AP Chemistry Syllabus What Does It Cover

AP Chemistry Syllabus What Does It Cover SAT / ACT Prep Online Guides and Tips What does an AP Chemistry syllabus look like? How many labs do you have to do? And what skills are you expected to learn before the test? In this article, I'll take an in-depth look at the components of a successful AP Chemistry syllabus, including content coverage, lab work, and overall curriculum requirements. I'll also give an example of a full syllabus (based on a sample from the College Board) and provide some helpful tips for both students and teachers! What Does the AP Chemistry Course Cover? AP Chemistry is a wide-ranging course. The curriculum is divided into six "Big Ideas," or major themes, that encompass long lists of smaller topics. I'll list the Big Ideas along with the smaller themes within them that the College Board calls "Enduring Understandings." These are actually broken down further into pieces of "Essential Knowledge," which (for the sake of keeping this article to a reasonable length) are not included here. There are also seven Scientific Practices that students are expected to master in the course, which I'll list after the Big Ideas. This is a part of the new inquiry-based model of AP science courses that encourages independent thinking. Finally, there are some overarching Curricular Requirements that every AP Chemistry class must fulfill, which I'll go over after the Scientific Practices. For the full course description with even more details, consult this link! The 6 Big Ideas of AP Chemistry The Big Ideas are the fundamental concepts every AP Chemistry syllabus must cover. Big Idea 1: The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangement of atoms. These atoms retain their identities in chemical reactions. Enduring Understanding 1.A: All matter is made of atoms. There are a limited number of types of atoms; these are the elements. EU 1.B: The atoms of each element have unique structures arising from interactions between electrons and nuclei. EU 1.C: Elements display periodicity in their properties when the elements are organized according to increasing atomic number. Periodicity is a useful principle for understanding properties and predicting trends in properties. EU 1.D: Atoms are so small that they are difficult to study directly; atomic models are constructed to explain experimental data on collections of atoms. EU 1.E: Atoms are conserved in physical and chemical processes. Big Idea 2: Chemical and physical properties of materials can be explained by the structure and arrangement of atoms, ions, or molecules and the forces between them. EU 2.A: Matter can be described by its physical properties. The physical properties of a substance generally depend on the spacing between the particles (atoms, molecules, ions) that make up the substance and the forces of attraction among them. EU 2.B: Forces of attraction between particles (including the noble gases and also different parts of some large molecules) are important in determining many macroscopic properties of a substance, including how the observable physical state changes with temperature. EU 2.C: The strong electrostatic forces of attraction holding atoms together in a unit are called chemical bonds. EU 2.D: The type of bonding in the solid state can be deduced from the properties of the solid state. Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. EU 3.A: Chemical changes are represented by a balanced chemical equation that identifies the ratios with which reactants react and products form. EU 3.B: Chemical reactions can be classified by considering what the reactants are, what the products are, or how they change from one into the other. Classes of chemical reactions include synthesis, decomposition, acid-base, and oxidation-reduction reactions. EU 3.C: Chemical and physical transformations may be observed in several ways and typically involve a change in energy. Big Idea 4: Rates of chemical reactions are determined by details of the molecular collisions. EU 4.A: Reaction rates that depend on temperature and other environmental factors are determined by measuring changes in concentrations of reactants or products over time. EU 4.B: Elementary reactions are mediated by collisions between molecules. Only collisions having sufficient energy and proper relative orientation of reactants lead to products. EU 4.C: Many reactions proceed via a series of elementary reactions. EU 4.D: Reaction rates may be increased by the presence of a catalyst. Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter. EU 5.A: Two systems with different temperatures that are in thermal contact will exchange energy. The quantity of thermal energy transferred from one system to another. EU 5.B: Energy is neither created nor destroyed, but only transformed from one form to another. EU 5.C: Breaking bonds requires energy, and making bonds releases energy. EU 5.D: Electrostatic forces exist between molecules as well as between atoms or ions, and breaking the resultant intermolecular attractions requires energy. EU 5.E: Chemical or physical processes are driven by a decrease in enthalpy or an increase in entropy, or both. Big Idea 6: Any bond or intermolecular attraction that can be formed can be broken. These two processes are in a dynamic competition, sensitive to initial conditions and external perturbations. EU 6.A: Chemical equilibrium is a dynamic, reversible state in which rates of opposing processes are equal. EU 6.B: Systems at equilibrium are responsive to external perturbations, with the response leading to a change in the composition of the system. EU 6.C: Chemical equilibrium plays an important role in acid-base chemistry and in solubility. EU 6.D: The equilibrium constant is related to temperature and the difference in Gibbs free energy between reactants and products. This idea is huge by itself, and now you're telling me there are five more Sigh. Another day another dollar. The 7 Scientific Practices of AP Chemistry These seven "scientific practices" represent skills that students are expected to learn in AP Chemistry. Many of these relate to correct implementation of the scientific method in a lab context. They're especially tied to the "Guided Inquiry" labs, where students work independently to plan and conduct experiments. #1: The student can use representations and models to communicate scientific phenomena and solve scientific problems. #2: The student can use mathematics