History of Womens Basketball in America (1891-Present)

History of Womens Basketball in America (1891-Present) Womens basketball began the year after the game was invented. The history of womens basketball success is a long one: collegiate and professional teams, intercollegiate competitions (and their critics) as well as the sad history of many failed attempts at professional leagues; womens basketball at the Olympics. Its all here in this timeline. 1891 James Naismith invented basket ball [sic] at a Massachusetts YMCA school 1892 first womens basketball team organized by Senda Berenson at Smith College, adapting Naismiths rules to emphasize cooperation, with three zones and six players on each team 1893 first womens college basketball game played at Smith College; no men were admitted to the game (March 21)womens basketball began at Iowa State College, Carleton College, Mount Holyoke College, and Sophie Newcomb College (Tulane) in New Orleans; each year more schools added womens basketball to their sports offerings for girls 1894 Senda Berenson published an article on womens basketball and its benefits in the Physical Education journal 1895 Basketball was being played at many womens colleges, including Vassar College, Bryn Mawr College, and Wellesley College Baer published rules for womens Basquette 1896 Bloomers introduced as a playing costume at Sophie Newbomb College, New OrleansStanford and the University of California at Berkeley played the first womens intercollegiate game; Stanford won, 2-1, and men were excluded, with women guarding the windows and doors to exclude menfirst known womens basketball game between two high schools was played in the Chicago area, with Chicago Austin High School against Oak Park High School 1899 Conference of Physical Training established a committee to form uniform rules for womens basket ball [sic]Stanford banned womens basketball from intercollegiate competition, as did the University of California 1901 University of California at Berkeley was given an outdoor basketball court for women by philanthropist Phoebe HearstSpalding issued womens basketball rules, edited by Senda Berenson, establishing 3 zones with 5-10 players per team; some teams used mens rules, some used Baers rules, and some used Spaldings/Berensons rules 1904 A Native American team played womens basketball at the St. Louis Worlds Fair, as an exhibition 1908 AAU (Amateur Athletic Union) took the position that women or girls should not play basketball in public 1914 The American Olympic Committee declared its opposition to the participation of women in the Olympics competition 1920s industrial leagues teams sponsored by companies for their workers were established in many parts of the country 1921 Jeux Olympiques Fà ©minines held in Monaco, an all-womens sports competition for sports excluded from the Olympics; sports included basketball, track and field; Britains team won the basketball event 1922 Jeux Olympiques Fà ©minines held, an all-womens sports competition for sports excluded from the Olympics; sports included basketball, track and field 1923 Jeux Olympiques Fà ©minines held, an all-womens sports competition for sports excluded from the Olympics; sports included basketball, track and fieldWomens Division of the National Amateur Athletic Federation (WDNAAF) held its first conference; over the next few years, it will take on womens extramural basketball and other sports as too competitive, working to get high schools, industrial leagues, and even churches to ban tournaments 1924 Olympics included womens basketball as an exhibition eventInternational Womens Sports Federation founded, hosted a womens event paralleling the Olympics, including basketball 1926 AAU held the first national tournament for womens basketball, with six teams participating 1927 AAU National Womens Basketball Tournament canceled under pressure from the WDNAAF; Sunoco Oilers (Dallas) declared AAU national champions 1928 Olympics included womens basketball as an exhibition eventAAU National Womens Basketball Tournament canceled for the second year under pressure from the WDNAAF; Sunoco Oilers (Dallas) declared AAU national champions (again) 1929 AAU selected the first AAU All-America teamAAU re-started national championship tournament; Sunoco Oilers won, defeating the Golden Cyclones; a beauty contest was part of the event 1930 AAU national championship included 28 teams; Sunoco Oilers won, defeating the Golden Cyclones 1930s Isadore Channels (of the Chicago Romas team) and Ora Mae Washington (of the Philadelphia Tribunes) starred in two rival black womens basketball barnstorming teams; both women were also American Tennis Association title winnersWDNAAF continued to pressure states to ban womens basketball tournaments, with success in many states 1931 Golden Cyclones won AAU Championship, led by Babe Didrikson 1938 three zones reduced to two in womens competition 1940s during World War II, competition and recreation basketball was common; relocation centers for Japanese Americans, for instance, included regularly scheduled womens basketball games 1953 international competition in womens basketball was reorganized 1955 first Pan-American Games included womens basketball; USA won the gold medal 1969 Intercollegiate Athletics for Women (ICAW) held an invitational basketball tournament, the first national tournament not including AAU teams; West Chester State won the championshipwomens basketball was included in the Paralympics 1970 five player full court game adopted for womens basketball 1972 Title IX enacted, requiring federally-funded schools to fund womens sports equitably, including teams, scholarships, recruitment, and media coverageAssociation for Intercollegiate Athletics for Women (AIAW) held the first national intercollegiate championship in basketball; Immaculata defeated West ChesterAAU established national basketball tournaments for girls younger than college age 1973 college scholarships offered to female athletes for the first timeAmateur Basketball Association of the United States (ABAUSA) established, replacing AAU 1974 US Olympic Committee recognized the ABAUSABillie Jean King founded the Womens Sports Foundation, to promote sports and physical activity among girls 1976 womens basketball became an Olympic sport; the Soviet team won the gold, USA won the silver 1978 Wade Trophy established to honor a top collegiate player; first awarded to Carol BlazejowskiBill Byrne founded the 8-team Womens Basketball League (WBL) 1979 WBL expanded to 14 teams 1980 Ladies Professional Basketball Association founded with six teams; played for less than a month before failingfirst USA Basketball Female Athlete of the Year Award went to Carol BlazejowskiOlympics held but many nations boycotted, led by the USA 1981 WBL played its last seasonWomens Basketball Coaches Association (WBCA) beginsNCAA announced womens basketball tournaments; AIAW filed an antitrust suit in oppositionfinal AIAW tournament held; AIAW dropped the lawsuit against the NCAA and disbandedfirst NCAA womens basketball Final Four championship held 1984 Olympics womens basketball event won by USA team, with the USSR and some other nations boycottingWomens American Basketball Association (WABA) formed, with six teams; it was, like most of the womens professional basketball leagues, short-lived Lynette Woodard  began playing with the Harlem Globetrotters, the first woman to play with that team 1985 Senda Berenson Abbott, L. Margaret Wade, and Bertha F. Teague were inducted into the Naismith Memorial Basketball Hall of Fame, the first women to be so honored 1986 National Womens Basketball Association (NWBA) founded; folded the same season 1987 Naismith Hall of Fame initiated Female High School Player of the Year award 1988 Olympics womens basketball event won by USA team 1990 Pat Summit was the first woman to be awarded the John Bunn Award by the Naismith Memorial Basketball Hall of Fame 1991 WBL disbandedLiberty Basketball Association (LBA) founded, and lasted one game, broadcast on ESPN 1992 Howard University womens basketball coach became the first woman to win monetary damages under Title IX, for discriminationNera White, who played with the Nashville Business College team, and Lusia (Lucy) Harris (Harris-Stewart) were inducted into the Naismith Memorial Basketball Hall of Fame 1993 Womens Basketball Association (WBA) foundedAnn Meyers and Ulyana Semjonova inducted into the Naismith Memorial Basketball Hall of Fame 1994 Carol Blazejowski inducted into the Naismith Memorial Basketball Hall of Fame 1995 Womens Basketball Association (WBA) failedAmerican Basketball League (ABL) founded with ten teamsplayers Anne Donovan and Cheryl Miller inducted into the Naismith Memorial Basketball Hall of Fame 1996 NBA established the WNBA with eight teams; Sheryl Swoopes was the first player signed by the WNBANancy Lieberman inducted into the Naismith Memorial Basketball Hall of Fame 1997 first WNBA game playedWNBA added two more teamsplayers Joan Crawford and Denise Curry inducted into the Naismith Memorial Basketball Hall of Fame 1998 ABL failedWNBA expanded by two teams 1999 Womens Basketball Hall of Fame opened with 25 inducteesWNBA expanded by four teams for the 2000 season 2000 Olympics held in Sydney, Australia; USA team won gold medal; Teresa Edwards became the first basketball player to play on five consecutive Olympic teams and win five Olympic medalsNational Womens Basketball Professional League (NWBL) foundedPat Head Summitt (coach) inducted into the Naismith Memorial Basketball Hall of Fame 2002 Sandra Kay Yow (coach) inducted into the Naismith Memorial Basketball Hall of FameAshley McElhiney became the first woman head coach for a mens professional basketball team (ABA, Nashville Rhythm); she resigned in 2005 with a 21-10 record 2004 Lynette Woodard  inducted into the Naismith Memorial Basketball Hall of Fame 2005 Hortencia Marcari and Sue Gunter (LSU coach) inducted into the Naismith Memorial Basketball Hall of Fame 2006 WNBA celebrated its 10th year by announcing an All-Decade Team, selected by fans, media, and current players and coaches. 2008 Cathy Rush inducted into the Naismith Memorial Basketball Hall of FameSigning a 7-day WNBA contract, Nancy Lieberman returned to play in a single game

