How Does Art and Music Relates to Each Other Essay Example for Free

How Does subterfuge and practice of medicine Relates to Each Other EssayArt and symphony bring many cultures from all around the world together. Both express thoughts, emotions, stories, views, ideas, and opinions of human life. For instance, art is a form of expression as wholesome as unison. More over, practice of medicine describe a persons culture, life, feeling and hobbies as well as art. It is how people liberty to express themselves through medicine in whichever fashion they prefer. as well as art and what people confront on a daily basis. Furthermore, art and music has change over time and it has influence in the way we dress and dance. It also reflects on violence and drugs.Finally, have an extremely negative impact on the attitudes and behaviours of American y out(a)h. Music affects society now in days by influencing teens in the wrong way. For instance, music videos have made a humongous impact on the behavior of teens. Moreover, teens flaunt their bosoms arou nd just because they see it on the videos so they portray the same image thinking that is the style. For example, Adriana, a cousin she dresses something similar to that and her response is that is what is in. Also, the way teens dance through music. For example, the songs Bring it, Donk, Ass by listening to this type of songs they start twerking dancing.In particular, a dance that teases and inappropriately moves. It consists of how you shake your behind. personality my perspectives just about those move dances are inhuman. In addition, this type of songs has made an impact on the dances and it has everybody twerking. A dance that consist of shaking hips and bottom and bouncing up and deal motion, causing to shake, wobble and jiggle . Another, huge impact would be the song and dance called The Twist it had have a tremendous impact back in the days. many people were against it but some were not.Foremost, John Johnson Jr. The Twist The Los Angeles Times, 2013) states. Soon, the fad hopped generations, sweeping up the Mad Men set of swinging bon ton men and their hip-shaking wives. Therefore, regardless if the song influences in an appropriate dance it is still going to be a big hit and it is going to have everybody dancing. Another, sociable message that is transmitting through music and art is the violence.For example, some friends would always-encountered dangerous scenes because of the designs imprinted on their clothes gang related as well as the music consisting of disrespecting others. onsequently, they were getting shoot at. In addition, my cousin Arthur was involved in the Mafia. He was kill in Mexico 3 years ago because of the music he utilize to itemisation to drugs as well as the clothes he used to were. His clothes had a picture of Mal Verde a major drug dealer. The drug music would inspire him to fight. He had a tragic death that was never solve he was kidnap and torture to death. In addition, many people are macrocosm influence in the drug l ife because of their admiration to those kinds of art as well as the music.On the other hand, it can inspire others to get out of that life style. For example, Biello, Johnson Jr. (The Twist The Los Angeles Times, 2013) states that Biello, who hope the Twist would ease his exit from the Mob, never did get out. He was assassinated in 1967, in broad sidereal day in downtown Miami. The crime was never solved but was likely part of a power struggle in the top ranks of Mafia leadership. Moreover, music and art is meant for uplifting and encouraging people yet over the years it has become degrading. Finally, the way it influences the teens today.The more aggressive the music, probably the more grumpy and sedition they tend to get. The beauty of music has exploited into evil things. For instance, the music today such as rap and hip-hop has profanity and that is the type of music that teens listing today. Consequently, can be influential, and they will try to crazy things. In conclusion, art is music it is what gives life a meaning. For example, to share ideas, express feeling, tell a grade It is what brings many different cultures together from all over the world. Weather it brings out good or bad messages it is still a form of art.

Windows 2008 Network Services Essay Example for Free

Windows 2008 Network Services EssayDHCP stands for Dynamic Host Configuration Protocol. DNS stands for Domain bring in Server. What these two concepts do is get a unique identifier known as a (MAC destination) from whatsoever computer. When the DHCP gets the MAC address from a computer it provides an IP address for that computer allowing it to access the Internet. When the computer accesses the Internet the DNS memorizes IP addresses of websites that a computer users wishes to. The reason DNS does this is because all of the websites have domain names. Domain names are translated to IP addresses. One example is Facebook. www.facebook.com is 31.13.70.81. Instead of users trying to memorize this IP Address, it exclusively makes it easier to access Facebook or even all the IP addresses that users visit. DNS makes internet surfing easier just using alphabetic letters for easy access.For two computers its not worth setting up a DHCP because when the two computers want to access th e Internet, they ordain be provided the first available IP address. If you have five computers it would be a great idea to setup a DHCP because with setting up a DHCP you could set permissions which monitors what the other computers could access the Internet for, how long they could be logged in using the Internet and their activities.Now, if there were twenty-five computers it would be perfect to have a DHCP because each computer will have its own IP Address and the IP address would never expire. Also, with a DHCP you could get permission in what any users is able to do in their specific accounts between the network computer and you are able to monitor the daily activities of each user.

The Photoelectric Effect

The photoelectric caseAssessment Task Topic The photoelectric execution1. IntroductionThe photoelectrical action is the line accustomed to the phenomenon whereby negatrons are emitted from a metal when exposed to electromagnetic beam of light of the appropriate frequency. It was first observe by Heinrich Hertz in 1887, but remained a conundrum to m some(prenominal) scientists who sought to explain it, as it clearly contradicted the accepted principles of classical physics such as James Clerk Maxwells Theory of Electromagnetic Waves. This phenomenon, inefficient to be explained by the wave model of take down, was at long last explained by Albert Einstein in 1905 with the inception of his Quantum Theory, a concept that would completely revolutionise scientific thought. The photoelectric effect has played and continues to play an important situation in mankinds scientific development.2. Discovery of the Photoelectric Effect HertzThe original observation of the photoelec tric effect go off be traced back to the German scientist Heinrich Hertz. In 1887, in an attempt to generate and detect electromagnetic radiation, Hertz created a rapidly-oscillating electric field with a high voltage installation coil to cause a visible lightsome discharge between two spherical brass electrodes. He observed that when a small length of bulls eye wire with brass spheres attached on either end was bent into a curve, leaving a small go between the spheres, and held near the sparking induction coil, a spark would jump across the gap at the same time when the brass electrodes in the induction loop sparked. This induced spark occurred despite the copper loop non being connected to any electrical flowing source. hence Hertz came to the conclusion that the copper loop was a detector of the electromagnetic waves propagated by the transmitting loop.This successful experiment was followed up by a series of others, through which Hertz show that these electromagnetic w aves could be reflected from a metal mirror, and refracted as they passed through a prism made from pitch, and then proving that these waves behaved similarly to light waves. He also turn out these waves were polarised.Through the course of his investigations, he discovered a mysterious phenomenon I occasionally enclosed the spark Bthe detector sparkin a dark case so as to more easily commence the observations and in so doing I observed that the maximum spark-length became decidedly smaller in the case than it was before. On removing in succession the various parts of the case, it was seen that the lonesome(prenominal) portion of it which exercised this prejudicial effect was that which screened the spark B from the spark Athe transmitter spark. The partition on that side exhibited this effect, not only when it was in the immediate neighbourhood of the spark B, but also when it was interposed at greater distances from B between