appropriately. #3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. #4: The student can plan and implement data collection strategies in relation to a particular scientific question. [Note: Data can be collected from many different sources, e.g., investigations, scientific observations, the findings of others, historic reconstruction, and/or archived data.] #5: The student can perform data analysis and evaluation of evidence. #6: The student can work with scientific explanations and theories. #7: The student is able to connect and relate knowledge across various scales, concepts, and representations in and across domains. AP Chemistry Curricular Requirements The curricular requirements are concrete statements of expectations for the AP Chemistry course. These include requirements for the types of materials teachers must use in class, the structural framework of the course, the opportunities students should receive, and the percentage of class time devoted to labs. The course must use a recently published (within the past ten years) college-level chemistry textbook. The course must be structured around the Enduring Understandings within the Big Ideas as described in the AP Chemistry curriculum framework. Students should have opportunities outside of laboratory investigations to meet the learning objectives within each of the big ideas in the AP Chemistry curriculum. Students have the opportunity to connect their knowledge of chemistry and science to major societal or technological components to help them become scientifically literate citizens. Labs make up 25 percent of the instructional time at minimum and include at least 16 hands-on experiments. Lab investigations allow students to apply the seven science practices, and at least 6 of the 16 labs are conducted in a guided-inquiry format. "Guided inquiry" labs put students at the center of the learning process, encouraging them to pose, develop, and experimentally investigate questions (self-generated or supplied). Other more traditional labs are teacher-directed, which means that teachers provide not only the questions for investigation, but also set procedures and data collection strategies for student use. The course provides opportunities for students to develop, record, and maintain evidence of their verbal, written, and graphic communication skills through lab reports, summaries of literature or scientific investigations, and oral, written, and graphic presentations. Keep in mind that it takes a while for most students to learn how to hold presentation materials in ways that don't completely obscure their faces. Work on it. You'll get there, buddy. What Does an AP Chemistry Syllabus Look Like? The following is a summary of a sample syllabus supplied by the College Board that goes through all the units that would be taught in a standard AP Chemistry course. It also provides the number of class periods allotted for each unit. In this example, the class periods are 52 minutes long. You can read the full syllabus here, and there are also a few more sample syllabi on this page! Course Materials Primary Textbook Zumdahl, Steven and Susan Zumdahl. Chemistry, Eighth Edition. Belmont CA: Cengage Learning, 2012. Other Resources Used The College Board. AP Chemistry Guided Inquiry Experiments: Applying the Science Practices. 2013. Demmin, Peter. AP Chemistry, Fifth Edition. New York: DS Marketing Systems Inc., 2005. Vonderbrink, Sally. Laboratory Experiments for AP Chemistry. Batavia: Flinn Scientific, 2001. Randall, Jack. Advanced Chemistry with Vernier. Oregon: Vernier Software and Technology, 2004. Holmquist, Dan and Donald Volz. Chemistry with Calculators. Oregon: Vernier Software and Technology, 2003. Beran, Jo Allan. Laboratory Principles of General Chemistry, Seventh Edition. New York: John Wiley and Sons, 2004. Unit 1: Chemistry Fundamentals 12 Class Periods 10 Problem sets 2 Quizzes 1 Exam Topics Scientific method Classification of matter Nomenclature and formulas of binary compounds Polyatomic ions and other compounds Determination of atomic masses Mole concept Percent composition Empirical and molecular formula Writing chemical equations and drawn representations Balancing chemical equations Applying mole concept to chemical equations (stoichiometry) Determining limiting reactants, theoretical and percent yield of reactions Labs Math and Measurement in ScienceStudents learn how to measure mass and volume with varied pieces of equipment and focus on the accuracy of those pieces of equipment in their calculation and determination of significant figures. Students also determine the identity of an unknown organic liquid using density determination. Guided Inquiry Lab: Physical and Chemical PropertiesStudents are given the materials to conduct various procedures. They construct a procedure for each of the eight changes to be observed, have their procedures approved by the instructor, and then carry out the procedures. The data collected is used to develop a set of criteria for determining whether a given change is chemical or physical. Stoichiometry LabStudents determine the correct mole ratio of reactants in an exothermic reaction by mixing different amounts of reactants and graphing temperature changes. Unit 2: Types of Chemical Equations 8 Class Periods 4 Problem Sets 3 Quizzes 1 Exam Topics Electrolytes and properties of water Molarity and preparation of solutions Precipitation reactions and solubility rules Acid-Base reactions and formation of a salt by titration Balancing redox reactions Simple redox titrations Gravimetric calculations Labs pH Titration LabStudents perform a titration and then determine the concentration of an HCl solution by using a potentiometric titration curve and finding the equivalence point. Data is graphed in a graphing program. Bleach LabStudents perform redox titrations to determine the concentration of hypochlorite in household bleach. Online Redox Titration ActivityOnline lab simulation where students can manipulate various factors to influence a redox titration. Unit 3: AP Style Net Ionic Equations 8 Class Periods 6 Problem Sets 4 Quizzes 1 Exam Topics Redox and single replacement reactions Double replacement reactions Combustion reactions Addition reactions Decomposition reactions Labs Copper Reaction LabStudents perform a series of reactions, starting with copper and ending with copper. Students then calculate percent recovered. Unit 4: Gas Laws 8 Class Periods 5 Problem Sets 3 Quizzes 1 Exam Topics Measurement of gases General