Exploring Traumatic Brain Injury in Children Essay -- Medicine

Traumatic brain injury (TBI) is one of the leading public health concerns today. The Center for Disease and Control (2010) reported that 1.7 million individuals sustain TBI each year). Moreover, TBI accounts to a third (30.5%) of all injury related deaths in the United States. Those who are most likely to sustain TBI are children (0-4 years), older adolescents (15-19 years) and older adults (65+ years) (CDC, 2010). This analysis will examine the prevalence, diagnosis, treatments, and prognosis of traumatic brain injuries in children. Brain injuries can be classified into mild, moderate, and severe categories. The most commonly used assessment for classifying TBI severity is by using the Glasgow Coma Scale (GCS). This scale assesses individual’s level of consciousness based on verbal, motor, and eye responses to stimuli. Researchers Kung et al (2010) analyzed the components of Glasgow coma scale (GCS) from 27,625 TBI cases in Taiwan. The correlation between the survival rate and certain eye (E), motor (M) and verbal (V) score combinations for GCS (scores of 6, 11, 12, ) were found to be statistically significant. The findings indicate that the three fundamental elements comprising the Glasgow coma scale (E, M, & V) separately and in some combinations are predictive of the survival of TBI patients. The researchers assert that this observation is clinically useful when a complete GCS score cannot be obtained when evaluating TBI patients. Confirmative neuroimaging scans plays a pivotal role in TBI diagnosis, prognosis, and deciding what treatments to give. CT is the preferred method of assessment on admission to determine structural damage and to detect (developing) intracranial hematomas (Maas, Stocchetti, Bullock, 2008). .. ..., Injury, Volume 42, Issue 9, September 2011, Pages 940-944, ISSN 0020-1383, 10.1016/j.injury.2010.09.019. (http://www.sciencedirect.com/science/article/pii/S0020138310006741) Tawfeeq, Mohammed M Halawani, Khulood Al-Faridi, Wa’el AAL-Shaya, Wa’el S Taha, Traumatic brain injury: neuroprotective anaesthetic techniques, an update, Injury, Volume 40, Supplement 4, November 2009, Pages S75-S81, ISSN 0020-1383, 10.1016/j.injury.2009.10.040. (http://www.sciencedirect.com/science/article/pii/S0020138309005609) Yeates, Armstrong, Janusz, Taylor, Wade, Stancin, Drotar, Long-Term Attention Problems in Children With Traumatic Brain Injury, Journal of the American Academy of Child & Adolescent Psychiatry, Volume 44, Issue 6, June 2005, Pages 574-584, ISSN 0890-8567, 10.1097/01.chi.0000159947.50523.64. (http://www.sciencedirect.com/science/article/pii/S0890856709616336)

