Probability Essay Example | Topics and Well Written Essays - 1500 words

Probability - Essay Example The word probability originated form the Latin word probare that means informal. It means that is there is nothing certain and exact associated with an event, and that happenings are uncertain and there are probabilities that are associated with them. Probability can be defined as the study that is concerned with locating certainty in uncertain events. Probability is known as the method of weighing evidence and opinion about uncertain and complex environment. Christiaan Huygens is supposed to be the first person to treat probability with scientific principles to provide a more refined form of the term in the year of 1657. There are several functions of probabilities. Distributions are considered one of them. These functions are used to assign the possible and probable events to the entire series of the events. There are several types of distribution too, that is continuous and discrete distribution. Probabilities distribution can be categorized into two classes: discrete and continuo us. There are many ways to divide probability up in an equal and proportionate manner but the best possible method is to use the probability density function (Fadyen, 2003). Development in this field is taking place continuously and rapidly. The world is changing as never before due to technologies, and these technologies are dramatically affecting the speed and complexity of probability calculations. Computers and spreadsheets are just two important examples of this shift. The major gains in communication complexity and speed have also played an important role. And this is apositive aspect because the development in the field of statistical data analysis is often caused by advancement in the other fields in which the various methods of statistical data analysis are productively applied. Probability is a statistical technique which is used for analyzing the situations that are confined by random events. For quantitative analysis of many human activities, which generally

The Circulatory System and It's Importance Essay

The Circulatory System and It's Importance - Essay Example Because of what it does for man, the circulatory system can also be considered the most important one. Without the circulatory system, man will not be able to live. People usually associate the circulatory system with blood and they are not mistaken. In the most basic sense, the job of the circulatory system is to ensure that blood moves around inside man’s body, supplying the nutrients needed in order for all the parts of the body to function properly. While the blood carries the oxygen and nutrients to the body, it also collects the carbon dioxide from the same. If there is no proper flow of blood, the organs in the body will not be able to function well. The circulatory system can be divided into three parts: pulmonary circulation, coronary circulation and systemic circulation. The heart, lungs and bloods vessels are the major organs in each of these parts. Each individual part has its own unique process of blood circulation. â€Å"The successful circulation of each part r esults to an efficient distribution of blood throughout the body.† (Body) The heart The central organ in the circulatory process is the heart. Composed of four chambers that are divided by a wall, this muscle pushes 2,000 gallons of blood containing oxygen and nutrients into the body. (Dowshen) The heart sends the blood out through its pumping motion. â€Å"It beats about 100,000 times a day, more than 30 million times per year, and about 2.5 billion times in a 70-year lifetime (Dowshen).† The speed of the heart’s pumps depends on the kind of activity the body does. It pumps slower when the body is at rest and faster when the body is in motion. This is because man uses up more energy when immersed in activity. Energy comes from oxygen and oxygen comes from blood. The source of oxygen-rich blood is the heart. The four chambers of the heart can be grouped into two; namely, the upper and lower. The upper chamber or left and right atria receive the blood which has pa ssed through the different organs in the body. On the other hand, the heart releases the blood to be used from the lower chamber or left and right ventricles. Two cardiac valves separate the bottom part of the heart from the blood vessels that allow blood to the rest of the body. The pulmonic valve is between the right ventricle and the pulmonary artery which goes to the lungs. The aortic valve is between the left ventricle and the aorta. The heart also has two major arteries which in turn gives blood to the heart. The right coronary artery allows blood into the right atrium, right ventricle and the bottom part of the right and left ventricle. In contrast, the left coronary artery pumps blood to the left atrium and the left ventricle. Because of the heart’s function in supplying blood, it can be said that the heart is the most important organ in the circulatory system. The blood vessels Blood moves around the body through three groups of blood vessels. Aside from those which deliver and release blood to and from the heart, there are also blood vessels responsible for distributing blood throughout the body and bringing blood back to the heart. The first group of blood vessels can be found in the heart. When leaving the heart, blood flows through two arteries. The aorta is the thickest blood vessel and carries blood with oxygen to the rest of the body. The pulmonary artery, on the other hand, delivers blood to the lungs which converts oxygen-poor blood into oxygen-rich blood for the body to use. The second group of blood ve

Week 4 discussion questions Essay Example for Free

Week 4 discussion questions Essay Describe a time when your assumption about a situation was incorrect. What do you think led to your incorrect assumption? How did your assumption interfere with your ability to think critically about the situation? A: When I first became a student at the University of Phoenix I assumed that I would take class in the morning once a week. What lead me to believe this assumption was that I thought it would be like any other normal college. This assumption affected my ability to think because I originally set my mind to morning mode, when class was night. Use your favorite Internet search engine to locate three automobile commercials. Identify a fallacy used in each commercial. How are these fallacies used in the commercials? Why do you think they were included? A in the first commercial Toyota Camery, they focus more on the acting scene then promoting the Camary. They make it seem like those situations happen. The second commercial was a mustang commercial. the fallacy is that they make people believe that by having that care it makes you look cool that way people can go out and buy it. The third was a fiat commercial, they say that the interest and payments are low and no credit check, but once your in the dealer none of what the commercial promoted is applied. They do this type of advertisement to try an get the consumer to buy and to make the commercial interesting and so the audience is engaged. How might you use critical thinking to help someone who is struggling with low self-esteem and a low sense of self-worth to see beyond the media messages they receive on a daily basis? A: The best thing that I can do to help someone is by giving them my self knowledge and what I know about it. that no one is perfect and there is no need to follow what celebertys do because its all show. We can then discuss this particular topic, then research about it and show what the consequences and lead to. In his inaugural speech, President Kennedy used means of persuasion to win over his supporters and those who were possibly dissatisfied with his election. Suppose you opposed President Kennedy’s ideas and wanted to find  fault with his speech. What steps would you take to evaluate his arguments? A: I would carefully listen to what the speech is about and carefully go over it and find simple cons and consequences to a particular topic that he addresses or want s to make happen. Reading, re-reading, looking for main points, researching, questioning, and finding information that is opposed to what he thinks he can make happen. How do you think being open to criticism might help you solve problems in your daily life? Being open to criticsm can help in my daily life because I can simply take that criticsm and use it in a positive way to improve myself in any situation. What types of questions would you use as you talk with her to help her make a decision based on critical thinking rather than emotion? Why are questions such a valuable aspect of critical thinking? A: I would help her focus more on the facts and details rather than the emotional part on how she feels. After focusing on the facts she can develop feelings towards it that are positive. Asking questions are important because once they are answered they can change a persons perspective on a certain topic.

