Leadership Framework

Leadership Academy Leadership Framework A Summary  © 2011 NHS Leadership Academy. All rights reserved. The Leadership Framework is published on behalf of the NHS Leadership Academy by NHS Institute for Innovation and Improvement, Coventry House, University of Warwick Campus, Coventry, CV4 7AL. Publisher: NHS Institute for Innovation and Improvement, Coventry House, University of Warwick Campus, Coventry, CV4 7AL.This publication may be reproduced and circulated free of charge for non-commercial purposes only by and between NHS-funded organisations in England, Scotland, Wales and Northern Ireland staff, and their related networks and officially contracted third parties. This includes the right to reproduce, distribute and transmit this publication in any form and by any means, including e-mail, photocopying, microfilming, and recording. 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Similar essay: Describe How Own Behaviour Could Impact NegativelyThe Clinical Leadership Competency Framework was created with the agreement of the NHS Institute for Innovation and Improvement and the Academy of Medical Royal Colleges from the Medical Leadership Competency Framework which was created, developed and is owned jointly by the NHS Institute for Innovation and Improvement and the Academy of Medical Royal Colleges. NHS Institute for Innovation and Improvement and Academy of Medical Royal Colleges (2010) Medical Leadership Competency Framework, 3rd edition, Coventry: NHS Institute for Innovation and Improvement. NHS Institute for Innovation and Improvement and Academy of Medical Royal Colleges 2010 The Leadership Framework The Leadership Framework provides a consistent approach to leadership development for staff in health and care irrespective of discipline, role or function, and represents the foundation of leadership behaviour that all staff should aspire to. Fundamental to its development was a desire to build on existing leadership frameworks used by different staff groups and create a single overarching leadership framework for all staff in health and care.In developing the Leadership Framework detailed research and consultation with a wide cross section of staff and stakeholders has been undertaken, including those with a patient perspective and those involved in healthcare outside the NHS such as professional bodies, academics, regulators and policy makers. Those consulted embraced the concept of the Leadership Framework because it affords a common and consistent approach to professional and leadership development, based on shared values and beliefs which are consistent with the principles and values of the NHS Constitution1.The Leadership Framework is based on the concept that leadership is not restricted to people who hold designated leadership roles and where there is a shared responsibility for the success of the organisation, services or c are being delivered. Acts of leadership can come from anyone in the organisation and as a model it emphasises the responsibility of all staff in demonstrating appropriate behaviours, in seeking to contribute to the leadership process and to develop and empower the leadership capacity of colleagues2.This document provides a summary of the seven domains of the Leadership Framework. A full and web based version can be found at www. leadershipacademy. nhs. uk/If Design and structure of the Leadership Framework Delivering services to patients, service users, carers and the public is at the heart of the Leadership Framework. The needs of the people who use services have always been central to healthcare and all staff work hard to improve services for them. However, if we are going to transform services, acting on what really matters to patients and the public is essential and nvolves the active participation of patients, carers, community representatives, community groups and the public i n how services are planned, delivered and evaluated3. The Leadership Framework is comprised of seven domains. Within each domain there are four categories called elements and each of these elements is further divided into four descriptors. These statements describe the leadership behaviours, which are underpinned by the relevant knowledge, skills and attributes all staff should be able to demonstrate.To improve the quality and safety of health and care services, it is essential that staff are competent in each of the five core leadership domains shown at right: demonstrating personal qualities, working with others, managing services, improving services, and setting direction. The two other domains of the Leadership Framework, creating the vision and delivering the strategy, focus more on the role and contribution of individual leaders and particularly those in senior positional roles. 1 Department of Health (2010) The NHS Constitution: the NHS belongs to us all.The NHS Constitution can be accessed via http://www. nhs. uk/choiceintheNHS/Rightsandpledges/NHSConstitution/Pages/Overview. aspx NHS Institute for Innovation and Improvement and Academy of Medical Royal Colleges (2009) Shared Leadership: Underpinning of the MLCF Patient and Public Engagement, Department of Health (2009) Putting Patients at the Heart of Care: The Vision for Patient and Public Engagement in Health and Social Care. www. dh. gov. uk/ppe 2 3 Leadership Framework: A Summary 3 The word ‘patient’ is used throughout the Leadership Framework to enerically cover patients, service users, and all those who receive healthcare. Similarly, the word ‘other’ is used to describe all colleagues from any discipline and organisation, as well as patients, service users, carers and the public. The leadership context The application and opportunity to demonstrate leadership will differ and the context in which competence can be achieved will become more complex and demanding with care er progression. We have therefore used four stages to describe this and to help staff understand their progression and development as a leader.They are: Stage 1 Own practice/immediate team – is about building personal relationships with patients and colleagues, often working as part of a multi-disciplinary team. Staff need to recognise problems and work with others to solve them. The impact of the decisions staff take at this level will be limited in terms of risk. Stage 2 Whole service/across teams – is about building relationships within and across teams, recognising problems and solving them. At this level, staff will need to be more conscious of the risks that their decisions may pose for self and others for a successful outcome.Stage 3 Across services/wider organisation – is about working across teams and departments within the wider organisation. Staff will challenge the appropriateness of solutions to complex problems. The potential risk associated with t heir decisions will have a wider impact on the service. Stage 4 Whole organisation/healthcare system – is about building broader partnerships across and outside traditional organisational boundaries that are sustainable and replicable. At this level leaders will be dealing with multi-faceted problems and coming up with innovative solutions to those problems.They may lead at a national/international level and would be required to participate in whole systems thinking, finding new ways of working and leading transformational change. Their decisions may have significant impact on the reputation of the NHS and outcomes and would be critical to the future of the NHS. 4 Leadership Framework: A Summary Application of the Leadership Framework and supporting tools The Leadership Framework is designed to enable staff to understand their progression as a leader and to support fostering and developing talent.There are many ways it can be applied, for example: †¢ To raise awareness t hat effective leadership is needed across the whole organisation †¢ To underpin a talent management strategy †¢ As part of an existing leadership development programme †¢ To inform the design and commissioning of training and development programmes †¢ To develop individual leadership skills †¢ As part of team development †¢ To enhance existing appraisal systems †¢ To inform an organisation’s recruitment and retention processes.To assist users the full and web based version have a suite of indicators across a variety of work place situations which illustrate the type of activity staff could be demonstrating relevant to each element and stage as well as examples of behaviours if they are not. Supporting tools A self assessment and 360 ° feedback tool support the Leadership Framework; in addition an online development module signposts development opportunities for each of the seven domains.The 360 ° is a powerful tool to help individuals id entify where their leadership strengths and development needs lie. The process includes getting confidential feedback from line managers, peers and direct reports. As a result, it gives an individual an insight into other people’s perceptions of their leadership abilities and behaviour. To assist with integrating the competences into postgraduate curricula and learning experiences, there is the LeAD e-learning resource which is available on the National Learning Management System and through e-Learning for Healthcare (www. -lfh. org. uk/LeAD). The Clinical Leadership Competency Framework and the Medical Leadership Competency Framework are also available to specifically provide staff with clinically based examples in practice and learning and development scenarios across the five core domains shared with the Leadership Framework. A summary version of the Leadership Framework follows, which includes the domains, elements and descriptors. Work-place indicators that demonstrate h e practical application of the framework at the four stages are included as tables in the back of the document. The examples in practice are not included, however these are available in the full document as well as on the website (www. leadershipacademy. nhs. uk/If). Leadership Framework: A Summary 5 1. Demonstrating Personal Qualities Effective leadership requires individuals to draw upon their values, strengths and abilities to deliver high standards of service.To do so, they must demonstrate effectiveness in: †¢ Developing self awareness by being aware of their own values, principles, and assumptions, and by being able to learn from experiences †¢ Managing yourself by organising and managing themselves while taking account of the needs and priorities of others †¢ Continuing personal development by learning through participating in continuing professional development and from experience and feedback †¢ Acting with integrity by behaving in an open, honest and et hical manner. 1. 1 Developing self awareness 1.Recognise and articulate their own value and principles, understanding how these may differ from those of other individuals and groups 2. Identify their own strengths and limitations, the impact of their behaviour on others, and the effect of stress on their own behaviour 3. Identify their own emotions and prejudices and understand how these can affect their judgement and behaviour 4. Obtain, analyse and act on feedback from a variety of sources 1. 2 Managing yourself 1. Manage the impact of their emotions on their behaviour with consideration of the impact on others 2.Are reliable in meeting their responsibilities and commitments to consistently high standards 3. Ensure that their plans and actions are flexible, and take account of the needs and work patterns of others 4. Plan their workload and activities to fulfil work requirements and commitments, without compromising their own health 1. 3 Continuing personal development 1. Actively seek opportunities and challenge for personal learning and development 2. Acknowledge mistakes and treat them as learning opportunities 3. Participate in continuing professional development activities 4.Change their behaviour in the light of feedback and reflection 1. 4 Acting with integrity 1. Uphold personal and professional ethics and values, taking into account the values of the organisation and respecting the culture, beliefs and abilities of individuals 2. Communicate effectively with individuals, appreciating their social, cultural, religious and ethnic backgrounds and their age, gender and abilities 3. Value, respect and promote equality and diversity 4. Take appropriate action if ethics and values are compromised 6 Leadership Framework: A Summary 2. Working with OthersEffective leadership requires individuals to work with others in teams and networks to deliver and improve services. To do so, they must demonstrate effectiveness in: †¢ Developing networks by working in partnership with patients, carers, service users and their representatives, and colleagues within and across systems to deliver and improve services †¢ Building and maintaining relationships by listening, supporting others, gaining trust and showing understanding †¢ Encouraging contribution by creating an environment where others have the opportunity to contribute †¢ Working within teams to deliver and improve services. . 1 Developing networks 1. Identify opportunities where working with patients and colleagues in the clinical setting can bring added benefits 2. Create opportunities to bring individuals and groups together to achieve goals 3. Promote the sharing of information and resources 4. Actively seek the views of others 2. 2 Building and maintaining relationships 1. Listen to others and recognise different perspectives 2. Empathise and take into account the needs and feelings of others 3.Communicate effectively with individuals and groups, and act as a positiv e role model 4. Gain and maintain the trust and support of colleagues 2. 3 Encouraging contribution 1. Provide encouragement, and the opportunity for people to engage in decision-making and to challenge constructively 2. Respect, value and acknowledge the roles, contributions and expertise of others 3. Employ strategies to manage conflict of interests and differences of opinion 4. Keep the focus of contribution on delivering and improving services to patients 2. Working within teams 1. Have a clear sense of their role, responsibilities and purpose within the team 2. Adopt a team approach, acknowledging and appreciating efforts, contributions and compromises 3. Recognise the common purpose of the team and respect team decisions 4. Are willing to lead a team, involving the right people at the right time Leadership Framework: A Summary 7 3. Managing Services Effective leadership requires individuals to focus on the success of the organisation(s) in which they work.To do so, they must b e effective in: †¢ Planning by actively contributing to plans to achieve service goals †¢ Managing resources by knowing what resources are available and using their influence to ensure that resources are used efficiently and safely, and reflect the diversity of needs †¢ Managing people by providing direction, reviewing performance, motivating others, and promoting equality and diversity †¢ Managing performance by holding themselves and others accountable for service outcomes. . 1 Planning 1. Support plans for clinical services that are part of the strategy for the wider healthcare system 2. Gather feedback from patients, service users and colleagues to help develop plans 3. Contribute their expertise to planning processes 4. Appraise options in terms of benefits and risks 3. 2 Managing resources 1. Accurately identify the appropriate type and level of resources required to deliver safe and effective services 2.Ensure services are delivered within allocated resour ces 3. Minimise waste 4. Take action when resources are not being used efficiently and effectively 3. 3 Managing people 1. Provide guidance and direction for others using the skills of team members effectively 2. Review the performance of the team members to ensure that planned services outcomes are met 3. Support team members to develop their roles and responsibilities 4. Support others to provide good patient care and better services 3. Managing performance 1. Analyse information from a range of sources about performance 2. Take action to improve performance 3. Take responsibility for tackling difficult issues 4. Build learning from experience into future plans 8 Leadership Framework: A Summary 4. Improving Services Effective leadership requires individuals to make a real difference to people’s health by delivering high quality services and by developing improvements to services.To do so, they must demonstrate effective in: †¢ Ensuring patient safety by assessing and m anaging risk to patients associated with service developments, balancing economic consideration with the need for patient safety †¢ Critically evaluating by being able to think analytically, conceptually and to identify where services can be improved, working individually or as part of a team †¢ Encouraging improvement and innovation by creating a climate of continuous service improvement †¢ Facilitating transformation by actively contributing to change processes that lead to improving healthcare. 