Calcium Carbonate and Ca2+ Ions

Experiment. EDTA Titration of Ca2+ in an unknown solution Experiment. EDTA Titration of Ca2+ in an unknown water sample Modified 9/2012 Objective: The most common multivalent metal ions in natural waters are Ca2+ and Mg2+. In this experiment, you will find the total concentration of calcium ions that can react with EDTA with the assumptions that EDTA reacts 1:1 with metal (Ca2+) ions. Equipment 250-mL Erlenmeyer flask (3) 50-mL Buret Ring-stand and hardware Desiccator 400-mL Beaker 500-mL Vol. flask 250-mL Vol. flask 1. 0-mL Vol Pipette 100-mL Grad cylinder Hot plate Safety and Waste DisposalChemicals Buffer (pH 10): Add 142 mL of 28 wt % aqueous NH3 to 17. 5 g of NH4Cl and dilute to 250 mL with water. Eriochrome black T indicator: Dissolve 0. 2 g of the solid indicator in 15 mL of triethanolamine plus 5 mL of absolute ethanol. 50 wt % NaOH: Dissolve 100 g of NaOH in 100 g of H2O in a 250-mL plastic bottle. Store tightly capped. When you remove solution with a pipet, try not to distu rb the solid Na2CO3 precipitate. Discussion: Hard water is due to metal ions (minerals) that are dissolved in the ground water. These minerals include Ca2+, Mg2+, Fe3+, SO42-, and HCO3-.Generally hard water arises because rainwater moves through limestone, CaCO3 underground that occurs in our area to the aquifer. This is why we measure hardness in terms of CaCO3. The concentration of the Ca2+ ions is greater than the concentration of any other metal ion in our water. The determination of water hardness is routinely used to measure the quality of water that the general public uses. Originally, water hardness was defined as the measure of the capacity of the water to precipitate soap. Hard water is not a health hazard since the main chemical in hard water is calcium.People regularly take calcium supplements. In fact, hard water can be a source of necessary minerals (calcium and magnesium) that is necessary for good health. Indeed, the National Academy of Science go so far as stating t hat that consuming extremely hard water could be a major contributor of calcium and magnesium to the diet. The problem with hard water is that it cause soap scum, clog pipes and clog boilers. Soap scum is formed when the calcium ion binds with the soap. This causes an insoluble compound that precipitates to form the scum you see.Soap actually softens hard water by removing the Ca2+ ions from the water. When hard water is heated, CaCO3 precipitates out, which then clogs pipes and industrial boilers. This leads to malfunction or damage and is expensive to remove. There are two types of water hardness, temporary and permanent. Temporary hardness is due to the bicarbonate ion, HCO3-, being present in the water. This type of hardness can be removed by boiling the water to expel the CO2, as indicated by the following equation: HCO3- (aq) ? H2O (l) + CO2 (g). Because bicarbonate can be removed it is classified as temporary hardness.Permanent hardness is due to the presence of the ions Ca2+ , Mg+2, Fe3+ and SO4-2. Because boiling cannot eliminate this type of hardness, the water is said to be permanently hard. The table below shows the degree of hardness of the water in terms of its calcium carbonate concentration in ppm and grains. Hardness rating Soft Medium Hard Hard Very Hard Concentration of Calcium Carbonate (mg/L or ppm) 0 < 75 75 to < 150 150 to < 300 300 and greater Concentration of Calcium Carbonate (grains/US gallon) 0 to < 5. 2 5. 2 to < 10. 5 10. 5 to < 21 21 and greaterPermanent hardness is usually determined by titrating it with a standard solution of ethylenediamminetetraacetic acid, EDTA. The EDTA is a complexing, or chelating agent used to capture the metal ions. This causes water to soften, but the metal ions however, are not removed from the water. EDTA simply binds the metal ions so that the ions do not precipitate to form soap scum. EDTA is a versatile chelating agent. A chelating agent is a substance whose molecules can form several bonds to a si ngle metal ion. Chelating agents are multidentate ligands.A ligand is a substance that binds with a metal ion to form a complex ion. Multi-dentate ligands are many clawed, holding onto the metal ion to form a very stable complex. EDTA can form four or six bonds with a metal ion. It is frequently used in soaps and detergents because it forms complexes with calcium and magnesium ions. The ions in hard water are bound to the EDTA and cannot interfere with the cleaning action of the soap or detergent. EDTA is also used in foods. Certain enzymes are responsible for food spoilage. EDTA is used to remove metal ions from these enzymes.It is used to promote color retention in dried bananas, beans, chick peas, canned clams, pecan pie filling, frozen potatoes and canned shrimp. It is used to improve flavor retention in canned carbonated beverages, beer, salad dressings, mayonnaise, margarine, and sauces. It inhibits rancidity in salad dressings, mayonnaise, sauces and salad spreads. In this la b you will be asked to determine the total permanent hardness. EDTA grabs all the metal ions in the water, not just the Ca2+ ions. This gives us a value that is not truly the concentration of Ca2+ ions.This causes an experimental error of about 1%, which is acceptable due to the â€Å"fuzzy† endpoints in this type of titration. Erio-T indicator or Eriochrome Black-T indicator is used in this titration. When it is chelated or acidifies, it produces a Pink-Red solution. When it is not chelated and under basic conditions it is Blue. The three pictures show the end point in this titration. There is a 1-drop difference of 0. 