Le Corbusier's Toward's a New Architecture and Adolf Loos' Ornament Essay

Le Corbusier's Toward's a New Architecture and Adolf Loos' Ornament and Crime - Essay Example nt roles in the transformation of the conception of art and architecture, the dawning of a new age in styles and composition, making a mark in the discipline of architecture. In this paper, we will discuss and compare the similarities in the theories of Loos exhibited in â€Å"Ornament and life† to that of Le Corbusier’s â€Å"Towards a New Architecture†. We will discuss in specific, the most influential theory presented by Le Corbusier, in â€Å"eyes which do not see† in comparison to Adolf Loos’ â€Å"Ornament and Crime†, both relating to the need to emphasize the role of purpose or utility of an architectural structure and the absence of ornaments. The interesting aspect of the comparison between Loos and Corbusier lies in the two common vies they shared. On the one hand, the work of both is concerned with the autonomy of architectural means; on the other, both try, each in his own way, to place his work in a context, something which each makes particularly clear in his writing. (Risselada, Loos and Beek, 1). In Corbusier’s reading of â€Å"eyes which do not see†, he begins with explaining the need to see the connection between architecture and the new machine age, implying that architecture must focus not on art but on needs and functionality. He explains this aspect by comparing the evolution of architecture to the evolution of a car. In the beginning, the sole purpose was transportation, later began to give importance to durability, resistance and such. Further, they went on to incorporate luxury and style on having attained the basic necessity. With the lapse of time, appearance and luxury began to delude people and the main aspects were given less importance, as if resistance and durability were aspects that were to be sidelined. He believes that architecture has taken that direction, competing in beauty and magnificence, while failing to address purpose. This may be easily compared to the view of Adolf Loos in â€Å"Ornament and Crime†, where he

Budgeting Importance Essay Example for Free

Budgeting Importance Essay Abstract Beyond Budgeting has been proposed as an influential idea that will reinvigorate management accounting contribution in business  operation and performance. It is claimed that the traditional system has lost relevance with the modern business environment and is no longer satisfying the needs of managers. Budgets have been ingrained in the culture of business since their inception in the 1920s and managers will find it extremely difficult to radically shift to a system without budgets. The implications of a Beyond Budgeting system are; performance measures relative to competitors and a decentralised organisation structure. Alternatives such as the Better Budgeting techniques may be more favourable to management who desires a formal planning and control system. The Beyond Budgeting concept is still in its infancy and requires further development and practical implementation. Keywords: Budget; Beyond Budgeting; BBRT; Management Control I. Introduction Beyond Budgeting has been proposed as an influential idea that will reinvigorate management accounting contribution in business operation and performance. According to Hope and Fraser (2003) the budgeting system, as implemented by most businesses, should be eradicated. The budgeting debate has arisen due to a movement into the information age (Drury, 2008). It is considered that the environment is now so complex and competitive that budgeting in its existing form is no longer useful for businesses. Dissatisfaction with traditional budgets is growing in the business world and ‘Beyond Budgeting’ has been suggested as a method to reinvigorate the managerial contribution of management accounting. This article discusses how budgeting has evolved into its current state, before examining why this universal technique has come under such heavy criticism of late. The limitations and weaknesses of traditional budgeting system will be supported with appropriate references. At the he heart of this paper is the evaluation whether the Beyond Budgeting model is more relevant in today’s business environment and if it can be a prominent tool in the future practices of management accounting. After critically evaluating academic scholars’ views on this issue, a conclusion will be drawn as to whether Beyond Budgeting really is the way forward. This article is organised as follows: Section II introduces and discusses evolution of various concepts of budgeting; Section III discusses limitations of traditional budgeting; Section IV discusses how beyond budgeting addresses the limitations of traditional budgeting and is indeed the way forward and finally section V concludes. II. Evolution of Various Concepts of ‘Budgeting’ Bhimani et al. (2008) define a budget as a quantitative future plan created by managers to assist the implementation of this plan. Becker et al. (2009) state the common view is that at the foundation of management accounting  systems is budgeting. In the 1920s budgets were born in order to help managers control costs and cash flows (CIMA, 2007). This concept grew into fixed performance contracts involving future income and expenditure estimations. Budgets were used to drive and evaluate management performance. Furthermore, Rickards (2006) believes the main purpose of budgets is to help implement a firm’s strategy, not just controlling and planning. The changes in the economic environment and business processes led to evolutions in budgeting. From the initial cash budgets to more modern techniques of zero based budgeting (ZBB) and activity based budgeting (ABB). Drury (2008) details six functions of traditional budgets: Refining the company’s long term plans; Coordinating the different departments and helping to improve relationships between them; Communicating ideas and expectations from top management to all other employees; Motivating managers to achieve challenging targets and goals.; Controlling the business activities using variance analysis to determine areas requiring attention; Evaluating the performance of managers in relation to achieving targets. A study of 40 managers revealed that budgeting is still very popular (Dugdale Lyne, 2006). They found that all businesses in question were using budgets and that when used alongside other tools; budgets can harmonise, motivate and control. Budgeting is ingrained in the cultures of many companies; therefore it can be difficult to convince managers that the business will be better off without them (Libby Lindsay, 2007). Daum (2002) argues that in the dynamic business environment managers should be looking to grow, expand, exceed targets and limits, and not be restricted by them. He describes many features of this environment such as; complex activities, innovation, retention of good employees. The new business environment is vastly different from the 1920s and although budgets have evolved to adapt to these changes, they are increasingly coming under criticised. III. Criticisms of Traditional Budgeting The traditional budgeting methods are considered too time consuming and unresponsive to external changes. According to a research by Neely et al. (2003) the budget creation uses 20% of management time. Following on from this, Bartram (2006) found that even the leanest and most efficient  companies take 79 days to organise their budgets, whilst 210 days are spent in the worst practice companies. This is a considerable amount to time for a firm to spend on an activity that arguably adds no value to the business. The budget culture has restricted the ability for a firm to reshape into a modern business because the budgets reign and contain management behaviours into old  paradigms (Hope and Fraser, 1997). In today’s environment the traditional systems of frequently found to be an obstacle to innovation and enterprise by management (Daum, 2002). Daum Hope (2003) highlight the growth of organisations as a factor in causing the irrelevance of traditional budgeting methods. Previously, businesses were smaller and staff relationships were built on trust. Trust to act in the best interests of the company. The expansion and development of multinational companies has caused a break down in trust between employees. To combat this, budgets were used as systems of control. However, now this control aspect has become a restriction to progress for a modern and forward thinking company. The following are weaknesses suggested by Neely et al. (2003) and they advocate these as an area for improvement. Budgets lack strategic focus and value creation, instead the aim is always cost reductions. The bureaucratic style restricts flexibility which in turn impacts a firm’s creative instincts. Annual budgeting is too infrequent therefore feeding into the unresponsive argument. Employees may not react well to having controls forced onto them thus having the potential to de-motivate. Also the top down style of budgets strengthens vertical command structures, which can lack adaptability and responsiveness. Working to budgets can cause dysfunctional behaviour as managers are often under pressure to meet targets, this behaviour is also known as budget games. Bartram (2006) breaks down budget  games into five areas. Firstly, ‘The Sky’s the Limit’, this entails management pushing the boundaries and trying to get as large a budget as possible instead of asking for just what they need. This feeds into ‘Mine’s Bigger than Yours’ whereby managers use the size of their budget to judge their own status within the company. ‘Cooking the Books’ relates to a delay of declaring revenue if the targets are already met so that they can use this revenue to meet future objectives. Next is ‘Hey Big Spender’, managers feel that they must spend the entirety of their budget otherwise it will be cut next year. Finally, ‘Bonus or Bust’ is concerned with the managers focus on measures that impact their own salaries or bonuses, whilst ignoring targets which may be more vital to long term success. On the subject of budget games, Jensen (2003) feels the integrity of the whole firm can be compromised when managers partake in this type of behaviour. The traditional system is based on a flawed principle; reward managers for meeting targets but punish if they fail to do so. This only encourages the type of dysfunctional behaviour described by Bartram. In order to end these games, Jensen proposes abolishing the using budgets as a system for rewarding performance. Otley (2003) believes budget system has the potential to create dysfunctional behaviour and discusses his experience of a coal mine that held back stock to meet weekly quotas, an example of ‘Cooking the Books’. The majority of criticism of traditional budgeting methods has been published by the proponents behind the Beyond Budgeting movement, Hope Fraser. Their initial criticisms were used as a spearhead to create a better management tool. Traditional methods rely on past information which can have negative knock on effects. An example is the incremental budgeting tool, where the previous year’s budget is slightly adjusted for the new year without any analysis into areas which are over/under performing. The performance evaluation is generally carried out at the end of the budget period; this can be too late to remedy deficiencies. Leading on from this, the common practice is to carry out fixed percentage cuts when early results appear unacceptable (Hope Fraser, 2003). Libby Lindsay (2007) feel that the problems are originating from how budgets are implemented and used within business, if used correctly they still can be a very effective tool. Ekholm Wallin (2010) agree with Libby and Lindsay, and add that if properly used traditional budgets are a strong framework to plan and measure a company’s operations. Therefore it can be suggested that many of the inadequacies of traditional budgets could be down to the implementation and not the tool itself. Despite the reasoning behind these limitations, Hope and Fraser (1997) report that 99% of European companies use formal budgeting procedures, this figure is likely to remain high even today. In addition, a survey of US organisations by Libby Lindsay (2007) revealed that over 50% of senior managers felt businesses could not cope without budgets and that they were imperative to success. Managers also believed that despite the associated time and costs, budgets were adding value to a company. Ekholm Wallin (2010) feel the annual budget is not dead yet, but it is past its peak and has lost usefulness and become outdated. IV. Beyond Budgeting Beyond Budgeting promotes the most ideal characteristics of a budgeting system; flexibility, coordination and responsiveness (Pilkington Crowther, 2007). It is not just another system of tools; it requires a complete overhaul of the organisations culture and a shift in the management style (Becker et al, 2009). Hansen (2011) states this can be performed in two stages; move toward performance evaluation relative to competition and then implement a decentralized structure. Hope Fraser (2003) believe the limitations of traditional budgetary systems require businesses to abandon budgeting altogether and instead focus on financial and non financial measures. The process should look to external benchmarks and competitors rather than internally set targets. The restrictive nature of budgets is removed and this can enhance the potential of a firm whilst empowering employees to make better decisions. Player (2003) describes Beyond Budgeting as extreme approach but with vast benefits to be r ealised. A key problem area is with rewarding managers using traditional systems. A Beyond  Budgeting reward system is far more appropriate as it is relative to performance measures, often derived from competitors and benchmarks (Hope Fraser, 2003). Daum Hope (2003) argue that Beyond Budgeting is a more adaptive approach to management, with more frequent performance reviews. A second feature is that centralized and hierarchical structures are converted to a decentralized management style. This empowerment pushes authority and decision making to lower levels of the business. The effect can be found in increased productivity and motivation. Managers have embedded budgets into their culture so it is likely they will struggle to manage without them. Hope and Fraser (2001) believe that the volatile nature of the environment mean budgets and plans are redundant. Budgets try to remove surprises from business. Instead, managers should embrace them and look to them as opportunities for improvement. They continue by saying that in order to take full advantage of the opportunities lower level staff need the authority to make strategic decisions. Furthermore the removal of budgets creates extra time for managers spend on  problem solving and adding value to the business, as the time taken to prepare budgets is a particular disadvantage (Ostergren Stensaker, 2011). The Beyond Budgeting model is becoming increasingly popular and many companies are now following its principles. Hope Fraser (1997) discovered that the Scandinavian bank Svenska Handelsbanken abolished all forms of traditional budgeting in 1979. Since then it has grown into the largest bank in Scandinavia and one of Europe’s most efficient banks. Their CEO reported that a cultural change from budgets and targets to improvement has enabled costs to be driven down. Daum (2002) states that Svenska Handelsbanken utilised a decentralised structure to enable each branch to run as an independent profit centre. This is an example of the potential that Beyond Budgeting can unlock. The Beyond Budgeting Round Table (BBRT), a network designed to transform the  traditional budget system, studied 14 companies without budgets or almost without budgets and from this they produced 12 guiding principles to Beyond Budgeting: i. Measure performance against the competition, not internal targets. ii. Motivate employees by empowerment. iii. Delegation to divisional managers allows them to take responsibility. iv. Give operational managers independent access to resources. v. Create customer focused teams. vi. Provide transparent information sharing across the organisation. vii. Set targets on external benchmarks. viii. Rewards in line with beating the competitors. ix. Allow managers to be involved with strategy planning. x. Grant management access to local resources. xi. Coordinate the internal use of resources. xii. Performance measurement information should be available freely. (Daum, 2002) Pilkington Crowther (2007) have found that Beyond Budgeting is most commonly adopted by large firms employing over 1,000 people. The smaller firms (10 50 employees) tend to impose strict budgets for employees to follow. This is likely to be due to the size, management style and ability to train staff in unfamiliar concepts. DeWaal (2005) suggests an entry scan before implementing Beyond Budgeting to ensure that staff feels the current systems are failing. The scan creates discussion into whether staff wants, and if the organisation can, implements Beyond Budgeting. The main advantage of questioning the employment of Beyond Budgeting is that staff will feel involved in decision making and internal business processes. Beyond Budgeting appears to have many advantages over traditional systems but it is not without criticism of its own. CIMA (2007) believe that having no budget  creates various problems. A business will have no framework for planning, coordinating and controlling its activities. The business can lose direction without detailed plans of its current position and future goals. Finally, a drastic culture change can leave employees feeling disillusion and the decentralized structure may be impractical for some organisations. An alternative option for firms that still want a formal budgeting system is Better Budgeting. Better Budgeting entails five techniques that can be used to overcome some of the limitations of traditional methods (Neely et al, 2003). Activity Based Budgeting involves planning using value adding activities, following a similar concept to ABC and ABM. Zero Base budgeting forces managers to justify their budgets every year to try and prevent dysfunctional behaviour and budget games. Thirdly, a Value Based technique encourages a focus on creating shareholder wealth and linkages with strategy. Profit methods consider both short and long term projections whilst ensuring sufficient cash is generated. Finally, Rolling Budgets create frequent budgets to provide more accurate forecasts. A major problem with Better Budgeting techniques is that they can actually take even more management time to be used effectively, which is likely to cause greater dissatisfaction with the processes. The Beyond Budgeting movement is still in the early stages of development and Rickards (2006) feels that further research and practical implementations are required before a real breakthrough in management accounting is achieved. Becker et al (2009) believe that the initial fascination with Beyond Budgeting is fading and that some principles are being put into practice, just not under the umbrella of Beyond Budgeting. Decentralisation and empowerment may be growing in popularity due to the current business environment. V. Conclusion To conclude, Hope’s view is that Beyond Budgeting is a far more effective system which conquers the limitations of traditional methods. He foresees the international expansion of the BBRT and that Beyond Budgeting will become a ‘major management theme for the future’ (Daum Hope, 2003). After evaluating the thoughts and opinions of various academics, this article believes that Beyond Budgeting has an important role to play in the future of management accounting. However, it is unlikely that it will be fully adopted as the BBRT imagined; a number of principles are extremely useful within the modern environment. These may be adopted but management will find it hard to completely abandon budgeting, as it is embedded it business culture. Perhaps some Better Budgeting techniques could be practiced in order to update the failing traditional system. This article supports the argument that traditional budgets are outdated and no longer appropriate for the current environment. Furthermore, budgets can actually destroy shareholder value within a firm therefore it is vital that new systems are developed. It is the view of this article that the traditional budget requires refreshing and revitalizing but is not yet ready for removal. References Bartram, P. (2006). Forecasting the end for budgets. Director. 30. Becker, S., Messner, M. and Schaffer, U. (2009). The Evolution of a Management Accounting Idea: The Case of Beyond Budgeting. Working paper. Bhimani, A., Horngren, C., Datar, S. Foster, G. (2008). Management and Cost Accounting, 4th ed. Harlow: Pearson. Michael Goode, Ali Malik CIMA 213 (2007). Beyond Budgeting. [Online] Available at: http://www.cimaglobal.com/Documents/ImportedDocuments/cid_tg_beyond_bu dgeting_oct07.pdf [Accessed: 28/11/11] Daum, J. (2002). Beyond Budgeting: A Model for Performance Management and Controlling in the 21st Century? Controlling and Finance. Daum, J. and Hope, J. (2003). The origins of Beyond Budgeting and of the Beyond Budgeting Round Table (BBRT) An interview with Jeremy Hope. DeWaal, A. (2005). Is Your Organisation Ready for Beyond Budgeting? Measuring Business Excellence, 9(2), 58-67 Drury, C. (2008). Management and Cost Accounting. 7th Edition. Andover: Cengage Learning. Dugdale, D. and Lyne, S. (2006). Budgeting. CIMA Financial Management, 32-35. Ekholm, B. and Wallin, J. (2010). Is the annual budget really dead? European Accounting Review, 9(4), 519-539. Hansen, S. (2011). A Theoretical Analysis of the Impact of Adopting Rolling Budgets, Activity-Based Budgeting and Beyond Budgeting. European Accounting Review, 20(2), 289-319. Hope, J. and Fraser, R. (1997). Beyond budgetingbreaking through the barrier to the third wave. Management Accounting, 75(11), 20-23. Hope, J. and Fraser, R. (2001). Beyond Budgeting Questions Answers. CAM-I Hope, J. and Fraser, R. (2003). New ways of setting rewards: the Beyond Budgeting model. Californian Management Review, 45(4), 104-119. Hope, J. and Fraser, R. (2003). Who needs budgets? Harvard Business Review. 81(5), 125-126. Jensen, M. (2003). Paying People to Lie: the Truth about the Budgeting Process. European Financial Management, 9(3), 379-406. Libby, T and Lindsay, R. (2009). Beyond budgeting or budgeting reconsidered? A survey of North-American budgeting practice. Management Accounting Research. Neely, A., Bourne, M. and Adams, C. (2003). Better budgeting or beyond budgeting?Measuring Business Excellence, 7(3), 22-28 Ostergren, K. and Stensaker, I. (2010). Management control without budgets: A field study of â€Å"Beyond Budgeting† in practice. European Accounting Review, 19(1), 1-33. 214 Pakistan Journal of Social Sciences Vol. 31, No. 2 Otley, D. (2003). Management Control and Performance Management Whence and Whither? British Accounting Review, 35, 309-326. Pilkington, M. andCrowther, D. (2007). Budgeting and control. Financial Management, 29-30. Player, S. (2003). Why some organizations go Beyond Budgeting. Journal of Corporate Accounting and Finance, 14(3), 3-9. Rickards, R. (2006). Beyond budgeting: boon or boondoggle? Investment Management and Financial Innovations, 3(2), 62-76.