4. 1 Ensuring patient safety 1.Identify and quantify the risk to patients using information from a range of sources 2. Use evidence, both positive and negative, to identify options 3. Use systematic ways of assessing and minimising risk 4. Monitor the effects and outcomes of change 4. 2 Critically evaluating 1. Obtain and act on patient, carer and user feedback and experiences 2. Assess and analyse processes using up-to-date improvement methodologies 3. Identify healthcare i mprovements and create solutions through collaborative working 4. Appraise options, and plan and take action to implement and evaluate improvements 4. 3 Encouraging improvement and innovation 1.Question the status quo 2. Act as a positive role model for innovation 3. Encourage dialogue and debate with a wide range of people 4. Develop creative solutions to transform services and care 4. 4 Facilitating transformation 1. Model the change expected 2. Articulate the need for change and its impact on people and services 3. Promote changes leading to systems redesign 6. Motivate and focus a group to accomplish change Leadership Framework: A Summary 9 5. Setting Direction Effective leadership requires individuals to contribute to the strategy and aspirations of the organisation and act in a manner consistent with its values.To do so, they must demonstrate effective in: †¢ Identifying the contexts for change by being aware of the range of factors to be taken into account †¢ Applyi ng knowledge and evidence by gathering information to produce an evidence-based challenge to systems and processes in order to identify opportunities for service improvements †¢ Making decisions using their values, and the evidence, to make good decisions †¢ Evaluating impact by measuring and evaluating outcomes, taking corrective action where necessary and by being held to account for their decisions. . 1 Identifying the contexts for change 1. Demonstrate awareness of the political, social, technical, economic, organisational and professional environment 2. Understand and interpret relevant legislation and accountability frameworks 3. Anticipate and prepare for the future by scanning for ideas, best practice and emerging trends that will have an impact on health outcomes 4. Develop and communicate aspirations 5. 2 Applying knowledge and evidence 1. Use appropriate methods to gather data and information 2.Carry out analysis against an evidence-based criteria set 3. Use inf ormation to challenge existing practices and processes 4. Influence others to use knowledge and evidence to achieve best practice 5. 3 Making decisions 1. Participate in and contribute to organisational decision-making processes 2. Act in a manner consistent with the values and priorities of their organisation and profession 3. Educate and inform key people who influence and make decisions 4.Contribute a clinical perspective to team, department, system and organisational decisions 5. 4 Evaluating impact 1. Test and evaluate new service options 2. Standardise and promote new approaches 3. Overcome barriers to implementation 4. Formally and informally disseminate good practice 10 Leadership Framework: A Summary 6. Creating the Vision Effective leadership involves creating a compelling vision for the future, and communicating this within and across organisations.This requires individuals to demonstrate effectiveness in: †¢ Developing the vision of the organisation, looking to the future to determine the direction for the organisation †¢ Influencing the vision of the wider healthcare system by working with partners across organisations †¢ Communicating the vision and motivating others to work towards achieving it †¢ Embodying the vision by behaving in ways which are consistent with the vision and values of the organisation. 6. 1 Developing the vision for the organisation 1.Actively engage with colleagues and key influencers, including patients and public, about the future of the organisation 2. Broadly scan and analyse the full range of factors that will impact upon the organisation, to create likely scenarios for its future 3. Create a vision which is bold, innovative and reflects the core values of the NHS 4. Continuously ensures that the organisation’s vision is compatible with future developments within the wider healthcare system. 6. 2 Influencing the vision of the wider healthcare system 1.Seek opportunities to engage in debate abo ut the future of health and care related services 2. Work in partnership with others in the healthcare system to develop a shared vision 3. Negotiate compromises in the interests of better patient services 4. Influence key decision-makers who determine future government policy that impacts on the NHS and its services. 6. 3 Communicating the vision 1. Communicate their ideas and enthusiasm about the future of the organisation and its services confidently and in a way which engages and inspires others 2.Express the vision clearly, unambiguously and vigorously 3. Ensure that stakeholders within and beyond the immediate organisation are aware of the vision and any likely impact it may have on them 4. Take time to build critical support for the vision and ensure it is shared and owned by those who will be communicating it. 6. 4 Embodying the vision 1. Act as a role model, behaving in a manner which reflects the values and principles inherent in the vision 2. Demonstrate confidence, self belief, tenacity and integrity in pursuing the vision 3.Challenge behaviours which are not consistent with the vision 4. Identify symbols, rituals and routines within the organisation which are not consistent with the vision, and replace them with ones that are. Leadership Framework: A Summary 11 7. Delivering the Strategy Effective leadership involves delivering the strategy by developing and agreeing strategic plans that place patient care at the heart of the service, and ensuring that these are translated into achievable operational plans.This requires individuals to demonstrate effectiveness in: †¢ Framing the strategy by identifying strategic options for the organisation and drawing upon a wide range of information, knowledge and experience †¢ Developing the strategy by engaging with colleagues and key stakeholders †¢ Implementing the strategy by organising, managing and assuming the risks of the organisation †¢ Embedding the strategy by ensuring that strate gic plans are achieved and sustained. 7. 1 Framing the strategy 1. Take account of the culture, history and long term underlying issues for the organisation 2.Use sound organisational theory to inform the development of strategy 3. Identify best practice which can be applied to the organisation 4. Identify strategic options which will deliver the organisation’s vision 7. 2 Developing the strategy 1. Engage with key individuals and groups to formulate strategic plans to meet the vision 2. Strive to understand others’ agendas, motivations and drivers in order to develop strategy which is sustainable 3. Create strategic plans which are challenging yet realistic and achievable 4. Identify and mitigate uncertainties and risks associated with strategic choices 7. Implementing the strategy 1. Ensure that strategic plans are translated into workable operational plans, identifying risks, critical success factors and evaluation measures 2. Identify and strengthen organisational capabilities required to deliver the strategy 3. Establish clear accountability for the delivery of all elements of the strategy, hold people to account and expect to be held to account themselves 4. Respond quickly and decisively to developments which require a change in strategy 7. 4 Embedding the strategy 1.Support and inspire others responsible for delivering strategic and operational plans, helping them to overcome obstacles and challenges, and to remain focused 2. Create a consultative organisational culture to support delivery of the strategy and to drive strategic change within the wider healthcare system 3. Establish a climate of transparency and trust where results are discussed openly 4. Monitor and evaluate strategic outcomes, making adjustments to ensure sustainability of the strategy 12 Leadership Framework: A Summary The following tables combine the indicators of behaviours at different leadership stages from each domain section.Please refer to the full domain pages f or the element descriptors. 1. DEMONSTRATING PERSONAL QUALITIES Effective leadership requires individuals to draw upon their values, strengths and abilities to deliver high standards of service. To do so, they must demonstrate effectiveness in demonstrating self awareness, managing themselves, continuing their personal development and acting with integrity. 2 Whole Service/Across Teams 3 Across Services/Wider Organisation Element Appreciates the impact they have on others and the impact others have on them. Routinely seeks feedback and adapts their behaviour appropriately.Reflects on their interactions with a wide and diverse range of individuals and groups from within and beyond their immediate service/organisation. Challenges and refreshes own values, beliefs, leadership styles and approaches. Overtly role models the giving and receiving of feedback. Successfully manages a range of personal and organisational demands and pressures. Demonstrates tenacity and resilience. Overcomes s etbacks where goals cannot be achieved and quickly refocuses. Is visible and accessible to others. Acts as an exemplar for others in managing their continuous personal development.Facilitates the development of a learning culture. 1 Own Practice/Immediate Team 4 Whole Organisation/Wider Healthcare System Uses sophisticated tools and sources to continuously learn about their leadership impact in the wider health and care community and improve their effectiveness as a senior leader. Understands how pressures associated with carrying out a high profile role impact on them and their performance. Remains focused on strategic goals when faced with competing and, at times, conflicting demands arising from differing priorities.Identifies where they need to personally get involved to achieve the most benefit for the organisation and wider healthcare system. Develops through systematically scanning the external environment and exploring leading edge thinking and best practice. Applies learnin g to build and refresh the service. Treats challenge as a positive force for improvement. 1. 1 Developing Self Awareness Reflects on how factors such as own values, prejudices and emotions influence their judgement, behaviour and self belief. Uses feedback from appraisals and other sources to consider personal impact and change behaviour.Understands personal sources of stress. 1. 2 Managing Yourself Plans and manages own time effectively and fulfils work requirements and commitments to a high standard, without compromising own health and wellbeing. Remains calm and focused under pressure. Ensures that own work plans and priorities fit with the needs of others involved in delivering services. Demonstrates flexibility and sensitivity to service requirements and remains assertive in pursuing service goals. Leadership Framework: A Summary Puts self forward for challenging assignments and projects which will develop strengths and address development areas.Acts as a role model for others in demonstrating integrity and inclusiveness in all aspects of their work. Challenges where organisational values are compromised. 1. 3 Continuing Personal Development Takes responsibility for own personal development and seeks opportunities for learning. Strives to put learning into practice. 1. 4 Acting with Integrity Behaves in an open, honest and inclusive manner, upholding personal and organisational ethics and values. Shows respect for the needs of others and promotes equality and diversity.Creates an open, honest and inclusive culture in accordance with clear principles and values. Ensures equity of access to services and creates an environment where people from all backgrounds can excel. Assures standards of integrity are maintained across the service and communicates the importance of always adopting an ethical and inclusive approach. Generic behaviours observed if individual is not yet demonstrating this domain: †¢ Demonstrates behaviours that are counter to core valu es of openness, inclusiveness, honesty and equality †¢ Lacks confidence in own abilities to deliver results Does not understand own emotions or recognise the impact of own behaviour on others †¢ Approaches tasks in a disorganised way and plans are not realistic †¢ Unable to discuss own strengths and development needs and spends little time on development 13 14 2 Whole Service/Across Teams 3 Across Services/Wider Organisation 4 Whole Organisation/Wider Healthcare System Works across boundaries creating networks which facilitate high levels of collaboration within and across organisations and sectors.Builds and maintains sustainable strategic alliances across the system and other sectors. Has high impact when interacting with others at all levels. Uses networks to bring individuals and groups together to share information and resources and to achieve goals. Identifies and builds effective networks with a range of influential stakeholders internal and external to the org anisation. Builds and maintains relationships with a range of individuals involved in delivering the service. Manages sensitivities between individuals and groups.Creates a supportive environment which encourages others to express diverse opinions and engage in decisionmaking. Constructively challenges suggestions and reconciles conflicting views. Helps lead others towards common goals, providing clear objectives and offering appropriate support. Shows awareness of team dynamics and acts to promote effective team working. Appreciates the efforts of others. Integrates the contributions of a diverse range of stakeholders, being open and honest about the extent to which contributions can be acted upon.Builds and nurtures trusting relationships at all levels within and across services and organisational boundaries. Creates systems which encourage contribution throughout the organisation. Invites contribution from different sectors to bring about improvements. Takes on recognised positio nal leadership roles within the organisation. Builds high performing inclusive teams that contribute to productive and efficient health and care services. Promotes autonomy and empowerment and maintains a sense of optimism and confidence. Contributes to and leads senior teams.Enables others to take on leadership responsibilities, building high level leadership capability and capacity from a diverse range of backgrounds. †¢ Does not encourage others to contribute ideas †¢ Does not adopt a collaborative approach 2. WORKING WITH OTHERS Effective leadership requires individuals to work with others in teams and networks to deliver and improve services. This requires them to demonstrate effectiveness in developing networks, building and maintaining relationships, encouraging contribution, and working within teams. Element 1 Own Practice/Immediate Team . 1 Developing Networks Identifies where working and cooperating with others can result in better services. Endeavours to work co llaboratively. 2. 2 Building and Maintaining Relationships Communicates with and listens to others, recognising different perspectives. Empathises and takes into account the needs and feelings of others. Gains and maintains trust and support. 2. 3 Encouraging Contribution Seeks and acknowledges the views and input of others. Shows respect for the contributions and challenges of others. Leadership Framework: A Summary 2. 4 Working within TeamsUnderstands roles, responsibilities and purpose within the team. Adopts a collaborative approach and respects team decisions. Generic behaviours observed if individual is not yet demonstrating this domain: †¢ Fails to network with others and/or allows relationships to deteriorate †¢ Fails to win the support and respect of others 3. MANAGING SERVICES Effective leadership requires individuals to focus on the success of the organisation(s) in which they work. This requires them to be effective in planning, managing resources, managing peo ple and managing performance. Whole Service/Across Teams 3 Across Services/Wider Organisation 4 Whole Organisation/Wider Healthcare System Anticipates the impact of health trends and develops strategic plans that will have a significant impact on the organisation and wider healthcare system. Ensures strategic objectives are translated into operational plans. Strategically manages resources across the organisation and wider healthcare system. Element Works collaboratively to develop business cases and service plans that support organisational objectives, appraising them in terms of benefits and risks.Leads service design and planning processes. Communicates and keeps others informed of strategic and operational plans, progress and outcomes. 