The Shape of a Hydrograph Essay Example for Free

The Shape of a Hydrograph Essay The shape of the hydrograph varies according to a number of controlling factors in the drainage basin A number of factors (known as drainage basin controls) influence the way in which a river responds to precipitation and have an effect on the shape of the hydrograph. The size, shape and relief of the basin are important controls. Water takes longer to reach the trunk stream in a large, round basin than in does in a small, narrow one Where gradients are steep, water runs off faster, reaches the river more quickly and causes a steep rising limb. Prolonged heavy rain causes more overland flow than light drizzly rain. Different river catchments produce different shapes of hydrograph. A flashy hydrograph has a short lag time, high peak discharge, and steep rising and falling limbs; a damped hydrograph is the opposite. Urban development is likely to make a river catchment more flashy and prone to flooding, because of rapid runoff from impermeable tarmac surfaces into streams. Hello MAtthew The shape of a hydrograph changes according to a number of controlling factors in the drainage basin. An example is if there is a steeper gradient on the surface at which the water is running of it means that the water runs off faster and eaches the river quicker and causes a steep rise on the graph like on the Hydrograph of River Secton there is lots of discharge, compared to the River Dorth hydrograph at which the slope on the graph is shallower meaning that the surface is gentler. Also areas of permeable rocks and soil allow more infiltration to and so there is less surface runoff which means that the shape of the graph may change. The climate may change the shape of the graph as there is more likely to be more rainfall in winter than in the summer so the shape will be slightly different

Slack Bus And Slack Generator

Slack Bus And Slack Generator The Table below shows input data of each busbar in the system used to solve the power flow and the simulation result according to instruction described in question 1. BUS Input Data [Simulation Result] BUS 1 pu P (load) 100 MW Q (load) 0 Mvar BUS 2 P (load) 200 MW Q (load) 100 Mvar CB of Generation Open BUS 3 1 pu P (Gen) 200 MW P (load) 100 MW Q (load) 50 Mvar AVR On AGC Off Slack bus and slack generator In power flow calculation, unique numerical solution cannot be calculated without reference voltage magnitude and angle due to unequal number of unknown variables and independent equations. The slack bus is the reference bus where its voltage is considered to be fixed voltage magnitude and angle (1à ¢Ã‹â€ Ã‚  0 °), so that the various voltage angle difference among the buses can be calculated respect. In addition, the slack generator supplies as much real power and reactive power as needed for balancing the power flow considering power generation, load demand and losses in the system while keep the voltage constant as 1à ¢Ã‹â€ Ã‚  0 °. In real power system, when relatively weak system is linked to the larger system via a single bus, this bus can represent the large system with an equivalent generator keeping the voltage constant and generating any necessary power like slack bus. [1] Bus type (PQ bus or PV bus) BUS Bus type Comments BUS 2 PQ Bus Generator is disconnected to Bus 2 BUS 3 PV Bus Generator is connected to Bus 3 and the magnitude of voltage of generator keep constant by using AVR In general, each bus in the power system can be categorized into three bus types such as Slack Bus, Load (PQ) Bus, and Voltage Controlled (PV) Bus. The definition and difference between PQ Bus and PV Bus are described as follows; [2] PV Bus (Generator Bus or Voltage Controlled Bus): It is a bus at which the magnitude of the bus voltage is kept constant by the generator. Even though the bus has several generators and load, if any generators connected to the bus regulate the bus voltage with AVR, then this bus is referred to PV Bus. For PV bus, the magnitude of the bus voltage and real power supplied to the system are specified, and reactive power and angle of the bus voltage are accordingly determined. If a preset maximum and minimum reactive power limit is reached, the reactive output of the generator remains at the limited values, so the bus can be considered as PQ Bus instead of PV Bus. [2] PQ Bus (Load Bus): It is a bus at which the voltage is changed depending on total net real power and reactive power of loads and generators without voltage regulator. Therefore, in the power simulation and calculation, the real power and reactive power of the loads are specified as input data and accordingly the voltage (magnitude and angle) is calculated based on the above input. The following table specifies input and output of each bus type in the power system simulation and calculation. Bus Type P Q (Magnitude) ÃŽÂ ´ (Angle) PQ Bus Input Input Output Output PV Bus Input Output Input Output Slack Bus Output Output Input Input System Balance Total Generation Load Demand BUS Real Power (MW) Imaginary Power (Mvar) Generation Load Generation Load BUS 1 204.093 100 56.240 0 BUS 2 0 200 0 100 BUS 3 200 100 107.404 50 Total 404.093 400 163.644 150 Difference Pgen Pdemand = 4.093 Qgen Qstored in load = 13.644 Reason: Real power loss due to resistance of transmission line and imaginary power storage due to reactance of transmission line are the reasons for the difference between power generation and load demand in the system. P (Losses) Q (Storage) over the transmission line BUS Real Power (MW) Imaginary Power (Mvar) Sending Receiving Losses Sending Receiving Stored BUS 1 BUS 2 102.714 100.650 2.064 56.653 49.773 6.88 BUS 1 BUS 3 1.379 1.378 0.001 0.4141) 0.4131) 0.001 BUS 3 BUS 2 101.378 99.350 2.028 56.990 50.227 6.763 Total Plosses = 4.093 Qstored in load = 13.644 1) Imaginary power flows from Bus 3 to Bus 1. The summation of real power losses and imaginary power storage over the transmission line are exactly same with total difference between generation and load. Therefore, it is verified that the difference is shown over the transmission line. Kirchoff balance as each bus [4] Bus1 ÃŽÂ £ P1 = + Pgen1 Pload1 P12 P13 = 204.093 100 102.714 1.379 = 0 ÃŽÂ £ Q1 = + Qgen1 Qload1 Q12 Q13 = 56.24 0 56.653 + 0.413 = 0 Bus2 ÃŽÂ £ P2 = + Pgen2 Pload2 P21 P23 = 0 200 + 100.65 + 99.35 = 0 ÃŽÂ £ Q2 = + Qgen2 Qload2 Q21 Q23 = 0 100 + 49.773 + 50.227 = 0 BUS3 ÃŽÂ £ P3 = + Pgen3 Pload3 P31 P32 = 200 100 + 1.378 101.378 = 0 ÃŽÂ £ Q3 = + Qgen3 Qload3 Q31 Q32 = 107.404 50 0.414 56.99 = 0 According to the calculation above, as summation of incoming outgoing real power and imaginary power at each bus become zero, it is verified that each busbar obeys a Kirchoff balance. In addition, the total power system is completely balanced, because total generation power (real imaginary) are equal to summation of total load demand and real power loss stored imaginary power over the transmission (i.e. Pgen Pdemand = Plosses, Qgen Qstored in load = Q stored in system) as shown above. Voltage Angle and Angle Difference As a result of the Powerworld, the voltage angle and angle difference are shown in the table below. BUS Voltage Angle Voltage Angle Difference BUS1 ÃŽÂ ´1 = 0.00 ° BUS1- BUS2 ÃŽÂ ´1 ÃŽÂ ´2 = 0.00 ° (-2.5662 °) = 2.5662 ° BUS2 ÃŽÂ ´2 = -2.5662 ° BUS2- BUS3 ÃŽÂ ´2 ÃŽÂ ´3 = -2.5662 ° (-0.043 °) = -2.5232 ° BUS3 ÃŽÂ ´3 = -0.043 ° BUS3- BUS1 ÃŽÂ ´3 ÃŽÂ ´1 = -0.043 ° 0.00 ° = -0.043 ° Power System Analysis -1 The table below summarizes generation and voltage angle variation at each bus as generation at Bus 3 varies from 0 MW to 450 MW by 50MW. Simulation Results and Observation P3 = 0 MW P3 = 50 MW P3 = 100 MW P3 = 150 MW P3 = 250 MW P3 = 300 MW P3 = 350 MW P3 = 400 MW P3 = 450 MW Reactive Power Generation at Bus 3: It is found that reactive power generation Q3(gen) decrease while real power generation P3(gen) increase because Bus 3 as a PV Bus regulates the constant bus voltage magnitude by controlling excitation of the generation through the AVR. Power Generation at Bus 1: It is found that P1(gen) decreases and Q1(gen) increases simultaneously, while P3(gen) increases and Q3(gen) decrease. As the total load demand in the system keeps constant (i.e. Ptotal(load) = 400 MW, Qtotal(load) = 150Mvar), any necessary real power and reactive power for the system balance need to be supplied by generator (slack generator) at Bus 1. Therefore, power generation P1(gen) and Q1(gen) at Bus 1 change reversely compared to power generation change at Bus 3. Voltage Angle Difference: In general, real power flow is influenced by voltage angle difference between sending bus and receiving bus according to PR =. Therefore, it is observed that as real power generation P3(gen) increases real power flow from Bus 3 to Bus2 increase, accordingly voltage angle difference (ÃŽÂ ´3 ÃŽÂ ´2) between Bus 3 and Bus 2 increases. However, decrease in real power from Bus 1 to Bus 2 due to increase of P3(gen) result in decrease of voltage angle difference (ÃŽÂ ´1 ÃŽÂ ´2). In addition, Real power between Bus 1 and Bus 3 flows from Bus 1 to Bus 3 until P3(gen) reach to 200 MW and as