STANDARD OPERATING PROCEDURE - 5008 Words

AFVB-RFB-SOP 8 February 2014 MEMORANDUM FOR RECORD 1. PURPOSE This SOP defines how 3rd Platoon will conduct clearing, disassembling, cleaning, inspection for serviceability, and lubricating and reassembling of the M4 and/or the M4A1 carbine on a weekly basis. 2. APPLICABILITY: 3rd Platoon, C Co, 1-36th IN, 1ST SBCT, 1ST AD 3. REFERENCES: Lubricate order (LO); STP 21–1–SMCT; TM 9–1005–319–10; and DA Form 2404, Equipment Inspection and Maintenance Worksheet. 4. RESPONSIBILITIES: Squad Leaders are responsible for their squad’s serviceability of their M4/M4A1 carbine and the ability for their squad to pass inspection by the platoon†¦show more content†¦(7) Ensure that all new personnel have a DA Form 3749 (Equipment receipt) issued to them. (8) Maintain a current Master Authorization List (MAL). (9) Ensure that all cleaning/maintenance supplies are on hand or on order. (10) Coordinate with 1SG to schedule times to conduct weapons maintenance. (11) Ensure arms room is kept is clean of debris. (12) Perform operational tests on the JSIIDS every two weeks. (13) Maintain all required documentation pertaining to the arms room (access rosters, security construction statement, inventories, JSIIDS records, security checks, daily physical count of AAE, etc). 4. ACCESS CONTROL a. Unaccompanied access by enlisted personnel of the 568th Medical Company Arms Rooms will be limited to the least number of responsible persons designated by the commander. DA FM 7281-R must be used to conduct a local files check. These persons will be authorized unaccompanied access to the arms room only after they have undergone an interview with the unit commander, enlisted records, medical records, and a local file check conducted by the Provost Marshal. b. The access roster will be prepared on memorandum format listing the names and duty positions of personnel approved for unaccompanied access. The memorandum must be signed by the unit commander and stamped approval by the Provost Marshal Office, Physical Security. c. Any of theShow MoreRelatedQuality Improvement328284 Words   |  1314 Pagestremendous value. There are four chapters in Part IV that present more advanced SPC methods. Included are the cumulative sum and exponentially weighted moving average control charts (Chapter 9), several important univariate control charts such as procedures for short production runs, autocorrelated data, and multiple stream processes (Chapter 10), multivariate process monitoring and control (Chapter 11), and feedback adjustment techniques (Chapter 12). Some of this material is at a higher level thanRead More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 PagesInterval for a Population Proportion 515 Activity 9.3 Verifying Signatures on a Recall Petition 516 Activity 9.4 A Meaningful Paragraph 516 Graphing Calculator Explorations 521 10 Hypothesis Testing Using a Single Sample 10.1 Hypotheses and Test Procedures 526 10.2 Errors in Hypotheses Testing 531 525 10.3 Large-Sample Hypothesis Tests for a Population Proportion 537 10.4 Hypotheses Tests for a Population Mean 550 10.5 Power and Probability of Type II Error 562 10.6 Interpreting and CommunicatingRead MoreProject Managment Case Studies214937 Words   |  860 Pagesnew products1 services provided, and one for bringing on board new corporate clients. There were several similarities among the three models. However, personal interests dictated the need for three methodologies, all based upon rigid policies and procedures. After a year of using three models, the company recognized it had a problem deciding how to assign the right project manager to the right project. Project managers had to be familiar with all three methodologies. The alternative, considered Read MoreLibrary Management204752 Words   |  820 Pages261 Employee Benefits . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265 12—Other Issues in Human Resource Management . . . 267 Human Resources Policies and Procedures . . . . . . . . . 268 Career Development . . . . . . . . . . . . . . . . . . . . . . . . . . 269 Plateauing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272 Mentoring . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Outraged Attraction Of Same Sex Marriage - 1631 Words