1 Own Practice/Immediate Team 3. 1 Planning Contributes ideas to service plans, incorporating feedback from others including a diverse range of patients, service users and colleagues. 3. 2 Managing Resources Understands what resources are availabl e and organises the appropriate type and level of resources required to deliver safe and efficient services. Identifies resource requirements associated with delivering services.Manages resources and takes action to ensure their effective and efficient use. Forecasts resource requirements associated with delivering complex services efficiently and effectively. Manages resources taking into account the impact of national and local policies and constraints. Motivates and coaches individuals and teams to strengthen their performance and assist them with developing their own capabilities and skills. Aligns individual development needs with service goals. Leadership Framework: A Summary Provides others with clear purpose and direction.Helps others in developing their roles and responsibilities. Works with others to set and monitor performance standards, addressing areas where performance objectives are not achieved. †¢ Does not effectively manage and develop people †¢ Fails to identify and address performance issues 3. 3 Managing People Supports others in delivering high quality services and excellence in health and care. Inspires and supports leaders to mobilise diverse teams that are committed to and aligned with organisational values and goals. Engages with and influences senior leaders and key stakeholders to deliver joined up services. . 4 Managing Performance Uses information and data about performance to identify improvements which will strengthen services. Establishes rigorous performance measures. Holds self, individuals and teams to account for achieving performance standards. Challenges when service expectations are not being met and takes corrective action. Promotes an inclusive culture that enables people to perform to their best, ensuring that appropriate performance management systems are in place and that performance data is systematically evaluated and fed into future plans.Generic behaviours observed if individual is not yet demonstratin g this domain: †¢ Disorganised or unstructured approach to planning †¢ Wastes resources or fails to monitor them effectively 15 16 2 Whole Service/Across Teams 3 Across Services/Wider Organisation 4 Whole Organisation/Wider Healthcare System Creates a culture that prioritises the health, safety and security of patients and service users. Delivers assurance that patient safety underpins policies, processes and systems. Reviews practice to improve standards of patient safety and minimise risk.Monitors the impact of service change on patient safety. Develops and maintains audit and risk management systems which will drive service improvement and patient safety. Engages with others to critically evaluate services and create ideas for improvements. Synthesises complex information to identify potential improvements to services. Identifies potential barriers to service improvement. Benchmarks the wider organisation against examples of best practice in healthcare and other sectors . Evaluates options for improving services in line with future advances.Acts as a positive role model for innovation. Encourages dialogue and debate in the development of new ideas with a wide range of people. Challenges colleagues’ thinking to find better and more effective ways of delivering services and quality. Accesses creativity and innovation from relevant individuals and groups. Drives a culture of innovation and improvement. Integrates radical and innovative approaches into strategic plans to make the NHS world class in the provision of healthcare services. Focuses self and others on achieving changes to systems and processes which will lead to improved services.Energises others to drive change that will improve health and care services. Actively manages the change process, drawing on models of effective change management. Recognises and addresses the impact of change on people and services. Inspires others to take bold action and make important advances in how servi ces are delivered. Removes organisational obstacles to change and creates new structures and processes to facilitate transformation. †¢ Maintains the status quo and sticks with traditional outdated ways of doing things †¢ Fails to implement change or implements change for change’s sake 4.IMPROVING SERVICES Effective leadership requires individuals to make a real difference to people’s health by delivering high quality services and by developing improvements to services. This requires them to demonstrate effectiveness in ensuring patient safety, critically evaluating, encouraging improvement and innovation and facilitating transformation. Element 1 Own Practice/Immediate Team 4. 1 Ensuring Patient Safety Puts the safety of patients and service users at the heart of their thinking in delivering and improving services. Takes action to report or rectify shortfalls in patient safety. . 2 Critically Evaluating Uses feedback from patients, carers and service users t o contribute to healthcare improvements. Leadership Framework: A Summary 4. 3 Encouraging Improvement and Innovation Questions established practices which do not add value. Puts forward creative suggestions to improve the quality of service provided. 4. 4 Facilitating Transformation Articulates the need for changes to processes and systems, acknowledging the impact on people and services. Generic behaviours observed if individual is not yet demonstrating this domain: Overlooks the need to put patients at the forefront of their thinking †¢ Does not question/evaluate current processes and practices 5. SETTING DIRECTION Effective leadership requires individuals to contribute to the strategy and aspirations of the organisation and act in a manner consistent with its values. This requires them to demonstrate effectiveness in identifying the contexts for change, applying knowledge and evidence, making decisions, and evaluating impact. 2 Whole Service/Across Teams 3 Across Services/Wi der Organisation 4 Whole Organisation/Wider Healthcare System Synthesises knowledge from a broad range of sources.Identifies future challenges and imperatives that will create the need for change and move the organisation and the wider healthcare system in new directions. Influences the context for change in the best interests of services and service users. Uses knowledge, evidence and experience of national and international developments in health and social care to influence the future development of health and care services. Ensures that corporate decision-making is rigorous and takes account of the full range of factors impinging on the future direction of the organisation and the wider healthcare system.Can operate without all the facts. Takes unpopular decisions when in the best interests of health and care in the long term. Identifies gains which can be applied elsewhere in the organisation and incorporates these into operational/ business plans. Disseminates learning from ch anges which have been introduced. Synthesises learning arising from changes which have been introduced and incorporates these into strategic plans. Shares learning with the wider health and care community. Element Identifies the external and internal drivers of change and communicates the rationale for change to others.Actively seeks to learn about external factors which will impact on services. Interprets the meaning of these for services and incorporates them into service plans and actions. 1 Own Practice/Immediate Team 5. 1 Identifying the Contexts for Change Understands the range of factors which determine why changes are made. 5. 2 Applying Knowledge and Evidence Gathers data and information about aspects of the service, analyses evidence and uses this knowledge to suggest changes that will improve services in the future. Involves key people and groups in making decisions.Actively engages in formal and informal decision-making processes about the future of services. Obtains and analyses information about services and pathways to inform future direction. Supports and encourages others to use knowledge and evidence to inform decisions about the future of services. Understands the complex interdependencies across a range of services. Applies knowledge to set future direction. Leadership Framework: A Summary Evaluates and embeds approaches and working methods which have proved to be effective into the working practices of teams and individuals. 5. 3 Making DecisionsConsults with others and contributes to decisions about the future direction/vision of their service. Remains accountable for making timely decisions in complex situations. Modifies decisions and flexes direction when faced with new information or changing circumstances. 5. 4 Evaluating Impact Assesses the effects of change on service delivery and patient outcomes. Makes recommendations for future improvements. Generic behaviours observed if individual is not yet demonstrating this domain: †¢ Makes poor decisions about the future †¢ Fails to evaluate the impact of previous decisions and actions Unaware of political, social, technical, economic, organisational factors that impact on the future of the service/organisation †¢ Does not use an evidence-base for decision-making 17 18 ELEMENT DESCRIPTORS (see also page 11) 4 Whole Organisation/Wider Healthcare System Actively engages key stakeholders in creating a bold, innovative, shared vision which reflects the future needs and aspirations of the population and the future direction of healthcare. Thinks broadly and aligns the vision to the NHS core values and the values of the wider healthcare system.Actively participates in and leads on debates about the future of health, wellbeing and related services. Manages political interests, balancing tensions between organisational aspirations and the wider environment. Shapes and influences local, regional and national health priorities and agendas. Clearly communicates t he vision in a way that engages and empowers others. Uses enthusiasm and energy to inspire others and encourage joint ownership of the vision. Anticipates and constructively addresses challenge. Consistently displays passion for the vision and demonstrates personal commitment to it through their day-to-day actions.Uses personal credibility to act as a convincing advocate for the vision. †¢ Misses opportunities to communicate and share understanding of the vision with others †¢ Lacks enthusiasm and commitment for driving the vision 6. CREATING THE VISION Those in senior positional leadership roles create a compelling vision for the future, and communicate this within and across organisations. This requires them to demonstrate effectiveness in developing the vision for the organisation, influencing the vision of the wider healthcare system, communicating the vision and embodying the vision.Element 6. 1 Developing the Vision for the Organisation †¢ Actively engage with c olleagues and key influencers, including patients and public, about the future of the organisation †¢ Broadly scan and analyse the full range of factors that will impact upon the organisation, to create likely scenarios for its future †¢ Create a vision which is bold, innovative and reflects the core values of the NHS †¢ Continuously ensures that the organisation’s vision is compatible with future developments within the wider healthcare system . 2 Influencing Vision in the Wider Healthcare System †¢ Seek opportunities to engage in debate about the future of health and care related services †¢ Work in partnership with others in the healthcare system to develop a shared vision †¢ Negotiate compromises in the interests of better patient services †¢ Influence key decision-makers who determine future government policy that impacts on the NHS and its services Leadership Framework: A Summary 6. 3 Communicating the Vision Communicate their ideas an d enthusiasm about the future of the organisation and its services confidently and in a way which engages and inspires others †¢ Express the vision clearly, unambiguously and vigorously †¢ Ensure that stakeholders within and beyond the immediate organisation are aware of the vision and any likely impact it may have on them †¢ Take time to build critical support for the vision and ensure it is shared and owned by those who will be communicating it 6. 4 Embodying the Vision Act as a role model, behaving in a manner which reflects the values and principles inherent in the vision †¢ Demonstrate confidence, self belief, tenacity and integrity in pursuing the vision †¢ Challenge behaviours which are not consistent with the vision †¢ Identify symbols, rituals and routines within the organisation which are not consistent with the vision, and replace them with ones that are Generic behaviours observed if individual is not yet demonstrating this domain: Does not involve others in creating and defining the vision †¢ Does not align their vision with the wider health and care agenda 7. DELIVERING THE STRATEGY Those in senior positional leadership roles deliver the strategic vision by developing and agreeing strategic plans that place patient care at the heart of the service, and ensuring that these are translated into achievable operational plans. This requires them to demonstrate effectiveness in framing the strategy, developing the strategy, implementing the strategy, and embedding the strategy. ElementELEMENT DESCRIPTORS (see also page 12) 4 Whole Organisation/Wider Healthcare System Critically reviews relevant thinking, ideas and best practice and applies whole systems thinking in order to conceptualise a strategy in line with the vision. 7. 1 Framing the Strategy †¢ Take account of the culture, history and long term underlying issues for the organisation †¢ Use sound organisational theory to inform the development of strate gy †¢ Identify best practice which can be applied to the organisation †¢ Identify strategic options which will deliver the organisation’s vision . 2 Developing the Strategy †¢ Engage with key individuals and groups to formulate strategic plans to meet the vision †¢ Strive to understand others’ agendas, motivations and drivers in order to develop strategy which is sustainable †¢ Create strategic plans which are challenging yet realistic and achievable †¢ Identify and mitigate uncertainties and risks associated with strategic choices Integrates the views of a broad range of stakeholders to develop a coherent, joined up and sustainable strategy.Assesses organisational readiness for change. Manages the risks, political sensitivities and environmental uncertainties involved. Leadership Framework: A Summary 7. 3 Implementing the Strategy †¢ Ensure that strategic plans are translated into workable operational plans, identifying risks, critic al success factors and evaluation measures †¢ Identify and strengthen organisational capabilities required to deliver the strategy †¢ Establish clear accountability for the delivery of all elements f the strategy, hold people to account and expect to be held to account themselves †¢ Respond quickly and decisively to developments which require a change in strategy Responds constructively to challenge. Puts systems, structures, processes, resources and plans in place to deliver the strategy. Establishes accountabilities and holds people in local, regional, and national structures to account for jointly delivering strategic and operational plans. Demonstrates flexibility when changes required. 7. 4 Embedding the Strategy Support and inspire others responsible for delivering strategic and operational plans, helping them to overcome obstacles and challenges, and to remain focused †¢ Create a consultative organisational culture to support delivery of the strategy and t o drive strategic change within the wider healthcare system †¢ Establish a climate of transparency and trust where results are discussed openly †¢ Monitor and evaluate strategic outcomes, making adjustments to ensure sustainability of the strategy Enables and supports the conditions and culture needed to sustain changes integral to the successful delivery of the strategy.Keeps momentum alive by reinforcing key messages, monitoring progress and recognising where the strategy has been embraced by others. Evaluates outcomes and uses learnings to adapt strategic and operational plans. Generic behaviours observed if individual is not yet demonstrating this domain: †¢ Absolves oneself of responsibility for holding others to account †¢ Fails to enable an organisational culture that embraces the strategy †¢ Does not align the strategy with local, national and/or wider health care system requirements †¢ Works to develop the strategy in isolation without input or feedback from others 19