Free Essays on Watson Vs Freud

Psychology is a huge science area with many variations on approach. Over many years Psychologists such as Freud, Skinner, Rogers and Watson, just to name a few, have contributed, providing us with invaluable tools to evaluate and treat mental illness, understand and treat phobias and indeed provide us with a window into the unconscious mind. In particular, two areas of study have intrigued me, so I believe it would be useful to compare and contrast these two very different approaches. Not only will I compare the methods of research used but also will note any similarities or differences they may have and indeed the strengths and weaknesses of each approach. My chosen approaches to evaluate are Behaviourist V Psychoanalytic. In 1913 John Watson published ‘ Psychology as the behaviourist view it’, in it he outlined his new ideas. These ideas were considered ‘new’ because Watson disagreed with Freud’s view of human behaviour; he dismissed it as ‘ philosophical to the point of mysticism’ (Watson 1913, citied by Christopher D. Green, York University). Watson also dismissed heredity as an important factor in human behaviour shaping. Watson stated that ‘The traditional methods of animal psychology are indeed the true method of scientific psychology’. (Watson 1913, citied by Christopher D. Green, York University). In this article Watson said ‘ The time seems to have come when psychology must discard all reference to consciousness; when it need no longer delude itself into thinking that it is making mental states the object of observation ’ (‘Psychology as the behaviourist views it’ John Watson, Psychological review, 1913}. By saying this Watson meant that Freud and other Psychoanalysts could not prove their theories and therefore were not scientific. Also they studied abnormal patients (mental patients) so therefore they could not have a true picture. This publication did in fact establish ‘a new school of... Free Essays on Watson Vs Freud Free Essays on Watson Vs Freud Psychology is a huge science area with many variations on approach. Over many years Psychologists such as Freud, Skinner, Rogers and Watson, just to name a few, have contributed, providing us with invaluable tools to evaluate and treat mental illness, understand and treat phobias and indeed provide us with a window into the unconscious mind. In particular, two areas of study have intrigued me, so I believe it would be useful to compare and contrast these two very different approaches. Not only will I compare the methods of research used but also will note any similarities or differences they may have and indeed the strengths and weaknesses of each approach. My chosen approaches to evaluate are Behaviourist V Psychoanalytic. In 1913 John Watson published ‘ Psychology as the behaviourist view it’, in it he outlined his new ideas. These ideas were considered ‘new’ because Watson disagreed with Freud’s view of human behaviour; he dismissed it as ‘ philosophical to the point of mysticism’ (Watson 1913, citied by Christopher D. Green, York University). Watson also dismissed heredity as an important factor in human behaviour shaping. Watson stated that ‘The traditional methods of animal psychology are indeed the true method of scientific psychology’. (Watson 1913, citied by Christopher D. Green, York University). In this article Watson said ‘ The time seems to have come when psychology must discard all reference to consciousness; when it need no longer delude itself into thinking that it is making mental states the object of observation ’ (‘Psychology as the behaviourist views it’ John Watson, Psychological review, 1913}. By saying this Watson meant that Freud and other Psychoanalysts could not prove their theories and therefore were not scientific. Also they studied abnormal patients (mental patients) so therefore they could not have a true picture. This publication did in fact establish ‘a new school of...

Restaurants should have to display their nutritional content on their Essay

Restaurants should have to display their nutritional content on their menus - Essay Example Government assistance is called upon to ensure all the stakeholders in this sector have compliant in totality as this will help the population which is time caught up to have an easy time by having to take balanced diets just at a look of the menus. We believe that this report offers the best recommendations which will see a positive overhaul in the fast food sector of these chain restaurants. This will go along way into leaving with the mission and vision of a healthy society under the basis of preventive and not curative measures. On any queries where you need clarification you can always contact our office which is open for you. We believe together we can achieve incredibly. This report is mainly a consumer initiated to determine whether the value of the money they use in buying foods from the chain restaurant is worth what they finally get. The report aims mainly at giving some justifications which goes a long way in ensuring that all the leading chain restaurants do give the nutritional value of the food they are selling on the menus. This is a direct implication the client will have a sole decision as to which kind of food he should eat. The justification once ready they are submitted to the Food and Drug association for implementation. The report involves a scrutiny on all the chain restaurants businesses which have over 20 branches nationwide. This is with a firm believe that these restaurants have the greatest share of the food market in the united states of America and taking control of the food industry at their level is managing what the Americans eat. This has been propelled by the fact that modern people want easy readymade food for take away. Small restaurants have not been left out but they were also checked to find out the efforts they were inputting in seeing the dream of safe food for all come true. Several methods where put in place to see that the whole

Addiction Essay Example | Topics and Well Written Essays - 250 words

Addiction - Essay Example Supporters of this model feel that drug abuse is a crime which should be heavily punishable as the individual who chooses to do drugs, does so by his own free will (Rose, 2010). According to the disease model of addiction, drug addiction can be seen as a progressive disease which is irreversible and unique in nature. The supporters of this model can be seem to be of the view that addiction and alcoholism is some thing that cannot be cured. However, they do argue that a limit can be placed onto such activities by making the addict stay away from the drug or substance that he is addicted to. The psychological model of addiction on the other hand argues that being dependent on drugs and other substances comes from having abnormalities or certain negative characteristics in the nature of the addict himself. Supporters of this view argue that such druggies are owners of what is referred to as an â€Å"addictive personality†, having no control over their own wishes and their personality, having extremely low self esteem and being unable to cope up with tension and stress (Society for the Study of Addiction to Alcohol and Other Drugs,

