Type of Markets and Their Characteristics Term Paper

Type of Markets and Their Characteristics - Term Paper Example In the market there are those goods that are referred to as public goods, these goods are provided by the government due to various reasons, the reasons why the government provide these goods are because the provision of these goods is too expensive for firms to provide. Also due to the fact that the provision of these goods by firms may not yield economic profits and the government will source revenue from taxes in order to provide public goods. Public goods include products such as roads, railway roads and education. The government will provide these gods given that they require huge investment and the returns are relatively low. However problems arise whereby the market may exhibit the free rider effect, this refers to the situation whereby some individuals in the economy do not pay taxes yet they enjoy public goods, therefore it is evident that the market cannot function without public goods and therefore the role of the government in the market is to provide public goods.

DVT Risk Assessment Tool for Nurses Using Modified Delphi

DVT Risk Assessment Tool for Nurses Using Modified Delphi Research article DEVELOPMENT OF PATIENT’S DVT RISK ASSESSMENT TOOL FOR NURSES USING MODIFIED DELPHI TECHNIQUE. Mr.Kapil Sharma1,Ms. Jaspreet Kaur Sodhi2, *Ms.Rupinder Kaur3 ABSTRACT Background Deep vein thrombosis (DVT) is a very serious, potentially fatal, and very preventable medical condition. It is important for all patients admitted to the hospital to be screened for the risk of developing a DVT. This could be easily accomplished by performing a risk factor assessment-screening tool on all patients. It is also important to educate the medical and nursing staff on the fact that all patients are at risk for developing DVT, not just surgical patients who are often believed to be at the highest risk of DVT. The implementation of the risk factor assessment could potentially save lives and reduce the hospital costs of treating and managing the complications of DVT and venous thromboembolic disease. The implementation of a risk factor assessment tool could potentially aid in the recognition and appropriate prophylaxis of those patients who are at extremely high risk for DVT. Without appropriate recognition of the risk for DVT, patients may be placed at risk for DVT and the p otentially fatal and/or debilitating complications associated with the development of DVT.1 Aim The aim of the study is to develop Patient’s DVT Risk Assessment Tool for Staff Nurses. Objectives To select and pool the items to develop Patient’s DVT Risk Assessment Tool for Staff Nurses. To obtain consensus of Panelists for the development of Patient’s DVT Risk Assessment Tool for Staff Nurses. To organize valid items in a structured format for the development of Patient’s DVT Risk Assessment Tool for Staff Nurses. Methods Using instrument development design for Patient’s DVT Risk Assessment Tool for Staff Nurses. 66 Items were generated from evidence and qualitative data. Face and content validity were established through experts by 3 modified Delphi round. Content validity was computed. The content validity index (CVI) was calculated for each item i.e CVI-i, content validity index for experts i.e CVI-e and general content validity index for the tool i.e CVI-total. Item level CVI (CVI-i) is calculated by number of experts agreeing on the value of relevance of each item (value between 3 and 4) divided by total number of experts, expert level CVI (CVI-e) is calculated by number of items scored between 3 and 4 by an expert divided by total number of items and general CVI (CVI-total) is calculated by sum of all experts individual CVI divided by number of experts. Based on expert panel, CVI-i lower than 0.6 were deleted, (CVI-e) is 0.8,and CVI-total) 0.89. Results Patient’s DVT Risk Assessment Tool for Staff Nurses had face and content validity. The content validity index was 0.89. Conclusion The study concluded that assessment of DVT risk is essential in hospitalized patients.The identification of DVT risk at its earliest stage can help to decrease the morbidity and mortality rate in hospitalized patients.The Patient’s DVT Risk Assessment Tool will be helpful to identify risk of DVT at its earliest stage so that preventive measures can be taken. Keywords Deep Vein Thrombosis,Patient’s DVT Risk Assessment Tool.Modified Delphi Technique,Content Validity Index INTRODUCTION â€Å"An ounce of prevention is cheap, the pound of cure costly† (A.Taylor, B.J. Whiting) In India, the incidence of deep vein thrombosis (DVT) is not well highlighted and literature survey shows scanty works in this