gas laws - Boyle, Charles, Combined, and Ideal Dalton's Law of partial pressure Molar volume of gases and stoichiometry Graham's Law Kinetic Molecular Theory Real gases and deviation from ideal gas law Graham's law demonstration Labs Molecular Mass of a Volatile LiquidStudents use the Dumas method for determination of the molar mass of an unknown volatile liquid. Unit 5: Thermochemistry 8 Class Periods 5 Problem Sets 3 Quizzes 1 Exam Topics Law of conservation of energy, work, and internal energy Endothermic and exothermic reactions Potential energy diagrams Calorimetry, heat capacity, and specific heat Hess's Law Heat of formation/combustion Bond energies Labs Guided Inquiry Lab: Hess's LawStudents perform a series of reactions and calculate enthalpy, proving Hess's law. Activity: Online Heating and Cooling Curve Simulations Unit 6: Atomic Structure and Periodicity 12 Class periods 9 Problem sets 4 Quizzes 1 Exam Topics Electron configuration and the Aufbau principle Valence electrons and Lewis dot structures Periodic trends Table arrangement based on electronic properties Properties of light and study of waves Atomic spectra of hydrogen and energy levels Quantum mechanical model Quantum theory and electron orbitals Orbital shape and energies Spectroscopy Labs Spectroscopy LabStudents look at a series of emission spectra and determine the identity of an unknown. They will also receive and analyze IR and mass spectroscopy data. Activity: Periodic Table Dry LabStudents graph values for atomic radius, electronegativity, and ionization energy to predict trends and explain the organization of the periodic table. Unit 7: Chemical Bonding Class Periods 8 Problem Sets 4 Quizzes 1 Exam Topics Lewis Dot structures Resonance structures and formal charge Bond polarity and dipole moments VSEPR models and molecular shape Polarity of molecules Lattice energies Hybridization Molecular orbitals and diagrams Labs Guided Inquiry: Bonding LabStudents experimentally investigate ionic and molecular substances deducing properties of their bonds in the process. Guided Inquiry: Investigation of SolidsStudents investigate types of solids using various experimental techniques. Activity: Atomic Theory Dry Lab (Students make drawings of a series of molecules and, from those drawings, predict geometry, hybridization, and polarity) Unit 8: Liquids, Solids, and Solutions 6 Class Periods 4 Problem Sets 2 Quizzes 1 Exam Topics Structure and bonding Metals, network, and molecular Ionic, hydrogen, London, van der Waals Vapor pressure and changes in state Heating and cooling curves Composition of solutions Colloids and suspensions Separation techniques Effect on biological systems Labs Solution Preparation LabStudents make solutions of specified concentrations gravimetrically and by dilution. Solution concentrations will be checked for accuracy using a spectrophotometer. Vapor Pressure of Liquids LabStudents measure the vapor pressure of ethanol at different temperatures to determine ∆H. Activity: Effect on Biological SystemsStudents examine a demonstration size model of DNA or an alpha helix, and use their fingers to identify which atoms / base pairs are particularly involved in hydrogen bonding within the molecule, causing the helical structure. Students then discuss how the increased UV light because of ozone depletion can cause chemical reactions and thus mutations and disruption of hydrogen bonding. Unit 9: Kinetics 9 Class Periods 3 Problem Sets 3 Quizzes 1 Exam Topics Rates of reactions Factors that affect rates of reactions/ collision theory Reaction Pathways Rate equation determination Rate constants Mechanisms Method of initial rates Integrated rate laws Activation energy and Boltzmann distribution Labs Guided Inquiry: Determining Order of a (Crystal Violet) ReactionUsing colorimetry and Beer's law, students determine the order of a reaction and its rate law. Determining the Activation Energy of a ReactionStudents use the same set-up as in the crystal violet lab, but, this time, varying temperature to calculate the activation energy with the use of the Arrhenius equation. Activity: Online Kinetics ActivityUsing a web-based simulation, students will study the elementary steps of a mechanism and how it relates to reaction rate and collision theory. Unit 10: General Equilibrium 6 Class Periods 4 Problem Sets 3 Quizzes 1 Exam Topics Characteristics and conditions of chemical equilibrium Equilibrium expression derived from rates Factors that affect equilibrium Le Chatelier's principle The equilibrium constant Solving equilibrium problems Labs Determination of a Kc with Varied Initial ConcentrationsStudents use a spectrophotometer to determine the Kc of a series of reactions. Activity: Online Gas Phase Equilibrium ActivityIn the online inquiry activity, students are able to manipulate the environment and produce stresses that verify the tendency of Le Chatelier's principle. Unit : Acids and Bases 8 Class Periods 4 Problem sets 3 Quizzes 1 Exam Topics Definition and nature of acids and bases Kw and the pH scale pH of strong and weak acids and bases Polyprotic acids pH of salts Structure of Acids and Bases Labs Determination of a Ka by Half TitrationStudents do a titration in which  ½ of the weak acid titrated is neutralized (aka midpoint), and then the Ka is determined. Unit 12: Buffers, Ksp, and Titrations Class Periods 6 Problem Sets 4 Quizzes 1 Exam Topics Characteristics and capacity of buffers Titrations and pH curves Choosing Acid-Base Indicators pH and solubility Ksp Calculations and Solubility Product Labs Guided Inquiry: Types of TitrationsStudents investigate titration curves by doing titrations of different combinations of weak and strong acids and bases. Guided Inquiry: Preparation of a BufferGiven a selection of chemicals, students prepare a buffer of a given pH. Molar Solubility and Determination of KspStudents find the Ksp of calcium hydroxide doing a potentiometric titration with the addition of methyl orange indicator for verification. Unit 13: Thermodynamics 10 Class Periods 5 Problem Sets 3 Quizzes 1 Exam Topics Laws of thermodynamics Spontaneous process and entropy Spontaneity, enthalpy, and free energy Free energy Free energy and equilibrium Rate and Spontaneity Labs Solubility and Determination of ΔH °, ΔS °, ΔG ° of Calcium HydroxideStudents collect and analyze data to determine ΔH °, ΔS °, and ΔG ° of calcium hydroxide. Unit 14: Electrochemistry 8 Class Periods 5 Problem Sets 4 Quizzes 1 Exam Topics Balancing