Job Application Letter & Resume Essay

I was introduced to your company by Mr. Brad Earls, one of your lead technicians. He has enlightened me that one of your Dallas offices is pursuing to hire qualified persons for your technical support department. I have more than a year and a half experience in the technical support field, inclusive of being the senior technician at my workplace now, Argon Technologies. Although I have no college experience, I have received hands-on training from a Board Certified technician, who is also the owner of the company now. He felt that I was qualified enough to train, and after about six months, I was named the lead tech, over the other techs who worked here long before myself. Our company has tripled in size since my start date, however I am still the only in office tech. Please note that there have always been two or more before I was an employee here. Unfortunately, this being a small, family owned business, I am about as high up here as I will ever be. Having received extensive training from this junior company, I feel it has prepared me to expand my knowledge and move up to a more prospering one. Candace N. Brooks (your address) (your contact numbers) (your email address) Objective: To obtain a position in which I am able to maximize my technical skills, quality assurance, program development, and training experience. Professional Experience Argon Technologies, August, 2007 to Present Senior Technician Resolved all customer issues over the phone or at their specific locations. Only technician in office for a growing ISP company with over 1,000 dial-up and wireless customers. Responsible for computer repair on the side at the same company. Repaired VoIP phones, routers, PC’s and other equipment. Handled all customer complaints in a professional manner. Mended issues with other companies doing business with ours. Skills Trained in technical support, exceptional customer service, quality leadership skills, accel with individual or teamwork, type up to 60 wpm, knowledgeable with most Microsoft programs (word, excel, powerpoint, access, ect.) and Adobe photoshop, reader, and acrobat. Trained in data entry, scheduling, billing, ect. (entry level office work). Can prioritize workload and work in a fast-paced environment. Excellent written and verbal communication skills (detail oriented). Education University of Phoenix Online – Healthcare Administration Bland High School Merit, Texas Organizations 2006 – 2008 Troophelper.com Greenville, Texas Volunteer

