The Gutai Seen Through a Zen Lens Essay Example for Free

The Gutai Seen Through a Zen Lens Essay The Gutai Group are well known for their actions and have been considered by many a link between western contemporary art movements and contemporary eastern art. In February of 1998 the Museum of Contemporary Art in New York exhibited Out of Actions: Between Performance and the Object, 1949-1979. In the exhibition catalog, of the same name, the Gutai Group is discussed extensively as a new tradition of action artists who were developing and practicing similar work as the likes of Pollock and Kaprow. Little heed is taken to examine the traditions that the artists came from, were influence by, and inevitably continued. Though the Gutai Group is considered a rebellious group of artists who broke from tradition, when looking back, many links between Japanese art before World War II[1] and the groups work are found. Most of these links can be seen when a close reading of the Gutai Group Manifesto is viewed from a Zen Buddhist perspective. It will be seen that the Gutai Group, though unorthodox, created artwork that is at the very least influence if not actually representative of Zen artwork.

Looking Out for Future Pain :: Pain Health Medical Essays

Looking Out for Future Pain Pain is a method used by the body to interpret the outside world. Our skin is covered with sensory neurons that are responsible for acquiring information about the body's surroundings (6). Some of the nerve endings involved in the pain sensing process are called nociceptors (6). Most of the sensory receptors and nociceptors come from an area near the spinal cord (6). The information from the sensory neurons is sent through intermediate neurons and is passed onto the motor neurons that are involved in a physical movement, or are sent to the brain (1). In the brain, the information is interpreted and behavioral and emotional reactions are created (6). The definition of pain used by the International association for the Study of pain describes it as a sensory or emotional interpretation that is produced when there is the potential or actual occurrence of tissue damage (2). Adults are able to verbalize the intensity of their pain and can help monitor the effectiveness of treatment when there is damage to the body tissue. How can adults interpret the pain in infants who cannot verbalize their experience? What concerns should we have when treating tissue damage in babies? What about the damage treatment of babies inside the womb? It has been noted that a newborn has sensory nerve cells that have a greater respond rate than an adult (4). With sensitive sensory nerve cells, the spinal response to a stimulus is also increased and lasts for a longer period of time when compared with an adult (4). The appearance of these sensitive nerve cells is found on a larger portion of a newborn's skin when compared with adults (4). These sensory areas are called receptive fields (4). The receptive fields help the nervous system keep track of where the stimulus was received (4). With a larger receptive field, babies are unable to pin point the exact location of the stimulus (4). Since newborns have very sensitive sensory nerves, the same response is produced to any stimulus without regard to the intensity (4). A newborn may react in the same way to a pinch as to a soft touch (4). The newborn will respond to non-harmful experiences as if they were potentially harmful (4). Questions have been raised about the level of sensation that the fetus itself undergoes when using surgery to address abnormalities in a fetus (1).

Inclusive Classrooms Essay

The Success of Inclusive Classrooms Introduction Inclusive classroom is the cause of debates between families with children who have learning disabilities and those that do not have children with learning disabilities (Brehm, 2003). Inclusion can be understood as Brehm states it, Providing to all students, including those with significant disabilities, equitable opportunities to receive effective education; services, with the needed supplementary aids and support services, in age-appropriate classrooms in their neighborhood schools, in order to prepare students for productive lives as full members of society. (2003, p. 89) With the collaboration of the school and home, inclusive classrooms can be successful. Students who have learning disabilities and those who do not have learning disabilities will have the opportunity to develop in a personal fashion, social relationships, and helps students with learning disabilities become â€Å"productive†¦ as full members of society† (Brehm, 2003, p. 89). Inclusive classrooms are consistent with the law that all students should be educated in the least restrictive environment (Banerji & Dailey, 1995). Results Some are opposed inclusion because they believe it will be costly for the school. One school wanted to test inclusive classrooms in their own school and to see the effects. They froze their budget so the public cannot attribute their success to an increase in expenses (Van Dyke, Stallings, & Colley, 1995). Their per-pupil expenditures for students with learning  disabilities were slightly lower than neighboring schools. Since all students were included in the general education the budget was reformed (not increased) to support that. For example, the school did not have to provide separate transportation for students with special needs nor did the district have to pay private tuition for the students they could not accommodate. The school had â€Å"educational supplies† as opposed to separate supplies for the regular education classes and the special education classes (Van Dyke, et al. 1995). Another