P3(gen) increase more than 200 MW the real power flows from Bus 3 to Bus 1. So, it is also observed that voltage angle difference (ÃŽÂ ´3 ÃŽÂ ´1) is negative angle when P3(gen) is less than 200MW and the difference increase while P3(gen) increase. Power System Analysis -2 The table below summarizes the variation of power generation and voltage angle difference at each bus when the load demand at Bus 3 varies by 50MW and 25Mvar. Simulation Results and Observation P2 = 0 MW Q2 = 0 MW P2 = 50 MW Q2 = 25 MW P2 = 100 MW Q2 = 50 MW P2 = 150 MW Q2 = 75 MW P2 = 250 MW Q2 = 125 MW P2 = 300 MW Q2 = 150 MW P2 = 350 MW Q2 = 175 MW P2 = 400 MW Q2 = 200 MW P2 = 450 MW Q2 = 225 MW Power Generation at Bus 1 and Bus 3: It is observed that as the total load demand in the system increases due to increase of load demand P2(load) Q2(load) at Bus 2, any necessary real power for the system balance is supplied by generator (slack generator) at Bus 1 considering constant P3(gen), so P1(gen) increases. In addition, any necessary reactive power for the system balance is supplied from Bus 1 as well as Bus 3, so both Q1(gen) and Q3(gen) increase. Voltage Angle Difference: It is found that real power flow increase both from Bus 1 to Bus 2 and from Bus 3 to Bus 2 due to increase of load demand at Bus2. Accordingly, both voltage angle difference ÃŽÂ ´1 ÃŽÂ ´2 and ÃŽÂ ´3 ÃŽÂ ´2 increase when the power flow P12 and P32 increase. In addition, when P2(load) is less than 200 MW, P1gen is relatively low. Therefore real power between Bus 3 and Bus 1 flows from Bus 3 to Bus 1 at lower P2(load) (less than 200MW). On the other hand, while P2(load) increase more than 200 MW, the real power flow direction changes (Bus 1 to Bus 3) and the real power flow increases. Accordingly, the voltage angle difference ÃŽÂ ´1 ÃŽÂ ´3 change from negative to positive and increase. Voltage Magnitude at Bus 2: It is observed that magnitude of bus voltage at Bus2 drops due to increase of the load demand at Bus 2. Question 2 System Model Admittance Matrix In order to construct the admittance matrix of Powerworld B3 case, single phase equivalent circuit can be drawn as below; z = r + jx (r = 0, x = 0.05) z12 = z21= j0.05 pu, y12 = 1/ z12 = 1/j0.05 = -j20 pu = y12 z13 = z31= j0.05 pu, y13 = 1/ z13 = 1/j0.05 = -j20 pu = y31 z23 = z32= j0.05 pu, y23 = 1/ z23 = 1/j0.05 = -j20 pu = y32 Admittance matrix can be defined as follows; BUS = Diagonal elements Y(i,i) of the admittance matrix, called as the self-admittance [lecture slide] [6], are the summation of all admittance connected with BUS i. = y12 + y13 = -j20 j20 = -j40 pu = y21 + y23 = -j20 j20 = -j40 pu = y31 + y32 = -j20 j20 = -j40 pu Off diagonal elements Y(i,j) of the admittance matrix, called as the mutual admittance [lecture slide] [6], are negative admittance between BUS i and BUS j. = y12 = -(-j20) = j20 pu = y13 = -(-j20) = j20 pu = y21 = -(-j20) = j20 pu = y23 = -(-j20) = j20 pu = y31 = -(-j20) = j20 pu = y32 = -(-j20) = j20 pu Therefore, the final admittance matrix BUS is; BUS = = The following figure shows the BUS of the Powerworld B3 case and it is verified that the calculated admittance matrix is consistent with the result of the Powerworld. Power Flow Calculation Nodal equation with the admittance matrix can be used to calculate voltage at each bus if we know all the current (i.e. total generation power and load demand at each BUS) and finally the power flow can be calculated accordingly. , therefore, In this question, however, simulation results of the voltage at each bus from the Powerworld are used for the power flow calculation as follows; [Simulation result] Voltage at each Bus and Voltage Difference V1 = 1 à ¢Ã‹â€ Ã‚  0.00 ° pu (BUS1) V2 = 1 à ¢Ã‹â€ Ã‚  -0.48 ° pu (BUS2) V3 = 1 à ¢Ã‹â€ Ã‚  0.48 ° pu (BUS 3) Voltage difference between BUS 1 and BUS 2 V12 = V1 V2 = 1 à ¢Ã‹â€ Ã‚  0.00 ° 1 à ¢Ã‹â€ Ã‚  -0.48 ° = 3.5 x 10-5 + j 8.38 x 10-3 = 8.38 x 10-3 à ¢Ã‹â€ Ã‚  89.76 ° pu V21 = V2 V1 = V12 = 3.5 x 10-5 j 8.38 x 10-3 = 8.38 x 10-3 à ¢Ã‹â€ Ã‚  -90.24 ° pu Voltage difference between BUS 3 and BUS 2 V32 = V3 V2 = 1 à ¢Ã‹â€ Ã‚  0.48 ° 1 à ¢Ã‹â€ Ã‚  -0.48 ° = j 16.76 x 10-3 = 16.76 x 10-3 à ¢Ã‹â€ Ã‚  90 ° pu V23 = V2 V3 = V32 = j 16.76 x 10-3 = -16,76 x 10-3 à ¢Ã‹â€ Ã‚  -90 ° pu Voltage difference between BUS 3 and BUS 1 V31 = V3 V1 = 1 à ¢Ã‹â€ Ã‚  0.48 ° 1 à ¢Ã‹â€ Ã‚  0.00 ° = 3.5 x 10-5 + j 8.38 x 10-3 = 8.38 x 10-3 à ¢Ã‹â€ Ã‚  90.24 ° pu V13 = V1 V3 = V31 = 3.5 x 10-5 j 8.38 x 10-3 = 8.38 x 10-3 à ¢Ã‹â€ Ã‚  -89.76 ° pu Line Current Current flow from BUS i and BUS j can be calculated by using voltage difference and interconnected admittance of the line between buses. [ Iij = yij * (Vi Vj) ] Line current between BUS 1 and BUS 2 I12 = y12 x (V1 V2) = -j20 x 8.38 x 10-3 à ¢Ã‹â€ Ã‚  89.76 ° = 167.6 x 10-3 à ¢Ã‹â€ Ã‚  -0.24 ° pu (BUS 1 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ BUS 2) I21 = y21 x (V2 V1) = -j20 x 8.38 x 10-3 à ¢Ã‹â€ Ã‚  -90.24 ° = 167.6 x 10-3 à ¢Ã‹â€ Ã‚  -180.24 ° pu (BUS 2 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ BUS 1) Line current between BUS 3 and BUS 2 I32 = y32 x (V3 V2) = -j20 x 16.76 x 10-3 à ¢Ã‹â€ Ã‚  90 ° = 335.2 x 10-3 à ¢Ã‹â€ Ã‚  0.00 ° pu (BUS 3 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ BUS 2) I23 = y23 x (V2 V3) = -j20 x 16.76 x 10-3 à ¢Ã‹â€ Ã‚  -90 ° = 335.2 x 10-3 à ¢Ã‹â€ Ã‚  180 ° pu (BUS 2 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ BUS 3) Line current between BUS 3 and BUS 1 I31 = y31 x (V3 V1) = -j20 x 8.38 x 10-3 à ¢Ã‹â€ Ã‚  90.24 ° = 167.6 x 10-3 à ¢Ã‹â€ Ã‚  0.24 ° pu (BUS 3 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ BUS 1) I13 = y13 x (V1 V3) = -j20 x 8.38 x 10-3 à ¢Ã‹â€ Ã‚  -89.76 ° = 167.6 x 10-3 à ¢Ã‹â€ Ã‚  -179.76 ° pu (BUS 1 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ BUS 3) Apparent Power Flow Apparent flow from BUS i and BUS j can be calculated by voltage at the sending bus and line current. [ Sij = Vi * I*ij ] Apparent Power from BUS 1 to BUS 2 S12 = V1* I*12 = 1 à ¢Ã‹â€ Ã‚  0.00 ° x 167.6 x 10-3 à ¢Ã‹â€ Ã‚  0.24 ° = 167.6 x 10-3 à ¢Ã‹â€ Ã‚  0.24 ° = 0.1676 + j 7.02 x 10-4 pu Apparent Power from BUS 2 to BUS 1 S21=V2* I*21=1à ¢Ã‹â€ Ã‚  -0.48 ° x 167.6 x 10-3à ¢Ã‹â€ Ã‚  180.24 °=167.6 x 10-3à ¢Ã‹â€ Ã‚  179.76 ° = -0.1676 + j7.02 x 10-4 pu Apparent Power from BUS 3 to BUS 2 S32 = V3* I*32 = 1 à ¢Ã‹â€ Ã‚  0.48 ° x 335.2 x 10-3 à ¢Ã‹â€ Ã‚  0.00 ° = 335.2 x 10-3 à ¢Ã‹â€ Ã‚  0.48 ° = 0.3352 + j 2.81 x 10-3 pu Apparent Power from BUS 2 to BUS 3 S23=V2* I*23=1 à ¢Ã‹â€ Ã‚  -0.48 ° x 335.2 x 10-3 à ¢Ã‹â€ Ã‚  180 °= 335.2 x 10-3 à ¢Ã‹â€ Ã‚  179.76 ° = -0.3352 + j 2.81 x 10-3 pu Apparent Power from BUS 3 to BUS 1 S31 = V3* I*31 = 1à ¢Ã‹â€ Ã‚  0.48 ° x 167.6 x 10-3à ¢Ã‹â€ Ã‚  -0.24 ° = 167.6 x 10-3 à ¢Ã‹â€ Ã‚  0.24 ° = 0.1676 + j 7.02 x 10-4 pu Apparent Power from BUS 1 to BUS 3 S13=V1* I*13=1à ¢Ã‹â€ Ã‚  0.00 ° x 167.6 x 10-3à ¢Ã‹â€ Ã‚  179.76 °= 167.6 x 10-3à ¢Ã‹â€ Ã‚  179.76 ° = -0.1676 + j 7.02 x 10-4 pu Comparison with simulation results The unit of the above calculation results is pu value, so in order to compare the results with simulation results pu value of current and power flow need to be converted to actual values by using the following equation considering Sbase = 100MVA and Vline_base = 345kV. [3] Sactual = Sbase ÃÆ'- Spu = 100 MVA ÃÆ'- Spu Iactual = Ibase ÃÆ'- Ipu = ÃÆ'- Ipu = ÃÆ'- Ipu = 167.3479 A ÃÆ'- Ipu Calculation Result and Simulation Result Flow direction Value Calculation Result Simulation Result BUS 1 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ BUS 2 |S12| 0.1676 ÃÆ'- 100 = 16.76 MVA 16.67 MVA P12 16.76 MW 16.67 MW Q12 0.0702 Mvar 0.07 Mvar |I12| 0.1676 ÃÆ'- 167.3479 = 28.0475 A 27.89 A BUS 3 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ BUS 2 |S32| 0.3352 ÃÆ'- 100 = 33.52 MVA 33.33 MVA P32 33.52 MW 33.33 MW Q32 0.281 Mvar 0.28 Mvar |I32| 0.3352 ÃÆ'- 167.3479 = 56.0950 A 55.78 A BUS 3 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ BUS 1 |S31| 0.1676 ÃÆ'- 100 = 16.76 MVA 16.67 MVA P31 16.76 MW 16.67 MW Q31 0.0702 Mvar 0.07 Mvar |I31| 0.1676 ÃÆ'- 167.3479 = 28.0475 A 27.89 A BUS 2 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ BUS 1 |S21| 0.1676 ÃÆ'- 100 = 16.76 MVA 16.67 MVA P21 -16.76 MW -16.67 MW Q21 0.0702 Mvar 0.07 Mvar |I21| 0.1676 ÃÆ'- 167.3479 = 28.0475 A 27.89 A BUS 2 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ BUS 3 |S23| 0.3352 ÃÆ'- 100 = 33.52 MVA 33.33 MVA P23 -33.52 MW -33.33 MW Q23 0.281 Mvar 0.28 Mvar |I23| 0.3352 ÃÆ'- 167.3479 = 56.0950 A 55.78 A BUS 1 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ BUS 3 |S13| 0.1676 ÃÆ'- 100 = 16.76 MVA 16.67 MVA P13 -16.76 MW -16.67 MW Q13 0.0702 Mvar 0.07 Mvar |I13| 0.1676 ÃÆ'- 167.3479 = 28.0475 A 27.89 A It is found that calculation results of current flow and apparent power flows (i.e. 28.0475 A and 56.0950 A/ 33.52 MVA and 16.76MVA) are about 0.5 % higher than simulation result (i.e. 27.89 A and 55.78 A / 33.33 MVA and 16.67 MVA) which can be considered slightly different. Difference of the voltage angle at each bus between calculation (0.48 °) and simulation (0.4775 °) could be the reason for this minor difference. Question 3 Admittance Matrix and Nodal Equation Admittance between two