The Nurse-Client Negotiations Model Assignment Example | Topics and Well Written Essays - 1250 words

The Nurse-Client Negotiations Model - Assignment Example I chose this model because it recognizes discrepancies that exist between notions of the nurse and client about health, illness, and treatments. This model attempts to bridge the gap between the scientific perspectives of the nurse and the popular perspectives of the client. Fundamental to understanding this model, one must recognize that most social systems include three structural arena of health care within which sickness is reacted to and experienced. The concept of popular, professional, and folk arenas is used to compare medical systems as cultural systems. Each arena or domain possesses its own model for explaining health and illness (Kleinman, 1978). This arena comprises the family context of sickness and care, including the social network and community perspective. In both Western and non-Western societies, approximately seventy percent to ninety percent of sickness is managed solely within this domain. The nurse-client negotiations model serves as a framework to attend to the culture of the nurse as well as the culture of the client. In addition to the professional culture, each nurse has his or her own personal beliefs and values, which may operate without the nurse being fully aware of them. These beliefs and values may influence nurse's interactions with patients and families. Each arena (sector) in the model can be viewed as a social cultural system with its own values, norms of behavior, beliefs, and ways of explaining health and illness. Explanations of the same phenomena may yield different interpretations based on the cultural perspective of the layperson or the professional. Anderson (1987) provided examples of different perspectives of the same intervention: Putting lightweight bedclothes on a patient may be interpreted by family members as placing their loved one at risk for "getting a chill," whereas the nurse will use this technique to prevent or reduce a fever; a Jeh ovah's Witness family considers a blood transfusion for their child as contamination of the child's body, whereas the nurse and other healthcare team members believe a transfusion is a lifesaving treatment. Important Aspect The important aspect of this model is that it can open lines of communication between the nurse and the patient/family. It helps each understand how the other interprets or values a problem or practice such that they respect one another's goals. Negotiations Negotiation implies a mutual exchange of information between the nurse and client. The nurse should begin negotiation by learning from the client' s about their understanding of their situation, their interpretations of illness and symptoms, the symbolic meaning they attach to an event, and their notions about treatment. Contingency contracting is a form of negotiation used in nursing in which negotiations focus on the values of goods to be forgone and

Globalization Essay Example | Topics and Well Written Essays - 1500 words - 8

Globalization - Essay Example It is due to those encounters found on the pages of world history that several phenomena like exchange of ideas, thoughts, ambition, trade and technology have evolved giving rise to globalization. Phenomena of different centuries that have played the most important roles in globalization Several phenomena of different centuries have played the most important roles in globalization. These phenomena are the ideas, ambition and plan of accession to the thrown in order to gain complete control of the bureaucracy, military and thereafter to play a national role in the overall development of their nations through exchange with the international community. The regimes of President Assad in Syria and Saddam Hussein in Iraq since the 1960s indicate that these phenomena have led the path of establishment of self-identity for the nations, like Syria, Iraq, Jordan, Lebanon, Israel, Persian Gulf, etc., and created a platform of equality with the international community where exchange of trade and technology could take place. The fourth largest city in Syria is Hama, where Assad followed the Hama rule, which states, â€Å"Rule or Die† (Hureau 105). ... The phenomena of women’s empowerment over the centuries have also fostered the spread of globalization. The position of women in the oldest civilizations of China and India depicts the inferior status of women in the previous 600 hundred years of history. The societies were majorly patriarchal societies with power and influence of decision making in the hands of the men. The physical and psychological inferiority of women hindered the output of potential of the women. The women in China were influenced by the Confucian culture whereas in India, the women were dominated by the religious and cultural aspects of moral duties and obedience. With the growing dominance of men over women, the liberalization efforts on the part of women were observed in their struggle for equality. The willingness of attainment of equal status with the men opened the doors of the world, which led to their access to rights and legislative powers. Thus, the participation in the world platform and the fr eedom to be a part of the interaction between the communities led to the process of globalization. The phenomena of taxation in trade from the 16th century has played significant role in the spread of globalization. This could be observed in the Iranian history. Influenced by the bribes offered by the British colonial rule, the then ruler Nassir Ed-Din Shah sold monopoly rights to the imperial power. The Iranians received a considerable fixed amount on a monthly basis plus a quarter of the net profits. A sabotage act by the imperial rule stopped the payments to the Iranian empire in order to increase own profits of the trade. This led to a rise of national sentiments, and the farmers, peasants, and the trade agents revolted against the ruler. Ultimately, Nassir Ed-Din Shah was assassinated.

