Merrill Lynch Change Management Case Study Example | Topics and Well Written Essays - 2250 words

Merrill Lynch Change Management - Case Study Example The goal of change management is to make sure that change is not being resisted by employees and is being properly incorporated. To make the process of change smoother, a structured and systematic approach should be used. One thing we should always remember is that even though it can be necessary, we should not bring about a change just for the sake of changing. Normally these changes are done to stay competitive, to upgrade the company. The necessity of change does not take place from within the firm; it is usually because of outside drivers or forces. There are many models which help in change management. One of these is the AKDAR model; Awareness, Desire, Knowledge, Ability and Reinforcement. According to Tech-FAQ, this model says: "Awareness is sharing the knowledge of why the change is taking place. Desire is having the motivation to participate in the change process. This desire must exist for the employees and the organisation as a whole. Knowledge of how to change must be known, not just that there is a need to change. Ability is making the change happen by changing behaviours and implementing new skills. Reinforcement is when individuals and organisations are reinforced to sustain the changes; making them the new behaviour otherwise they will go back to their old behaviour". Literature Review The force field analysis, developed by Kurt Lewin was developed initially for social situations. It talks about forces which can help you achieve your goals or factors which will hinder the process of getting towards your goals. According to 12-Manage, Lewin's view of this analysis is that "issue is held in balance by the interaction of two opposing sets of forces - those seeking to promote change (driving forces) and those attempting to maintain the status quo (restraining forces)". The driving forces should be more than the restraining forces; this would shift the equilibrium and a change will occur. The force field analysis is a method which helps in identifying the most important target groups for a campaign, identify competitors, it helps in identifying how to influence these target groups and helps in investigation the balance of power regarding an issue. The driving forces are written on the left while the restraining forces are written on the right. The force field analysis consists of a series of steps according to Valuebasedmanagment.net, 1. Analyse the current situation 2. Know the desired situation3. Identify where the current situation will go if no action is taken 4. List all the driving forces toward the desired situation 5. List all the restraining forces toward the desired situation 6. Question all of the forces: are they valid Can they be changed Which are the critical ones 7. Give a score to

Germany and the germans Essay Example | Topics and Well Written Essays - 500 words

Germany and the germans - Essay Example It would not be untrue if said that religion took its complete toll on him and the course of his life changed forever after experiencing some personal hardships. Here is actually where the climax in the life story of Martin Luther develops because after experiencing a serious emotional turbulence episode one day as he was returning to Erfurt after visiting home, he actually decided to become a monk later on and gave up his law studies in favor of other newly developed interests. This change of plans and decisions did not gain him much appreciation from the family and friends circle in the start, but later on things got better for him when he got appointed as a priest in the church and then he immersed himself in advanced theological studies (Advameg, Inc). This phase of his life is considered to be very critical by all historians because that was when he began to develop ideas and arguments against the traditional and orthodox Christian beliefs. Martin Luther is a very powerful figure in the history of Christianity and studying his life and different events related to it holds immense fascination in itself. This is because Luther entered a monastery when he was quite young and not many people feel any strong bondage with religion when they are that young. Luther, however, is quite distinguished in respect that not only he underwent complete religious transformation as a youth but he also decided to give up his law studies in order to become a monk and then later on in life, he went on to study theology. By this time, he began developing many theories and arguments that openly defied the traditionally established Christian rules which gained him much criticism from the Roman Catholic Church. That was a very hard time for Luther because in spite of so much antagonism and repulsion, he decided to stay firm on his writings which were already distributed throughout Germany. If on one hand he was considered

Service Quality Standards in Health and Social Care

Service Quality Standards in Health and Social Care In health and social care services, quality is an essential component and a concept with many different interpretations and perspectives. It is important to both users of health and social care services and external stakeholders. While completing this unit I have gained knowledge of these differing perspectives and considered ways in which health and care service quality may he improved. I have tried to explore the requirements of external regulators and compare them with the expectations of those who use services. I have also learnt about few methods that can be used to assess different quality perspectives, and develop the ability to evaluate these methods against service objectives. I have also focussed on concepts of managing service quality with an aim of achieving continuous improvement and exceeding minimum standards. I have made a sincere attempt to understand strategies for achieving quality in health and social care services. By completing this unit, I sincerely hope that I have learnt basics of as to how to evaluate systems, policies and procedures in health and social care services. I have learnt about methodologies for evaluating health and social care service quality. TASK 1 Stakeholders are essential in health and social care regarding quality; discuss analysing the role of external agencies in setting standards. (1.1; 1.2) Stakeholder as one who is involved in or affected by a course of action. Patients are part of the stakeholder group that both pays for our health care system and are the end-user of it. The interests of health care organizations, medical professionals and other health care providers are represented through various government bodies, professional organizations and labour unions. We must try and understand quality considering the perspectives of staff and also perspectives of those who use services. Quality might have the same outcome but opinions of the health and social care staff and the patients might be quite different. In simple terms, quality is fitness for purpose. Quality is about meeting the service users requirements. If quality is about meeting service users requirements, it is important to discover what these requirements are. If we provide services with extras that service users dont want, we will not be adding quality. Stakeholders can be the external agencies eg Care Quality Commission; Supporting People; National Institute for Clinical Excellence; Health Service Commissioners; local authorities; users of services eg direct users of services, families, carers; professionals; managers; support workers. There are many organisations in the UK known as health and social care regulators. Each organisation oversees one or more of the health and social care professions by regulating individual professionals across the UK. These organisations, also known as regulators, were set up to protect the public so that whenever you see a health or social care professional, whether private or in the NHS, you can be sure they meet the standards set by the relevant regulator. To practise profession in health and social care, people must be registered with the relevant regulator. If they are not registered and still practise, then they are breaking the law and they may be prosecuted. These registers are made up of only those professionals who have demonstrated that they have met the standards set. These registers are open to the public. So if you want to check your professional is registered, you can do this either online or by calling the relevant organisation. In health and social care, professionals, clinicians and others, whose work is informed by traditional bodies of knowledge, are increasingly aware of the need for continuous personal development. High- quality services cannot be sustained unless health and care staff are consistently engaged in learning, individually and together. All care services need to work to standards and have a system for measuring that they are meeting standards. The health care system has audits which check that services meet quality standards, while social services have inspection units which register and inspect services. Standards are influenced by laws, subsequent regulations, codes of conduct and values. All organisations such as homes, day centres or community services, need a system to monitor how effectively services are being delivered and whether service users are having their needs met. Organisations may have their own quality monitoring systems. At a local level, quality assurance groups may seek to clarify, prioritise or set standards. Different parts of the system and external agencies need to work together, as part of a culture of open and honest cooperation, to identify potential or actual serious quality failures and take corrective action in the interests of protecting patients. Explain what the potential impacts of not appropriately managing quality in health and social care settings might be? (1.3) If quality in health and social care settings is not appropriately managed, this could lead to serious consequences. It could lead to inability to improve the health and social well-being of people in the area for which they are responsible; Planning and commissioning health and social care will be unable to meet the needs of people in that area. It will cause inability to secure the delivery to people in an area of health and social care that is safe, efficient, co-ordinated and cost-effective. Also the availability and quality of health and social care in that area will deteriorate. The development of standards, guidance and strategic targets