Ethics Paper Essay

The role of ethics and social responsibility are vital to the success of business. This also is very important to the stakeholders and should be even more important to management executives who have to make the decisions on whether to be ethical or unethical. This seems like a no brainer, but top level officials have the daunting task of making difficult decisions that affects groups involved in the success of the company. This paper will bring into focus the ethics and social responsibility in creating a strategic plan while taking in consideration stakeholder needs and agendas. Business Ethics is a form of ethics, which examines the ethical principles, and moral problems that occur in a business today. Ethics plays an important role in business today by establishing policies, procedures, and practices when creating a strategic plan. One such policy to have as a driving force for the company is a code of ethics, which outlines how an employee should behave while on the job. Having a code of ethics in place will not only help employee’s behavior, but the implementation of strategic plan of guidelines that will take in consideration for stakeholder needs and agendas. Social responsibilities are the responsibilities of private corporations to society that goes beyond that of making a profit. When implementing a new strategic plan you have to take in account the affects it will have on society as well as the organization. Strategic decisions influence other entities internally and externally. For instance, a decision to down size by closing some distribution centers and discontinuing manufactured goods, affects not only the employees, but also the neighborhoods where the plants are located. This also hinders the consumers and suppliers with having no other source for the discontinued products (Wheelen & Hunger, 2010). These types of decisions bring forth questions as to regarding, the appropriateness of certain missions, objectives, and strategies of businesses. Management must be able to come to compromise the difference in interests in an ethical manner to formulate a realistic strategic plan to meet the needs of the stakeholders. To answer this question, the corporation may need to engineer a strategy, which can explicitly articulate the organization with the role of ethics with stakeholders. This requires not only that management a clear picture of the organization key ethical approach but also that it understands the organization societal context, and undertakes stakeholder analysis to identify the issues and duties of each stakeholder (Wheelen & Hunger, 2010, pg.76). While researching an industry that continues to overstep it’s boundaries for stakeholder agendas. Pfizer, the world largest pharmaceutical company has been continually marketing and selling drugs with unapproved uses. In 2004 Pfizer plead guilty to two felony counts of marketing a drug for unapproved uses and paid 430 million in fines and penalties (Evans, 2009). United States attorney’s office was assured by Pfizer lawyers that they will stop promoting drugs for unauthorized purposes. Five years later Pfizer plead guilty again for directing over 100 salespeople to promote Bextra, another unapproved medication. The fine this time was an America’s highest recorded fine ever of 1.19 billion. Since May 2004, Pfizer, Eli Lilly & Co., Bristol-Myers Squibb Co. and four other pharmaceutical companies have paid a total of $7 billion in fines and penalties for marketing drug for unapproved uses (Evans, 2009). This shows that not only Pfizer, but other pharmaceutical companies are taking the approach of maximizing profits for the sake of stakeholders. In the readings it states that shareholders were unmoved by the actions of the company because each time the company had to pay out billions in penalties the share price went up (Evans, 2009). This practice of marketing and selling unapproved medications have shown how irresponsible, unethical, and socially unaware these companies are. Lives are being lost or changed forever because of some of the side effects of these medications that are being push by these organizations for a buck. To prevent such heinous acts we need only one of the pharmaceutical giants to step up and implement a strategic plan using more of an ethical approach in producing new drugs to the market. This can be attain by having the research done well in advance, publically documenting their finding, have more transparent marketing strategies, and making sure that all medications are FDA approve first before any distribution of a single pill. Another strategy to improving the industry is by using the input of the stakeholders which can give other alternatives to what route can the industry can use to maximize the benefits for all. In conclusion we can clearly see the importance of roles of ethics and social responsibilities are within an organization’s strategic plans. Once a company has put itself in a position to use ethics and society to govern it duties to make sure business is held to a standard higher values. Only then will organizations such as Pfizer will understand that it’s more about the people than the profit. Stakeholders have a pivotal role in the advance of business because each company that have taken notice continues to thrive today even in a recession.

Organization Development and Change Essay Example | Topics and Well Written Essays - 750 words - 4

Organization Development and Change - Essay Example (Cummings, T. & Worley, C., 2008) According to the reading, when the OD consultant and Lincoln’s president prepared the contract they stated their expectations of each other and that no steps were to be taken until the OD consultant had interviewed the two parties. I am unsure if the information was insignificant to the issue or not but after this mention of a meeting with the president, another contract or a supplement to the contract stating the steps, ground rules and resources to be spent on the intervention was never mentioned in the reading again. I think this is important in this case especially because a hospital is a very busy workplace. The two participants in the intervention have jobs that demand most of their time, and the intervention would require their time as well to be effective. If these steps were set in the contract, the participants would not be in a position to say no because they are wasting their work time on something that may appear useless to them given their predisposition towards each other. Also, the president would not be interrupting sessions, asking the participants to attend to their tasks, because the hours the OD consultant would need are in the contract he signed. With regard to the diagnosis stage, I also approve of what the OD practitioner did. Interviews were not confined to the two main participants. Since each person was complaining of the other’s personality mostly than the individual’s skills as a nurse and surgeon, respectively, it helped the OD consultant to also ask the people who were exposed to the participants’ personalities and work attitudes. These additional interviews were able to give him a much clearer picture of how other people viewed each participant and enabled him to identify the problem area(s) and define solutions for these. He was also able to strategize on what was the best plan

How to encourage spaces into social spaces- cases study on OMA's works Essay

How to encourage spaces into social spaces- cases study on OMA's works - Essay Example These seemingly simple definitions are ample enough for us to immediately see the complexity that the issue of ‘spaces’ bring to us in cities. If someone does not have a separate cubicle, does his/desk in the office become a private space? How is this space accessible to others? How much accessibility should be provided to this space? Who should be allowed access? How does the utilization of this space mark it as public or private? Does the arrangement of spaces in the manner in which cities are planned reflect and enable the spatial and technological revolutions that are transforming us every moment Are our cities and the structures that it house, capable of meeting the increasing requirements of mobility, accessibility and communication that globalization necessitates? These are some of the most important questions that may be asked in relation to the configuration and distribution of spaces today; this paper will specifically look into the area of social spaces in cit ies to day. I will attempt to engage with ‘social spaces’ by describing and evaluating present architectural trends through the example of the Office for Metropolitan Architecture and some of their important projects. Swyngedouw and Kaika, in ‘Making of Urban ‘Glocal’ Communities, mention some of the concerns associated with urban planning such as emancipation and disengagement, global and local as well as social justice versus neo-liberalism. While one may assume the forces of modernity as co-terminus with the spaces of the city itself, this article makes a distinction between the two. They argue that cultures of everyday life are undermined by the creation of a city of the spectacular commodity, making it a staged archaeological theme park (Swyngedouw and Kaika 2003 p.11) On the contrary, current trends in modern architecture claim to be facilitating convergence of multi-purpose spaces, a mission that is tailored to cater to the specific utilitarian purposes that are

Modern Science Fiction Films Term Paper Example | Topics and Well Written Essays - 2500 words

Modern Science Fiction Films - Term Paper Example In modern science fiction films, man's power to control his environment has increased, especially through the applications of science, fiction moves from the heroic dimension to concern itself with the relationship between man and the power that is man's most important creation. Science fiction is the literature that takes technology seriously. It must deal with the relationship of man to his creation and with the combined power and responsibility that ensues. In Fritz Lang (1927) Metropolis, Joh Fredersen serves as an instructive paradigm: Joh Fredersen not only arrogates to himself the role of creator, but also botches his responsibility towards his creation, paying an enormous personal price for his hubris. From its generic inception, so has been a literature questioning man's ability to use effectively the power he is so capable of creating (Gibson 1986). Very often this power is symbolized by some terrible weapon of destruction. If people are to change our sociopolitical behavio r, they need to know the assumptions it rests upon, not what we "believe" to be true but what we actually do when we are not looking. Then, since the one thing that humans cannot do is not assume, we need to devise new assumptions to live by. As we have encoded the current assumptions in fiction, so we need to encode the new ones, to try them out as thought experiments, to make them "real" in our imagination, and then to adopt or reject them. This is not a call for "uplifting" or "moral" fiction, for self-conscious myth-making, but for creative exploration of new possibilities in human relations. Following Robertson (2000),Science fiction's tendency to fetishise technology, particularly military technology, and its reliance on stock types of character and plot that are often flat and caricaturing, surely limits its engagement with any meaningful comprehension of the marginal, of Otherness (p. 29).Science fiction films show that if the invention is a weapon, the threat must come from an enemy, and a superweapon requires a super enemy. Human "progress" comes from a combination of scientific curiosity and hard work; it can be measured by technology.