Dual Trapezoidal Fuzzy Number and Its Applications

Dual Trapezoidal Fuzzy Number and Its Applications Jon Arockiaraj. J, Pathinathan.T, Revathy.S Abstract: In this paper, we introduce Convergence of ÃŽ ±-Cut. We define at which point the ÃŽ ±-Cut converges to the fuzzy numbers it will be illustrated by example using dual trapezoidal fuzzy number and Some elementary applications on mensuration are numerically illustrated with approximated values. KeyWords: Fuzzy number, ÃŽ ±-Cut, Dual trapezoidal fuzzy number, Defuzzification. Introduction: Fuzzy sets have been introduced by Lotfi. A. Zadeh (1965). Fuzzy numbers were first introduce by Zadeh in 1975.There after theory of fuzzy number was further studied and developed by Dubois and Prade, R.Yager Mizomoto, J.Buckly and Many others. Since then many workers studied the theory of fuzzy numbers and achieved fruitful results. The fuzziness can be represented by different ways one of the most useful representation is membership function. Also depending the nature and shape of the membership function the fuzzy number can be classified in different forms, such as triangular fuzzy number, trapezoidal fuzzy number etc. A fuzzy number is a quantity whose values are imprecise, rather than exact as is the case with single valued number. Fuzzy numbers are used in statistics computer programming, engineering and experimental science. So far fuzzy numbers like triangular fuzzy number, trapezoidal fuzzy numbers, pentagonal, hexagonal, octagonal pyramid and diamond fuzzy numbers have been introduced with its membership functions. These numbers have got many applications like non-linear equations, risk analysis and reliability. In this paper, we introduce Dual trapezoidal fuzzy numbers with its membership functions and its applications. Section one presents the introduction, section two presents the basic definition of fuzzy numbers section three presents Dual trapezoidal fuzzy numbers and its applications and in the final section we give conclusion. 2. Basic Definitions Definition 2.1: (Fuzzy set) A fuzzy set A in a universe of discourse X is defined as the following set of pairs A= {(x,  µA(x)): xX} Here  µA(x) : x is a mapping called the degree of membership function of the fuzzy set A and  µA(x) is called the membership value of xX in the fuzzy set These membership grades are often represented by real numbers ranging from [0, 1]. Definition 2.2: (Fuzzy Number) A fuzzy set A defined on the universal set of real number R is said to be a fuzzy number if its membership function has satisfy the following characteristics. ( i) ÃŽ ¼A (x) is a piecewise continuous (ii) A is convex, i.e.,  µA (ÃŽ ±x1 + (1-ÃŽ ±) x2) ≠¥ min ( µA(x1),  µA(x2)) É  x1 ,x2R É  ÃŽ ±[0,1] (iii) A is normal, i.e., there exist xo R such that  µA (xo)=1 Definition 2.3: (Trapezoidal Fuzzy Number) A trapezoidal fuzzy number represented with four points as A = (a b c d), Where all a, b, c, d are real numbers and its membership function is given below where a≠¤ b≠¤ c≠¤ d  µA(x)= 3. DUAL TRAPEZOIDAL FUZZY NUMBER Definition 3.1: (Dual Trapezoidal Fuzzy Number) A Dual Trapezoidal fuzzy number of a fuzzy set A is defined as ADT= {a, b, c, d (ÃŽ ±)} Where all a, b, c, d are real numbers and its membership function is given below where a≠¤b≠¤c≠¤d  µDT(x) = where ÃŽ ± is the base of the trapezoidal and also for the inverted reflection of the above trapezoidal namely a b c d Figure: Graphical Representation of Dual Trapezoidal fuzzy Number 3.2 DEFUZZIFICATION: Let ADT= (a, b, c, d, à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡) be a dual trapezoidal fuzzy number .The defuzzification value of ADT is an approximate real number. There are many method for defuzzification such as Centroid Method, Mean of Interval Method , Removal Area Method etc. In this Paper We have used Centroid area method for defuzzification . CENTROID OF AREA METHOED: Centroid of area method or centry of gravity method. It obtains the centre of area (X*) occupied by the fuzzy sets.It can be expressed as X* = Defuzzification Value for dual trapezoidal fuzzy number: Let ADT= {a, b, c, d (ÃŽ ±)} be a DTrFN with its membership function  µDT(x) = Using centroid area method +dx+++dx = + + + + + = = = ++ dx+++dx = = = c + d – a b Defuzzification = = = 3.3 APPLICATION In this section. We have discussed the convergence of à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-cut using the example of dual trapezoidal fuzzy number. CONVERGENCE OF ÃŽ ±-CUT : Let ADT = {a, b, c, d, (à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡) } be a dual trapezoidal fuzzy number whose membership function function is given as  µDT(x) = To find à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-cut of ADT .We first set à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ [0,1] to both left and right reference functions of ADT. Expressing X in terms of à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ which gives à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-cut of ADT. à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡= à ¢Ã¢â‚¬ ¡Ã‚ ¨ x l= a+ (b-a) à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡= à ¢Ã¢â‚¬ ¡Ã‚ ¨ x r =d-(d-c) à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ à ¢Ã¢â‚¬ ¡Ã‚ ¨ Aà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡DT= [a+ (b-a) à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡, d-(d-c) à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡] In ordinary to find à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-cut, we give à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ values as 0 or 0.5 or 1 in the interval [0, 1] .Instead