criticism is that the training needed for teachers, the workshops for school staff, and the collaboration that is needed to make inclusion successful will take a lot of extra time (Van Dyke, et al. 1995). That is true. However, the training and education teachers receive is valuable and improves their teaching to typical students and special students. The benefits that are gained by all students is worth the time (Benerji & Dailey, 1995). Lastly, after a few trainings teachers learn how to run an inclusive classroom so less time is needed for workshops. If we implement the proper education for inclusion in college, teachers will begin teaching with greater skills and knowledge of how to run an inclusive classroom. Another concern is that students with learning disabilities do not necessarily do better academically in an inclusive setting compared to the special education classes. Through research it has been found that after one year of inclusive classrooms in three different districts, 54% of the students with learning disabilities learned what they were e xpected to (Zigmund, Jenkins, Fuchs, & Fafard, 1995). That number was only given after one year of inclusion classroom. The success stories will keep growing if inclusion is done with the right focus and method. Classrooms are an introduction to the community that we live in. Children with disabilities need to be in regular classrooms to help them prepare for the challenges that will arise in the â€Å"real world,† (Van Dyke, et al. 1995). Segregating students puts a label on them that they are different and are therefore treated differently. But, really they are apart our community so they should be part of our schools (Van Dyke, et al. 1995). As, Van Dyke, Stallings, and Colley state, â€Å"To be truly prepared to take part in the real world as adults, children with disabilities need to be educated in language rich classrooms and to interact daily with peers who are appropriate role models† (p. 475, 1995). There are tremendous social gains for students in inclusive  environments. Included students have higher peer ratings and are more accepted compared to students in the resource program (Brehm, 2003). According to the research that was done by Benjeri and Dailey (2003), students with learning disabilities improved in their self-esteem and motivation. Students also changed in their social behavior, which helped them make friends and be part of a group of friends (Benjeri & Dailey, 2003). In addition, students learned to care for one another, to learn and work together. One teacher reported that while all the students were at free play, the teachers were standing around and watching them. One teacher jokingly said that the teachers were not needed anymore because the students have learned to interact and problem solve with one another without the intervention of a teacher (Benjeri & Dailey, 1995). The students without disabilities also gain from inclusive classrooms. Firstly, students learned to accept all types of people no matter what they look like and value the differences of their classmates. They learned that everyone has something valuable to share. Students were less afraid of their classmates that looked or behaved differently. The students learning effected the parents too. In an ethnographic yearlong study it was found t hat students became more tolerant with others as a result of their awareness of their peers with disabilities (Staub & Peck, 1994). Additionally, the study has shown that students developed positive feeling of themselves after they helped or spent time with a peer who was disabled. Their self-esteem was increased as a result of their interactions with their peers. They felt that their â€Å"helping role† with a disabled peer elevated their status in the classroom and gave them a stronger sense of belonging. The relationships between students with all different types of abilities were strong, meaningful, and long-lasting friendships (Staub & Peck, 1994). We can facilitate successful inclusion in our classrooms with the right intervention, approaches, and supports. Most importantly, there must be collaboration between the school psychologist or social worker, the special education teacher, the general education teacher, the principal, and the home. Everyone has to be informed a nd in agreement. When there is unity between all the parties involved in a child’s education, the child has a sense of security and can be educated in the best possible way (Van Dyke, et al., 1995). Support systems must be put in place for the teachers to turn to for advice and to help with instruction in the  classroom. The teachers should meet with a special education teacher and teacher consultant to discuss strategies for their classroom. Every classroom should have a general education teacher and a special education teacher who will be in the classroom for a part of the day and a co-teacher. Trainings and workshops should be given to educate teachers about effective inclusion and instruction (Van Dyke, et al., 1995). One up-and-coming new style of teaching is known as the Universal Design for Learning (UDL). This style of teaching meets the needs of all learners. UDL encourages teachers to create a flexible curriculum that is customized for each student. It allows students to progress from where they are and not where one imagines them to be. For an inclusive classroom, UDL is especially important because there are different learners and each child needs to learn at his o wn pace (www.udlcenter.org). The curriculum should include visual, auditory, and kinesthetic learning styles. Assistive technology such as alternative keyboards, electronic pointing