will be stagnant. This would mean that local targets will not be achieved. It would mean that patient satisfaction will diminish and targets and expectations will not be met. Obviously, if the quality is inappropriately managed, it would have a significant impact on all three basic criteria. It would lead to poor clinical effectiveness. Safety of the patient ill not be guaranteed and this would lead to poor outcome in terms of patient experiences. Where the regulatory bodies find that providers are not meeting the standards, they require them to improve and has a range of enforcement powers they can use. These powers include warning notices, penalties, suspension or restriction of a providers activities, or in extreme cases, cancellation of a providers registration which effectively means closure of a service. Providers who train healthcare professionals also have a responsibility to deliver training in a safe and effective way in line with the standards set by the professional regulators. The professional regulators have an interest where the quality of training may put patients at risk. I. What are the major quality issues that were identified in the last State of Social Care (CSCI, 2009) standards report? What might be the implications for service users? (2.1) CSCIs report, The State of Social Care in England 2009, concludes that services do not meet the expectations. The report is believed to highlight that social care services are struggling to meet peoples needs. Fewer people are receiving the care they need to enable them to live independent lives in their own homes. It is all so understood that the report will say there are continuing and chronic difficulties in recruitment and retention of staff throughout the whole care sector. People, whether they pay for their care or are publicly funded, are not always getting the individualised help that they need to make decisions about their support which in the long term can be costly to individuals, family carers, councils and the NHS. People are not always getting quality personalised support, particularly those with multiple and complex needs, some of whom may have little, if any, choice about their care. There are concerns about people who are lost to the system because they are ineligible for publicly funded support or are self-funders. There is an increased demand and resources are limited which is putting a lot of pressure. The report states that people who have complex needs are not getting personalised care. It notes excellent examples of people receiving the support they need but adds that too many people are not getting the right amount of personalised care. Many people do not get the information, advice or support they need to help them make informed choices about their care. Implications for service users: Poor quality service can disrupt funding, damage the reputation of organisations and individuals and lead to inappropriate planning decisions. Improving quality improves patient care and value for money. It is important to improve quality because it will lead to preventing ill health and provide patient-centred care. It will also help to manage increasing demand across all programmes of care and to tackle health inequalities. Improved quality will lead to deliver a high-quality. People who would be affected the most because of poor quality will be mainly the older population, people with long-term conditions, people with a physical disability, maternity and child health, family and child care people using mental health services, people with a learning disability acute care and palliative and end of life care. There are many different approaches to understanding quality. Describe any three approaches of your choice highlight a particular strength of each approach. Different understandings of quality: A common quote is: Some things are better than others; that is, they have more quality. It is a grade of goodness or excellence. Quality therefore means free from defects. In my opinion, quality means patients satisfaction. After reading and learning more about quality, I have realised that quality can be understood with variour approaches. It can be measure in terms of the exceptional (highest standards) or in terms of conformity to standards. It can also be described as fitness for purpose, as effectiveness in achieving institutional goals; and as meeting patients needs. Quality as exceptionality This is the more traditional concept of quality. It is associated with the idea of providing a service that is distinctive and special, and which confers status on the owner or user. Many institutions emphasise that health and social care must have exceptional standards. However, it is not possible for the agency to condemn all other institutions. This approach is not always possible. Quality as conformance to standards The word standard is used to indicate pre-determined specifications or expectations. As long as an institution meets the pre-determined standards, it can be considered a quality institution fit for a particular status. This is the approach followed by most regulatory bodies for ensuring that institutions or programmes meet certain threshold levels. Quality as fitness for purpose This approach has the following questions Who will determine the purpose? and What are appropriate purposes?. The answers to these questions depend on the context in which quality is viewed. The purposes may be determined by the institution itself, by the government, or by a group of stakeholders. Quality as effectiveness in achieving institutional goals In this approach, a high quality institution is one that clearly states its mission (purpose) and is efficient in achieving it. This approach may raise issues such as the way in which the institution might set its goals (high, moderate or low), and how appropriate those goals could be. Quality as meeting customers stated or implied needs This is also a variation of the fitness-for-purpose approach. This is where the purpose is customer needs and satisfaction. Quality therefore corresponds to the satisfaction of the patients. Which approach to quality (you may choose one that isnt above) do you feel is more often used by providers of health and social care services users and why do you think that this is the case? (2.2) Standards-based understanding of quality In my view, I think health and social care providers use an approach which is conformance to the standards. Many regulatory bodies set goals and aims for a particular healthcare setting and the organisation works hard to achieve these goals. Implementing quality needs planning. There should be policies and procedures. Government should set some targets. An audit can be an excellent tool to check if appropriate quality of care is being delivered. There should be constant monitoring and review should take place at regular intervals. Good communication is the key to implement good quality. Proper information should be shared especially when shifts finish, hand over should be done adequately. We all should be open and ready for adapting to change. Standards: minimum standards or best practice should be the goal or certain benchmarks should be set. We must have measurable performance indicators. All health and social care settings should have codes of practice. There should be legislation in place which could either be local, national or European legislation. In the standards-based understanding of quality, health and social care institutions must demonstrate their quality against a set of pre-determined standards. These standards will set a threshold level of quality. However, quality assurance today has changed. While in the past quantitative criteria was enough to demonstrate that a standard had been met, more qualitative criteria is now incorporated and institutions may thus be able to more easily maintain their individuality. IV Suggest the potential barriers to delivering quality at this scheme and other health and social care services (2.3) There are a number of barriers to improving quality. It could be due to lack of proper implementation of documented procedures. There is a lack of incentives to change traditional ways of providing care. Also a lack of a patient-centered culture and values. One of the biggest problem is lack of relevant training and support. Also we dont have enough expertise in interpreting survey data. Sometimes it is just the resistance to change which can be quite difficult to overcome. We shall discuss relative impact of a range of potential barriers. The biggest constraint is the time available to focus on improving the quality of services, followed by a lack of leadership. People need to be identified, trained and supported to provide leadership and commitment. Lack of leadership in delivering quality is an important barrier. Training if not received properly could lead to poor quality in health and social care. We know there could be few health and social care workers who received no training, few who were trained in all the identified areas of quality, some who had been trained in only one area (predominantly clinical governance and audit) and the remainder received an inconsistent mix of training in different areas. A consistent package of core training in all facets of quality is needed for all NHS staff. Staff must be rewarded through the appraisal process, this could lead to a morale boost and lead to better quality of work. How does legislation (relating to quality) impact on the delivery of quality in health and social care service(s) offered in England and Wales? (3.1) Rules and regulations must be followed because safety depends on them. They usually come from one of two sources as they may be local and designed by the employer or they may have been designed by the government. Hospitals have their own policies and they also follow rules set by the NHS and the government. Wherever they come from, it is important that they are followed as they are put in place for the good of everyone. One of the main sets of rules and regulations is The Health and Safety at Work Act 1974. This act provides the basis of health and safety law. It places general duties on all people at work, including employers and employees. All places of employment are subject to health and safety law. Employers must have relevant policies in place. These must be designed for health and social care so that all of the staff can follow them and comply with the safety laws. Most care establishments have the following policies like fire policy, lifting policy and hazardous waste policy. When running or managing a care service and carrying on a