Deepwater Horizon A Disaster Of Monstrous Proportions Essay

Deepwater Horizon: A Disaster of Monstrous Proportions On April 20, 2010 British Petroleum’s Deepwater Horizon offshore oil rig located forty miles off the coast of Louisiana exploded due to high pressure of methane gas seeping into the drilling riser and expanding. The explosion killed 11 men working on the rig, injured 17 other, and causing millions of gallons of crude oil to begin spilling into the ocean. This tragic accident has left many question like why did this happen? What could have been done to prevent it? and can we assure a disaster like this never happens again? In this essay we will look to answer these questions in painstaking detail. Let’s begin with the why did this happen? The answer to this question is quite simple†¦..money. In order to save on their bottom line British Petroleum did everything they could to build the Deepwater Horizon rig fast and cost efficient, and in doing so they made some very poor management decisions. For instance the ce menting of the rig was inadequate for a rig of its size, valves that were designed to too stop cement backflow did not close, pressure test were wrongly interpreted, and lastly a fail-safe seat bed on the wellhead failed to close after the explosion. All of this is a domino effect caused by poor management decisions looking out for their bottom line and not for adequately built and maintained oil rig that could have prevented this tragedy from happening. The reaction after the explosion and the oil spill wasShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesReview on failures, experts argued that learning from mistakes relies on several strategies, which include: 1. Heed pressure. High pressure often provokes faulty thinking. BP faced enormous pressure from cost overruns—roughly $1 million a day—in its deepwater oil explorations. This led its managers to miss warning signs that led to the catastrophic explosion in the Gulf of Mexico in 2010. Similar time and cost pressures precipitated the ill-fated Challenger and Columbia space shuttle launches. In highpressure