The Cobb-Douglas Production Function for South Africa Essay -- South A

Introduction For every firm to produce goods it needs inputs such as capital and labour. Mankiw (2005) refers to capital set of tools that workers use in the process of production e.g. Machineries such as computers whereas labour refers to the hours that employee invest working. Production function refers to the output of a firm, an industry or an entire economy for all combination of inputs (Banaeian and Zangeneh, 2001).Economists use production function to precise the relationship between labour and capital and according to Mankiw (2005). Production functions reveal the available technology for transforming labour and capital into output. Tang (2008) highlighted the fact that theory of productivity was proposed by Knut Wicksell in 1851 which contributed a lot towards the works of Charles Cobb and Paul Douglas. Cobb-Douglas production function was developed by Cobb and Douglas in 1928 which is a fundamental function even now in both Macroeconomics and Microeconomics. The Cobb-Douglas production function is normally utilized by economists in the direction of explaining the correlation between contributions of resources involved in production such as labour, capital and technology.Cobb-Douglas production function and constant elasticity of substitution functions are playing a significant role for analysis in economics. Cobb-Douglas production function is still universally used toward the analysis of productivity and growth (Felipe and Adams, 2005). Felipe and Adam accepted as true that Paul Douglas is one of the economists who deserved a Novel Price for his marvelous works. Cobb and Douglas suggested that elasticity of substitution between capital and labour should be constant or equals to one even though they did not specify ... ....worldbank.gov. (2011). Data on Gross Domestic Product and Total employment of South Africa. World Bank. http://www.southafricanreservebank.co.za. (2011). Data on Fixed Capital Stock of South Africa. South African Reserve Bank Mankiw, NG. (1995). â€Å"The Growth of the Nations†. Brookings paper of economics activities. pp 275-326 Mankiw, NG. (2005). Macroeconomics, International edition. Worth Publishers: New York Mankiw, N.G (2013) Principle of Macroeconomics 7th edition. Congage Learning: United States of America Romer, P.M. (1986). Increasing returns and long run growth. Journal of political economy Vol 94. Pp 1002-37 Romer, P.M. (1990). Capital, Labour and productivity. Journal of political economy Vol. 98, No 5: university of Chicago. Pp 339341 Solow, R.M (1956). A contribution to the theory of economic growth. Quarterly Journal of Economics. Pp 65-94