A and B. A phenomenon so strange called for closer investigation.Upon shielding the detecting loop with glass, the intensity of the spark produced was reduced. However, when a quartz shield (a substance that allows UV jibes to pass) was applied, there was no drop in the spark intensity. He then used a quartz prism to separate the light from the transmitter spark into its various components, discovering that the wavelength which made the detector spark more powerful was in the ultraviolet range. Unable to explain this phenomenon, Hertz concluded his series of investigations in 1887, declaring that I confine myself at present to communication the results obtained, without attempting any possibleness respecting the manner in which the observed phenomena are brought about.3. Further Investigations Hallwachs, Thomson, von LenardAfter learning of Hertzs experiments, another German scientist, Wilhelm Hallwachs, devised a much simpler investigation to gift the photoelectric effect. In his own words In a recent publication Hertz has de scribed investigations on the dependence of the maximum length of an induction spark on the radiation received by it from another induction spark. He proved that the phenomenon observed is an action of the ultraviolet light. No further light on the nature of the phenomenon could be obtained, because of the complicated conditions of the research in which it appeared.I have endeavored to obtain related phenomena which would occur under simpler conditions, in order to make the explanation of the phenomena easier. Success was obtained by investigating the action of the electric light on electrically charged bodies. By placing a zinc carapace atop an insulating stand and wiring it to a negatively-charged gold leaf electroscope, he observed a slow loss of charge from the electroscope. However, when he exposed the zinc dwelling house to ultraviolet light from an arc lamp or from burning magnesium, the discharge occurred much quicker. Conversely, a positively-charged electroscope resulted in no fast leakage of charge.In 1899, British scientist J.J. Thomson finally identified that the light caused the metal come near to emit electrons. He enclosed the metal in an evacuated tube before exposing it to radiation, showing the electrons to be the same particles emitted in cathode ray tubes. ternion years later, German physicist Philipp von Lenard, who had worked with Hertz earlier in Bonn, conducted a series of experiments in which he used a bright coke arc light to examine how the nil of the emitted electrons varied with the lights intensity (see Figure 2). By using a vacuum tube, he showed that when electrons emitted by the metal plate upon exposure to light hit another plate, the collector, a small measurable current was produced. By charging the collector negatively so as to repel the electrons, von Lenard discovered that a stripped-down voltage existed, Vstop, so that only electrons with a certain energy threshold could reach the collector and thus generate a cur rent.He found that while increasing light intensity caused more electrons to be emitted (as can be gathered from an observed increase in current), it did not view the amount of energy carried by each electron, as the stopping voltage was constant. On the other hand, increasing the frequency of the light led to an augmentation in the electrons energizing energy, thus finding that for a particular frequency of light, the energizing energy of the electrons remained constant. Von Lenard also showed that if the frequency was lowered beyond a certain threshold, no current was produced, regardless of the intensity of the light. However, like the scientists preceding him, he was unable to account for these phenomena.4. Inadequacy of Classical Physics ExplanationsThe phenomenon observed during the photoelectric effect was in contradiction to classical theory explanations such as Maxwells Theory of Electromagnetic Waves which was then commonly accepted by scientists. According to such rules of classical physics, for an electron to improver enough energy to be liberated from the metal, the metal surface would have to be exposed to the light waves for a period of time. However, as observed in experiments of the photoelectric effect, the electrons were freed instantly. The Wave Theory maintains that increasing the intensity of a beam of light also increases the amplitude of the oscillating electric field vector E, thus the amount of electrons emitted should be proportional to the intensity of the light.However, according to the observations made, the current flow was independent of light intensity, yet varied according to the frequency of the light, and was non-existent when the frequency change magnitude beyond a certain level, regardless of the intensity. Von Lenards experiment confirmed the existence of a threshold frequency in the photoelectric effect, another phenomenon unable to be explained with a classical physics approach. Thus the belief in light being comple tely wavelike in nature was incompatible with the experimental observations of the photoelectric effect.5. Black Body Radiation and Plancks HypothesisA black consistency bodily cavity can be defined as a perfect cavity that absorbs all radiation that falls onto it and then perfectly radiates all energy absorbed until it is at equilibrium with its surroundings. The intensity of various wavelengths emitted by the black body changes according to its temperature, forming black body radiation curves (see diagram on right). Experimental data showed that the intensity of radiation emitted increased with decreasing wavelength, until a definite pate is reached, after which lower wavelengths of radiation are emitted at lower intensities.Yet, according to the classical wave theory of light, as the wavelength of the radiation emitted shortened, the intensity should increase, thus as the wavelength tends to zero, intensity would approach infinity. However, this would be a gross violation of t he principle of conservation of energy. Hence it remained an inexplicable conundrum for scientists for a long time, who gave this effect the name ultraviolet catastrophe.In 1900, German scientist Max Planck came up with a revolutionary explanation for this phenomenon. He made the assumption that the radiant energy may be treated statistically not as continuous waves but rather as distinct packets of energy, each of which he called a quantum. Based on this revolutionary assumption of light as particles, he formulated a mathematical equation by which this phenomenon could be exemplified. He proposed this relation that calculated the energy of a quantum for radiation of a certain frequency E= hf,Ebeing the energy in joules, fthe frequency in Hertz, and ha small constant (6.626 x 10-34Js) now know as Plancks constant. Figure 4 is a graph of experimental results that confirms Plancks equation, with the gradient equivalent to h. He proposed that any quanta of a particular frequency (and thus wavelength) would bring the same amount of energy. However, he did not attribute any physical significance to this postulation, merely perceiving it as a mathematical trick by which the corresponding answer could be obtained.6. Quantum Theory Einsteins ExplanationDue to the inadequacies of classical physics in explaining the photoelectric effect, in 1905 Albert Einstein further developed upon Plancks hypothesis to lie with up with a new ground-breaking theory to explain the photoelectric effect. He proposed that light was made up not of continuous waves but rather of discrete bundles of energy which he termed photons. He wrote in the renowned journal Annalen der Physik It seems to me that the observations on black-body radiation, photoluminescence, the production of cathode rays by ultraviolet light and other phenomena involving the emission or innovation of light can be better understood on the assumption that the energy of light is distributed discontinuously in space.Acc ording to the assumption considered here, when a light ray starting from a point is propagated, the energy is not continuously distributed over an ever increasing volume, but it consists of a finite number of energy quanta, localised in space, which move without being divided and which can be absorbed or emitted only as a whole.Einstein used Plancks equation that each photon had an energy E=hf, and proposed that light intensity was proportional to the number of photons. The higher the frequency of the electromagnetic radiation, the greater the energy carried by its photons. Einstein provided a oecumenical explanation for the photoelectric effect. When an electron is liberated from the metal surface, the energy in the light photons must be great enough to overcome the forces that bind the electrons to the surface. This minimum energy required to liberate an electron from a metal surface is known as the work ferment, represented by the symbol , and is