Practicum Report Free Essays

Samantha Corp Medical Assistant Externship Medical Assistant Practicum Report In my externship, I split my time between the lab at the hospital and the office. A typical day for me began at 7 in the morning. I started at the lab drawing blood out of patients. We will write a custom essay sample on Practicum Report or any similar topic only for you Order Now Usually on Mondays, it was the busiest. An order would come in through the window, once the patient had registered. On this order, there was the patient’s hospital ID number and their demographics, which included: name, address, insurance information, and their primary care physician. If it was a recent order from the doctor, then it would have the script with the registration page. If it was a standing order, such as a Prothrombin Time, it would just have the registration page, and the laboratory tech would use their hospital number to look up the patient and go into their scanned orders to pull it up. Once the order was pulled up and printed, the tech would then go in and order the laboratory tests to be administered, whether it was a urine analysis, culture, or blood work. Once it was ordered, labels would print out and the tech would go out to call the patient back. When calling the patient back the tech only uses the patient’s first name, never the last name, this way their identity is protected through HIPPA. Once the patient is in the draw room, the patient’s identity is double-checked by having the patient spell their last name and confirm their date of birth. Also if the patient was in for a Prothrombin Time test, then I would ask when their last dose of Coumadin or blood thinner was. Once the patient’s identity is thoroughly confirmed, then the tech will check the tests to identify the tubes that the specimen will be placed into for testing. When I was drawing the patients, I would ask them where they normally get drawn at, or if there was a certain place that they preferred. They would usually reply with an answer that I was able to go with. Once I applied the tourniquet, I would feel the anticubital space with my fingers to ascertain if there was a viable vein to go in. If I did not find one, then I would check the other arm. If there were none in that arm, then I would ask if it was okay to go in the hand. If they agreed, then I would tourniquet it off and feel for a vein. Once I located a viable vein and determined what direction it went, I would determine what needle I was going to use. I had the choices of a butterfly, vacutainer, or a 5-10 mL syringe with needle gauges of 22 and 23. I would then gather my supplies, which consisted of an alcohol wipe, needle of my choice, cotton ball, and/or tape. I would then cleanse the area with the alcohol wipe and let it dry. Once dry, I would then use the needle and poke the patient. In the lab, all of the needle choices, except for the vacutainer, would flash to let me know that I was in the vein. If I was not in the vein, I would then reposition the needle gently to try to get into the vein. The lab has a two poke limit. This means that I or any tech has a chance to poke the patient twice, before getting another tech to try. Once the blood was collected, I would then label the tubes with the time of collection and my initials, because a tube cannot leave the room that the blood was drawn in until it has a label. This is a precaution against losing or mixing up samples and inconveniencing the patient of having to come back in to be drawn again. Once the labels were on, I would then take them into the lab. I would have to determine whether the specimens were to be tested in-house or sent out to a larger hospital to be run. If they were to be run in-house, then they would be distributed between the chemistry machine and the hematology machine. If they were to be run at a larger hospital, then they would have to order them through that hospitals system. A courier stops by twice a day to pick up the specimens that are to be run there. I also needed to verify that the patient’s results were faxed to the appropriate offices and that the results were added to that patients file. In the lab, it is really important that all of their information stays together and confidential from those not authorized to see the patient’s medical information. In my first few weeks at the hospital, I also got to see some surgeries. This helped me to understand the reasoning behind a sterile field. In the operating room, it is crucial that every piece of equipment that touches a patient is sterile. If it is not, then the patient is exposed to several kinds of nasty infections. Before the surgery/procedure starts, a nurse checks the patients file and then scans in every piece of equipment that is used in the operating room, to insure that nothing gets left in the patient. My Minor Office Surgery class prepared me for the sterile aspect of the medical field. Sometime during the day, I would head over to the physician’s office. Once there, I would log into the system and check the daily schedule to see how many patients will be seen in the office that day. Once the patient was checked in, then it would change a colored block on my screen, letting me know that I could take the patient back. I always call the patient by their first name, once again, enforcing HIPPA. Once I called the patient back, I took them into the lab room to get their weight. If the patient is under 18, then I also have to get their height to monitor their growth. Once those are put into the patients chart, I then take the patient into a designated room. In the room, I proceed to get their temperature, pulse, blood pressure, and respirations. I input those into the computer. I then verify the patient’s medications to be clear on what they are taking, just in case the physician prescribes something that could interact with it. I also verify their allergies, or lack thereof. Once those are all asked and filled out, I return to their chief complaint. I ask them if the chief complaint was the only thing that they were in the office for. This opens the conversation up to the patient, which gives them room to either elaborate on their symptoms or reasons for the appointment. Once I have all of their information into their chart, I then let the patient know that I will inform the physician that they are ready to be seen. After I leave the patient, the physician sees them. I will then monitor their status on the schedule. If the physician has ordered tests, medication, or treatment plans, then the patients name will light up bright green, which indicates that action is needed. As the Medical Assistant, it is my duty to schedule more tests to be run, draw blood if needed, call in medication to pharmacies, or give injections to the patient. If any of that is done, then it needs to be charted into the patient’s record. While I waited for the physician to finish with the patient, I would watch one of the Medical Assistants make follow-up calls or correspondence. Many of the patients’ that walked through either the lab or office were very different. Whether it is the color of their skin or the way that they talked, each and every patient was an individual. I learned to roll with the punches when dealing with new people that I had never met in my life. My time in my classes has made me more aware of what actually goes on behind the doors of the office and hospital. This experience has reaffirmed the fact that this is the field that I want to spend the rest of my life in. How to cite Practicum Report, Essay examples