Fact Finding Techniques In System Investigation

Fact Finding Techniques In System Investigation Fact-finding is an important activity in system investigation. In this stage, the functioning of the system is to be understood by the system analyst to design the proposed system. Various methods are used for this and these are known as fact-finding techniques. The analyst needs to fully understand the current system. The analyst needs data about the requirements and demands of the project undertaken and the techniques employed to gather this data are known as fact-finding techniques. Various kinds of techniques are used and the most popular among them are interviews, questionnaires, record reviews, case tools and also the personal observations made by the analyst himself. Each of these techniques is further dealt in next pages. Two people can go into the same area to gather facts and experience entirely different results. One spends weeks and gets incomplete and misleading data. The other is finished in a few hours and has complete and solid facts. This session outlines some of the things a person can do to achieve the latter. Requirements analysis encompasses all of the tasks that go into the investigation, scoping and definition of a new or altered system. The first activity in analysis phase is to do the preliminary investigation. During the preliminary investigation data collecting is a very important and for this we can use the fact finding techniques. The following fact finding techniques can be used for collecting the data: Interviews Analysts can use interviews to collect information about the current system form the potential users. Here the analysts discover the areas of misunderstanding, unrealistic exception and descriptions of activities and problems along with resistance to the new proposed system. Interviews are time consuming. Questionnaires Here the analysts can collect data from large groups. Questionnaires could be Open-ended or Close questionnaires. Open-ended questionnaires are used to learn feelings, opinions, general experiences on process detail or problem. In it, questions are answered in their own words. Where as in closed questionnaires a set of prescribed answers are used and specific response have to be selected. This is a costly affair as the questions should be printed out. *Getting Cooperation in Fact Finding: The cooperation of operating people is crucial to fact gathering. However, if the operating people believe that the purpose of the fact gathering is to make changes in the work with the object of reducing staff, it is naÃÆ' ¯ve to expect them to help. The key to obtaining cooperation is two-way loyalty and trust. We get this by commitment to developing improvements that simultaneously serve the interests of employees while they serve the interests of owners, managers and customers. Process improvement projects should be undertaken with the object of making the company as good as it can be, not reducing staff. Of course process improvements will change the work, often eliminating tasks. This is obvious. Not quite so obvious is the fact that eliminating tasks does not have to mean reducing staff. It can mean having resources available at no additional cost to do any number of things needed by the organization, not the least of which could be further improvement work. And, no one is in a better position to improve the work than the people who know it firsthand. When organizations are truly committed to their people and their people know this, their people can relax and enthusiastically commit themselves to continuous improvement. This article is written for companies that want to capture the enormous potential of enthusiastic employees embracing new technology. They cannot accomplish this with lip service. The employees of an organization are its most valuable resource. When executives say this sort of thing publicly but then treat their people as expenses to be gotten rid of at the first opportunity, that is lip service. Resources should be maintained and utilized, not dumped. When they are dumped, trust dissolves. Meanwhile the people and their society have changed significantly in the last few decades. The popularization of computers stands high among the factors that have contributed to recent social change. Young people are being exposed to computers early in their education. A sizeable portion of the work force is comfortable working with computers. This was certainly not so a generation ago. Another social change that is very important to process improvement is the increasing acceptance of involving operating level employees in the improvement process. It has become rather commonplace to form teams of operating people. Along with the increasing acceptance of employee involvement has come a dramatic change in the role of the internal consultant who is learning new skills for working with teams. This article addresses the role of the facilitator who gathers facts about work processes to use with an improvement team. The facilitator follows a work process as it passes through departmental boundaries and prepares an as-is Chart. Then an improvement team made up of people from the departments involved in the process studies the as-is Chart and develops a To-be Chart. Facilitators learn how to study work processes. Facilitators are a great help as they gather and organizing the facts of work processes and guide the study of those facts by improvement teams. *What Facts to Gather? Knowing what facts you want to gather is crucial to effective fact gathering. When a people do not know what they are looking for but attempt to learn everything they can, in effect to gather all of the facts, they embark on endless and often fruitless effort. Knowing what facts not to gather is just as important as knowing the facts that are needed. There is a pattern to fact gathering that is particularly helpful during process improvement. It makes use of the standard journalism questions: what, where, when, why, who and how. This pattern focuses on the information that is relevant for process improvement and avoids that which is not. How it accomplishes this is not completely obvious. It goes like this. *Distinguishing Between Facts and Skill: No matter how carefully facts are gathered, they will never match the understandings of people who have experienced the work first hand for years. Those people possess the organizational memory. They have accumulated detailed knowledge that is available to them alone. They access this knowledge intuitively, as they need it, in a fashion that has the feel of common sense. But, they cannot simply explain it to someone else. For instance, we could ask an experienced medical doctor what he does when he visits a patient and expect a general answer like, I examine the patient and enter a diagnosis on the patient record form. However, if we then asked How do you do that? How do you know what to write as the diagnosis? we would be asking for detail that took years to accumulate. During those years this detail has been transformed from myriads of individual facts to intuitively available skill. We simply cannot gather it. The information that the doctor and for that matter all employees can readily provide answers the question, What? The information that cannot be provided because it resides in the realm