peroxide that was being used to fuel the V-2 Rocket. Another example is the Norwegian heavy water sabotage in which a group of Norwegian soldiers destroyed a heavy water plant to inhibit the Nazi development of nuclear weapons (heavy water or, deuterium oxide, can be used to produce nuclear weapons). Yet another example is when Niels Bohr, a brilliant Danish physicist who understood and even contributed to the discovery of atomic structure, was evacuated from German-controlled Denmark and brought to Britain in 1943. The allies made all of these efforts to deter Nazi Germany from further developing much-needed technology, and this shows just how important technology and the research of technology was during the War. Almost every type of technology was utilized in the war, but the most notable technological advances involved five main categories: Weaponry, Industry, Medicine, Communication, and Transportation. More advanced weaponry came in the form of magnetic detonating torpedos, â€Å"Tank destroyer† missile rounds, jet fighters, jet bombers, V1 autopilot bombs, proximity fuzes for shells and rockets, HEAT anti-tank warheads, aiming utilities for guns, and napalm. [1] Plastic explosion devices such as C2 were also developed in this time. Still more weapon developments came in the form of industrial advances. Many car factories significantly lowered the number of cars being manufactured and focused instead on the creation of guns, tanks, jets, and ammunition in order to better support the war effort. The stamping, riveting, and welding of guns were all new techniques that came into use during World War II and revolutionized the creation of guns. Design and production methods had advanced enough to manufacture weapons of reasonable reliability such as the PPSh-41, PPS-42, Sten, MP 40, M3 Grease Gun, Gewehr 43, Thompson, and the M1 Garand rifle. World War II also marked the dawn of the semi-automatic rifle, and more importantly, the dawn of the assault rifle. These new rifles were much more accurate than other firearms of their time, and proved especially lethal. Although modern day military forces don’t use the same weapons as they did in World War II, they do still use variations of the assault rifle. The idea of the assault rifle developed in World War II has stood the test of time, as assault rifles are still the most effective form of infantry weaponry due to their balanced weight, firepower, accuracy, and stopping power. In terms of advances in transportation, aircrafts, vehicles, and ships were all tremendously improved. This category of technology was one of the most important factors in determining the outcome of the war. The Jeep was invented in World War II. It was used firstly and primarily as a basic troop transport vehicle, although after the war it became popular as a public transportation vehicle too. Tanks were also created not only as a source of extreme firepower, but also as armored transports. By the end of the war, the allies had developed their own personal brand of tank that transported troops through areas under heavy fire with the protection of tank armor. These transportation vehicles were integral to the success of the allies in World War II, because without the ability to move troops from point to point, attacks would be weak and disorganized. Another noteworthy development pertaining to ground vehicles is the development of synthetic rubber. Previously, all rubber products had been made of natural rubber which was harvested in the south Pacific. During World War II, Japan cut off the U. S. from this supply of rubber which forced the U. S. to develop synthetic rubber. This turned out to be a cheaper and more practical alternative. Synthetic rubber was and still is used in the wheels of cars, as well as many other vehicles. This is just one of many lasting effects World War II has had on the US. Ships were also revolutionized during the World War II era. Naval technology was very poor at the time, but once radar technology was developed, navigation and detection was made much easier for submarine and ship pilots. The invention of radar was still very new — being developed only 2 years prior to the start of World War II. Hours of experimentation and development were poured into enhancing radar technology so that the allied forces could better combat the Nazi fleet. Aircrafts were also made more advanced during World War II. Aviation in general was very new at the time, so optimizing what basic aircrafts we had at the time for battle (by equipping them with guns and bombs) was a challenging feat. Considering the first powered flight had taken place only in 1903, only 40 years before World War II, both the axis and allied air force engineers had their work cut out for them. Biplanes were the most common planes leading up to the war, and engineers improved them to become stronger, more efficient, and faster. Fighters were developed first, and ran off of a single engine. They were generally outfitted with a front machine gun and supported one or two pilots. Fighter jets were not developed until the end of the war, and saw little use on the battlefield because of this. Another type of aircraft developed during World War II was the Bomber. These enormous planes were flown deep into enemy territory where they released bombs to wreak havoc on the enemy below. Bombers often targeted key structures and production facilities to cripple the output of the enemy forces. Even more technological advances were made in the field of communication. The invention of the transistor forever changed the way electronics such as computers and radios worked. Transistors amplify and switch electronic signals. This enabled electronic devices to be manufactured much smaller than before while still being just as (if not more) powerful. Computers that once took up entire rooms could now fit on a desk. Radios that previously lined a whole wall could now be carried by hand. This revolutionized electronic communication, and made for orders to be given and received quickly on the battlefield. Almost all modern day technology utilizes transistors. This is yet another example of how the technological advances made in World War II have trickled down to present day. Other technological and engineering feats achieved during, or as a result of, the war include the worlds first programmable computers (Z3, Colossus, and ENIAC), guided missiles, the Manhattan Projects development of nuclear weapons, and the development of artificial harbors and oil pipelines under the English Channel. The