Self Presentation and Social Perception Essay Example

Self Presentation and Social Perception Paper Module 2: Social Psychology Mathis, Ronald Self Presentation and Social Perception Ronald Mathis Grand Canyon University: Soc 369 Due July 3, 2011 From my perspective, the material in the textbook relate to Matthew 7:3-5 in this way; when people put their judgments on others, but fail to see that they have faults, and that things are wrong with them too, they have failed to see themselves for who they really are. According to Oliver Sachs (1985), we have an inner self that is private and an outer self that we show to other people. However, our outer self is biased, and want to cast judgment on others. We want to go around correcting people and telling them what to do. All the while, in the private, we do the same thing. The biased, they tell people they shouldn’t do that, and could be guilty of doing those very same things. Sachs also says â€Å"the self is heavily influenced by social factors† (Kassin, 2008, p. 55). For instance, if I start an infectious laughter, or yawing as if I am sleepy, and there are other people in the room, they will say â€Å"girl you are making me sleepy. With laughter, even if I were faking it, someone would say â€Å"what are you laughing at? † If I act like I could not stop, people would just start laughing too. Therefore, being biased can catch on like an epidemic. From my perspective, Matthew 7: 3-5 relates to me that I should not perceive things to be a certain way and they really are not. For instance, I should not perceive that just because I see someon e that has on rich fancy clothes that they are wealthy, and they are better than me. Also, I should not let others try to make me feel bad about myself when an attempt is made to put me down or make me feel degraded. We will write a custom essay sample on Self Presentation and Social Perception specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Self Presentation and Social Perception specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Self Presentation and Social Perception specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This to me is taking the plank out of my eye. A person can appear to be rich and not really be, and it could make me have feelings of inferiority if I allowed myself to feel that way, or if that person showed some type of affluent bias towards me like scorn of poverty stricken people. On the other hand, I should not attempt to do that to someone if I were in a position of having the appearance of wealth. In conclusion, when people bring their judgments they have failed to see themselves. Don’t perceive things to be a certain way when they really are not.

Data Integration at a Urban Multicultural Community College essay part 3Essay Writing Service