field. Most of the literature available in India is from the orthopaedic departments, overall incidence of DVT in general population is largely unknown. Most of the DVTs are idiopathic and occur in less than 45 years age group. Irrespective of the etiology, LMWH and Warfarins are efficient, safety is well demonstrated, and domiciliary treatment is advisable with surveillance. Idiopathic DVTs require long term follow up to watch for recurrent thrombosis.2 Each year, deep vein thrombosis (DVT) occurs in 1 of every 1,000 Americans, hospitalizes nearly 600,000 for DVT-related complications, and kills up to 300,000. It is possibly the most common preventable cause of hospital deaths in the United States. Occupations in transportation, air travel, con ­fined spaces, and sedentary office positions pose risks for DVT. The risk of DVT increases with factors such as obesity, cancer, pregnancy, estrogen-containing medications, major surgery, and hospitalizations. , With an understanding of DVT, occupational health nurses are well positioned to promote DVT awareness and reduce the risk of complica ­tions for employees diagnosed with DVT.3 Deep vein thrombosis [DVT] is one of the most dreaded complications in post-operative patients as it is associated with considerable morbidity and mortality. Majority of patients with postoperative DVT are asymptomatic. The pulmonary embolism, which is seen in 10% of the cases with proximal DVT, may be fatal. Therefore it becomes imperative to prevent DVT rather than to diagnose and treat. Only one randomized trial has been reported from India to assess the effectiveness of low molecular weight heparin in preventing post-operative DVT.4 METHODOLOGY It is a methodological study to develop Patient’s DVT Risk Assessment Tool. The tool was validated by 10 multidisciplinary health care professionals. The study was conducted in 3 Modified Delphi rounds.The validity of tool was determined by content validity index (CVI). The data was collected via e-mail.The tool was developed under three phases and under each phase some steps were taken. PHASE 1- Preliminary preparation During this phase the investigator developed the preliminary Patient’s DVT Risk Assessment Tool for which the following steps were taken: Step-1: Review of Literature- An extensive review of literature was carried out from books, journals and through internet. Literature was searched which represent Patient’s DVT Risk Assessment Tool from all aspects. Various tool were searched. Literature related to tool construction and standardization was also reviewed. Step-2: Items selection and pooling- Different tools were analyzed and related items such as risk factors were selected from the content and items were pooled together. Step-3: Preparation of first draft- Selected items were seemed to represent Patient’s DVT Risk Assessment Tool to generate first draft of the tool. PHASE 2- Validation of first draft and subsequent drafts Step-1: Selection of panel- There were 10 experts in all Delphi rounds. The Delphi panel was consisted of multidisciplinary health care professionals (nurses, doctors, and administrator). The sample of the panelist were heterogeneous to ensure the entire spectrum of opinion to be determined. The written consent was taken from the selected experts to participate in the study. The first draft of tool was circulated among 10 experts from above stated field. Step-2: Delphi Rounds: The modified Delphi technique was used to validate the draft. (The Delphi is an interactive process designed to combine expert’s opinion into group consensus. According to this technique the response of each panelist remains anonymous that there are equal chances of each panelist to present the ideas unbiased by the identity of other panelist. There are subsequent Delphi rounds until a definitive level of consensus is recorded). All the panelist were requested to give their valuable suggestion pertaining to the content, accuracy of information, the item order i.e organization and sequence of the items and working of the items. The suggestions given by panelist was incorporated to generate the second draft of tool. Step-3: Modification: as per the experts opinion:The modification in the tool was made. PHASE 3- Assessing reliability and content validity of tool: Draft prepared after third Delphi round. Validity of Tool: It was done by expert’s opinion. The tool was circulated to 10 experts of various specialties . The experts were asked to rate the items in terms of relevance to the Patient’s DVT Risk Assessment Tool. A 4 point likert scale (1 not relevant, 2 somewhat relevant, 3 relevant, very relevant). The content validity index (CVI) was calculated for each item i.e CVI-i, content