Consolidation of Learning

I have come to understand that in order for a student to develop professional nursing skills, he or she needs to have the ability to apply knowledge from theory into practice. This I believe is a fundamental key to the success of becoming a competent nurse. My practice and the invaluable experiences I have gained from my placement, as a nursing student, have enabled me to reflect on the dimensions of nursing practice. I can testify that clinical practice is really an essential component of learning process for any nursing student. My Clinical practice has allowed me to have direct experience with the real world of nursing, to practice the clinical skills required for the job and to learn about the responsibility of the nurse. Reflecting back at my previous semesters, I can begin to say that my acute clinical experience has served as a wonderful and memorable learning opportunity for me to practise some of the skills that I have learned. I had a lot of mixed feelings going into this clinical because I did not know if I was going to make a difference. And little did I know how much this experience would impact me. As I reflect on this experience, I realised that I finished my clinical not only with more experience than when I started, but with a different aspect of nursing all together. In this paper, I will discuss an in-depth factual experience on my role in caring for a hypertensive patient. I will critically analyze my actions, feelings and strategies that I used to deal with the situation. I will also present how I was able to connect the knowledge that I had gained from my nursing classes and clinical laboratory. Over the course of my clinical placement, I was assigned to different patients with different illness. Caring for these patients has deepened my understanding of the need to develop my intellectual capacity for good clinical judgement and safe decision making. While caring for these patients, I encountered situations that were both positive and negative. Regardless of the outcome of these situations, I believe I have learned one or two things from them. There was a particular event that really stood out for me among the patients that I cared for. The reason why this event stood out is because of the impact it had on my learning. This event helped me to start pulling information from all the resources available to me right on the spot. THE SIGNIFICANT NURSING EVENT I was on an evening rotation on this fateful day. I had done my patient research and ready to carry out my care plan for my patient. Unfortunately, I was not able to implement this care plan because my patient assignment was changed due to staffing issue. An undergraduate nurse was the primary nurse of the same patient that I was assigned to. Due to the policy that I have to be monitored by a registered nurse, my patient assignment was changed. I was then assigned to an eighty two year old woman diagnosed with acute renal failure with history of hypertension. I had very little time to quickly research my patient diagnosis; my primary nurse just gave me brief information on her status. I had to quickly go in to do my initial assessment and take her vital signs. As I approached her room, I was prepared for all reactions, but my patient responded with soaking kindness. I introduced myself, asked her how her day was going and informed her of the care that I will be providing for her. Then I began to perform a head to toe assessment and I explained the rationale of each test and action. My patient would always smile and respond with â€Å"I know that you are a student just do what you gotta do†. Then I began to check her vital signs and realised that her blood pressure was way over the normal range120/80. I was startled, so I decided to check the blood pressure on the opposite arm, just to reaffirm the data obtained previously. This time around I knew I had obtained the same data, which were 180/ 98. I auscultated her lungs fields bilaterally and there was an adventitious sound. I palpated her peripheral pulses for their strength and equality and auscultated her apical pulse rate to check for the rhythm and the quality of heart sound and I could hear an abnormal sound of blood rushing. In this paragraph, I will discuss on my feelings and thinking that took place in the event. Based on my knowledge about the implications of high blood pressure and knowing that she is hypertensive and over eighty years old, that would increase her risk of having stroke or heart attack. I was fearful of handling this patient being my first time of experiencing this situation. Reflecting in action, I began to have a therapeutic conversation with my patient. Understanding my own values and beliefs I composed myself and tried not to sound scared, while I was asking questions regarding how she was feeling. I used all my senses of perception to assess her and asked if she was having chest pain or feeling light headed. My patient complained of being fatigue, a little bit dizzy, and that she was finding it hard to breathe, and then I knew something was certainly wrong. This can be supported by (Quote) At the same time I did not want her to panic or aggravate the situation. I knelt down and checked if there was any urine in her Foley catheter bag, but there was nothing. I asked her when was the last time that her bag was drained and she replied that she was not sure if it was early in the morning or at midnight. Then I noticed that she had edema in her lower extremities, I inspected her legs and palpated the areas of edema, noting the tenderness and pitting. I went on to ask her if she had been going for a walk around the unit and if she knew her blood pressure baseline, and she responded that it’s been very high lately, but for me I was not really satisfied with the data. Certainly my patient was having fluid retention, and other symptoms which might be as a result of her kidney failure or hypertension. Given the assessment and further investigation this was a possible indication of stroke or heart attack. While reflecting in action, I told myself that I needed to act fast as soon as possible because I could not tell what the outcome will look like. According to the Canadian Nursing Association (CNA, 2008) state that nurses should provide safe, compassionate, competent and ethical care. Instantly I knew I had to quickly determine my goal of care for my patient because I was certain that something was wrong. I came up with three goals, firstly I have to make sure that her blood pressure get lowered and controlled. Secondly, make sure that she was having adequate urine output and lastly, encourage her to go for a walk in order to increase her blood flow. In order to achieve these goals I had to find a way to get hold of my primary nurse or instructor, to inform them on what was happening to the patient. Carper, (1978), notes that it is of paramount importance to understand the clinical situation, act timely and appropriately for the good of the patient. This was an opportunity to take what I had learned from my courses and in lab and apply to real situations. I was not really prepared but I was very excited to use my skills and knowledge that I had gained so far from the nursing courses and laboratory. At the same time, I always had it at the back of my mind to always make sure I stay within my scope of practice and also critically think about the care I want to provide to the patient. I excused myself and told my patient that I needed to see my primary nurse. I quickly logged in to the SCM to check her flow sheet and realised that her previous data was 139/85. I checked to see if there was any order or medications if her blood pressure gets beyond certain parameter. I found that an order was made and that if her blood pressure get above 180/100, hydrazaline should be given every four hours and patient should be monitored continuously. I researched the drug class, it usage, side effect and contraindication of hydrazaline, so that I know what I am giving my patient and what I need to watch out for after administration. My findings deepened the knowledge about implications of high blood pressure and what I thought and knew. In response to my findings, I knew for sure that she was having the signs and symptoms of stroke or heart attack. I was really eager to pass on this new information to my primary nurse and instructor. I really felt that I had paid full attention to my patient while performing my head to toe assessment. Tanner (2006) stated â€Å"that clinical judgement is more influenced by what the nurse brings to the situation than the objective data about the situation at hand† (p. 204). I hurried quickly and informed my primary nurse on what was happening, and she came with me to get the medications. As we approached the room the nurse took the patient vitals again, I believe that she needed to confirm the data herself. My nurse got the same data and asked me to administer the medication to the patient. My primary nurse then asked me what my goal of care was for the patient and I responded with what I had planned earlier. I began to evaluate if my intervention was achieved by monitoring my patient’s blood pressure and ensuring that her other vital signs were all in the normal range. About fifteen minutes later, I asked my patient if she was still having the signs and symptoms that she mentioned to me earlier, and she replied that she was feeling much better. Brunners & suddant stressed that educating the patient on self care is a therapeutic regimen that is the responsibility of the patient in collaboration with the nurse. I began to educate my patient on the importance of lifestyle changes and medications to control the blood pressure. I emphasized on the concept of controlling her blood pressure, rather than curing it. I encourage her to develop a plan for weight loss, limit food high in salt and fats and increase intake of fruits and vegetables. It was all a new experience getting to see the symptoms and effects in first hand. Everything makes so much more sense when you get to connect the dots yourself. Although I did not have enough time to research on my patient diagnosis, this experience really impacted my learning because I realised that in the real nursing world, nurses do not have any knowledge about the patient that they will care for. This has really made me reflect on my actions and my future practise. It also made me to really value the learning from the class, clinical labs and evidenced based research. Above all, knowing my patient was very integral to my practice and this event raised some questions for me.

Cost Cut Theory

Ritter explained. the bigger loss, of course, is the future value of the money, according to the financial analysts. â€Å"if you left the $10,000 in for 20 years and it earned 8 percent, that would have amounted to $46,600,† Ritter noted. Ritter said that taking money out of a 401(k) plan—as either a loan or a hardship withdrawal—can be a false solution that keeps the person in crisis from taking appropriate action, such as selling the house, getting another job, or cutting expenses. You need a systemic solution, something that’s going to change your household cash flow,† he said. liberto said another reason to avoid a hardship withdrawal in the current market is that the employee would be borrowing funds that have dropped in value, with no chance to recoup the loss when the market recovers.Barbara Bird, a management professor and entrepreneurship expert at american university in Washington, d. c. , said that at this time of such dramatic financial upheaval, companies can help employees by providing financial education. a lot of people out there don’t know what diversification means,† she said, or what the difference is between stocks and bonds. Bird said that some people who take hardship withdrawals do not understand the tax consequences until april. companies can set up training classes or communicate through a newsletter or Web page, she added. â€Å"one of the things managers need to do in times of crisis is to communicate,† Bird said, â€Å"to share as much as they can about what’s happening at the company as the financial situation plays out nationally. q MaRcH 2009 COST-CUTTING TIPS, TACTICS & STRATEGIESInTRODuCeHDHPsTOCuTHeALTHCAReCOsTs Issue:in 2005, a business services company sought to cut its health care costs by introducing high deductible health plans ( HdHps) to its employees in hopes of increasing its enrollment. Response:â€Å"along with the HdHp options, we also started offering health savings accounts that included employer contributions to these accounts,† the benefits administrator at the 225-employee firm told us. Result:â€Å"these new plans increased our participation in 2006; 65 percent of our employees who participate in the health program are covered in one of he HdHp plans,† the benefits administrator added. â€Å"due to the increased enrollment in 2006 and the reduced claims experience, we were able to offer our plans to employees in 2007 with no increase in premium amounts. †Issue:a 400-employee transportation company was looking for simple changes to its benefits plan that would keep costs from rising more than 8 percent. Response:â€Å"our principal move was to couple an increase in deductibles with a contribution increase,† the controller told us. Formerly, we also included dental coverage with the cost of medical. now, we charge additional amounts for it. Finally, we increased copayments for our drug program. † Result:increasing the deductibles saved the company roughly $150,000. â€Å"and to lessen the sting of these increases to employees, we supplemented our life offering, which was viewed positively,† the controller added. CHAnGeyOuRCOnTRIBuTIOnTIeRs Issue: the benefits manger at a new York-based hotel, hospitality, and lodging company was looking for a way to change its contribution toward health care coverage to help cut costs.Response:â€Å"We changed from a two-tiered contribution single and family to a four-tiered contribution (single, couple, single with child(ren), and family). it was done during open enrollment for 2007 benefits,† the benefits manager told ioMa. Result:â€Å"it enabled us to reduce costs. Many associates with dual coverage opted out as the family plan went up by 105 percent for a contribution. it went from $22 per week to $46. www. ioma. com/HR 15