Data Integration at a Urban Multicultural Community College essay part 3Essay Writing Service Data Integration at a Urban Multicultural Community College essay part 3 Data Integration at a Urban Multicultural Community College essay part 3Data Integration at a Urban Multicultural Community College essay part  2IntroductionAt the same time, Powerfaids software and Jenzabar Software offer users easy access and use that is another important condition of the data integrity because data should be understood and used by users. Otherwise, there is no point in the creation of a database and accumulating information, if users have substantial difficulties with the adequate access and use of the information. Many researchers (Garvin Artemis, 2007) point out that Powerfaids software and Jenzabar Software is the effective tool because it offers users easy access and does not need some special, profound knowledge in the field of software. In fact, users can have just a general idea of finance to start using Powerfaids software and Jenzabar Software that makes the software very effective in the context of the educational environment. In such a way, any user can have the access to the software, on the condition that the user is authorized. At the same time, users are not likely to face any difficulties with Powerfaids software and Jenzabar Software because the software is easy to use. The navigation and interface are easy, although it may be difficult for beginners to grow accustomed to them (Garvin Artemis, 2007).Data are closely integrated and properly process that contributes to the effective information processing and sharing. The data are integrated in the learning process that prevents the distraction of educators or students from the learning process proper and wasting their time on data processing. The high level of the data integration means that the data are classified, balanced, and distributed between stakeholders and store in the database of the Institutions. In such a way, users can easily access the data they need and they will do it easily because the data are classified, the friendly interface and navigation will help them to find the target data in the matter of minutes at the most.Powerfaids software and Jenzabar Software as the tool of students’ inclusionIn fact, Powerfaids software and Jenzabar Software contribute to the student inclusion because they are oriented on the development of financial operations to facilitate the interaction between students and the Institution in particular. In such a way, the Powerfaids software and Jenzabar Software helps to integrate students into the educational environment and, thus, get access to education. In such a context, the software may be viewed as a tool of students inclusion because it expands students’ opportunities consistently because they can monitor their accounts, they can manage their accounts and conduct financial operations as well as monitor their financial statistics. At this point, it is worth mentioning the fact that Powerfaids software and Jenzabar Software allows all stakeholders, including educators and professionals wo rking in the financial department of the Institution to have access to and use the full potential of Powerfaids software and Jenzabar Software. At the same time, all stakeholders can benefit from Powerfaids software and Jenzabar Software to the full extent. In fact, the financial department as well as educators can use Powerfaids software and Jenzabar Software to monitor their financial operations and manage their accounts as well as, in case of professionals working in the financial department, they can conduct their operations and perform their professional functions with the help of Powerfaids software and Jenzabar Software.At this point, opportunities offered by Powerfaids software and Jenzabar Software for students are particularly important because they allow students to get wider access to education. They can plan their expenses and assess adequately costs of education and other issues. They can use Powerfaids software and Jenzabar Software to assess their financial potential and to make choices concerning their further education. In such a situation, Powerfaids software and Jenzabar Software help students to plan their learning personally. In other words, the software makes their education personalized since they can obtain education respectively to their financial opportunities at the moment.Moreover, Powerfaids software and Jenzabar Software is not only the matter of financial issues but it is also the software allow data sharing. In such a way, students can share information and data and transmit it, according to their needs. In such a situation, Powerfaids software and Jenzabar Software accelerates the data sharing and increases its effectiveness. Taking into consideration the high level of the information security of the software, students can be certain that their private information will not breach. At any rate, Powerfaids software and Jenzabar Software has the high level of the information security and the software is among leaders in the indus try (Garvin Artemis, 2007).Furthermore, Powerfaids software and Jenzabar Software is the effective tool that helps to provide students with the financial aid, when they need it most of all. For instance, students, who have reached a considerable academic progress but cannot continue their education because of financial issues can apply for grants or some programs that can be funded by the government or other agencies or companies. In such a situation, Powerfaids software and Jenzabar Software will help to find a plausible solution for each student personally. In fact, students may find the solution on their own with the help of Powerfaids software and Jenzabar Software. Thus, students tackle their problems with the help of Powerfaids software and Jenzabar Software and can choose the best options of funding their education.This is why it is possible to estimate that Powerfaids software and Jenzabar Software makes education more available to all students. At any rate the software def initely opens new opportunities for education because this software creates the flexible educational program, which may vary depending on financial resources available to students as well as funds, which they can raise for their education with the help of Powerfaids software and Jenzabar Software. This is why Powerfaids software and Jenzabar Software is the effective tool that makes education more available to students in the Institution than it used to be due to the new, more effective data integration and sharing.ConclusionThus, Powerfaids software and Jenzabar Software may raise doubts among some experts, who may consider this software unreliable or ineffective. They may even draw their own arguments but the analysis of Powerfaids software and Jenzabar Software shows that such arguments are likely to be inconsistent. At any rate, Powerfaids software and Jenzabar Software has a number of advantages and strengths that make this software effective to use in the college environment. First, is secure and reliable. Second, this software improves the information sharing and processing. In addition, Powerfaids software and Jenzabar Software contributes to the data integrity. The aforementioned strengths and advantages of Powerfaids software and Jenzabar Software make the software the reliable tool that can be used by the Institution and enroll all stakeholders, who can use the software, including students, educators and administration of the Institution.In fact, the use of Powerfaids software and Jenzabar Software contributes to the data integrity that allows educators and students focusing on the learning process alone, while information is processed with the help of software. In such a way, students and educators use their time efficiently. The data integrity in the contemporary educational environment is crucial because it helps to overcome such problems as the information overload, information security and other issues. Powerfaids software and Jenzabar Software should be implemented at the large scale at the Institution because the software opens wide information for provision of students with financial aid, when they need and effective data sharing.