devices, Sip-and-puff systems, wands and sticks, joysticks, trackballs, touch screens, should be available for any student. Assistive technology makes the classroom a friendlier place for a student who needs it. UDL offers different ways for students to express themselves and what they have learned. Students learn how to self-regulate their emotions and motivations. They don’t just learn information rather, they learn skills in how to learn and process information. They also expand their executive functioning which helps them set goals for themselves, monitor their progress, and control impulsions (www.udlcenter.org). Discussion Based on the research that was read, inclusion is an ideal way of teaching our children about the world and social relationships. The classroom is a model of a child’s community. Every child belongs to a community and so does every child deserve the chance to receive the best education in the least restrictive environment (Van Dyke, et al., 1995). Inclusive classrooms teach the skills and life lessons to all the students of all types of abilities. Students develop healthier self-esteems, learn how to interact with each other and problem solve together. Students become more accepting of others differences and learn to look out for each individuals unique traits. Inclusion removes the labels that make others different and not good enough.  It lets the classroom be a growing place for all no matter the disabilities (Van Dyke, et al., 1995). The key to Inclusion is communication. The school and the home must be involved in aspects of the child’s education . Teachers need to be trained and taught how to be effective in an inclusive classroom (Van Dyke, et al., 1995). Additionally, UDL will help the curriculum be shaped to help each child succeed in their own way (www.udlcener.org). The limitations of this paper is that it does not state what types of disabilities should be included in the classroom and at what level of functioning a student must be to be included. The paper does not discuss whether a pull out program may be needed or not and to what extent it can be used. References: Benerji, M., Dailey, R. A. (1995). A Study of the Effects of an Inclusive Model on Students with Specific Learning Disabilities. Journal of Learning Disabilities, 28(8), p511-522. doi: 10.1177/002221949502800806 Brehm, K. (2003). Lessons to Be Learned and the End of the Day. School Psychology Quarterly, 18(1), p.88-95. doi:10.1521/scpq.18.1.88.20875 http://www.udlcenter.org/ Staub, D., Peck, C. A. (1994). What Are the Outcomes for Nondisabled Students? Educaional Leadership, 6, p36-40. Retrieved from http://rdas-proxy.mercy.edu:3176/ehost/pdfviewer/pdfviewer?sid=4bf1b7b5-27eb-4c47-9b29-43509138eaff%40sessionmgr110&vid=4&hid=125 Van Dyke, R., Stallings, M. A., Colley, K. (1995). How to Build an Inclusive Community: A Success Story. Phi Delta Kappan, 76, p475-479. Retrieved from http://search.proquest.com/docview/218474563?accountid=12387 Zigmond, N., Jenkins, J., Fuchs, L. S., Fafard, M. (1995). Special Education in Restructured Schools: Findings from Three Multi-Year Studies. Phi Delta Kappan, 76(7), p531-540. Retrieved from http://search.proquest.com/docview/218510466?accountid=12387

Pasaporte americano - Todo lo que hay que saber

El pasaporte sirve para demostrar que una persona es ciudadana  de los Estados Unidos. Tambià ©n se utiliza para viajar al extranjero con la proteccià ³n de Embajadas y Consulados y como documento que permite regresar al paà ­s. Asimismo se puede utilizar como forma de identificacià ³n. Por ejemplo, para sacar la licencia de manejar o para llenar el formulario I-9 para probar que se puede trabajar legalmente en los Estados Unidos o para registrarse para votar. En este artà ­culo se explica cà ³mo sacar el pasaporte americano, quà © hacer en caso de extravà ­o o robo, quà © otros documentos pueden utilizar los ciudadanos americanos para ingresar a los Estados Unidos y, finalmente, cà ³mo funciona la doble nacionalidad y cuà ¡les son sus inconvenientes. Cà ³mo obtener el pasaporte americano Obviamente, sà ³lo pueden obtenerlo los ciudadanos americanos. A la hora de sacar el pasaporte  existe una diferencia en el proceso de solicitud segà ºn se trate de obtener el pasaporte americano por primera vez y cuando se trata de una renovacià ³n. Asimismo, deben respetarse unas reglas especiales cuando se trate de solicitar el pasaporte para un nià ±o. Estas normas està ¡n encaminadas a evitar el secuestro de menores y es especial que uno de los progenitores saque del paà ­s a los hijos sin el conocimiento del otro, particularmente en los casos de separaciones o divorcios conflictivos. Obtener el pasaporte puede demorarse bastantes semanas, incluso meses. Es por ello que puede solicitarse su tramitacià ³n con carà ¡cter de urgencia tanto dentro de Estados Unidos como desde el extranjero. Eso sà ­, hay que pagar una cantidad de dinero a mayores por este servicio.   