McDonalds Essay Example for Free

McDonalds Essay McDonalds is the world’s largest chain of hamburger fast food restaurants. McDonalds and its franchises operated more than 33,000 McDonald’s restaurants in 118 countries and serve 64 million customers each day. The company also operates other restaurant brands, such as Piles Cafe. McDonalds is the largest food service company in the world. In 2010, the annual total revenues are 24,075 millions. It is also one of biggest employers in the United States, with over 1. 7 million workers (our company). Only fifteen to twenty per cent of the restaurants are actually company-owned. The rest are franchises, run by 2,659 independent owners who pay a fee of between $400,000 and $700,000 for a franchise. McDonalds licensing department handles the fee structure on a case by case basis, and there are a wide variety of license fees determined by property and equipment costs. A skilled franchisee can earn a sex-figure income from a single restaurant; most own two or more restaurants (report). The following part will focus on the international factors affect on the McDonald’s company. International factor is an external environment. It refers to the characteristics of the environment that are particular to cross-border operations which included economic cycles, competitive and entrepreneurial cultures (book). McDonald’s is a large international company. It’s restaurant distributed around the world. Thus, there are many factors that McDonald’s need to consider. Such as how to meet different countries’ customers’ need. Because of different country’s customers have different culture, habit and different taste of food. The other one is how to gain competitive advantage form local restaurant. There are many fast food service companies in the world for example Burger King and KFC, especially Burger King. Burger King is also a big international company with lots of stores around the world. It’s a great competitor for the McDonald’s (Product positioning). One thing that McDonald’s do to meet customers’ need and gain competitive advantage is customization. Even though McDonald’s is centred on a core formula for its restaurants and food products, it has to have some customization to meet different country’s customers’ need. For instance, alcohol is only available in McDonald’s restaurants in some countries but not in others. Basic on different country’s culture and eating habits, McDonald’s also developed different types of burger to serves different country’s customers. Such as The Teriyaki McBurger, a sausage patty on a bun with teriyaki sauce, sold in Japan (Global and transnational business: strategy and management. George Stonehouse, David Campbell). McDonald’s also uses high quality of food and service to catch customers and gain competitive advantage. As Jim Skinner, Vice Chairman and CEO of McDonald’s, said, â€Å"running better restaurants is McDonald’s number one priority. We will improve operation excellence around the world through new technology, better training, and service enhancements† (report). Training is an important tool for companies to achieve satisfaction and sustaining competitive advantage. Employee training at McDonalds is highly structured. New workers are first taken through the basic Crew Training System. Which is an on-the job- training and is largely vocational. After this process, workers will enter into a new training program, with the skills becoming more complex and generalized. The second level of training begins with a one-hour orientation on the company. Workers will watch a video and read step by step manuals at training room. The video and manuals included every detail of the operation such as how to make burgers, shake. Each restaurant has its own training room. Trainers use a series of checklists, Station Observation Checklist to evaluate new crew members’ performance. For a crew member, the training is over. But once a crew has been promoted to swing manager, he or she will continue to receive training which called management development program. It included teaching technical and functional management skill for employees at the swing manager level. There are four steps in this program. First one is Basic operations Course which covers fundamental restaurant openings. The next is Basic Management Curse which teaches leaderships, time planning, and crew recognition. Then is operations Course, students are trained on crew recruitment and retention, store leadership and decision-making. The last part in this process is Regional Equipment Course. Once employees finished this training and become assistant managed, he or she is eligible to get into Hamburger University, the company’s world wide training center for management personnel. About 2,500 managers and potential franchisees studied here. The course included enhancing communication, interpersonal and human relations skills. All McDonald’s managers are required to receive training from Hamburger University at least once every 5 years to enhance their skills. Training is seen as a core aspect in McDonald’s daily operations. Because of training is one of the important means to achieve standardization. By training employees, company can gain lots of advantages. It can increase company’s productivity, reduce staff turnover and improve service quality (). Each and every one of these customers deserved great services from the moment they approach the counter or drive-thru window until they leave the restaurants. We depend on the employees in the restaurant, whether employed by independent franchises or by McDonalds Corporation, to provide a fast friendly and courteous experience to all guests so they will visit us again and again. Thats why McDonalds Independent Franchisees and McDonalds Corporation look for individuals who like to have fun while delivering fast accurate and friendly service. If you are interested in becoming a part of a McDonalds Team, here are some of the duties that could be required of you: 1. On Time, Neat and Clean: Our crewmembers are expected to report work on time, neat and clean. 2. Wash Your Hands: the most important thing crewmembers so to help make sure our customers receive safe food is to wash their hands often.  3.  Skills and Training: Training will provide you with the skills you will need to perform your job. 4. Standards: Crewmembers follow standard operational procedures so customers always receive exceptional quality service. 5. Teamwork: Our crewmembers rely on teamwork and high energy to get the job done. 6. Clean Spotless Tidy sparking. Our customers expect every McDonalds will be clean. 7. Welcomed Guest: Our crewmembers make each customer feel like a welcomed guest. 8. Service: We depend on our crewmembers to deliver fast, accurate and friendly service with a smile.

How Capital Punishment Works In The United States :: essays research papers fc

One would define capital punishment as the penalty of death for violating a law. Roughly half the nations of the world utilize the death penalty, while the rest eliminated its use. The United States, an industrialized nation, breaks the pattern that only developing countries retain capital punishment ("Capital" Encarta 1). The United States uses five techniques for execution: hanging, firing squad, lethal gas, electrocution, and lethal injection (Snell 16). Of these methods, each result in death for the prisoner in distinct ways. Before hanging, application of a measuring process, based on weight, yields 1260 foot- pounds of force to the condemned person's neck (Bobit 5). Blindfolded (McCuen 19), the convict stands with a noosed rope or cord ("Hanging" Encarta 1) around their neck, behind the left ear (Bobit 5). Positioned upon a trap door (McCuen 19) of a gallows, a frame with a crosspiece, the criminal anticipates the sudden drop. Death can result from compression of the windpipe, obstruction of blood flow, rupture of nerve structures in the neck ("Hanging" Encarta 1), severing of the spinal cord from the brain by dislocating the third and fourth cervical vertebrae, or by asphyxiation. But if not properly performed, strangulation, obstructed blood flow, or even beheading could occur (Bobit 5). In the United States, only three executions by this manner took place, as of 1996, since 1977 (Snell 16). From 1977 to 1996, the firing squad killed two prisoners (Snell 16). If shot at the head from close range, death occurs almost immediately, for "the bullet penetrates the medulla, which contains the vital respirator and cardiac centers, among others" (McCuen 20). Generally, a team of five executioners take aim at the captive's chest. Some rifles contain a blank so they don't know who really killed the convict (Bobit 4). With the several shots fired at once, death comes abruptly. Known as cavitation, the heat released from the bullets evaporate tissues and water in the body, leaving a large empty space. "When the bullet has passed through, the cavity collapses, and sucks in dead tissue and contaminated air" (McCuen 21). Since 1924, when first used in Nevada, execution of thirty one convicts by the means of lethal gas occurred (Bobit 3). Strapping the prisoner into a chair inside an airtight chamber takes place first. Then, by pressing a lever outside, either sulfuric (McCuen 24) or hydrochloric acid flows into a pan. Upon pressing another lever, either potassium cyanide or sodium cyanide crystals fall into the acid. This mixture creates poisonous fumes, which end life within six to eighteen minutes (Bobit 3). If the prisoner takes deep breaths, death advances briskly and with little suffering ("Gas" Britannica 1). But if the captive resists