European Exploration of Africa

European Exploration of Africa Europeans have been interested in African geography since the time of the Greek and Roman Empires.   Around 150 C.E., Ptolemy created a map of the world that included the Nile and the great lakes of East Africa.   In the Middle Ages, the large Ottoman Empire blocked European access to Africa and its trade goods, but Europeans still learned about Africa from Islamic maps and travelers, like Ibn Battuta. The Catalan Atlas created in 1375, which includes many African coastal cities, the Nile River, and other political and geographical features, shows how much Europe knew about North and West Africa. Portuguese Exploration By the 1400s, Portuguese sailors, backed by Prince Henry the Navigator, began exploring the West coast of Africa looking for a mythical Christian king named Prester John and a way to the wealth of Asia that avoided the Ottomans and the powerful empires of South West Asia.   By 1488, the Portuguese had charted a way around the South African Cape and in 1498, Vasco da Gama reached Mombasa, in what is today Kenya, where he encountered Chinese and Indian merchants. Europeans made few inroads into Africa, though, until the 1800s, due to the strong African states they encountered, tropical diseases, and a relative lack of interest. Europeans instead grew rich trading gold, gum, ivory, and slaves with coastal merchants.   Science, Imperialism, and the Quest for the Nile In the late 1700s, a group of British men, inspired by the Enlightenment ideal of learning, decided that Europe should know much more about Africa. They formed the African Association in 1788 to sponsor expeditions to the continent.   With the abolition of the trans-Atlantic slave trade in 1808, European interest in the interior of Africa grew quickly.   Geographical Societies were formed and sponsored expeditions. The Parisian Geographical Society offered a 10,000 franc prize to the first explorer who could reach the town of Timbuktu (in present-day Mali) and return alive. The new scientific interest in Africa was never wholly philanthropic, however. Financial and political support for exploration grew out of the desire for wealth and national power. Timbuktu, for instance, was believed to be rich in gold.   By the 1850s, interest in African exploration had become an international race, much like the Space Race between the U.S. and U.S.S.R in the 20th century.   Explorers like David Livingstone, Henry M. Stanley, and Heinrich Barth became national heroes, and the stakes were high. A public debate between Richard Burton and John H. Speke over the source of the Nile led to the suspected suicide of Speke, who was later proven correct.   Explorers’ travels also helped pave the way for European conquest, but the explorers themselves had little to no power in Africa for much of the century. They were deeply dependent on the African men they hired and the assistance of African kings and rulers, who were often interested in acquiring new allies and new markets.   European Madness and African Knowledge Explorers accounts of their travels downplayed the assistance they received from African guides, leaders, and even slave traders. They also presented themselves as calm, cool, and collected leaders masterfully directing their porters across unknown lands.   The reality was that they were often following existing routes and, as Johann Fabian showed, were disoriented by fevers, drugs, and cultural encounters that went against everything they expected to find in so-called savage Africa.   Readers and historians believed explorers accounts, though, and it was not until recent years that people began to recognize the critical role that Africans and African knowledge played in the exploration of Africa. Sources Fabian, Johannes, Out of Our Minds: Reason and Madness in the Exploration of Central Africa. (2000). Kennedy, Dane. The Last Blank Spaces: Exploring Africa and Australia. (2013).