validity index for experts i.e CVI-e and general content validity index for the tool i.e CVI-total. Item level CVI (CVI-i) is calculated by number of experts agreeing on the value of relevance of each item (value between 3 and 4) divided by total number of experts, expert level CVI (CVI-e) is calculated by number of items scored between 3 and 4 by an expert divided by total number of items and general CVI (CVI-total) is calculated by sum of all experts individual CVI divided by number of experts. Based on expert panel, CVI-i lower than 0.6 were deleted, (CVI-e) is 0.8, and CVI-total) 0.89. Instrument development: The content validity assessment process described by Waltz and Bausell (1981) and Lynn (1986) was used. 66 items were generated and were carefully investigated for clarity, grammar, and construction. A likert scale was chosen as scale type. Each item was rated on 4 point likert scale (1 not relevant, 2 somewhat relevant, 3 relevant, very relevant) with significant agreement (10 experts rating item a 4 or 3) needed for it to be retained. The experts were asked also to evaluate the set of items to determine if any content area was missing. REFERENCES 1.Race TK, Collier PE. The hidden risk of deep vein thrombosis the need for risk factor assessment: case reviews. Critical Care Nursing Quarterly [serial on the Internet]. 2007, July;30(3): 245-254. 2. L Chinglensana, Santhosh Rudrappa, K Anupama, T Gojendra, Kala K Singh, Sudhir T Chandra. Clinical profile and management of deep vein thrombosis of lower limb. Journal Of Medical Society.2013;27(1):10-14 3. Emanuele, P,. Deep Vein Thrombosis, AAOHN Journal 2008; 56(9):389-392. 4.Anandan Murugesan, Dina N. Srivastava,Uma K. Ballehaninna, Sunil Chumber,Anita Dhar,Mahesh C. Misra,Rajinder Parshad, V. Seenu, Anurag Srivastava,and Narmada P. Gupta. Detection and Prevention of Post-Operative Deep Vein Thrombosis [DVT] Using Nadroparin Among Patients Undergoing Major Abdominal Operations in India; a Randomised Controlled Trial. Indian J Surg. 2010 August; 72(4): 312–317

Money and Matrimony in Vanity Fair Essay -- Vanity Fair Essays

Money and Matrimony in Vanity Fair      In his novel Vanity Fair, William Thackeray exposes and examines the vanities of 19th century England. His characters pursue wealth, power, and social standing, often through marriage or matrimony. The present essay looks at Thackeray's use of the institution of marriage in Vanity Fair to comment on how these vanities often come at the expense of the true emotions of passion, devotion, and love. Parental Ambitions In Vanity Fair, money is central to nearly all of the characters' relationships. Thackeray connects England's merchant families, the lesser nobility, and the high aristocracy through money and matrimony, and parents are frequently the chief negotiators in these business transactions. Mr. Osborne is perhaps the novel's most avaricious parent; money and social eminence are all-important to Mr. Osborne, and he is willing to sacrifice his children's happiness to connect his family name with these vanities. He forbids his daughter Jane to marry an artist with whom she has fallen in love with, swearing to her "that she should not have a shilling of his money if she made a match without his concurrence" (p416). For Mr. Osborne love has little to do with matrimony, and marriage is simply a transaction that should increase family wealth and prestige. This concept was by no means uncommon during the 19th century: the rise of industrialism and colonialism meant an influx of wealth into England, and marriage was seen by many as a way of either rising in station or cementing business ties. This latter theme is seen in Mr. Osborne's interference in his son George's relationship with Amelia. Their courtship is arranged, the "two young people [having] been bred up by their parents" (p38) ... ...und them, and not look in. She eluded them, and despised them --- or at least she was committed to the other path from which retreat was now impossible. (p410-11) Thackeray points out that Becky could have led a simple, happy life, but for her relentless desire to achieve wealth and social status. She never comes to this realization, however, and through Rebecca the author shows us how our desires for the vanities can blind us to more truer, simpler emotions. Conclusion The marriages and mà ©salliances of the characters in Vanity Fair show us the folly and futility of chasing wealth, power, and social eminence at the expense of love and passion. Thackeray's novel reminds us that there are frequently hidden costs when we make such a bargain, and the true expense is often more than we can afford.    Works Cited Thackeray, William (18 ). Vanity Fair.   

