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.

Battling Digital Piracy Essay -- Piracy

In todays age where Internet can add fast access to any kind of information and media, copyrighted subject matter faces grave threat of infringement. The distribution and unauthorized copying of such copyrighted content results in digital piracy. Common examples are downloading and uploading movies, music, e-books, software, and other copyrighted content online. Piracy deprives the original creators, scientists and artists of the deserved incentives. Digital Piracy has caused the US Copyright industry a loss of billions of dollars and hundreds of thousands of jobs. To protect the copyright owners exclusive rights and encourage original ideas for scientific progress, digital piracy needs to be curbed with appropriate measures. Thus, this paper go out discuss the troubles caused by digital piracy and suggest measures to reduce digital piracy.With the growing popularity of the Internet, worldwide distribution of content can be done soft at lower price easily avoiding middlemen for distribution purposes. The disadvantage of such easy access is that consumers can access content that they may not be authorized to view for free. Downloading of digital pirated data being just a click away, many internet users are resorting to illegal sites or the peer-to-peer (P2P) networks. The extent of this problem is so much so that 25% of traffic on the Internet today is one resulting from copyright infringement. The progress in digital technology has enabled the performance of countless replicas inexpensively and their distribution on Internet without any hassles. Content produced without copy-protection measures, the availability of high-speed internet and cheap storage means available online every contribute to the rising incidence of piracy. ... ...gal means. Internet was meant to be open in nature, to provide information and services to everyone but was never meant to be a big piracy machine. It was not designed to facilitate access to copyrighted content and encour age sharing of protected content. There is an urgent need to do away with Internet services that encourage digital piracy. Internet Enterprises, Government and consumers should together work towards maintaining integrity of Internet and take active measures to obliterate digital piracy. FCC plays an of import role by implementing policy and technical controls to achieve this.Works Citedhttp//www.judiciary.senate.gov/resources/documents/upload/021611Leahy-RecordSubmissions-Website.pdfhttp//www.cs.washington.edu/education/courses/csep590a/06au/projects/digital-piracy.pdfhttp//www.itif.org/files/2009-digital-piracy.pdf

Roosevelt Essay -- essays research papers

Theodore Roosevelt is said to have been one of the greatest presidents ever. Theodore Roosevelt expanded the role of the presidency into foreign affairs by using The Roosevelt Corollary to the Monroe belief, this stated that the U.S. had the right to equalize European intervention in the western hemisphere and also to intervene itself in the domestic affairs of its neighbors. This was brought about when the government of Venezuela stopped paying their debts to European bankers. As a result European naval forces formed a blockade around the Venezuelan coast and began to bombard their ports. Roosevelt saw this action as a potential threat to the U.S. and threatened to use American naval power to pressure the European navy to withdraw the adherence of the United States to the Monroe Doctrine may force the United States, however reluctantly, in flagrant cases of such wrongdoing or impotence, to the exercise of an international police power(Roosevelt Corollary). Theodore Roosevelts ro otage presidency came after the assassination of President McKinley. He was thought of as the first modern president because he was the first to get involved in foreign affairs, with his Big Stick Policy. Other things he did during his president that are remembered for are his Square deal, Hay-Pauncefote treaty, his corollary to the Monroe Doctrine, and his trust busting. The Big-Stick Policy came upon after Roosevelt said that his motto was to let loose softly and carry a big stick. After this the p...

Eulogy for Grandfather :: Eulogies Eulogy

Eulogy for GrandfatherMy granddaddy will be remembered as a hardworking and modest man. He had simple needs. He was forthright and honest, a person with humble beginnings who placed a immense value on learning and friendship. I will remember him as the that grandparent I ever knew. I will remember him as a man who was content with what aliveness had given him. He never asked for much(prenominal) and in the years I knew him, he lived a simple conduct. My grandfathers lifetime could be divided into three incompatible parts. He was born in An Kai Lai, Kaiping, Guangdong, mainland China on May 29, 1909. The direction of this early period started with his steamship pilot at the age of 14 from China to Victoria, B.C., Canada, in 1923. He was held in a holding cell until his 6th uncle came and paid the Head Tax. His early life was marked with many obstacles and hardships. He worked as a kitchen aide and cook in various small towns in Saskatchewan, where he learned to speak and br ing through English. He developed an independence that I could still see during the time that I knew him. At age 19, he returned to China in 1928 to get espouse to Der She, returning to Canada alone in 1930. He lived through the Great Depression of the 1930s in Saskatchewan, becoming prematurely grey in his 20s. He didnt talk much of this period of his life. From the bits and pieces he shared with family, it was a very difficult time for him. However, he did learn the game of curling, a favorite Saskatchewan sport. His love of curling never left him. Up to his last days, it was the only event he thoroughly enjoyed to watch on TV. He even timed his meals around the curling schedules. It gave him great pride whenever Canada won the world titles. From 1943 to 1960, he purchased and operated the Liberty Caf in Elrose, Saskatchewan. Despite the long days in the restaurant business, he developed many decision and valued friendships with the Canadian townspeople and farmers at heart the community. People called him Lee and loved his home-baked pies, sugar doughnuts, and fresh bread. When the surrounding farmers came into town for their supplies, it was a special delicacy to stop into the Liberty Caf for coffee and a piece of pie. He took pride in his abilities and in the respect he had earned in the community.Eulogy for Grandfather Eulogies EulogyEulogy for GrandfatherMy grandfather will be remembered as a hardworking and modest man. He had simple needs. He was forthright and honest, a person with humble beginnings who placed a great value on education and friendship. I will remember him as the only grandparent I ever knew. I will remember him as a man who was content with what life had given him. He never asked for much and in the years I knew him, he lived a simple life. My grandfathers lifetime could be divided into three different parts. He was born in An Kai Lai, Kaiping, Guangdong, China on May 29, 1909. The direction of this early period started with hi s steamship voyage at the age of 14 from China to Victoria, B.C., Canada, in 1923. He was held in a holding cell until his 6th uncle came and paid the Head Tax. His early life was marked with many obstacles and hardships. He worked as a kitchen aide and cook in various small towns in Saskatchewan, where he learned to speak and write English. He developed an independence that I could still see during the time that I knew him. At age 19, he returned to China in 1928 to get married to Der She, returning to Canada alone in 1930. He lived through the Great Depression of the 1930s in Saskatchewan, becoming prematurely grey in his 20s. He didnt talk much of this period of his life. From the bits and pieces he shared with family, it was a very difficult time for him. However, he did learn the game of curling, a favorite Saskatchewan sport. His love of curling never left him. Up to his last days, it was the only event he thoroughly enjoyed to watch on TV. He even timed his meals around the c urling schedules. It gave him great pride whenever Canada won the world titles. From 1943 to 1960, he purchased and operated the Liberty Caf in Elrose, Saskatchewan. Despite the long days in the restaurant business, he developed many close and valued friendships with the Canadian townspeople and farmers within the community. People called him Lee and loved his home-baked pies, sugar doughnuts, and fresh bread. When the surrounding farmers came into town for their supplies, it was a special treat to stop into the Liberty Caf for coffee and a piece of pie. He took pride in his abilities and in the respect he had earned in the community.