redox equations Electrochemical cells and voltage The Nernst equation Spontaneous and non-spontaneous equations Chemical applications Labs Voltaic Cell LabStudents find the reduction potentials of a series of reactions using voltaic cells/multi-meters and build their own reduction potential table. Dilutions will be made, and the Nernst equation will also be tested. Final AP Review 16 Class Periods 4 Quizzes 4 Exams Topics Review of ALL topics 4 AP-Style Review Exams Mock AP Test Labs The Green Crystal LabA series of labs completed over a 4-week period. Students work at their own pace in pairs. The goal of this lab is to determine the empirical formula of a ferrioxalate crystal. It includes the following experiments: Experiment 1: Synthesis of the crystal Experiment 2: Standardization of KMnO4 by redox titration Experiment 3: Determination of % oxalate in crystal by redox titration Experiment 4: Standardization of NaOH by acid/base titration Experiment 5: Determination of % K+ and Fe3+ by ion exchange chromatography and a double equivalence point titration Experiment 6: Determination of the % water in the hydrated crystal Green crystals!!! Actually, the green crystals for the lab look even cooler than that. Teaching Tips for AP Chemistry These are some tips I came up with for AP Chemistry teachers based on my experiences as a student in the course. I struggled a lot with chemistry in high school (partially because my teacher wasn't very good), so here are a few things that I think would have helped me out at the time. Tip #1: Do Plenty of Sample Problems in Class (and Go Over Homework Thoroughly) When I was in AP Chemistry, I had a hard time understanding how to solve complex multi-step problems. I often couldn't figure them out on my own, even when I had read examples in the textbook and seen my teacher go through similar examples. I'd advise teachers to do as many sample problems as possible in class. It's important to give students background information, but walking through sample problems step-by-step is the most valuable practical instruction you can provide. You should also go through homework problem sets in class so that students can see exactly where they made mistakes and why. Encourage students to try redoing the problems with the new information they've learned to reinforce the correct methods. Tip #2: Offer Extra Help Sessions Because AP Chemistry is such a challenging class, it's likely that many students will be interested in extra help outside of the designated class period. Although students should be encouraged to take the initiative in asking for help, I think it's also a good idea to set up a designated time when you'll be available after school. Block out a couple of after-school hours one or two days a week, and encourage students to come to you with any questions or concerns they have about the class. You can also set aside times for review sessions before each exam that all students are encouraged to attend. These could even include chemistry-themed review games and competitions (if your students are true nerds they will love this). Tip #3: Give Students Real AP Practice Tests To prepare effectively for the AP test, students need to get used to the format and timing. As you get closer to the exam, administer a few mock AP tests. Translate grades to where they would fall on the AP scale so that students have a better idea of where they're scoring and how much they need to study to reach their goals. This will help give them more motivation to study and force any stragglers to get serious about improving their scores. Grades on real AP practice tests will help light a fire under students who have a tendency to procrastinate and cram. Tips for AP Chemistry Students If, on the other hand you're an AP Chemistry student, you may find these tips for doing well in this challenging class helpful. Tip #1: Pay Attention in Class Obviously, right? Well, not necessarily; zoning out during lectures is something that we're all guilty of doing because we're human beings. However, this is a class where you really, really need to pay attention to your teacher's explanations. It's hard to self-teach chemistry because you're not just memorizing facts, you're learning how to do different types of calculations and navigate a bunch of new terminologies. If you can only pay attention to one thing, make it the example problems that your teacher does in class. Take notes on the solution steps so you can refer to them in the future and refresh your memory. Tip #2: Ask Lots of Questions (and Get Help If You Need It!) If you don't understand something, get clarification as soon as possible. AP Chemistry isn't a class where you can let a few things fall by the wayside and still get by. The information builds on itself, so it's critical that you have a strong understanding of every concept. Gaps in knowledge will come back to bite you in the end! If you don't feel like you're getting enough of an explanation in class, don't be afraid to ask your teacher for extra help. Tip #3: Don't Fall Behind It will be tempting to say "oh, I don't actually need to do this problem set" or "eh, I'll read this chapter later." But if you do that too many times, before you know it you'll have no idea what's happening in class. This course moves very quickly from one complex concept to the next, so you can't afford to fall behind. As I mentioned, concepts build on one another. If you find yourself slipping and losing touch with what's going on in the course, ask your teacher for extra help as soon as possible to resolve the issue. Tip #4: Get a Review Book, and Review Concepts Throughout the Year Review books can be very helpful for AP Chemistry because they're well-organized catalogs of all the different concepts you will learn in the course. There's so much packed into the curriculum that I'd recommend buying a book so you have something to ground yourself as you're looking back through the material. You can use the review book for practice problems and AP review sessions throughout the year. Every couple of months, do a review of everything you've learned so far to keep the information at the front of your mind. Here's my list of the best review books for AP Chemistry to give you a lil head start. Review books will lay out the structure of the course more clearly for you so that you don't get lost in your notes! Conclusion To recap, the AP Chemistry syllabus revolves around six "Big Ideas," which are main themes that