Lewis Binford Essay

Only child Mother from well to do family who lost $ Dad electrician laborer Josef lewis binford mother(Eoline Roberts Binford) was descended from Virginia Tidewater high society,by birth no money scout learning by doing skilled in construction laborer helped with field work later years enrolled 1948 Virinia Polytech instutte under athlete scholarship foot ball forestry biology Married Jean mock two children $ problems 1952 enrolled army GI Bill to Okinawa, where he worked with native Ryukyuan peoples. Dischared 1954 interest anthplogy UNC 1957 B. A. That turned his interests to archaeology. Under the tutelage of Joffre Coe, Binford gained valuable field experience, read the literature, and began to question the conceptual underpinnings of the discipline. Armed with the belief that archaeology could and should do far more than merely situate ancient cultures in time and space, and keen to bring it into the mainstream of anthropology, Binford went to the University of Michigan for graduate work. Influential in his education there were. White, Albert Spaulding (from whom Binford learned  analytical methods), and James Griffin, the quintessential culture historian, dean of eastern North American archaeology, and for Binford graduate adviser and symbol of all that was (and was wrong with) traditional archaeology (Sabloff, 1998, p. 13). Binford earned his M. A. in 1958 and Ph. D. in 1964 at Michigan, though Griffin did not last as his adviser. After teaching at Michigan for a year, Binford joined the University of Chicago anthropology faculty in 1961. Binford left Chicago four years later, still brash though unbowed despite having been denied  tenure. By then, at least, he had received his Ph. D. but only after Griffin was persuaded to resign from his dissertation committee (Binford, 1972, p. 11). It was the first overt breach of what was a long, acidic relationship. It was at Chicago that Binford launched what came to be called the â€Å"New Archaeology† (later, â€Å"Processual Archaeology†) with hi s landmark article â€Å"Archaeology as Anthropology† (1962). After travelling to several univ. and being fired from what he called the best uni In 1968 Binford was hired at the University of New Mexico, Still, Binford gave no quarter to postprocessualists In 1991 Binford retired from the University of New Mexico and accepted a faculty appointment at Southern 20 BIO G RA PHICAL MEMOIRS Methodist University in Dallas. There he could teach less and have more time to devote to a project he had started in the 1970s (previews of which appeared as Binford [1990, 1997]), which would become his last major book: Constructing Frames of Reference: An Analytical Method for Archaeological Theory Building Using Ethnographic and Environmental Data Sets (Binford, 2001).

Using a Ghost During the Elizabethan Period. Hamlet

During the Elizabethan period, a ghost was seen as a common feature in most tragedy plays. Shakespeare's Hamlet is a prime example of the use of a ‘ghost' to entice fear and apprehension amongst the Elizabethan audience. The ghost can be seen as projecting several functions throughout the play, all of which are vital to the play's ultimate impact. An Elizabethan audience were highly superstitious, held Roman Catholic beliefs of purgatory and were extremely fearful of afterlife and the uncertainty that surrounded it. Such views were powerful connotations that aided Shakespeare to influence his audience with considerable impact. However, the implications of a ghost were seen as very different for a Elizabethan audience as compared with the perception of a ghost by a modern audience. Therefore it could be said that the disparity in how the ghost is received may diminish the play's impact for a modern day audience. The audience of Shakespeare's time were surrounded with highly religious concepts. During the period, whilst many were deemed protestants, there were many who challenged the idea of souls and their sins in relation to heaven and hell and continued to practise the old faith. Therefore an Elizabethan audience would have been familiar with the concepts of heaven and hell and the uncertainty surrounding ghosts. Whether the ghost of Old Hamlet is living in hell or purgatory is an issue which Shakespeare leaves open and unresolved. This leaves the Shakespearean audience with the question of whether there was hope of redemption for old hamlet and in relation, themselves. This can be seen as one of the various functions of the ghost in hamlet, by engaging into the religious mindset of Elizabethans, they would question its presence and would be intent on discovering its existence and nature throughout the play.

Is AP Chemistry Hard 5 Key Factors Considered

Is AP Chemistry Hard 5 Key Factors Considered SAT / ACT Prep Online Guides and Tips AP Chemistry is an intimidating subject if you're not familiar with the material. There are all these weird formulas with superscripts and subscripts to remember, and it involves what some students view as an unpleasant amount of math. But is AP Chemistry as hard as it sounds? In this article, I'll examine five different factors to reach a conclusion regarding the true difficulty level of AP Chemistry in comparison with other high-level classes. What Determines the Difficulty of an AP Class? 