furthering of computer technology is by far the most pivotal, though. Computers have developed even further than radios and televisions. Word processing programs used in the present today have completely trivialized type writers, and the internal processors and software code allows for extremely complex mathematical algorithms to be solved at the touch of a button. However, word processing and mathematics are not the only uses for the computer in the modern day world. Computers are also used for entertainment through video games and online streams, education through online college programs and educational websites, mail through the invention of email, business transactions through the integration of the computer with the cash register, and the free transfer of ideas and news through the Internet. The idea of the computer, though conceived before World War II, blossomed and thrived in the technological boom that was provided by World War II research. Without the research and development performed during World War II, the computer would not be where it is today. These revolutionary advances in communication were not only utilized by the military, but also by the media. Although televisions and radios existed before World War II, they became much more important to the public during the war. News of what was happening on the war front could be conveyed quickly and efficiently throughout the nation. Gone were the days of delivering information via letters and horseback — news spread like wildfire through the use of media. For medical science, World War II was a spur to rapid advances. Newly discovered antibiotics such as penicillin, sulfonamide, and other drugs were rapidly made available for research, manufacture, and distribution. This was all made possible by the Government’s funding and support in coordination with war-time efforts to reduce the number of casualties on the battlefield. These drugs were extremely useful on the front, and saved countless lives of the wounded and the sick. Soldiers who may have previously died of bacterial infection were instead cured on the spot. The war also showed just how effective the use of psychiatry was on the battlefield. Men who fought on the front lines and experience some of the more gruesome and cruel elements of war were sent to war-time psychiatrists and could often return to the battlefield without going insane. This psychiatry provided before and after battles also greatly reduced the number of post traumatic stress disorder victims there were as a result of World War II. Another revolutionary technique, the extraction and storing of blood and blood plasma resulted in the saving of lives. Downed soldiers who lost fatal amounts of blood were be saved via blood transfusions. This was important, as many soldiers were often shot in non-fatal areas but died because of blood loss. However, with the option to transfuse blood into gunshot victims, many lives were saved. This was a pivotal moment for medics on the battlefield, as fewer soldiers died by bleeding out. Many of these discoveries in blood transfusion were later adapted for peacetime usage. Blood transfusions are used every day at hospitals across the country in order to save lives, and the technology developed in World War II has only developed even further since then. Blood can now be screened for viruses such as HIV/AIDS to ensure the recipient of the transfusions will not be infected. Blood donation is very common at places of employment and sometimes even schools. There is even a blood drive every year at De La Salle! However medicine and blood transfusions were not the only medical improvements made in World War II. Medical education in the United States accelerated during the war years. The training of wartime doctors consisted of three intense years of twelve months each instead of the usual four years of nine months each. U. S. medical schools geared up to produce physicians needed for the war effort more quickly. This ensured that there would never be a shortage of medics on the battlefield so that casualties could be minimized. Many different forms of technology were developed during World War II, and almost all of them contributed in one way or another to the war. Whether it was new forms of transportation being discovered, new medicines being researched, new methods of communication being utilized, new weapons being manufactured, or new production methods in factories being used to revolutionize industry, every form of technology developed during the war has influenced society in some way today.

The Adkar Change Management Model Business Essay

The Adkar Change Management Model Business Essay Industrial Laboratory Problems with Production, Efficiency, and Flow. Continuous quality improvement is the focus of a quality based leader in an industrial QC laboratory, but laboratory leaders that are deficient in quality assurance knowledge can struggle with analyzing production, efficiency, or workflow problems. Major issues industrial QC laboratory leaders encounter are uneven workloads, poor work scheduling, lack of cross training, overstrained work activities, and inefficient wasteful processes (Reynolds, 2009). To combat these issues of poor laboratory efficiency and quality, assertive laboratory leaders may try to improve conditions by implementing an efficiency system, such as lean 5S. Problem recognition, by industrial QC laboratory leaders, is a valuable first step to continuous quality improvement. Insufficient understanding of the complexity involved in inefficient culture, the lean 5S system purpose, and change management leads to failure for most industrial laborator y leaders in sustaining a meaningful and successful lean 5S culture change. 5S Description as a Foundation to Lean, and 5S Failure 5S is a five step system for altering the environment of an industrial lab that is inefficient, wasteful, and displaying poor quality into a lab that is organized, experiences smooth work flow of product and personnel, and is visually enhanced; as a result, bringing wasteful issues to the forefront for continuous improvement. The 5S system is a quality improvement development originating in Japan; unequivocally, the five Ss are seiri, seiton, seiso, seiketsu, and shitsuke (Hirano,1992); however, in the English version the five Ss have been given the names sort, set in order, shine, standardize, and sustain (5S Supply, 2011). Each step of the 5S system works together. 