of skill answers the question, How? Rather than attempt to gather the skill and settling for simplistic/superficial data we acknowledge that that information is not accessible to the fact gatherer. However, this information is critical to effective improvement. In order to get at it, we must invite the people who have it to join in the improvement development activity. This is the fundamental strength of employee teams. They provide the organizational memory. And, dont think for a moment that medical doctors have skill but clerks dont. In all lines of work there are differences of skill levels. Our object in process improvement should be to incorporate into our changes the finest skills available. So we use teams of the best experienced employees we have. To do otherwise invites superficiality. *Using the Description Pattern: The description pattern provides facts, not skills. We organize these facts on charts as effective reminders of the steps in a process. When these charts are used by people who are skilled at performing those steps, we have the knowledge we need for improvement. Therefore: What Answer this question at every step. This tells us what the step is and provides the necessary reminder for the team. Where This question deals specifically with location. Answer it for the very first step of the process and then every time the location changes and you will always know location. When When dealing with processes, this question generally means how long. Ask it throughout the fact gathering, making note of all delays and particularly time-consuming steps. Who This question deals specifically with who is performing each step. The easiest way to collect and display this information is to note every time a new person takes over. How This question is important but it changes the fact gathering to skill gathering. We should rarely get into it. Instead we leave this information to be provided by the team, as needed. Why This question is different. It is evaluative rather than descriptive. It becomes most important when we study the process for improvement but while we are fact gathering, it is premature. Just gather facts. Later as a team we will question the why of each of them. http://www.freetutes.com/systemanalysis/images/decriptivepattern.gif Follow this pattern and: à ¢Ã¢â€š ¬Ã‚ ¢ You will always show what is happening. à ¢Ã¢â€š ¬Ã‚ ¢ You will always show where the work is happening. à ¢Ã¢â€š ¬Ã‚ ¢ You will show who is doing the work whenever a person is involved. à ¢Ã¢â€š ¬Ã‚ ¢ You will show when most of the processing time is occurring. à ¢Ã¢â€š ¬Ã‚ ¢ You wont bog your readers down with how the individual steps are done, non flow detail. à ¢Ã¢â€š ¬Ã‚ ¢ You wont bog your readers down with how the individual steps are done, non flow detail. *How to Initiate Fact Gathering Public Announcement: A public announcement can go a long way towards inspiring cooperation. It can also provide an opportunity to forestall the anxieties just discussed. The people working in the areas affected by the project are informed that a five or ten minute meeting will be held at the end of a work shift and that a senior executive has an important announcement. (This senior executive should be a person whose authority spans the entire project.) The meeting includes an announcement of the project, its objective, who is involved in it, a request for the support of all employees and an invitation for questions. It is conducted by the executive mentioned above because it is important that statements about the intent of the project be made by someone who has the authority to stand behind his or her words. It is also helpful for the executive to introduce the analyst and the team members who have been assigned to the project. The issue of staff cuts may be introduced by the executive or may surface as a question. (Or, it may not arise at all in organizations where loss of employment is a non-issue.) If it is addressed, it should be answered directly and forcefully. I guarantee there will be no loss of employment because of work improvement. This is not a difficult guarantee for executives who genuinely believe that their people are their most valuable resource. (Note, this is not a guarantee that there will be no loss of employment. If we fail to improve our work, there is a pretty certain guarantee that there will be loss of employment.) This meeting can also have constructive side effects. One is that the analyst gets a public introduction to the people from whom he or she will be gathering data. Simultaneously, everyone is informed of the reason for the project, making it unnecessary for the analyst to explain this at each interview. And, the explanation carries the assurances of the boss rather than an analyst. *Common Sense Protocol Where to Get the Facts? It is critical that the analyst go where the facts are to learn about them. This means going where the work is done and learning from the people who are doing it. If there are a number of people doing the same work, one who is particularly knowledgeable should be selected or several may be interviewed. Unfortunately, analysts often try to collect data in indirect ways. Occasionally this may be for no better reason than that the analyst is too lazy to go where the work is done. Or, the analyst may have been instructed to keep the project a secret because management wants to avoid stirring up concern about job loss. Unfortunately, when employees learn (and they will) that secret projects are underway in their areas, their anxiety levels will rise all the higher, encouraging more non-cooperation. Introverts tend to be attracted to research type work and they also tend to find excuses to avoid meeting people. They are often tempted to use written procedures as their source of data rather than going directly to the operating people. Or, they may simply assume data to avoid having to go after it. Sometimes an analyst arrives in the supervisors office (a proper practice when visiting a department for the first time) and the supervisor wants to provide the information rather than having the analyst bother the employee who does the work. This could be motivated by a sincere desire to help. The supervisor may also want to slant the data. Regardless of the motive, it separates the analyst from the work place and the person doing the work. Whatever the reasons, each time an analyst settles for collecting data at a distance from reality, the quality of the analysis suffers. Guesses replace facts. Fantasy replaces reality. Where the differences are small the analyst may slide by, but professionals should not try to slide by. Where the differences are large the analyst may be seriously embarrassed. Meanwhile, the quality of the work suffers and, in the worst cases, major commitments to work methods are made based on faulty premises. Introduction to the Employee at the Work Place When we are gathering data, everywhere you go people are accommodating you, interrupting their work to help you do your work. The least you can do is show that you are willing to return the favor. When the time is not convenient, agree to come back later. Occasionally an employee will suggest that it is an inconvenient time and ask that you come back later. Sometimes, however, the employee is seriously inconvenienced but for some reason does not