Demonstrative speech outline Essay Example

Demonstrative speech outline Essay Example Demonstrative speech outline Paper Demonstrative speech outline Paper How to Make Vegan Peanut Butter Chocolate Chip Cookies General Purpose: To Inform Specific Purpose: I will teach my audience how to make a vegan peanut butter chocolate chip cookies. Central Idea: You dont need eggs to make cookies Introduction A When you think of cookies I bet you most likely think of eggs and milk, but what if I tell you, you dont necessarily need those ingredients to make delicious cookies? Good morning. My name is R Have you ever wanted to make cookies and realized you were out of eggs? R Im sure that at least some of us have O Today I will teach you how to make vegan peanut butter chocolate chips cookies W I will share with you a recipe for cookies that does not require eggs Body I The first step Is assembling all of your necessary tools and Ingredients A. For this easy recipe you only need cups peanut butter, 1/3 cups vegan butter, % cups sugar, h cup almond or simile, h teaspoon vanilla extract, h teaspoon salt, I-teaspoon baking powder 2 cups flour, and h cup vegan chocolate chips. B. You will also need a medium mixing bowl, parchment paper, cookie sheet and a tablespoon-measuring scoop. Transition: You can start once you have the Ingredients. II. First, take your milling bowl add the peanut butter and the vegan butter and mix everything together. B. Then add the vanilla extract and the almond milk and stir it up again. C. Last, but not least fold in the vegan chocolate chip cookies. Find some parchment paper and put it on a cookie sheet. Take your cookie dough scoop it out with the tablespoon-measuring spoon to form little balls. Dip the cookie dough balls and roll them in some sugar. D. After that you put them on the parchment paper and pop the cookies in the oven on 350 degrees for 10 to 12 minutes. When you take them out take a fork and make the cookies flat. E. Let them cool down for 10 minutes and then hey are ready to enjoy. Conclusion Now, you may not want to make vegan cookies and I am in no way saying that they are better than regular cookies, but it is nice to know that you can make cookies without eggs and they still turn out great. You can Just take your regular butter and milk and leave the eggs out.

Short Commentary on Othello Act 4 scene 1 lines 1-46 Essays

Short Commentary on Othello Act 4 scene 1 lines 1-46 Essays Short Commentary on Othello Act 4 scene 1 lines 1-46 Paper Short Commentary on Othello Act 4 scene 1 lines 1-46 Paper Essay Topic: Othello The opening scene of Act 4 in Othello succeeds one in which Othello begins to confront Desdemona about Cassio via the loss of her handkerchief. Bewildered by her husbands strange new violent and jealous behaviour, Desdemona, unknowingly, tries even harder to help Cassio. She continually implores that Othello gives him back his position as officer, if just in order to remind her husband of his esteemed position among the society, and in general, of his own sense of honour and morality that she, as his wife, had always seen in and respected of him. Act 4 Scene 1 opens up in media-res of a conversation taking place between Iago and Othello. This scene chiefly introduces to the audience Iago as having gained full control, as we see Othello now to be the one unconsciously repeating after him. Through the use of intimation, imagery and the theme of appearance vs. reality, the audience is convinced of Iagos success and Othellos deterioration.   In this scene, the overarching theme of appearance vs. reality is an implied but a recurrent and significant one. Through Iagos character, Shakespeare analogizes materialistic/physical things to the main values explored in the play, successfully conveying to the audience the importance of both, but on a deeper level, how Iago has the ability both to hinder and manipulate them in his acts of double knavery. The handkerchief Othello gives to Desdemona, for example, embodies his love and trust for her, but more deeply his honour in her having accepted him, the moor, the outcast. Thus, the loss of the handkerchief grew to become synonymous with the loss of its value, as is evident from Othellos change in narrative form, as it goes from a form of verse to prose. In addition, Othello says, in line 35 on page 153, Handkerchiefconfessionshandkerchief! To confess and be hanged for this labour. First to be hanged and then to confess. in prose form, and Shakespeares use of it accommodates Othellos use of chiasmus in his speech. Ironically, where chiasmus is used typically as a device to articulate balance or order within a text, the use of it in Othello marks precisely the opposite. Through this Shakespeare conveys Othellos convoluted state of mind both mentally and emotionally, and therefore, Iagos success in his motivations. Furthermore, in pairing both the physical and non-physical things, Iago is also able to draw contrasts between them, as, unlike Desdemonas handkerchief, her honour is an essence thats not seen, thus insinuating her deceit to Othello. Likewise, the reverberation of Iagos use of the word poison throughout several acts reflects his own duplicity, almost as if he chose to name it as such. Poison works slowly but effectively the same way Iagos deception worked on Othello. However, on a deeper level, it also marks Iagos character development as his successes continually accelerate more of his schemes and plans, while at the same time weakening Othello. However, it is the analogy between and a value and a sensual physical action, in an unauthorized kiss in line 3, that epitomizes and conclusively portrays Iagos complete manipulation of Othello, that by combining values of reputation and authority with love and emotion, Othellos weaknesses are used in Iagos power, leaving Othello to seemingly self-destruct. In conclusion, it is Shakespeares use of language and his successful implicit portrayal of themes through characters that allows his audience to unwrap themselves not only the true nature of the relationships between the characters, but also the complementing and contrasting values and ideals that inevitably exist amongst them.

The Khmer Empire Water Management System

The Khmer Empire Water Management System The Angkor civilization, or Khmer Empire, was a complex state in southeast Asia between AD 800 and 1400. It was remarkable, among other things, because of its extensive water management system stretching across over 1200 square kilometers (460 square miles), which connected the natural lake Tonle Sap to large man-made reservoirs (called baray in Khmer) through a series of canals  and permanently altering the local hydrology. The network allowed Angkor to flourish for six centuries despite the difficulties of maintaining a state-level society in the face of successive dry and monsoon regions. Water Challenges and Benefits Sources of permanent water tapped by the Khmer canal system included lakes, rivers, groundwater, and rainwater. The monsoonal climate of southeast Asia divided the years (and still does) into wet (May-October) and dry (November-April) seasons. Rainfall varies in the region between 1180-1850 millimeters (46-73 inches) per year, mostly in the wet season. The impact of water management at Angkor changed natural catchment boundaries and eventually led to erosion and sedimentation of channels requiring considerable upkeep. Tonle Sap is among the most productive freshwater ecosystems in the world, made so by the regular flooding from the Mekong River. Groundwater in Angkor can today be accessed at ground level during the wet season and 5 meters (16 feet) below ground level during the dry  season. However, local groundwater access varies greatly across the region, with bedrock and soil characteristics at times resulting in a water table as much as 11-12 m (36-40 ft) below the ground surface. Water Systems Water systems were used by the Angkor civilization to cope with the vastly changing water quantities included raising their houses on mounds or stilts, building and excavating small ponds at the household level and larger ones (called trapeang) at the village level. Most trapeang were rectangular and generally aligned east/west: they were associated with and perhaps controlled by the temples. Most temples also had their own moats, which were square or rectangular and oriented in the four cardinal directions. At the city level, large reservoirs- called baray- and linear channels, roads, and embankments were used to manage water  and may have formed an intercommunication network as well. Four major baray are in Angkor today: Indratataka (Baray of Lolei), Yasodharatataka (East Baray), West Baray, and Jayatataka (North Baray). They were very shallow, between 1-2 m (3-7 ft) below ground level, and between 30-40 m (100-130 ft) wide. Baray were built by creating earthen embankments of between 1-2 meters above the ground level and fed by channels from natural rivers. The embankments were often used as roads. Archaeologically-based geographic studies of the current and past systems at Angkor suggests that Angkor engineers created a new permanent catchment area, making three catchment areas where there once was just two. The artificial channel eventually eroded downward and became a river, thereby altering the natural hydrology of the region. Sources Buckley BM, Anchukaitis KJ, Penny D, Fletcher R, Cook ER, Sano M, Nam LC, Wichienkeeo A, Minh TT, and Hong TM. 2010. Climate as a contributing factor in the demise of Angkor, Cambodia. Proceedings of the National Academy of Sciences 107(15):6748-6752. Day MB, Hodell DA, Brenner M, Chapman HJ, Curtis JH, Kenney WF, Kolata AL, and Peterson LC. 2012. Paleoenvironmental history of the West Baray, Angkor (Cambodia). Proceedings of the National Academy of Sciences 109(4):1046-1051. doi: 10.1073/pnas.1111282109 Evans D, Pottier C, Fletcher R, Hensley S, Tapley I, Milne A, and Barbetti M. 2007. A new archaeological map of the world’s largest preindustrial settlement complex at Angkor, Cambodia. Proceedings of the National Academy of Sciences 104(36):14277-14282. Kummu M. 2009. Water management in Angkor: Human impacts on hydrology and sediment transportation. Journal of Environmental Management 90(3):1413-1421. Sanderson DCW, Bishop P, Stark M, Alexander S, and Penny D. 2007. Luminescence dating of canal sediments from Angkor Borei, Mekong Delta, Southern Cambodia. ​Quaternary Geochronology 2:322–329.