buses y12 = y21 = -j8 pu y13 = y31 = -j4 pu y14 = y41 = -j2.5 pu y23 = y32 = -j4 pu y24 = y42 = -j5 pu y30 = -j0.8 pu (BUS3-Neutral BUS) y40 = -j0.8 pu (BUS4-Neutral BUS) Admittance Matrix Ybus (Admittance Matrix) = Diagonal elements Y(i,i) of the admittance matrix, called as the self-admittance [2] [4], are the summation of all admittance connected with BUS i. = y12 + y13 + y14 = -j8 -j4 j2.5 = -j14.5 = y21 + y23 + y24 = -j8 -j4 j5 = -j17 = y30 + y31 + y32 = -j08 -j4 j4 = -j8.8 = y40 + y41 + y42 = -j0.8 -j2.5 j5 = -j8.3 Off diagonal elements Y(i,j) of the admittance matrix, called as the mutual admittance [2] [4], are negative admittance between BUS i and BUS j. = y12 = -(-j8) = j8 pu = y13 = -(-j4) = j4 pu = y14 = -(-j2.5) = j2.5 pu = y21 = -(-j8) = j8 pu = y23 = -(-j4) = j4 pu = y24 = -(-j5) = j5 pu = y31 = -(-j4) = j4 pu = y32 = -(-j4) = j4 pu = y34 = 0 pu = y41 = -(-j2.5) = j2.5 pu = y42 = -(-j5) = j5 pu = y43 = 0 pu Therefore, admittance matrix Ybus is as follows; Ybus = = Power Flow Analysis Power flow ignoring transmission line capacitance Nodal Equation Current from the neutral bus to each bus are given and admittance matrix (Ybus) is calculated above. Therefore, final nodal equation is as follows; Ibus = Ybus * Vbus à ¢Ã¢â‚¬ ¡Ã¢â‚¬â„¢ Vbus = Y-1bus * Ibus = Ybus à ¢Ã¢â‚¬ ¡Ã¢â‚¬â„¢ = = Voltage Analysis Voltage at each bus can be derived from the equation (Vbus = Y-1bus * Ibus) and Matlab was used for calculate matrix division. (Source code is attached in Appendix-1) Vbus == V12 = 0.0034 + j 0.0031 pu V13 = -0.0277 j 0.0257 pu V14 = 0.0336 + j 0.0311 pu V21 = -0.0034 j 0.0031 pu V23 = -0.0311 j 0.0288 pu V24 = 0.0302 + j 0.0280 pu V31 = 0.0277 + j 0.0257 pu V32 = 0.0311 + j 0.0288 pu V41 = -0.0336 j 0.0311 pu V42 = -0.0302 j 0.0280 pu Current flow in the system Current flow from BUS i and BUS j can be calculated by using voltage difference and interconnected admittance of the line between buses. [Iij = yij * (Vi Vj) ] The calculation result from Matlab is as follows; I12 = 0.0249 j 0.0269 pu I13 = -0.1026 + j 0.1108 pu I14 = 0.0777 j 0.0840 pu I21 = -0.0249 + j 0.0269 pu I23 = -0.1151 + j 0.1243 pu I24 = 0.1399 j 0.1511 I31 = 0.1026 j 0.1108 pu I32 = 0.1151 j 0.1243 pu I34 = 0 pu I41 = -0.0777 + j 0.0840 pu I42 = -0.1399 + j 0.1511 pu I43 = 0 pu Power flow in the system Apparent flow from BUS i and BUS j can be calculated by voltage at the sending bus and line current. [ Sij (pu) = Vi * I*ij = Pij + jQij ] The calculation result from Matlab is as follows; S12 = 0.0311 + j 0.0175 pu S13 = -0.1283 j 0.0723 pu S14 = 0.0972 + j 0.0548 pu S21 = -0.0311 j 0.0174 pu S23 = -0.1438 j 0.0803 pu S24 = 0.1749 + j 0.0977 pu S31 = 0.1283 + j 0.0780 pu S32 = 0.1438 + j 0.0875 pu S34 = 0 pu S41 = -0.0972 j 0.0496 pu S42 = -0.1749 j 0.0892 pu S44 = 0 pu Admittance Matrix considering transmission line capacitance According to the instruction of the Question 3, power system model can be drawn by using à Ã¢â€š ¬ equivalent circuit of the lines with capacitive shunt admittance (yc) of 0.1 pu at each side as shown below. Admittance Matrix Contrary to equivalent model in Question 3-1, the current flow through the capacitor in the transmission line needs to be considered to find the admittance matrix. Therefore, considering the capacitors the current equation with Kirchhoffs current law at each bus is as follows; [2] [5] Bus 1: I1 = I12 + I13 + I14 + Ic12 + Ic13 + Ic14 I1 = y12(V1-V2) + y13(V1-V3) + y14(V1-V4) + yc12V1 + yc13V1 + yc14V1 Bus 2: I2 = I21 + I23 + I24 + Ic21 + Ic23 + Ic24 I2 = y21(V2-V1) + y23(V2-V3) + y24(V2-V4) + yc21V2 + yc23V2 + yc24V2 Bus 3: I3 = I30 + I31 + I32 + Ic31 + Ic32 I3 = y30V3 + y31(V3-V1) + y32(V3-V2) + yc31V3 + yc32V3 Bus 4: I4 = I40 + I41 + I42 + Ic41 + Ic42 I4 = y40V4 + y41(V4-V1) + y42(V4-V2) + yc41V4 + yc42V4 Equation above can be rearranged to separate and group individual products by voltage. Bus 1: I1 = (y12 + y13 + y14 + yc12 + yc13+ yc14)V1 y12V2 y13V3 y14V4 = Y11V1 + Y12V2 + Y13V3 + Y14V4 Bus 2: I2 = (y21 + y23 + y24 + yc21 + yc23+ yc24)V2- y21V1 y23V3 y24V4 = Y21V1 + Y22V2 + Y23V3 + Y24V4 Bus 3: I3 = (y30 + y31 + y32 + yc31+ yc32)V3 y31V1 y32V2 = Y31V1 + Y32V2 + Y33V3 + Y34V4 Bus 4: I4 = (y40 + y41 + y42 + yc41+ yc42)V4 y41V1 y42V2 = Y41V1 + Y42V2 + Y43V3 + Y44V4 Finally, Diagonal elements Y(i,i) and off diagonal elements Y(i,j) of the admittance matrix are calculated as follows; = y12 + y13 + y14 + yc12 + yc13+ yc14 = -j8 -j4 j2.5 + j0.1 + j0.1 +0.1j = -j14.2 pu = y21 + y23 + y24 + yc21 + yc23+ yc24 = -j8 -j4 j5 + j0.1 + j0.1 +0.1j = -j16.7 pu = y30 + y31 + y32 + yc31+ yc32 = -j08 -j4 j4 + j0.1 +0.1j = -j8.6 pu = y40 + y41 + y42 + yc41+ yc42 = -j0.8 -j2.5 j5 + j0.1 +0.1j = -j8.1 pu = y12 = -(-j8) = j8 pu = y13 = -(-j4) = j4 pu = y14 = -(-j2.5) = j2.5 pu = y21 = -(-j8) = j8 pu = y23 = -(-j4) = j4 pu = y24 = -(-j5) = j5 pu = y31 = -(-j4) = j4 pu = y32 = -(-j4) = j4 pu = y34 = 0 pu = y41 = -(-j2.5) = j2.5 pu = y42 = -(-j5) = j5 pu = y43 = 0 pu Therefore, admittance matrix Ybus is as follows; Ybus = = Annex-1: Matlab source code and Calculation results with Matlab Matlab Source Code % define self admittance and mutual admittance by using admittace between % the buses (y12=y21=-j8, y13=y31=-j4, y14=y41=-j2.5, y23=y32=-j4, % y24=y42=-j5, y34=0, y43=0, y30=-j0.8, y40=-j0.8 y12=-8i; y21=-8i; y13=-4i; y31=-4i; y14=-2.5i; y41=-2.5i; y23=-4i; y32=-4i; y24=-5i; y42=-5i; y34=0; y43=0; y30=-0.8i; y40=-0.8i; Y11=-8i-4i-2.5i; Y12=8i; Y13=4i; Y14=2.5i; Y21=8i; Y22=-8i-4i-5i; Y23=4i; Y24=5i; Y31=4i; Y32=4i; Y33=-0.8i-4i-4i; Y34=0; Y41=2.5i; Y42=5i; Y43=0; Y44=-5i-2.5i-0.8i; %Bus 3 and Bus 4 is not connected, so admittance Y34 and Y43 are equal to zero % define the 44 admittance matrix (Ybus) Ybus=[Y11 Y12 Y13 Y14; Y21 Y22 Y23 Y24; Y31 Y32 Y33 Y34; Y41 Y42 Y43 Y44]; % In order to define the nodal equation (I = Ybus*V), the given I needs to defined. i1=0; i2=0; i3=-i; i4=-0.4808-0.4808i; Ibus=[i1; i2; i3; i4]; % Each bus voltage can be calculated by using matrix division (V= YbusI) Vbus=YbusIbus; v1=Vbus(1,1); v2=Vbus(2,1); v3=Vbus(3,1); v4=Vbus(4,1); % Calculate voltage difference between buses v12=v1-v2; v13=v1-v3; v14=v1-v4; v21=v2-v1; v23=v2-v3; v24=v2-v4; v31=v3-v1; v32=v3-v2; v34=v3-v4; v41=v4-v1; v42=v4-v2; v43=v4-v3; % current flow between buses can be calculated by i12 = y12*(v1-v2) i12=y12*v12; i13=y13*v13; i14=y14*v14; i21=y21*v21; i23=y23*v23; i24=y24*v24; i31=y31*v31; i32=y32*v32; i34=y34*v34; i41=y41*v41; i42=y42*v42; i43=y43*v43; % apparent power can be calculated by s12 = v1 * conj(i12) s12=v1*conj(i12); s13=v1*conj(i13); s14=v1*conj(i14); s21=v2*conj(i21); s23=v2*conj(i23); s24=v2*conj(i24); s31=v3*conj(i31); s32=v3*conj(i32); s34=v3*conj(i34); s41=v4*conj(i41); s42=v4*conj(i42); s43=v4*conj(i43); % Real power and Reactive power can be derived by following p12=real(s12); p13=real(s13); p14=real(s14); q12=imag(s12); q13=imag(s13); q14=imag(s14); p21=real(s21); p23=real(s23); p24=real(s24); q21=imag(s21); q23=imag(s23); q24=imag(s24); p31=real(s31); p32=real(s32); p34=real(s34); q31=imag(s31); q32=real(s32); q34=imag(s34); p41=real(s41); p42=real(s42); p43=real(s43); q41=imag(s41); q42=real(s42); q43=imag(s43); % end Matlab Calculation Results

Personal Development Plan for Leadership Skills

Personal Development Plan for Leadership Skills PERSONAL DEVELOPMENT PLAN AND REFLECTIVE RATIONALE WITH REGARD TO LEADERSHIP DEVELOPMENT. BRIEF: 101871 INTRODUCTION In order to understand the reasoning behind the personal development plan and reflective rationale in relation to leadership development in the Nursing field, one will have to define what these two terminologies are. According to the British Medical Association, the personal development plan (PDP), is a tool that can identify areas for further development and encourage life long learning. It acts as a process of planning, monitoring, assessment, and support to help staff develop their capabilities and potential to fulfil their job role and purpose. It is an approach to increase the effectiveness of the organisation’s performance through ongoing, constructive dialogue to ensure that everyone knows what is expected of them; gets feedback on performance; is able to identify and satisfy their development needs. A PDP can identify goals for the forthcoming year and methods for achieving these goals. PDP’s were advocated by the medical royal colleges as a basis for continuing professional development. While the reflective rationale, is stated as one where a practitioner seeks to apply learning and insights of other people in their work, and develop their own insights and share these with colleagues, Gorman (1998). Essentially reflection involves three key stages, awareness of an issue, analysis of knowledge and feelings, and identification and integration of new learning, Atkins and Murphy (1993). Sharing and discussing these insights with their multi-disciplinary team will promote honest open communication and mutual trust. Reflection may be recorded in a diary, journal, or learning log. Now, that we have understand the meaning of these two concepts, we will talk about the personal development plan with regard to nursing from the