Alexis Gutierrez November 24, 2015 PBL Draft Paper Describing the Outraged Attraction in Same Sex Marriage Law 11 states: â€Å"The right to enter, form, and dissolve marriage and other similar types of relationship based on equality and full and free consent. Everyone has the right to choose whether or not to marry and to enter freely and with full and free consent into marriage, partnership or other similar relationships.† (WAS, 2014) Everyone should be allowed the same rights as everyone else even if that means they will be getting married to the same sex. Everyone should not be treated any different just because they are married to the same sex. Just because someone is different does not mean that they should be treated different or†¦show more content†¦This is a great start to be able to let same-sex couples be able to express themselves and let them live without fear because of others. â€Å"International human rights law creates a universal right to marriage that includes gay and lesbian couples, and denying same-sex couples this right is a clear violation. In accordance with both treaty law and international customary law, states are obliged to recognize all individuals’ fundamental right to marriage. Refusing same-sex couples the right to marry violates the principle of nondiscrimination and the individual’s right to privacy, marriage, association, and dignity.† (Gus, 2013) â€Å"States cannot keep same-sex couples from marrying and must recognize their unions, the Supreme Court says in a ruling that for months has been the focus of speculation. The decision was 5-4.† (Chappell, 2015) â€Å"For decades, conservative Christians who oppose LGBT equality have singled out the federal government or secular atheists as their preferred enemy in public settings, blasting both groups for supposedly attacking â€Å"traditional marriage† or infringing on their religious liberty.† (Jenkins, 2015) Conservative Christians are really against same sex marriage because it is not a â€Å"normal marriage†. Same-sex couples want to be able

The River of Earth Free Essays

The River of Earth The novel River Of Earth by James Still is a story about life in e Appalachia just before The Great Depression. The story provides a very clear description of the problems and challenges the mountain people faced after the settlement of their land. Even though the novel is shadowed by other writings of the time period dealing with poor southern life, it is still considered a great neglected masterpiece. We will write a custom essay sample on The River of Earth or any similar topic only for you Order Now The story is about a family that considers awkward. They struggle to put enough food on the table for the entire family, most of the time the mother barely eats. They live in a small smoke house that is very cramped and cluttered because of the number of people living in it. The Father is waiting for the coal mines to open so he can work, while the mother takes care of the kids, the family does not complain; they feel blessed for what they have . The father is very proud and doesn’t turn anyone away when they need help. In the book he allowed a group of miners to take most of his beans from the garden to help keep their families feed . The mother is a very strongwilled woman. She never lets anything bring her down; when the family begins to have trouble with food she suggests that they begin growing a garden and providing for themselves. The kids are smart and goodwilled from what they are taught by their parents. They display good moral values in their characters. The garden is a source of life for the family in the book. This is so because as times get harder they grow together and the garden also becomes more and heartier. They begin to have more food for their dinners, this helps the family keep their spirits up and continue to hope for good blessings to be brought to the family such as the mines opening. As the family grows stronger they begin to add to their source of food. Instead of eating only soup and vegetables and potatoes, they add begin to eat meat. They own a guinea Chicken which starts to lay a large amount of eggs they let hatch and raise. The kids are not embarrassed about what they eat, they seem happy for what they have. The father makes the children go to school because he feels that everyone should learn the basics of academics such as reading and writing to help them survive is the world. At first they are scared and don’t want to go because they have never been and feel they are too young. As they continue to grow they start to show improvements and gain confidence in their ability to perform in the classroom. They fear for the teacher being run off because the older kids don’t like him and some of the parents don’t appreciate his teaching methods. The main character and his sister hope he stays so they will continue to learn. The main character is sent by his father to stay with his grandmother. This is where you learn that the strong heart runs in the family. This is true because she is a seventy-eight year old woman and will still patch out two acres of corn and make enough bread for the winter to do what she can to keep her family feed. In her old age she hasn’t kept the best health. Some days she is too sick to get out of the bed. The main character takes care of her he cooks all the meals for her and helps her start to feel better. Living with