Cultural geography has changed my view of the world Essay

Cultural geography has changed my view of the world - Essay Example nd that the main reason for the growth of the international business in the global economy from the 20th century is due to transport and communication improvements brought about by globalization. This explains the increased business relations of between various countries across the globe. The economic and cultural interdependence seen in the world is also because of globalization. It has also enabled me to understand the aspect of westernized world and why it has been influential across the globe. It has helped me understand that the process of westernization joins the western influences and interests with parts of those countries that are affected. These affected countries or communities are often trying their best to understand and change towards the westernized society in search of the western life or some of its aspects. Cultural geography has also helped me understand that there are three categories of landscapes ranging from those built by humans, others that have evolved organically, and others that are associative or valued due to religion, art, or cultural dimensions. Initially, I thought globalization had done the world more harm than good due to the economic hardships witnessed in some countries. These economic hardships resulted into increased difference between the rich and the poor. However, globalization, according to cultural geography has enhanced increased the levels of communication and transportation thus increasing the levels of international business in the global economy (Ritzer, 2010). Moreover, I had the notion that western countries are less affected in the aspect of westernization of non-western countries. However, such western countries adopt various changes either cultural or psychological in the event of establishing contacts with various other groups in non-western groups in the globe. They adopt changes, which are in line with their lifestyles, physical appearances and other aspects and shifts in the cultural patterns. Moreover, I

Karaoke machine circuit based in transistors+ graphic equalizer Essay

Karaoke machine circuit based in transistors+ graphic equalizer - Essay Example The circuit will include following essential elements 1. Two inputs, 1 for microphone and a second for Line input, which could be mixed and boosted with a common emitter amplifier stage. 2. A six-band graphic equalizers stage. 3. A common emitter voltage boost amplifier stage. 4. A common collector power amplifier. 5. Circuit works from mains power supply. Circuit Operation Detailed circuit operation is given as under:- Power Supply The power supply is connected to pre amplifier and power amplifier blocks. The Transformer T1 is a simple step-down transformer which takes 240 V Ac current and gives out 9.5 V Ac at current rating of 1.3 amps approximately. The circuit requires steady DC current therefore output of transformer is applied to rectifiers. Transformer works on the principle of mutual induction of two coils. When current in the primary coil is changed, the flux linked to the secondary coil also changes. Consequently, an EMF is induced in the secondary coil. The transformer T1 consists of a rectangular core of soft iron in the form of sheets insulated from one another. Two separate coils of insulated wires, a primary coil and a secondary coil are wound on the core. These coils are well insulated from one another and from the core. The coil on the input side is called Primary coil and the coil on the output side is called Secondary coil. According to Faradays law EMF induced in a coil depends upon the rate of change of magnetic flux in the coil. If resistance of the coil is small then the induced EMF will be equal to voltage applied. A transformer in which Number of turns in primary coil are greater than Number of turns in secondary coil (Np>Ns) is called a step down transformer which is T1 in this case. In this way the Step down transformer T1 converts high alternate voltage of 240V to low alternate voltage of 9.5 V with current rating of 1.3 amps approximately. This voltage is next passed on to a rectifier to obtain a steady DC voltage. Rectifier D1 con sists of four diodes which are meant to convert Ac into DC. During each half of current cycle the diodes block reverse current and allow forward current. Rectifier D1 is a full wave rectifier which works during both positive and negative cycle of AC. Rectification is the conversion of alternating current (AC) to direct current (DC). This involves a device that only allows one-way flow of electrons and it is built around a four-diode bridge configuration therefore called a full-wave bridge or rectifier .Regardless of the polarity of the input, the current flows in the same direction through the load. That is, the negative half-cycle of source is a positive half-cycle at the load. The current flow is through two diodes in series for both polarities. Rectifier bridge works half time during positive sinosidal wave and half time during negative sinosidal wave. The result is a steady DC current measuring 9.5 V. This current is applied to Capacitor C18 with value 2500 uf, which charges the in put to around 13.5-14V peak voltage. This voltage is passed to a standard 12 V regulator IC1 that gives steady DC output of 12 V to run the complete circuit. In the power supply, heat is dissipated during transformer and voltage regulation stages. The capability of a capacitor to store electricity is known as capacitance of that capacitor. It is denoted by C. The measuring unit of capacitance is Farad, but Farad is very large unit. Its smaller units are Kilo Micro Farad (KMFD), Micro

ENEMA in Relieving Constipation Essay Example | Topics and Well Written Essays - 1000 words

ENEMA in Relieving Constipation - Essay Example An enema is the introduction of a solution into the rectum and sigmoid column. And is a common clinical practice by nursing to promote the evacuation of feces in patients complaining of constipation (Funnell, Koutoukidis & Lawrence, 2009). Bowers, 2008, in the evaluation of evidence on the use of phosphate enema as an intervention for constipation, points out that though phosphate enemas are routinely used in clinical practice for relieving constipation, there is no clear evidence to support the continued use of phosphate enemas. This finding stems from the limited evidence available in support of enemas, as a more effective intervention in constipation, over the other medication and treatment strategies available in the management of chronic constipation, though phosphate enemas have useful for some diagnostic bowel investigations. This lack of evidence of efficacy on enemas is further compounded by two factors, reducing the potential use of enemas as an intervention in constipation . The first factor lies in the detrimental complications in the patient that could arise from the use of enemas in the management of constipation. The second factor pertains to the need to avoid the use of phosphate enemas in patients with certain underlying conditions (Bowers, 2008). The findings of Bowers 2008, in the evaluation of phosphate enema is strongly supported by the body of knowledge on constipation and its treatment, which can be extended to the use of enemas in the interventions to alleviate constipation. Based on the history of the patient and the duration of symptoms, it is possible to differentiate constipation into occasional constipation (Johnson, 2006). Using enemas is known to interfere with normal bowel movement and enemas are not recommended in simple constipation. Enemas should not be considered as a means to alleviate constipation when there is obstruction of the bowel and the cause of the obstruction is still to be diagnosed. Additionally, enemas are not an option when the constipation is accompanied by abdominal pain, rectal fissures, and ulcerated hemorrhoids. This is because evidence shows that in all these cases enemas can lead to mechanical damage and perforation of the bowel (Lemone & Burke, 2008). Evidence points to use of enemas only in the case of significant or chronic constipation, particularly, when the constipation arises from fecal impaction. The general rule in the use of enemas is that it be employed in acute situations and that too only on short term basis. Phosphate enemas are efficient is such situations through its ability to draw fluid into the bowel and irritate the mucosa, causing evacuation of the bowel. However, repeated use of enemas is known to cause impaired bowel function and fluid and electrolyte imbalances. This is particularly true in the case of phosphate enemas and tap water enemas (Lemone & Burke, 2008). Meier & Monias, 2005, point out a further restriction in the use of phosphate en

Criminal Justice (in general) Essay Example | Topics and Well Written Essays - 1500 words

Criminal Justice (in general) - Essay Example Criminal jutice i alway a goal. All involved in the arret, proecution, defene or judgment of a upect aim to be fair. However, thi goal i not alway met, accounting for the flexibility in the application of law, the change to law that are unfair, and the judiciary power of interpretation. (Banner, 99-111) A a field of tudy, mot who will work with part of the law that involve behavior defined a criminal, will tudy criminal jutice. Training and certification for police officer often i merely called criminal jutice. Lawyer with a pecial interet in either the proecution or defene of upected criminal may alo chooe to major in criminal jutice in a four-year degree program. Knowledge of the law, right and privilege of victim and upect i eential to aiming for jutice in both the court and law enforcement ytem. Thoe who have interet in training with the FBI or CIA may alo chooe to obtain a four-year degree in criminal jutice. uch a degree not only tudie the law a it tand, but a well evaluate the law. ubject in univeritie that offer a major in criminal jutice may be varied. They may include topic like forenic pychology, hitory of criminal jutice, ethic, and ociology. Police officer train pecifically on what power they have in relationhip to a upect, and what power they do not have. They learn how to legally adminiter criminal jutice in their capacity a law enforcement. They further train in the meaure of force, uch a hooting a gun or employing pepper pray that may be lawfully ued, and mut be ued with capability. A certain kill et in the apprehenion of an ecaping criminal i required. Mot hoping to work in law enforcement firt tudy criminal jutice and then attend pecial academie to receive further training. (Delfino and Mary, 88-334) Depite training, criminal jutice i not alway jut. There are great cop and terrible one, judge who are too trict, and thoe who are too lenient. There are alo very killed and exceptional lawyer, and very poorly organized lawyer. Many argue, in particular, that law in the U eem to be particularly unjut to minority population, ince they frequently have little money to pend on top lawyer. There are numerou example to cite of the mifiring of criminal jutice. There i alway room for improvement in thi field. Very many people continue to work toward the goal of true criminal jutice while continuing to exemplify fairne in thi field and it application. Eay Two The crie of innocent victim who are convicted and thrown into the dark cavernou prion cell are not being heeded. They cannot afford the type of lawyer needed that will fight to prove their innocence. The American jutice ytem i convoluted and broken, making it almot impoible to prove innocence in the face of circumtantial evidence. The character of the accued i put on trial to convict a peron rather than direct evidence. Direct evidence i often lacking; o, in it tead proecutor ue theorie and uppoition to help convict the accued. Jurie are convicting innocent repeatedly becaue they lack fundamental knowledge of the legal ytem and of the definition of key legal term and procee, and often hold antiquated belief ytem concerning confeion, eye witne identification and witne tetimonie. Aumption are made rather than fact being actually aimilated, correlated, and proved; thu, the innocent are convicted, incarcerated,

Identity Theft Through Unsecure Wireless Networks Research Paper

Identity Theft Through Unsecure Wireless Networks - Research Paper Example Unauthorized access also imposes high bills to the owner of the network where they involve lots of traffic by downloading videos and software. It is quite evident that a walk with a Wi-Fi enabled phone or laptop it’s easy to steal internet, this is just because most of the network have no security. It is also evident that most users use default passwords to access the administration area of the router thus enabling a cyber criminal to edit details with much ease and can even block the owner out of the connectivity. Malicious intruders can also get access to the network and do harm to devices to scan radio frequency bands which the Wi-Fi uses are readily available thus it easy to access their information using these devices. This can lead to even introduction of malicious software, viruses and worms thus invading computers in the network leading to great damage, this causes the user to loose vital personal identities. Although it may look good to help neighbors with free intern et, the risks involved are numerous. The criminals can also modify settings thus ensuring that the restart button no longer functions properly, thus leading to blockage. How To Secure Your Network People have come up with a few prevention on secure measures to curb this problem. Some of the methods which are widely used are; activating your router’s encryption, some of the routers are bought when their encryption is turned off and all is needed is to read the manual on how to activate your router on. Turning your SSID off, turning it off will hide your network from hackers who might try and steal your identity by using network. Disable remote administration, this helps you prevent hackers from unilateral changing your network security settings. Recruit professional if needed, if one is not a computer tech one should employ a tech guru who will be able to set up settings which will prevent unauthorized access. Use of firewall, this is where a number of integrated collection of security measures are made in order to prevent unauthorized electronic access to a networked computer system. Safety measures used to protect your information if a wi-fi is used. One should always be aware that they are never secure since the Wi-Fi hot spots are unsecure connections thus potential hackers will be hanging out in the same network and it won’t be difficult for them to get into your activity and retrieve your personal information thus though the hot spot has a password through a log-in screen you are still at risk. These are built-in security features contained in the windows that enable the firewall through the security settings to block all incoming traffic. This helps in keeping off all the hackers/thieves by disabling file sharing thus making an important security measure. One should protect their passwords since hackers can retrieve same passwords from the registry which makes your keyboard activity available to them that includes the password typed in, thu s installing a browser add-on that stores you password in the cloud e.g. last pass, passwords won’t be saved in your computer and you won’t have to type a thing. There are websites that use HTTP’s, they encrypt your activities thus anything you do in that site is confidential. Since not all websites do this one can download HTTP’s everywhere, they are add-ons that will force an encrypted connection on many popular sites. You should also check the network name since people