following the three issues, namely transformational leadership, managing conflict, and motivation. PART 1 TRANSFORMATIONAL LEADERSHIP Due to the emerging importance of clinical leadership, the issue of transformational leadership in the nursing field has become a very important issue. This is partly due to the fact that existing literature covering leadership has found it difficult in characterizing effective clinical leaders. Using five attributes identified by Cook (2004) and other relevant published material, one would explain the issue of transformational leadership. The attributes are Creativity, highlighting, influencing, respecting, and supporting. Creativity This is required to generate new ways of working. As Sadler (1997), puts it, the essence of nursing, can be said to be ‘an individually and socially defined creative process, to meet a recognised need’. Creativity results from engaging actively with the surroundings to seek new possibilities. Using an experience from a mental health nurse, it was explained that the organisation (nursing) was not forward looking, but strictly structured. However, from an experience from a nurse who had just come back from a nursing course, the nurse applied for the course and enrolled, and that over the years they both used their creative experience to develop nursing to what it is now. Highlighting This attribute gives one the ability to point out new ways of care delivery, based on engaging actively with the care environment. According to Cook (2004), the effective clinical nurse leaders were willing to look for new ways of doing things. On a regular basis questions were asked to clarify and enhance understanding. The status quo, were persistent and shared their new knowledge with others. As stated by an experienced sexual health nurse, one of the important issues was the ability to highlight her case her case through others. Influencing Influencing others through provision of meaningful information is the key to this attribute. According to Cook (2004), effective clinical leaders were able to help others to see and understand situations from various perspectives. For example, a community adult nurse explained how she had agreed to take on the care of a person, within her team, in which there was already a burgeoning caseload. She used accurate case notes to keep a log of the happenings, whereby she shared it with her line managers and team. This helped in improving the team’s performance as to how to deal and tackle with situations. Respecting This involves having a regard for the signals that emanate from individuals and the wider organisational area. Respecting these signals enables people to position themselves appropriately to respond to both individual and organisational needs Sergiovanni (1992), West-Burnham (1997), and Jarrold (1998). Hall (1974) uses the term proxemics[1] to explain this phenomenon. In this case effective clinical leaders have well-developed perceptual ability, and therefore, respect signals from individuals with whom they work with. Supporting This attribute refers to the ability to support others through change, whether at an individual level, including changes to self, or involving groups or wider organisational levels. According to Cook (2004), effective clinical nurse leaders in this context recognise that by supporting staff through various situations they enhanced ownership of the problem and promoted effective learning. It is also likely that effective clinical nurse leaders have experienced similar challenges previously, and have acquired the skills to relate their learning to others. With the explanation of an experienced specialist sexual health nurse, Cook (2004) explains that by supporting a person through a problem, the effective clinical leader helped them to see different options and choices. Bennis and Manus (1985), also explains that a transformatic leader has the ability to commit people to action-that is, to covert followers into leaders and to assist new leaders to become viable agents of social or institutional change. This type of leader has vestiges of what the German sociologist Max Weber called pure charisma. Such leaders employ power wisely, and they manage resistance, not autocratically or high-handedly, but by ‘creating visions of the future that evoke confidence in and mastery of new organizational practices’, Bennis and Manus (1985). They also add that ‘leadership is like the Invisible snowman: he or she is never seen but his or her foot prints turn up everywhere’. Riba and Reches (2002), also add that there is a direct correlation between the charge nurse’s charisma and authority and her nurses’ level of commitment, self confidence, sense of belonging and desire to contribute. It is of utmost importance that the char ge nurse be a source of direction and strength, offer answers to professional questions, and provide on-the-spot solutions to on-the-spot problems. They also added that a charge nurse exercises a great influence on the professional development of her subordinates. Her critical role in times of emergency only reinforces that finding and demands a response at the policy-making level. Candidates with leadership potential should be looked for at early stages of professional assessment and given the appropriate leadership training. According to Goldberg (2001), the leadership role of ER charge nurses needs nurturing. MANAGING CONFLICT From the attributes identified by Cook (2004), the issue of influencing others through provision of meaningful information is a way of managing conflict. As described by the community adult nurse; she had to respond to a request to add a person with complex health needs to an already burgeoning caseload. The nurse agreeing to take on this extra person is a method of managing conflict. Also, notes were taken to monitor the impact of this situation, which is a very useful tool to keep a log of the difficulties and problems that arised as a result of this situation. The notes taken would act as a guideline for future recommendations or mishaps that might occur that is similar to what had previously happened. Another attribute mentioned by Cook (2004) which can be deemed as a useful technique to managing conflict is the one of respecting. This attribute which involves having a regard for the signals that emanate from individuals and wider organisational arena. Being able to respect colle agues, and fellow team mates opinions can be regarded as the most important tool for managing conflict. As explained by the surgical nurse, when a previous patient had returned from a theatre that morning, the needs of the patient had made it difficult for care. So, at the time of handover the nurse made sure that a detailed explanation of the patient was made known to the new staff, in which the patient’s partner insisted on participating and helping out with the care. The last attribute which can be described as another good technique to combat conflict is supporting. As Cook (2004), puts it the ability to support others through change, whether at an individual level, including changes to self or involving groups or wider organisational levels. Clinical nurse leaders who are effective recognize that by supporting staff through various situations they enhanced ownership of a problem and promoted effective learning. As the example of the specialist sexual health nurse is expl ained, by supporting a person through a problem, the effective clinical leader helped them to see different options and choices, in order words rather than querying or arguing with a colleague, it is best to support them in their approach thereby avoiding and managing conflict. Harrington-Mackin (1996), also explains that one of the major problems presented in the team work approach is that people are not accustomed to ‘group problem-solving’ in order words working together as a team to avoid conflict and resolve a particular problem. It is a practice that not only hasn’t been learned, but is a difficult one to institute. For example, in school children are taught to rely on their own resources; to develop their individual capabilities. Harrington-Mackin (1996), cites the example of a fourth grader, who wouldn’t be allowed to say, ‘‘Hey, Joe you’re good at word problems and I’m good at multiplication tables, so let’s get to gether for this test’’, yet the adult equivalent of this is seen in the workplace when teams are expected to come up with a group solution to a problem. This is an odd practice for most people, as well as the fact that trying to reach a consensus in a group of adults can frequently result in heated arguments, and no solution. Team decision-making can be frustrating. The team members have to take the time to listen to everyone’s opinions; a time-consuming process where the inclination is frequently to jump on the first answer given rather than go through the lengthy and frequently tedious process of hearing from everyone, Harrington-Mackin (1996). MOTIVATION This is an issue that tends to crop up at every stage of one’s work life. In this context, task variety and participation allows each member