dependent wholly on the materi al of the metal.The corresponding minimum frequency required for the photons to contain the required energy is called the threshold frequency (f0). If the energy of the photon is greater than the work function of the metal (i.e. E hf0), than the difference in their energy levels will provide the kinetic energy for the photoelectrons (electrons released from interaction with a photon), allowing them to travel and thus generate an electric current. Einsteins quantum theory explains the existence of a threshold frequency for the light below which no electrons would be emitted from the metal, an experimental observation that had puzzled scientists up to that time.Einstein established that when distinguishable metal surfaces are illuminated with monochromatic light, photoelectrons are emitted by the metal surface. The magnitude of the forces by which electrons are held varies with antithetic metals. Thus the work functions of each different metal are also varied. Below is a table of th e work functions of various metals.Figure 6Work Functions for Various MetalsSource Nave, CR. HyperPhysics Photoelectric EffectAccording to Einsteins theory a single photon collides with an electron in the metal, transferring all its energy to the electron, thus liberating the (photoelectron from the metal surface. This concept successfully explained the instantaneity of the electron emission upon light exposure, another phenomenon that classical wave theory was unable to account for.In Einsteins own words, According to the idea that the incident light consists of energy quanta one can picture the production of cathode rays by light as follows. Energy quanta penetrate into a surface layer of the body, and their energy is at least partly modify into electron kinetic energy. The simplest picture is that a light quantum transfers all of its energy to a single electron we shall assume that that happens. We must, however, not exclude the possibility that electrons only receive part of th e energy from light quanta.An electron obtaining kinetic energy inside the body will have lost part of its kinetic energy when it has reached the surface. Moreover, we must assume that each electron on leaving the body must produce work P, which is characteristic for the body. Electrons which are excited at the surface and at right angles to it will leave the body with the greatest normal velocity.Einstein formulated an equation, known as Einsteins Photoelectric Equation, to provide a denary explanation for the photoelectric effectE= hf= + Ekwith Ebeing the energy of the photon (thus E= hffrom Plancks hypothesis),the work function of the particular metal (= hf0), and Ekthe photoelectrons kinetic energy (in Joules or electron volts).Einsteins theory also explains the stopping voltage in the photoelectric effect, which von Lenard had discovered earlier. This voltage is a good measure of the kinetic energy of the photoelectrons. It can be demonstrated (see figure 7) by introducing a v ariable electric potential difference to make the anode negative, thus generating a repelling force against the photoelectrons emitted from the cathode. As this opponent voltage is increased, it will arrive at a point where there is no current flowing in the external circuit as the photoelectrons kinetic energy is not enough to overcome the voltage. This stopping potential equals the maximum kinetic energy of the electrons at the cathode, as it is just enough to stop any electron from reaching the anode.Thus EK max= -qV0, where EK maxis the maximum kinetic energy of the electron in joules, V0the magnitude of the stopping potential in volts, and q the charge of the electron (-1.60 x 10-19C). As the unit of the joule is too large to be used effectively for atomic systems, the electron volt (eV) is employed instead, with 1 eV = 1.60 x 10-19J. Thus the maximum kinetic energy of a photoelectron can be experimentally obtained from the stopping voltage. Radiation with higher frequencies wi ll result in higher stopping voltages, and vice versa.With his theory of the quantisation of light, Einstein was able to derive Plancks formula and account directly for such hitherto inexplicable phenomena as the photoelectric effect and black-body radiation. His work overturned the previously accepted, but now proven flawed, wave theory of light, heralding a new era with the concept of wave-particle duality, in which light can be seen both as waves and as particles (quanta). It was for his services to Theoretical Physics, and especially for his discovery of the law of the photoelectric effect that Einstein was awarded the Nobel take to be for Physics in 1921.Another notable scientist, the American Robert Millikan, expressed grave doubts about Einsteins quantum theory and set out to experimentally prove him wrong. However, after a decade of thorough scientific investigations, Millikans results confirmed Einsteins theory in every aspect. He was even able to measure Plancks constant to within 0.5% accuracy. These travails earned Millikan the Nobel look upon in 1923 and further validated Einsteins quantum theory in explaining the photoelectric effect.7. Practical Applications of the Photoelectric EffectThe principle of the photoelectric effect is utilised in some domains. One significant coat of the photoelectric effect is the solar cell. This is a device that converts electromagnetic radiation from sunlight into electrical energy. It is generally made up of a series of metallic plates facing the sun, emitting photoelectrons when struck by sunlight. These electrons then flow through an external circuit, thus generating electrical power.Another practical application is the photomultiplier tube (PMT). When light is shone onto a photosensitive cathode, electrons are emitted, and subsequently accelerated towards a second cathode. This produces more electrons, and is repeated for a number of cathodes, resulting in the propagation of the number of electrons initia lly emitted by a factor of a million, to be detected as a current pulse at the final electrode. Thus PMTs are extremely sensitive light detectors, used in scientific applications that require high levels of accuracy, such as emission spectroscopy experiments.Phototubes also moderate on the principle of the photoelectric effect. The electrical characteristics of these devices are dependent on the light that they are exposed to. Thus the current produced from a phototube may be used to operate sensor-based appliances such as automatic doors, sensor taps, alarm systems and light-activated counters.8. ConclusionThe photoelectric effect has undeniably played a significant role in the development of modern physics ever since its discovery. It has revolutionised mankinds understanding of the nature of light, its wave-particle duality. It was in the pursuit of an explanation for this phenomenon that Einstein made what was an important great rebound forward in the world of science 3/4his c onception of quantum theory. In fact the photoelectric effect and the problem of the ultraviolet catastrophe in black-body radiation formed the two experimental foundations upon which quantum theory was built.Thus the experiments conducted on the photoelectric effect can be considered among the most significant in the history of physics. Three distinguished physicists received the Nobel Prize in part for their work on the photoelectric effect Max Planck in 1918, Albert Einstein in 1921 and Robert Millikan in 1923. The observations of the photoelectric effect and its subsequent explanations by Einstein can be regarded as directly responsible for the birth of modern physics.AppendixA Timeline of the Photoelectric EffectBibliographyAndriessen, M et al. Physics 2 HSC Course2nded. Sydney John Wiley Sons Australia 2003.Burns, RW. Communications An International History of the Formative Years. London Institution of Electrical Engineers 2003.Cassidy, D. Internet. Einstein on the Photoelect ric Effect.cited 2ndJuly 2008. easy from http//www.aip.org/history/einstein/essay-photoelectric.htmFowler, M. Internet. The Photoelectric Effect.1997. cited 2ndJuly 2008. Available from http//galileo.phys.virginia.edu/classes/252/photoelectric_effect.htmlInstitute of Physics.Internet.Did you know Photoelectric Effect.2007. cited 2ndJuly 2008. Available from http//www.einsteinyear.org/facts/photoelectric_effect/Lukefahr, H Hannah J. Internet. Photo Electric Effect.cited 2ndJuly 2008. Available from http//www.eequalsmcsquared.auckland.ac.nz/sites/emc2/tl/pee/overview.cfmMcGraw-Hill high Education. Internet. Millikan Oil Drop.2005. cited 3rdJuly 2008. Available from http//highered.mcgraw-hill.com/olcweb/cgi/pluginpop.cgi?it=swf100%100%/sites/dl/free/ 0072512644/117354/02_Millikan_Oil_Drop.swfMilikan%20Oil%20DropMIT OpenCourseWare. Internet. The Demise of Classical Physics.cited 4thJuly 2008. Available from http//ocw.mit.edu/NR/rdonlyres/Chemistry/5-61Fall-2004/EBB0651F-6B5D-4333-83C