of giving these values for à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡. we divide the interval [0,1] as many continuous subinterval. If we give very small values for à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡, the à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-cut converges to a fuzzy number [a, d] in the domain of X it will be illustrated by example as given below. Example: ADT = (-6,-4, 3, 6) and its membership function will be  µDT(x) = ÃŽ ±- cut of dual Trapezoidal fuzzy Number à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ = (x l + 6)/2 Xl = 2à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-6 à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ = (6 xr)/3 Xr = 6-3à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ 2à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-6, 6-3à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/10 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ = [-5. 8 , 5.7] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/102 then ADT =[-5.98 , 5.97] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/103 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ = [-5.998 , 5.997] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/104 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[-5.9998 , 5.9997] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/105 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[-5.99998 , 5.99997 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/106 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -5.999998 , 5.999997 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/107 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -5.9999998 , 5.9999997, ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/108 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -5.99999998 , 5.99999997 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/109 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -5.999999998 , 5.999999997] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/1010 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[-6 , 6] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/1011 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[-6 , 6] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/1012 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ =[-6 , 6] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/1013 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ =[-6 , 6 ] †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..etc When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/10n as n →∞ then the à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-cut converges to ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[-6, 6 ] Figure: Graphical Representation of convergence of à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-cut When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/10 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡= [ -5.6,5.4 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/102 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡= [ -5.96,5.94 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/103 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -5.996,5.994 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/104 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ , -5.9996,5.9994 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/105 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ , -5.99996,5.99994 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/106 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ , -5.999996,5.999994 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/107 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[-5.9999996, 5.9999994 , ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/108 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ , -5.99999996,5.99999994 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/109 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ , -5.999999996,5.999999994 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/1010 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ , -6,6 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/1011 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -6,6 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/1012 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -6,6 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/1013 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -6,6] †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦etc When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/10n as n →∞ then the à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-cut converges to ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -6,6 ] Simillarly, à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=3/10n,4/10n,5/10n,6/10n,7/10n,8/10n,9/10n,10/10n upto these value n varies from 1to ∞ after 11/10n,12/10n†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..100/10n as n varies from 2 to ∞ and101/10n,102/10n†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. as n varies from 3 to ∞ and the process is goes on like this if we give the value for à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ it will converges to the dual trapezoidal fuzzy number[-6,6] From the above example we conclude that , In general we have { K/10n} if we give different values for K as n- varies upto to ∞ if we give as n tends to ∞ then the values of ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ converges to the fuzzy number[a,d] in the domain X. 3.4 APPLICATIONS In this section we have numerically solved some