5 Factors Before we talk about AP Chemistry specifically, what are the main factors that determine how hard (or easy) an AP class is? Let's take a look at the top five. Factor 1: Passing Rate The number of test takers who score 3 or higher on an AP test is a good indication of how difficult the AP class is. If a very high percentage of students earn passing scores, it might mean that the class is less challenging. It might also mean, however, that the particular class attracts higher-achieving students who are extremely well prepared and tend to do better on tests across the board. That’s why, in addition to score averages, we also need to consider the perceptions of students and the actual difficulty of the content. Factor 2: 5 Score Rate Another piece of data that's slightly different from the passing rate is the percentage of students earning 5s (the highest possible score) on the AP test. A large percentage of students may pass an AP test, but if only a small group earns 5s, it usually means that true mastery of the subject is hard to come by. The cutoff for a 5 on most AP tests only requires answering 60-70% of questions correctly, so even a 5 doesn't necessarily represent complete comprehension of the material being tested. Factor 3: Content Difficulty The content covered is, of course, a central factor that affects the difficulty of an AP course. Even if most students pass the exam, the class itself might be challenging because of the amount of ground it covers or because of the complexity of the material. In this case, a high passing rate would indicate that only very driven students take the class, and everyone else shies away from it. Factor 4: How Students Perceive the Class The difficulty of AP classes can also be judged by the way students view them. As I mentioned, some classes with high passing rates owe these statistics to self-selection by high-achieving students. That doesn’t mean that these students think the material is easy, though. They’re just more dedicated to working through challenging concepts. Evidently, student feedback can provide yet another perspective on the difficulty of an AP class. Factor 5: When Students Take the Class If students take the class earlier in high school, they're more likely to perceive it as difficult. If they take it their junior or senior year, on the other hand, they're more likely to feel comfortable with the material. Why? By this time, most students have adapted to their high school workloads and have possibly already taken other AP classes, too. These are the five main factors that determine the difficulty of an AP class. In the next sections, I’ll analyze all these factors for the AP Chemistry class and exam to give you a better idea of how much of a challenge they'll present for you. Chemistry's the one with the shapes and stuff, right? (Sorry, I can't use a screencap of Channing Tatum from 21 Jump Street for legal reasons, and I can't say the real line cuz I'm keepin' it clean. But you get the reference- or at least you do now because I overexplained it.) What Do Statistics Say About the AP Chemistry Exam? It's now time for us to determine the difficulty of AP Chemistry specifically. First off, what’s the passing rate for AP Chemistry? In 2017, the passing rate (i.e., the percent of test takers who scored 3 or higher) was 52.4%. This rate is lower than that for the AP Biology test (64.1%) and slightly higher than that for US History (50.9%). Human Geography, US History, US Government and Politics, Physics 1, and Environmental Science are the only tests that have lower passing rates than Chemistry does. This data indicates that Chemistry is a difficult test- but, as you can see, there’s an eclectic mix of different subjects with low passing rates. Passing rates don't always reflect how hard AP tests are; rather, these results represent a combination of which types of students tend to take the class and the objective complexity of the material covered. AP Environmental Science, for example, doesn’t cover super challenging concepts, but students who choose to take this AP class tend to be less intense- they might take it as a one-off AP when they’re in mostly mid-level classes otherwise. Even keeping these factors in mind, I think AP Chemistry’s low passing rate is reflective of a high level of difficulty. Usually, only the most driven students take AP Chemistry, and they’re still not passing the test at an especially high rate. We can also look at the 5 rate for the test. The 5 rate for AP Chemistry is 10.1%. Only six other AP tests have lower 5 rates. This statistic is consistent with the passing rate in terms of AP Chemistry's position among other AP tests. Because the passing rate and the 5 rate are well aligned in this way, I’m inclined to conclude that AP Chemistry is a test on the difficult end of the AP spectrum. You know, the AP spectrum. It's like the color spectrum except with no colors- only darkness and pain. Is the Content of the AP Chemistry Class Difficult? There’s a lot of material covered in AP Chemistry. The course involves memorization of complex principles, mastery of specific mathematical skills, and the ability to visualize interactions between tiny things that can only be represented abstractly. It’s similar to AP Biology in some ways, but it’s even harder to intuitively understand if you don’t know much about chemistry in the first place. Take this official AP Chemistry multiple-choice question, for example: If you haven't taken any chemistry classes, this question will be virtually incomprehensible to you (the answer is D, if you're wondering). There's a whole separate language around chemistry, with symbols and words that are almost never used in daily life- unless you're a chemist or chemical engineer. Questions on a test like AP Biology might ask about advanced concepts, but there aren't as many unfamiliar terms or new ways of thinking involved as there are on the AP Chemistry test. In general, you need a wide range of skills to succeed in chemistry, and these skills build on each other from the ground up. The foundations of the Chemistry course deal with memorizing the properties of different substances and developing an understanding of why they behave in certain ways under certain conditions. You'll use this knowledge to conduct data analysis and do calculations. To show you what I mean, here's an example of a question you might see on the Chemistry test: For part a, the