E-8FB1E0863860/0/5_61_l03_f04.pdfNave, CR. Internet. Blackbody Radiation.cited 4thJuly 2008. Available from http//hyperphysics.phy-astr.gsu.edu/hbase/mod6.htmlNave, CR. Internet. Wave-Particle Duality and Photoelectric Effect.cited 2ndJuly 2008. Available from http//hyperphysics.phy-astr.gsu.edu/hbase/mod1.htmlNg, A. HSC Study Package 2007 Physics.Sydney 2008.Schombert, J. Internet. Photoelectric Effect.cited 2ndJuly 2008. Available from http//abyss.uoregon.edu/js/glossary/photoelectric_effect.htmlTer Haar, D. The Old Quantum Theory. Oxford Pergamon Press 1967. Online version cited 4thJuly 2008. Available from http//lorentz.phl.jhu.edu/AnnusMirabilis/AeReserveArticles/eins_lq.pdfTrapp, D. Internet. Electrons from Bright Light the Photoelectric Effect.. modified 19thJan 2007 cited 3rdJuly 2008. Available from http//homepage.mac.com/dtrapp/ePhysics.f/labV_7.htmlUniversity of Winnipeg. Internet. The Photoelectric Effect.modified 10thSeptember 1997 cited 2ndJuly 2008. Available from htt p//theory.uwinnipeg.ca/physics/quant/node3.htmlVallance, C. Internet. The Photoelectric Effect.cited 3rdJuly 2008. Available from http//physchem.ox.ac.uk/vallance/pdfs/PhotoelectricEffect.pdfYuly, ME. Internet. Photoelectric Effect. cited 8thJuly 2008. Available from http//campus.houghton.edu/webs/employees/myuly/Courses/phys275/Labs/photoelectric.pdf

Athletic Directors Leadership Traits and Job Satisfaction

Athletic Directors wind Traits and Job Satisf behaveionThis chapter leave alone extend a check over of the literature and research related to the purpose of the study. Because research identifying specific leadinghiphip traits of lavishly prep ar athletic handlers is almost n iodinxistent, this literature review begins with a summary of (a) leadinghip defined (b) general developmental leadhip traits and theories, (c) roles and responsibilities, (d) argument rejoicing and finish with the (e) summary.drawing cardship Defined attractership is a b magnitude that female genitalia be found throughout exclusively workplaces. The meaning of leading can be defined in a variety of ways. According to Fiedler (1967), leading is defined by managing group work with appropriate control and organization. According to Dr. Jamie Williams (Sugarman, 1999), leadership is like gravity. You whop its there, you know it exists, exactly how do you define it? Nahavandi (2008) explaine d that researchers discord with leadership definitions because of the fact that leadership is a complicated phenomenon mixed with the leader, the fol piti satisfactoryer, and the situation. For example, Coach John Woodens ability to motivate his mens basketball weapons platform at UCLA to win 11 national championships during his teach tenure go outs evidence of Woodens transformational leadership. Wooden inspired his players to play to the best of their ability and to never accept losing. He was also instrumental in making sure that his players stayed very humble in the surgical treat.Hughes et al. (2008) explained that close to researchers have paid attention to the leaders personal traits while others have focused on the birth between leaders and accessorys or situational factors that influence leadership behavior.Roach and Behling (1984) defined leadership as the procedure of guiding an organized police squad toward achieving its objectives. This is definition is accepte d by every sports team that wins a championship or achieves their team goals. Rost (1993) defined leadership as influence dynamics among leaders and followers who attempt to bring true organizational changes that reflect their common goals. Daft (1999) utter that in the new era represented by a dramatic change, an old philosophy of control-oriented leadership is non effective any much, and that leaders should make travail to retain soft elements of leadership qualities in addition to delicate management skills. Watkins and Rikard (1991) defined leadership as the process of influencing the activities of an organized group toward goal achievement. There atomic number 18 umteen categories, given the different ways the influencing process is played out. Three such categories be transactional leadership transformational leadership, and situational leadership.Leadership Traits and TheoriesTheories of leadership have getd and debate over the act of leadership, and what is required, continues. This study will explore the leadership traits of superior domesticate athletic conductors and if they correlate with descent satisfaction. According to Young, et al (2010), the documentation of preparational leadership traits for uplifted develop athletic music film directors is scarce. However, the traits of organization, roles and responsibilities and furrow satisfaction of blue school athletic directors be prevalent in previous research. Since the twentieth century there have been many researching leadership and creating theories to go with their determinations (Dulewicz Higgs, 2003 Grint, 2000 Higgs, 2002 Kets de Vries, 1993). Leadership theories can be grouped into one of eight scheme categories. These eight theories be the Great Man theory, trait theories, contingency theory, situational theories, behavioral theories, participative theories, management theories and blood theories. This research will look into the details of the trait theory, behavio ral theories, situational theories, and transformational and transactional leadership. Trait theories will identify which characteristics are shared by leaders. According to Shead (2010) since certain traits are associated with proficient leadership, it assumes that if you could identify people with the correct traits, you will be able to identify leaders and people with leadership potential. Trait theory takes on the premiss that leaders are born with leadership traits or not. This idea appears to be incorrect. Shead (2010) states that it is come-at-able for someone to change their character traits for the worse and that someone who is known for macrocosm honest can learn to be play along deceitful. In addition, someone who is deceitful can learn to become honest. Often times we look for honesty, drive, goal oriented, qualified and intelligent people to become our leaders. Between 1940 and into the late 1990s, researchers (e.g., Dulewicz Higgs, 2003 Partington, 2003) categoriz ed come ones to leadership theory improvements into several schools, according to time order. Trait school, behavioral school, contingency school, and hearr school were considered the four major trait schools.The trait school leadership theories were largely common in the 1940s. Stogdill (1974) referred to the Great Man Theory, which stated that leaders are different from followers due to common leader traits. Additionally, Turner (1999) supported Stogdills (1974) claim about leaders being different from followers by explaining that leaders are born into being great leaders and not made into great leaders. Hogan (1991) explained that traits refer to repetitive patterns in a persons behavior and the trait approach attempts to explain peoples behavioral trends in terms of certain strengths of traits that they retain. Stogdill (1974) also stated that leaders traits are shown through hardwork, friendliness, conscientiousness, and uncoercedness to take on responsibility rather than p ersonality, rivalry and physical makeup such as height. Turners (1999) research supports Stogdill (1974) by showing that effective managers have traits such as energy and drive, self-confidence, and highly effective communicating skills.The behavioral approach to leadership was well studied between the 1940s and 1960s. During this time period, researchers from the University of Michigan and The Ohio State University posited that leaders behaviors can be explained within two independent factors called consideration and initiating structure (Fleishman, 1973 Halpin Winer, 1957). According to the Ohio State researchers, the term consideration applies to the degree in which leaders show support and friendship towards followers, while the enounce initiating structure applies to the manner in which leaders stress the importance of achieving goals and tasks. According to Bower Seashore (1966), the behavioral school-age childs conducted by the University of Michigan researchers posited that effective group carrying out shows a relationship with four dimensions of leadership behaviors support, fundamental interaction facilitation, goal emphasis, and work facilitation. The leader support behaviors shows a relationship with concern for accessorys, while interaction facilitation shows a relationship with reconciling relational conflicts among group members. Bower and Seashore (1966) explained that in sum, goal emphasis and work facilitation are job-centered dimensions, but leaders support and interaction facilitation are employee-centered dimensions. Recent studies by (e.g., Curphy, 2003 