speak up about it. A sensitive analyst may notice this. However, to be on the safe side it helps to ask, Is this a convenient time? Coming back later is usually a minor problem. Typically you have a number of places to visit. Pick a more convenient time and return. Dont be surprised if the employee appreciates it and is waiting for you with materials set out when you return. Whatever you do, dont start suspecting that every time a person puts you off that person is trying to scuttle your work or is a difficult employee. Assume the person is honestly inconvenienced and simply come back later. If someone puts you off repeatedly, it is still a minor inconvenience as long as you have data to collect elsewhere. Give the employees the benefit of the doubt, knowing that every time you accommodate them their debt to you grows. If you do in fact run into a genuinely uncooperative and eventually have to impose a time, it is nice to be able to remind that person of how many times you have rescheduled for his or her benefit. At such times you will also appreciate the project-announcement meeting when the senior executive brought everyone together, described the importance of the project and asked for support. As you are about to start the interview the employee may bring up a subject for idle conversation such as the weather, a sports event, a new building renovation, etc. People often do this when they first meet in order to size up one another (on a subject that doesnt matter) before opening up on subjects that are important. Since the purpose, on the part of the employee, is to find out what you are like you will do well to join in the conversation politely and respectfully. Then when it has continued for an appropriate amount of time, shift to the subject of the interview, perhaps with a comment about not wanting to take up too much of the employees time. *Respect: Most of the time analysts gather data from people at the operating levels who happen to be junior in status (i.e. file clerks, messengers, data entry clerks). Be careful not to act superior. One thing you can do to help with this is to set in your mind that wherever you gather data you are talking to the top authority in the organization. After all, if the top authority on filing in the organization is the CEO, the organization has serious trouble. Dont treat this subject lightly. We all receive a good deal of conditioning to treat people in superior positions with special respect. Unfortunately, the flip side of this conditioning leads to treating people in lesser positions with limited respect. Unintentionally, analysts frequently show disrespect for operating employees by implying that the way they do their work is foolish. The analyst is usually eager to discover opportunities for improvement. When something appears awkward or unnecessarily time-consuming the analyst is likely to frown, smile, act surprised, etc. In various ways, an analyst can suggest criticism or even ridicule of the way the work is being done. The bottom line is that the analyst, with only a few minutes observing the work, is implying that he or she knows how to do it better than a person who has been doing it for years. This is unacceptable behavior. Dont do it! Go to people to find out what is happening, not to judge what is happening. First get the facts. Later we can search out better ways and invite knowledgeable operating people to join us in that effort. *A Caution about Instant Improvements: While the analyst cannot match the employees detailed knowledge of what happens at their workplaces, it is not at all difficult to discover some things that those people are unaware of, things that involve multiple workplaces. During data collection, opportunities for improvement of a certain type surface immediately. Some of them are outstanding. The analyst discovers, for instance, that records and reports are being maintained that are destroyed without ever being used. Time-consuming duplication of unneeded records is found. Information is delivered through roundabout channels creating costly delays. The only reason these opportunities were not discovered earlier by the employees is that the records had never been followed through the several work areas. These instant improvements simply werent visible from the limited perspective of one office. The people preparing the reports had no idea that the people receiving them had no use for them and were destroying them. The people proc essing redundant records had no idea that other people were doing the same thing. These discoveries can be clearly beneficial to the organization. However, they can be devastating for the relationship between the analyst and the operating employees. The problem lies in the fact that the analyst discovers them. This may delude the analyst into believing that he or she is really capable of redesigning the procedure without the help of the employees. After all, they have been doing this work all these years and never made these discoveries. I found them so quickly. I must be very bright. Most people spend a great deal of their lives seeking confirmation of their worth. When something like this presents itself, an analyst is likely to treasure it. It becomes a personal accomplishment. It is perceived as support for two judgments, I am a lot better at this than those employees. and Employees in general are not capable of seeing these kinds of things. Both of these judgments are wrong. The credit goes to the fact that the analyst was the first person with the opportunity to follow the records through their flow. If any one of those employees had done the same thing, the odds are that the results would have been the same. The analyst is apt to alienate the employees if he or she grabs the credit for these discoveries. If this prompts the analyst to proceed with the entire redesign of the procedure without the help of the employees, he or she will be cut off from hundreds of finer details, any one of which could seriously compromise the effort. Taking credit for these early discoveries can also alienate employees even if they are invited into the improvement activity. For instance, it is not uncommon for an analyst who is about to go over a new process chart with a group of users to start by telling them about the discoveries made while preparing the chart. This can appear very innocent, but the fact is, the analyst does this in order to get the credit for the discoveries before the team members spot them. Instinctively, the analyst knows that as soon as the employees see the chart those discoveries will be obvious to them as well. An analyst who realizes that the enthusiastic involvement of the team members is much more important than the credit for one idea or another will want to keep quiet about early discoveries until after the employees get a chance to study the chart. In doing this the analyst positions himself or herself to provide professional support to knowledgeable employees. Soon they make these obvious discoveries for themselves and this encourages them to become involved and excited about the project. It makes it theirs. In the end the analyst shares the credit for a successful project, rather than grabbing the credit for the first few ideas in a project that fails for lack of support. *Recording Technique: Recording Data The keys to effective