General Stored website report Essay Example | Topics and Well Written Essays - 2000 words

General Stored website report - Essay Example Besides, businesses have the capacity to place advertisements on Internet servers running from basic promoting too far reaching virtual brochures. Electronic Commerce is characterized as purchasing or selling, goods and services or data by means of computer systems, predominantly the Internet. Electronic Commerce has expansive incredible profits for both customers and the business included. These incorporate 24hour administration deals and buy administrations for both business and customers expanding the measure of offers for both customers and the business. There are no geological limits thus improving more deals for the business crosswise over diverse locale. There is a plausibility of making more deals channels for the merchants and the likelihood of offering numerous more items on the web. The overall revenue is high since there isnt quite a bit of costs acquired amid the item sale deal. Cross offers does happen a ton since the seller can compliment products expected to oblige the obtained merchandise. There is the E-mail promoting continuing serving to tell clients of new merchandise accessible in the business, when there are deals on checked costs of great or to simply convey new value records on things to customers. Much larger amount of discernment about your clients conduct, preferences, wants and so forth with this incredible information about your clients conduct on your e-trade store it will permit you to adjust your store over the long haul to make it more viable. Over the years mobile apps have also been added to the means of electronic Commerce to be practiced. This has generally made it really easy to even reach a new wide range of clients that do not have access to PC systems. Electronic commerce has generally made shopping really easy for all. This report is to help measure up and investigate client response to some of the renowned General stores websites

Partition coefficient log p (scientific lab report) Essay

Partition coefficient log p (scientific lab report) - Essay Example Thru partition, coefficient was expressed with the concentration in the non-aqueous or lipophilic phase as the numerator. This was expressed in a formula â€Å"P = Coil / Cwater.† In that context, the drug’s absorption can be predicted using the partition coefficient. In logarithmic partition, coefficient values are calculated to determine the solute’s hydrophocity, lipophilicity and it’s anent absorbability. Since body membranes are usually impermeable to foreign ionic species, only un-ionized drug molecules can partition into the membrane. Hence, the lipophilicity correlates with the state of the drug including its acidity or pH level. Note that pH levels vary in all part of the body which implies that drugs partitioned in a specific part will also have diverse un-ionized states.  Ã¢â‚¬Å"Partition coefficient’ also determines the acid dissociation constant or Ka. This can be calculated using the equation of Henderson-Hasselbalch where the  "product of hydrogen ion ([H+]) and ionized acid ([A-]) concentrations† is divided by the â€Å"concentration of unionized acid ([HA]). This formula is expressed with the following:  Ka = [H+][A-] / [HA]   This experiment aims to determine the different pHs and degree of ionization affected the partition coefficient of salicylic acid. ... The combination such three equations would result to   1/P’ = 1/P + Ka/[H+]P   of which P is partition coefficient   Ka is dissociation constant   CO is total concentration in oil phase; and CW is total concentration in aqueous phase. Researchers will also obtain the â€Å"absorbance values† using different concentration of salicylic acid because this is relevant in setting a calibration curve and a graph to reflect the concentration in the aqueous phase. Moreover, a graph plotting 1/P’ against the reciprocal of hydrogen ion concentration (1/[H+]) yielded a line with an intercept of 1/P and a slope of Ka/P. Using the partition coefficient and the dissociation constant, the pKa was calculated.   Methodology This experiment comprised of two parts:  (a) determination of salicylate concentration to produce a calibration curve  and (b) salicylate concentration measured in solutions of four different pHs. a. Salicylate Concentration Determination to Produ ce a Calibration Curve   It aims to resolve the absorbance of salicylate solution at different concentrations to produce a calibration curve.  As part of the method, researcher will use five test tubes. Test Tube 1 will contain 6mL of water which will be used as the blank solution to keep the calorimeter at zero. Other test tubes will contain 5mL of water which is added to 2mL of ferric nitrate solution. Further, 1mL of different concentrations of salicylate was added to test tube 1; 0.00125M for test tube 2; 0.0025M for test tube 3; 0.00375M for test tube 4; and 0.005M for test tube 5. With calorimeter set at a wavelength of 624nm, the absorbance of each test tube of salicylate solution was determined by pouring solution in cuvettes and inserting them into the calorimeter. Data

Modern Art History Assignments Assignment Example | Topics and Well Written Essays - 1000 words

Modern Art History Assignments - Assignment Example The paper "Modern Art History Assignments" investigates the history of modern art and discovers what is bad and good art. A good art is an art that be interpreted easily with a theme or subject matter. It should be educative or resembling some deep hidden factors while appearing simple. A good art balances the environment and the pictorial. A good art should have a purpose. A bad art is an art without a theme objective and purpose. It lacks balance and creates mixed reaction leading to confusion. The painting shows Brutus wife and children very emotional crying and wailing over the ruling Brutus has made against his own sons to bring about revolution in his empire. Brutus appears to be calm but pictured to be in deep thoughts not even able to look back and see his own sons punished for committing treason. The pictorial paintings of the building, statues and mode of dressing signify the Roman Empire. The name Brutus in itself also signifies the brutality going on in the picture. Light and shadow are pictured are well illuminated in the picture with a good sharp contrast. Drama depicts this single painting as observed in the picture. At the back Brutus son is carried away for punishment while at the center of the image Brutus is shown seated and calm while at the very left the wife and children are crying and wailing. Realist art in the 19th century includes paintings and pictures that attempts to show the stratus of the lower, middle and upper class in addition to culture, customs, beliefs and mores of the people.

The Evolution of Walking Upright Essay Example | Topics and Well Written Essays - 2750 words

The Evolution of Walking Upright - Essay Example However, later scientific evidence clearly suggested that it may not be the case as evolution of walking upright has a history before the full human brain actually evolved. (Wheeler,62) It is critical to note that walking upright has not happened over the night and there were important physiological changes which occurred over the period of time. Available evidence suggests that there are important and critical differences between the physiology of the spines of apes and humans. It is this change especially in the physiology of spines of apes and humans which distinguishes them from each other. It was also this change which allowed humans to walk upright as compared to how apes walk. (Hunt) Physiology of Ape Scientific evidence suggests that early humans were either apes and evolved over the period of time to become humans or used some of the characteristics of apes. The early evidence that the humans actually used the ape like traits indicates that humans might have used four feet t o actually move from one place to another. However, as the time passed by, humans developed the ability to walk upright suggesting a change or transition in the physiology of apes to suit to the human needs. Some of the early evidence do suggests that the apes were bipedal in nature too however, their ability to walk on four feet was limited in nature. Apes cannot walk for longer distances on their two legs thus making it relatively impossible for them to use two legs for covering greater distances. This ability therefore was restricted due to the overall physiology of their spines and how it differed from that of the humans as evolution took place. Though the apes can still walk on two legs however, to become... This report approves that walking upright is considered as the primary and fundamental difference between humans and other animals. This tendency to walk upright however, has evolved over the period of time as humans are believes to be belonging to the same species as that of chimpanzees and gorillas. It is important to note that humans developed this tendency due to the changes in the physiology of their spines as spine of humans is relatively different from that of the spine of other animals. The human spine is relatively upright and supports its natural organs while at the same time supporting humans to walk easily. Human spine is joined with the head from the back whereas the spine of apes is joined from the back. The curve in the spines of apes allows them to carry weight however, restrict their movement. This essay makes a conclusion that one of the important theories of how humans developed the ability to walk upright is called Savannah theory. This theory suggests that humans developed this tendency because the climate change forced them to come down from trees. The global warming as well as cooling reduced the number of forests therefore humans have to come down the trees to survive. The author of the paper talks that this theory however, has been challenged by recent evidence which suggests that walking upright on two feet was made possible because of the difficulty faced by the humans to navigate the difficult terrain of East and South Africa. Further, walking upright conserves the energy thus allowing humans to walk longer distances with relative ease and less energy.

Statistics Case Study - Desalination Example | Topics and Well Written Essays - 1000 words

Statistics - Desalination - Case Study Example However, a key hindrance to this noble objective is the cost factor. This paper presents some of the basic assumptions leading to estimation of the $ cost per/m3 of the desalinated water the case of study being the City of Cambria which is situated on the central coast of California. Generally this definitive question lacks basic answers due to the fact that multiple factors are believed to influence the costs incurred in desalination of water. However, various assumptions assist in estimation of costs in this case. Firstly, it is assumed that the desalination process takes a typical approach as described in the diagram below; However, the processes do not form the cost centers with regard to the project at hand. The project cost drivers are rather classified differently in order to attain the estimated production cost. It is assumed that these cost drivers remain relatively the same irrespective of the project despite variance associated with other factors and hence amount to cost v ariations (Bauman 56). In the figure below are the cost categories assumed to affect the SWRO desalination project. It is assumed that that horizontal and slant wells which are comparable to open intake will be used. Although, they have typically higher costs, they offer the longest-running history of installation as well as reliability supportive of development of a full scale desalination facility. Additionally, the costs relating to disposal of concentrate stream are site specific and as such the costs estimates provided are averages assumed to be effective (Digiano and Heime 1667). The costs also include the conveyance that links the desalination plant to the point of disposal. These are similarly highly variable as a result of the varied conveyance distance and terrain and hence constitute a large portion of the disposal costs. With regard to pre-treatment, there is a perceived dependence on the quality of feed water. For instance, an open ocean feed is expected to have much mo re levels of suspended materials and impurities as compared to well-sourced water. Typically, costs are expected to lie in the range of between US$ 0.5MM to US$ 1.5MM per MGD (Digiano and Heime 1667). Costs are also affected with the feed water temperature, cleanliness of the source water, as well as the ambient salinity fluctuations. For instance, when the SWRO facility planned for the Northern part may treat seawater that averagely measures 10 degrees colder as compared to a SWRO facility located to the Southern part; there would be a rise in feed pressure by between 10 and 15% for an equivalent production value to be attained. Throughput capacity of a facility for desalination has an effect on the size as well as the number of equipment required, in addition to the space required to locate a treatment plant. The cost of situating a facility closer to the point from where it is made use of as well as a suitable power source needs to be weighed against intake/discharge pipeline eas ements, costs of transmission line, construction materials, permits issued, labor used, as well as maintenance costs .linked to intake/discharge or distribution service location (Gumerman and Hasen 34). Based on material cost online, it is estimated that a 20-mile distribution system that delivers 50 MGD would result into an increase of between 15 to 30% of the entire cost of project capital as compared to a 2-mile pipeline (Gumerman and Hasen 35). Permitting as well as regulatory issues also impact on the cost of the project in entirety. This often