Smither, London, Flautt, Vargas, Kucine, 2003) have claimed that considering certain leadership behaviors are adopted for effective leadership, leadership can be actual. The behavioral school states that, leaders can change their behavior via reflection, organizational development systems, and 360-degree feedback amongst others (McCauley, Ruderman, Ohlott, Morrow, 1994). Accordi ng to deep (1985), these two categories are points on a continuum of leadership behavior. Athletic directors are passing game to fall into one of the two leadership categories. Bass (1998) described transformational leadership as behavior that transcends the need for rewards and appeals to the followers higher order needs, inspiring them to act in the best interest of the organization rather than their own self-interest. Thus, leaders must possess high ethical and moral standards in order to will the highest reward to the organization. One might infer that even the most ethically and morally charged athletic director cannot possibly provide the highest rewards each and every year to the organization that he/she represents. However, ethics and morals are two very pregnant characteristics in an individual when determining the type of leader one might become. Leadership ardours are known to change, and therefore a transformational leader could dip into the realm of transactional leadership and vice versa. Generally, personality and character traits can provide us with the determination as to whether or not you are a transformational or transactional leader.According to Bass (1998) transformational leadership is universally applicable. He proposed that regardless of culture, transformational leaders inspire followers to transcend their own self-interests for the good of the group or organization. Followers become motivated to expend greater effort than would usually be expected. If an AD exemplified Basss transformational leadership model, coach-and-foures in the school would offer up all that they have to support the athletic director and school that they work for. For example, the athletic director buys-in to the arrant(a) offerings of his/her current employer as we continue to transform the area of athletics.According to Sugarman (1999), excellence in leadership is acquired by people who have a hard sense of vision, have passion and are able to get peo ple to commit 100% and take the required action to see that vision becomes a reality. Great leaders excel in the art of communication and motivation, mutual respect, instilling confidence and enthusiasm, and showing credibility and integrity on a lucid basis. Various high school athletic directors and coaches all across the United States create programs dogma their student athletes leadership styles and how they can be applied. One popular program that was used to establish athletic leadership for bicycler high-pitched Schools football team in Valparaiso, Indiana is based off the acronym for L.E.A.D.E.R.S.H.I.P. Coach Snodgrass of Wheeler High School utilized the L.E.A.D.E.R.S.H.I.P. program that he learned while attending the Indiana Football Coaches stand Annual Clinic in 2003. According to Snodgrass (2004), the acronym is as follows Influence, Integrity, Communication, Attitude, Courage, Sacrifice, Goals, Servant-Hood, Vision, and Perseverance. Each one of these terms forms a strong resilient leadership program for any athletic program. The athletic director must decide how important it is for him or her to provide this type of leadership program to his or her student athletes, school administration, and school community. With the proper education comes an ability to manage, facilitate, and guide. A true leader, however, does not simply read books or study what leadership should be. Rather, a true leader is someone who shows transformational or transactional traits naturally. Providing a program like the one that roll High School provided for its football players shows that the leadership is transformational at this school. Giving the students an opportunity to understand what leadership is all about and how leadership is applied in daily life allowed those football players at Wheeling High School in Valparaiso, IN to become stronger individuals in the classroom, community, and field. The football coach for this team showed his athletic director a t rue meaning of transformational leadership.Bolman and drive (2003) stated that leadership is universally offered as a panacea for almost any social problem (p. 336). at bottom the athletic arena, leadership is a term used to describe any event which coaches, staff members, administrators, and ADs go above and beyond their normal work day.Bolman and Deal (2003) noted further that if leaders lose their legitimacy then they lose the capacity to lead. For example, a high school athletic director has authority but not necessarily leadership. Additionally, a leader is also not necessarily a manager. Many managers do not know how to lead. Bennis and Nanus (1985) asserted that managers do things right, and leaders do the right thing. It is very important for high school athletic directors to understand the distinction between the terms leader and manager because high school athletic directors will not produce a supremacyful leadership style if they cannot distinguish differences in leadi ng and managing.Leadership and management can be situational. According to Hersey and Blanchard (2001) the situational leadership model combines task and people into a two-by-two chart, which shows four possible leadership styles telling, selling, participating, and delegating. Bolman and Deal (2003) stated this model distinguishes four levels of subordinate readiness and argues that the appropriate leadership style depends on the situation. The four styles are as followsLeadership through participation involves having a high relationship with ones subordinates with low tasks involved. This style is used when followers are able but unwilling or insecure to accomplish the task at hand. According to Sugarmann (1999), Vince Lombardi says, Leaders are made, they are not born and they are made just like anything else has ever been made in this country by hard work. Additionally, Sugarmann (1999) stated that leading by example is paramount to becoming known as a great leader.Leadership t hrough selling is exemplified when there is a high relationship value with followers and the tasks level is high. This style is used when followers are unable, but willing or motivated to accomplish the tasks at hand.The third style is leadership through delegation, and this is used with there is minimal relationship with followers and a low task requirement. The style is used when followers are able and willing or motivated to accomplish the tasks at hand.The four possible leadership styles explained by Hersey and Blanchards (2001) situational leadership model are indicationificant in the sanies process of a high school athletic director. Each one of these leadership styles could be used during varying circumstances within the athletic directors position. Hersey and Blanchards (2001) situational leadership concept provides supporting information that in order to become an effective leader one must consider all four styles within the situational leadership model.Situational Leader shipSituational leadership is another theory that focuses on the development of the follower and styles of each leader being exhibited. Hersey and Blanchard (2001) stated that there are four leadership styles (S1 to S4) that match the development levels (D1 to D4) of the followers. The four styles suggest that leaders should put greater or less focus on the task in question and/or the relationship between the leader and the follower, depending on the development level of the follower. The four leadership styles are named, S1 telling and directing, S2 selling and coaching, S3 participating and supporting and S4 delegating and observing.Hersey and Blanchard (2001) situational theory is broken down as followsS1 Telling / DirectingFollower R1 Low competence, low commitment / Unable and unwilling or insecureLeader High task focus, low relationship focusWhen the follower cannot do the job and is unwilling or afraid to try, then the leader takes a highly directing role, telling them what to do but without a great deal of concern for the relationship. The leader may also provide a working structure, some(prenominal) for the job and in terms of how the person is controlled. The leader may first find out why the person is not motivated and if there are any limitations in ability. These two factors may be linked, for example where a person believes they are less capable than they should be may be in some form of denial or other coping. They follower may also lack self-confidence as a result. If the leader focused more on the relationship, the follower may become confused about what must be done and what is optional. The