01 M EDTA between the first and second pictures and between the second and third pictures. Two or three seconds were allowed for colors in the second and third pictures to develop after adding the additional drop.In each case the solution was thoroughly mixed. This color change from wine red to violet to blue is due to the compact nature of the complex. Experi ment. EDTA Titration of Ca2+ in an unknown solution PROCEDURE Modified 9/2012 1. Dry Na2H2EDTA. 2H2O (FM 372. 24) at 80 ° C for 1 h and cool in the desiccator. Accurately weigh out ~ 0. 6 g and dissolve it with heating in 400 mL of water in a beaker. Cool to room temperature pour into a 500-mL volumetric flask. , mix and dilute to the mark. 2. You should practice finding the end point several times by adding a little tap water in a clean beaker and titrating with EDTA.Save a solution at the end point to use as a color comparison for other titrations. 3. Pipet a 1-mL sample of unknown into a 250-mL flask and fill to the mark with deionized water. Mix thoroughly. From this 250-mL stock solution draw 4, 50mL aliquot samples and place each aliquot in 250mL Erlenmeyer flasks. To each sample, add 3 mL of pH 10 buffer and 6 drops of Eriochrome black T indicator. To the first 50-ml solution, titrate with EDTA from a 50-mL buret and note when the color changes from wine red to blue. 4. Rep eat the titration with the next three samples to find an accurate value of the total Ca2+ concentration.Perform a blank titration with 50 mL of distilled water and subtract the value of the blank from each result. 5. Upon completion of the experiment, discard all solution in a chemical waste bottle and wash out the glassware. Be sure to dry your buret in the upside down position.Calculations – Analysis: Analyte Ca2+The reaction of Ca2+ ions with H2EDTA2- takes place with a 1:1 stoichiometric ratio: Ca2+ + EDTA2- ? At the end point of the titration, 1-equivalent of Ca2+ reacts with one equivalent of H2EDTA2-. 1 eqv Ca2+ = 1 eqv H2EDTA2-; equivalent Ca2+ = [H2EDTA2-] †¢ Vol EDTA CaH2EDTA. Recall that the analyte (we call this unknown solution) was prepared by taking exactly 1-mL of the unknown solution and diluting in a 250-mL volumetric flask (we will call this the stock solution) 50-mL aliquot (call this the analyte) of this solution was then titrated against EDTA. Note that the analyte concentration is equal to the stock solution concentration. The mass Ca2+ in 1 mL aliquot unknown: Mass of Ca2+ in 50mL Sample = â€Å"H 2EDTA2? $ †¢ â€Å"Vol EDTA $ = mol H 2EDTA2- = mol Ca2+in 50mL Analyte # % # % Mass of Ca2+ in 1mL of unknown = mol Ca2+ ? 250mL aliquot Ca2+ __ g Ca2+ ? 50mL Analyte mol ? ? Dilution Factor Atomic mass Ca Mass of Ca2+ in 1 L solution: Mass Ca2+ in 1 L = mass Ca2+ in 1 mL Aliquot †¢ 1000 mL 1 mL Concentration of unknown by percent (m:v), parts per hundred (m:v) and Molarity (M): Mass Ca in 1mL aliquot Vol aliquot solution used % Ca2+ m:v = †¢ 100 ppm Ca2+ m:v = Mass Ca in 1mL aliquot Vol aliquot solution used †¢ 106 Molarity Ca2+ = mass Ca2+ in 1mL †¢ 1 mol Ca __g Ca ? ? ? molar mass Ca †¢ 1 Volume in L of unknown Aliquot used Mass in grams of calcium carbonate unknown in 1L solution: Mass CaCO 3 in 1-L = mass ppt (g) †¢ 1 mol CaC 2O 4 †¢ H 2O __ g CaC 2O 4 †¢ H 2O ? molar mass Ca C O †¢ H O 2 4 2 †¢ 1 mol CaCO 3 1 mol CaC 2O 4 †¢ H 2O 1 mol CaCO 3 Vol in L of aliquot ? ? ? ? Molar mass CaCO 3 †¢ __ g CaCO 3 †¢ 1L Dilution Factor Statistical Analysis – 1. Report the mean, medium, standard deviations (s), relative standard deviation (RSD), variance (s2) and the 95% confidence interval for your results. 2. 3. 4. Apply the student’s t test at the 95% confidence interval Apply a Q-test to any suspected result. Confidence interval = x + ts n 5. Compare the results of this experiment to the previous experiment, Gravimetric determination of Ca. Apply the Comparison of Means with Student’s t, Case2 (p76) Comparing Replicate Measurements. Do the two methods agree within the 95% confidence interval? â‚ ¬ Test for Outlier Apply a Grubb’s Test and Q-Test for any suspected outliers at 95 % level. See page 83 of text for critical values for 95% confidence.If your results show an anomalous data then use the Q-test to determine if the result should be rejected. Q= (Suspected Value – Nearest Value) (Suspected Value – Furthest Value) G calc = | Questionable value – x| s Table of Data, Results and Statistical Analysis: Calcium Raw Data 1. Unknown number 2 Mass of EDTA used 3 Concentration of EDTA 4 Volume of Unknown Ca2+ Solution 5 Volume EDTA during titration 6 Volume EDTA for blank trials 7 Q-Test (95%) of any outlier Analysis and Results 8 Mass of calcium in 1-mL aliquot (Average) 9 Mass of calcium in 1-L solution (Average) 10 Conc. of calcium, %, ppm (m:v) and Molarity (Average) 11 Mass of calcium carbonate in 1-L (Average) Statistical