Organisational Behaviour Information and Objectives Essay

Organisational Behaviour Information and Objectives - Essay Example The results are well analyzed and there is a conclusion at the end of the report. We made this study in small groups of 127 participants so as to establish the relationship between trust, monitoring and performance in teamwork. The participants were required to use the questionnaire to answer a few questions on how they feel while undertaking a group assignment. The purpose of the study is to establish the relationship between trust, monitoring and performance in teamwork which replicates the one undertaken by Langfred (2004). The hypotheses that were to be tested during the study were:- The questionnaires were supplied to the participants and they were expected to fill them individually according to their opinion on trust, monitoring and performance in teamwork. The summary of the questionnaires is analyzed in Table 1 below. External measures of performance (peer review) will be negatively related to individual autonomy hypothesis predicts that there is a negative, nonlinear relationship since it indicated a negative relationship. This indicates that there is negative relationship between trust and monitoring. The first step is to establish the relationship between trust and performance in the absence of monitoring in the same manner that monitoring and autonomy should interact to influence performance... 9 I knew I could count on the other team members 10 The other team members knew that they could count on me 11 I trusted all of the other team members 12 This team completed its work on time 13 Team members solved their problems quickly 14 The quality of the work done by this team developed continuously For your Individual Autonomy score, add items 1, 2 and 3. Individual Autonomy (IA) score ________ For your Monitoring score, add items 4, 5, 6 and 7. Monitoring (M) score ________ For your Trust score, add items 8, 9, 10 and 11. Trust (T) score ________ For your Internal Group Performance score, add items 12, 13 and 14. Internal Group Performance (IGP) score ________ Material The above sample of the questionnaire and a pen were supplied to the 127 participants during the study. Procedure The participants were told the purpose of the study was to establish the relationship between trust, monitoring and performance in teamwork. The questionnaires were supplied to the participants and they were expected to fill them individually according to their opinion on trust, monitoring and performance in teamwork. The summary of the questionnaires is analyzed in Table 1 below. Results External measures of performance (peer review) will be negatively related to individual autonomy hypothesis predicts that there is a negative, nonlinear relationship since it indicated a negative relationship. This indicates that there is negative relationship between trust and monitoring. The first step is to establish the relationship between trust and performance in the absence of monitoring in the same manner that monitoring and autonomy should interact to influence performance, trust and

International Accounting Standards Essay Example | Topics and Well Written Essays - 1750 words

International Accounting Standards - Essay Example Many instances were reported by the relevant stakeholders, where the management had concealed liabilities by classifying a lease as an operating lease where it should have been classified as a Finance lease based on the economic reality. To cater these issues IASB drafted and enforced a proper standard â€Å"Accounting for leases†. As the objective indicates, the standard has been divided into two main sections, Operating Lease and Finance Lease. This particular classification has been based on the transfer of risk and rewards of the underlying asset to lessee or lessor. Further aspects distinguishing the leases are discussed below in detail. The scope of the standard proposes it's non – applicability on the following areas: â€Å"Leases to explore minerals, oils, natural gas and similar non-generative resources; Licensing agreements for items as motion picture films, video recordings, manuscripts, patents and copyrights (because they are under scope of IAS 38). IAS 17 shall not be applied as the basis for measurement for leases discussed under IAS 40 (Investment property) and IAS 41 (biological assets). The standard will not apply to contract of services that do not transfer the right to use assets from one contracting party to the other†. (Financedoctors, n.d.) The standard has been further segregated into two aspects. ... In the books of the Bank, it will appear as an Investment held as finance lease with its relating receivables. The classification is explained below in further detail with the criteria defined by the standard as to when a lease is described as a Finance Lease. (Deloitte, 2012) Let's consider the implications of a Lease agreement from the perspective of Lessee. An operating lease is fairly simple to understand and account for. Lease payments under an operating lease arrangement are documented as an expense in the Statement of Comprehensive Income. The distribution of expense is usually done on a straight line basis over the lease term, unless a more logical basis provides a better representation. In the case of operating lease, the asset is not recognised by the lessee in his books of accounts. Instead the asset remains the property of the Lessor, and only used by the lessee in exchange for rentals, recognised as expense for the lessee. (Deloitte, 2012; BPP, 2012) Finance lease become s a little tricky to curtail. As under a finance lease agreement the asset is recognised in the books of the Lessee and subsequently depreciation is charged for the asset in the books of Lessee. Simultaneously, a liability is constructed in the Lessees books in relation to the leased asset. The classification is subject to certain criteria laid down by the standard. An asset is classified as a finance lease subject to the agreements economic reality rather than its legal form. The main factor to be considered is the transfer of risk and rewards. (Deloitte, 2012; BPP, 2012) Circumstances that would lead to a lease being classified as a finance lease are; â€Å"transfer of ownership to lessee at the end of lease term, the Bargain Purchase Option at the end of lease term,