leader thus maintains a clear do this position to condition all required actions are clear.S2 Selling / CoachingFollower R2 Some competence, variable commitment / Unable but willing or motivatedLeader High task focus, high relationship focusWhen the follower can do the job, at least to some extent, and perhaps is over-confident about their ability in this, then telling them what to do may demotivate them or lead to resistance. The leader thus needs to sell another way of working, explaining and clarifying decisions.The leader thus spends time listening and advising and, where appropriate, cooperateing the follower to gain necessary skills through coaching methods. Note S1 and S2 are leader-driven.S3 Participating / SupportingFollower R3 High competence, variable commitment / Able but unwilling or insecureLeader Low task focus, high relationship focusWhen the follower can do the job, but is refusing to do it or otherwise showing insufficient commitment, the leader need not worry about showing them what to do, and instead is concerned with finding out why the person is refusing and thence persuading them to cooperate. There is less excuse here for followers to be reticent about their ability, and the key is very untold around motivation. If the causes are found then they can be addressed by the leader. The leader thus spends tim e listening, praising and otherwise making the follower feel good when they show the necessary commitment.S4 Delegating / ObservingFollower R4 High competence, high commitment / Able and willing or motivatedLeader Low task focus, low relationship focusWhen the follower can do the job and is motivated to do it, then the leader can essentially leave them to it, largely trusting them to get on with the job although they also may need to keep a relatively distant eye on things to check up on everything is going to plan. Followers at this level have less need for support or frequent praise, although as with anyone, occasional recognition is endlessly welcome. Note S3 and S4 are follower-led (p. 259-261).Roles and ResponsibilitiesThe focus on the athletic director as an employee, leader, and representative of extramural athletics is needed to understand the gravity of where athletic directors come from and who they have become today. Todays athletic directors have many difficult tasks . It is their job to ensure that interscholastic athletics perform at a very high level. In addition, it is imperative that athletic directors maintain the integrity of the student-athlete. Davis (2002) states that previously, leadership ability was assumed because of athletic success. Today, those in athletic director positions are getting more training and education in administrative leadership. The training and education allow the athletic director to begin providing leadership at the beginning of his/her job. Thus, the success of the interscholastic athletic program hinges on the type of leadership training and education received by the athletic director.Athletic directors job descriptions will continue to evolve as the requirements to managing a sure-fire program evolve. One sample written job description of an athletic director for a small private school in Florida shows that their athletic director will perform the following duties direct the athletic program, assure that th e school complies with all policies and procedures of the Florida High School Athletic Association (FHSAA), supervise the computer programing of all athletic contests, identify and recommend the hiring and firing of coaches for each sport, ensure that all school policies and procedures are followed by the entire coaching staff (including, assistant coaches), in addition to many other duties as assigned by the headmaster of the school. After reviewing this job description one could see how little time there might be for an athletic director to provide direct leadership. With all of the tasks listed within the job description the athletic director must provide leadership more via example, rather than through direct communication with his/her student-athletes and coaching staff. Doing nothing more than following the specific tasks list of the job description above would associate the athletic director with transactional rather than transformational leadership. Simply following the tas k list of the job description would essentially provide the student-athletes with a basic and universal athletic program. The athletic director would also be performing his or her job duties for the sake of getting the most basic job done. This shows the community that the interest level of providing leadership on a much higher level to the community, student-athletes, and administration is obsolete. Most people are able to complete the tasks that are provided for them by a school administration. What exactly does this do for the advancement and recognition of the efforts put forth by the student-athletes, as well as teaching the student-athletes and coaches the value of having strong ethics and morals? The next sample job description is from a public school in VirginiaAthletic Director Requirements and Responsibilities are to work with administration and the assistant athletic director to create and maintain a comprehensive program for student activities that emphasizes positive pu blic relations, coaching performance, and student recognition, utilize a computerized software program for scheduling, prepares and distributes schedules for athletic and academic competitions, including contracts where required, supervise the preparation and distribution of eligibility lists, ensure that all students participating in athletic or academic competition are eligible, and have a Virginia High School License (VHSL) physical form and Stonewall Jackson High Schools Handbook (SJHS) sign off on file, oversee the athletic/academic activities budget, approve all athletic expenditures, follow school procedures for ordering, and determine allocations for athletic/academic program with the principal, oblige officials, ticket takers, clock operators, announcers, etc. for all home events, work with the transportation department to arrange transportation for away events and practices where necessary, attend district, regional, and state VHSL meetings, ensure that yearly equipment a nd uniform inventories are conducted by head coaches, and assist head coaches in updating equipment/uniforms, assist principal in selection of coaching staff, complete paygrade form for each head coach with an endorsement by the principal at the end of the season, ensure that head coaches submit required documentation in a timely fashion at the end of each season, including evaluation form for assistant coaches, inventories, end of season reports, etc, work with the Booster Club in coordinating their activities, including presenting requests for funding for all programs to the Booster Club, submit news releases on awards, etc. to local media, supervise the maintenance of the Sports Zone meshing page and ensure that it is up-to-date at all times, inform local media, officials, coaches, bus drivers and administrators immediately upon cancellation of an event and rescheduled dates as soon as available post cancellations/rescheduled games on web site, prepare money for ticket takers, water for officials, scoreboard, PA system, etc. for home events, supervise events in conjunction with the building administrators, serve as a involvement between school clubs, departments and administration for scheduling events which do not conflict with VHSL athletic and academic events, work with custodial staff for proper maintenance of facilities and equipment.When canvass the two job descriptions above, one can see how important the athletic director position is to interscholastic athletics. Each athletic director shares many of the alike(p) responsibilities regardless of the population within the school with which they are employed. As an employee, the Athletic Director is the second most important position next to the schools Principal.High school athletic directors are vital to ensuring that the climate of the school which they direct will stay positive and energized. The athletic director as a leader is an organic part of the school system. Each year, the job descript ion of athletic directors becomes more complex. Recently, responsibilities added to the athletic directors job description are (a) purchasing and distribution of equipment, supplies, and uniforms, (b) planning and scheduling for the use of facilities, (c) public relations, (d) fund-raising, (e) legal and medical protection for coaches and student-athletes, (f) compliance with national and state policies and procedures, (g) administration of events, (h) completion of the goals and objectives of the school, and (i) implementation and management of media events (Smith, 1993). These responsibilities make it highly supposed(prenominal) that just