regulated activity there are certain things you have to do by law. Though the legislation should be used as guidance only, and is not legal advice. Another important act is Health and Social Care Act 2008. The Health and Social Care Act 2008 established the Care Quality Commission as the regulator of all health and adult social care services. It is important to be aware of all the up to date provisions. We should try to describe quality and safety from the perspective of people who use services and place them at the centre of the registration system. It is important that anyone registered to provide or manage a regulated activity is aware of the guidance that has been produced. It is very important to be aware of the legal side of things so that we can ensure the safety of patients and also ourselves. Identify other factors that might influence the achievement of quality in health and social care services (3.2) How to deliver high-quality healthcare in the most efficient manner possible is the question that is very important. In my opinion, healthcare delivery should be clinically effective, focusing on treatment outcomes, including survival rates, symptoms, complications and patient-reported outcomes. In my view, health and social care must be safe: avoiding harm, looking after people in clean, safe environments, and reporting any medical errors or adverse events. One main goal should be ensuring that healthcare is available to all according to need and avoiding financial barriers that prevent access to necessary care. It is important that health and social care is efficient: paying attention to value for money, avoidance of unnecessary interventions, and careful use of limited resources. Health and social care should be responsive: providing personalized, patient-centred care, delivered with compassion, dignity and respect; measuring, analysing and improving patients experience and satisfaction. How can health and social care workers ensure their knowledge base is up to date and that their work is of a quality standard and what role and responsibilities do health and social care service providers have in relation to this. (3.3) As health care or social care workers, we must endeavour to keep our knowledge base up to date and ensure that our work is of quality standard. Ideal care workers will go out of their way for patients, they try to understand what its like for the service user and carer; they are happy and interested in their work and knowledgeable about their jobs and are always ready to help. Good communication is the key. We must attend seminars, meetings, group discussions and do online studying along with regular text bok reading. Group discussions and team work will help us to realise the gaps in our knowledge. Care workers should have knowledge of services and legislation relevant to users and carers needs. They must know about the benefit system and sources of funding, or who to refer to if they dont. It is of utmost importance that they know when and whom to ask for extra help. Health and social care workers should know about the people they are caring for. They should be familiar with the roles of other people in relation to meeting service user and carer need. Health and social care workers must understand their limitations and have up-to-date knowledge. It is recommended that care workers review their learning over the previous 12 months, and set their development objectives for the coming year. Reflecting on the past and planning for the future in this way makes your development more methodical and easier to measure. Care workers may already be doing this as part of their development review with an employer. CPD is a personal commitment to keeping our professional knowledge up to date and improving our capabilities. It focuses on what we learn and how we develop throughout your career. As a professional, we have a responsibility to keep our skills and knowledge up to date. CPD helps us turn that accountability into a positive opportunity to identify and achieve our own career objectives. CPD is an opportunity to do ourselves some good; the nature and scale of the benefit depends entirely on us. I. Identify method used to assess quality, evaluate the method with two more methods of your choice (one external and internal (4.1) Measuring the quality of health care has become a major concern for funders and providers of health services in recent decades. One of the ways in which quality of care is currently assessed is by taking routinely collected data and analysing that data. The use of routine data has many advantages but there are also some important pitfalls. The Measurement of Quality: Methods for assessing quality can be various. We could use questionnaires, focus groups, structured and semi-structured interviews, panels, complaints procedures, feedback forms and road shows. Nice questionnaires should be prepared which should be given to the patients to fill in their own time. This could give us a fair and honest opinion about our services. Small focus groups and interviews can also be a good technique. To achieve good levels of quality service, we must have complaints procedures in place. Feedback forms could be an excellent measure for quality of any service provided. This could also prove beneficial in improving the quality by acting upon any suggestions made by the patients. Scientific methods of measurement are increasingly necessary. Evaluation requires good methods in order for the resulting data to be useful. Further, data from evaluations are being used to create significant change within organizations, so faulty data based on inaccurate measurement methods carry a great risk. Quality will not be improved simply as a result of inspection. It must be built into the people and the processes carrying out the work of the organization. In health and social care setting we must all define quality, measure its achievement, and create innovations to constantly improve. This requires active involvement of all within the organization, from the mailroom to the boardroom. Visible, supportive leadership is essential. II. If quality is about meeting customers or service users requirements, it is important to discover what these requirements are (Martin and Henderson, 2001 p. 178) Quality is most easily recognised in its absence and many public perceptions of healthcare are based upon measuring the absence of quality for example, waiting times, waiting list sizes, even illness itself are all measurements of the absence of quality. The client/patient: the client/patients view of the quality of their experience will depend upon two factors: a successful outcome and a positive experience before, during and after treatment. However, some procedures which may be deemed clinically desirable to maximise the probability of a successful outcome may be highly uncomfortable and inconvenient for the patient. Increasingly, the separation between these aspects is being questioned as it is recognised that clinical outcomes are influenced by a patients general state of well-being. This increases the need to take account of what has been traditionally considered as non-clinical aspects of care. Service quality is more difficult for patients to evaluate than goods quality. A patients assessment of the quality of health care services is more complex and difficult for them as well. Patients do not evaluate service quality solely on the outcome of a service; they also consider the process of service delivery. The antibiotics may have resolved the throat infection, but if discourtesy and an uncaring attitude marked the patients interaction with the provider, the perception may well be poor service quality. The patient defines the only criteria that count in evaluating service quality. Only patients can judge service quality; all other judgments are irrelevant. Patients requirements, in my opinion, are: Access: approachability and ease of contact. Communication: keeping patients informed in language they can understand. Listening to them is equally important. Less use of of medical jargon. Competence: possession of the required skills and knowledge to perform the service. Courtesy: politeness, respect, consideration, and friendliness of health and social care worker. Credibility: trustworthiness, believability, and honesty of the service provider. Reliability: the ability to perform the promised service dependably and accurately. Responsiveness: the willingness to help patients and to provide prompt service. Security: freedom from danger, risk, or doubt. Understanding of the needs of a patient: making the effort to know patients and their needs. III. Service user involvement has become a buzzword in policy aimed at achieving quality. Discuss strategies used to involve service users and their effectiveness. (4.2) Service user involvement is a two way process that involves both service users and their service provider in the sharing of ideas, where service users are able to influence decisions and take part in what is happening Patients, carers, parents and advocates of the sick and vulnerable should have input into the kind of health service we have. They should be consulted about changes to services, and they should be involved in the design of those services. They should help to set the standards by which services are judged, and help to assess whether a particular aspect of the service meets those standards. At every stage, the users of the health service should be offered the opportunity to play an active part in developing, delivering and evaluating their service. Involvement can be achieved by using the following methods. Information sharing This may include letters, posters, newsletters, videos, tapes, text messages and forums. Listening This may include: one to one interviews, group interviews, focus groups, and service user meetings, one off events, questionnaires and workshops Consultation This may include: one to one interviews, group interviews, focus groups, questionnaires, one off specific focused events, workshops, and video or drama events. Participation This may include: user panels focused on specific topics, resident groups, inclusion in organising events, videos and other media to give information to other service users. Patients should be involved in making decisions about their own health care. They should be actively involved in co-designing services, redesigning services, developing services or change management. The government should be undertaking peer education and support. More patients should be taking part in research. These strategies could be used to involve service users.