5S starts with sort, where an industrial laboratory visually organizes and labels its entire inventory in groups of importance and categorical description; for instance, marking all laboratory equipment as essential, possible essential, and non-essential (Nilipour Jamshidian, 2005). All non-essential items are marked with a red tag and then taken to a holding area for non-value added item disposal. Sort is the step of removing waste that reduces clutter and improves organization for moving on to the next step in the 5S system, set in order. Set in order is the orderliness step where all value-added inventory items are organized and properly labeled for easy use and access. Access to items is determined by how often they are needed or used; for example, frequently used laboratory equipment and tools should be kept close to the area of need, and less frequently used items can be stored away in a properly labeled area for easy discovery (Froeh ling, 2009). Organizational tools are implemented such as labeling cabinets and shelves, color coding equipment and tools, and outlining and labeling work areas. Organizing, labeling, and placing laboratory tools and equipment in their designated locations allow for ease of the next 5S step of shine. Shine involves cleaning the laboratory, removing dirt and grime, and making the lab shine. Cleanliness and orderliness provides an industrial lab environment for easily identifying and eliminating waste and non-value added items. To make the 5S system part of everyday lab activities, the first three steps of 5S must become part of laboratory standard operating procedure; for this reason, the work needs to be standardized through work tasks (Froehling, 2009). Each employee of the lab must do his or her part in continually organizing, eliminating waste, and cleaning; subsequently, these tasks are done by implementing the fourth step of standardize. Once the 5S system is standardized, it must be reinforced through the sustain step which involves such activities as auditing, appraisal, and positive feedback; consequently, sustain is the step most practitioners neglect and do not fully implement, therefore leading to failure of this step. According to Hogg (2005), the sustain step, of the 5S system, is where the majority of 5S failure occurs. There are those that consider the 5S system as basic housekeeping, and if a practitioner were to look at the first three steps of 5S, it would be (Eaton, 2000). What the laboratory leaders fail to recognize is the true application of all five steps of 5S as the foundation to a lean laboratory and as a permanent culture change to a lab that has operated in the past as inefficient and wasteful. For example, if an industrial laboratory has been working for 10 years as inefficient, then inefficiency would be customary and the standard engrained in that laboratory culture. Because of this history, it would take more than housekeeping to break down the cultural barriers existing in this laboratory work environment to improve efficiency and quality long term. If 5S is labeled as housekeeping by laboratory leadership or upper management, then the 5S quality initiative most certainly falters (Hogg, 2005). 5S as a Culture Change, and Change Management Failure It is important for industrial laboratory leaders to realize that 5S implementation is more than housekeeping. 5S is a change in the following three areas; work flow of product and personnel, functioning of the lab in terms of inventory and equipment, and standard operating procedures and daily activities. Understanding the changes that take place through the implementation of the laboratory 5S system is crucial knowledge for laboratory leadership. 5S is not a quality tool, but a lean quality system that requires change from all industrial laboratory personnel. According to Shil (2009), it is crucial for laboratory leadership and upper management to acknowledge lean 5S as a culture change to the organization, and not a simple task performed periodically. Now that the 5S system has been established successfully as a change in culture it is important for the 5S facilitator to understand the intricacies of implementing change, and sustaining the intended change as needed with lean 5S. The important issues needing to be addressed when implementing change are leadership support, employee resistance, and change reinforcement. Leadership support is very important to start the 5S implementation, so laboratory personnel must recognize that company management is serious about the changes being put forth, and feel confident in management to provide the resources and support that is needed to make the changes materialize and endure. Employee resistance can be a huge obstacle to the implementation of change; therefore, leadership cannot ignore resistance and must do all it can to change resistance to acceptance (Obrien, 2008). Engaging the employee is the first step to breaking down this barrier, and engagement is accomplished by effective commun ication and employee involvement. Communication is important for educating laboratory personnel on the reasons for the proposed change, and for their understanding of the root causes of laboratory inefficiencies that brought on the need for change. Effective communication brings a positive light to the employees perception of the change, gives them an understanding of the needed change, and starts the breakdown of resistance (Society for Human Resource Management, 2007). The next important aspect for leadership in employee engagement is to involve the laboratory personnel in the decision making and implementation planning of the 5S system. Involvement in the change gives the laboratory personnel a sense of ownership in the system, and continues to deplete the remaining resistance to change. According to Gallup Business Journal (2012), engaging employees builds passion within the workforce and that passion can turn employee resistance to employee innovation and promotion of change. Once a change has been implemented it is not necessarily secure; consequently, this uncertainty is a third reason 5S practitioners fail to sustain the intended quality improvements that lean 5S is meant for. 5S is a dynamic system that needs to be managed and measured. Most failure of 5S occurs in the fifth step of sustain because laboratory leaders lose focus on the 5S system. Because standards are in place and the laboratory is clean and organized, leaders think the laboratory will continue to operate this way. This thought process is a big mistake and causes the 5S system to deteriorate and result in laboratory personnel losing