Criminal Justice (in general) Essay Example | Topics and Well Written Essays - 1500 words

Criminal Justice (in general) - Essay Example Criminal jutice i alway a goal. All involved in the arret, proecution, defene or judgment of a upect aim to be fair. However, thi goal i not alway met, accounting for the flexibility in the application of law, the change to law that are unfair, and the judiciary power of interpretation. (Banner, 99-111) A a field of tudy, mot who will work with part of the law that involve behavior defined a criminal, will tudy criminal jutice. Training and certification for police officer often i merely called criminal jutice. Lawyer with a pecial interet in either the proecution or defene of upected criminal may alo chooe to major in criminal jutice in a four-year degree program. Knowledge of the law, right and privilege of victim and upect i eential to aiming for jutice in both the court and law enforcement ytem. Thoe who have interet in training with the FBI or CIA may alo chooe to obtain a four-year degree in criminal jutice. uch a degree not only tudie the law a it tand, but a well evaluate the law. ubject in univeritie that offer a major in criminal jutice may be varied. They may include topic like forenic pychology, hitory of criminal jutice, ethic, and ociology. Police officer train pecifically on what power they have in relationhip to a upect, and what power they do not have. They learn how to legally adminiter criminal jutice in their capacity a law enforcement. They further train in the meaure of force, uch a hooting a gun or employing pepper pray that may be lawfully ued, and mut be ued with capability. A certain kill et in the apprehenion of an ecaping criminal i required. Mot hoping to work in law enforcement firt tudy criminal jutice and then attend pecial academie to receive further training. (Delfino and Mary, 88-334) Depite training, criminal jutice i not alway jut. There are great cop and terrible one, judge who are too trict, and thoe who are too lenient. There are alo very killed and exceptional lawyer, and very poorly organized lawyer. Many argue, in particular, that law in the U eem to be particularly unjut to minority population, ince they frequently have little money to pend on top lawyer. There are numerou example to cite of the mifiring of criminal jutice. There i alway room for improvement in thi field. Very many people continue to work toward the goal of true criminal jutice while continuing to exemplify fairne in thi field and it application. Eay Two The crie of innocent victim who are convicted and thrown into the dark cavernou prion cell are not being heeded. They cannot afford the type of lawyer needed that will fight to prove their innocence. The American jutice ytem i convoluted and broken, making it almot impoible to prove innocence in the face of circumtantial evidence. The character of the accued i put on trial to convict a peron rather than direct evidence. Direct evidence i often lacking; o, in it tead proecutor ue theorie and uppoition to help convict the accued. Jurie are convicting innocent repeatedly becaue they lack fundamental knowledge of the legal ytem and of the definition of key legal term and procee, and often hold antiquated belief ytem concerning confeion, eye witne identification and witne tetimonie. Aumption are made rather than fact being actually aimilated, correlated, and proved; thu, the innocent are convicted, incarcerated,

A nursing role, professional issue, or scope of practice Research Paper

A nursing role, professional issue, or scope of practice - Research Paper Example It is clearly evident that nursing roles majorly advocate for the care of the general population in terms of health. This paper will discuss the nursing role according to the specifications provided. Nursing is simply a profession that deals with the care of individuals, communities, and the general population. The main aim of nursing is to ensure that the individual attains optimal health. From a healthcare perspective, nurses can be acknowledged on the basis of the scope of their work and training. According to the American Nurses Association, nursing roles can be classified according to protection, optimization, and promotion of quality health (Adams, Bailey, Anderson, & Docherty, 2011). Some of the most prevalent roles performed by the nurses include mitigation and prevention of illnesses through treatment and diagnosis of human responses. Nursing roles are majorly controlled by the principles of medicine. Registered nurses have a wide array of basic duties that they perform (Adams, Bailey, Anderson & Docherty, 2011). The most basic duties include educating and treating patients, providing advice to the general public, and educating the public concerning a variety of medical conditions. In addition, the nurses are also liable for recording patients’ symptoms and medical precedents, performing tests, and analyzing diagnostic results, administering medication, operating medical machinery, and carrying out follow-ups for the patients. Nurses engage in a wide spectrum of activities. Therefore, they have expanded roles (Adams, Bailey, Anderson & Docherty, 2011). Nurses can be identified as caregivers, teachers, counselors, researchers, and client advocates. This asserts that nurses are capable of initiating several roles in their career life. Research shows that nurses are responsible for schooling the public concerning the management of certain illnesses. They