Online Education Essay example -- School Learning Technology Computers

Online Education There is little doubt that a more extensive on-line education system would benefit extremely overcrowded campuses like Cal State Northridge. Although short-term costs may deter colleges from implementing distance learning programs initially, many colleges could save money in the long run. With the technology available, universities should make more efforts to offer more on-line classes. Distance learning is becoming more and more prevalent across campuses and is likely to continue to grow. In this paper, I will address recent criticism of the distance learning process and present material in support of this increasing phenomenon. Distance learning is taught in several ways. Originally, distance, or â€Å"Independent learning, a descendant of correspondence study, used printed materials and mail-in assignments to provide access to geographically isolated individuals† (Miller). This, however, has been replaced by on-line classes with the advent of the Internet. Mathew Mariani describes the most common approach in an article comparing an on-line course with a traditional in-classroom lecture. The material for the course is the same but it is presented via streaming video. For the on-line course, the lecture was recorded with a digital camera and downloaded by students from their personal computers. As Mariani states, â€Å"The video plays in a small window, and a slide show recreating classroom visual aids displays in a larger window. The slides advance in sync with the video lecture.† According to a study reported by Scott Dellana on performance factors, â€Å". . .courses with the on-line option have been found to be as effective as the traditional course.† Today, there are an ever-increasing number of colleges usin... ...l of General Education. Vol. 49, Issue 1: 2000. Dellana, Scott A., William H. Collins, and David West. â€Å"On-line Education in a Management Science Course-Effectiveness and Performance Factors.† Journal of Education for Business. Vol. 76, Sept 2000. Lesniak, Robert J., and Carol L. Hodes. â€Å"Social Relationships: Learner Perceptions of Interactions in Distance Learning.† Journal of General Education. Vol. 49, Issue 1: 2000. Mariani, Mathew. â€Å"Distance Learning in Post-secondary Education: Learning Whenever, Wherever.† Occupational Outlook Quarterly. Vol. 45, Issue 2: 2001. Miller, Gary E. â€Å"General Education and Distance Education: Two Channels in the New Mainstream.† Journal of General Education. Vol. 49, Issue 1: 2000. Paulson, Karen. â€Å"Reconfiguring Faculty Roles for Virtual Settings.† Journal of Higher Education. Vol. 73, Issue 1: 2002. Online Education Essay example -- School Learning Technology Computers Online Education There is little doubt that a more extensive on-line education system would benefit extremely overcrowded campuses like Cal State Northridge. Although short-term costs may deter colleges from implementing distance learning programs initially, many colleges could save money in the long run. With the technology available, universities should make more efforts to offer more on-line classes. Distance learning is becoming more and more prevalent across campuses and is likely to continue to grow. In this paper, I will address recent criticism of the distance learning process and present material in support of this increasing phenomenon. Distance learning is taught in several ways. Originally, distance, or â€Å"Independent learning, a descendant of correspondence study, used printed materials and mail-in assignments to provide access to geographically isolated individuals† (Miller). This, however, has been replaced by on-line classes with the advent of the Internet. Mathew Mariani describes the most common approach in an article comparing an on-line course with a traditional in-classroom lecture. The material for the course is the same but it is presented via streaming video. For the on-line course, the lecture was recorded with a digital camera and downloaded by students from their personal computers. As Mariani states, â€Å"The video plays in a small window, and a slide show recreating classroom visual aids displays in a larger window. The slides advance in sync with the video lecture.† According to a study reported by Scott Dellana on performance factors, â€Å". . .courses with the on-line option have been found to be as effective as the traditional course.† Today, there are an ever-increasing number of colleges usin... ...l of General Education. Vol. 49, Issue 1: 2000. Dellana, Scott A., William H. Collins, and David West. â€Å"On-line Education in a Management Science Course-Effectiveness and Performance Factors.† Journal of Education for Business. Vol. 76, Sept 2000. Lesniak, Robert J., and Carol L. Hodes. â€Å"Social Relationships: Learner Perceptions of Interactions in Distance Learning.† Journal of General Education. Vol. 49, Issue 1: 2000. Mariani, Mathew. â€Å"Distance Learning in Post-secondary Education: Learning Whenever, Wherever.† Occupational Outlook Quarterly. Vol. 45, Issue 2: 2001. Miller, Gary E. â€Å"General Education and Distance Education: Two Channels in the New Mainstream.† Journal of General Education. Vol. 49, Issue 1: 2000. Paulson, Karen. â€Å"Reconfiguring Faculty Roles for Virtual Settings.† Journal of Higher Education. Vol. 73, Issue 1: 2002.

With whom does the responsibility of the holocaust ultimately lie?