initial enthusiasm for the lean quality initiative. According to Bevan (2011), the major factor in successful change is not putting together a plan or understanding the change, but implementing and sustaining the change, yet many change leaders assume initial change will stick, therefore neglecting to preserve the change. Failure of the 5S system is not onl y a waste of resources, money and time, but also a loss of opportunity. The 5S system is the foundation of a lean laboratory, and if 5S fails it can result in an increase in laboratory personnel change resistance for any future lean initiatives. Understanding the intent of 5S as a culture change and demonstrating a clear understanding of the complexities of change management practice is extremely beneficial for any 5S practitioner. Change Management Success, and the ADKAR Change Management Model 5S is not a laboratory housekeeping task or quality tool; on the contrary, 5S is a lean system that requires culture change in the industrial laboratory. In order for a successful implementation and sustainable 5S culture change in an industrial laboratory, a change management model can be extremely important and vital for planning, educating, implementing, and sustaining the quality initiative. A change management model provides the structure that is missing from the 5S steps for successful and sustainable change. Research shows that change, such as 5S, breaks down due to poor planning and leadership, employee resistance and human resource neglect, and insufficient reinforcement of the change in culture (Song, 2009). One such change management model that has proven success is the ADKAR change management model developed by Jeffrey Hiatt from the Prosci Learning Center. The ADKAR change management model consists of five elements that build off of each other, and focus on important areas of change; such as, evaluation, management leadership, employee engagement, training, and reinforcement (Hiatt, 2006). Although some industry professionals may prefer an alternative change management model, the ADKAR model was chosen for its simplicity, structure, and ability to implement change ranging from change in individuals to more complex company-wide change. ADKAR Elements The ADKAR change management model has five elements in its structure, and the five elements are: Awareness, Desire, Knowledge, Ability, Reinforcement. Awareness Element of the ADKAR Model The element of awareness consists of some very important aspects in providing a solid foundation to a change initiative like lean 5S. One aspect is the ability to evaluate the organizations openness to change, and provide information for evaluating each element of the ADKAR model. For instance, determining how aware the organization is on its need to change, if management supports the proposed changes, and if the change has been communicated to the employees. Evaluation is a good starting point in determining which element of the ADKAR model is the weakest in respect to the organization making the changes. Evaluation could answer important questions like: What is the desire level of the employees to making this change happen? How knowledgeable are employees on the new processes and systems intended from the change? Are resources and workforce available to enable the laboratory to implement the changes? Is there a process for reinforcing the changes, and is the laboratory able to sustain the new systems and processes long term? Evaluation using the ADKAR change management model provides 5S leadership with a planning resource for making a strong plan prior to beginning the 5S system implementation. Awareness also promotes the importance of having strong management support for the planned 5S changes; subsequently, sponsorship is important for giving laboratory employees the feeling of being supported by upper management, and confidence knowing that resources are being provided for the full 5S implementation. Awareness likewise covers the very important process of communicating to employees the reasoning for the 5S system, and engaging employees on their concerns and ideas, and using their experience to build strong support for the 5S system. According to the survey by the Society of Human Resource Management (2007), the two highest reported barriers to successful change are employee resistance to change, and insufficient communication of the planned change. Hiatt (2006) lists the four strategies of developing awareness of change as: Operative Communication, Top Management Support, Leadership Instruction, Appropriate Information Access. Desire Element of the ADKAR Model People are naturally hesitant to change, and strategically communicating the need for 5S and showing strong management support is designed to create the next element of the ADKAR model; specifically, desire for the 5S system in the laboratory. Desire is the breaking down of change resistance and the barriers to change inherent in the laboratory employees, and engaging them to the point of turning resistance to enthusiasm. According to Zigarmi and Hoekstra (2011), resistance to change is created when change is forced on employees instead of performed with employees; furthermore, not involving the employees being affected by the change taking place is the largest obstruction to successful change. Jeffrey Hiatt (2006) lists the maneuvers for creating desire in the ADKAR model as: Sponsor the change successfully in collaboration with employees, Provide managers the ability to perform as change leaders, Appraise risk and expect resistance, Involve employees in the process, Align enticement programs to the goals. After the first two elements of ADKAR are implemented, the laboratory personnel are aware of the efficiency problems in the laboratory department, and the need for continuous quality improvement. Through effective communication and employee involvement the desire to change is strong, and employees are on board with the next step of learning about the five steps and structure of the 5S system. Not addressing the first two steps of awareness and desire is the first problem 5S practitioners make; as a result, they do not set a strong foundation for implementing a system as culturally complicated as 5S. Laboratory leaders can misinterpret the 5S system as a simple housekeeping activity or quality tool and then struggle mightily, because laboratory employees cannot understand the need for the system, and do not feel the presence of management support; accordingly, employees then naturally build a resistance to the