cover more specific concepts called "Enduring Understandings." Each AP Chemistry course is expected to give students the skills they need to understand these larger themes and connect them to a basic factual knowledge of the ins and outs of chemistry. Additionally, an effective course syllabus provides assignments that enable students to master the seven "Scientific Practices" established by the course guidelines. It will also adhere to the rules established by the Curriculum Requirements. A few tips I would recommend for teaching this course are: #1: Do Lots of Sample Problems in Class#2: Offer Built-In Extra Help Sessions#3: Administer Official Practice AP Tests Some tips I would recommend for students who want to do well in AP Chemistry are: #1: Pay Attention in Class#2: Ask Questions, and Get Help if You Need It#3: Avoid Slacking Off and Falling Behind#4: Use a Review Book to Supplement Class Materials AP Chemistry is a fast-paced class that covers complex concepts, but with a logically formatted syllabus and a concerted effort from both students and teachers, the course can be an enlightening introduction to a fundamental aspect of how the world works! What's Next? Is AP Chemistry really as challenging as some people think? Read this article for a detailed examination of the difficulty level of the course (and exam). Need help preparing for the final exam? Check out my ultimate study guide for AP Chemistry! If you're taking AP Chemistry, chances are that you're applying to colleges that require or recommend submission of SAT Subject Test scores. Learn more about the differences between AP Tests and SAT Subject Tests and whether one is more important than the other. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Zygorhiza Facts and Figures

Zygorhiza Facts and Figures Name: Zygorhiza (Greek for yoke root); pronounced ZIE-go-RYE-za Habitat: Shores of North America Historical Epoch: Late Eocene (40-35 million years ago) Size and Weight: About 20 feet long and one ton Diet: Fish and squids Distinguishing Characteristics: Long, narrow body; long head About Zygorhiza Like its fellow prehistoric whale Dorudon, Zygorhiza was closely related to the monstrous Basilosaurus, but differed from both of its cetacean cousins in that it had an unusually sleek, narrow body and a long head perched on a short neck. Strangest of all, Zygorhizas front flippers were hinged at the elbows, a hint that this prehistoric whale may have lumbered up onto land to give birth to its young. By the way, along with Basilosaurus, Zygorhiza is the state fossil of Mississippi; the skeleton at the Mississippi Museum of Natural Science is affectionately known as Ziggy.

Psychology of communications (Visual communication is the most Assignment

Psychology of communications (Visual communication is the most persuasive medium in mass communication) - Assignment Example The mass element derives its basis from recipients of the media products which include within it the people from different segments of life and are essentially undifferentiated individuals living within a society or varied societies globally. Within mass communication, the visual form of communication is indeed the most persuasive form that could possibly be derived. This is because the visual form of communication encloses the art and design elements that are deemed significant to the human eye which in turns let the brain notice the said artwork (Vuruskan, 2011). Visual communication is all the more necessary to understand because it depicts a meaning which is different from others. It adheres to the policy of bringing about a solid notion of long-lasting effect on the minds of the audience. This indelible impression is one that does more good than any harm for the sake of mass communication and specifically for the field of advertising. It would be a fact if stated that visual com munication is the success criterion upon which communication ranks are based (Ritterbush, 2008). Within the fields of marketing and advertising, the aspect of visual communication has attained greater heights than any other field imaginable. This is because visual communication has exponentially increased the chances of making the product more visible and apparent to the end consumers. They feel satisfied that their product is coming along in a reasonable way and the extent to which success could be achieved as far as its sales dynamics are concerned is something that holds a great amount of value for the marketers and advertisers. It is because of such tangents that the discussion on visual communication has been greatly increased with the passage of time, and same shall be the case in the times to come (Bassett, 2006). What is most essential here is an understanding that visual communication does bring in the eye impressions when it is sought after the most. It also fathoms the fa ct that visual communication is the end result that a marketer or an advertiser would like to have, and which shall be the cornerstone of his success when he is about to sell a product or a brand to the intended target markets. How these marketers and advertisers shape up their communication message is now a totally different proposition altogether. How they fix in the right words, visuals and the combination of other aspects and features used in visual communication is something that paves the way for the perfect blend of all these factors – a fact that is understood in hand by the people who matter the most within the realms of marketing and advertising. Also the manner under which these marketers and advertisers are trying to get their respective messages across to the target audiences is something that paves the way for coining and developing the visual form of communication at the end of the day. One shall agree with the perspective that the communication which is facili tated in terms of visuals is indeed the one that has the most mileage and value. It is for this reason that the psychology of communications banks strongly on the premise of visual communication, a promise that delivers for the sake of mass communication in the long run. What is even more important is the fact that visual communication does not hinder in the light of the comprehension of the end

Systems of administration in criminal justice organizations Essay