in a group or team to perform a number of tasks, motivating members to use different skills, as well as rotating less desirable tasks. According to Hackman and Oldman (1980), interdependence within a team or group also acts as a crucial element in motivation. One form of this is task interdependence, which involves members of the team depending on one another to accomplish goals. Goal interdependence refers not only to a group having a goal, but also to the fact that group member’s goals should be linked. Interdependent feedback and rewards are necessary, as all of the interdependency characteristics, to promote motivation in the team. Another task which helps keep motivation up is workload sharing. Another method to ensure motivation is the use of rewards. It is stressed that rewards should be given in a manner that promotes team cohesiveness. If given in the correct manner, they will likely increase potency, or the belief that the team will perform effectively in the future. Bowen and Lawler (1992), Wall and Martin (1994), also argue that empowering practices such as provision of organisational information to employees, reduction of bureaucratic controls and increased task autonomy helps in increasing employee motivation. French and Raven (1958) also add that motivation is an attribute that makes one want to do or carry-out a task willingly without being instructed. This is related to the latter previously mentioned. Bass and Avolio (1990), also argue that a generally accepted approach that motivates followers to perform their full potential overtime is by influencing a change in perceptions and providing a sense of direction. The kind of knowledge required to motivate others is transformational knowledge. This is soft knowledge that is difficult to define and involves intuition, wisdom and mystery in contr ast to technical control. PART 2 REFLECTIVE RATIONALE According to Plato ‘the un-reflected life is not worth living’, Taylor (2000). These are very meaningful words that imply that individuals need to reflect on every aspect of their lives. This is more so whilst leading a professional life as practice in a profession has implications for more than just an individual. Taylor (2000) insists that the ability to reflect is a valuable part of human life. It is this ability that separates humans from other species. As Taylor (2000) argues, it is the throwing back of oneself to thoughts and memories using thinking, contemplation, meditation and any other forms of cognitive strategies to make changes if they are required. It requires a rational and intuitive process which allows change to occur. These aspects of thinking are integral to reflection, and for making sense of personal and work events and can depend on the demands of the situation and the enormity of the task, Taylor (2000). Schon (1983) thought similarly but was able to categorise reflective practice into reflection on action which can be viewed as a retrospective activity, looking back and evaluating ones professional practice. According to Schon (1983), reflection in action is a more dynamic process of thinking about and coming to an internal knowledge of current professional practice at the time. In practice these distinctions may seem quite blurred at times and the NHS Trust encourages nurses to focus on the process of reflective activity other than individual reflective strategies NHS Trust (2003). Literature suggests that professionals can use strategies that will minimise the shortcomings of reflection and make it relevant to the present. The attribute of influencing others through provision of meaningful information, is one that correlates with the previous mentioned. Gray (1998) asserts that to be able to reflect, one needs to step outside the experience to make the observation comprehensive. With the use of creativity, one would be abl e to be as spontaneous as possible in recording thoughts and feelings for the best outcome of reflection. This tallies with Imel (1992), whereby reiterating that important insights will come from a frank and honest self, a view that is supported by Wilkinson (1996). Taylor (2002), states that ‘if you try to sanitise these valuable parts of yourself, you will not be able to get to the ‘heart’ of the matter as effectively’. This means that in addition to the courage you need to face other people, one will need the courage to face oneself. Highlighting a particular issue as an attribute from a transformatic leadership point of view enables one to share issues they have identified while on the job, promotes and enhances a reflective rationale which team members or management would all gain from, because it becomes knowledge or reflective rationale shared rather than tacit knowledge (knowledge that is not shared but held by one person). According to Cox, Hickson , and Taylor (1998), comments from nurses include not being able to be honest in case they are not able to handle what they find, and the fear of wrecking the illusion that keeps them sane. They argue that writing honestly ensures that the dialogue with ourselves is authentic, not softened by any other thing. They also argue that this is not an easy task, because it is almost impossible to scrutinise our own writing without justifying and rationalising our actions, and resorting to feelings of guilt, blame or victimisation. As a result, scrutiny with regard to reflective rationale, from a personal development plan perspective, one might find inconsistencies between what the PDP is required for and what has actually happened in reality. For example, the issue of team work from a transformatic leadership view is one that is very objective. I.e. although one might reflect back on issues or conflicts that were encountered and resolved, there is no readily made solution to this. The dyna mics of being part of a team makes it difficult to identify the best way to resolve possible conflicts of interests and opinions, which is the responsibility of the leader. According to Boud et al (1985), a mere description of events does not do justice to the practitioner. They suggest that reflection has two aspects of utilising positive feelings and removing obstructive bias feelings. Critical thinking can be described as an attitude and a reasoning process involving many intellectual skills and places rationality at the head of the list of characteristics. Wilkinson (1996) states that, reflection is made up of a strong emotional subjective side whilst acknowledging that rationality is central to reflection. The attitudes suggested for critical thinking include independent thought, intellectual humility, courage, empathy, integrity and perseverance. He adds that other attitudes required are fair mindedness and the need to explore thoughts and feelings. This correlates with the at tribute of respecting other people’s thoughts with regard to transformational leadership. It acts as a means to develop a certain type of character which is enhanced by using a personal development plan. Although, the purpose of reflection is action if needed, it is done with a view to action. Practically speaking, the time consuming nature of reflective activities has often been cited as significant inhibitor to the consistent implementation of reflective practice. This assertion is that the rhetoric surrounding reflective practice has been strong, but implementing reflective strategies in a sustained, focused manner is increasingly becoming a common norm. For practising nurses, reflection can be viewed as a link between theory and practice Emden (1998). Leadership is facilitative, aiming to mobilize all the skills, good will and know-how at the disposal of the practice. These qualities of the leader are inextricably linked with the empowerment of practice staff. If all part icipants (all staff, clinical and non-clinical, practice employed and attached) are involved in the planning stage, where the team decides if it wants to take part, then success is much more likely later on Jowett and Wellens (2000). Staff members find it easier to buy-into the ideas if they can see the relevancy and benefits of the changes to their practice. Three points are important here: An approach that begins by consulting all practice staff, listens to their ideas and respects their differing professional perspectives is an important indicator to those staff that things will be made better by these moves. A learning practice which is primarily the reason for writing a reflective rationale or practice is unlikely to work unless it is owned by those involved in it; they want it to happen, shape the outcomes Cohen and Austin (1997) and feel they have some control over the inputs and process. Therefore, clearly learning practice strategies for change and development must emanate from within the practice and not be imposed. In Primary care, this might mean taking sometime and care to allow staff to learn about the ideas, discuss them and warm to them, before the whole practice signs up to the changes. Time-out or time taken to examine the effectiveness of a particular approach or response to a situation can lead