implementation of 5S into the laboratory. Knowledge Element of the ADKAR Model Knowledge is the third element of the ADKAR change management model. Knowledge is the training element of the change management structure and consists of training all laboratory employees on the history, structure, and processes used in the 5S system. The knowledge element of the ADKAR model stresses the importance of robust instruction of how to implement and use each 5S step, and making sure laboratory employees are unified in implementing and following the procedures to be developed. Jeffrey Hiatt (2006) describes the exercises for building knowledge in the ADKAR model as: Train and educate with effectiveness, Provide work tools, Coach employees individually, Develop training groups and settings. According to the research paper by Korkut, Cakicier, Erdinler, Ulay, and Dogan (2009), 5S training by organizational leadership to the personnel executing the 5S implementation is a decisive factor in the successful 5S operation. Eaton and Caprenter (2000), reiterate the importance of training and emphasize that all affected employees need to understand how 5S works, how it is implemented, and what the results should be. Ability Element of the ADKAR Model Ability is the fourth element of the ADKAR model, and emphasizes the importance of providing resources in time, manpower, and equipment for a full implementation of all 5S steps. If time, manpower, and equipment are not adequate for implementing changes, then the whole 5S system can be compromised and each step may not be completed as the system is designed. Jeffrey Hiatt (2006) lists the exercises for crafting ability in the ADKAR model as: Support the change through daily supervisor involvement, Provide expert advice in subject material, Appraise performance, Involve employees in training exercises. According to Bevan (2011), monetary, workforce, and technological resources must be available and applied to empower the change to be executed, or the change will be impaired. Minimalizing resources on change implementation such as 5S into an industrial laboratory can weaken the sustainability of the intended changes; in summary, laboratory personnel need the tools and time to get the job done. Reinforcement Element of the ADKAR Model Reinforcement is the last element of the ADKAR change management model. This element is extremely important if the 5S system is to be sustainable for the long term in an industrial laboratory. Knowing that 5S failures happen most often when 5S practitioners neglect the last step of the 5S system, sustain, then the ADKAR model can provide the proper planning and focus needed on building a sustainable 5S system in the industrial laboratory. Reinforcement accentuates the importance of measuring the affects of 5S changes through auditing the 5S system. According to Bevan (2011), tracking the changes by comparing results with the planned vision of the 5S system and reassessing goals to promote continual improvement are critical factors in successful and sustainable change. Hiatt (2006) also underscores the importance of employee recognition for following new 5S standard operating procedures, being a team player, and enthusiastically promoting the 5S culture changes. Another point of reinf orcement is the continuation of management support, and keeping management involved with auditing and providing the needed positive feedback for employee recognition. Leaders of change must be aware of their role in successful change, and their responsibility in fostering the new system for continued growth and change in culture (Higgs Rowland, 2010). If the reinforcement of the industrial laboratory 5S system is planned for and followed, as the ADKAR model can provide, then the probability of 5S sustainability failure will extremely diminish, and the 5S culture change can become the norm. Reinforcement, Continuous Improvement, and PDSA Cycle The ADKAR model stresses the importance of a strong reinforcement process for sustainability and continuous improvement of implemented changes. An important quality and continuous improvement tool that provides a strong reinforcement process for 5S sustainability is the use of the continuous improvement cycle of PDSA (plan, do, study, act). With the inclusion of the PDSA cycle in the reinforcement element of the ADKAR model, 5S system audits, metrics, appraisals, and laboratory personnel feedback and recognition would be planned, implemented, studied for effectiveness, and continually improved by enacting changes to improve culture change reinforcement and 5S sustainably. According to the PDSA workbook from the State of Victoria Department of Health (2010), the PDSA cycle is an excellent model for continuous system improvement; furthermore, the workbook breaks down each phase of the PDSA cycle as follows: Plan Phase: The planning of the 5S improvement that answers, the who, what, when, why, and how of the initiative. Do Phase: The execution of the scheduled deliverables from the planning phase. Study Phase: The review phase of comparing where the 5S system was and where it is now since the planned improvement initiatives have been executed. Measurables are taken to determine if changes were beneficial, or if more changes are needed to meet intended plans. Act Phase: The moving forward phase to realize the gains from the cycle, determine opportunities that have risen from this initiative, and decide if the improvement cycle needs to be repeated or are new strategies apparent for improvement. The ADKAR reinforcement element employs five campaigns for reinforcing change: Celebration and Recognition, Rewards, Feedback from Employees, Audits and Performance Measurement Systems, Accountability Systems (Hiatt, 2006). To employ these reinforcement campaigns and continually improve these tactics, PDSA can provide the continuous improvement model for devising, implementing, measuring, and improving the five tactics of reinforcement that the 5S system needs for long term sustainability. Continuous quality improvement is a voyage, and the PDSA cycle provides the structure needed to verify the sustainability of 5S through recurring assessment, and prevention of disparities within the 5S system from its intentions (Quality Insights of Pennsylvania, 2011). Each PDSA cycle performed in the reinforcement element of ADKAR provides a learning experience that can be used for continually strengthening the 5S system, and sufficiently reacting to laboratory environment changes and new quality issues (Srivannaboon, 2009).