The Holocaust was the end result of a long chain of events that lead all the way back to 1919 when Hitler became part of the Nazis. But to find out who was really responsible for the Holocaust, we shall need to go way back, back to 1918. In 1918, there was a small group of right-wing extremists formed a Nationalist party, which appealed to the working classes led by Anton Drexler. In 1919, Adolf Hitler joined as a member of the National Socialist Germany Workers Party (‘Nazi' for short). In 1920 the Nazis put out a 25 point statement of their beliefs. This programme was the work of Hitler. Its main ideas were nationalism, anti-Semitism and anti-capitalism. The Nazi programme called for the creation of a ‘Greater Germany' in which all German-speaking peoples were united. It also called for the destruction of the Treaty of Versailles. There was nothing unique in these nationalistic ideas. They were shared by other German right-wing extremists. Anti-Semitism was widespread in the right-wing circles in Germany and Austria in the early 20th century. Hitler seems to have become infected with the idea in Vienna before 1914. By the early 1920s he was making speeches which contained frenzied attacks on Germany's Jews. The Nazi programme of 1920 was openly anti-Semitic although it did not employ the violent language which Hitler used in is speeches. For nearly two decades after 1945 it was generally assumed that Hitler was totally responsible for the Holocaust – and everything else that happened in Nazi Germany. The Third Reich was seen as a one power state where all power was concentrated in the Fihrer's hands. Hitler's vitriolic hatred of all Jews was seen as sufficient on its own to explain the murder of millions of Jews. Many historians still believe that Hitler was an all-powerful dictator whose will was translated into action. Some historians see him conceiving the idea of the extermination of the Jews in the 1920s and pursuing this intention remorselessly once he was handed power in 1933. But back in 1918, Anton Drexler was the key point that turned Hitler (and him being refused a place at the art school by the Jews at Vienna), so really, he played a massive part. Without him, there might have not even been a Nazi party at all. But on the other hand, Hitler was not the only one responsible for the industrial removal of countless numbers of Jews. Nazi Germany was a ‘totalitarian' country. Totalitarian countries can be thought of as ones which try to establish total control over the lives of their citizens. They always only allow one political party, the ruling party tries to force its ideas on the rest of society and tries to stop people believing in other ideas and the ruling party aims to control all aspects of people's lives – there is no area where the citizen is left to think or act as he or she pleases. In Nazi Germany the tasks of detecting and stamping out opposition was the responsibility of the SS. The SS was created in 1925. Its full name was the ‘Schutzstaffel'. This means ‘protection squad'. The purpose for which the SS was formed was to provide Hitler and other Nazi leaders with a bodyguard. Things changed when the SS got a new leader in 1929. This was Himmler. Himmler came from a well-off middle-class family. He joined the Nazi party in 1923 after service in the army and the Free Corps. In 1929 he was only 29 years old. Special SS units called ‘Einsatzgruppen' (action squads) were set up to deal with resistance to Nazi rule in German-occupied countries. These units were murder gangs. They went into invaded countries behind the German army and rounded up and killed anyone who was felt to be a threat. In Eastern Europe the Einsatzgruppen were responsible for hundreds of thousands of people. Their victims included Jews. This was another example of the SS and Himmler killing Jews, and overall contributing to the Holocaust. Himmler ensured that Hitler's orders were carried out. An extreme racist who was totally loyal to Hitler, Himmler is often regarded as the ‘architect of genocide'. However, Himmler delegated considerable authority in Jewish matters to Reinhard Heydrich, his loyal henchman. At the Wannsee conference in January 1942 it was Heydrich who formalised the administrative arrangements of the Holocaust. The SS was a perfect instrument for genocide. Its members were fanatical Nazis and had a grossly distorted sense of duty. Few doubt that Himmler, Heydrich and the SS played a vital role in the Final Solution. However, Himmler and Heydrich were not the only leading Nazis involved in anti-Jewish initiatives. Nor were the SS the only killers. It was a combination of everyone in Germany who caused the holocaust. After 1937 relations between Hitler and his generals turned sour. The generals were unenthusiastic when Hitler told them of his plans for a war of conquest in Europe. Hitler decided that they were spineless.. During the war he took little notice of the expert advice of the Generals and was quick to sack them if they failed. It was once claimed that the German armed forces were untainted by Hitler's racism and not responsible for the Holocaust. After 1938 Hitler treated the Generals with a certain amount of contempt. In 1934 he had promised them that no military force other than the army would be permitted in Germany: he broke his promise when he allowed the Waffen SS to be set up . After 1945 many of Germany's top officers claimed they were unaware of what was happening to the Jews. Most historians now, however, believe that the army was massively implicated in the Final Solution. German historians have argued that the bulk of leading army officers were anti-Semitic and, regarding the was against the USSR as a war to the death, were quite content to support the brutality of the SS. The letters and diaries of ordinary German troops suggest that the majority were also extremely racist. Many seem to have carried out horrendous massacres with enthusiasm. In the 1920s and early 1930s foreigners working in Germany as diplomats or journalists sometimes suggested that of Hitler getting into power he would become respectable and leave anti-Semitism behind. In 1933 there were about half a million Jews living in Germany. When in power the Nazis put their anti-Semitic beliefs were savagely put into practice. It should not be thought that they were a number of people who were somehow living apart from the rest of the population in Germany and else where . In the 1920s Jewish community provided the Weimar Republic with some of its most celebrated citizens . 100,000 German Jews had fought and died alongside non-Jews in the German army during the first world war. Most members of Germany's population . Nazi claims that Jews controlled the political and economic life of the Weimar Republic were pure fantasy. The first official attack made on Germany's Jews came in the form of a boycott of Jewish shops ordered by Hitler for 1 April 1933. There were other anti-Jewish moves in 1933 apart from the one-day shops boycott. The most important of these was a law which forced Jews out of the German civil service. In the five years after Hitler came to power Jews in Germany were viciously persecuted. Over 200 were murdered. Large Numbers emigrated. In the 1930s half of Germany's Jewish population left the country. Others Stayed. Perhaps they thought that after the Nuremberg Laws things could not get worse. After 1945 most Germans insisted they had no idea of what was happening to Jews in the east. Many may have been telling the truth. There is no doubt that the Holocaust was implemented with the utmost secrecy. There are no public opinion polls results to tell us so it is very hard to say how much opposition there was to Nazism in Germany after 1938. It is most likely that the number of people who disliked Nazism was very large, although people wouldn't come forward to admit it. There is, however, a difference between disliking something and actively opposing it. The number of people who either protested openly against Nazism or who tried to overthrow it was very small. These people were people of extraordinary bravery. The penalty for resistance was at very least detention in a concentration camp and was normally death. Most people who disliked but did not resist Nazism appear to have tried to shut themselves off from what was happening. This became known as ‘inner emigration'. In 1963 the Jewish scholar Hannah Arendt claimed that: ‘if the Jewish people had really been unorganised and leaderless, there would have been chaos and plenty of misery but the total number of victims would hardly have been between four and a half and six million people'. Arendt charged Jewish leaders with helping the process of destruction by complying with Nazi orders to supply names and groups of Jews for transportation to the death camps. Many scholars have rejected this thesis. Isaiah Trunk, for example, focused attention on the dilemma confronting Jewish leaders in the Polish ghettos. His Conclusion was that they were in an impossible position. Having little option but to obey Nazi commands, they did their best to protect their communities. So, in conclusion we can see that there were many areas were people have helped along the Holocaust, and some who tried to stop it. It is a difficult question to answer, as responsibility lies in many areas. If you are talking about the killing in the concentration camps, then it would be the Nazis because they used the British idea and worked on it, then systematically moved allot of European Jews from their homes to the camps. If you are talking about the entire anti-Semitic campaign, then responsibility lies in many areas, the Nazis, even Jews themselves. So, in conclusion, I think that overall everyone in Germany at that time had a part to play in the way things went.