to more effective performance next time. Becoming a reflective practitioner can be the first step towards recognizing the hidden skills that exist within primary care or rather nursing. This type of experience routinely goes unnoticed. However, skills, gained through experience, can be passed on to new learners to enhance and speed their learning, or assist job-shadowing and critical questioning. Reflective practice is likely to be useful both in administrative roles in health care settings and in clinical leadership. Now when writing out a reflective rationale it should include three sections: An introductory section On going journal writing for a period of at least 10 weeks A closing synthesis section INTRODUCTORY SECTION The most difficult part of journaling is finding a place to begin. Literature relating to journal writing, suggests that one of the best ways to get started is to begin with yourself. One can do this by writing a short autobiographical section. This will help to locate yourself in the context of growth, to get a sense of where you have come from. Some of the following questions may help provide useful guidelines: Why did I decide to become involved in Nursing? When and how did I decide? What and who influenced me? In what ways? As I look back to this time what feelings and images remain? If I could make the decision again to become involved in this profession, would I? Why or why not? What do I see as my greatest professional strengths? What would I like to change or work on to improve my practice as a nurse? What are a few of the frustrations I experience in my work place? What are a few of the hopes I have for health and safety practice in the organisation I work in or work for? Why did I decide to pursue a management course to become a charge nurse? When and how did I decide? If one has not been involved in reflective practice writing before it may seem like a daunting task at first. It does become much easier with practice. ON-GOING JOURNAL WRITING FOR A PERIOD OF AT LEAST 10 WEEKS Allocating time to writing a reflective professional preference and work situations vary but as guidelines writing your reflective journal may require three writing sessions of 10 – 15 minutes spread throughout the week, and one slightly longer session to facilitate greater reflection and theorising. Writing journal entries it is helpful to think of it as an activity which can take place at three different but overlapping levels: Describing Reflecting Theorising Writing at each of these levels can be facilitated by asking a series of questions about aspects of what you do. Describing is about questions such as: What happened? What did I do? Where was I? Who was I interacting with? Who else was in the range of interaction Reflecting is about looking beyond the surface and asking questions such as: Why did I do that? What was I thinking and feeling at the time? Where did these thoughts and feelings come from? What assumptions was I making at the time? What values and beliefs underline my decisions to act in this particular way? How did relationships with other people influence what happened? Theorising goes beyond reflection in that it takes the writer beyond the context of their personal experience and links them with the broader theoretical underpinnings of their profession. Theorising builds on reflection as described above but is also itself the subject of reflection. It is about questions such as: How well does my experience fit in with contemporary approaches to nursing practices? Are there ways in which my experiences suggest ways of revising or developing these approaches and the theoretical perspectives which underpin them? What do my experiences suggest about ways in which the health and safety management needs to develop as a profession? CLOSING SYNTHESIS SECTION If reflective writing is to realise its full potential with regard to transformational leadership as a means of learning professional development, it is important to bring together and synthesise in some way what your journal has revealed to you ‘reworking, rethinking and re-interpreting the diary entries, further powerful insights can be gained. To bring what your journal reveals to you to consciousness it is necessary to re-read it. Sometimes it is appropriate to return to your writing shortly after you have written it. Sometimes a longer time lapse will be more appropriate. In either case it is important not to be judgemental about what you have written and put yourself down, rather experience and appreciate the story you have written so far. SUMMARY AND CONCLUSION This paper looks at the use of personal development plan in the field of nursing, from the perspective of transformational leadership, using five attributes mentioned by Cook (2004) namely, Creativity, Highlighting, Influencing, Respecting, and Supporting; managing conflict; and motivation. It also talks about the use of a reflective rationale incorporating the above mentioned. Additionally, a critical analysis as to the above mentioned is used with regard to the validity of the use of a reflective rationale to improve ones personal development for leadership in the field of nursing. It will be conclusive to state that the issue of leadership within the nursing field is one that has come about in the past decade. However, due to a lack of preparation and hindsight over the years and decades with regard to the growing importance of care nursing, there has not been a formal leadership programme in the field of nursing. The use of the personal development plan and a reflective rationale are tools that are useful to addressing this issue. With constant refinement and identifying particular individuals who are suited for this role, with time, real leaders in the field of nursing will come to be a thing of the past. REFERENCES AND BIBLIOGRAPHY Atkins, S., and Murphy, K., (1993), ‘Reflection; a review of the literature’. Journal of Advanced Nursing, 18: 118 – 119. Bass, B., and Avolio, B., (1990), Transformational leading ability development: Manual for the multifactor leading ability questionnaire. Consulting California Press, CA, USA. Bennis, W.G., and Nanus, B., (1985), Strategies for taking charge. Harper Collins, New York. Bowen, D., and Lawler, E., (1992), The empowerment of service workers: What, Why, how, and when. Sloan Management Review, Spring: 31 – 39. Boud, D., Keogh, R., and Walker, D., (1985), Reflection: Turning experiences into learning. London: Kogan page. 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West Nile Virus Essay example -- Biology

West Nile Virus has emerged in recent years throughout the temporate zones of Europe and North America. Causing a variety of conditions in its hosts, the most serious manifestation of WN virus infection is fatal encephalitis (inflammation of the brain) in humans and horses, and many birds. History While many forms of encephalitis exist, West Nile Virus was first isolated and identified in the West Nile District of Uganda in 1937. The virus, which was seemingly isolated to North Eastern Africa, became recognized as a cause of severe human meningoencephalitis (inflammation of the spinal cord and brain) in elderly patients during an outbreak in Israel in 1957. In addition to the human victims of this disease, the virus was found Egypt and France during 1960s to have fatal effects within horses. While this disease spread through Northern African and Southern Europe, 1999 marked the first appearance of West Nile Virus in North America, with encephalitis reported in both humans and horses. West Nile in the United States The West Nile Virus first came to the U.S. public's attention following an outbreak in New York in August 1999 where eight patients has contracted ecephalitis from the virus. In the following four years the virus spread to almost all 48 contiguous states. In the United States cases were initially infrequent until 2002, when a massive outbreak occurred in the Mississippi River basin during August and September. As it has spread through the country, nearly 8,500 people have been diagnosed with the virus, which has lead to 189 deaths. The emergence of the new disease has been followed closely by the media and the government. Many areas that have experienced significant outbreaks of the Virus have occured have implem... ...e a much better chance of even avoiding the itch of a mosquito bite. Make sure that you drain standing water around your yard and repair the screens on your windows and doors to keep the bugs from coming in. * Step Three:Help Your Community Control the Disease. While it is relatively easy to control what happens around your home, it takes community effort to help curb West Nile on a city wide level. Help authories by reporting any dead birds that you see, see if your city/town has a mosquito control program that you can help with, or even get together with your neighborhood to clean the local park and remove mosquito breeding areas in public spaces. West Nile Virus is nothing to be afraid of, but it must be taken seriously. The process by which these goals are met are simple, but require you to take proactive measures in your day to day life.