Systems of administration in criminal justice organizations - Essay Example Applying these theories to the modern Criminal Justice administration any organisation whether based on Criminal Justice or any other Department requires the use of Open and Closed systems for its effective functions. The organisation of Criminal Justice is in a constant state of flux due to changes in the outside environment, societal attitudes, mandates, legal decisions and other uncontrollable variables.In this regard if we look at the Police Systems and other Law enforcement Organisations there is large influence of extraneous factors. There was   an era   with in the police history of Political appointments with in the traditional Police systems(pre 1900) when the city politicians wanted political control over the Police Stations .In this sense Police Stations were historically open systems in an administrative sense because they were openly controlled by politicians. This system was criticised because this so called â€Å"political era† of policing was a time of high level corruption and bribery and undue influence of the extraneous factors .A rather reformed period of administration began at the turn of thee 20th century when there was an organizational attempt by these departments at professionalising and organising the police departments and to isolate themselves from political influence and corruption. By necessity such a step required a closed system which would isolate them organizationally from the public. The organizational and administrational set ups of the Police departments adopted a more bureaucratic colour. and their structure became very rigid and organised. There was less Individual discretion and separate rules and regulations for the institutional reform and management. This closed system required a certain "detachment" from the community which was not necessarily very ideal but indispensable to the pending reform. Things changed however after this reform era of the 1940's and the 1950's ,due to civil unrest so characteristic of the 1960's.A more open system where the public would be taken in trust and confidence was seen as a means promoting better crime management. The 1970's therefore saw a more open system i.e. a form of community policing.(Falcon, 2002) It can be seen therefore that the American criminal justice has experienced a transformation of organizational approach that transformed it from a closed set up and made it significantly more community interactive. Community interactivity has become a critical component in the ongoing struggle to balance the extremely uneven presence of perpetrators to law enforcement officers. The advantage of a closed-system approach was seen as the most appropriate way to protect society against criminal infiltrators by keeping information and management hidden from the public eye.However law enforcement officials realised that there was a kind of a "beneficial impact" by involving the community members by means of the open-system approach .The arrangement was practical and economically sound. The closed system ideology is still predominant across many parts of the US and also figures prominently in the mechanisms of the FBI and DEA today.(Hodgson 2001

Underwater Seal Drainage Tube Management

Underwater Seal Drainage Tube Management Underwater seal drainage tubes (chest tubes) are inserted to drain the pleural cavity (the potential space around the lung) which can contain blood, air or lymph (Rajaraman, Happy Tony W., 2010). The chest tube is connected to a water-seal plastic container and there is only one-way movement of air and fluid from the pleural cavity. In general, the water-seal container should not be empty or changed unless it is full. The chest tube should not be clamped only if ordered by doctors. For the patient inserted with a chest tube, a trained nurse is responsible for managing the under-water seal drainage system (Rajaraman, Happy Tony W., 2010). Management is consist of monitoring the position and attachment of chest tube, adjusting the evacuation of the fluid and deciding when to change or empty the containers, and look after patient with the tube and drainage system when transport (Rajaraman, Happy Tony W., 2010). Nursing students are not supposed to manage the drainage system without supe rvision of a trained nurse. In surgical cases, various drains systems can be used, the management of these drains are different from each others. Wound drainage is a closed-suction drain with a vacuum container and fluid can be drawed from wound. When the vacuum containers are full or loss its vacuum, they are required to be replaced (Deborah, 2010). While the under-water seal drainage is a closed drainage system and the approach of managing it is different. The water-seal chamber allow the air and fluid to escape from the pleural cavity but cannot flow back from reverse direction (Deborah, 2010). In patients with hemothorax (blood in the pleural cavity), pneumothorax (air in the pleural cavity), chylothorax (lymph in the pleural cavity), the negative pressure is lost and lung expansion can be restricted (Deborah, 2010). The most important element of ensuring the expansion and deep inspiration of the lung is to maintain the negative pressure in the pleural cavity (Deborah, 2010). Consequently, because of the negative pressure in the pleural cavity, the air might enter to pleural cavity specially when the size of the chest tube is larger than the size of the trachea which can lead to pneumothorax (Deborah, 2010). The water-seal drainage container is usually filled with about 375 ml of sterile water, chest tube is placed under the level of the water, so the air cannot be sucked into the chest, however the water-seal drainage container should always keep below the level of patient’s chest to prevent back flow of the water to the pleural cavity (Rajaraman, Happy Tony W., 2010). When the chest tubes are inserted for treating pneumothorax, no clamp is excepting and when change the volume of the water in the water-seal container, close monitor is needed as re-expansion pulmonary can occur (Deborah, 2010). If the collapsed lung expands rapidly it can cause damage in the capillary and develop to unilateral pulmonary edema which is called re-expansion pulmonary edema. A specific care pathway for chest-tube insertion and management may be useful (Deborah, 2010). Wound drainage For the post operative patient who has a wound drainage tube, the main nursing goals will be healing promotion and infection control. To successfully achieve these goals, assessment of wound and intervention guidelines will be helpful (Bonnie S., 1992). First maintain