Analysis 12 Averages and Standard deviations of all results 13 Variance, RSD and CV of all results 14 95% Confidence interval 15 ttable and tcalc for replicate measurementsDiscussionThe goal of this experiment was to determine the â€Å"hardness† of the unknown sample by calculating the concentration of calcium ions in an analyte sol ution. Correcting for dilution factors, the concentration of calcium in the unknown in g/L is to be determined and compared to analysis for calcium by EDTA titration. Statistical analysis is applied to the results. A discussion of this experiment should include the accuracy and precision of this experiment compared to the EDTA titration method. An analysis of a comparison of replicated measurement is performed and discussed. Table of results should include Include in your summary table the following: i) Moles of Ca2+ in the unknown and the average equivalent value. ii) Concentration of [Ca2+ ] in the unknown in molarity, ppm and g/L iv) Mean, standard deviations, RSD and CV for each of the above concentration units. v) Student’s t at the 95% confidence interval vi) Application of a G and Q-test to any suspected result at the 95% level. vii) ttable, tcalc, Conclusion on comparison of replicated measurements.Experiment. EDTA Titration of Ca2+ in an unknown solution Modified 9/2 012 Sample data table. Sample Unknown # ______ Mass Na2EDTA, (g) Molarity Na2EDTA, (M) Vol. unknown, (ml) Buret Volinitial, (ml) Buret Volfinal, (ml) Volume EDTA used, (ml) Vol EDTA for blank, (ml) Corrected Col EDTA, (ml) Trial 1 Mass Ca2+ in 1 ml aliquot (g) Mass Ca2+ in 1-L solution (g) Concentration Ca (%) Concentration Ca (ppm) Molarity Ca2+, unknown (M) Mass calcium carbonate in 1L Q and G Test for Outliner CaCO3 (g/L), unknown Trial 2 Trial 3 Trial 4 Average Std dev Variance RSD , CV 95% CL Trial 1 Trial 2 Trial 3 Trial 4 Blank Student’s t Analysis: Comparing replicate measurements Analysis A: CaCO3 (g/L) 1 2 3 4 Trial 1 Trial 2 Trial 3 Trial 4 Avg Avg X1bar – X2bar Sqrt ((n1*n2)/(n1+n2)) (xi-x1)^2 deg freedom Spooled Expt 2 Expt 3 Ex2 (Xi-Xbar)^2 Ex3 (Xi-Xbar)^2 T calc t table Conclusion T calc ? T table, at 95%, two result are (not) considered to be different EDTA Titration of Ca2+ in an unknown solution. # 1 2 CRITERIA (Tentative point distribution – m ay change depending on experiment) Quiz / Homework [NONE} Introduction and ProceduresA. IntroductionObjective of Expt.Background information.Math relationship used in study.B. ProceduresOutline of procedures in Expt.Flow chart pictorial of procedures. Procedural changes.Information (data) to be recorded during experiment. (to be presented in Table form. )Safety and disposal information. This portion of the report should be turned in before the start of lab class (prelab discussion). Data, Observe. , Results and Calc.C. Data and ObservationData in table form. & detailed observations written in the table. All data entry should contain the proper number of significant figures and units. Data should always be recorded in an organize fashion.Balance chemical equations; all chemical reaction which occurred during an experiment should be written in this section. Then it should also be written in the discussion portion of the report. This portion of the report should be turned in before you leave the laboratory.Calculations & ResultsD. CalculationsSample calculation shown with Excel spreadsheet available with formulas shownStatistical analysis of data and result. Avg, Std dev, RSD, CVE. ResultsSummary of Result(s) in table form. In this section accuracy of results is very important as well as detailed calculation showing how the result was obtain. â€Å"Unknown† will also be included in this section. Discussion / Conclusions and Post-Lab QuestionsF. Discussion (Talking points)What is your final result in this experiment. Are the four trials consistent with each other? If not what would account for the inconsistencies? How did the results in this experimental result compare to the result in experiment 2? Is your result for the amount of calcium carbonate in your unknown within the range of 10 – 25 g/L? Elaborate on this. What is the average amount of calcium in tap water, how much more higher is this unknown compared to the average content in tap water (e xpress in %).G. ConclusionSummary of the goal of the experiment and how that goal was achieved in the experiment. H. Post-lab questions or Editorial commentWhat did you learn in this experiment? What skills in lab practice did you develop through this expt? This portion (Calculation and Discussion) is turned in at the beginning of class of the due-date Overall Presentation (of lab notebook)Lab technique during experiment; example are, class preparation, safety glasses precautions and leaving the laboratory clean.Report presentation: examples are the headings of each report that includes name, title, lab partner, date and section #, witness signature. Legibility of report. Is the report easy to read or is important information jotted down by small print in the corners of the lab report. The overall impression is important. Lab TechniqueSafety: wear goggles, handle chemicals with caution, proper handling of lab equipmentLeave lab clean and tidy