Analyzing Carson’s Work

Literary works document history. Each piece of literature can tell the readers something about the past – it may be events, ideologies, or stories of people. As a reflection of thoughts however, these literary pieces often do not relay accurate events. Rather, such works only provide vague interpretations of the authors. In this paper, the researcher will try to analyze the poem â€Å"Belfast Confetti† of Ciaran Carson of Northern Ireland.By analyzing the events which probably inspired the creation of the poem, this paper will serve as a historical criticism of the award-winning piece.The title, â€Å"Belfast Confetti† is not one which Carson creates imaginatively. Rather, it is a common slang term used to refer to the easy-grip collection of debris often used by rioters during the Troubles in Northern Ireland. The Troubles was the period of conflict that roughly began during the 1960s and seemingly ended in 1998 through the Belfast Agreement. It was considered a s a period of conflict that resulted from the political conflict between the catholic/nationalist minority and the protestant/unionist majority. The worse of these years were from 1970 to 1972, when almost five hundred people died.Most of these killings took place in Belfast, the city where Carson was born, and lived his whole life. (English) Other the common slang term, the word â€Å"Confetti† in the title can be interpreted in a number of ways. It can be regarded as the collection of screws, nails, bolts, and other sharp objects used as shrapnel for IRA bombs. (English) If coupled with imagination, the term â€Å"confetti† can bring the reader right into bombing scene, where one can witness the â€Å"confetti† of various fatal elements dropping from midair.Also, â€Å"confetti† can suggest a feeling of confusion and disorder embracing the mind of the author as he took himself right into the hostile hotspots of Belfast. As noted by Mahony, â€Å"Belfas t confetti uses three quite different image patterns, all conveyed as being disrupted, to try to recreate for the reader in a linear fashion, the very non-linear experience of living through a bombing. † (Mahony) â€Å"Suddenly as the riot squad moved in, it was raining exclamation marks† (Belfast Confetti, copied from BBC)The situation depicts a usual day during the period of the Troubles when riots were common day-to-day events. According to Carson, each time the riot squad moves in, that meant that it was time for a â€Å"raining† of â€Å"exclamation marks†. Raining is often used to imply â€Å"a multitude of† or â€Å"plenty of†. As for the â€Å"exclamation marks†, such can be interpreted following the actual purpose of using the said punctuation mark – signifying strong emotions during the onset of violence. Thus, Carson notes that when riot squads come, then a variety of strong emotions set in the people of Belfast.This variety may refer to mixture of revolutionizing and insistent emotions of the squads, distrustful and aggressive reactions of the military, and apprehensive and distraught feelings of the civilians. â€Å"Nuts, bolts, nails, car-keys. A fount of broken type. And the explosion. Itself – an askerisk on the map. This hyphenated line, a burst of rapid fire†¦Ã¢â‚¬  (Belfast Confetti, copied from BBC) The description of diverse emotions is then followed by a seeming narrative of what actual takes place during Belfast’s destructive era.Through these lines, Carson takes the readers again in a picturesque gallery of memories where the rioters throw in the cocktail of â€Å"nuts, bolts, nails, car-keys† and the air fills up with fountain-like debris (â€Å"a fount of broken type†) much like what happens when an active volcano spews dust, smoke, and stones up in the sky. In response to the noted revolutionary action is an explosion – which then leaves awkward marks on the city’s map as it inevitably eradicates social structures. In writing, asterisks are often used to indicate anonymity – to conceal, taking the place of letters within a word.Carson then uses the word â€Å"asterisk† to describe what explosions often did to Belfast before – destroying its structures and people into obscurity. As noted by Mahony, â€Å"Carson tries to project a debris-strewn labyrinth where once there was order. † (Mahony) Carson also uses the phrase â€Å"hyphenated line† to describe the â€Å"burst of rapid fire†. Hyphens are used to join words. By â€Å"hyphenated†, Carson reflects on continuous nonstop gun fires. â€Å"I was trying to complete a sentence in my head but it kept stuttering† (Belfast Confetti, copied from BBC)In the next line, Carson then describes what he felt when he was in the city at the time of the Troubles. He explains that at times when the guns were firing, civ ilians would try to create a sentence (which is defined as ‘a set of words with a complete thought’). Sentence here should not be taken as a mere line in a poem. Instead, it can be noted that Carson relays that in the midst of the gun fires and explosions, people would try to devise a â€Å"sentence† or a â€Å"complete† explanation of the devastating event which is happening around them.Unfortunately, they would just â€Å"stutter†, or fail at devising an adequate rationalization. â€Å"All the alleyways and side streets blocked with stops and colons. † (Belfast Confetti, copied from BBC) Following Carson’s fondness of punctuation metaphors, the â€Å"stops† would refer to â€Å"periods†. Periods are use to end a sentence and colons indicate discontinuities within sentences. Both suggest that people caught in the midst of violent Belfast bouts would try to find a way to escape through alleys and side lanes but neverthele ss only to find dead ends.â€Å"I know this labyrinth so well – Balaclava, Raglan, Inkerman, Odessa Street – Why can’t I escape? Every move is punctuated. † (Belfast Confetti, copied from BBC) In this line, Carson injects his own history in his literary piece. As one who grew up in Belfast, he knew the place quite well. Implying that he is very familiar of the place also tells the readers something about Belfast’s geography. The city is small with lots of intertwining streets, which just like Carson suggests – looks like a maze. The question of escape however, supports the overall theme of the poem.Carson suggests that people who were caught in the Troubles could not find a way out of the conflict. Apart from the civilians, those who were directly involved within the problem could not find a way to effectively resolve the persisting crisis. The politicians, activists, republicans, loyalists, and paramilitary forces were unable to find an eff icient solution even through a series of ceasefires and agreements. The people of Belfast and that of the whole Northern Ireland couldn’t find a way out even up to now as sporadic killings still happen. (English)As noted by Carson, every move is â€Å"punctuated† or as what its literal meaning suggests, â€Å"interrupted at frequent intervals†. (Collins Dictionary) It should be noted that despite attempts to end the Troubles through the Sunningdale Agreement, the establishment of the group ‘Peace People’, open talks, and paramilitary ceasefires. However, all of these struggles towards peace are often interrupted by bombings, armed campaigns, and killings. (English) The same also happens at the individual level as attempts to escape are also interrupted by indecisions.â€Å"Crimea Street. Dead end again. A Saracen, Kremlin-2 mesh. Makrolon face-shields. Walkietalkies. † (Belfast Confetti, copied from BBC) Carson also further addresses the exis tence of military forces through an enumeration of what they often use at war. For people who live in Belfast, the enumerated warfare gears are considered as typical daily paraphernalia. However, the familiarity of such things disrupts the commonality of normality as suggested by the next line: â€Å"What is my name? Where am I coming from?Where am I going? A fusillade of question- marks. † (Belfast Confetti, copied from BBC) The series of questions may be equated to the disgruntled thinking which the people of Belfast experienced during the Troubles period. These can also be interpreted as the common questions based upon what the authorities often ask to the city constituents as part of standard security interrogations. In an interview in The Guardian, Carson relays his own experience as he was interrogated by the authorities:When somebody comes to you and says ‘OK, mate, over here, against the wall',† he says in exaggerated Cockney, â€Å"and you're asked who y ou are, where you're from, and you say: ‘I'm from here. ‘ (Quoted from The Guardian) Another interpretation is that it is a question of identity that troubles civilians who do not belong to either of the conflicting parties. As a result of the confusion that surrounds them, civilians felt that there was a need to participate to the war. As noted by Carson, he himself felt that taking a side was necessary.In the same interview with the Guardian, when asked whether he felt like joining one of the conflicting political parties, Carson responses: Kind of close at times, but †¦ you know – no. And why not? I don't know. One could easily have done so. I was scared maybe. (Quoted from The Guardian) The â€Å"fusillade† meaning ‘simultaneous and incessant firing’ of questions emphasizes the uncertainty of the civilians. In conclusion, the poem ultimately tells Carson’s story of living through the Troubles and facing daily bombings, riots, an d violence.As noted by Wheatley, â€Å"The chaos of violence (which, once again is creative to the same extent to which it can be destructive) â€Å"is made scriptable in metaphors drawn from writing and printing in ways that emphasize the explosive effects on any pretence of realist representation. † (Wheatley). Carson injects metaphors in his interpretation of the events so as to dramatize and emphasize the frustration posed by the bombings, and seemingly take the reader to the actual events. Works Cited: BBC. â€Å"Poetry: Belfast Confetti†. BBC Northern Ireland Learning. 2 May 2009 â€Å"Collins Essential English Dictionary†. HarperCollins Publishers, 2004, 2006 English, Richard. â€Å"Armed Struggle: The History of the IRA†. Oxford University Press, 2003 Mahony, Christina Hunt. â€Å"Contemporary Irish Literature†. Palgrave Macmillan, pp 79-84 The Guardian Staff. â€Å"A life in poetry: Ciaran Carson† Guardian. co. uk. 17 Jan 2009. 2 May 2009 Wheatley, David. â€Å"That Blank Mouth: Secrecy, Shibboleths, and Silence in Northern Irish Poetry†. Journal of Modern Literature. 25 (2001): 1-16