elementary problems of mensuration based on arithmetic operation using defuzzified centroid area method 1.Perimeter of Rectangle: Let the length and breadth of a rectangle are two positive dual trapezoidal fuzzy numbers ADT = (10cm, 11cm, 12cm,13cm) and BDT = (4cm, 5cm,6cm,7cm) then perimeter CDT of rectangle is 2[ADT+BDT] Therefore the perimeter of the rectangle is a dual trapezoidal fuzzy number CDT = (28cm, 32cm,36cm,40cm) and its membership functions  µDT(x) = The Perimeter of the rectangle is not less than 28 and not greater than 40 .The perimeter value takes between 32 to 36. Centroid area method: X* = = = = = 34 The approximate value of the perimeter of the rectangle is 34 cm. 2.Length of Rod: Let length of a rod is a positive DTrFN ADT = (10cm,11cm,12cm, 13cm). If the length BDT = (5cm, 6cm , 7cm, 8cm), a DTrFN is cut off from this rod then the remaining length of the rod CDT is [ADT(-)BDT] The remaining length of the rod is a DTrFN CDT = (2cm, 4cm, 6cm, 8cm) and its membership function  µDT(x) = The remaining length of the rod is not less than 2cm and not greater than 8cm.The length of the rod takes the value between 4cm and 6cm. Centroid area method: X* = = = = = 5 The approximate value of the remaining length of the rod is 5cm. 3.Length of a Rectangle: Let the area and breadth of a rectangle are two positive dual trapezoidal fuzzy numbers ADT=(36cm,40cm,44cm,48cm) and BDT=(3cm,4cm,5cm,6cm) then the length CDT of the rectangle is is ADT(:)BDT. Therefore the length of the rectangle is a dual trapezoidal fuzzy number CDT=(6cm,8cm,11cm,16cm) and its membership functions  µDT(x) = The length of the rectangle is not less than 6cm and not greater than 16cm .The length of the rectangle takes the value between 8cm and 11cm. Centroid area method: X * = = = = 10.38 The approximate value of the length of the rectangle is 10.38cm. 4. Area of the Rectangle: Let the length and breadth of a rectangle are two positive dual trapezoidal fuzzy numbers ADT=(3cm,4cm,5cm,6cm) and BDT=(8cm,9cm,10cm,11cm) then the area of rectangle is ADT(.) BDT Therefore the area of the rectangle is a dual trapezoidal fuzzy number CDT= (24cm, 36cm, 50cm, 66cm) and its membership functions  µDT(x) = The area of the rectangle not less than 24 and not greater than 66.The area of the reactangle takes the value between 36 and 50. Centroid area method: X * = = = = 44.167sq.cm 4.CONCLUSION: In this paper, we have worked on DTrFN .We have define the Convergence of ÃŽ ±-Cut to the fuzzy number. We have solved numerically some problems of mensuration based on operations using DTrFN and we have calculated the approximate values. Further DTrFN can be used in various problem of engineering and mathematical science. 5. References [1] Sanhita Banerjee, Tapan Kumar Roy Arithmetic Operations on Generalized Trapezoidal Fuzzy Number and its Applications TJFS: Turkish Journal of Fuzzy Systems (eISSN: 1309–1190) An Official Journal of Turkish Fuzzy Systems Association Vol.3, No.1, pp. 16-44, 2012. [2] Bansal. A., (2010), some non- linear arithmetic operations on triangular fuzzy number (m, ÃŽ ±, ÃŽ ²), Advances in Fuzzy Mathematics, 5,147-156. [3] G. J. Klir, Bo Yuan, Fuzzy Sets and Fuzzy logic, Prentice Hall of India Private Limited, (2005). [4] C. Parvathi, C. Malathi, Arithmetic operations on Symmetric Trapezoidal Intuitionistic Fuzzy Numbers, International Journal of Soft Computing and Engineering, 2 (2012) ISSN: 2231-2307. [5] T. Pathinathan, K. Ponnivalavan, Pentagonal fuzzy numbers, International journal of computing algorithm, 3 (2014) ISSN: 2278-2397. [6] Bansal Abhinav, Trapezoidal Fuzzy Numbers (a, b, c, d); Arithmetic Behavior, International Journal of Physical Mathematical Sciences, ISSN: 2010-1791. [7] T. Pathinathan, K. Ponnivalavan, Diamond fuzzy numbers, International scientific Publications and consulting services journal of fuzzy set valued analysis http://www.ispacs.com/journals/jfsva/2014/jfsva-00220 [8] D. Dubois, H. Prade, Operations on Fuzzy Numbers, International Journal of Systems Science, 9 (6) (1978) 613-626. http://dx.doi.org/10.1080/00207727808941724.

A Comparison of House of Usher, Bierces Beyond the Wall, The Black Cat

Parallels in Poe's House of Usher and Bierce's Beyond the Wall, Poe’s The Black Cat and Bierce's John Mortonson's Funeral, and in M.S. Found in a Bottle by Poe and Three and One are One by Bierce.      Ã‚  Ã‚   When one decides to become an author, one can not help being influenced by his predecessors, causing some of one's work to reflect and echo the predecessor's. Such is the case between Ambrose Bierce and his predecessor, Edgar Allen Poe. Excluding the obvious fact that both Poe's and Bierce's short stories show an attraction for death in its many forms, depictions of mental deteriorations, supernatural happenings, and ghostly manifestations, there are other similarities and parallels. Examples of them appear in Poe's short story "Fall of the House of Usher" and Bierce's short story "Beyond the Wall", Poe's "The Black Cat" and Bierce's "John Mortonson's Funeral", and in "M.S. Found in a Bottle" by Poe and "Three and One are One" by Bierce. Beyond the Wall vs The Fall of the House of Usher In "Beyond the Wall", the descriptions of the setting, the words Bierce used, and the way the story opens reminds one of Poe's "The Fall of the House of Usher." In both stories the narrator travels to the house of a childhood friend whom the man has not seen in many years. The narrator begins his journey on "... the whole of a dull, dark, and soundless day in autumn of the year, when the clouds hung oppressively low in the heavens...". Poe creates the feeling of despair by writing about how "a insufferable gloom pervaded my spirit" when the narrator saw "the melancholy House of Usher." He looked upon "...the simple landscape features of the domain - upon the bleak walls -... upon a few rank sedges - and upon a few white trunks of decayed ... ...n stories; so what's the use?" Bierce was able to hold his own with almost any story he had written with the masters, like Mark Twain, Brett Harte, and of course, Edgar Allen Poe. Bibliography Ambrose Bierce, The Complete Short Stories of Ambrose Bierce. University of Nebraska Press, 1984. Dedria Bryfonski, "Ambrose Bierce." Twentieth Century Literary Criticism, Volume One. Gale Research Company. New York, 1978. Cathy N. Davidson, Critical Essays on Ambrose Bierce. G. K. Hall & Co. Boston, Massachusetts. 