Prehistory and antiquity Essay

Since the end of the age of sail a ship has been any large buoyant watercraft. Ships are generally distinguished from boats based on size and cargo or passenger capacity. Ships are used on lakes, seas, and rivers for a variety of activities, such as the transport of people or goods, fishing, entertainment, public safety, and warfare. Historically, a â€Å"ship† was a vessel with sails rigged in a specific manner. Ships and boats have developed alongside humanity. In armed conflict and in daily life they have become an integral part of modern commercial and military systems. Fishing boats are used by millions of fishermen throughout the world. History The first known vessels date back to the Neolithic Period, about 10,000 years ago, but could not be described as ships. The first navigators began to use animal skins or woven fabrics as sails. Affixed to the top of a pole set upright in a boat, these sails gave early ships range. By around 3000 BC, Ancient Egyptians knew how to assemble wooden planks into a hull.[10] They used woven straps to lash the planks togetherand reeds or grass stuffed between the planks helped to seal the seams. A panel found at Mohenjodaro, depicted a sailing craft. Vessels were of many types Their construction is vividly described in the Yukti Kalpa Taru, an ancient Indian text on shipbuilding. This treatise gives a technical exposition on the techniques of shipbuilding. It sets forth minute details about the various types of ships, their sizes, and the materials from which they were built. The Swahili people had various extensive trading ports dotting the coast of medieval East Africa and Great Zimbabwe had extensive trading contacts with Central Africa, and likely also imported goods brought to Africa through the Southeast African shore trade of Kilwa in modern-day Tanzania.[21] Before the introduction of the compass, celestial navigation was the main method for navigation at sea. In China, early versions of the magnetic compass were being developed and used in navigation between 1040 and 1117. Renaissance Until the Renaissance, navigational technology remained comparatively primitive. This absence of technology did not prevent some civilizations from becoming sea powers. Examples include the maritime republics of Genoaand Venice, Hanseatic League, and the Byzantine navy. The carrack and then the caravel were developed in Iberia. After Columbus, European exploration rapidly accelerated, and many new trade routes were established.[38] In 1498, by reaching India, Vasco da Gama proved that the access to the Indian Ocean from the Atlantic was possible. These explorations in the Atlantic and Indian Oceans were soon followed by France, England and the Netherlands, who explored the Portuguese and Spanish trade routes into the Pacific Ocean, reaching Australia in 1606 and New Zealand in 1642.[39] A major sea power, the Dutch in 1650 owned 16,000 merchant ships. Specialization and modernization During the first half of the 18th century, the French Navy began to develop a new type of vessel known as a ship of the line, featuring seventy-four guns. This type of ship became the backbone of all European fighting fleets. These ships were 56 metres (184 ft) long and their construction required 2,800 oak trees and 40 kilometres (25 mi) of rope; they carried a crew of about 800 sailors and soldiers. Ship designs stayed fairly unchanged until the late 19th century. The industrial revolution, new mechanical methods of propulsion, and the ability to construct ships from metal triggered an explosion in ship design. Factors including the quest for more efficient ships, the end of long running and wasteful maritime conflicts, and the increased financial capacity of industrial powers created an avalanche of more specialized boats and ships. Ships built for entirely new functions, such as firefighting, rescue, and research, also began to appear. In light of this, classification of vessels by type or function can be difficult. Even using very broad functional classifications such as fishery, trade, military, and exploration fails to classify most of the old ships. This difficulty is increased by the fact that the terms such as sloop and frigate are used by old and new ships alike, and often the modern vessels sometimes have little in common with their predecessors. Today In 2007, the world’s fleet included 34,882 commercial vessels with gross tonnage of more than 1,000 tons,[42] totaling 1.04 billion tons.[1] These ships carried 7.4 billion tons of cargo in 2006, a sum that grew by 8% over the previous year.[1] In terms of tonnage, 39% of these ships are tankers, 26% arebulk carriers, 17% container ships and 15% were other types.[1] In 2002, there were 1,240 warships operating in the world, not counting small vessels such as patrol boats. The United States accounted for 3 million tons worth of these vessels, Russia 1.35 million tons, the United Kingdom 504,660 tons and China 402,830 tons. The 20th century saw many naval engagements during the two world wars, the Cold War, and the rise to power of naval forces of the two blocs. The size of the world’s fishing fleet is more difficult to estimate. The largest of these are counted as commercial vessels, but the smallest are legion.Fishing vessels can be found in most seaside villages in the world. As of 2004, the United Nations Food and Agriculture Organization estimated 4 million fishing vessels were operating worldwide.[43] Types of ships[edit] Ships are difficult to classify, mainly because there are so many criteria to base classification on. One classification is based on propulsion; with ships categorised as a sailing ship, a steamship, or a motorship. Sailing ships are propelled solely by means of sails. Another way to categorize ships and boats is based on their use, as described by Paulet and Presles.[46] This system includes military ships, commercial vessels, fishing boats, pleasure craft and competitive boats. In this section, ships are classified using the first four of those categories, and adding a section for lake and river boats, and one for vessels which fall outside these categories. Commercial vessels Commercial vessels or merchant ships can be divided into three broad categories: cargo ships, passenger ships, and special-purpose ships.[47] Cargo ships transport dry and liquid cargo. Dry cargo can be transported in bulk by bulk carriers, packed directly onto a general cargo ship in break-bulk, packed in intermodal containers as aboard a container ship, or driven aboard as in roll-on roll-off ships. Liquid cargo is generally carried in bulk aboard tankers, such as oil tankers which may include both crude and finished products of oil, chemical tankers which may also carry vegetable oils other than chemicals and LPG/LNG tankers, Passenger ships range in size from small river ferries to very large cruise ships. This type of vessel includes ferries, which move passengers and vehicles on short trips; ocean liners, which carry passengers from one place to another; and cruise ships, which carry passengers on voyages undertaken for pleasure Special-purpose vessels are not used for transport but for other tasks. Examples include tugboats, pilot boats, rescue boats, cable ships, research vessels, survey vessels, and icebreakers. Most commercial vessels have full hull-forms to maximize cargo capacity.[citation needed] Commercial vessels generally have a crew headed by a captain, with deck officers and marine engineers on larger vessels. Special-purpose vessels often have specialized crew if necessary, for example scientists aboard research vessels. Commercial vessels are typically powered by a single propeller driven by a diesel or, less usually, gas turbine engine.[citation needed] The fastest vessels may use pump-jet engines.[citation needed] Naval vessels Naval vessels are those used by a navy for military purposes. There have been many types of naval vessel. Modern naval vessels can be broken down into three categories: surface warships, submarines, and support and auxiliary vessels. Modern warships are generally divided into seven main categories: aircraft carriers, cruisers, destroyers, frigates, corvettes, submarines and amphibious assault ships. The distinction between cruisers, destroyers, frigates, and corvettes is not rigorous; the same vessel may be described differently in different navies. Battleships were used during the Second World War and occasionally since then, but were made obsolete by the use of carrier-borne aircraft and guided missiles.[48] Most navies also include many types of support and auxiliary vessel, such as minesweepers, patrol boats, offshore patrol vessels, replenishment ships, and hospital ships which are designatedmedical treatment facilities.