Robo o extravà ­o del pasaporte americano El extravà ­o del pasaporte debe notificase inmediatamente a las autoridades, siguià ©ndose distinto procedimiento si el hecho ocurre dentro de Estados Unidos o fuera. No notificarlo en tiempo puede dar lugar a importantes dolores de cabeza y a un robo de identidad. Tener en cuenta que si ocurre fuera de Estados Unidos  el proceso para obtener uno nuevo puede demorarse, ya que las oficinas consulares no cuenta con pasaportes en blanco y hay que esperar a que lleguen desde Estados Unidos. Pasaporte estadounidense y licencia Real I.D. A partir de octubre de 2020 serà ¡ necesaria una licencia de manejar o de identificar Real I.D. para tomar los vuelos domà ©sticos dentro de EE.UU. Si no se tiene ese tipo de licencia, serà ¡ posible utilizar el pasaporte estadounidense como una de las identificaciones aceptables. Otros documentos que se puede utilizar para ingresar a los Estados Unidos El pasaporte no es el à ºnico documento que permite a un estadounidense viajar al extranjero. La tarjeta de pasaporte  puede utilizarse en casos muy especà ­ficos y las tribus indà ­genas pueden tener reconocidos sus propios documentos de viaje para casos concretos. Este es un listado de todos los casos en los que se puede utilizar otras opciones distintas al pasaporte. Acelerar paso en el control migratorio Con los siguientes documentos es posible cruzar mà ¡s rà ¡pido por el control de Inmigracià ³n: Nexus: entre Canadà ¡ y Estados UnidosSentri: cruce terrestre o marà ­timo entre Mà ©xico y Estados UnidosGlobal Entry y ACP para aeropuertos Cada una de estas opciones tiene sus propias reglas y sus ventajas e inconvenientes. Doble nacionalidad en los Estados Unidos Los Estados Unidos admiten las situaciones de doble nacionalidad, pero es siempre obligatorio utilizar el pasaporte americano para ingresar y salir del paà ­s y no se puede utilizar el otro pasaporte para este trà ¡mite. La doble nacionalidad indudablemente brinda importantes ventajas, pero tambià ©n tiene inconvenientes que conviene saber. Ademà ¡s destacar que es muy difà ­cil, a dà ­a de hoy y con las leyes actuales, perder la nacionalidad americana, a menos que se realice una renuncia expresa. Este es un listado de 10 personas famosas que renunciaron a la nacionalidad americana por razones diversas. Hoy en dà ­a la mayorà ­a de las renuncias se hacen por cuestià ³n econà ³mica, para evitar tener que pagar impuestos en los Estados Unidos.   A tener en cuenta Los pasaportes alterados, mutilados o con hojas arrancadas no son và ¡lidos. Tampoco se pueden hacer enmiendas, por ejemplo, cuando se cambia el nombre. En estos casos lo que hay que hacer se solicitar un nuevo pasaporte.   Todos los emitidos a partir del 1 de enero de 2007 contienen un chip de radiofrecuencia (RFID) en la parte posterior. Contiene informacià ³n de seguridad. Entre otros, datos sobre la fotografà ­a que permiten utilizar con mayor eficiencia las tecnologà ­as de reconocimiento facial de los puestos de control migratorio. Si por cualquier accidente el chip deja de funcionar, el pasaporte sigue siendo và ¡lido hasta su fecha de expiracià ³n. Por à ºltimo, la manipulacià ³n de un pasaporte americano (tampering) puede ser castigada con una pena de prisià ³n de hasta 25 aà ±os. Curiosidad Aproximadamente sà ³lo el 46 por ciento de los ciudadanos estadounidenses tienen pasaporte. Este es un artà ­culo informativo. No es asesorà ­a legal.

How Many Types of Chemical Reactions Are There

There is more than one way to classify chemical reactions, so you may be asked to name the 4, 5, or 6 main types of chemical reactions. Here is a look at the main types of chemical reactions, with links to detailed information about the different types. When you get right down to it, there are millions of known chemical reactions.  As an organic chemist or chemical engineer, you might need to know the details about a very specific type of chemical reaction, but most reactions can be grouped into just a few categories. The problem is determining how many categories this is. Typically, chemical reactions are grouped according to the main 4 types of reaction, 5 types of reactions, or 6 types of reactions. Here is the usual classification. 4 Main Types of Chemical Reactions The four main types of chemical reactions are fairly clear-cut, however, there are different names for the reaction categories. Its a good idea to become familiar with the various names so that you can identify a reaction and communicate with people who may have learned it under a different name. Synthesis reaction (also known as a direct combination reaction)In this reaction, reactants combine to form a more complex product. Often there are two or more reactants with only a single product. The general reaction takes the form:A B → ABDecomposition reaction (sometimes called an analysis reaction)In this kind of reaction, a molecule breaks into two or more smaller pieces. Its common to have one reactant and multiple products. The general chemical reaction is:AB → A BSingle displacement reaction (also called a single replacement reaction or substitution reaction)In this type of chemical reaction, one reactant ion changes place with another. The general form of the reaction is:A BC → B ACDouble displacement reaction (also called a double replacement reaction or metathesis reaction)In this type of reaction, both cations and anions exchange places, according to the general reaction:AB CD → AD CB 5 Main Types of Chemical Reactions You simply add one more category: the combustion reaction. The alternate names listed above still apply. synthesis reactiondecomposition reactionsingle displacement reactiondouble displacement reactioncombustion reactionA general form of a combustion reaction is:hydrocarbon oxygen →  carbon dioxide   water 6 Main Types of Chemical Reactions The sixth type of chemical reaction is an acid-base reaction. synthesis reactiondecomposition reactionsingle displacement reactiondouble displacement reactioncombustion reactionacid-base reaction Other Major Categories Other main categories of chemical reactions include oxidation-reduction (redox) reactions, isomerization reactions, and hydrolysis reactions. Can a Reaction Be More Than One Type? As you start adding more and more types of chemical reactions, youll notice a reaction may fit into multiple categories. For example, a reaction may be both an acid-base reaction and a double displacement reaction.