the tube in proper position. Extraction still can happen accidentally even the tube is sutured to the skin properly. Apply tape on the tube to stabilize it down to the dressing of skin can contribute to reduction of the risk of extraction. If the tube has enough length, nurse can make a partial loop before taping (for slack) (Bonnie S., 1992). Secondly, the skin around the wound should be assessed regularly (Bonnie S., 1992). Drainage tube usually inserted at the site of surgical incision. If the wound didn’t heal well, infection can be a problem. Assess sites for signs and symptoms of infection which can be redness, swelling, pain and change in vital signs. To assess the drainage every 4 to 8 hours to see sanguineous fluid up to 36 postoperative. Purulent fluid usually indicates infection (Bonnie S., 1992). Thirdly, change the dressing of the site frequently, Depend on the type and amount of the drainage, routinely or frequently change the dressing (using sterile technique) can decrease the risk of infection and maintain a close monitor of skin condition of the drain site and incision site (Bonnie S., 1992). After the tube is saturated and dressing applied, the dressing is suppose to be changed at least every 24 hours. If the doctors ordered to not change the dressing then reinforcement interventions are required to maintain the wound drainage system. Always use separate dressing on the incision and drain site to prevent cross-infection of bacteria (Bonnie S., 1992). Critical analysis form different perspectives Lack of knowledge of professional competency and evidence-based practice can be the factor that affect the first year RN and nursing student to make inadequate clinical decision. In the education field of clinical health professionals, CPD (continuing professional development include a range of education activities to enhance profession competencies and good practice) is one program that has been developed to help clinicians to maintain updated evidence-based practice and theories (Brigitte Jeannette, 2011). CPD has been used for postgraduate nurse and also undergraduate nursing students. The purpose for these activities are to help health professionals to assess their feelings, connect new knowledge with experience and expose value issues (Brigitte Jeannette, 2011). Incident reflection is one of the techniques, however critical analysis can be painful experience sometimes because it might bring discomfort feeling like anger, frustration, grief and guilty ( Rachel, Joanna, Emma, PaulFehmidah, 2010). And participants of CIR (critical incident report) do not always feel supportive on difficult practice situation. A safer and more supportive environment is needed for clinician to discuss about the incident thus improve the understanding of the specific clinical practice and avoid incidents (Rachel etl, 2010). Through out the reported experimentation of small group of occupational therapists, it is found that discussing on current situation and interventions that can still be change will produce less negative feelings and encourage clinicians to transform the advance eve nt into a learning opportunity compare to talk about the past incident and act that cannot be changed (Rachel etl, 2010). A real issue of concern is the best trigger for clarifies meaning in policy and procedure and change in conceptual perspective. Practitioners can take this reflective process to review their knowledge and find out the assumptions for the cause of their specific intervention then improve in the future practice (Rachel etl, 2010).Different from instrumental education, reflective learning is aiming to revise clinicians’ previous knowledge and form a new understanding and commitment to act. Continuously use of reflection on clinical incident is a lifelong learning cycle which can effectively develop a self-evaluation and self-regulation process (Rachel etl, 2010). Another element that can cause the clinical incident is the workplace stress, it can include the inadequate distribution of workload and distressing working environment which involve the unit coordinator and the co-workers on the ward. For professionals who work in the health care field, stress is a significant issue. Datas shows that particular nurses are at high risk for occupational burnout and physical and psychological fatigue (Jacoba, Anja, Ellen, Hugo J., Arnold B.Bert J., 2011). In the study of THOR psychiatrists in UK, health and social welfare professionals are found to be the group with highest incident of work that related to metal unhealthy in 2003-2005 (Jacoba etl, 2011). Manage intervention and stress-related incident can contribute to presence or absence of potential hazards in the work environment. (Jacoba etl, 2011) Management involves plan, administrate and evaluate the risk assessments and intervention. Leadership and the model of management have been constantly reported as the main reason of workplace stress in nursing. There is an association between low management and poor psychological health in clinical nurses, found that low manager support was associated with poor psychological well-being in nurses (Jacoba etl, 2011). Managing workload and resources are often referred than other competency (Jacoba etl, 2011). In specific, managers of the unit need to monitor the workload of the team and individual staff whether the workload is overly high or low. Design reasonable and achievable goals and deadlines (Jacoba etl, 2011). It is the manager’s responsibilities to refuse additional workload for the team members. In one case of a supportive work environment. Staff was interviewed for her feeling about the management. â€Å"She recognises rightly that the work is too much for one person so that was good. Something about her, yes, her caving in and giving me an admin support person when I needed it, made such a difference to my stress levels, it was fantastic (Jacoba etl, 2011).† On the other hand, insufficient management lead to failure in coping with the assigned workload and increasing pressure level (Jacoba etl, 2011). Cause of that can be various including the manager is lack of awareness of pressure level of the team or the manager misinterpret the knowledge level and type of work. Nurses who work in this type of environment always feel busy and stressful and find it difficult to cope with (Jacoba etl, 2011). â€Å"I’ve begun to lie about the amount of work I have. What I’ve discovered is my boss, she doesn’t show it on her face, but I think she becomes quite stressed out herself by hearing how much work I have outstanding (Jacoba etl, 2011).