conjugate base form, In-, is the predominant form of HIn in the buffer in Beaker Y. This is because the pH of the beaker (7) is greater than the pKa of HIn (5), which means that the equilibrium reaction will form a significant amount of products (In- and H3O+). For part b, the acid form of HIn predominates the aqueous layer of Beaker X since pH (3) pKa (5). HIn is a neutral molecule, so some of it can dissolve in the oil layer of Beaker X due to London dispersion interactions with the oil (which leads to the yellow color of the oil layer). The oil layer in Beaker Y, on the other hand, is colorless because In- is charged. It will mainly dissolve in the aqueous layer of Beaker Y due to ion-dipole interactions with water. This question asks students to draw on background knowledge of acids and buffer solutions to explain the chemical interactions present in a specific scenario. If you don’t understand the basic concepts of the course, you won’t be able to justify your answers to more advanced problems. The cumulative nature of AP Chemistry's wide-ranging curriculum and the complex critical-thinking skills required to answer most questions on the exam contribute to its reputation as a very challenging course. If you have cracks in your foundation, you'll have to halt construction on the monument to AP Chemistry that symbolizes your understanding of the material. Seriously, though- stop building that thing and do your real homework. Do Students Think AP Chemistry Is Hard? From personal experience, I'd say yes to this question- but ultimately it depends heavily on your aptitude for the material, the quality of your teacher, and your previous experiences with chemistry. As someone who had a terrible AP Chemistry teacher, I found it very difficult to understand the concepts I was being taught. It was especially hard because my high school didn't give us the option of taking an introductory chemistry course before AP. Students who have a stronger background in chemistry might find the class easier to get through, but AP Chemistry is still notorious for having lots of homework and challenging tests. This goes back to one of the factors listed at the beginning of this article: when students tend to take the class. Many high schoolers take AP Chemistry in their junior or senior year after taking an introductory chemistry course. The fact that even these students see AP Chemistry as a hard course validates the judgments we've made thus far about its high difficulty level. Almost every academic skill is involved. You’ll have to deal with problem sets, labs, and extensive memorization of chemical properties. The math aspect of the course includes unit conversions, reaction balancing, and other stoichiometry problems (which use relationships between reactants and products in a chemical reaction to do calculations). If math doesn’t come easily to you, AP Chemistry will be more difficult. Students have varied opinions of the class depending on how it's taught at their schools. The main response is that although it's a lot of work, it can be a rewarding experience. Everyone seems to agree that the quality of teaching has a huge impact on the difficulty level and enjoyability of the class. Here's what some students think about AP Chemistry. Quotes come from College Confidential, and all bold emphasis is mine. I took it sophomore year and it was definitely rough. However, much of that was because of the teacher. If you've already taken CP Chem, AP likely won't be as hard for you as it is for many others. I think that it is hard compared to my other classes (I am taking 5 more APs at the moment in addition to this one), and the science department practically had to beg the ten people that are in the class to take it. Behind Calc BC, Chemistry is the hardest AP at my school as well. However, it is so much fun- a great curriculum. If you love chemistry, or even have an interest in it, definitely take it. If you can look at this without feeling a wave of panic rising in your chest, you'll probably do well in AP Chemistry. Will AP Chemistry Be Hard for You? Based on what we now know about AP Chemistry, how can you determine how hard the class (and test) will be for you? Here are three actions you can take: #1: Ask Teachers and Previous Students About the Class Every school is different, so the AP Chemistry class offered at your school could be more or less demanding than those offered at other high schools. This is why it’s best to consult with people who have the inside scoop. Talk to your current science teacher to see what he or she has to say about AP Chemistry. Will you be able to handle it based on how you did in science this past year? Have students who are similar to you had trouble with AP Chemistry in the past? You can also discuss this with your guidance counselor, who should have access to additional data on how previous students fared in the class. Previous students are great resources as well. If they’ve been through the class, they can give you a better idea of how overwhelming (or underwhelming) the workload actually is. #2: Think About Your Academic Strengths and Weaknesses If you enjoy math and science and are genuinely interested in chemistry, AP Chemistry will be an easier class for you than it would be for someone who would rather never look at a math problem again. Chemistry is more technical and math-centric than AP Biology is. It’s hard to memorize or reason your way out of aspects of the content you only vaguely understand on a deeper level. If you don’t know exactly how to do a chemistry problem, it can start to look like a meaningless jumble of numbers and letters pretty quickly. If you tend to rely on memorization to do well in most subjects, AP Chemistry might be a rude awakening for you. #3: Pay Attention to Your Schedule Only you know how much effort you're willing to put into your