one individual can effectively manage a successful interscholastic athletic program, especially at a large school with a comprehensive athletic program. ADs must be willing to put the time and effort into getting the job done. According to Barnhill, (1998) in order to do so, a high school athletic director must call on his/her support staff, suc h as coaches and other administrators at the school. Additionally, Barnhill (1998) stated the high school athletic director must be a leader with the ability to delegate and manage delegated tasks.If the athletic director fails at delegating and managing the tasks necessary to lead a successful athletic program, his/her coaches will begin to lose faith in the athletic directors ability to lead. The many responsibilities that an athletic director assumes when victorious a position within administration are largely dictated by the athletic directors fellow administrators. The athletic directors position is supported by many other administrators such as the director of development, dean of students, director of advising, director of admissions, and director of college recruitment to name a few. The director of development will help the athletic director with fundraising for athletics, the dean of students assists the athletic director with student-athlete disciplinary issues, the dire ctor of admissions assists the athletic director in qualifying the students for eligibility, and the director of college recruitment assists the athletic director in qualifying student athletes for college recruitment. With all of these administrators working together the leadership within the school is strong and successful.The athletic directors ability to recruit co-workers to assist in leading the department of athletics as well as the institution itself would classify him/her as a transformational leader. As stated earlier according to, Bass (1997) transformational leadership is universally applicable. He proposed that regardless of culture, transformational leaders inspire followers to transcend their own self-interests for the good of the group or organization. In order for this to get along the transformational leader must possess certain characteristics to inspire followers. According to Parks and Quarterman (2003) stated, those characteristics include trusting his or her subordinates, meaning that a good leader will make use of employees energy and talent. The key to productive relationship is mutual trust. Secondly, develop a vision for employees to follow a visionary leader. They want to know what they are working for. Thirdly, keeping his or her cool, explains that leaders demonstrate their mettle in crisis under fire. They inspire others to remain calm and to act intelligently. Fourth, they are experts at what they do, informing us that employees are much more likely to follow a leader that radiates confidence, is intuitive, and continues to master the profession. Fifth, they invite dissent, meaning a leader is willing to accept a variety of opinions and integrate them. Sixth, they simplify the position, so that leaders can focus on what is important and reach elegant, simple answers to complex problems by keeping the details to themselves. Lastly, they encourage risk. Risk encourages employees to take chances and readily accept error (p. 179-18 0). One who exudes all of these characteristics is often seen as a leader in sport that is few and far between.While it is important that any leader become an effective manager, being an effective manager and an effective leader are two different matters. According to Hersey and Blanchard (2001) the definition of management is the process of working with and through individuals and groups to accomplish organizational goals (p. 9). In addition, they defined leadership as the process of influencing the activities of an individual or a group in effort toward goal achievement in a given situation (p. 78). Some theorists suggest that both management and leadership are necessary to those who seek professional management in high school athletics and other sport careers. Parks and Quarterman (2003) stated that many athletic directors find themselves involved with management as a process approach. This approach sees managers using interactive activities such as planning, organizing, staffing , directing, coordinating, reporting, and budgeting in order to accomplish the goals and objectives of the organization or institution. Conversely, the remaining athletic directors consider themselves as a leader in some capacity. As previously noted, two possible leadership styles of high school athletic directors nationwide are transformational and transactional. According to Bass (1985), transactional leaders are engulfed in the way of thinking that compliance is the key. The coach will get rewarded if he/she follows directions and orders. Additionally, Bass (1985) identified two factors as composing transactional leadership. Leaders can transact with followers by rewarding effort contractually, telling them what to do to gain rewards, punishing undesired action, and giving extra feedback and promotions for good work. Such transactions are referred to as contingent reward (CR) leadership. written report and Herold (1997) described transactional leadership as a reward-driven beha vior, where the follower behaves in such a manner as to elicit rewards or support from the leader. If a high school athletic director is primarily transactional in style, coaches who work for that high school athletic director will only pursue the notion of success if they know ahead of time that there is a reward for achieving that success. In some instances, a primarily transactional leadership style may actually come up from the athletic directors own quest for external, tangible rewards. So, the question arises with many transactional leaders as to why they are involved with coaching or administration if all they are looking for is an end reward? Some administrators in athletics have not had relevant sports management training and likely have developed expertise in other areas, such as business, physical education, or simply general education. A high school athletic director with a traditional business background might be brought in by the administration simply to raise funds f or the athletic program, manage the program, and direct the program much like one would manage a corporate operation. Likewise, a high school athletic director who is brought in with a physical education background is traditionally done so because of his or her success with coaching the student-athlete and having the ability to get through to the student-athlete as needed to provide a successful interscholastic program. The umbrella that encompasses this can be very lucrative for the school if done correctly. In other words, an athletic director who has a physical education background starts out building r

Basic Laboratory Techniques Safety And Hematocrit

Basic Laboratory Techniques Safety And HematocritThe haematocrit is normally ordered as a part of the complete blood count. It is important in evaluating anemia and polycythemia, monitoring the recovery from dehydration, the effectiveness of treatment for anemia, the ongoing bleeding to check its severity, and so forth In this practical, hematocrit is used to determine if the patient has anemia by ungenerouss of red cell indices MCV, MCH and MCHC. For red blood cell count, it is used to gauge any type of decrease or increase in the number of red blood cells as measured per liter of blood. It is a parameter interprets in conjunction with hematocrit. Both decreased hematocrit and decreased RBC count indicate anemia.(D) ResultsHematocrit (HCT)Record the red blood cell indices in the board below.ReadingSI UnitRBC8.55 - 1012RBC/LHemoglobin11.0g/dLYour HCT value26%The red blood cell indices atomic number 18 used to differentiateify anemias. Find out their formulae and calculate the M CV, MCH MCHC. Compare them to the reference values of a normal adult female.Red cell indicesFormula advisement (units)Reference rangeMean cell volume (MCV)Hematocrit (%) - 10RBC_26 - 108.55MCV= 30.4 fL86 98 fLMean cell haemoglobin (MCH)Hemoglobin(grams) - 10RBC__11__ - 108.55MCH= 12.87 pg27 32 pgMean cell hemoglobin concentration(MCHC)Hemoglobin(grams) - carbonHematocrit (%)__11__ - 10026MCHC= 42.3 %32 37 %(* call off as appropriate and suggest whether blood smear A or B provided in the lab would belong to this take)As your calculated MCV suggest, the RBCs are macrocytic / normocytic / microcytic *.As your calculated MCH suggest, the hemoglobin in the RBCs are within / below / above* the average weight.As your calculated MCHC suggest, the RBCs are normochromic / hypochromic / hyperchromic*.Blood smear A / B* belongs to this patient.Cell count and hemacytometerRBC CountsAveraging no. of RBCs in 2 bingle square millimeterSquareNo. of RBC counted11782164 gist RBCs counted342Aver aged RBC counted171Calculate the RBC count in the sample= Average no. RBCs counted in 1 big square - Dilution factorArea counted (mm2) - perspicaciousness (mm)RBC count = 171 - 1000 ikikikiiiiiiu0.2 (mm2) - 0.1 (mm)RBC count = 8.55 - 1012 (units= /L )(E) Quality AssessmentObtain results from the class and do the statistics.