her he hears stories of his father and how he is an honest man. Also his grandmother tells him about his grandfather and all the great things he would do. Living with his grandmother is a great experience for the main character because she brings him history of his family and teaches him many things on how to live a content life. Also being away from home helps himself grow as a person. It teaches to stick up for himself and make his own decisions without the influence of others. When the main character returns to his family he learns that the baby had died from croup. Also the family moves to a farm they rented in Flaxpatch on Little Angus. Here they plant crops and farm together as a family. The father has returned from the mines and decides he wishes to move back because he heard they would stay open through the winter. They go and he works there for a while and earns decent money, enough to support his family. During the winter the main characters grandmother dies. It’s a sad moment for the entire family. This is so because she was such a strong figure in the book even with her bad health. After the winter the father decides to stop mining and move the family to a place where he can find a different job or stat a farm. In the end the main character imagines his grandmother talking to him about his baby sibling crying. This story gives great detail to a life lived by the mountain families of the Appalachia. It puts you in the shoes of a young boy who is growing up in the hard time period just before The Great Depression. James Still does a great job of capturing the culture of the time period. Unfortunately, this book will always remain a neglected masterpiece. How to cite The River of Earth, Essay examples

Nonmedicinal Performance Stimulants for Drug Abuse - myassignmenthelp

Question: Do stimulants increase academic performance among university students? Answer: The issue of non-medical utilization of stimulants for exclusive academic performance improvement purpose is virally being a popular practice between university and college learners. Recent publications and research findings have pointed out that these drugs are technically highly available on campus and the drugs are particularly sought out by students who struggle academically. The problem, however, is far from solved, the reduction of nonmedical use of drugs in university requires particular attention to other third-party variables like heavy drinking and the possible involvement in another drug abuse. Also, at the national level, the prescription drugs for non-medical purposes is becoming a more significant aspect pf illegal drug utilization cases among college students (Singh, Bard Jackson, 2014). In relation, the paper is a comprehensive review whose primary objective is to gain an in-depth understanding the intention of learners to utilize stimulant medication to enhance acad emic achievement (Ponnet, et al., 2015). The case study is analyzed from the perspective of Wasim who is a 29-year-old male Arts student at one of the Australian Universities. The main points of the paper will be examined through an analysis of two research articles: Life context of pharmacological academic performance enhancement among university students by Hildt Franke and the relationship between nonmedical use of prescription stimulants, executive functioning and academic outcomes by Munro, et al., 2017. Hildt, Lieb Franke (2014) Authorship Hildt, Lieb and Franke are renowned scholars particularly in regards to psychology. The three participated in the conception as well as the design of the study. Also, all of the three authors actively took part in the process of drafting and interpreting data and manuscript revision. Franke and Lieb are affiliated with the Department of Psychiatry and Psychotherapy (DPP) at the University Medical Center Mainz (UMCM) in Germany. Lieb is also an HOD. Franke technically is a departments trainee. Hildt is from the Department of Philosophy (DoP) and is a renowned expert in the field of Neuroethics. Research Aims With the increasing attention that academic performance enhancement also known as cognitive enhancement through the use of stimulant drugs has established, the main study objective was to scrutinize in a broader perspective the pharmacological academic-performance improvement phenomenon via illicit stimulant alongside prescription. More specifically, it aimed at understanding the experiences of students, the effect of these drug usage on learners and related variables like compression to excel in private as well as academic lives. Design The method or the design of the study was embedded on a sample of approximately 18 very healthy university learners with non-medical utilization of drug prescription and other illegal stimulants that aim at academic-performance improvement. The 18 selected