The Concentration Of Glucose And Concentration On The X Axis

A standard curve was set up with the use of glucose standards prepared in the first part of the experiment with the absorbance readings plotted on the Y axis and concentration on the X axis. This standard curve can then be used to help plot and find unknown concentrations for the patient and control samples, it also allows us to determine the equation of the line (y) and the correlation coefficient (R2) which were 2.2447x and 0.9984 respectively (Figure 1.). To determine the concentration of glucose in the blood plasma samples, the equation of the line provided from the standard curve (Figure 1) is used to divide against the absorbance that has been blank adjusted. The dilution factor also has to be taken into account at this step, refer to the calculation in Calculation 1 and is times against the previous number. The blood glucose concentrations obtained during this practical were fairly close to the expected (Table 3). The only results that were different was Patient 2’s 60-minute sample, these results may have come from a technical error such as, pipetting on our part. Looking back at the first duplicate absorbance levels for patient 2’s 60 minute sample there is a slight variance in the values, clearly indicating pipetting is at fault (Table 2). Discussion From this practical we were able to use the glucose oxidase method to measure the glucose in two blood plasma samples collected from two patients who had both family history of diabetes mellitus as well as signsShow MoreRelatedA Blood Bag With Two Pipettefuls Of Glucose And Starch Solution983 Words   |  4 PagesIn part I, a dialysis bag with two pipettefuls of glucose and starch solution was mixed. The bag was placed in a beaker of tap water and I2KI solution for 30 minutes. The contents of the bag and the beaker were placed in test tubes and tested through Benedict’s Test for the presence of aldoses - both test tubes tested positive. 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Sample Contents of Feasibility Study Free Essays

string(70) " specializing in the practice of obstetrics and gynecologic services\." Sample Executive Summary For Your Business PlanApril 5, 2011 – 11:14 am Earlier in Invest Engine Blog we have talked about  executive summary contents  and  how to write executive summary. Using all this information we shall now pass to actually writing an executive summary taking restaurant business plan as an example. Writing executive summaries is among the most important business skills. We will write a custom essay sample on Sample Contents of Feasibility Study or any similar topic only for you Order Now The majority of investors whom you’ll address with your project will read your executive summary first. And only then will decide whether to proceed with your start up or leave it alone. So let’s get started! 1. Executive Summary Cover Passing along a naked text is not a good idea. So do provide a cover for your executive summary. The executive summary cover page should contain: * your company logo; * the title of your project; * your contact information; * the subtitle â€Å"Executive Summary† (not to confuse this document with the full version of your business plan). 2. The Opening Statement: Who? What? When? Where? Why? From the very first sentence it should be understood what your project is about. Showing respect to your readers’ time and attention is highly appreciated. So if you can answer the  Five W’s  in a single sentence, it is perfect. But sometimes it is better to break it down into smaller sentences. And DO avoid general phrases and adjectives like â€Å"great†, â€Å"unique†, â€Å"exclusive† as they make you look boastful right from the start. From the cover page of our  sample restaurant executive summary  the reader knows that the project is called: â€Å"BBQ-5 – barbecue restaurant in Chicago, IL†. So the opening statement of the executive summary could be: â€Å"BBQ-5 is a new barbecue restaurant in Chicago, IL founded by Mr. BBQ. This will be the fifth restaurant of â€Å"Mr. BBQ Family of Restaurants† – the barbecue chain founded in 2005 and is already well-known in The Great Lakes area. † 3. Brief Company ProfileYou are sure to provide some detailed information about your company background, its mission and business objectives in your business plan. But the major highlights should be put into executive summary as well. Typically you are expected to say: * When was your business founded? * What are the major industries and regions of operations? * What are your business mission and business objectives? How many people work in your firm? * What is your position in the company? In the sample executive summary we are going through it is stated that  Ã¢â‚¬Å"the  chain was founded in 2005 and is already well-known in The Great Lakes area† (the info about the year the business was founded and the region of operation is provided). And so it is continued: â€Å"The other restaurants ar e located two in Cleveland, OH, one in Detroit, MI and one in Milwaukee, WI. Each of the restaurants started by Mr. BBQ reached the break-even point within a year. Though Mr. BBQ and Mrs. BBQ are principle owners, it is Mr. BBQ’s  intention to offer outside ownership in â€Å"BBQ-5? restaurant on an equity, debt, or combination basis in order to facilitate the opening of BBQ-5 restaurant and further growth of the chain. † From this paragraph it is clear that the principal figures in the company are Mr. BBQ and Mrs. BBQ and their major business goal is  Ã¢â‚¬Å"further growth of the chain†. 