1982. Arthur Miller, "The Influence of Edgar Allen Poe on Ambrose Bierce." American Literature. Volume Four. May 1932. pp 130- 150. Edgar Allen Poe, Edgar Allen Poe: Eight Tales of Terror. Scholastic Magazine, Inc. New York, 1978. Edgar Allen Poe, The Fall of the House of Usher and Other Tales. New American Library. New York, 1972      

Investigating the Inverse Square Law Essay

The inverse square law can also be applied to gravity, electric fields, light and sound. In relation to electric fields, the electric force in Coulomb’s law follows the inverse square law: ‘If gamma rays are a form of electromagnetic radiation and undergo negligible absorption in air, then the intensity, I, should vary inversely as the square of the distance between the source and the detector.’2 Air acts as an almost transparent medium to ?-rays, and the intensity (rate of energy arrival per unit area) of ?-rays emanating from a point source varies inversely as the square of the distance from the source.3 ?-rays fall into many distinct monoenergetic groups because of their variable energies which emanate from any particular emitter. The least energetic radiation will only pass through very thin foils, whereas the most energetic can penetrate up to several centimetres of lead.4 As ?-rays tend to produce 10-4 times as many ion-pairs per unit length as ?-particles do, measurements are usually carried out using a Geiger-Mller (G-M) tube.5 G-M tubes are widely used for detecting radiation and ionising particles. Source: http://en.wikipedia.org/wiki/Geiger-M%C3%BCller_tube The anode is a central thin wire which is insulated from the surrounding cathode cylinder, which is metal or graphite coated. The anode is kept at a positive potential and the cathode is earthed. The tube may also have a thin mica end window.6 When radiation enters the tube, a few electrons and ions are produced in the gas. If the voltage is above the breakdown potential (The minimum reverse voltage to make the diode conduct in reverse)7 of the gas, the number of electrons and ions are greatly multiplied. The electrons are attracted to the anode, and the positive ions move towards the cathode. The current flowing in the high resistance resistor (R) produces a pd which is amplified and passed to a counter which registers the passage of an ionising particle or radiation through the tube.8 The tube cannot be filled with air as the discharge persists for a short time after the radiation is registered. This is due to electrons being emitted from the cathode by the positive ions which arrive there. Instead, the tube is filled with argon mixed with a halogen vapour which quenches, reduces the intensity, the discharge quickly, ensuring that the registered radiation does not affect the recording of other ionising particles. When the G-M tube is detecting one particle, if another enters the tube it will not be detected. This is known as dead time; the average maximum being approximately 90 microseconds.9 Because this number is so small, it can justifiably be ignored for this experiment. Background radiation must be taken into account when taking readings from the source. Background radiation primarily comes from cosmic radiation and terrestrial sources.10 This radiation will affect the count and must be corrected. The level of this radiation varies with location and must be measured before conducting the experiment. Since I ? C: C ? 1 (d + d0)2 Therefore: d + d0 ? 1 Vc I ? 1 r2 Where: * d = distance * d0 = distance to be added to the measured distance, d, because of the reference point on the holder not coinciding with the source, and the effective counting space inside the GM tube may not be close to the window, then r = d + d0. * I = intensity * C = corrected count rate – the measured count rate minus the reading for background radiation11 Corrected count rate against 1/(d + d0)2 should produce a straight-line graph, passing through the origin, if the inverse square law is followed. Source: ‘A Laboratory Manual of Physics’ -F. Tyler, Page 269 The gradient of the line obtained is a measure of the strength of the source used in the experiment.12 The strength of the source is the activity, A=?N. The decay constant, ?, can be calculated using ? = ln2/t1/2 where the value for the half-life of Co-60 is 5.2714 years13. Therefore: ? = ln2/t1/2 = 0.693/1.664 x 108 = 4.175 x 10-9 The gradient of the straight line graph will equal ?N0e-?t so ? = gradient/ N0e-?t Safety Precautions: To ensure the utmost safety before, during and after this experiment, some guidelines should be followed: * Food and drink should not be consumed whilst in the same room as the source * Food items should not be stored in the same room as the source * The source should only be handled with long handled source handling tongs, and as little as possible * Hands should be washed