Medical Assistant Procedure Manual

Medical Assistant Procedure Manual Project Pamela Estep ENGL205-1203A- Technical Writing and Speaking Phase 5IP Abstract This procedure manual was designed to help the medical assistant if they would have a question or happen to need reassuring about a procedure. It is also to be used as a training tool for new staff and current staff. This manual will list both administrative and clinical duties that are to be performed by the medical assistant. This manual will also be updated as new duties come about or old duties are taken out.This will be your bible for your job here, and you are to follow this manual to keep down any confusion that can come with your job. But if you would still need a clarification on something that is not list in this manual please feel free to contact myself, and I will answer your question and then this question is a common one we will install it to the manual. As all ways we want you to have a pleasant time here with us so feel free to make any suggestion o f ways to improve your job. Master Table of Contents Project Outline (phase 1)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3Procedure Manual Proposal (phase 1)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 Procedure Manual Outline (phase 1)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 Procedure Manual Brochure (phase 2)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7-8 Procedure Manual Checklist (phase 3)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9 Procedure Manual (phase 3)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10-29 Procedure Manual Quick Reference Guide (phase 4)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Procedure Manual Training Session (PowerPoint) (phase 5)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Signature page †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Reference page †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦.. Memo Pamela Estep ENGL205-1203A-03 Phase 1 DB2 Professor: Anderson July 15, 2012 Doctor Markesberry, As part of my most resent assessment you ask me to see why there was so much confusion between the medical assistants. You said you had some patients asking why when a different medical assistant takes care of them they do not do the same things as their regular medical assistant. After watching each of the medical assistant for one week and asking each of them different question about how they perform their job, they each gave me a different answer.After hearing this and what I seen I feel we are in need of a procedure manual. This manual will not let them know what is expected of them but how it is to be performed in this office. With this manual in return all of the medical assistant should perform the same no matter which doctor they are working for. This should also cut down on the confusion with the patients and put then at ease when the medical assistant they are used to taking care of them cannot be there that day. Not only will it comfort the patient it will also cut down on chance of mistakes being made that ould hurt a patient or cost some a life. With this proposal I feel it would be a great benefit for the medical assistant we have now and any new ones in the future. It would give a clear cut of their job definition and job expectation. That would also reduce our liability for mistakes by someone not know what to do or how to do it. The procedure manual I am speaking about would be one that would cover both administrative and clinical duties. I would break each of these down into two sections with subsection in each sections.There would be an index foe quick access and each would also have a signature page which each medical assistant would have to sign and that would be put in their personal folders. Once again let me state based on what I have seen and been told by each of the medical assistants I feel this is the only way to give them cl ear cut instructions on what is expected of each of them and how it is to be done. Thank you, Pamela Estep Doctor Markesberry, As stated in my proposal, the following is a copy of the outline in which I plan to use. As this is tentative outline just let me know if you would like to add anything before anything is set in stone.I look forward to your input; I hope this is what you are wanting in way of the procedure manual you had in mine. With that said here is the basic outline of the manual. Medical Assistant Manual Outline I. Introduction What the manual is for and a brief overview of the manual. II. Administrative Duties 1. Scheduling and receiving patients. 2. Preparing and maintaining medical records. 3. Performing basic secretarial skills and medical transcription. 4. Handling telephone calls and writing correspondence. 5. Serving as a liaison between the physician and other individuals. 6. Managing practice finances.III. Clinical Duties 1. Asepsis and infection control. 2. Ta king patient histories and vitals. 3. Perform first aid and CPR. 4. Preparing patients for procedures. 5. Assisting the physician with examinations and treatments. 6. Collecting and processing specimens. 7. Performing selected diagnostic tests. 8. Preparing and administering medications as directed by the physician. As you can see I have included both administrative and clinical duties to be performed, there are many medical assistant out there that think you just take care of a patient but they will see it is much more than that.Once again feel free of any changes that you want made. A procedure Manual is a must for any job. It provides valuable information about your job and can answer the most common questions. It does not matter the size of your office a procedure manual is there when you need it to refresh your memory or answer your question. With this manual in place we all will be held accountable for our actions and we will perform as a better team that supports each other. The following is my check list for the Medical Assistant procedure manual. 1) To make sure there is a need for the procedure manual.I will include all the parts that are needed to perform the medical assistant job. I will include the safety risk, and include common legal issues and how to avoid them. 2) I will write a rough draft of this manual and let doctor Markesberry and let the front desk supervisor look it over for any change the need to be made before final draft. 3) I will then have a meeting with the medical assistants and front desk people to go over the manual. At which time I will answer any question about the manual or if there is anything that they would like to see in the manual. ) I will rewrite the manual after I receive the suggestion and answered the question. Once I have done this and send this for approval from upper management. 5) Once I have got the approval I will make a copy for everyone involved and some extra copies for new hires and for people who lose th eir there will be a master copy which will be kept in the supervisor office. I will then have meeting every two weeks for updates and to go over any problems that might arise. Medical Assistant Procedure Manual for Primary Care Office of Doctor Markesberry Table of ContentsIntroduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 Administrative duties Scheduling and receiving patients†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 Preparing and maintaining medical records†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5 Perfor ming and Maintaining medical records†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 Handling telephone calls and writing correspondence†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 Serving as a liaison between the physician and other individuals†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8 Managing Practice finances†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9 Clinical DutiesAsepsis and infection control†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 Taking patient histories and vitals sig ns†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 11 Performing first aid and CPR†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦12 Preparing patients for procedures†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 13 Assisting the physician with examinations and treatments†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 14 Collecting and processing specimens†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦15 Per forming selected diagnostic test†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 16 Preparing and administering medications as directed by the physician†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦17 CommonQ&A†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦18 Notes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 19 Signature page†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 20 Administrative duties Scheduling and receiving patients Upon arrival to the office the patient will stop at the front desk, once there they will sing in and have a sit. After you call the patient up to the desk at that point you will ask the patient name, DOB, address and phone number. Once you have made sure this is the right patient, you will then ask to see their insurance card.When they give you the insurance card you need to verify that it is in effect, after that you collect their copay. Upon arrival this is the process: 1. Pt. sign 2. Call pt. to desk 3. Verify DOB, Address, Phone number 4. Confirm appointment. 5. Ask for insurance card, verify it. 6. Collect copay Scheduling appointment can be making an appointment for a doctor in our office to making an appointment for an outside doctor, test, or lab work. Whichever it is you need to make sure of the same information when rece iving a patient. With a couple of exception of the patient sign and collecting their copay.This is the way the process should go: 1. Check the availability date of the appointment. 2. Ask patient if this is a go date and time is right for the patient. 3. Appointment is out our office give them insurance information, DOB, name, and address of the patient. 4. For an outside appointment you will give them the name of the doctor ordering the appointment to be made. 5. Give the patient an appointment card or instruction on where to go the appointment. 6. Then fax all information to the appointment before the patient go’s so they can have a copy.When making the outside appointment always fax the order and patient information to the office the patient is going that way they have a backup copy beside you call and sitting up the appointment. Then put the information in the chart or on the computer so if there is confusion when the patient get there you have the information at hand. Pr eparing and maintaining medical records When you receive reports, physician notes from outside offices you need to put these in the patient charts. But before you can put them in the charts you need to let the physician know the reports or progress notes have come in.That way if some is abnormal the doctor can call the patient, once the doctor has sign the reports or notes you then need to place them in the charts. If they are still using paper charts you will need to pull the chart and go to the correct section and file the reports. But if you have electronic charts you will need to scan the chart then move the report to the right chart in the right place. Please use the following steps: 1. Sort all the reports and physician notes. 2. Place a received date stamp on them. 3. Then give to the doctor for review. 4. After receiving they back sort them by name and date. 5.Scan them in the charts. 6. After all reports and notes have be scanned in charts and filed shred the documents. 7. Check that all orders have been signed and all doctors’ notes have been signed. At the end of the day or at lunch you need to fill all charts that are done and pull the next patient charts do to come in. This needs to be done every day to keep within the HIPPA and Medicare standards. If the doctor tells you to call a patient and give them their results that is the only time you can do so. You cannot otherwise and never tell the front desk people to do this they are not trained to do this and it is unethical.Performing basic secretarial skills and medical transcription From time to time you may need to transcribe doctor’s dictations. If the patient would need and copy of the visit or if a former employee would need a reference. Then you would type this up and give it the patient. Sometimes the doctor will just tell you to right up something and he will sign it after you typed it. However it is done you must get the physician to sign it before it leaves the office. After it is signed place a copy in the chart or make a copy to have on file in case the patient would need another copy later.Handling telephone calls and writing correspondence When receiving a phone call from a patient you need to get the patient information so you can make sure that you have the right patient pulled up on your computer. Once you have done this then ask the patient how you may help them. After the patient tells you want they need right it down, never just try to keep it in your head. Before you can do whatever the patient called for you might get interrupted and forget what it was or who the patient was. This is very important if the patient that called is not one of your regular patients.If you are calling a patient to tell them of an appoint change or to give them lab or test results never leave the information on the answering machine or with any other person. When you call and you get an answering machine just leave your name and who you are trying to contact and a sk them to call you back and leave your number. This also applies to leaving message with someone other than the patient. When writing correspondence to the patient is direct and use word that they can understand. Do not add anything extra; include your name the physician name, phone number and your address.If sending a correspondence to another physician always be professional use approve word and medical terms. At the end of the correspondence type the physician name and have him sign it. As with anything that goes out of the office or comes in the office you need to chart it or it is not done. Before mailing out any correspondence proof read it. Serving as a liaison between the physician and other individuals From time to time you will act as a liaison between your patient and your doctor. Sometime after the patient has seen the doctor they will come out when they are leaving and ask you what