classes. However, I can pretty much guarantee that it'll be hard for anyone to take AP Chemistry at the same time as other time-consuming classes, such as AP Biology or AP English Lit. I don't recommend taking more than two intense AP classes simultaneously (see our take on which APs are the hardest), particularly if you have lots of extracurriculars. You should also try to fit an introductory chemistry class into your schedule the year before you take AP Chemistry so that you’re well prepared! If you get to the point where you're eating whole coffee beans to stay awake, it's time to reevaluate your choices. Conclusion: Is AP Chemistry Hard? Based on the evidence I've seen, we can say that Chemistry is one of the harder AP classes. It has a low passing rate, a low 5 rate, and its content is considered pretty challenging from both an objective viewpoint and a student's perspective. Don’t let this scare you away from the subject, though. Chemistry is truly fascinating once you break through the first couple layers of understanding. You'll learn so much about how the world works and why it works that way. If you take an introductory chemistry class beforehand and are prepared to work hard, you'll be more than capable of doing well! What's Next? Still not quite sure what to expect from AP Chemistry? Read this article for more details about the structure and content of the exam. Already taking AP Chemistry and need some extra help? We go over how to balance chemical equations in this guide. Are you planning on taking SAT Subject Tests in addition to APs? Learn about the differences between these two types of tests and which scores matter more to colleges. If you're still trying to figure out your schedule, take a look at this article for advice on which AP classes you should take in high school. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Jack Nelsons Problem Essays

Jack Nelsons Problem Essays Jack Nelsons Problem Essay Jack Nelsons Problem Essay Chapter 1Application Case: Jack Nelsons Problem 1. What do you think was causing some of the problems in the bank home office and branches? There is clearly aproblem with communication, and the effects are felt in the area of employee commitment. Additional contributingfactors include the lack of consistency in the policies and procedures of various locations. There is no cohesiveness tothe staffing activities of this organization. 2. Do you think setting up a HR unit in the main office would help? Of course we think it would! Since there are HR-related problems both in the home office and in the branches, it is clear that if a personnel office were set up, it wouldneed to help to coordinate the HR activities in the branches. 3. What specific functions should it carry out? What HR functions would then be carried out by supervisors andother line managers? What role should the Internet play in the new HR organization? There is room for quite abit of variation in the answers to this question. Our suggested organization would include: HR Unit: job analyses,planning labor needs and recruiting, providing advising and training in the selection process, orientation of newemployees, managing wage and salary administration, managing incentives and benefits, providing and managing theperformance appraisal process, organization-wide communications, and providing training developing services. Supervisors and Other Line Managers: interviewing and selection of job candidates, training new employees,appraising performance, departmental personal communications, and training development. Internet and HR: shiftsome activities to specialized online service portals and/or providers. Continuing Case: Carter Cleaning Company 1. Make a list of 5 specific HR problems you think Carter Cleaning will have to grapple with? Potential answers could include the following:1) Staffing the company with the right human capital by identifying the skills and competencies that arerequired to perform the jobs and the type of people that should be hired. Sourcing candidates andestablishing an efficient and effective recruiting and selection process will be an important first step. ) Planning and establishing operational goals and standards and developing rules and procedures tosupport business goals and strategies. Failure to do so will result in a lack of clarity around performanceexpectations down the line as each store becomes operational. 3) Implementing effective Performance Management through setting performance standards, highquality appraisal of performance, and providing ongoing p erformance coaching and feedback to developthe abilities of each person and support positive employee relations. ) Designing an effective compensation system that will give the company the ability to attract, retainand motivate a high quality workforce, providing appropriate wages, salaries, incentives and benefits. Apoorly designed system will result in difficulty in attracting candidates, turnover and low employeemorale. 5) Training and developing employees both at the management and employee level to be able toperform the job to meet the performance expectations. This should include a new hire orientationprogram as well as a program for ongoing training and development. Lack of attention to thiscomponent may result in errors, increase in operational costs, turnover, and morale problems. 