partakers stood interviewed. The interviews were based on one to one context. The lead queries remained associated with context alongside situation whereby campus learners decided to use the non-medical stimulants after a well-thought-out decision. Findings From the resulting transcription, 2 of the autonomous raters acknowledged 6 vital groups. The categories were related to life context of stimulant usage for technically exclusive purposes of enhanced academic achievement. The six stated categories were: the context that stimulate the use of the drugs beyond enhancement of academic-performance, the pressure to perform, the consumption timing, and subjective experiences particularly of the enhancement, side effects and the objective academic results that are expected. Also, from an analysis of the conclusion, enhancement of academic-performance via channeled nonmedical stimulants utilization is stemmed deep into the problem. The participants did not only consider the experience to be advantageous but also considered the act a leading agent in creating a suitable balance between two concepts: studying as well as time off. Common reasons attributed to the use of these stimulants include: increase motivation, cope with memorizing and to m aximize on time. In relation, the study acknowledged substantial inconsistency between objective academic outcomes and subjective experiences. Strengths and weaknesses Regarding weaknesses, the book acknowledges that there exists limited scientific research and evidence that back up pro-cognitive properties among individuals who are considered healthy. Data presented also show inconsistency particularly in regards to cognitive effects particularly on solely simple as well as heightened cognitive domains on subjects with sleep-deprived pro-cognitive attributes or effects. Beyond that, however, the book provides comprehensive reviews of the use of smart drugs and how exactly this use has impacted the lives of university students which was the primary objective of the research. Munro et al. 2017 Authorship The books multiple authorship gives it a unique sense as well as uniformity of style and an extensive balance of the contexts. The authorship is also embedded on the substantial contribution of the acquisition, analysis and the interpretation of the data used in the text. Additionally, Munro, Weyandt, Marraccini Oster are all renowned experts in the field of psychology and social sciences and have technically extensively contributed to the area of study. Research Aims The studys primary objective is the analysis of the concept of nonmedical use of prescription stimulants (NMUPS) among university students. The study in an in-depth analysis examines the concept of Executive functioning, self-regulation, cognitive flexibility and goal-directed behaviors. The study just as the previous analyzed article also aims at understanding the experiences of students and how these experiences shape decisions especially those embedded on academic achievements. Design Samples were derived from 308 students. The students were from diverse public universities around the United States. The procedures employed in the research included GPA, SSQ and BDEFS. Findings It was exposed that approximately 18.6% of the sampled students reported the NMUPS utilization. Partakers with clinical EF-deficits showed advanced NMUPS levels weighed against those with no deficits in EF. However, it is important to point out that NMUPS did not extensively influence the association between GPA and EF. Strengths and weaknesses The outcomes showed the existing insinuations for the identification of subpopulations of college leaners at risks for NMUPS engagement. It also gave suggestions for intervention strategies aimed at improving prevention techniques that reduce NMUPS. The book also gave suggestions for future research on the case study. On the other hand, the authors did not effectively address the PICO question since the final remarks do not give a directed answer on whether stimulants increase academic performance among university students. Based on the literature, students with EF discrepancies engage in NMUPS so as to aid them in overcoming academic related challenges hence helps in the academic achievements of such students. Barriers for the application of evidence in practice The use of prescription stimulants for nonmedical purposes has turned out to be more common in college students than students in high school. Technically, this creates an extensive foundation for barriers for the application of evidence in practice. Recent studies show that 4.2% to 10.8% of college students use prescription stimulants use in a year (Maier, Liechti, Herzig Schaub, 2013). The increasing number relatively creates a challenge regarding the application in the evidence of the practice. The