[49] Fast combat vessels such as cruisers and destroyers usually have fine hulls to maximize speed and maneuverability. They also usually have advanced electronics and communication systems, as well as weapons. Fishing vessels Fishing vessels are a subset of commercial vessels, but generally small in size and often subject to different regulations and classification. They can be categorized by several criteria: architecture, the type of fish they catch, the fishing method used, geographical origin, and technical features such as rigging. As of 2004, the world’s fishing fleet consisted of some 4 million vessels.[43] More than 60% of all existing large fishing vessels[51] were built in Japan, Peru, the Russian Federation, Spain or the United States of America.[52] Fishing boats are generally small, often little more than 30 meters (98 ft) but up to 100 metres (330 ft) for a large tuna or whaling ship. Aboard a fish processing vessel, the catch can be made ready for market and sold more quickly once the ship makes port. Weather vessels[edit] A weather ship was a ship stationed in the ocean as a platform for surface and upper air meteorological observations for use in marine weather forecasting. Surface weather observations were taken hourly, and four radiosonde releases occurred daily. [54] It was also meant to aid in search and rescue operations and to support transatlantic flights. Proposed as early as 1927 by the aviation community,[56] the establishment of weather ships proved to be so useful during World War II that the International Civil Aviation Organization (ICAO) established a global network of weather ships in 1948, with 13 to be supplied by the United States. Their crews were normally out to sea for three weeks at a time, returning to port for 10 day stretches.[54] Weather ship observations proved to be helpful in wind and wave studies, as they did not avoid weather systems like other ships tended to for safety reasons.[58] They were also helpful in monitoring storms at sea, such as tropical cyclones.[59] The removal of a weather ship became a negative factor in forecasts leading up to theGreat Storm of 1987.[60] Beginning in the 1970s, their role became largely superseded by weather buoys due to the ships’ significant cost.[61] The agreement of the use of weather ships by the international community ended in 1990. The last weather ship was Polarfront, known as weather station M (â€Å"Mike†), which was put out of operation on 1 January 2010. Weather observations from ships continue from a fleet of voluntary merchant vessels in routine commercial operation. Inland and coastal boats Many types of boats and ships are designed for inland and coastal waterways. These are the vessels that trade upon the lakes, rivers and canals. Barges are a prime example of inland vessels. Barges towed along canals by draft animals on an adjacent towpath contended with the railway in the early industrial revolution but were out competed in the carriage of high value items because of the higher speed, falling costs, and route flexibility ofrail transport. Riverboats and inland ferries are specially designed to carry passengers, cargo, or both in the challenging river environment. Rivers present special hazards to vessels. They usually have varying water flows that alternately lead to high speed water flows or protruding rock hazards. Changing siltation patterns may cause the sudden appearance of shoal waters, and often floating or sunken logs and trees (called snags) can endanger the hulls and propulsion of riverboats. Riverboats are generally of shallow draft, being broad of beam and rather square in plan, with a low freeboard and high topsides. Riverboats can survive with this type of configuration as they do not have to withstand the high winds or large waves that are seen on large lakes, seas, or oceans. Lake freighters, also called lakers, are cargo vessels that ply the Great Lakes. The most well-known is the SS Edmund Fitzgerald, the latest major vessel to be wrecked on the Lakes. These vessels are traditionally called boats, not ships. Visiting ocean-going vessels are called â€Å"salties.† Because of their additional beam, very large salties are never seen inland of the Saint Lawrence Seaway. Because the smallest of the Soo Locks is larger than any Seaway lock, salties that can pass through the Seaway may travel anywhere in the Great Lakes. Because of their deeper draft, salties may accept partial loads on the Great Lakes, â€Å"topping off† when they have exited the Seaway. Similarly, the largest lakers are confined to the Upper Lakes (Superior, Michigan, Huron,Erie) because they are too large to use the Seaway locks, beginning at the Welland Canal that bypasses the Niagara River. Since the freshwater lakes are less corrosive to ships than the salt water of the oceans, lakers tend to last much longer than ocean freighters. Lakers older than 50 years are not unusual, and as of 2005, all were over 20 years of age.[62] The St. Mary’s Challenger, built in 1906 as the William P Snyder, is the oldest laker still working on the Lakes. Similarly, the E.M. Ford, built in 1898 as the Presque Isle, was sailing the lakes 98 years later in 1996. As of 2007 the Ford was still afloat as a stationary transfer vessel at a riverside cement silo in Saginaw, Michigan. Architecture[edit] Some components exist in vessels of any size and purpose. Every vessel has a hull of sorts. Every vessel has some sort of propulsion, whether it’s a pole, an ox, or a nuclear reactor. Most vessels have some sort of steering system. Other characteristics are common, but not as universal, such as compartments, holds, a superstructure, and equipment such as anchors and winches. Hull For a ship to float, its weight must be less than that of the water displaced by the ship’s hull.[63] There are many types of hulls, from logs lashed together to form a raft to the advanced hulls of America’s Cup sailboats. A vessel may have a single hull , two in the case ofcatamarans, or three in the case of trimarans. Hulls have several elements. The bow is the foremost part of the hull. Many ships feature a bulbous bow. The keel is at the very bottom of the hull, extending the entire length of the ship. The rear part of the hull is known as the stern, and many hulls have a flat back known as a transom. Common hull appendages include propellers for propulsion, rudders for steering, and stabilizers to quell a ship’s rolling motion. Other hull features can be related to the vessel’s work, such as fishing gear and sonar domes. Hulls are subject to various hydrostatic and hydrodynamic constraints. The key hydrostatic constraint is that it must be able to support the entire weight of the boat, and maintain stability even with often unevenly distributed weight. Hydrodynamic constraints include the ability to withstand shock waves, weather collisions and groundings. Propulsion systems Propulsion systems for ships fall into three categories: human propulsion, sailing, and mechanical propulsion. Human propulsion includes rowing, which was used even on large galleys. Propulsion by sail generally consists of a sail hoisted on an erect mast, supported by stays and spars and controlled by ropes. Sail systems were the dominant form of propulsion until the 19th century. Mechanical propulsion systems generally consist of a motor or engine turning a propeller, or less frequently, an impeller or wave propulsion fins. Steam engines were first used for this purpose, but have mostly been replaced by two-stroke or four-stroke diesel engines, outboard motors, and gas turbine engines on faster ships. Nuclear reactors producing steam are used to propel warships and icebreakers, and there have been attempts to utilize them to power commercial vessels For ships with independent propulsion systems for each side, such as manual oars or some paddles,[64] steering systems may not be necessary. In most designs, such as boats propelled by engines or sails, a steering system becomes necessary. The most common is a rudder, a submerged plane located at the rear of the hull. Rudders are rotated to generate a lateral force which turns the boat. Rudders can be rotated by a tiller, manual wheels, or electro-hydraulic systems. Autopilot systems combine mechanical rudders with navigation systems. Ducted propellers are sometimes used for steering. Some propulsion systems are inherently steering systems. Examples include the outboard motor, the bow thruster, and the Z-drive. Some sails, such as jibs and the mizzen sail on a ketch rig, are used more for steering than propulsion. Holds, compartments, and the superstructure[edit] Larger boats and ships generally have multiple decks and compartments. Separate berthings and heads are found on sailboats over about 25 feet (7.6 m). Fishing boats and cargo ships typically have one or more cargo holds. Most larger vessels have an engine room, a galley, and various compartments for work. Tanks are used to store fuel, engine oil, and fresh water. Ballast tanks are equipped to change a ship’s trim and modify its stability. Superstructures are found above the main deck. On sailboats, these