Compare and contrast the poems Anthem for Doomed Youth by Wilfred Essay

Compare and contrast the poems Anthem for Doomed Youth by Wilfred Owen and The Soldier by Rupert Brooke. What are the poets' attitudes towards war and how do they convey these attitudes? Wilfred Owen's "Anthem for Doomed Youth" and Rupert Brooke's "The Soldier" express opposing views towards war and matters related to it. Owen condemns war as the cause of immense and painful loss of youths, killed like animals. He also attacks the church, generally held to preserve human life and dignity, implying it is powerless and irrelevant in a war situation. Brooke expresses ready acceptance (his view is meant to be the general view) of possible death on his country's behalf in grateful return to her for having "bore, shaped and made aware" him and enriching him spiritually. There is no reference to the horrors and pain of war. Apart from the poets' different attitudes towards war, there are many other differences such as tone, imagery and language. In 'The Soldier', Brooke's sense of indebtedness to his country completely blots out any sense of loss or regret over possible death on her behalf. Brooke doesn't even mention war in his poem. He is ready to give "back the thoughts by England given". He accepts death in war as a suitable repayment to his country for what England has done for him. England has given him birth, her "flowers", "ways to roam", "air", "rivers" and "suns" and made him like every other English person: special, privileged and worthy. In the line "In that rich earth, a richer dust concealed," his is the "richer dust", made by England. Here his physical being created and nurtured by England is gratefully returned to her. His appreciation and gratitude to England ring sincerity as reflected by h... ...f rounding up the sonnet as well as emphasising complete grief over the loss of Youth. The contrast with the first stanza's violence makes the reader see the different aspects of war - what happens on the battlefield, and what happens at home. Owen's poem, 'Anthem for Doomed Youth' is more appealing to me because it deals with two contrasting realities of war. His first stanza highlights the wastefulness of war (deaths of young soldiers) while the second stanza, the mourning for the dead. His sarcastic and later quiet tone reinforce the stark contrast between the different aspects of war. He uses powerful imagery and onomatopoeia to achieve the desired effects that make the poem more realistic. All this combined together produces effective thought provoking ideas and with each read, I gradually get an improved understanding and appreciation of the poem.

David Suzuki Essay

David Suzuki is an award-winning environmentalist, scientist and broadcaster. He also dabbles in radio and television series that go into detail about the complexities of the natural sciences in an easy and fascinating way. Finish Intro Paragraph – any tips, mother? David Suzuki is first and foremost, a geneticist. He graduated from Amherst College in 1958 with an honors degree in biology. He moved onto graduate school at the University of Chicago with a PhD in Zoology. Suzuki’s first academic position was an assistant professor in Genetics at the University of Alberta. After his assistant practices at Alberta, he moved on to where he now resides, at the University of British Columbia. David Suzuki has been honored with many awards. In 1972, he was awarded the E.W.R. Steacie Memorial Fellowship for being an outstanding research scientist under the age of thirty-five and he held that award for three years straight. He won many academic awards and holds twenty-five honorary degrees in Canada, the United States, and Australia. Suzuki has written fifty-two books, including nineteen children books. He wrote a textbook, in 1976, named An Introduction to Genetic Analysis that is the most widely used genetics textbook in the United States. This book has been translated into many other languages, including Italian, Spanish, Greek, Indonesian, Arabic, French, and German. Suzuki has not only tinkered around in writing, but broadcasting as well. In 1974, he developed and hosted a science program called Quirks and Quarks that was displayed on CBC radio for four years. Since then, he has presented two documentary CBC radio series relating to the environment, named It’s a Matter of Survival and From Naked Ape to Superspecies. His national television debut began with CBC in 1971 when he wrote and hosted his two season series, Suzuki on Science. He created and hosted a number of television specials, and in 1979, he became of host of The Nature of Things with David Suzuki, which rewarded him with numerous awards. He participated in a series, A Planet for the Taking, which won an award from the United Nations. In 2002, he received an award for his broadcasting excellence. David Suzuki is also a world leader in sustainable ecology. He is the recipient of many world-known prizes and medals, and has been granted with the Right Livelihood Award, which is known as the Alternative Nobel Prize. Not only has he received awards and presented series, but also he has co-founded his own Foundation. Suzuki felt as  though he was just â€Å"a messenger telling people about the crisis that is happening† and that he didn’t have any solutions (Suzuki 219). As he was working on making people more aware, he was receiving feedback of people feeling motivated from his words. With this feedback, Suzuki realized that he â€Å"had a responsibility to suggest potential answers† (Suzuki 220). With the help of Tara Cullis, an award-winning writer and former professor at Harvard University, the David Suzuki Foundation was instituted on September 14th, 1990. The goals of the Foundation are to protect the climate, create livable communities, establish environmental rights and justice, transform the economy, connect with nature, and build the community. The David Suzuki Foundation has worked with doctors to fight for clean air, published energy solutions, brought voices from NHL hockey players and Olympic Skiers to advocate for going carbon neutral, helped governments ban pesticides, protected species at risk, researched contaminants in farmed salmon, and worked with chefs to switch to sustainable seafood. The Foundation has even addressed economics, assessing the value of greenbelts (an area which is kept and reserved to ensure that there is open space), farmland, and other ecological services, and published a guide on how businesses can shrink their environmental impact. Nat ure sustains the economy. At least that is what Herman Daly, a senior economist at World Bank and teacher at University of Maryland’s School of Public Affairs, states in David Suzuki’s (and Holly Dressel’s) book, From Naked Ape to Superspecies. Daly states that, â€Å"’you sacrifice some of the natural system when you convert it into man-made things’† (Dressel and Suzuki ?). There needs to be a balance between the costs and benefits. In the past, there hasn’t been a focus on that balance. A cause of this unbalance and sacrificing lays with corporations. In Professor Brad Howard’s Journalism 190 class, the movie, The Corporation, was assigned for the students to watch. The Corporation is a Canadian documentary film that examines the modern-day corporation. The corporation is legally bound to put its bottom line ahead of everything, even the public good. In From Naked Ape to Superspecies, corporations are explained from a variety of sources. Jane Ann Morris, a corporate anthologist who works with a group called Program on Corporations, Law, and Democracy, stated that corporations have squeezed themselves into democracy, replacing the human persons. Even though the corporations are not people, they have been given  the same rights. The corporations are â€Å"reducing the rights of humans† (Suzuki and Dressel ?) and putting itself ahead of the people. According to the textbook in Brad’s class, The Problem of the Media by McChesney, â€Å"corporate societies† or â€Å"corporations† are corporate bodies that are legally authorized to act as a single individual. Brad assigned an academic journal for us to read, called Corporations, Democracy, and the Public Good by Stephen Barley. Barley states a thesis about the republic, â€Å"people are now separated from their representatives by an asteroid belt of organizations and among the most powerful of these are corporations and their trade associations† (Barley 203). In an interview with Lynette Thorstensen in Habitat Australia, David Suzuki stated that this situation with the corporations is not beyond the people’s grasp just yet. What is needed to occur are regulations and controls on the global level. An example that Suzuki provides is if a multinational company was found to be profiting through the dumping of wastes, the company should be fined to such a degree that continuing to behave like a pirate would cost more than the actual profit. Suzuki thinks that we need to keep the corporations exposed. David Suzuki is related to journalism and corporations, or