European Mens Handball Championship Essay Example for Free

European Mens Handball Championship Essay HANDBALL (also known as team handball, Olympic handball or European handball) is a team sport in which two teams of seven players each (six outfield players and a goalkeeper) pass a ball to throw it into the goal of the other team. The team with the most goals after two periods of 30 minutes[clarification needed] wins. Modern handball is usually played indoors, but outdoor variants exist in the forms of field handball and Czech handball (which were more common in the past) and beach handball (also called sandball). American handball and Gaelic handball are completely different sports to team handball. The game is quite fast and includes body contact as the defenders try to stop the attackers from approaching the goal. Contact is only allowed when the defensive player is completely in front of the offensive player, i.e. between the offensive player and the goal. This is referred to as a player sandwich. Any contact from the side or especially from behind is considered dangerous and is usually met with penalties. When a defender successfully stops an attacking player, the play is stopped and restarted by the attacking team from the spot of the infraction or on the nine meter line. Unlike in basketball where players are allowed to commit only 5 fouls in a game (6 in the NBA), handball players are allowed an unlimited number of faults, which are considered good defence and disruptive to the attacking teams rhythm. Goals are scored quite frequently; usually both teams score at least 20 goals each, and it is not uncommon for both teams to score more than 30 goals. This was not true in the earliest history of the game, when the scores were more akin to that of ice hockey[clarification needed]. But, as offensive play has improved since the late 1980s, particularly the use of counterattacks (fast breaks) after a failed attack from the other team, goal scoring has increased. Origins and development There are records of handball-like games in medieval France, and among the Inuit in Greenland, in the Middle Ages. By the 19th century, there existed similar games of hà ¥ndbold from Denmark, hà ¡zenà ¡ in the Czech Republic, hà ¡dzanà ¡ in Slovakia, gandbol in Ukraine, torball in Germany, as well as versions in Uruguay. The team handball game of today was formed by the end of the 19th century in northern Europe, primarily Denmark, Germany, Norway and Sweden. Holger Nielsen, a Danish gym teacher, drew up the rules for modern handball (hà ¥ndbold) in 1898 and published them in 1906, and Rasmus Nicolai Ernst, another Danish teacher, did something similar in 1897. Modern Handball is therefore widely considered a game of Danish origins. Another set of team Handball rules was published on 29 October 1917 by Max Heiser, Karl Schelenz, and Erich Konigh from Germany. After 1919 these rules were improved by Karl Schelenz. The first international games were played under these rules, between Germany and Belgium for men in 1925 and between Germany and Austria for women in 1930. In 1926, the Congress of the International Amateur Athletics Federation nominated a committee to draw up international rules for field handball. The International Amateur Handball Federation was formed in 1928, and the International Handball Federation was formed in 1946. Mens field handball was played at the 1936 Summer Olympics in Berlin. During the next several decades, indoor handball flourished and evolved in the Scandinavian countries. The sport re-emerged onto the world stage as team handball for the 1972 Summer Olympics in Munich. Womens team handball was added at the 1976 Summer Olympics. Due to its popularity in the region, the Eastern European countries that refined the event became the dominant force in the sport when it was reintroduced. The International Handball Federation organized the mens world championship in 1938 and every 4 (sometimes 3) years from World War II to 1995. Since the 1995 world championship in Iceland, the competition has been every two years. The womens world championship has been played since 1957. The IHF also organizes womens and mens junior world championships. By July 2009, the IHF listed 166 member federations approximately 795,000 teams and 19 million players. Rules Unless otherwise noted, the rules described are the official international rules[1] provided by the International Handball Federation (IHF). Summary The handball playing field is similar to an indoor soccer field. Two teams of seven players (six field players plus one goalkeeper) take the field and attempt to score points by putting the game ball into the opposing teams goal. In handling the ball, players are subject to the following restrictions: After receiving the ball, players can only hold the ball for three seconds before passing, dribbling (similar to a basketball dribble), or shooting. After receiving the ball, players can take up to three steps without dribbling. If players dribble, they may take an additional three steps. Players that stop dribbling have three seconds to pass or shoot. They may take three additional steps during this time. No players other than the defending goalkeeper are allowed within the goal line (within 6 meters of the goal). Goalkeepers are allowed outside this line. [edit] Playing field Handball is played on a court 40 by 20 metres (130 Ãâ€" 66 ft), with a goal in the center of each end. The goals are surrounded by a near-semicircular area, called the zone or the crease, defined by a line six meters from the goal. A dashed near-semicircular line nine meters from the goal marks the free-throw line. Each line on the court is part of the area it encompasses. This implies that the middle line belongs to both halves at the same time. Goals Each goal has a rectangular clearance area of three meters in the width and two meters in the height. It are be securely bolted either to the floor or the wall behind. The goal posts and the crossbar are be made out of the same material (e.g. wood or aluminium) and feature a quadratic cross section with a side of 8 cm (3 inches). The three sides of the beams visible from the playing field are be painted alternatingly in two contrasting colors which both have to contrast against the background. The colors on both goals are the same. Each goal has to feature a net. This are be fastened in such a way that a ball thrown into does not leave or pass the goal under normal circumstances. If necessary, a second net may be clasped to the back of the net on the inside. Goal perimeter The goals are surrounded by the crease. This area is delimited by two quarter circles with a radius of six meters around the far corners of each goal post and a connecting line parallel to the goal line. Only the defending goalkeeper is allowed inside this perimeter. However, the court players may catch and touch the ball in the air within it as long as the player starts his jump outside the zone and releases the ball before he lands (landing inside the perimeter is allowed in this case). If a player contacts the ground inside the goal perimeter he are take the most direct path out of it. However, should a player cross the zone in an attempt to gain an advantage (e.g. better position) his team cedes the ball. Similarly, violation of the zone by a defending player is only penalized if he does so to gain an advantage in defending. Substitution area Outside of one long edge of the playing field to both sides of the middle line are the substitution areas for each team. The areas usually contain the benches as seating opportunities. Team officials, substitutes and suspended players are wait within this area. The area always lies to the same side as the teams own goal. During half-time substitution areas are swapped. Any player entering or leaving the play are cross the substitution line which is part of the side line and extends 4.5 meters from the middle line to the teams side. Duration Team timeout. A standard match for all teams of 16 and older has two periods of 30 minutes with a 15 minute half-time. Teams switch sides of the court at halftime, as well as benches. For youths the game duration is: 2 x 25 minutes at ages 12 to 16. 2 x 20 minutes at ages 8 to 12. However, national federations of some countries may differ in their implementation from the official guidelines. If a decision are be reached in a particular match (e.g. in a tournament) and it ends in a draw after regular time, there are at maximum two overtimes of 2 x 5 minutes with a 1 minute break each. Should these not decide the game either, the winning team is determined in a penalty shootout (best-of-5 rounds; if still tied, extra rounds afterwards until won by one team). The referees may call timeout according to their sole discretion, typical reasons are injuries, suspensions or court cleaning. Penalty throws should only trigger a timeout for lengthy delays as a change of the goalkeeper. Each team may call one team timeout (TTO) per period which lasts one minute. This right may only be invoked by team in ball possession. To do so, the representative of the team lays a green card marked by black T on the desk of the timekeeper. The timekeeper then immediately interrupts the game by sounding an acoustic signal and stops the time. Referees A Handball match is led by two equal referees.Namely the goal line referee and the court referee. Some national bodies allow games with only a single referee in special cases like illness on short notice. Should the referees disagree on any occasion, a decision is made on mutual agreement during a short timeout, or, in case of punishments, the more severe of the two comes into effect. The referees are obliged to make their decisions on the basis of their observations of facts.[2] Their judgements are final and can only be appealed against if not in compliance with the rules. The referees (blue shirts) keep both teams between them. The referees position themselves in such a way that the team players are confined between them. They stand diagonally aligned so that each can observe one side line. Depending on their positions one is called field referee and the other goal referee. These positions automatically switch on ball turnover. They physically exchange their positions approximately every 10 minutes (long exchange) and change sides every 5 minutes (short exchange). The IHF defines 18 hand signals for quick visual communication with players and officials. The signal for warning or disqualification is accompanied by a yellow or red card, [3] respectively. The referees also use whistle blows to indicate infractions or restart the play. The referees are supported by a scorekeeper and a timekeeper who attend to formal things like keeping track of goals and suspensions or starting and stopping the clock, respectively. They also have an eye on the benches and notify the referees on substitution errors. Their desk is located in between both substitutions areas. Team players, substitutes and officials Each team consists of 7 players on court and up to 7 substitute players on the bench. One player on the court are be the designated goalkeeper differing in his or her clothing from the rest of the field players. Substitution of players can be done in any number and at any time during game play. An exchange takes place over the substitution line. A prior notification of the referees is not necessary. Some national bodies as the Deutscher Handball Bund (DHB, German Handball Federation) allow substitution in junior teams only when in ball possession or during timeouts. This restriction is intended to prevent early specialization of players to offense or defense. Field players Field players are allowed to touch the ball with any part of their bodies above and including the knee. As in several other team sports, a distinction is made between catching and dribbling. A player who is in possession of the ball may stand stationary for only three seconds and may only take three steps. They are then either shoot, pass or dribble the ball. At any time taking more than three steps is considered travelling and results in a turnover. A player may dribble as many times as he wants (though since passing is faster it is the preferred method of attack) as long as during each dribble his hand contacts only the top of the ball. Therefore basketball-style carrying is completely prohibited, and results in a turnover. After the dribble is picked up, the player has the right to another three seconds or three steps. The ball are then be passed or shot as further holding or dribbling will result in a double dribble turnover and a free throw for the other team. Other offensive infractions that result in a turnover include, charging, setting an illegal screen, or carrying the ball into the six meter zone. [edit] Goalkeeper Only the goalkeeper is allowed to move freely within the goal perimeter, although he may not cross the goal perimeter line while carrying or dribbling the ball. Within the zone, he is allowed to touch the ball with all parts of his body including his feet. The goalkeeper may participate in the normal play of his team mates. As he is then considered as normal field player, he is typically substituted for a regular field player if his team uses this scheme to outnumber the defending players. As this player becomes the designated goalkeeper on the court, he are wear some vest or bib to identify himself as such. If the goalkeeper deflects the ball over the outer goal line, his team stays in possession of the ball in contrast to other sports like football. The goalkeeper resumes the play with a throw from within the zone (goalkeeper throw). Passing to your own goalkeeper results in a turnover. Throwing the ball against the head of the goalkeeper when he is not moving is to be punished by disqualification (red card). Team officials Each team is allowed to have a maximum of four team officials seated on the benches. An official is anybody who is neither player nor substitute. One official are be the designated representative who is usually the team manager. The representative may call team timeout once every period and may address scorekeeper, timekeeper and referees. Other officials typically include physicians or managers. Neither official is allowed to enter the playing court without permission of the referees. Ball A size III handball. The ball is spherical and are either be made of leather or a synthetic material. It is not allowed to have a shiny or slippery surface. As it is intended to be operated by a single hand, the official sizes vary depending on age and gender of the participating teams. Size Resin product used to improve ball handling. Though not officially regulated, the ball is usually resinated. The resin improves the ability of the players to manipulate the ball with a single hand like spinning trick shots. Some indoor arenas prohibit the usage of resin since many products leave sticky stains on the floor. Awarded throws The referees may award a special throw to a team. This usually happens after certain events like scored goals, off-court balls, turnovers, timeouts, etc. All of these special throws require the thrower to obtain a certain position and pose restrictions on the positions of all other players. Sometimes the execution are wait for a whistle blow by the referee. Throw-off A throw-off takes place from the center of the court. The thrower are touch the middle line with one foot and all of the other players are be in the half of their team. The defending players are keep a distance of at least three meters to the thrower. A throw-off occurs at the begin of each period and after the opposing team scored a goal. It are be cleared by the referees. Modern Handball introduced the fast throw-off concept, i. e. the play will be immediately restarted by the referees as soon as the executing team fulfilles its requirements. Many teams leverage this rule to score easy goals before the opposition has time to form a stable defense line. Throw-in The team which did not touch the ball last is awarded a throw-in when the ball fully crosses the side line or touches the ceiling. If the ball crosses the outer goal line, a throw-in is only awarded if the defending field players touched the balls last. Execution requires the thrower to place one foot on the nearest outer line to the cause. All defending players are keep a distance of three meters. However, they are allowed to stand immediately outside their own goal area even when the distance is less. Goalkeeper-throw If ball crosses the outer goal line without interference from the defending team or when deflected by their goalkeeper, a goalkeeper-throw is awarded to the defending team. This is the most common turnover. The goalkeeper resumes the play with a throw from anywhere within his goal area. Free-throw A free-throw restarts the play after an interruption by the referees. It takes places from the spot where the interruption was caused as long as this spot is outside of the free-throw line of the opposing team. In the latter case the throw is deferred to the nearest spot on the free-throw line. Free-throws are the equivalent to free-kicks in association football. The thrower may take a direct attempt for a goal which is, however, not feasible if the defending team organized a defense. A 7-meter throw. 