did the doctor mean or what did he say.The patient does not always understand the doctor so you knowledge of medical terminology is a must. Because you have to translate the medical meaning to terms that the patient can understand. This is critical because if the patient does not understand what is being told to them they will not know how to take the medication or how to be compliant. But liaison between the patient and the doctor is not the only time you might have to do this. You might have to as a liaison when Drug representative, medical equipment representative or other doctors until the physician is available.This is a very important part of your job because you are the first person they see, you are setting the impression for the office, so always be professional. Managing practice finances This is a vital part of any office, if no money is coming in the office will have to close. With that said you will be responsible for balancing to payment with the number of patient and get the money ready for deposit. You will also have to collect any money due on medicati on that is picked up at the office if there is a charge.This also goes for any medical devise or equipment that is given to the patient that is a charge for. So for all money that is being deposit to the office account you need a deposit slip. You will fill out the date, amount of cash in bill and coins. Then you list all checks one at a time on a separate line; put the last name from the check and the amount of the check. Once this is done you add all the cash and the checks and write the total at the end, you put a copy in with the money that goes to the bank and you keep the other for your books.Clinical Duties Asepsis and infection control After each patient you are to clean and sterilize all instruments, you are to wipe down all the patient come into contact with in the room after each patient. You are to wear gloves when handling any body fluids or cleaning any open wound. You are to change the trash after any patient that has a procedure done or after any dressing changes. If giving a female examine you need to change the trash if speculums are put in the trash. All of this kind of trash is to be put in the biohazard trash bag not a regular one.When cleaning the room after patient you need to make sure to clean the bed, counter tops, chairs, and any other instrument. This way you do not spread infection. At the end of the day you need to check all your room to make sure they are clean and sterilized, and stock for the next day. If you have a patient coming in for an appointment who might have the flu you need to give that patient a mask when they arrive so while they are sitting in the waiting room they do not spread anything to the other patients. If the patient has the chicken pox bring them back as soon as they get to the office do not let them wait in the waiting room.After you see them clean and sterilize the room so you are not exposing another patient to the virus. If helping with a procedure wear a gown and gloves if necessary wear a facemask or shield. You were taught universal precaution make sure you use then not only for the patients but for you and your family. Taking patient histories and vital signs Taking patient history you need to be very through this can give you clues to what might be going on with your patient. It all so let you know will they are at risk of getting in the future. You need to ask about their parents, brothers and sisters, grandparents.You need to ask about child hood illness, past surgical history, any know drug allergy, any food allergy, any medication they are taking and they need to bring their bottles. This all plays a very important part in patient care. When taken vital signs you need to do the following: 1. B/P 2. Pulse 3. Respirations 4. Height 5. Weight 6. Temperature 7. Pulse ox. When you check you patients vital you must touch the patient so to can tell how their skin feels, if their pulse is regular if you never touch your patient you will miss thing that can hinder the patient tre atment. Performing first aid and CPRWhen performing first aid always wear gloves, clean stabilize and dress the wound. Never move the patient until the physician tells you to. Check for shock. Keep the patient warm and conformable. Give oxygen when needed; never remove any object with the doctor telling you too. When you are giving CPR you need to check if the patient is conscious, check respiration, and then check for a pulse if there is none provide CPR. Once you start CPR you cannot stop it until you are told to or the patient is breathing and has a pulse of their own. These things are a must to know you must keep all CPR certification valid.After you perform any these thing clean and sterilize everything that is reusable and through away everything else. Clean the room and put everything back in order. When calling in a patient after having to perform something like this reassure the next patient and go about you task at hand. Do not give the next patient any information about w hat has happened who the patient was or how there are doing. Preparing patient for procedures When you have a patient coming in for a procedure, try to keep the patient clam. Reassure the patient tell them what is going to happen and when it is going to happen.Answer any question they have, if you don’t know the answer tell them the doctor will be more than happy to answer their question. You will need to do vital signs on the patient at the beginning of the procedure and after. You might have to during if the procedure is going to be long or the patient is going to be put out. Once this has been done ask about known drug allergy you need to chart all of this. Then you get the entire instrument ready you get any dressing that might be needed, any local anesthesia ready. You help the patient get ready, by undressing or any preparation that need to be done before the procedure.Try to keep thing light between you and the patient this helps them relax. Once the procedure is done help them get dressed or help them get cleaned up. Give them all the instructions and anything that they might need until they come back to see you. Ask them if they need help getting home or going to their car. Assisting the physician with examination and treatments When helping the physician with the examination tells the patient so they do not get nervous. Tell them what you are doing. Assist the doctor any way possible with his examination be professional. If you are to hold down n a part of the body tell the patient what you are doing any why. Any thing you can do to easy the process helps the patient and the physician. Keep any exposed areas covered until the doctor is ready to examine that area. After the examination ask the patient if they need help getting dressed and if not step out the room until they are done. Once they are done go back and check on them and make sure they are alright. Ask them if they have any question for the doctor or for you. When the doctor is done and give you the discharge information go over it with the patient. Collecting and processing specimensWhen collecting specimens always wear gloves, tell the patient what kind of specimen you need. Tell the patient how you are going to collect the specimen. Clean the area before collecting the specimen. If it is a UA tell the patient how to do the specimen and how much you need and were to leave the specimen when they are done. If collecting blood makes sure you draw it in the right tube. Get everything you need before you go into the room were the patient is. Let the patient know what you are going to do and how you are going to do it. Get everything you need laid out and ready within hand distant.Clean the area and draw your specimen after you get what you need make sure the patient is fine and put a bandage on the site. Take the specimen in the lab area and spin any tubes that need to be spun and label them after you draw them. When you are done with all this you put them in a la b bag to go an outside department. Keep any specimen cold or frozen until it is time to send them out then put them in cold pack for the lab to pick up. Performing selected diagnostic tests When performing test such as EKG’s you need to let the patient know what you are going to do how you are going to do it and why you are doing this test.Help the patient get ready and have them lie back on the table, let all male patient that you might have to shave their chest if there is a lot of hair because the patches will not stick. After you help the patient onto the table and get ready place the patches on their chest, leg and arm. Connect the leads to the patient and connect the machine. Once you have this done tell the patient to hold still and preform the test. After you are done unhook the leads and remove the patches, help the patient off the table and help them get dresses.Then give the EKG report to the doctor so he can tell the patient what it said and how to treat them. As with any thing you use from patient to patient use need to clean all the leads. If the ask you to perform a pulse ox test you let the patient know what you need them to do and then you record the information and let the doctor know what the reading was. The physician will then tell the patient any and all results. Preparing and administering medications as directed by the physician When the physician tells you to give the patient medication write down the amount, dose, how to be given.If the medication is an injection, make sure you have the right size needle, right amount of medication and were it is the go such as arm or hip. After you get your medication ready go to the room and ask the patient if the doctor told them they were going to get an injection or medication. If they say yes ask them if they are allergic to any medication. Tell the patient were you are going to give the injection and let them know when you are done. Tell the patient to wait for about five minutes to make sure there is no reaction to the shot.If the medication is a pill or liquid ask the patient if the doctor told them they were going to get medication before they leave if they say yes then ask the patient if they have and allergy to the medication. After you give then the medication tell them to wait until they are told they can leave. Make sure you chart what the medication was, where you gave it, how you gave it, and why you gave it. Also chart if there was any reaction to the medication. Quick Reference Guide 1) Scheduling and receiving patient Check the patient in, update all patient information, verify insurance and collect copay. ) Preparing and maintaining medical records Sort all records by name and date, check that are sign and scan into chart. 3) Perform basic secretarial skill and medical transcription. Transcribe all notes, and put them in the chart after they were signing the doctor. 4) Handling telephone calls and writing correspondence. Write all telephone messages d own, list patient name, DOB, address and phone number on the message. When writing correspondences list the patient or doctor name to which it is going to and have the doctor sign the correspondence and place a copy in the chart. ) Serving as a liaison between the physician and other individuals. Talk to the patient or other individuals in a professional matter. Speak in a tone they can understand. Let the doctor know what you have said and to whom. 6) Managing practice finances. Total the money you receive, fill out deposit slip and deposit money. Clinical Duties 1) Asepsis and infection control. Always maintain asepsis field, clean all areas, and wear the proper PPI. 2) Taking patient histories and vitals. Ask the patient about their past history and family history. Check all vital signs and chart them. ) Performing first aid and CPR. Use serial dressings for all first aid dressing. Don’t remove any objects without doctor knowing. Use PPI. Check your ABC make sure they are absent before doing CPR. Don’t stop until the doctor tells you too. 4) Preparing patients for procedures. Check vitals, get all instruments needed, dressing, help patient undress if needed, and drape area exposed. 5) Assisting the physician with examinations and treatments. Keep the patient calm, help hold patient when needed assistant any way needed. 6) Collecting and processing specimens.Be papered; get all supply that is needed. Tell patient what you are doing and why, be calm and the patient will be calm. Process all specimens as needed to preserve them for transportation. 7) Performing selected diagnostic tests. Tell patient what you are going to do. Be quick performing test, give to physician and help patient get dressed if needed. 8) Preparing and administering medications as directed by the physician. Ask the patient if they knew about the medication, check the dose, the amount, route, and were. Ask if they have any allergy to the medication.Be quick and easy as possi ble. Tell patient to wait until they are told they can leave after medication is giving. Common Q&A 1) What if the patient states they have insurance but their spouse has the card what do you do? You would let the patient you need a copy of their insurance card and they can have someone bring it in for this appointment or they can pay the base rate of $25 and when they bring in there card we will credit the money back to them if it’s less than the base copay. 2) What if a teenage child comes in for an appointment and they did not bring their parents?You can’t not treat the patient, without written permission or the parent being there. 3) What if the patient would call in to request a refill on their pain medication? They cannot get a refill on pain medication without being seen by the doctor. 4) What if you think your patient is being abused? Talk to the doctor before he goes into the room and tell him what you think, if he agrees or if he does not agrees but you have seen this patient in the office before with the same kind of injuries you need to report this to you manager, and they will report it to the authorities. ) Can I go home and finish my charting tomorrow? No if you have not charted it is not done, plus you might forget what you done and what the patient name was. Notes Signature page I have been given a copy of the Medical Assistant procedure manual. I have received procedure manual training. References http://www. caahep. org http://smallbusiness. chron. com/write-standard-operations-procedures-manual Http://www. ehow. com/how-8124308-manage-medical-assistants Procedure Manual Training Session (power point)