Definition and Examples of Plots in Narratives

Definition and Examples of Plots in Narratives Every story that you read follows a series of events that range from the introduction of a conflict to begin the story and a final resolution at the end; this is the plot of your story. Basically, it’s what happens throughout the narrative, and it appears in in both fiction and non-fiction work. When you write a plot summary, you’ll essentially condense a novel into a short essay, touching on the key points of the material. You’ll want to introduce the main characters, setting of the story, and the main conflict of the narrative, including the five basic components of the plot: introduction, rising action, climax, falling action, and finally, a resolution. Some outlines will break down a plot into more segments (exposition, inciting incident, central conflict, rising action, climax, falling action, resolution) but the premise is the same - a pattern of rising and falling action that looks essentially like an arc  or a bell curve when you consider the level of drama the characters experience. Understanding and Introducing the Conflict To properly summarize a plot, start by figuring out the main problem that the story will solve. This could come from understanding the main characters, who are crucial components of the plot. Who are they and what are they trying to achieve? Most characters have a mission to accomplish, often it is finding, saving, or creating something or someone. Understand what drives the main characters, and that will help you in the first step to summarize the plot. The conflict that we discover at the start of the narrative will get kicked off by an inciting incident that triggers the rising action, which grows over time. In Shakespeare’s â€Å"Romeo Juliet† we are introduced to two characters from feuding families who ultimately fall in love. The conflict comes from their love for each other despite their families’ disapproval. Rising Action and Climax The rising action will introduce key components of a story that build upon the drama and conflict. This is where we see Romeo Juliet marry in secret, and Romeo Tybalt engage in a duel that ultimately leads to Tybalt’s death. Eventually, the action and conflict hit what is called the climax, the point of no return. This is the peak of excitement, fear, drama, or whatever the emotion is that relayed through the narrative. You’ll want to tie together the rising action and the catalyst for conflict. The climax could lead us on a journey of positive resolution or even a journey of tragedy, but it will often change the characters in some way and is the reason why the problem can now start to be solved. In Shakespeare’s story, there are essentially two points of climax: Romeo is banished and Juliet refuses to marry Paris. Falling Action and Resolution Finally, as you work your way back from the climax to the resolution, you’ll want to focus on how the main characters respond to the peak of action. Some aspect of the climax will trigger a response in the main characters which will drive them towards the final resolution. Sometimes, you’ll even find that the main characters learn a lesson and grow as individuals, but either way, the resulting actions shift the story and begin the falling action. Juliet drinks the potion which causes Romeo to believe she has died and kills himself. Upon awakening and discovering that her love has died, Juliet does the same. Eventually, the story will return back to the original baseline resulting in a final resolution. In â€Å"Romeo Juliet† the resolution isn’t that they both have died, but rather, the action their families take in response to their deaths, the end of the feud. Creating the Summary Remember that the plot is not the same as the theme of the narrative. If you’re not sure what the difference is between the plot of a story and the theme, you’re not alone. While the plot is what happens, the theme is the underlying idea or message within a story. The plot is concrete occurrences within the narrative, but the theme can be more subtle and even at times, implied. The theme can be harder to discern whereas the plot is more obvious. In Romeo Juliet, we see themes of love and hate that appear throughout the plot. Don’t forget, the key part of summarizing a plot is that you’re summarizing. You don’t need to include every detail that you encounter. When you read the text, it’s important to pay attention to what happens and where you see action coming into play, and write down key moments. Look for the basic information of who is involved, what are they doing, when are things happening, where is the action happening, and why? Take notes and even write down things that you’re not sure if they are vital at that moment, but seem interesting or important. When you finish the story, you’ll be able to review your notes and better understand what aspects of the narrative were most important and start to eliminate the notes that don’t enhance the plot. That way, when it comes time to summarize the plot, you can easily pare down your notes and have an outline of what happens and the crucial moments that represent each of the five components of the plot.