thoroughly after contact with the source * If in contact with the source for an extended period, it is recommended that a monitoring badge is worn * As the source will radiate in only one direction, it should not be pointed at anyone * The source should be locked away in a lead lined box when not in use * Open wounds should be covered securely * Protective gloves should be warn when handling potentially contaminated items Errors: To reduce the possible errors within the experiment, an optical bench will be used to ensure that the G-M tube and the source are properly aligned throughout, as the source radiates in one direction, the alignment must remain standard. Also, for small distances, specifically the distance d0 which is the distance the source is from the opening of the holder plus the distance of detection from the window in the G-M tube, vernier callipers will be used to hold as much accuracy as possible. Vernier callipers read to fractions of a millimetre, making them much more accurate than other measuring devices. Other distances, such as distance d, can be measured with a metre rule as the distances are larger which decreases the possible error in measuring. There will also be the error of human reaction times from observing the final count and pressing the stopclock. To ensure accuracy, practise using the stop-clock and count switch until reasonably consistent results can be obtained. Preliminary Work: To decide on an appropriate voltage to use, the G-M tube and source set-up should be tested. Place the source approximately 10 cm from the window of the G-M tube and increase the voltage slowly, until the count rate stops changing dramatically. Plot a graph of the count-rate, C, against EHT voltage, V. Record the voltages V1 and V2 between which the rate of counting does not vary too much. If the rate of counting begins to rise after remaining much the same for a range of voltage do not raise the voltage any higher or the tube may suffer damage.14 The optimum operating voltage will be halfway between the voltage where the plateau begins and the voltage where it ends. To decide on the range of distances used, the source was moved close to the window of the G-M tube and was moved back slowly until the scaler could count adequately (5 cm). This is the smallest distance that will be used. To find the other extreme, the source was moved back until the count rate fell to a low value, but could still provide adequate results (35 cm). d (cm) N t1 (s) t2 (s) t3 (s) Ave. t 5.00 10,000 212 209 209 210.00 10.00 10,000 773 779 790 780.67 15.00 1000 180 220 205 201.67 20.00 1000 317 355 345 339.00 25.00 1000 457 469 437 454.33 30.00 1000 543 510 542 531.67 35.00 1000 749 720 735 734.67 From these preliminary results I have decided to time for 10,000 counts at 5 cm from the source, 5000 counts for 10cm from the source, and 1000 for 15 – 30cm. This is because any higher values will take considerably longer to measure. I will take three readings from each, as radioactive decay is a random process and it would be unlikely for more than three readings to be similar. An average will be calculated from the three values and the reading for the background radiation will be subtracted to find the corrected count rate. Equipment: * Geiger-Mller tube of , ? sensitive type * Decade scaler with variable EHT supply * Sealed cobalt-60 source – sealed to prevent contact with the source and to prevent isotropic radiation * Long handled source handling tongs – to prevent contact with the source * Optical bench with source holder – to ensure constant alignment * Stop-clock, readable to at least two decimal places * Vernier callipers – to measure the distance d0 to a higher level of accuracy * Metre rule – to measure the distance d Diagram: Where: * B is the optical bench with source holder, H * G is the Geiger-Mller tube * S is the decade scaler with variable EHT supply * R is the sealed radioactive source, cobalt-60 Cobalt-60 will be used as the gamma source as it is easily produced, by exposing natural cobalt to neutrons in a reactor, and therefore easy to acquire.15 It also produces ?-rays with energies of 1.17 MeV and 1.33 MeV. Method: 1. Clamp the G-M tube to one end of the optical bench and attach it to the input socket of the scaler 2. Set the variable EHT voltage on the scaler at a minimum and turn it on, allowing a few minutes for the scaler to warm up 3. Change the variable EHT voltage on the scaler to the value found through preliminary work and set it to count pulses from the G-M tube 4. Start the stopclock and measure the background radiation for an adequate length of time, e.g. 25 minutes, as background radiation is variable 5. Place the holder containing the ?-source at 5.0 cm from the window of the G-M tube 6. Start the stopclock and stop after 10,000 counts are registered. Record this value and repeat twice 7. Move the ?-source to 10.0 cm from the window of the G-M tube and repeat procedure 5, instead only counting 5000 counts 8. Move the ?-source to 15.0 cm from the window of the G-M tube and repeat procedure 5, instead counting only 1000 counts 9. Repeat procedure 7 for sets of 5.0 cm until a distance of 30.0 cm is reached 10. Tabulate these results and find the average count rate for each distance 11. Evaluate 1/(d + do)2 12. Using the recorded value for background radiation, evaluate the corrected count rate for each distance 13. Plot the graph of corrected count rate against 1/(d + do)2 References: 1 http://hyperphysics.phy-astr.gsu.edu/Hbase/forces/isq.html 2 Essential Pre-University Physics’ – Whelan & Hodgson, page 953 3 ‘Essential Principles of Physics’ – Whelan & Hodgson, page 472 4 ‘Essential Principles of Physics’ – Whelan & Hodgson, page 472 5 ‘Essential Principles of Physics’ – Whelan & Hodgson, page 472 6 http://www.imagesco.com/articles/geiger/03.html 7 http://en.wikipedia.org/wiki/Breakdown_voltage 8 ‘Essential Pre-University Physics’ – Whelan & Hodgson, page 406 9 http://www.imagesco.com/articles/geiger/03.html 10 http://en.wikipedia.org/wiki/Background_radiation 11 ‘Advanced Level Practical Physics’ – M Nelkon & JM Ogborn, page 218 12 ‘A Laboratory Manual of Physics’ – F. Tyler, page 269 13 http://en.wikipedia.org/wiki/Cobalt * 14 ‘Advanced Level Practical Physics’ – M Nelkon & JM Ogborn, page 212 15 http://en.wikipedia.org/wiki/Cobalt