4. Project Description Normally executive summary should always be written last. You already have a perfectly written product description in your business plan and can now copy-paste the highlights into your executive summary. It should really take minutes! In the business plan for BBQ-5 restaurant it was stated that location is a key success factor. So in the executive summary it would be perfect to start with the advantages of the location and target audience of the restaurant: â€Å"BBQ-5 will be opened in leased premises in the very heart of Chicago – the Loop district. The Loop is the center of Chicago’s cultural, commercial and financial institutions. It is also the major tourist destination. And the neighboring district – The North Side – is the most densely populated residential section of the city. It is also a popular take-away destination. So BBQ-5 will target residents of The Loop district, office workers and tourists. † Then we briefly describe restaurant’s projected capacity, its specialization and the key competitive advantages (these are also copy-pasted from the business plan): â€Å"The restaurant will specialize in traditional style barbecue meals: smoked pork, veal and fish, steaks and sandwiches. The menu will also include a variety of vegetarian meals and the widest range of sauces. The restaurant’s projected capacity is 340 seats. After that you can outline main business objectives of the project showing that you have a clear vision and know your goals. Then write a paragraph about major risks of your project but stay positive providing your solutions right away. Stress the strong sides of your company and the competencies of the team behind the project. 5. Key Business Plan Numbers By the moment you write executive summary you are supposed to know  exactly  how much funding you need. So provide the highlights in the form of investment summary table. It puts investment structure vs. nvestment purposes of your project. So anyone reading your executive summary will understand what you need money for, how much of your own capital you invest and how much is expected from other sources (direct investment, bank loans, start up grants etc. ) Also state how much revenues your project will generate (revenue projections) and of course the payback period of your project – how long will it take for your project to become cash flow positive. ple Projects  Ã‚  Sample #4| Sample #4| [The data in this form is either fictitious or has been adapted with a firm’s permission. Company: Bentonville Medical Clinic   Contact Person: George Hendrichs Title: Business Manager/Administrator Telephone: (910) 273 – 8457 Fax: (910) 273 – 5419 Address: 413 Harmon Place, Greensboro, NC 27412BackgroundProvide an overvi ew of the company, the nature and size of the primary product(s)/service(s) and operations, and a brief description of the department/function/product that is the main focus of the study. Bentonville Medical Clinic is a 12 year old medical firm specializing in the practice of obstetrics and gynecologic services. You read "Sample Contents of Feasibility Study" in category "Essay examples" The main office, located in Greensboro, is where the primary administrative functions such as coordination, billing, insurance claims, etc. are carried out, but the firm is also comprised of two satellite offices located in Reidsville and Eden. The firm employs 1 administrator, 7 clinical personnel, 9 clerical workers, and 5 physicians, who rotate through each of the three offices on a regular basis. Gross revenues for 1991 were roughly $3. 1 million, as a result of 37,000 patient encounters. The bulk of the revenues are taken in by the Greensboro office, which accounted for 72% of all receipts. Revenues grew regularly through 1990, but have leveled off since then as a result of the efforts of the government and other agencies to control health care expenses. Some primary points of emphasis for Bentonville Medical Clinic are: (1) maintenance of high quality of patient care, through the regular and efficient assimilation of new technologies, (2) continuous improvement of business efficiencies and cost reductions, and (3) provision of a reasonable return on investment for the firm’s partners. The Project To Be StudiedDescribe the situation to be studied, and if possible, identify the specific issue(s)/problem(s) to focus on. One of the basic problems with health care today is the government wishes to control health costs, yet demands the highest quality of service available. Often, the government wishes only to pay amounts for these services that barely exceed the cost a medical firm incurs in providing them. The focus of the group will be to evaluate the costs of various types of patient visits versus the payment plans instituted by the government (the RBRVS system that calculates costs for medicare, for example), and determine how these plans affect Bentonville Medical Clinic’s cash flows and revenues. Outputs DesiredWhat specific results would be expected, e. g. reports, recommendations, etc. Outputs desired from this study include:(1) Determination of the amount of medicare volume that can be profitably handled;(2) Identification of the various costs involved in particular types of patient encounters (which types of visits are most/least profitable for the firm)(3) Determination