Physics of Baseball :: physics sport sports baseball

Introduction Baseball is a fairly simple game, once you understand the simple mix of science involved in baseball. Also, there is much more to the game of baseball than simply hitting and pitching the ball. Here is a few bits of information about a baseball that is hit 400 feet. 1. For each 1000 feet of altitude you can add 7 Feet. 2. For each 10 degrees of air temp you can add 4 Feet. 3. For each 10 degrees of ball temp you can add 4 Feet. 4. For each 1 inch drop in Barometer you can add 6 Feet. 5. For each 1 mph following wind you can add 3 Feet. 6. With the Ball at 100 % Humidity you can subtract 30 Feet. 7. When the ball is Pitched, for every 5 mph you can add 3.5 Feet. 8. For a ball Hit along the foul line you can add 11 Feet. 9. When an Aluminum Bat is used you can add 30 Feet. A couple more bits of general information. 1. A curve ball that seems to break over 14 inches never actually deviates from a straight line by more than 3 inches 2. There is no such thing in baseball as a rising fastball! 3. The collision of a ball on the bat lasts only about 1/1000th of a second. 4. That a batted ball should be able to travel no farther than 545 Feet. The Path of a Baseball A baseball will always follow a parabolic motion when hit with the bat. This is mainly due to the force of gravity acting on the baseball after it is hit. A baseball like most other things follows the three laws of motion that were created by Sir Isaac Newton. The three laws of motion are: 1. Law 1. An object continues in its initial state of rest or motion with uniform velocity unless it is acted on by an unbalanced, or net external, force. 2. Law 2.

The Human Genome Revolution in the Rio Grande Valley :: Genes Biology Argumentative Essays Papers

The Human Genome Revolution in the Rio Grande Valley Most, if not all, of the technological and scientific advances throughout history, were influenced by the burning desire to discover, to know, and to be in control. The ambition to acquire knowledge has led mankind to embark on controversial and risk full, yet promising and intriguing fields, such as genetic research and study. In our modern day world, genetic research, or what we know as the genome revolution, has caused unceasing turmoil and controversy; however, behind all the ethical and religious opinions lies the hope for a brighter future for humanity. Whether we realize it or not, genome research brings with it many benefits, as well as new subjects of debate closer to us, in our community- the Rio Grande Valley. The Rio Grande Valley is populated with a vast majority of Hispanic people. A Hispanic myself, I know that our people are passionate lovers of our culture and faithful followers of our faith. Many Hispanics do not favor genome research, (human cloning in specific), because it is an insult to the Christian faith, which holds God as the one and only creator of life. The knowledge of the human genome structure, equips man to become "architects" of life. Beyond the concern of man creating man, lays the uncertainty of the spiritual being and integrity of the newly created human clones. In an area where Hispanics are the dominating ethnic group, conflicts are definitely sure to arise between those who oppose and support cloning. The Rio Grande Valley is also an agricultural area, and genome research provides new and more perfected techniques for farming and cultivating. These modern processes, are far more perfected than latter day techniques, and result in higher quality products, in much larger quantities. Greater and faultless productivity will promote and generate better business opportunities for agricultural companies in the valley. In return, employees of these companies will receive better salaries. It is important to keep in mind that many Hispanics do not only support their immediate family but also those that are away from them, like elderly parents. In this way, the Rio Grande Valley's inhabitants will be greatly benefited. Hispanics are prone to many diseases already inscribed in our DNA, like diabetes, high blood pressure, heart failure, as well as many others.

Ralphs Leadership in William Golding’s Lord of the Flies Essay

Ralph's Leadership in William Golding’s Lord of the Flies Ralph, the elected leader of the group of British boys in William Golding’s Lord of the Flies, strives to take the civilized society to which he is accustomed and apply it to society on the island on which he and the other boys are stranded. As leader, this task seems simple – tell the other boys what they each need to do and expect them to do it. Ralph fails to realize the difference between the rest of the boys and himself. The world is in the middle of a massive war, a war in which the threat of the atomic bomb looms prominently. In fear of losing all its future fighting force, Britain sends a group of its schoolboys on an airplane to safety. Before reaching its destination, though, an enemy fighter plane shoots down the boys’ plane. The plane crashes into a forest on a remote island and, as a result, the pilots die. This group of schoolboys jumps from a society in which adults direct them to act properly to one in which there is no authoritative figure to give them orders. Back in Britain, adults train the boys to obey them and follow their lead. They act appropriately because of the threat of punishment for disobedience. Even later in the novel, once things begin to fall apart, Golding writes, â€Å"Here, invisible yet strong, was the taboo of the old life. Round the squatting child was the protection of parents and school and policemen and the law† (62). As the story progresses, though the boys go so far as to participate in savage acts such as killing each other, in the end, they realize that they conducted themselves immorally. Stranded on the island with a bunch of boys and no adults, Ralph quickly takes charge and demands the election of a leader of the bo... ...ings a type of closure to the ordeal, and it also shows a realization he had about society, about mankind in general. He has witnessed with his own eyes the evil that comes about as a result of the lack of civilization and the inborn nature to do evil. Golding describes Ralph’s profound crying simply: â€Å"Ralph wept for the end of innocence, the darkness of man’s heart, and the fall through the air of the true, wise friend called Piggy† (202). While nearly all the boys on the island ignore those standards British society has taught them, Ralph does not, and, as leader, tries to apply them to society on the island. Even when everyone else reverts to his inborn evil nature, Ralph sticks with that which is good, that which he learned from British society – civility. Ralph is different than the other boys, and because of that difference, it is only fitting that he cry.