Home School Community Plan

Home School Community Plan: The Home School Community Plan is based on the principle of partnership between homes, schools and communities. This partnership is characterised as â€Å"a working relationship that is characterised by a sense of purpose, mutual respect and the willingness to negotiate. This implies a sharing of information, responsibility, skills, decision-making and accountability†. (Pugh, 1989). Family-involvement programs are an effective way to facilitate partnerships between the home and the school.Programs developed by school personnel can provide a forum for parents and children to experience learning in an atmosphere quite different from the usual classroom setting. Locations for the interaction might include the school library, cafeteria, or multi-purpose room. Evening programs may take place outside the school in other community buildings. Children and parents are encouraged to participate in a series of evening activities during which they explore scien ce ideas.During the exploration, teachers take on the role of facilitator and encourage the families to look at familiar things in a different way. Families are encouraged to discover something again, for the first time. The science does not have to be high-tech or complicated. The equipment should not be sophisticated. The goal is to demystify science, to promote the notion that everyone is a scientist and everyone can do science. The content of the session should take a back seat to the promotion of the process skills.Observation, measurement, prediction, experimentation, data collection and interpretation, classification, and so on are lifelong skills that can be useful in many different contexts. Use of everyday materials will encourage families to continue their journey through the discovery process at home. Parents will soon see that their attitudes toward science have changed, and this change will ultimately impact the attitudes of their children. Children will benefit from s eeing their parents enjoying the problem-solving process.Sharing a fun-filled learning experience with their parents sends a subliminal message to children that we are all lifelong learners and that learning can be fun. Community Involvement Community support is an outgrowth of family-involvement programs. Community awareness fosters a positive belief about the school and the effectiveness of the teachers. The positive community attitude toward education often manifests itself in ways that are very important to the school community, such as the passing of school budgets, win-win negotiations of teacher contracts, and the public's feeling of pride in the municipality.Communication between the school and the community is critical to a successful relationship, as is the case in any relationship. In today's highly technological world, communication should be relatively easy to facilitate but is sometimes neglected. Some schools have set up voice-mail systems on which there is a way for parents to access school information. The information may include notices of school programs, homework hotline information, or PTA news. Usually there is a way to leave messages for individual teachers as well.Another way for the community to work closely with the school is through community volunteers. When we provide a way for non-school personnel to come into the classroom, we give parents the opportunity to recognize and respond to the problems that the classroom teacher faces every day. With increased understanding comes mutual respect. Parents are given the opportunity to volunteer their time working with students who can make significant gains when given a little more individual attention.Parents see how they can make a difference in the classroom by helping the teacher as an additional facilitator of learning. Parents who volunteer should participate in an orientation session designed to outline the role of parents in the classroom. Various options can be explored, and paren ts can choose how they feel they can best help. Suggestions range from working behind the scenes, shopping for and packaging materials that may be used in a science or math class, to working with individual students on reading skills, word recognition, or editing of writing assignments.The aims are: * To maximise active participation of the children in the schools of the scheme in the learning process, in particular those who might be at risk or failure * To promote active co-operation between home, school and relevant community agencies in promoting the educational interests of the children * To raise awareness in parents of their own capacities to enhance their children's educational progress and to assist them in developing relevant skills. To enhance the children's uptake from education, their retention in the educational system, their continuation to post-compulsory education and to third level and their attitudes to life-long