2. What would you do first if you were Jennifer ? Answers will vary; however, probably the most important first step is to ensure that thestaffing process is well designed and targeting the right mix of skills and abilities neededamong candidates. A thorough job should be done in analyzing the requirements of each  job, developing a complete job description for each role, and sourcing candidates thatmeet those requirements. Significant time should be invested in the hiring process toensure that the candidates hired meet the requirements and possess the skills andabilities to do the job. Chapter 3 Application Case: Siemens Builds a StrateUntitled 1gy – Oriented HR System 1. Based on the information in this case, provide examples, for Siemens, of at least four strategically requiredorganizational outcomes, and four required workforce competencies and behaviors. Strategically requiredorganizational outcomes would be the following: 1) An employee selection and compensation system that attracts andretains the human talent necessary to support global diversification into high tech products and services 2) A â€Å"learningcompany† in which employees are able to learn on a continuing basis; 3) A culture of lobal teamwork which willdevelop and use all the potential of the firm’s human resources; 4) A climate of mutual respect in a global organization. Workforce competencies and behaviors could include 1) Openness to learning; 2) teamwork skills; 3) cross-culturalexperience; 4) openness, respect and appreciation for workforce diversity. 2. Identify at least four of the strategically relevant HR system policies and activites that Siemens hasinstitut ed in order to help HR contribute to achieving Siemens’ strategic goals. ) Training and development activities to support continuous learning through a system of combinedclassroom and hands-on apprenticeship training to support technical learning; 2) Continuing education andmanagement development to as developing skills necessary for global teamwork and appreciation for  cultural diversity; 3) Enhanced internal selection process which includes pre-requisites of cross-border andcross cultural experiences for career advancement; 4) Organizational development activities aimed atbuilding openness, transparency, fairness, and supporting diversity 3. Provide a brief illustrative outline of an HR scorecard for Siemens. Metrics could include things such as:1. Level of organizational learning:a. Number of hours of technical training per employee (class room and hands-on)b. Number of hours of education management development2. Level of cross cultural team worka. Number of employees assigned to roles including cross-border and cross-cultural experiencesb. Survey results measuring employee climate on dimensions of teamwork, openness,transparency, fairness, diversity3. Extent to which the employees can describe the company’s core values4. Effectiveness of selection process for identifying high quality candidates – number of qualifiedcandidates per position, turnover and retention statistics. Continuing Case: the Carter Cleaning Company 1. Would you recommend that the Carters expand their quality program? If so,specifically what form should it take? Most students will agree that there areopportunities to expand the quality program. The employee meeting approach is a good tart in terms of utilizing high involvement organizational practices. There are opportunitiesto maximize the overall quality of their human capital. For example, training seems to bean obvious area to focus in terms of educating and building awareness about basicstandards and procedures. 2. Assume the Carters want to institute a high performance work system as a testprogram in one of their stores. Write a one page outline summarizing what such aprogram would consist of . Students should include some of the following ideas in their  outline: Identify the types of HR practices they would implement to improve quality,productivity, financial performance; methods for job enrichment; strategies for implementand leverage a team-based organization; ways to implement and facilitate highcommitment work practices; employee development and skill building to foster increasedcompetency and capability in the workforce; a compensation program which providesincentives (for example profit sharing; pay for performance) for achieving major goals andfinancial targets. Chapter 4 Continuing Case: Carter Cleaning Company The Job Description 1. What should be the format and final form of the store manager’s job description? The format noted in figure 4-7 could be a reasonable format to use. Students mayrecommend that Jennifer include standards of performance section in the job description. This lists the standards the employee is expected to achieve under each of the jobdescription’s main duties and responsibilities, and would address the problem of  employees not understanding company policies, procedures, and expectations. Inaddition, students may recommend that Jennifer instead take a competency-basedapproach which describes the job in terms of the measurable, observable, behavioralcompetencies that an employee doing that job must exhibit. Because competencyanalysis focuses more on â€Å"how† the worker meets the job’s objectives or actuallyaccomplishes the work, it is more worker focused. 2. Was it practical to specify standards and procedures in the body of the jobdescription, or should these be kept separately? They do not need to be keptseparately, and in fact both Jennifer and the employees would be better served byincorporating standards and procedures into the body of the description. The exception tothis would be if the standards and procedures are so complex or involved that it becomesmore pragmatic to maintain a separate procedures manual. 3. How should Jennifer go about collecting the information required for the standards,procedures, and job description? She should first go about conducting the jobanalysis, collecting information about the work activities, human behaviors, machines,tools, equipment, and work aids, performance standards, job context, and humanrequirements. The best methods for collecting this information in this case are throughinterview, questionnaires, observation, diaries/logs maintained by employees, In addition,she should ensure that she is identifying the essential functions of the job, and that thedescriptions are ADA compliant