Scaffolding Instruction Strategies

Scaffolding Instruction Strategies Scaffolding describes how instruction is planned and delivered to students receiving special education services. Scaffolding instruction refers to specialized teaching strategies geared toward supporting learning when students are first introduced to a new subject. Scaffolding gives students a context, motivation, or foundation from which to understand the new information that will be introduced during the coming lesson. Scaffolding techniques should be considered fundamental to good, solid teaching for all students, not just those with learning disabilities or second language learners. In order for learning to progress, scaffolds should be gradually removed as instruction continues so that students will eventually be able to demonstrate comprehension independently. Scaffolding Strategies Scaffolding instruction includes a wide variety of strategies, including: Activating prior knowledge. This strategy reminds of what they have already learned, often through brief reviews. This helps reduce students anxiety as they move on to new subjects.Offering a motivational context to pique student interest or curiosity in the subject at handBreaking a complex task into easier, more doable steps to facilitate student achievementShowing students an example of the desired outcome before they complete the taskModeling the thought process for students through think aloud talkOffering hints or partial solutions to problemsUsing verbal cues to prompt student answersTeaching students chants or mnemonic devices to ease memorization of key facts or proceduresFacilitating student engagement and participationDisplaying a historical timeline to offer a context for learningUsing graphic organizers (visual aids) to offer a visual framework for assimilating new informationTeaching key vocabulary terms before readingGuiding the students in making predictions for what they expect will occur in a story, experiment, or other course of action Asking questions while reading to encourage deeper investigation of conceptsSuggesting possible strategies for the students to use during independent practiceModeling an activity for the students before they are asked to complete the same or similar activityAsking students to contribute their own experiences that relate to the subject at hand Implementing Scaffolding Strategies A deeper look shows how you can implement a few of the strategies mentioned above into your classroom. Prior knowledge: A great scaffolding technique is to ask students to share their own personal experiences or knowledge about the topic that they are learning about. Have them try and relate the topic in one way or another to their own lives. Visual aids: Visual aids like graphic organizers, charts and photographs all serve as wonderful scaffolding tools because they visually represent what the students are learning about. They are essentially the training wheels students use until they can really get a firm grasp on the information. Pre Teach vocabulary: It is essential to preteach any new vocabulary before moving on to a new subject. Simply introduce the new words through a photo or picture and put each word into context and relate it to something that students already know. Doing so will keep students interested and ready to tackle the next learning objective. Edited By: Janelle Cox

International Financial Manager

International Financial Manager International Financial Manager The financial manager of IKEA store in Abu Dhabi is James McGowan His role as a financial manager is to envisage the close supervision of the work performed by the finance staff including day to day contact with the banks to check in level of payments made per day and to transact the payment of materials and external credits through the bank. He is the one responsible for the production of all management reports including monthly financial management report. He budgets for IKEA store annually reforecast periodically. In the process of all these, he operates financial tasks like setting and varying all the internal credits limits and funding employees. He assures cash creditors by paying them on time and prepares payment for the distributors He also liaises with professional advisors like auditors and oversees the works performed by infrastructure developers and ensures timely reporting of results and payment. The financial manager is focused and has more that ten years of experience since he has served as a manager and financial assistant in different firms (Kendrick Vershina, 2005). To manage his financial risks, he has involved the future risks and has made a sport in the banking system so that the company can have a lock-in set exchange rate in the current financial period. He also uses foreign exchange option markets which are managed by global banks. This enables Ikea to purchase options to buy and sell the foreign money they get from the sell of their furniture and other products are sold for them by the institution in future. In the meanwhile he waits so that he would exercise the selling option depending upon the changes of market values against the U.S dollar (Bradstreet Corporation, 2003). Finally, his last approach to managing and mitigating financial risk is to manage the financial risk is through managing their functional currency of the businesses they have overseas. This takes the form of balance sheet management or income management in that instead of IKEA borrowing locally from Abu Dhabi, they could borrow overseas inform of U.S dollars so that there will be no impact on their balance sheet at the time of payment when other currencies move up or down against the U.S dollar (Bradstreet Corporation, 2003).