(Refer to Basic Clinical Lab Techniques pp. 79 81)X_n(117+160+174+142+166+161+181+183+166+143+164+159+148+162+225+135+165+120+168+128+271+104+171+168+171+182+170+176+181+116+172) 31RBC counts is 162.87 .nTest Value(mg/dL)XDeviation Squared( x)211172104.1521608.243174123.864142435.6051669.7961613.507181328.668183405.1891669.7910143394.86111641.271215914.9813148221.15141620.76152253860.0116135776.79171654.53181201837.921916826.31201281215.982127111691.89221043465.792317166.082416826.312517166.0826182365.922717050.8228176172.3729181328.66301162196.893117283.34( x)2__n 130297.48__30= 1009.916Variance1009.91631.782s = 63.56+2s = 226.43-2s = 99.313s = 95.34+3s = 2 58.21-3s = 67.5310. Construction of a Levey-Jenning s Chart using the mean and standard deviation(s) from above. Indicate the mean value, +/- 1s, +/-2s, +/-3s on the appropriate lines. Using the RBC data from the class, plot the values from all students.Levey-Jennings Chart of RBC counts in classSD of RBC counts(G) Practical Review QuestionsLabel the hemacytometer diagram below with its parts. (p208) Indicate the areas usually used forWBC count with WRBC count with R andPlatelet count.p1. What does the hematocrit measure?The hematocrit is a test determining the patients red cell volume found in whole blood and, thus, the bloods oxygen carrying capacity. It is expressed as a percentage by volume.2. Give the hematocrit reference values for males, females, and newborns.Males 42 52 %Females 36 48 %Newborns 51 61 %3. Name a condition that could cause a decreased hematocrit value.Anemias4. Explain the hematocrit procedure1. Obtain patients blood and prepare the specimen.Gently flick the capillary blood by inverting the tube until all sediments disappear.Blood sample is drawn into a heparinixed microhematocrit tube by capillary action. Load the microhematocrit tube by holding it end downward to allow gravity to facilitate loading of the tube. The tube should be filled to about 3/4 full.Seal one end of the tube with a small amount of clay material at a 90 angle.2. Centrifuge the samples.Please the squiffy microhematocrit tube into the rotor coil of the microhematocrit centrifuge, with the sealed end against the rubber gasket.Duplicate samples should be placed opposite each other in order to balance the centrifuge.Securely fasten the flavorless lid on top of the capillary tubes.Spin the tubes for 2 to 4 minutes at 10000 rpm.After the centrifuge has stopped, open the top and extinguish the cover plate.3. Reading and reporting the Hematocrit value.Inspect the tube to see if there is any leakage after centrifugation.Place the tube on the hematocrit reader.Place t ube in the groove with the top of the seal-ease (bottom of the packed cells) lined up with the bottom line of the reader.Move the slider bar to the border mingled with the packed red cells and the plasma.Read the percentage reading beside the slide bar.5. Blood enters the capillary tube by what action?Blood enters by capillary action.6. why must the capillary tube be sealed securely?In the process of spinning, RBCs and a small amount of plasma will be constrained from the tube, a false result may be resulted because of incomplete sealing of tube. Therefore, sealing the tube securely can create a pressure inner(a) the tube which prevents the content from forcing out during centrifugation.7. What is the usual length of time for centrifugation of the hematocrit tubes?The hematocrit tubes are usually centrifugated for 2 to 4 minutes at 10000rpm.8. What caoutchouc precautions should be observed when performing a hematocrit?Standard precaution should be observed.9. What technical facto rs can affect the quality of hematocrit results? Blood sample should be well-mixed before microhematocrit tubes are filled. Avoid bubbles when filling blood sample into the microhematocrit tube. Microhematocrit tubes should be filled at least three-fourths full. The microhematocrit tubes should be completely sealed before centrifugation. Read the hematocrit value at the top of the red cell layer, non at the top of buffy coat.10.Case Study 1A hemoglobin and hematocrit test performed in a pediatric clinic on a 2-year-old boy gave results of cx g/L hemoglobin and 0.33 L/L hematocrit. Do these results agree? What is the boys general health status based on the hematology results?From the data provided by the case, the mean cell hemoglobin concentration (MCHC) of the child__11__ - 10033= 33%The MCHC is within the normal range, showing the child is free from anemia.However, according to World Health Organization, a hemoglobin concentration of less than 110 g/L and a hematocrit value of l ess than 33% were used as a cut-off for anemia for children aged 0.5 to 51.Therefore, for the above case, although the child does not have anemia at this moment, his marginal hemoglobin and hematocrit values agree and both show that he has a high risk of pain anemia.Age or gender groupHemoglobin (g/dL)Hematocrit (%)Children (0.5-4)Children (5-12)Children (12-15)Adult MenNon-pregnant WomenPregnant Women

The Scarlet Letter Essay -- essays research papers

In the novel, The Scarlet Letter, Nathaniel Hawthorne discusses the issues of guilt, pain, and truth. For many people, it is hard to accept the faults of their own failures. more or less do not acknowledge the reality of their lives, and wind up suffering for their mistakes. Guilt and Sin are bad and also cause pain. Hester Prynne endures in overrefinement and pain because of the mistake she made. In the novel, Hester rarely gives up hope. Through her suffering, Hester maintains to keep her dignity.     Hester is admired because of her strong will, and her ability to ignore others views of her. "In a moment, however, wisely decide that one token of her shame would but poorly serve to hide another, she took the baby on her arm, and, with a burning blush, and yet a haughty smile, and a glance that would not be abashed, looked around at her townspeople and neighbors (Hawthorne 50). The townspeople had no right to determine Hesters punishment. God can only pa y off this type of judgment. She also expresses her best qualities when she stands up to Governor Bellingham, and she confronts him about Pearl. Hester, being proud, headstrong, and confident, faces him successfully and convinces Governor Bellingham into letting her keep Pearl. She is not afraid of much in her life, especially for standing up for her family. She gains knowledge each day of her life and continues to live a fierce life. This badge hath taught meit daily teaches meit is teaching me at this mom...

My Dream Meal :: essays research papers

High on a mountaintop overlooking the shore cast of Cruz Bay in St. John of the U.S.V.I., there sits a small restaurant called Chateau Bordeaux. A mid-sized deck protrudes come forth the back of the restaurant. Nine fudges are randomly placed on this patio, each with its own single white candle in the center. It is night, and bright wicker torches line the veranda, consecutively spaced about six feet apart. Looking down at the bay, colorful lights from the inner Caribbean city reflect onto the glistening water of the shore. The tables are laid with solid white China and beautifully shined silverware. Tall crystal wineglasses are placed at each setting, each filled with ice cold pia coladas. In the background, you are able to make out the melodious tune of Unchained Melody being played softly on a piano.Sitting at a table closest to the cliff sits my boyfriend and I, gazing at the radiant view of the sea. Jack is wearing a jet-black tuxedo with a blood red dress shirt underneath the jacket, and I am wearing a long, flowing black, fitted, strappy velvet gown with black satin slippers and a small silver diamond necklace. My hair is gently stirred by the constant trade winds of the Caribbean, adding an almost eerie effect to the mood. As the two of us sit down to eat, we are befuddled with the exquisitely prepared meal set before us. The main course sits near the center of our table, just inches forth from the candle. It is a braggart(a), wooden bowl filled with salad from The Olive Garden and mixed with their own, homemade dressing. At each of the two place settings that we sit, there is a large plate of angel-hair pasta topped with just the right amount of delicious marinara sauce, and sprinkled with only the best parmesan cheese. Next to the wooden salad bowl in the center of the table on the opposite side of the candle, there is a small wicker basket filled with Olive Garden breadsticks, covered by a shrink flowered napkin. This fine meal is just beggin g to be consumed.