Effect of Titles and Subtitles of HIPAA on the IT Organization Essay

Effect of Titles and Subtitles of HIPAA on the IT Organization For my second internship meeting the CEO needs help with briefing the chief marketing officer on the effects that (HIPPA) have on the IT field involving health care. The chief marketing officer is coming from the retail industry so I will need to explain to him the important parts of the IT department that involves the health care industry. â€Å"The Health Insurance Portability and Accountability Act â€Å"(health.state.tn.us/hipaa/ )is â€Å"HIPAA is the federal Health Insurance Portability and Accountability Act of 1996. The primary goal of the law is to make it easier for people to keep health insurance, protect the confidentiality and security of healthcare information ad help the healthcare industry control administrative costs.†( health.state.tn.us/hipaa/) HIPPA is used in all medical facilities to protect patients’ rights, it is extremely important that the medical facility follows the rules that HIPPA has put in place. HIPPA is used for patients’ rights and safety concerning their medical and personal information. A medical facility must follow the rules and guidelines that HIPPA has put in place to do just this for their patients. HIPPA is a strong privacy protections that is critical in maintaining individuals’ trust in their health care providers and to obtain needed health care services, and these protections are especially important where very sensitive information is concerned. HIPPA is very important in the IT part of health care industry, there are several entitles involved in IT and HIPPA. HIPPA Title 11 Subtitle F consists of Administrative Simplification Administration simplification purpose is the† purpose of this subtitle to  improve the Medicare program under title XVIII of the Social Security Act, the Medicaid program under title XIX of such Act, and the efficiency and effectiveness of the health care system, by encouraging the development of a health information system through the establishment of standards and requirements for the electronic transmission of certain health information.†(http://aspe.hhs.gov/admnsimp/pl104191.htm) The requirements for the HIPPA administration simplification consist of â€Å"†SEC. 1175. (a) CONDUCT OF TRANSACTIONS BY PLANS.– â€Å"(1) IN GENERAL.–If a person desires to conduct a transaction referred to in section 1173(a)(1) with a health plan as a standard transaction– â€Å"(A) the health plan may not refuse to conduct such transaction as a standard transaction; â€Å"(B) the insurance plan may not delay such transaction, or otherwise adversely affect, or attempt to adversely affect, the person or the transaction on the ground that the transaction is a standard transaction; and â€Å"(C) The information transmitted and received in connection with the transaction shall be in the form of standard data elements of health information. â€Å"(2) SATISFACTION OF REQUIREMENTS.–A health plan may satisfy the requirements under paragraph (1) by– â€Å"(A) directly transmitting and receiving standard data elements of health information; or â€Å"(B) Submitting nonstandard data elements to a health care clearinghouse for processing into standard data elements and transmission by the health care clearinghouse, and receiving standard data elements through the health care clearinghouse. â€Å"(3) TIMETABLE FOR COMPLIANCE.–Paragraph (1) shall not be construed to  require a health plan to comply with any standard, implementation specification, or modification to a standard or specification adopted or established by the Secretary under sections 1172 through 1174 at any time prior to the date on which the plan is required to comply with the standard or specification under subsection (b). â€Å"(b) COMPLIANCE WITH STANDARDS.– â€Å"(1) INITIAL COMPLIANCE.– â€Å"(A) IN GENERAL.–Not later than 24 months after the date on which an initial standard or implementation specification is adopted or established under sections 1172 and 1173, each person to whom the standard or implementation specification applies shall comply with the standard or specification. â€Å"(B) SPECIAL RULE FOR SMALL HEALTH PLANS.–In the case of a small health plan, paragraph (1) shall be applied by substituting ’36 months’ for ’24 months’. For purposes of this subsection, the Secretary shall determine the plans that qualify as small health plans. â€Å"(2) COMPLIANCE WITH MODIFIED STANDARDS.–If the Secretary adopts a modification to a standard or implementation specification under this part, each person to whom the standard or implementation specification applies shall comply with the modified standard or implementation specification at such time as the Secretary determines appropriate, taking into account the time needed to comply due to the nature and extent of the modification. The time determined appropriate under the preceding sentence may not be earlier than the last day of the 180-day period beginning on the date such modification is adopted. The Secretary may extend the time for compliance for small health plans, if the Secretary determines that such extension is appropriate. â€Å"(3) CONSTRUCTION.