Australian national cinema is primarily government-supported, with Essay

Australian national cinema is primarily government-supported, with limited infrastructure and with a small population. Discuss k - Essay Example This inconsistency is evident from the box office results which showed that since 1995, the local box offices taken by homegrown has rarely gone beyond five percent. Ginnane (2009) suggests that the key to a successful film industry and ample percentage of the Australian box office (minimum of 10%) is the number of titles totaling to more than five million dollars box office every year. To attain this, it is fundamental for domestic filmmakers to uphold a trend of stable growth to bring about some measure of economic self sufficiency in the domestic film industry. Various issues are associated with developing, supporting and sustaining a national film industry. This essay will focus on these issues in the context of the Australian film industry. In order to develop a large scale national film production, a country needs to secure a secure domestic distribution base that has well developed exhibition circuits. Litwak (2003) suggested that the major impediment facing most filmmakers is how to secure distribution for their motion pictures. Without a secure distribution, the likelihood of a profitable return on investment in film production is nonexistent. O’Reagan (1996) argued that Australian cinema needs to interest different agents such as cinema marketers, producers and critics so as to translate the purposes and ends of the Australian films. Distributing films is one of the challenges that most filmmakers face once a film has been completed. Finding an audience locally and internationally can be resolved by a secure distribution. The objectives of the federal regulatory and financial support in Australia have always been strengthened by a cultural as well as a commercial mandate. Cones (2010) points out that in case a film successfully acquires a distributor, the producers makes every efforst to cooperate with the distributor to come up with the most favorable release pattern in all pertinent constraints. The scope of distribution progressively expands , adding theaters and cities to meet demand as the film meets is audience base. This means that a country needs to secure a domestic distribution base for developing, supporting and sustaining a national film industry. The second most important aspect in developing, supporting and sustaining a national film industry is to understand people viewing habits, the kind of movies that they want to view. The Marketing Branch of the Australian Film Commission (1999) highlighted that it did not find as much support for alternative films or specialist as it did few years ago. According to the commission, the younger generation who were used to start off being involved with those alternative films at the university level no longer frequented foreign movies any longer and they also preferred the bigger films. A survey conducted by Roy Morgan Research (2010) on Australian films, documentaries and fictional television revealed that fiction television viewership is driven by strong existing person al preferences and passive factors showing dependable repeat viewership. Most of the Australians experienced high levels of satisfaction with the Australian screen content nonetheless they did not enjoy screen content because of aspects related with badly written and unbelievable writing and also slow, boring and non entertainment across documentary formats, feature films and television fiction. O’ Reagan (1996) argued that Australian cinema- like those of other countries- is more effectively understood as a set of processes rather than as a fundamental

New Below Essay Example | Topics and Well Written Essays - 1000 words

New Below - Essay Example uage was seen as a matter of knowing grammatical rules and vocabulary and could be measured by measuring the learner’s grammatical and lexical knowledge.’ (Manfred 219). Philosophers and Psychologists have often debated appropriate ways of conceptualizing the nature of language proficiency and its relationship to other constructs like intelligence. ‘Proficiency is a definite, if intuitively held, concept and not just a formal construct.’ (Manfred 219). The question of proficiency in language is central to the resolution of a variety of applied educational issues. Expertise in a language develops as a function of ‘different class rooms treatments different experiences in the environments and different social contexts.’ (Harley 7). To assess proficiency, tests have been designed that have descriptors for various levels of achievement and is usually expressed as a number on a scale. ‘The level of correlation between tests of formal knowledge and tests of practical proficiency seems to depend on the nature of the course or environment in which the language has been learned.’ (Manfred 219). According D E Ingram, Darwin Institute of Technology, Casuarina, Australia, ‘the term â€Å"test† – refers to any activity in evaluating or measuring some part or all of a learner’s language proficiency.’ (Manfred Introduction 215). A five point scale such as the International Second Language Proficiency Rating (ISLPR) formerly called Australian Second Language Proficiency Rating (ASLPR) used the + symbol to make distinctions between the fine points on the scale. There have been considerable developments in linguistic and second language teaching. The evaluation of the concept of proficiency changed the linguistic theory of Chomsky with competence in performance. Reactions against Psycholinguistic distinctions made by Chomsky made people think of competency as not only linguistic but also communicative i.e. use was considered as important as language usage.