B-26 Marauder, World War II Bomber Aircraft

B-26 Marauder, World War II Bomber Aircraft General: Length: 58 ft. 3 in.Wingspan: 71 ft.Height: 21 ft. 6 in.Wing Area: 658 sq. ft.Empty Weight: 24,000 lbs.Loaded Weight: 37,000 lbs.Crew: 7 Performance: Power Plant: 2 Ãâ€" Pratt Whitney R-2800-43 radial engines, 1,900 hp eachCombat Radius: 1,150 milesMax Speed: 287 mphCeiling: 21,000 ft. Armament: Guns: 12 Ãâ€" .50 in. Browning machine gunsBombs: 4,000 lbs. Design Development In March 1939, the US Army Air Corps began seeking a new medium bomber. Issuing Circular Proposal 39-640, it required the new aircraft to have a payload of 2,000 lbs, while possessing a top speed of 350 mph and a range of 2,000 miles. Among those to respond was the Glenn L. Martin Company which submitted its Model 179 for consideration. Created by a design team led by Peyton Magruder, the Model 179 was a shoulder-winged monoplane possessing a circular fuselage and tricycle landing gear. The aircraft was powered by two Pratt Whitney R-2800 Double Wasp radial engines which were slung under the wings. In an effort to achieve the desired performance, the aircrafts wings were relatively small with a low aspect ratio. This resulted in a high wing loading of 53 lbs./sq. ft. in early variants. Capable of carrying 5,800 lbs. of bombs the Model 179 possessed two bomb bays in its fuselage. For defense, it was armed with twin .50 cal. machine guns mounted in a powered dorsal turret as well as single .30 cal. machine guns in the nose and tail. While initial designs for the Model 179 utilized a twin tail configuration, this was replaced with a single fin and rudder to improve visibility for the tail gunner. Presented to the USAAC on June 5, 1939, the Model 179 scored highest of all of the designs submitted. As a result, Martin was issued a contract for 201 aircraft under the designation B-26 Marauder on August 10. Since the aircraft was effectively ordered off the drawing board, there was no prototype. Following the implementation of President Franklin D. Roosevelts 50,000 aircraft initiative in 1940, the order was increased by 990 aircraft despite the fact that the B-26 had yet to fly. On November 25, the first B-26 flew with Martin test pilot William K. Ken Ebel at the controls. Accident Issues Due to the B-26s small wings and high loading, the aircraft had a relatively high landing speed of between 120 and 135 mph as well as a stall speed of around 120 mph. These characteristics made it challenging aircraft to fly for inexperienced pilots. Though there were only two fatal accidents in the aircrafts first year of use (1941), these increased dramatically as the US Army Air Forces expanded rapidly after the United States entry into World War II. As novice flight crews struggled to learn the aircraft, losses continued with 15 aircraft crashing at McDill Field in one 30-day period. Due to the losses, the B-26 quickly earned the nicknames Widowmaker, Martin Murderer, and B-Dash-Crash, and many flight crews actively worked to avoid being assigned to Marauder-equipped units. With B-26 accidents mounting, the aircraft was investigated by Senator Harry Trumans Senate Special Committee to Investigate the National Defense Program. Throughout the war, Martin worked to make the aircraft easier to fly, but the landing and stall speeds remained high and the aircraft required a higher standard of training than the B-25 Mitchell. Variants Through the course of the war, Martin continually worked to improve and modify the aircraft. These improvements included efforts to make the B-26 safer, as well as to improve its combat effectiveness. During the course of its production run, 5,288 B-26s were built. The most numerous were the B-26B-10 and B-26C. Essentially the same aircraft, these variants saw the aircrafts armament increased to 12 .50 cal. machine guns, a larger wingspan, improved armor, and modifications to improve handling. The bulk of the added machine guns were forward-facing to allow the aircraft to conduct strafing attacks. Operational History Despite its poor reputation with many pilots, experienced aircrews found the B-26 to be a highly effective aircraft that offered a superb degree of crew survivability. The B-26 first saw combat in 1942 when the 22nd Bombardment Group was deployed to Australia. They were followed by elements 38th Bombardment Group. Four aircraft from the 38th conducted torpedo attacks against the Japanese fleet during the early stages of the Battle of Midway. The B-26 continued to fly in the Pacific through 1943 until it was withdrawn in favor of standardizing to the B-25 in that theater in early 1944. It was over Europe that the B-26 made its mark. First seeing service in support of Operation Torch, B-26 units took heavy losses before switching from low-level to medium-altitude attacks. Flying with the Twelfth Air Force, the B-26 proved an effective weapon during the invasions of Sicily and Italy. To the north, the B-26 first arrived in Britain with the Eighth Air Force in 1943. Shortly thereafter, B-26 units were shifted to the Ninth Air Force. Flying medium-altitude raids with the proper escort, the aircraft was a highly accurate bomber. Attacking with precision, the B-26 struck a multitude of targets prior to and in support of the invasion of Normandy. As bases in France became available, B-26 units crossed the Channel and continued to strike at the Germans. The B-26 flew its last combat mission on May 1, 1945. Having overcome its early issues, the Ninth Air Forces B-26s posted the lowest loss rate in the European Theater of Operations at around 0.5%. Briefly retained after the war, the B-26 was retired from American service by 1947. During the course of the conflict, the B-26 was used by several Allied nations including Great Britain, South Africa, and France. Dubbed the Marauder Mk I in British service, the aircraft saw extensive use in the Mediterranean where it proved an adept torpedo bomber. Other missions included mine-laying, long-range reconnaissance, and anti-shipping strikes. Provided under Lend-Lease, these aircraft were scrapped after the war. In the wake of Operation Torch in 1942, several Free French squadrons were equipped with the aircraft and supported Allied forces in Italy and during the invasion of southern France. The French retired the aircraft in 1947.