† When the managers are passing the pressure and deadline to the team, the team members will then pass the pressure to others which can be clients and other health professionals or students. In the end the quality of care will declined and the risk of clinical incident can increase (Jacoba etl, 2011). From the customer’s perspective, hospital consistently emphasized on the feedback and complains of the ( Heejung June, 2012). In fact, education for patient about their treatment is essential for preventing clinical incident and building good therapeutic relationship ( Heejung June, 2012). In this clinical incident, if the client was told how the under-water seal drainage system work, the nursing student might be able to be stopped from emptying the under-water seal container The values of complaints is to improving the quality of care and enhancing the process of recovery ( Heejung June, 2012). Customers are given the right of doubting the competence of practice. When it comes to handling complaints, usually there is an adverse event or poor practice, it is not a preventive strategy for clinical incidents ( Heejung June, 2012). Also, customers complaints can be challenge for the contacted nurse and there has poor evidence of how the nurse handle the compliant from clients. An exchange relationship benefit in develop trust with customers over time ( Heejung June, 2012). Customers diagonosis and treatment need to be fully explained and customers should always involved in clinical decision making. The core concept here is emphasizing the benefit of building emotional bonding between patients and nurses ( Heejung June, 2012). Literature has shown the positive connection between health relationship and customer satisfaction. Also, well-built relationship with the customers tend to reduce the rate of failure in practice or adverse event ( Heejung June, 2012). Incident report As I considered, in this scenario, JC and shift coordinator need to be notified with patient’s complaint of SOB and further interventions (like refill and connect the water-seal container ) need to be consulted. During that period of time, patient’s vital signs should be closely monitored. Also the first year RN and the student need to commence incident report. Graduated nurse and student nurse may need to either perform written incident report or telephone incident report. Report incident on telephone, a nurse or student need to be able to identify him/herself, the ward, the client, the presenting issue and patient background information and current assessment ( Sonja, Regula, Bernd, DanielFranziska, 2013). If there have orders been administrated, nurse must identify the order. Beside that, nurse should also consult for managing order in reasonable time frame. This model is called SBAR and has been used for many facility, situation (S), background (B), assessment (A) and recommendation (R) (Sonja etl, 2013). To evaluate the effectiveness of a verbal clinical incident report there are three categories which emphasize on ability for listener to understand and receiving information. Firstly, at the beginning of the report, patient’s problem should be clear described which creating a conscious recognition of patient’s situation (Jacqueline A., 2014). Base on the aware of patient primary issue, the listener can have a better understanding. Secondly, information should be provided in standardize order to enhance efficiency (Jacqueline A., 2014). For example, the patient had two sets of obs done, instead of report it separately, compare it and exhibit the decline or change in patient’s status help listener to process information within minimum time. Thirdly, key factors should be focused in the incident report, thus nursed should avoid descriptive and subjective information (Jacqueline A., 2014). This benefit the health team toward clear diagnosis specially in a emergency situation. For the graduate nurse and student nurse, the ability of effectively communication with the health care team is vital in ensuring patient safety and preventing clinical incidents (Sonja etl, 2013). Expectation for graduate nurse in a clinical incident report is assess critical issue of a patient’s experience and effectively report to health team, unfortunately, graduate nurses and nursing students are rarely preform this skill and receive positive feedback from the health team about the quality of their report (Sonja etl, 2013). Clinical decisions skill is another important expectation of the graduate nurse and nursing student (Sonja etl, 2013). In the dimension of clinical decision-making, clear communication is one of the marking score. Clinical decision making involve other sills like background assessment of the patient, identify the major concern of patient’s current situation. Head to toe assessment and ability to provide appropriate recommendations for current situation (Sonja etl, 2013).

Nutrition and Fit Essay

In my composition, I am going to describe some advantages why, we should keep fit. In my opinion is that be fit has not got disadvantages. I am also going to describe what we should do when we want to keep fit and also what we should not do when we want to keep fit. To be fit has a many advantages. When you are fit you have better mood and we do not feel sleepily on the contrary we feel full of energy. You have not got many health problems like arteriosclerosis, heart attack, obesity, anemia etc. When we want to keep fit, like first we should change our eating habits. We should not eat many junk food, candy, sweetened beverages for example Sprite, Coca-Cola, Fanta etc. We have to try to eat a lot of vegetables, fruits and a lot of healthy food because this food comprises from lots of antioxidants, protein and vitamins. We also should try to eat for breakfast, lunch, dinner and also for snack and afternoon snack. When somebody wants to keep fit he/she should aim do a lot of exercises. I think we should try to run every morning and evening. Sometimes we should visit some gym and swimming pool. When we want to keep fit we should not smoke and drink a lot of alcohol. We should not eat a lot. We also must not laze. In my opinion is that be fit is better than be lazy person. I hope that my composition will can help someone to keep fit.

The Critical Implications Of Climate Change For Business

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