data recording are a reverence for facts and knowing how to look for them. You do not go into data collection with a preconceived notion of the design of the final procedure. You let the facts tell you what shape the procedure should take. But, you must be able to find facts and know how to record them. This is done by breaking down the procedure into steps and listing them in proper sequence, without leaving things out. The analyst keeps his or her attention on the subject being charted, follows its flow, step by step, and is not distracted by other subjects that could easily lead off onto tangents. The analyst becomes immersed in the data collection, one flow at a time. Record what is actually happening, not what should happen or could happen. Record without a preference. Wash the wishes from your eyes and let the facts speak for themselves. When later you have them neatly organized and present them for study the facts will assert their authority as they tell their story. *The Authority of the Facts: There are two authority systems in every organization. One is a social authority set up for the convenience of arranging people and desks and telephones, dividing up the work and making decisions. The other authority system is reality itself. Too often the former is revered and feared and attended to constantly, while the latter is attended to when time permits. Yet, whether we come to grips with the facts or not, they enforce themselves with an unyielding will of steel. Reality is whether we are in touch with it or not. And, it is indifferent to us. It is not hurt when we ignore it. It is not pleased or flattered or thankful when we discover it. Reality simply does not care, but it enforces its will continuously. We are the ones who care. We care when reality rewards us. We care when reality crushes us. The better we are able to organize our methods of work in harmony with reality, the more we prosper. When we are unable to discover reality, or deny reality we are hurt. Period! So we enter into data collection with respect for reality. We demonstrate respect for the people who are closest to reality. And, we do our best to carefully record the unvarnished truth. *Observation: A person who has been doing a job for years will have an understanding of the work that goes well beyond his or her ability to describe it. Dont expect operating people to describe perfectly and dont credit yourself with hearing perfectly. Sometimes it is a lot easier for a person to show you what he or she does than to describe it. A demonstration may save a good deal of time. A person might be able to show you how the task is done in minutes but could talk about it for hours. Most people are able to speak more comfortably to a human being than to a machine. Furthermore, a tape recorder doesnt capture what is seen. If you are going to use a tape recorder, use it after you have left the interview site. It can help you capture a lot of detail while it is fresh in your mind without causing the employee to be ill at ease. *Level of Detail: As covered earlier while explaining the Description Pattern, you can gather facts but not skill. If you attempt to gather enough information to redesign a procedure without the help of experienced employees, your data collection will be interminably delayed. For instance, if you are studying a procedure that crosses five desks, and the five people who do the work each have five years of experience, together they have a quarter of a century of first-hand experience. There is no way to match that experience by interviewing. No matter how many times you go back, there will still be new things coming up. Then, if you redesign the procedure based solely on your scanty information, your results will be deficient in the eyes of these more experienced people. It doesnt do any good to complain that they didnt tell you about that after you have designed a defective procedure. Save yourself a lot of time and grief by not bothering to record the details of the individual steps and concentrate on the flow of the work. It goes here. They do this. It sits. It is copied. This part goes there. That one goes to them. Never mind the detail of how they do the different steps. Just note the steps in their proper sequence. Then, when it comes time to analyze and you invite in those five people, they bring with them their twenty-five years of detailed experience. Voila! You have the big picture and you have the detail. You have all that you need to discover the opportunities that are there. *Defused resentment: When people who have been doing work for years are ignored while their work is being improved, there is a clear statement that their experience is not considered of value. These people tend to feel slighted. When the organization then pays consultants who have never done the work to develop improvements, this slight becomes an insult. When the consultants arrive at the workplace trying to glean information from the employees so that they can use it to develop their own answers, how do you expect the employees to react? Do you think they will be enthusiastic about providing the best of their inside knowledge to these consultants? Here, let me help you show my boss how much better you can figure out my work than I can? Really! We dont have to get into this kind of disagreeable competition. Instead we honestly accept the cardinal principle of employee empowerment which is, The person doing the job knows far more than anyone else about the best way of doing that job and therefore is the one person best fitted to improve it. Allan H. Mogensen, 1901-1989, the father of Work Simplification. By involving operating people in the improvement process, you also reduce the risk of getting distorted or misleading data. Their experience is brought into improvement meetings, unaltered. If they get excited about helping to develop the best possible process they will have little reason to distort or withhold the data. *How to Keep the Data Organized: One important characteristic of professional performance is the ability to work effectively on many assignments simultaneously. Professionals have to be able to leave a project frequently and pick it up again without losing ground. The keys to doing this well are: 1. Knowing the tools of the profession and using them in a disciplined manner. 2. Working quickly. 