How to Become a School Principal

How to Become a School Principal Not everyone is meant to become a school principal. Some educators make the transition well while others figure out that it is more difficult than one might think. A school principal’s day can be long and stressful. You have to be organized, solve problems, manage people well, and be able to separate your personal life from your professional life. If you cannot do those four things, you will not last long as a principal. It takes a remarkable person to deal with all the negatives that you are forced to handle as a school principal. You listen to constant complaints from parents, teachers, and students. You have to deal with all kinds of discipline issues. You attend virtually every extra-curricular activity. If you have an ineffective teacher in your building, then it is your job to help them improve or get rid of them. If your test scores are low, it is ultimately a reflection of you. So why would someone want to become a principal? For those that are equipped to handle the day to day stresses, the challenge of running and maintaining a school can be rewarding. There is also an upgrade in pay which is a bonus. The most rewarding aspect is that you have a greater impact on the school as a whole. You are the school leader. As the leader, your daily decisions impact a larger number of students and teachers than you impacted as a classroom teacher. A principal who understands this reaps their rewards through daily growth and improvements from their students and teachers. For those who decide that they want to become a principal, the following steps must be taken to reach that goal: Earn a Bachelor’s Degree – You must earn a four-year bachelor’s degree from an accredited university. In some cases, it does not have to be an education degree as most states have an alternative certification program.Obtain a Teaching License/Certification – Once you have earned a bachelor’s degree in education then, most states require you to get licensed/certified. This is typically done by taking and passing a test or series of tests in your area of specialization. If you do not have a degree in education, then check your states’ alternative certification requirements to obtain your teaching license/certification.Gain Experience as a Classroom Teacher – Most states require you to teach a certain number of years before you are able to become a school principal. This is extremely important because most people need classroom experience to have an understanding of what goes on in a school on a day to day basis. Gaining this experience i s essential to becoming an effective principal. In addition, it will be easier for teachers to relate to you and understand where you are coming from if you have classroom experience because they know you have been one of them. Gain Leadership Experience – Throughout your time as a classroom teacher, look for opportunities to sit on and/or chair committees. Visit with your building principal and let them know that you are interested in becoming a principal. Chances are they will give you some increased role to help prepare you for being in that role or at the very least you can pick their brain concerning principal best practices. Every bit of experience and knowledge will help when you land your first principal’s job.Earn a Master’s Degree – Although most principals will earn a Master’s degree in an area such as educational leadership, there are states that allow you to become a principal with a combination of any master’s degree, the required teaching experience, along with passing the license/certification process. Most people will continue to teach full time while taking master’s courses part time until they earn their degree. Many school administration m asters’ programs now cater to teacher’s offering one night a week courses. The summer can be used to take additional classes to expedite the process.   The final semester typically involves an internship with hands-on training that will give you a snapshot of what a principals job actually entails. Obtain a School Administrator License/Certification – This step is remarkably similar to the process for getting your teacher license/certification. You must pass a test or series of tests related to the specific area you want to be a principal in whether that be an elementary, a middle level, or a high school principal.Interview for a Principal’s Job – Once you have earned your license/certification, then it is time to start looking for a job. Do not be discouraged if you do not land one as quickly as you thought. Principal’s jobs are intensely competitive and can be difficult to land. Go into every interview confident and prepared. As you interview, remember that as they are interviewing you, you are interviewing them. Do not settle for a job. You do not want a job at a school which you do not genuinely want with all the stress a principal’s job can bring.   While searching for a principals job, gain valuable administrator experience by voluntee ring to help out your building principal.   More than likely they will be willing to allow you to continue on in an internship type of role. This type of experience will boost your resume and give you terrific on the job training. Land a Principal’s Job – Once you get an offer and have accepted it, the real fun begins. Come in with a plan but remember that no matter how well you feel you have been prepared, there will be surprises. There are new challenges and issues that arise each and every day. Never get complacent. Continue to search for ways to grow, do your job better, and make improvements to your building.

Education Research Paper Example | Topics and Well Written Essays - 750 words

Education - Research Paper Example The educators in this sector have realized the weaknesses of the students in this sector of not having the techniques in the study of sciences, math and the social studies. Some of the study materials used at this level fail to provide the easy way of approaching the study areas by the students through understandable and friendly approaches and equally the teachers at this level do not have the necessary and comprehensive trained skills to handle the issue. Researchers have reported certain approaches for the comprehension of the textbooks by the students. One of the reported approaches to the comprehending of the textbooks is the summarising, questioning, use of prior knowledge, imagery and setting of study goals by the students. To understand the materials the students were working on they had to make models of the best methods they felt they would employ in understanding of the study materials they were working on. The students accepted the various feelings in relation to naivety, embarrassment, and being scared. The study approaches that employed practical based means of learning and illustration like the use of maps and models were quite comprehendible and the students had better understanding of the subject matter. ... The approach of pyramids is enabling complete comprehension of the study materials hence it is the best means of study for the students. The understanding of some materials is hard as the language used in math books hence the use of PLAN can enable the students to decipher the information with ease. Some students will fail to study the math books in elementary school due to the problems encountered in the learning and use of the books (Charllote & William, 2009). The study approach of factoring of issues to deal with the comprehension of the content area is important since the students will study in a manner that they are able to master the information herein that will remain imbedded in their memory as a lifelong education. This approach is viable in the areas of English, Math, Social Sciences and Science. The students under this approach will be able to employ their prior knowledge of the subject matter, reviewing of the knowledge in the area, organizing of information in the area, carrying out self-evaluation, reflecting on the knowledge under study and operating on the regular monitoring of the issues under study and the comprehension level of individuals. The students have to apply the following framework in enabling better reading and understanding of the materials under study. The first approach that is applied is the decoding of information through the word recognition strategies and fluency attempts .Secondly is the comprehension of the materials under study that include the comprehension strategies like the syntax organizing of information. This approach equally ensures that there is frequent monitoring of the learnt information by both the students and the teachers hence enabling comprehensive

Racial eqaulity Essay Example | Topics and Well Written Essays - 750 words

Racial eqaulity - Essay Example Blacks have been discriminated for a long time in the America history and it is only in the recent past that they have started gaining recognition democratically. Consequently, to ensure survival in such conditions, African American has employed various methods in terms of politics, economics, and cultures. The issue of slavery dominated American politics for a long period and continues to do so today. This paper seeks to discuss racial equality with special consideration to African American. The experience of African American can be traced back from the beginning of slavery.  Firstly, slaves were taken from Africa to America to work on sugar plantations. Slaves were sold to plantation owners where they were forced to work under prevailing conditions of diseases and harsh climate. Moreover, slaves were subjected to these conditions with no pay and food given to them was of poor quality. Additionally the blacks were discriminated in various forms of amenities in America. Usually there were schools for whites and schools for blacks. The quality of education offered in black schools was low as compared to the white schools. In addition, the teachers who were posted to teach the blacks were less qualified. The other significant thing was on the transport sector. The blacks had their own transport system and mixing with the white was regulated. The blacks were also denied the right to vote and various form of presentation in key areas of America’s institutions. In ad dition, churches were discriminatory (Penrice 80-95; Finkelman 395-405). Politics became an important component in America history. Political ideas emerged greatly after the American civil war and revolution. Moreover, voting system depended on the member’s wealth. Additionally, major political changes took place as blacks were allowed to vote and later legislation was passed that gave women right to vote. The blacks were in the forefront during the