following is a representation of students in colleges that use nonmedically prescribed stimulants. Most often, students who use these drugs obtained them from their colleagues who have a prescription. The pills are often given away to them for free (Bell, Partridge, Lucke Hall, 2013). The approximation points out that over 61.6% of ADHD-diagnosed college learners divert corresponding stimulants of prescription. Healthcare providers, college administrators, parents as well as the students themselves have the first role responsibility to actively discourage the use of the nonmedical prescription stimulants. PICO elements Regarding analyzing how closely the two research studies relate to the PICO question, it is true to say that the two articles point out that many college students use the nonmedical stimulants due to the assumed benefits but the studies lack to support or refute this belief. Simply put, the general argument for the two articles is that nonmedical use of stimulants is not moderated or impacted by the relationship that exists between the GPA and the EF of the students (McCabe et al 2014). In summary, the research studies do not effectively address the case study question and hence leaves open-ended questions for future research and findings. The paper dispels some of the widespread myths that attempt to rationalize and encourage the nonmedical use of prescription stimulants (Benson, Flory, Humphreys Lee, 2015). Unfortunately, the myths are perpetuated in media platforms and as a result stabilized its roots into the college culture. It is true to say that the myths have clouded the thought related to the potential harm that can be caused by the nonmedical use of the stimulants (Verdi, Weyandt Zavras, 2016). However, the much scientific evidence is now available that points out that nonmedical NMUPS is never an isolated, one-time attempt at gaining an advantageous edge but rather, part of a larger constellation of illicit and potentially problematic behaviors that relate to alcohol and drug involvement (Mazanov, Dunn, Connor Fielding, 2013). A comprehensive plan should, therefore, be established to reduce nonmedical prescription stimulants usage among college students (Jensen, Forlini, Partridge Hall, 2016). It is vita l to dispel myths, encourage new research and technology that aim at learning more about the nature of the issue, disseminate correct information and to identify risk factors associated with the drug use to aid in the attempts towards reducing the NMUPS alongside related controlled substances. References Bell, S., Partridge, B., Lucke, J., Hall, W. (2013). Australian university students attitudes towards the acceptability and regulation of pharmaceuticals to improve academic performance.Neuroethics,6(1), 197-205. Benson, K., Flory, K., Humphreys, K. L., Lee, S. S. (2015). Misuse of stimulant medication among college students: a comprehensive review and meta-analysis.Clinical child and family psychology review,18(1), 50-76. Hildt, E., Lieb, K., Franke, A. G. (2014). Life context of pharmacological academic performance enhancement among university studentsa qualitative approach.BMC medical ethics,15(1), 23. Jensen, C., Forlini, C., Partridge, B., Hall, W. (2016). Australian university students coping strategies and use of pharmaceutical stimulants as cognitive enhancers.Frontiers in psychology,7. Maier, L. J., Liechti, M. E., Herzig, F., Schaub, M. P. (2013). To dope or not to dope: neuroenhancement with prescription drugs and drugs of abuse among Swiss university students.PloS one,8(11), e77967. Mazanov, J., Dunn, M., Connor, J., Fielding, M. L. (2013). Substance use to enhance academic performance among Australian university students.Performance Enhancement Health,2(3), 110-118. McCabe, S. E., West, B. T., Teter, C. J., Boyd, C. J. (2014). Trends in medical use, diversion, and nonmedical use of prescription medications among college students from 2003 to 2013: Connecting the dots.Addictive behaviors,39(7), 1176-1182. Munro, B. A., Weyandt, L. L., Marraccini, M. E., Oster, D. R. (2017). The relationship between nonmedical use of prescription stimulants, executive functioning and academic outcomes.Addictive behaviors,65, 250-257. Ponnet, K., Wouters, E., Walrave, M., Heirman, W., Van Hal, G. (2015). Predicting students intention to use stimulants for academic performance enhancement.Substance use misuse,50(3), 275-282. Singh, I., Bard, I., Jackson, J. (2014). Robust resilience and substantial interest: a survey of pharmacological cognitive enhancement among university students in the UK and Ireland.PloS one,9(10), e105969. Verdi, G., Weyandt, L. L., Zavras, B. M. (2016). Non-medical prescription stimulant use in graduate students: relationship with academic self-efficacy and psychological variables.Journal of attention disorders,20(9), 741-753.