of how cash flows being affected by programs such Medicare’s RBRVS cost conversion factors(4) Suggestions for some possible alternatives/strategies through which Bentonville Medical Clinic can maximize revenues in the current environment. Required/Available Resources- (List special or unique data, software, personnel, etc. required, or available):Summary/Key Word Information:Estimated team size: 2-3 person team   How was project obtained? : Referred by John Adams, Alum Previous Project? : No Project Focus – Primary: Accounting/Finance Other areas: Strategy, Health Administration Keywords: Costing, and cash flow analysis Brief Abstract: Contrast patient visits with reimbursement plans to assess the equity of payments received and determine their affect on overall cash flows and revenues. | Sample #1| [The data in this form is either fictitious or has been adapted with a firm’s permission. ]Company: Comfort Apparel   Contact Person: Sam Talbott Title: Marketing Manager Telephone: 336. 555. 1234 Fax: 336. 555. 1234 Fax: (336) 745-7025 Address: 1234 Comfort Blvd. , Winston-Salem, NC 27123BackgroundComfort Apparel manufactures and markets high-quality, high-value apparel using screen printing and embroide ry. Comfort holds exclusive contracts with several boards of education in the Southeast to provide shirts, hats and sweatshirts with school logos for state championships in all major sports. Other boards are being pursued for contracts. A significant volume of business is obtained through short-term contracts with colleges, universities and sports associations to provide logo apparel for ceremonies and sporting events. Comfort provides consumer value by offering a high-quality embroidery look at prices comparable to regular screen-printed products with quick turnaround on short notice. The Project To Be StudiedAt Comfort, ordering, scheduling, invoicing, inventory control and shipping are done manually. Management decided to switch to an electronic system because of frequent and often unanticipated surges in volume, as well as recent overall growth. Several of Comfort’s accounts have requested EDI systems and other electronic media, including use of the Internet, to process orders and shipping. The study group will be responsible for determining what system could capitalize on emerging technology and be most appropriate for the company and how best to implement the system. The study will look at three main operating areas: * Information systems between Comfort and our manufacturing operations * Information systems between Comfort and our customers * Information systems between Comfort and our suppliersThe team must propose whether members will focus on one, two or all of the above applications. Outputs Desired * Provide Comfort with a list of information systems that capitalize on the latest technology and that could be installed and implemented, along with pros and cons of each * Propose a schematic design and determine the costs and benefits of each alternative * Recommend the best alternative and provide a plan for implementation| Sample #3| [The data in this form is either fictitious or has been adapted with a firm’s permission. ]Company: Gourmet House Software Services   Contact Person: Rachel Benedict Title: Director of Development Telephone: (910) 277 – 2347 Fax: (910) 277 – 9547 Address: 1600 Watley Plaza, Winston-Salem, NC 27011BackgroundProvide an overview of the company, the nature and size of the primary product(s)/service(s) and operations, and a brief description of the department/function/product that is the main focus of the study. Gourmet House Software Services is a relatively small â€Å"software house† that specializes in software for restaurants and wholesale food distributors. The purpose of this type of software is to allow the user to better and more efficiently purchase and utilize their inventory and delivery systems. Gourmet House System is going into its twelfth year of business, and they estimate that they have roughly 160 users of their specialized software. The Project To Be StudiedDescribe the situation to be studied, and if possible, identify the specific issue(s)/problem(s) to focus on. The current computer system software being sold by Gourmet House is a third generation software component. They feel it is necessary to upgrade their software to a fourth generation, but want to make sure they can successfully market this new product to existing customers, as well as to other potential markets. The study group should concentrate on the following areas:(1) The various methods that could be used to market this new product to current market segments, while maintaining support and customer satisfaction for older products;(2) Identify any other feasible markets for this new product. Outputs DesiredWhat specific results would be expected, e. . reports, recommendations, etc. The outputs desired from this project would be as follows:(1) A list of options and an action plan for the introduction of the new software component(2) A risk analysis of the planned introduction, complete with benefits and drawbacks. (3) Financial considerations involved (ROI, etc). Summary/Key Word Information:Estimated team size: 2-3 person team   How was project obtained? : Wilson Thomas, Alum Previou s Project? : No Project Focus – Primary: Marketing, Strategic Planning Other areas: New Ventures, Business Strategy Keywords: Marketing and identifying new niches Brief Abstract: Recommend a marketing plan for a fourth generation of a software package and identify new markets the firm might enter in order to increase revenues and profits. | Sample #2| [The data in this form is either fictitious or has been adapted with a firm’s permission. ]Company: Mountain Broadcasting Company Contact Person: Ms. I. M. Astarr Title: President Telephone: (910) 253-7827 Fax: (910) 253-1329 Address: 4321 Galaxy Boulevard, Mt. Airy, NC 27411Background-  Provide an overview of the company, the nature and size of the primary product(s)/service(s) and operations, and a brief description of the department/function/product that is the main focus of the study. Mountain Broadcasting Company is a locally-owned radio company which operates under the call letters of WMBC (FM) and WNCB (AM). It employs 17 people, including 6 salespeople. The Project To Be Studied-  Describe the situation to be studied, and if possible, identify the specific issue(s)/problem(s) to focus on. Mountain Broadcasting contacted the Schools of Business to conduct a survey and analyze the results to determine what factors are critical when current and prospective advertisers make the decision to use radio as an advertising medium. Mountain Broadcasting also wanted to learn how effective its salespeople were compared to the competition, be it radio stations, television stations, or magazines and newspapers. Mountain Broadcast hoped to learn what it could to ultimately leading to an improvement in the company’s profitability. Outputs Desired-  What specific results would be expected, e. . reports, recommendations, etc. Outputs desired from this practicum include:(1) Which local sales staffs within the industry are perceived as most competent/least competent? (2) What affect do program formats and program contents have on advertisers’ decisions to buy? (3) How do the rates charged by WMBC and WNCB compare with other stations and how are they perceived by their cust omers with respect to the value received? (4) What affect do promotional support, purchase incentives, and the buying procedure have on the purchasing decision? 5) Which stations are perceived as most effective for reaching specific demographic targets? (6) How do stations’ production capabilities affect their advertising rates? Methodology-  Possible strategies and analytical tools to employ. The data for this study will be generated by telephone interviews of approximately 100-200 prospective advertisers. The prospects will include current radio and non-radio advertisers, current customers, and non-customers of the stations, and direct advertisers and agencies and/or media brokers. The team will be supplied by the client with the list of prospects. | * ————————————————- About Us * ——————————â €”—————- Academic Programs   * ————————————————- Admissions * ————————————————- Beyond Academics * ————————————————- Careers Internships * ————————————————- Diversity * ————————————————- Faculty Research * ————————————————- News Events * WFU Charlotte Center | | Home  Ã‚  Beyond Academics  Ã‚  WF Business Solutions  Ã‚  Sample Projects  Ã‚  Sample #1| Sample #1| [The data in this form is either fictitious or has been adapted with a firm’s permission. ]Company: Comfort Apparel   Contact Person: Sam Talbott Title: Marketing Manager Telephone: 336. 555. 1234 Fax: 336. 555. 1234 Fax: (336) 745-7025 Address: 1234 Comfort Blvd. , Winston-Salem, NC 27123BackgroundComfort Apparel manufactures and markets high-quality, high-value apparel using screen printing and embroidery. Comfort holds exclusive contracts with several boards of education in the Southeast to provide shirts, hats and sweatshirts with school logos for state championships in all major sports. Other boards are being pursued for contracts. A significant volume of business is obtained through short-term contracts with colleges, universities and sports associations to provide logo apparel for ceremonies and sporting events. Comfort provides consumer value by offering a high-quality embroidery look at prices comparable to regular screen-printed products with quick turnaround on short notice. The Project To Be StudiedAt Comfort, ordering, scheduling, invoicing, inventory control and shipping are done manually. Management decided to switch to an electronic system because of frequent and often unanticipated surges in volume, as well as recent overall growth. Several of Comfort’s accounts have requested EDI systems and other electronic media, including use of the Internet, to process orders and shipping. The study group will be responsible for determining what system could capitalize on emerging technology and be most appropriate for the company and how best to implement the system. The study will look at three main operating areas: * Information systems between Comfort and our manufacturing operations * Information systems between Comfort and our customers * Information systems between Comfort and our suppliersThe team must propose whether members will focus on one, two or all of the above applications. Outputs Desired * Provide Comfort with a list of information systems that capitalize on the latest technology and that could be installed and implemented, along with pros and cons of each * Propose a schematic design and determine the costs and benefits of each alternative * Recommend the best alternative and provide a plan for implementation| | How to cite Sample Contents of Feasibility Study, Essay examples