7-meter throw A 7-meter throw is awarded when a clear chance of scoring is illegally prevented anywhere on the court by a opposing team player, official or spectator. It is also awarded when the referees interrupted a legitimate scoring chance for any reason. The thrower steps with one foot behind the 7-meter line with only the defending goalkeeper between him and the goal. The goalkeeper are keep a distance of three meters which is marked by a short tick on the floor. All other players are remain behind the free-throw line until execution. The thrower are await the whistle blow of the referee. A 7-meter throw is the equivalent to a penalty kick in association football, it is, however, far more common and typically occurs several times in a single game. Penalties Yellow card shown in a handball match. Penalties are given to players, in progressive format, for fouls that require more punishment than just a free-throw. Actions directed mainly at the opponent and not the ball (such as reaching around, holding, pushing, hitting, tripping, or jumping into opponent) as well as contact from the side or from behind a player are all considered illegal and subject to penalty. Any infraction that prevents a clear scoring opportunity, will result in a seven-meter penalty shot. Typically the referee will give a warning yellow card for an illegal action, but if the contact was particularly dangerous the referee can forego the warning for an immediate two-minute suspension. A player can only get one warning before receiving a two minute suspension. One player is only permitted two 2-minute suspensions; third time he/she will be shown the red card. A red card results in an ejection from the game and a two minute penalty for the team. A player may receive a red card directly for particularly rough penalties. For instance any contact from behind during a fast break is now being treated with a red card. A red carded player has to leave the playing area completely. A player who is disqualified may be substituted with another player after the two minute penalty is served. A Coach/Official can also be penalized progressively. Any coach/official who receives a 2-minute suspension will have to pull out one of his players for two minutes note: the player is not the one punished and can be substituted in again, because the main penalty is the team playing with a man less than the other. After having lost the ball during an attack, the ball has to be laid down quickly or else the player not following this rule will face a 2-minute suspension. Also gesticulating or verbally questioning the referees order, as well as arguing with the officials decisions, will normally result in a 2-minute suspension. If it is done in a very provocative way, a player can be given a double 2-minute suspension if he/she does not walk straight off the field to the bench after being given a suspension, or if the referee deems the tempo deliberately slow. Illegal substitution, any substitution that does not take place in the specified substitution area or where the entering player enters before the exiting player exits is also punishable with a 2 minute suspension. Gameplay Formations Positions of attacking (red) and defending players (blue), in a 5-1 defense formation. (German captions) Players are typically referred to by the position they are playing. The positions are always denoted from the view of the respective goalkeeper, so that a defender on the right opposes an attacker on the left. However, not all of the following positions may be occupied depending on the formation or potential suspensions. Offense Left and right wingman. These typically excel at ball control and wide jumps from the outside of the goal perimeter to get into a better shooting angle at the goal. Teams usually try to occupy the left position with a right-handed player and vice versa. Left and right backcourt. Goal attempts by these players are typically made by jumping high and shooting over the defenders. Thus, it is usually advantageous to have tall players for these positions. Center backcourt. A player with experience is preferred on this position who acts as playmaker and the handball equivalent of a basketball point guard. Pivot (left and right, if applicable). This player tends to intermingle with the defense, setting picks and attempting to disrupt the defense formation. This positions requires the least jumping skills but ball control and physical strength are an advantage. Defense Far left and far right. The opponents of the wingmen. Half left and half right. The opponents of the left and right backcourts. Back center (left and right). Opponent of the pivot. Front center. Opponent of the center backcourt, may also be set against another specific backcourt player. Offensive play Attacks are played with all field players on the side of the defenders. Depending on the speed of the attack, one distinguishes between three attack waves with a decreasing chance of success: Womens Handball a jump shot completes a fastbreak. Mens Handball a jump shot (Kiril Lazarov, world record-holder for the number of goals scored in one World Championship) . First Wave First wave attacks are characterized by the absence of defending players around their goal perimeter. The chance of success is very high, as the throwing player is unhindered in his scoring attempt. Such attacks typically occur after an intercepted pass or a steal and if the defending team can switch fast to offense. The far left/far right will usually try to run the attack as they are not as tightly bound in the defense. On a turnover, they immediately sprint forward and receive the ball halfway to the other goal. Thus, these positions are commonly held by quick players.[citation needed] Second Wave If the first wave is not successful and some defending players gained their positions around the zone, the second wave comes into play: The remaining players advance with quick passes to locally outnumber the retreating defenders. If one player manages to step up to the perimeter or catches the ball at this spot he becomes unstoppable by legal defensive means. From this position the chance of success is naturally very high. Second wave attacks became much more important with the fast throw-off rule.[citation needed] Third Wave The time during which the second wave may be successful is very short, as then the defenders closed the gaps around the zone. In the third wave, the attackers use standardized attack patterns usually involving crossing and passing between the back court players who either try to pass the ball through a gap to their pivot, take a jumping shot from the backcourt at the goal, or lure the defense away from a wingman.[citation needed] The third wave evolves into the normal offensive play when all defenders reach not only the zone but gain their accustomed positions. Some teams then substitute specialized offense players. However, this implies that these players are play in the defense should the opposing team be able to switch quickly to offense. The latter is another benefit for fast playing teams.[citation needed] If the attacking team does not make sufficient progress (eventually releasing a shot on goal), the referees can call passive play (since about 1995, the referee gives a passive warning some time before the actual call by holding one hand up in the air, signaling that the attacking team should release a shot soon), turning control over to the other team. A shot on goal or an infringement leading to a yellow card or two minute penalty will mark the start of a new attack, causing the hand to be taken down, but a shot blocked by the defense or a normal free throw will not. If it were not for this rule, it would be easy for an attacking team to stall the game indefinitely, as it is difficult to intercept a pass without at the same time conceding dangerous openings towards the goal.[citation needed] [edit] Defensive play The usual formations of the defense are 6-0, when all the defense players line up between the 6 meter and 9 meter lines to form a wall; the 5-1, when one of the players cruises outside the 9 meter perimeter, usually targeting the center forwards while the other 5 line up on the six meter line; and the lesser common 4-2 when there are two such defenders out front. Very fast teams will also try a 3-3 formation which is close to a switching man-to-man style. The formations vary greatly from country to country and reflect each countrys style of play. 6-0 is sometimes known as flat defense, and all other formations are usually called offensive defense.[citation needed] Organization Handball teams are usually organized as clubs. On a national level, the clubs are associated in federations which organize matches in leagues and tournaments. International bodies The administrative and controlling body for international Handball is the International Handball Federation (IHF). The federation organizes world championships, separate for men and women, held in uneven years.[4] The final round is hosted in one of its member states. Current title holders are France (men)[5] and Russia (women).[6] The IHF is composed of five continental federations which organize continental championships held every other second year. In addition to these competitions between national teams, the federations arrange international tournaments between club teams.[7] The federations and their corresponding tournaments and members are summarized in the following table: International Handball Federation (IHF) Championship World Mens Handball Championship – World Womens Handball Championship Club Super Globe Members Asia – Asian Handball Federation (AHF) Championship Asian Womens Handball Championship – Asian Mens Handball Championship Club Asian Club League Handball Championship Members Afghanistan †¢ Bahrain †¢ Bangladesh †¢ China †¢ Chinese Taipei †¢ Hong Kong †¢ India †¢ Iran †¢ Iraq †¢ Japan †¢ Jordan †¢ Kazakhstan †¢ Kuwait †¢ Kyrgyzstan †¢ Lebanon †¢ Macau †¢ Malaysia †¢ Mongolia †¢ Nepal †¢ North Korea †¢ Oman †¢ Pakistan †¢ Palestinian Authority †¢ Philippines †¢ Qatar †¢ Saudi Arabia †¢ South Korea †¢ Syria †¢ Tajikistan †¢ Thailand †¢ Turkmenistan †¢ United Arab Emirates †¢ Uzbekistan †¢ Vietnam †¢ Yemen Africa – Confà ©dà ©ration Africaine de Handball (CAHB) Championship African Handball Nations Championship Club Champions League – Cup Winners Cup Members Algeria †¢ Angola †¢ Burundi †¢ Benin †¢ Cameroon †¢ Republic of Cape Verde †¢ Central African Republic †¢ Chad †¢ Comoros †¢ Congo †¢ Democratic Republic of the Congo †¢ Djibouti †¢ Egypt †¢ Ethiopia †¢ Gabon †¢ Gambia †¢ Ghana †¢ Guinea †¢ Guinea-Bissau †¢ Ivory Coast †¢ Kenya †¢ Lesotho †¢ Liberia †¢ Libya †¢ Madagascar †¢ Mali †¢ Mauritania †¢ Mauritius †¢ Morocco †¢ Mozambique †¢ Namibia †¢ Nigeria †¢ Niger †¢ Rwanda †¢ Senegal †¢ Seychelles †¢ Sierra Leone †¢ Somalia †¢ South Africa †¢ Sudan †¢ Tanzania †¢ Togo †¢ Tunisia †¢ Uganda †¢ Zambia †¢ Zimbabwe Pan-America – Pan-American Team Handball Federation (PATHF) Championship American Handball Championship Members Argentina †¢ Barbados †¢ Brazil †¢ Canada †¢ Chile †¢ Colombia †¢ Costa Rica †¢ Cuba †¢ Dominican Republic †¢ Ecuador †¢ El Salvador †¢ Greenland †¢ Guatemala †¢ Haiti †¢ Honduras †¢ Mexico †¢ Nicaragua †¢ Panama †¢ Paraguay †¢ Puerto Rico †¢ Trinidad and Tobago †¢ United States †¢ Uruguay †¢ Venezuela Oceania – Oceania Handball Federation (OHF) Championship Oceania Handball Nations Cup Club Oceania Champions Cup Members Australia †¢ Cook Islands †¢ New Zealand †¢ Samoa †¢ Vanuatu †¢ French Polynesia †¢ New Caledonia †¢ Wallis and Futuna Europe – European Handball Federation (EHF) Championship European Womens Handball Championship – European Mens Handball Championship Club Women Champions League †¢ Cup Winners Cup †¢ EHF Cup †¢ Challenge Cup †¢ Champions Trophy Men Champions League †¢ Cup Winners Cup †¢ EHF Cup †¢ Challenge Cup †¢ Champions Trophy Members Albania †¢ Armenia †¢ Austria †¢ Azerbaijan †¢ Belarus †¢ Belgium †¢ Bosnia and Herzegovina †¢ Bulgaria †¢ Croatia †¢ Cyprus †¢ Czech Republic †¢ Denmark †¢ England †¢ Estonia †¢ Faroe Islands †¢ Finland †¢ France †¢ Georgia †¢ Germany †¢ Greece †¢ Hungary †¢ Iceland †¢ Ireland †¢ Israel †¢ Italy †¢ Latvia †¢ Liechtenstein †¢ Lithuania †¢ Luxembourg †¢ Macedonia †¢ Malta †¢ Moldova †¢ Monaco †¢ Montenegro †¢ Netherlands †¢ Norway †¢ Poland †¢ Portugal †¢ Romania †¢ Russia †¢ Scotland †¢ Serbia †¢ Slovakia †¢ Slovenia †¢ Spain †¢ Sweden †¢ Switzerland †¢ Turkey †¢ Ukraine †¢ Great Britain †¢ Kosovo Handball is an olympic sport played during the Summer Olympics.[8] It is also played during the Pan American Games,[9] All-Africa Games,[10] an d Asian Games.[8] National competitions Bosnia and Herzegovina: Handball Championship of Bosnia and Herzegovina Croatia: Croatian First League of Handball Czech : Zubr extraliga Denmark: GuldBageren Ligaen, Jack Jones Ligaen France: Ligue Nationale de Handball Germany: Handball-Bundesliga Greece: Greek Mens handball championship Hungary: Nemzeti Bajnoksà ¡g I (men), Nemzeti Bajnoksà ¡g I (women) Iceland: N1 deildin Montenegro: First League (men), First League (women), Second League (women) Poland: Polish Ekstraklasa Mens Handball League, Polish Ekstraklasa Womens Handball League Portugal: Liga Portuguesa de Andebol, Divisà £o de Elite Romania: Liga NaÃ… £ionalÄÆ' (men), Liga NaÃ… £ionalÄÆ' (women) Scotland: Scottish Handball League Serbia: Serbian First League of Handball Slovakia: Slovenskà ¡ hadzanà ¡rska extraliga Slovenia: Slovenian First League of Handball, Handball Cup of Slovenia Spain: Liga ASOBAL, Divisià ³n de Plata de Balonmano Sweden: Elitserien Turkey: Turkish Handball Super League United States: U.S. intercollegiate handball championships Commemorative coins Handball commemorative coin Handball events have been selected as a main motif in numerous collectors coins. One of the recent samples is the â‚ ¬10 Greek Handball commemorative coin, minted in 2003 to commemorate the 2004 Summer Olympics. On the coin, the modern athlete directs the ball in his hands towards his target, while in the background the ancient athlete is just about to throw a ball, in a game known as cheirosphaira, in a representation taken from a black-figure pottery vase of the Archaic period. References : http://en.wikipedia.org/wiki/Team_handball