–Nothing in this subsection shall be construed to prohibit any person from complying with a standard or specification by– â€Å"(A) submitting nonstandard data elements to a health care clearinghouse for processing into standard data elements and transmission by the health care clearinghouse; or â€Å"(B) Receiving standard data elements through a health care clearinghouse.†(http://aspe.hhs.gov/admnsimp/pl104191.htm) This is very imprtonat with following the HIPPA rules and regulations â€Å"PROCESSING PAYMENT TRANSACTIONS BY FINANCIAL INSTITUTIONS â€Å"SEC. 1179. To the extent that an entity is engaged in activities of a financial institution (as defined in section 1101 of the Right to Financial Privacy Act of 1978), or is engaged in authorizing, processing, clearing, settling, billing, Transferring, reconciling, or collecting payments, for a financial institution, this part, and any standard adopted under this part, shall not apply to the entity with respect to such activities, including the following: â€Å"(1) The use or disclosure of information by the entity for authorizing, processing, clearing, settling, billing, transferring, reconciling or collecting, a payment for, or related to, health plan premiums or health care, where such payment is made by any means, including a credit, debit, or other payment card, an account, check, or electronic funds transfer. â€Å"(2) the request for, or the use or disclosure of, information by the entity with respect to a payment described in paragraph (1)– â€Å"(A) for transferring receivables; â€Å"(B) For auditing; â€Å"(C) In connection with– â€Å"(i) a customer dispute; or â€Å"(ii) An inquiry from, or to, a customer; â€Å"(D) In a communication to a customer of the entity regarding the customer’s transactions, payment card, account, checks, or electronic funds transfer; â€Å"(E) For reporting to consumer reporting agencies; or â€Å"(F) For complying with– â€Å"(i) a civil or criminal subpoena; or â€Å"(ii) A Federal or State law regulating the entity.† (b) CONFORMING AMENDMENTS.– (1) REQUIREMENT FOR MEDICARE PROVIDERS.–Section 1866(a) (1) (42 U.S.C. 1395cc (a) (1)) is amended– (A) by striking â€Å"and† at the end of subparagraph (P); (B) By striking the period at the end of subparagraph (Q) and inserting â€Å"; and†; and (C) By inserting immediately after subparagraph (Q) the following new subparagraph: â€Å"(R) to contract only with a health care clearinghouse (as defined in section 1171) that meets each standard and implementation specification adopted or established under part C of title XI on or after the date on which the health care clearinghouse is required to comply with the standard or specification.†. (2) TITLE HEADING.–Title XI (42 U.S.C. 1301 et seq.) is amended by striking the title heading and inserting the following 🙠 http://aspe.hhs.gov/admnsimp/pl104191.htm) â€Å"EFFECT ON STATE LAW â€Å"SEC. 1178. (a) GENERAL EFFECT.– â€Å"(1) GENERAL RULE.–Except as provided in paragraph (2), a provision or requirement under this part, or a standard or implementation specification adopted or established under sections 1172 through 1174, shall supersede any contrary provision of State law, including a provision of State law that requires medical or health plan records (including billing information) to be maintained or transmitted in written rather than electronic form. â€Å"(2) EXCEPTIONS.–A provision or requirement under this part, or a standard or implementation specification adopted or established under sections 1172 through 1174, shall not supersede a contrary provision of State law, if the provision of State law– â€Å"(A) is a provision the Secretary determines– â€Å"(I) is necessary– â€Å"(I) to prevent fraud and abuse; â€Å"(II) To ensure appropriate State regulation of insurance and health plans; â€Å"(III) For State reporting on health care delivery or costs; or â€Å"(IV) For other purposes; or â€Å"(ii) Addresses controlled substances; or â€Å"(B) Subject to section 264(c) (2) of the Health Insurance Portability and Accountability Act of 1996, relates to the privacy of individually identifiable health information. â€Å"(b) PUBLIC HEALTH.–Nothing in this part shall be construed to invalidate or limit the authority, power, or procedures established under any law providing for the reporting of disease or injury, child abuse, birth, or death, public health surveillance, or public health investigation or intervention. â€Å"(c) STATE REGULATORY REPORTING.–Nothing in this part shall limit the ability of a State to require a health plan to report, or to provide access to, information for management audits, financial audits, program monitoring and evaluation, facility licensure or certification, or individual licensure or certification. (http://aspe.hhs.gov/admnsimp/pl104191.htm) The HIPPA Title 11 subtitle F consist of six parts, I have mentioned three of these parts that I think that are the most important parts that pertain to HIPPA and the IT part of HIPPA. References http://search.proquest.com.ezproxy.apollolibrary.com/docview/214069689/fulltextPDF?accountid=458 http://www.hhs.gov/ocr/privacy/hipaa/administrative/securityrule/nist80066.pdf http://aspe.hhs.gov/admnsimp/pl104191.htm