Acts of Kindness Essay Example for Free

Acts of Kindness Essay Category: Community Description of Act: Today I went to portage Park (which is very close to my house) and I picked up garbage with my pink gloves in a trash bag around the whole Park. Reflection: Since I live close to portage Park I go there a lot and when I go there I see that there’s a lot of trash around and nobody picks it up. So I decided that the nice thing that I would do would be to pick up the trash and put in a trashcan. I know I’m not helping that much because people are going to keep putting trash on the ground but at least I know that I can help a little bit. At first it was a little weird because people started wondering why I was wear pink gloves and picking up trash but then this one older woman came up to me and thanked me for picking up trash because she didn’t like it when the park was dirty and after that I felt really good about what I was doing and I felt like what I was doing had purpose. Act of kindness #2 Category: Community Description of Act: Me and my family decided that we should do something good for the community and we decided that we should make sandwiches for homeless people around the neighborhood and give them out to soup kitchens and other places like that. Reflection: So one day my family decided that they wanted to help the homeless people around my neighborhood since we have all this food and a roof over our house to be thankful for we should help those that were in need. When I was making the sandwiches I thought what I was doing was really positive and was a good thing but then I also thought what if they don’t want to be helped or pitied what if they have too much pride? But after we went around and gave around the sandwiches to homeless people and  soup kitchens and felt like it was still was kind of a rude but people need other people to help them sometimes and we were those people. The homeless people were very thankful for the sandwiches and were happy that we did what we d id. Act of kindness #3 Category: Teachers Description of Act: After school one day I went to one of my math teacher’s class and I helped them out with organizing papers, grading quizzes, and whatever else he needed. Reflection: Sometimes the only time I help teachers of the schools because of extra credit or they give me candy but this time I went because I wanted you guys out there that knew that he had a lot of work that he had to do but little time. When he saw me come into the classroom after school use a little surprised because he didn’t ask for any help for extra credit but I told him that I was there because I just wanted to help and be nice. He thought that it was very thoughtful me to help him with his grading and organizing and I felt really happy afterwards because I did something good without needing to have credit extra credit be a motivation. Act of kindness #4 Category: Teachers Description of Act: Today I saw a teacher going up the stairs with a lot of books and I came over and helped out and grab some of the books which were very heavy and helped her put them in the classroom that they needed to be in. Reflection: Even if I wasn’t doing this project which is pretty cool project if I do say so myself I would’ve still helped her out because of the kind of person I am and it just feels really nice when you help someone out without having them ask you. I know that if I was going to stairs with heavy books I would want someone to help me out too. When I asked if she needed help she smiled which made me smile made me feel good to help her. Act of kindness #5 Category: Parent/Guardians Description of Act: Today I woke up early in the morning I went into the kitchen and started cooking some breakfast. I cooked eggs, bacon, and hash  browns. I talked a lot so everybody my house could eat some and believe me they ate some. They didn’t ask me to cook and they were surprised that I cooked. Reflection: My Mom and Dad when I was little always used to cook me breakfast with eggs and bacon and all that other good stuff but since they work more often didn’t have the time to cook for us which was sad because I love bacon in the morning. So I decided I should make breakfast for them this one time because I’m terrible at cooking so I did and I did pretty well for my first time. They loved it and they loved that didn’t have asked me they love that it was a surprise they loved that it was actually good LOL. I felt really good inside and felt really nice to see my family together eating and it made me feel like I brought the family together. Act of kindness #6 Category: Parent/Guardians Description of Act: Again I woke up early and decided I would do a nice thing and clean house and when I meant clean the house I mean clean the HOUSE. I went all around the house cleaned every corner in every dusty place until it was spotless or close enough to spotless. And no one asked me to do it. Reflection: My mom always bugs me about cleaning my room and yells at me when I don’t so I thought to myself in the morning at 7:00 AM when everybody was sleeping why don’t I just clean no one else will do it and then she would never yell at me ever again just kidding. But I know I would make her happy so that’s the main reason why did it. I clean the house so good that I think I will never have to clean the house ever again. When my parents came home and saw the house I think they fainted cried almost there were happy that I did it without them having to ask. It made me happy that they were happy. But my arm still hurts though. Act of kindness #7 Category: Classmates/Friends Description of Act: Yesterday there was a friend at my rehearsal and she was crying and I asked her why she was crying and she responded to she felt uncomfortable and didn’t want to do something. I told her that she didn’t have to do anything that she didn’t want to and that she can talk to me anytime if she has any problems with anything or if she just wants to talk  and helped her back to rehearsal. Reflection: When I saw her crying I immediately went over and asked her what was wrong because I never like it when people are crying I like it when people are happy. I know and I was crying I would want someone to comfort me as well and that the cheapo uncomfortable with something even made it worse because no one should feel uncomfortable ever. When she was crying I felt like I just needed to help her in any way I could and so I talked to her and let her know that she can talk to me anytime because of space that I am free all the time and I just like to make peo ple feel better. She said she was happy that she had me as a friend and it made me feel all good inside will Act of kindness #8 Category: Classmates/Friends Description of Act: I spent some time with my friend when they were feeling lonely and they really needed some company. So I went over to the house and we played to videogames talked about politics and the world (not really we were just worrying about the ACT). We ate some stuff and had I had a really good time. Reflection: When my friend asked me to hang out I didn’t really feel like it but I didn’t want her to feel all alone and stuff so I got my butt over to her house as fast as possible and I hung out with her. She was really glad that I came over and I was glad that I came over to because to bored people make for a really interesting and weird time. Again I felt like a really good for spending some time with my good friend and the really nice to make someone feel better. Act of kindness #9 Category: Strangers/Random Description of Act: Today I was on a bus and I have going on I saw that the person behind me was viciously looking into her purse for money and for the life of her could not find it and I saw that in my purse I had an extra card for the bus that had one more ride on it. So I decided to give it to her so she can get on the bus because she really looked like she needed to get on the bus. So I did. Reflection: I’ve never had that before like when I don’t have any money on the bus and someone’s like â€Å"Oh here I’ll give you money here you go â€Å"but the bus driver usually just let me go so that’s pretty  nice. I felt like this one time I should at least help this lady out because this bus driver does not look like the type to give free rides and I’m pretty sure she really needs to be somewhere by the way she is tearing up that purse. When I gave her the bus card I think in her point of view there was like a gleaming light behind me and a choir singing because her eyes got huge and I think she was about to kneel before me but she said â€Å"Thank you so much†. I always have extra money on me because my mom is always scared that something terrible is going to happen to me so if you ever need money look for me. I felt like a hero after I gave her the money just without the Cape. Act of Kindness #10 Category: Strangers/Random Description of Act: Today there was a woman who looked like she was lost so I went up to her and asked her if she was having any trouble finding something and she was trying to find Lakeview which is lucky for her because I know exactly where that is. So I gave her directions to Lakeview. Reflection: Sometimes I get lost a lot and I mean a lot and I know that I should know where everything is in Chicago because I’ve been here since I was born so I’m a true Chicagoan but let’s face it I am not a true Chicagoan because I’ve never really been around Chicago a lot like my whole life. But this lady is a lucky because I know exactly where Lakeview is because I’m a student there of course not because I have my phone with me with a map in it. Preposterous! So anyways I gave her the directions and she was very thankful that I was there to save the day. I knew what I did was a really good and patted myself on the back and went on to do whatever I was doing th at day which is probably nothing.

H1N1 Disease (Swine Flu): Causes and Treatments

H1N1 Disease (Swine Flu): Causes and Treatments H1N1 disease is also referred to as the swine flu. It is a new kind of influenza which has been causing illness in the society and was first detected in the year 2009 in the United States. It spreads from one individual to another just the way the regular seasonal influenza viruses spread. It is referred to as the swine flu because laboratory tests indicated that the genetic constitution of the virus was similar to the influenza viruses that are normally found in pigs (swine). The general symptoms of this disease include fatigue, muscle aches, sore throat, headache, chills, decreased appetite, nausea, vomiting, diarrhea and runny or stuffy nose. The specific symptoms found in the children includes troubles when breathing, bluish skin color, insufficient intake of fluids, lack of socialization, irritation on the body skin and fever which is accompanied by rashes. The agent cause of the H1N1 is the influenza A virus. This is a negative sense, single-stranded RNA which belongs to the orthomyxoviridae family. According to health officials, swine flu is contagious and its spread in the same way as the seasonal flu (coughing or sneezing). This is because every time a person infected with the swine flu coughs or sneezes, some tiny droplets containing this kind of virus are released into the air. Any person who comes into contact with these droplets is likely to get infected with this disease. Some of the risk factors associated with H1N1 are age and medical conditions. This is because certain age groups and those with prevailing medical conditions are likely to have complications if they are infected with this disease. For example children aged below 5 years and especially those who are below two years are likely to develop flu related complications. People aged 65years and above are also at higher risks of experiencing severe complications from this illnesses compared to the young people. This is because of the fact that human defenses become weaker as a person ages. Another vulnerable group to this H1N1 flu related complication s is the pregnant women. This is because this disease is both dangerous for the mother and the unborn child for its severity can be fatal. The medical conditions which can be complicated by H1N1 influenza infection include people with asthma, neurological and neurodevelopmental conditions, chronic lung disease, heart diseases (congestive heart fa ilure, congenital, coronary artery disease), blood disorders (sick cell anemia), endocrine disorders (diabetes mellitus), kidney disorders, liver disorders, metabolic disorders (mitochondrial and metabolic). Other medical conditions will include the people with a weakened immune system as a result of medication or diseases such as cancer, chronic steroids HIV and AIDS (Cdc.gov 2010). People who experience severe or mild of the earlier mentioned characteristics should visit the public or private health facilities for treatment. There are several drugs which can be used in alleviating the H1N1 flu in people with severe illnesses or risk factors. This includes the antiviral drugs such as the Tami flu and Relenza. There are also monovalent H1N1 virus vaccines which were approved by the FDA in September 2009 (umm.edu 2009). During May last year this disease was viewed as a pandemic by many countries and also by WHO. It is highly respected my many countries because of the effects which it can bring to a countrys population. Many governments perceive this disease as a threat because it is still increasing at an alarming rate as many new countries get infected too. Governments are however fighting the threat of this disease by testing the sample of ill persons and also by shifting the surveillance efforts to reporting and monitoring of trends. H1N1 is a very dangerous disease which spreads very fast because its method of transmissions is very simple. I believe that its the duty of each individual to monitor the mentioned symptoms and then report to the health facilities so as to reduce the opportunistic infections which come with the disease. People should also go for vaccination so that they can reduce the effects of the disease. People who have the risk factors should also visit the health facilities so as to avoid the flu related complications. Countries should step up measures to curbing this surging numbers of cases resulting from the disease. References Cdc.gov. (2010). 2009 H1N1 Flu. Retrieved on 13th February 2010, from http://www.cdc.gov/H1N1flu/qa.htm Umm.edu. (2009). H1N1 flu (swine flu) information. Retrieved on 13th February 2010, from http://www.umm.edu/news/swine_flu_qa.htm#9 What is a mortgage? What is a mortgage? Real Estate in Barcelona How to get a Mortgage What is a Mortgage? A mortgage is a loan or lien for a property/house which has to be paid within a specified period of time. It is usually a loan of money. A mortgage is a security for the loan that the lender makes to the borrower. Mortgage has many different shapes and sizes each with its own advantages and disadvantages. Types of Mortgages Fixed rate Mortgage This is suitable for those who prefer to know exactly what their monthly outgoings will be. Discounted Mortgage This type of loan is cheaper in the beginning and allows you to take advantage of any interest rate cuts. But if interest rate rises then your monthly payments will go up. Capped rate Mortgage This mortgage is a combination of fixed and discounted mortgages. Cashback Mortgage This is great for first-time buyers or those on a tight budget or has taken out a loan to use as a deposit for the mortgage. Once if the deal is done, your lender will reimburse a certain proportion of your mortgage loan. This could be as much as a couple of thousand pounds, depending on the lender and the size of the mortgage. Tracker Mortgage This normally follows movements in the base rate set by the Bank of England. Flexible Mortgage This is useful for couples starting a family or for those who are taking time out to study. You have to agree payment holidays with your lender. Taking time off could either increase your repayments later on or prolong your loan period. Tips to get a Mortgage Save a deposit Before getting a mortgage, first thing is to save enough money for a deposit. Financial Advice Think about how you want to repay your mortgage. Most people choose repayment loans also called capital and interest loans where part is paid back every month. By this, the whole loan is repaid at the end of its term. Find a lender Once if you have chosen the type of mortgage and the repayment method, you need to find a lender. How much can you borrow? The lender or mortgage broker will be able to tell you how much you can borrow. This is based on the following three factors Your income Your existing debt The size of your deposit Applying for a Foreign Mortgage in Spain When applying for a mortgage in Spain you need to make sure you have the following things Valid Passport, residence permit or Spanish ID card (NIE) New Building Resale Properties Three last salary slips of yours Three last bank statements of yours Spanish tax declaration for the last financial year (P60 form in UK) or if you are self-employed you need to provide tax slip for the last two years. International Banks with Spanish Mortgages The most straightforward option for a foreign buyer is to look to international banks, many of which have begun to offer special Spanish mortgages due to the large demand from internationals looking to buy in Spain. These are specifically catered to the Spanish housing market and deals with every aspect of translation, lawyers and insurance. Mortgage checklist Save a deposit Think about how much you can afford to pay each month on your mortgage Go through the different types of mortgages available Be prepared to get as much paperwork as possible in advance Always read the small print both on your mortgage and any insurance you intend to buy. It could save you a lot of money in the long run