are usually very low. On modern cargo ships, they are almost always located near the ship’s stern. On passenger ships and warships, the superstructure generally extends far forward. Equipment[edit] Shipboard equipment varies from ship to ship depending on such factors as the ship’s era, design, area of operation, and purpose. Some types of equipment that are widely found include: Masts can be the home of antennas, navigation lights, radar transponders, fog signals, and similar devices often required by law. Ground tackle includes equipment such as mooring winches, windlasses, and anchors. Anchors are used to moor ships in shallow water. They are connected to the ship by a rope or chain. On larger vessels, the chain runs through a hawsepipe. Cargo equipment such as cranes and cargo booms are used to load and unload cargo and ship’s stores. Safety equipment such as lifeboats, liferafts, and survival suits are carried aboard many vessels for emergency use. Design considerations Hydrostatics[edit] Boats and ships are kept on (or slightly above) the water in three ways: For most vessels, known as displacement vessels, the vessel’s weight is offset by that of the water displaced by the hull. For planing ships and boats, such as the hydrofoil, the lift developed by the movement of the foil through the water increases with the vessel’s speed, until the vessel is foilborne. For non-displacement craft such as hovercraft and air-cushion vehicles, the vessel is suspended over the water by a cushion of high-pressure air it projects downwards against the surface of the water. A vessel is in equilibrium when the upwards and downwards forces are of equal magnitude. As a vessel is lowered into the water its weight remains constant but the corresponding weight of water displaced by its hull increases. When the two forces are equal, the boat floats. Hydrodynamics[edit] The advance of a vessel through water is resisted by the water. This resistance can be broken down into several components, the main ones being the friction of the water on the hull and wave making resistance. To reduce resistance and therefore increase the speed for a given power, it is necessary to reduce the wetted surface and use submerged hull shapes that produce low amplitude waves. To do so, high-speed vessels are often more slender, with fewer or smaller appendages. The friction of the water is also reduced by regular maintenance of the hull to remove the sea creatures and algae that accumulate there. Antifouling paint is commonly used to assist in this. Advanced designs such as the bulbous bow assist in decreasing wave resistance. A simple way of considering wave-making resistance is to look at the hull in relation to its wake. At speeds lower than the wave propagation speed, the wave rapidly dissipates to the sides. As the hull approaches the wave propagation speed, however, the wake at the bow begins to build up faster than it can dissipate, and so it grows in amplitude. Since the water is not able to â€Å"get out of the way of the hull fast enough†, the hull, in essence, has to climb over or push through the bow wave. This results in an exponential increase in resistance with increasing speed. This hull speed is found by the formula: or, in metric units: Where L is the length of the waterline in feet or meters. When the vessel exceeds a speed/length ratio of 0.94, it starts to outrun most of its bow wave, and the hull actually settles slightly in the water as it is now only supported by two wave peaks. As the vessel exceeds a speed/length ratio of 1.34, the hull speed, the wavelength is now longer than the hull, and the stern is no longer supported by the wake, causing the stern to squat, and the bow rise. The hull is now starting to climb its own bow wave, and resistance begins to increase at a very high rate. While it is possible to drive a displacement hull faster than a speed/length ratio of 1.34, it is prohibitively expensive to do so. Most large vessels operate at speed/length ratios well below that level, at speed/length ratios of under 1.0. For large projects with adequate funding, hydrodynamic resistance can be tested experimentally in a hull testing pool or using tools of computational fluid dynamics. Vessels are also subject to ocean surface waves and sea swell as well as effects of wind and weather. These movements can be stressful for passengers and equipment, and must be controlled if possible. The rolling movement can be controlled, to an extent, by ballasting or by devices such as fin stabilizers. Pitching movement is more difficult to limit and can be dangerous if the bow submerges in the waves, a phenomenon called pounding. Sometimes, ships must change course or speed to stop violent rolling or pitching. How it has been convincingly shown in scientific studies of the 21st century[65][66], controllability of some vessels decreases dramatically in some cases that are conditioned by effects of the bifurcation memory. This class of vessels includes ships with high manoeuvring capabilities, aircraft and controlled underwater vehicles designed to be unstable in steady-state motion that are interesting in terms of applications. These features must be considered in designing ships and in their control in critical situations. Lifecycle A ship will pass through several stages during its career. The first is usually an initial contract to build the ship, the details of which can vary widely based on relationships between theshipowners, operators, designers and the shipyard. Then, the design phase carried out by a naval architect. Then the ship is constructed in a shipyard. After construction, the vessel is launched and goes into service. Ships end their careers in a number of ways, ranging from shipwrecks to service as a museum ship to the scrapyard. Design A vessel’s design starts with a specification, which a naval architect uses to create a project outline, assess required dimensions, and create a basic layout of spaces and a rough displacement. After this initial rough draft, the architect can create an initial hull design, a general profile and an initial overview of the ship’s propulsion. At this stage, the designer can iterate on the ship’s design, adding detail and refining the design at each stage. As environmental laws are strictening, ship designers need to create their design in such a way that the ship -when it nears its end-of-term- can be disassmbledor disposed easily and that waste is reduced to a minimum. Construction[edit] Ship construction takes place in a shipyard, and can last from a few months for a unit produced in series, to several years to reconstruct a wooden boat, to more than 10 years for an aircraft carrier Generally, construction starts with the hull, and on vessels over about 30 meters (98 ft), by the laying of the keel. This is done in a drydock or on land. Once the hull is assembled and painted, it is launched. The last stages, such as raising the superstructure and adding equipment and accommodation, can be done after the vessel is afloat. Once completed, the vessel is delivered to the customer. Ship launching is often a ceremony of some significance, and is usually when the vessel is formally named. Repair and conversion Ships undergo nearly constant maintenance during their career, whether they be underway, pierside, or in some cases, in periods of reduced operating status between charters or shipping seasons. Vessels that sustain major damage at sea may be repaired at a facility equipped for major repairs, such as a shipyard. Ships may also be converted for a new purpose: oil tankers are often converted into floating production storage and offloading units. End of service Most ocean-going cargo ships have a life expectancy of between 20 and 30 years. A sailboat made of plywood or fiberglass can last between 30 and 40 years. Solid wooden ships can last much longer but require regular maintenance. Carefully maintained steel-hulled yachts can have a lifespan of over 100 years. As ships age, forces such as corrosion, osmosis, and rotting compromise hull strength, and a vessel becomes too dangerous to sail. At this point, it can bescuttled at sea or scrapped by shipbreakers. Ships can also be used as museum ships, or expended to construct breakwaters or artificial reefs. Many ships do not make it to the scrapyard, and are lost in fires, collisions, grounding, or sinking at sea. There are more than 3 million shipwrecks on the ocean floor, the United Nations estimates. Buoyancy A floating boat displaces its weight in water. The material of the boat hull may be denser than water, but if this is the case then it forms only the outer layer. If the boat floats, the mass of the boat (plus contents) as a whole divided by the volume below the waterline is equal to the density of water (1 kg/l). If weight is added to the boat, the volume below the waterline will increase to keep the weight balance equal, and so the boat sinks a little to compensate.