3. Capturing data the same day that it is gathered *Using the Tools of the Profession with Discipline: In this respect, there is more professionalism in a well conceived set of file names and directories than there is in a wall full of certificates belonging to a disorganized person. For that matter, a three-ring binder may do more good than another certificate. A professional simply keeps track of the information that he or she gathers. Perhaps the worst enemy of data organization is the tendency on the part of intelligent people, who are for the moment intensely involved in some activity, to assume that the clear picture of it that they have today will be available to them tomorrow or a week later or months later. One way of avoiding this is to label and assemble data as if it will be worked on by someone who has never seen it before. Believe it or not, that person may turn out to be you. A word about absentmindedness may be appropriate. When people are goal-oriented and extremely busy they frequently find themselves looking for something they had just moments before. The reason is that when they put it down their mind was on something else and they did not make a record of where they put it. To find it again they must think back to the last time they used it and then look around where they were at that time. Two things we can do to avoid this are: 1. Develop the discipline of closure so that activities are wrapped up. 2. Select certain places to put tools and materials and do so consistently. *Working Quickly: An analyst should take notes quickly. Speed in recording is important in order to keep up with the flow of information as the employee describes the work. It also shortens the interview, making the interruption less burdensome to the employee, and it reduces the probability that something will come up those forces the interview to be terminated prematurely. At the close of the interview it is a good idea to review the notes with the employee, holding them in clear view for the employee to see and then, of course, thank the employee for his or her help. Skill in rapid note-taking can be developed over time. This does not mean that you rush the interview. Quite the contrary. Address the person from whom you are gathering information calmly and patiently. But, when you are actually recording data you do it quickly and keep your attention on the person. For process analysis data gathering, you dont have to write tedious sentences. The charting technique provides you with specialized shorthand (using the symbols and conventions of process charting in rough form). See the rough notes following. *Same Day Capture of Data: The analyst then returns to his or her office with sketchy notes, hastily written. These notes serve as reminders of what has been seen and heard. Their value as reminders deteriorates rapidly. While the interview is fresh in mind these notes can bring forth vivid recall. As time passes they lose this power

Art as an Academic Discipline Essay -- art, artistic, creativity, lamen

Question 1. a. What do you think art is? What is art? Art is that which is pleasing to the senses or of more than significant importance (Cothren & Stokstad, 2011, p. xxvii). It is also said that art is an opinion (South University Online, 2014). Anybody can have their own opinion of a piece of art, but very few people can actually judge art. Of course, everyone still has their own opinion. A mother will see her one-year-olds painting and see a work of art. A true work of art invokes a need to understand what the artist was saying or feeling at that specific time. Art captures time and the human experience (South University Online, 2014). It could be a wedding portrait that brings tears to a wife's eyes, or it could be the red blanket in a bedroom (South University Online, 2014). Art is a perception of beauty of form and color and location. The definition of art is as follows: "the quality, production, expression , or realm, according to aesthetic principles, of what is beautiful, appealing, or of more than ordina ry significance" (Dictionary.com, 2014). Art evokes emotion, it can be uplifting or depressing. Man has always had a need to express himself, to say what he cannot speak. b. Why do you think it is important to study art as an academic discipline? There must be discipline in life, or nothing would ever get done. Academic discipline teaches organization and follow-through to be successful. Art seems so unimportant to success in the real world, but this is not true. I did not realize that there were so many aspects involved in judging a work of art. There are parts you see immediately, like bright colors, or an interesting subject, or maybe a rough texture. They focus your attention on a specific... ... History, Volume 2, 4th Edition. Upper Saddle River, NJ: Pearson Learning Solutions. Dictionary.com. (2014). Art. In Dictionary.com. Retrieved January 11, 2014, from http://dictionary.reference.com/browse/art. Masakim. (2003, September 25). Re: "The devil is in the details". In The Phrase Finder. Retrieved January 11, 2014, from http://www.phrases.org.uk/bulletin_board/24/messages/694.html. South University Online. (2014). HUM1002: History of Art from Middle Ages to Modern Times: Week 1: Art as an Academic Discipline. Retrieved from http://myeclassonline.com South University Online. (2014). HUM1002: History of Art from Middle Ages to Modern Times: Week 1: The Art Historian. Retrieved from http://myeclassonline.com South University Online. (2014). HUM1002: History of Art from Middle Ages to Modern Times: Week 1: Warm Color. Retrieved from http://myeclassonline.com

Prison Reform in Russia and Crime and Punishment, by Fyodor Dostoevsky

The novel Crime and Punishment occurs in the summer of 1865; a time when radical legal and social changes swept through Russia. The reforms of 1860’s and 1870’s were known as the Great Reforms because they affected every aspect of Russian life. With â€Å"an 1861 decree emancipating the serfs and [a] monumental reform of the court system in 1864,† the Russian society was still transitioning from an Estate-of-the-realm style toward a more just system focused on equality (Burnham 1227). The reformed penal system is not just under the modern sense of justice, yet it provided a far greater level of equality than the previous model, dominated by aristocrats and government officials. Lagging behind a few years, Russia was following the trend of the other European countries by remodeling the penal and criminal justice system (Timasheff 16-18). According to The Politics of Punishment: Prison Reform in Russia, Robbins Jr. asserts, â€Å"the Great Reforms of the 1860s set in motion a process that dramatically altered the Russian penal system† (1282). France and England already had reformed and well-established courts; thus, the Russians felt an urge to follow them (Historically speaking, from the days of the Enlightenment, Russia wanted to be considered a prosperous country like the great European nations, but its tyrannical government and social policies prevented it from doing so. Russia, the little stepbrother of the European states, looked from a distance at the splendor of the flourishing states to the west. Russia’s Czars, Peter and Catherine the great, attempted to model the country like a western state while retaining a unique Russian identity, and the nineteenth century illustrates this transition). Filled with a sense of p... ...tally (Dostoevsky 350-355). Dostoevsky is cynical of the criminal justice system because not only does it cheat society, but also it cheats its own rules. This almighty governmental power is reminiscent the previous unjust systems. Talking about the dying horse in Raskolnikov’s dream, the people insist â€Å"she’s damn well going to gallop,† but Dostoevsky urges them not to beat the dead horse (57). A complete teardown and rebuilt seems like the only real solution to fixing the disorganized justice and penal system of Russia. Dostoevsky uses Crime and Punishment to analyze and critique the transitioning legal and justice system of 1860’s Russia. He argues that the true purpose of the criminal justice system is to rehabilitate and restore an individual; society needs the institution since not everyone is as thoughtful and ultimately good-hearted as Raskolnikov.