Enhancing Quality of Palmyrah (Borrasus Flabellifer) Jaggery

Enhancing Quality of Palmyrah (Borrasus Flabellifer) Jaggery STANDARDIZE AND ENHANCE THE QUALITY OF PALMYRAHÂ  (Borrasus Flabellifer) JAGGERY S. Mary, K. Velauthamurty, S. Srivijeindran, G.Sashikesh Palmyrah (borrasus flabellifer) Jaggery is one of the ancient sweetening agent known to man and is an integral part of traditional diet in many parts of Sri Lanka. Jaggery is produced by concentrating the Inflorescence sap of Palmyrah palm (Sweet Toddy) to a thick consistency. The product has sweet in taste and golden yellow in colour. However existing jaggery available in the market is inferior in its quality as liquefaction and deterioration of color. It shows poor keeping qualities due to the presence of moisture. Through this research attention to be made to eradicate its hydroscopic nature in the existing jaggery to upgrade it. Optimization of quick lime (CaO) and pH of sweet toddy to produce jaggery are to be carried out. In the period of May to June different areas in Jaffna peninsula four field trials were carried out to collect sap by using quick lime with above 95% purity produced at Palmyrah Research Institute. Physical and chemical quality characteristics of produced jagg ery in laboratory and commercial samples were studied according to comply with Sri Lankan standards for jaggery. Quality of jaggery was enhanced using proper technology and sweet sap with acceptable lime with higher degree of purity. For suitable jaggery production, 2.508 Â ± 0.411 grams of lime (96 % purity) per one liter of sweet sap was optimized and this jaggery was scored high score than jaggery from other field trials. Key words: Palmyrah (Borrasus flabellifer) Jaggery, quick lime and sweet sap Introduction Jaggery industry is one of the ancient and large cottage industries in palmyrah society. The product normally made in household level has bitter taste due to the presence of excess amount of lime with low purity. As sugars are known to be hygroscopic it is possible for melting of jaggery (Molasses) due to presence of excess moisture in the environment and other moisture absorbing impurities from quick lime and triple super phosphate for deliming the quick lime and minor improper practices in processing. Even if the demand for jaggery according to their food based applications is continuously growing in the rural, urban and semi-urban markets palmyrah jaggery cannot be marketed whole of the year, means up to next season. Because sweet toddy production is seasonal and produced jaggery shows poor keeping qualities. Quick lime used in the preparation of jaggery is generally obtained from furnacing oysters (mostly sea shell in Jaffna) using coconut husk charcoal and the temperature is not up to the optimum level to produce pure lime. Therefore there is a high possible for adulteration by impurities presence in quick lime. Traditionally lime used to prevent the fermentation of sweet sap, is produced mainly from sea shell and hardly from oysters. But no studies were yet carried out on the composition and purity of quick lime used in local production. Another major issue is the local tappers are using excess amount lime which present in sweet toddy. Availability of quick lime at higher degree of purity will ensure the maintenance of extreme alkaline pH of the sweet toddy with minimum amount of it.When tappers bring limed sweet sap to the production unit at different time periods few of them get fermented and it is also used for the production. This issue leads to the poor quality of jaggery. According to these basic principles this research is proposed for improving and standardizing the quality of palm jaggery. This project will upgrade the quality of palm jaggery and increase the market demand for palmyrah jaggery. Materials and Methods Matured and healthy female palmyah palms were labeled near to jaggery producing areas of Jaffna peninsula in the period of May to June. From this palm, well prepared and healthy inflorescence were identified for sap collection and the sap was collected in earthen pots, which was kept under hygienic condition. Selected inflorescences were tapped in the evening between 5 to 6 p.m to ooze out sweet sap. Before attaching sap collecting pots with inflorescence according to tappers experience day before experiment day with the inflorescence underwent experiment, known amount of quick lime with 96 % purity was applied to arrest fermentation. Four field trials were carried out. Fresh sap exudation was collected at morning between 7 to 8 a.m. The pH of the sweet sap in each pot was measured by pH meter2 and brix was measured by hand refractometer. Collected sweet sap in separate cans was brought to laboratory in aseptic, sterile and dark condition. Within one hour whole samples were pooled an d pH of pooled sap was measured. Jaggery was produced and packed in polyethyene packets. Sensory evaluation of produced jaggery was carried out to select best samples on the basis of sensory attributes. The colour, odor, appearance, flavor and texture were evaluated by 12 untrained persons. The total acceptability of the samples was evaluated using five point hedonic scale subjectively. Collected data were statistically analyzed using the MINITAB statistical analysis package according to the Freedman nonparametric test at 5 % level of significance. Results and Discussion Different field visits were conduct to optimize lime for the processing of palm jaggery and all the summarized results were recorded in the table 01. In field visit 1 (T1), field visit 2 (T2), field visit 3 (T3) and field visit 4 (T4) amount of applied quick lime were 4.668 Â ± 0.847 g/L, 3.188 Â ± 0.242 g/L, 2.508 Â ± 0.411 g/L and 2.051 Â ± 0.833 g/L and pH of them were 11.51, 10.62, 9.43 and 8.23 respectively. According to Sri Lankan Standard1 fresh jaggery samples from T1, T2 and T3 field visits at the time of packaging moisture content of all was below 10 %. Sweet sap samples with pH between 7 and 8 quickly changed into acidic medium with time and this indicates the microbial activity is present considerably. Jaggery from field visits 4 shows melting property and moisture content was below 12.5 %. It was identified that fermented sweet sap also course melting of jaggery. Therefore pH of sweet sap needs to be maintained above pH 9 in large scale application. For the suitable jaggery production without deliming step 2.508 Â ± 0.411 grams of lime (96 % purity) per one liter of sweet sap was optimized. Table 01: Summary of all field visits Sensory evaluation Sensory data obtained through the five point hedonic evaluating test, revealed that there were significance difference in colour (p = 0.012), appearance (p = 0.003) and texture (p = 0.001) characteristic among the jaggery samples produced in the laboratory. However there were no significant difference in flaver (p = 0.296) and mouth feel (p = 0.145) among the samples. The sample code 115 gained the highest sum of the rank for the colour, appearance, and texture. Therefore code 115 sample was selected as best sample Produced jaggery in laboratory scale from all the field visits, according to the sensory evaluation quality of colour, texture and appearance were increased with decreasing pH. Produced jaggery sample from each field trials were in the figure 01. Table 02: sensory attributes of the jaggery Figure 01: Jaggery samples from four field visits (codes 175, 101, 115 and 142 were jaggery samples from first, second, third and fourth field visits respectively.) Conclusion Palmyrah jaggery would be a most popular sweetener in Srilanka. However it shows poor physico-chemical qualities. On the basis of facts jaggery can be produced without deliming step from fresh, unfermented and filtered sweet sap of palmyrah palm. Sweet sap should be maintain in pH 9 by using purified quick lime to arrest fermentation and it can be useful to get quality improved jaggery as high consumer acceptance in market. References SLS 512: 1981-Specification for jaggery – moisture content. Pp. 23 Mandal D, Tudu S, Mitra SR, De GC (2006). Effect of common packaging materials on keeping quality of sugarcane jaggery during monsoon season. Sugar Tech., 8(2/3): 137-142.