learning * To disseminate the positive outcomes of the scheme throughout the school system generally. General principles govern the operation of this partnership scheme: * The scheme consists of a partnership and collaboration of the complementary skills of parents and teachers. * The scheme is unified and integrated at both primary and second levels. The thrust of the scheme is preventative rather than curative. * The focus of the scheme is on the adults whose attitudes and behaviours clash on the lives of children, namely, parents and teachers. * The basis of activities in the scheme is the identification of needs and having those needs met. * The scheme develops teacher and staff attitudes in the areas of partnership and the â€Å"whole-school† approach. * The scheme promotes the fostering of self-help and independence. * Home visitation is a crucial element in establishing bonds of trust with families. Networking with and promoting the co-ordination of the work of voluntary and statutory agencies increases effectiveness, obviates duplication and leads to an integrated delivery of service to marginalised children and their families. * Home/School/Community liaison is a full time undertaking. * The liaison co-ordinator is an agent of change. * Community ‘ownership' of the scheme is promoted through the development of local committees. Parents While the primary purpose of the scheme is the promotion of partnership in the children's learning, parents frequently identify needs which are not directly concerned with their children's education.Meeting those identified needs is a critical factor in the development of parents' awareness of their capacities and in fostering their self-confidence. Scheme activities which meet parent's needs include:- * home visitation with the objective of establishing bonds of trust with parents and families and supporting parents in the identification of their developmental needs * provision of drop-in centres and parents' rooms in schools * provision of childcare facil ities so that parents can attend scheme activities Courses and Classes on: curricular areas so that parents can assist and support their children with their school work * personal development through parenting and assertiveness training * leisure activities * aspects of educational development which range from basic literacy to certificate examination subjects and diploma courses * the development of parents as home visitors, facilitators and classroom aides. Teachers Development for teachers in the liaison scheme is in the area of developing partnership and collaboration with parents in the interests of the children's education. This development includes: the promotion and establishment of a continuity in the children's transfer from home to school, and from primary to second level * an understanding of partnership in the context of the parents' role as the primary educators of their children * the development of attitudes and behaviours regarding the complementarity of parents' an d teachers' skills, knowledge and experiences in the enhancement of children's' learning * joint policy making between parents and teachers on issues such as homework, code of positive behaviour, study skills, attendance, substance misuse and home/school/community liaison.Child Plan: 1. Nutrition/Sleep behavior 2. Medical/Dental needs 3. Body Work/Exercise 4. Self Calm/Relaxation 5. Self- Care and Self Management 6. Child Attachment/Empathy 7. Stating Wants and Feelings 8. Social Relations 9. Play/Activities/Rewards 10. Daily Living Skills 11. Talent Build/Hobbies 12. Self Esteem Building 13. Pain/Illness Management 14. Anger/Aggression Management 15. Dealing with Loss and Grief 16. Strengthening Coping 17. Self Identity/Development 18. Individual/Group Therapy 19. Medication Family/Home Plan 1. Home/Food/Job/Insurance 2. Child Care/Respite 3.Help w/ Brothers/Sisters 4. Boundaries/Structure/Routine 5. Stress Control 6. Kin/Parenting Support 7. Family Sharing Time 8. Parent/Child Spe cial Time 9. Information/Education 10. Recognition/Awards 11. Chores/Pets/Roles 12. Leisure/Recreation 13. Celebrations/Rituals/Traditions 14. Cultural/Spiritual 15. Family Service Project 16. Behavior Mgt. Training 17. Family Counseling 18. Caregiver Treatment 19. Home Support Services 20. Celebrations/Rituals/Traditions 21. Cultural/Spiritual School/Education Plan 1. Family-School Bonding 2. Attendance Strategies 3. School Stress Reduction 4.Sense of Inclusion 5. Teacher/Child Compatibility 6. Friendship Building 7. Buddy/Activity Groups 8. Mentor/Coach/Student Tutor 9. Recognition Experiences 10. Assign Helpful Tasks 11. Positive Home Notes 12. Achievements/ Projects/Portfolio 13. Build on Strengths 14. Other Success Experiences 15. Learn Strategies/Self Management 16. After School Activities/Homework 17. Other Skill Building 18. Student Ed Occupation Plan 19. Individual Health Plan/504 Plan 20. IEP-Related Services 21. Family Education/Counsel Center 22. Marketable Skill Develop ment 23. Vocation/Education/Rehabilitation 24.Transition/Closure Community Plan 1. Safety Crisis Plan 2. Care w/ Trust, Respect, Hope 3. Network Building 4. Parent Support Groups 5. Parent Information Center 6. Parks and Recreation/Camp 7. Religious Affiliation 8. Cultural Advocacy 9. Health Program/PHN 10. Mental Health 11. Services for Persons with Disabilities 12. Home Visitation 13. Mentor/Work Experience 14. Volunteer Work 15. Monitoring Progress 16. Coordination of Services 17. Core Team 18. Family/Agency Wraparound 19. Family Preservation 20. Other Human Services 21. Substance/Abuse/Gang Prevention 22. Legal Advocacy/Court