Elizabeth Barrett Browning and Emily Dickinson Essay

The lives and works of Elizabeth Barrett Browning and Emily Dickinson may be different in many ways, but there are existential treads that bind these two people together by similarities. Elizabeth Browning became famous while she was alive and was very influential opposed to Emily Dickinson who became famous for her poems after she died. In the eighteenth century two of the finest poets; Elizabeth Barrett Browning and Emily Dickinson are two people who are close in certain aspects but completely different individuals. Thus, looking deeper into each individual’s lives and works will give us a better perception on these two poets. The Victorian poet â€Å"Elizabeth Barrett Browning was born in 1806, March 6th Durham, England, and was the oldest child out of twelve children† (â€Å"Elizabeth Barrett Browning†). â€Å"Elizabeth’s father, Edward Barrett, was a businessman who was very wealthy from many sugar plantations in Jamaica† (â€Å"Elizabeth Barrett Browning†). As a child, Elizabeth wrote her first earliest known poem for her mother’s birthday and for her fifteenth birthday; her father had one of her poems privately printed. This poem was â€Å"The Battle of Marathon† (â€Å"Elizabeth Barrett Browning†). â€Å"Elizabeth experienced her first sorrow in 1828 when her mother Mary suddenly died† (â€Å"Elizabeth Barrett Browning†). â€Å"By the time Elizabeth had moved to London, her health was poor and she suffered from a spinal injury and shown signs of a lung condition but was never diagnosed† (â€Å"Elizabeth Barrett Browning†). However in these conditions Elizabeth never seemed to give up her love for poetry. Shortly after Elizabeth’s brother, Edward, drowned in a boating accident on his way back to London (â€Å"Elizabeth Barrett Browning†). â€Å"Feeling responsible for his death, Elizabeth became a recluse and practically an invalid rarely leaving her room† (â€Å"Elizabeth Barrett Browning†). This characteristic made Elizabeth similar to Emily Dickinson in the way that they are both easily affected by a tragic incident in their lives, resulting in the act of isolating themselves from others. â€Å"Elizabeth’s work brought her the man that would eventually woo, win, and marry her: Robert Browning† (â€Å"Elizabeth Barrett Browning†). â€Å"Robert became so impressed with Elizabeth’s work that he wrote to her and over the course of the next few months, he and Elizabeth wrote to each other almost every day until they finally met on May 20, 1845, where they discovered that they were already in love† (â€Å"Elizabeth Barrett Browning†). â€Å"More letters (over 500 in all) and visits continued until the two were secretly married on September 12, 1846† (â€Å"Elizabeth Barrett Browning†). â€Å"The newlyweds fled to Florence, her father never forgave her, and she found herself disinherited. She and her father never reconciled† (â€Å"Elizabeth Barrett Browning†). Elizabeth and Robert remained in Italy for the remainder of their lives and had a baby boy, Penini in 1849 (â€Å"Elizabeth Barrett Browning†). In 1850, Elizabeth’s â€Å"Sonnets from the Portuguese† were published. â€Å"Although they had been written as a private gift to Robert, her husband was so moved by the forty-four sonnets the he felt they should not be hidden from the world and published them, making the collection stand as her greatest well-known achievement† (â€Å"Elizabeth Barrett Browning†). Elizabeth died on June, 29, 1861, and was buried in Florence (â€Å"Elizabeth Barrett Browning†). Likewise, Emily Dickinson’s writing was similar to Browning in the way that she crafted a new type of first person persona (Wider). â€Å"Like the speakers in Browning’s works, Dickinson’s are sharp-sighted observers who see the inescapable limitations of their societies as well as their imagined and imaginable escapes† (Wider). â€Å"In 1890, four years after Dickinson’s death, the first volume of her poetry appeared† (Wider). â€Å"Emily Dickinson was born on December 10, 1830 in Amherst, Massachusetts† (Wider). â€Å"Emily’s father at the time of her birth was an ambitious young lawyer, and was educated at Amherst and Yale. He returned to his hometown and joined the ailing law practice of his father, Samuel Fowler Dickinson† (Wider). â€Å"Edward joined his father in the family home, built by Samuel in 1813† (Wider). â€Å"Active in the Whig Party, Edward was elected to the Massachusetts Start Legislature (1837-1839) and the Massachusetts State Senate (1842-1843)† (Wider). â€Å"Little was known of Emily’s mother† (Wider). â€Å"She often represented as a passive wife of a domineering husband† (Wider). â€Å"Emily wasn’t the only child of Edward and Emily Dickinson; she also had a brother William Austin Dickinson and a sister Livinia Norcross Dickinson† (Wider). â€Å"All three children attended the one-room primary school in Amherst and then moved on to Amherst Academy, the school out of which Amherst College had grown† (Wider). Futhermore, â€Å"Elizabeth Barrett Browning was the most respected woman poet of the Victorian age† (Burlinson). â€Å"By 1900, she was better known as the heroine of a turbulent love story than as a prolific and successful writer† (Burlinson). â€Å"Browning was an experimental writer who felt sufficiently comfortable working within poetic convention to disrupt and revise it to her own ends† (Burlinson). â€Å"Elizabeth was known for writing sonnets, allegories, ballads, political odes, love poems, occasional verses, poetic dramas, and an epic, as well as essays in literary criticism and a translation of Aeschylus† (Burlinson). Her greatest poetic success was in the sonnets from the Portuguese as stated above in Elizabeth’s biography. Elizabeth poured all her profound thoughts into these sonnets and yet the exquisiteness if the mould has compelled a rigorous pruning alike of superabundant imagery, which has had the happiest affect (Arnold). â€Å"One of her best known poems from 1850 is â€Å"The Runaway Slave at Pilgrim’s Point,† an impassioned protest against slavery in which a black woman; the rape victim of her white master, murders her child† (Burlinson). â€Å"The rage and grief of the woman chillingly conveyed in the first-person narrative† (Burlinson). Elizabeth held a deep belief that poetry could change attitudes toward the world, and indeed it did. â€Å"Her poem â€Å"The Cry of the Children† caused a sensational reaction that caused public reform in a protest against the working conditions of children† (Burlinson). â€Å"In fact, Elizabeth is one of the greatest sonnet writers in our language, and she is worthy enough to be ranked side by side with Milton and Wordsworth† (Arnold). Elizabeth has managed to touch all the chief human relationships and when she touched them, it was always in a noble manner and severe simplicity which is greatly preferred to be her most luscious and copious versification (Arnold). Unlike Elizabeth, Emily seemed to be more reclusive with her life and at a young age Emily went into seclusion, resulting in her not socially maturing. Emily also avoided doing routine house work or other normal daily activities because she like being alone to dream and use her imagination (Southworth). Many readers believe that by shunning the realities of everyday life, Emily was able to find the greater reality in the realm of imagination (Southworth). Despite being lonely and frustrated she never out grew adolescence and this seemed to show in her poetry (Southworth). Her writings showed that she was not capable of grasping the joy of reality and that she really didn’t have a true understanding of life challenges (Southworth). Like Elizabeth, â€Å"Emily’s poems were meant to be and experience, to render experiences as well as refer to it† (Ryan). â€Å"For Emily the living presence is the poem itself. If it is not intermediately between the poet and the reader, it is the thing alive the reader experiences† (Ryan). â€Å"Dickinson was a master at grammar, rhythm, rhetoric, and narrative. A master of the inextricable, intricate, intimate and constantly shifting, interrelationship’s among them† (Ryan). â€Å"Emily Dickinson wrote nearly 1800 poems, but only seven were published in her lifetime. When the first posthumous collection of her work appeared in 1890, she was regarded as an interesting but idiosyncratic minor poet. As the twentieth century has progressed, however, her poetic achievement has won interesting recognition† (Tredell). â€Å"Dickinson nonetheless engages in an original and vibrant way with love, eroticism, nature, death, immortality and eternity. Her work is notable for its power and compression and complexity, its precise and startling phrasing, its inventiveness of rhythm and rhyme, and the exploratory daring which belies its apparent decorum† (Tredell). Emily said to Higginson that poetry is something that makes the body feel so cold that no fire could warm it, that if the reader physically feels as if the top of their head were taken off that its poetry. She claims that this is the only way she knows its poetry (Ryan). Elizabeth Barrett Browning’s poem â€Å"The Cry of the Children† is about child labor. In this poem Elizabeth is trying to show us how the children feel about working and how it makes them sad and exhausted. They suffer as they work with trembling knees and heavy eyelids. The children are demanded to keep working no matter how tired and weak they are. I know that this is the theme because the speaker says â€Å"Do ye hear the children weeping,† (â€Å"The Cry of the Children†). This means that the children were weeping in sorrow because in the playtime of others they are working. Another detail that supports my idea for the theme is the lines â€Å"For oh, say the children, we are weary, / and we cannot run or leap;† (â€Å"The Cry of the Children†). This detail shows that the children are suffering that they are tired and weak. When Elizabeth describes how the children look she is using imagery by saying, â€Å"we are weary, / and we cannot run or leap; / if we cared for any meadows, it were merely / to drop down in them and sleep. / our knees tremble sorely in the stooping, / we fall upon our faces, trying to go; / and, underneath our heavy eyelids drooping, / the reddest flower would look as pale as snow† (â€Å"The Cry of the Children†). This connotation is showing how the children are looking and feeling this verse is not only using imagery but it also uses a simile to show how the children’s eyes are so tired and heavy that the reddest flower would look as pale as snow for them. Emily Dickinson’s poem â€Å"Heart, we will forget him† talks about how Emily is trying to forget the man that hurt her and her heart. In the poem Emily is instructing her heart â€Å"to forget the warmth† and that she will forget â€Å"the light†. â€Å"But Emily is scared that if her heart takes too long to forget, then it will give her time to remember, thus causing her to not be able to carry out her self-given assignment† (â€Å"Heart, we will forget him†). I know that the theme of the poem is getting over someone you love by the line â€Å"Heart, we will forget him† (â€Å"Heart, we will forget him†). This line is referring to Emily’s heart trying to forget the man that hurt both her and her heart. Another detail supporting my thought for the theme is the line â€Å"you may forget the warmth he gave / I will forget the light† (â€Å"Heart, we will forget him†). This line is trying to demonstrate that the heart is trying to forget the warmth that the man gave it and that Emily will try to forget the light he brought to her world. In this poem Emily tells the heart what do to by commands making the hearts seem as if it can act, think and follow orders like a brain. By making the heart have a human characteristic Emily is using the literary device personification. Emily also uses a literary device called tautology which is use when there is a repetition of words, and in the first stanza of â€Å"Heart, we will forget him† Emily uses the word forget three times to emphases that she and her heart will forget the one that broke them. Elizabeth Barrett Browning and Emily Dickinson were two poets that works were very similar in structure despite being born in different ears. The two poets depicted similar first person’s personas in their writings and became famous for it. Although Elizabeth became famous while she was alive, Emily Dickinson did not. Each poet however had their work published and found by someone else. Elizabeth’s husband was the person who made her forty-four sonnets one of her well-known achievements and for Emily her sister Livinia was the founder of many poems left from her death. By comparing the works and lives of Elizabeth Barrett Browning and Emily Dickinson, we can conclude that the inner life of an artist has more impact on their literary output than the external factors that shaped their lives. Works Cited Arnold, William T. â€Å"Elizabeth Barrett Browning (1806-1861).† The English Poets: The Nineteenth Century, Wordswort to Rossetti. Ed. Thomas Humphry Ward. Vol. 4. Macmillan and Co., 1893. 562-567. Rpt. in Nineteenth-Century Literature Criticism. Ed. Laurie Lanzen Harris. Vol. 1. Detroit: Gale Research, 1981. Literature Resource Center. Web. 15 Dec. 2011. Burlinson, Kathryn. â€Å"Elizabeth Barrett Browning: Overview.† Reference Guide to English Literature. Ed. D. L. Kirkpatrick. 2nd ed. Chicago: St. James Press, 1991. Literature Resource Center. Web. 11 Dec. 2011. â€Å"Elizabeth Barrett Browning.† LitFinder Contemporary Collection. Detroit: Gale, 2007. LitFinder. Wed. 6 Dec. 2011. Ryan, Michael (American College Teacher). â€Å"Dickinson’s Stories.† The American Poetry Review Mar.-Apr. 2009: 5+. Literature Resource Center. Web. 15 Dec. 2011. Southworth, James Granville. â€Å"Emily Dickinson.† Some Modern American Poets. James Granville Southworth. Blackwell, 1950. 14. LitFinder. Web. 11 Dec. 2011. Tredell, Nicholas. â€Å"Emily Dickinson: Overview.† Gay and Lesbian Biography. Ed. Michael J. Tyrkus and Michael Bronski. Detroit: St. James Press, 1997. Literature Resources from Gale. Web. 28 Jan. 2012. Wider, Sarah Ann. â€Å"Emily (Elizabeth) Dickinson.† The American Renaissance in New England: Fourth Series. Ed. Wesley T. Mott. Detroit: Gale Group, 2001. Dictionary of Literary Biography Vol. 243. Literature Resource Center. Web. 11 Dec. 2011.