at least his opinions are. Sustainable ecology is related to journalism and corporations. David Suzuki is a world leader in sustainable ecology. In order for the environment to be protected, the government needs to be involved. In order for the government to prosper, the environment needs to be cared for. As an environmental enthusiast, I had no clue that corporations played such a crucial role in the environment issues. Not only was I unaware about how the corporations were linked with environment issues, but I did not know that David Suzuki had ever addressed it. I think that’s something that Brad has tried to include in the class – corporations and their hiding. The reason I didn’t know corporations were involved in this issue, was because corporations influence the media and by their influence, they wish to be invisible in their link with th ese issues. Framing is what they call it. Framing is where a news media puts the shareholders first. If a corporation invests in a news media, the media shapes the information being shared and how we see topics/issues. So, I didn’t get to see the corporation’s influences, since they didn’t want the public to see them. Framing is a popular topic in Brad’s class. The media  frames issues all over the place. So once I discovered that issue among David Suzuki’s research, my mind was opened and aware. I think it all brings a new light to David Suzuki. Not only does David Suzuki care about the environment and protecting it, he cares about the impact of the government and corporations. David Suzuki †¦ any tips for the conclusion, mother?

Muslims and non Muslims interactions in the world Essay

A Muslim is a person who claims to follow the Islamic teachings while Islam is the people ‘s way of life of the Muslims. The Qur’an is the source book of the Muslims and contains in it the message that Allah gave to his prophet. Islam’s beliefs, goals and values have been controversial in the modern world and the media has been reporting on it more so after the11th September 2001 in USA (Ahmad 2011). This has been followed by many misconceptions associated with their way of life. Islam continues to be practiced all over the world by the many diverse cultures. This paper will look into the countries that Islam is practiced and its effects to the general population residing in these countries. Some of these countries will include USA, India, Pakistan and others. This will lead to the differences between other main types of worship like Christianity and Judaism with Islam. Due to the diverse understanding of Islam by the people, there are different reactions from dif ferent groups in the world. Many of the misconceptions about Islam are due to lack of adequate knowhow of its beliefs mostly of the non-Muslim. Misconception on Islamic beliefs, goals and values The Quran teaches on the equality and the marrying those without husbands and being faithful to them. On the issue of inheritance, it is the sole duty of the man to work and provide for the family. The woman on the other side is to be provided and is not to support the family. This explains why men should have twice the amount of inheritance as compared to women. This clears the misconception that women are not valued in Islam. Another main misconception about Islam is that it is meant to the Arabs. This is because the Quran is written in Arabic and most of the Muslims are Arabs. This is a misconception because only 18 percent of the Muslims are Arabs. The country with the highest number of Muslims is Indonesia followed by Bangladesh both of which are not Arabic countries. Islam has spread in all corners of the world and does not include Arabs only, although the Quran was first written in the language. There is also the belief that Muslims kill innocent people in the form of holy war. The Quran teaches about the need to preserve life and no one should take away life apart from the one who gives it. Islam stands firm that a real Muslim will observe this order from the Quran and Sunnah. Anybody who does kill innocent people is not a Muslim by deeds, but by the word of the mouth. Many people in the world believe that the Muslim community worship a man by the name of Muhammad. On the contrary, it is lack of knowledge of Islamic teachings since he is only a messenger from Allah. Quran and Sunnah teach of a monotheistic Islam mode of worship and only a non-Muslim would argue that they do worship a prophet. The Quran continues to erase the misconception that they do not recognize Jesus. But the main truth is that the Muslims recognize Jesus, but not as the son of God, but as just one of the prophets that served Allah. Teachings of Islam and its effects in different countries According to Dabashi (2012), in the USA, Many of the Muslims believe that Religion is a vital part of their worship. Many of the Muslims pray every day with many praying the five Salah. Others attend the weekly religious meetings in the mosques and many of the Muslims in this country believe that it is not Islam only that can take people to the paradise. USA is characterized by many groups of Muslims with different beliefs. Some believe in Muhammad, angels, God and others in the judgment day. Women have their separate place of worship like in other countries, although women do not wear hijab mostly as compared to other countries. They have been seen negatively since the 11th September issue, but they have remained resilient and remain active in the economic and political activities. In the United Kingdom, the Muslim community has involved itself in the creative lifestyle as many are artists. The women have followed the fashion diversity of the country. They have raised Islam by use of creative arts and have even started a newspaper under their name. Many of them continue to be arrested, affected by diseases and poor educational levels. This shows how they have been neglected and seen as outsiders. India has experienced violence against the Muslims. This has been attributed to socio-political and historical reasons with the Hindus. This has been brought by competition in business where Muslims businesses are targeted plus they are seen as a political threat to the Hindus due to their increasing numbers (Dabashi 2012).) Pakistan’s population is made up of Muslims raging to 96 percent. There are Islamic schools that teach people on the modern education. Due to media influence, women have been forced to wear Hijabs. There has also reduction in the number of attacks due to the intervention of the government and agencies of intelligence.In the middle East part of the world, Muslim enjoys a huge following with Judaism and Christianity also having following but not as Islam. Sunni is the major part of the Muslim and Shi’a is the minority. Violence has always been there due to the two having conflicts on who is to lead the Muslims in general. Judaism in Middle East is commonly found in Israel while Christians migrated into the area long time ago. The number of Christians has been decreasing due to the persecution by the majority who are the Muslims.This is due to Jihad as anybody who does not believe in Allah deserves not to live. Relationship between Islam, Christianity and Judaism All the three religions have one God and are as a result of one father who is Abraham(Peters 2008). The source books are the Bible, Quran and Hebrew Tanakh. According to the Christians, Jesus Christ comes to reconcile people and forgive sins, in Islam was to spread the gospel while Judaism does not attach any relevant role of Christ. He is the second in the trinity born of a virgin in Christianity, a prophet sent by Allah for the Muslims and Judaism does not attach any relevant tittle but takes him as an ordinary Jew. In Christianity, sin is inherited from Adam, Muslims believe they were born without sin while Judaism does not show any knowledge of sin that is original. Interaction of Muslims and Non-Muslims Allah did not object to the idea of Muslims mixing with non-Muslims in the Quran. He, however,proposes that such a relationship should be to promote peace and order. For this reason, Muslims in the world mix freely with the non-believers. This is an exception of countries with different understanding of the non-Muslims who view them as not worth living for example in the Middle East. Islam teaches on peaceful coexistence and love to the mankind. This is the reason most of the Muslims in USA and Great Britain live in love with those who are not Muslims. They are taught not to take behaviors of the non-Muslims more so on the issue of dressing (Thomas et al 2009). Even when the enemies are against them, Islam teaches about finding amicable peaceful solutions and not war. Those who fight are not true Muslims, according to their belief and teachings. Muslim socializes with the non-Muslims to establish, compassion, justice and tolerance. They visit their sick, socialize during happy moment s, greetings in the form of handshake and hugging, sharing and giving them gifts. They also offer condolence messages when struck by a disaster. Conclusion Islam is a religion with a following in many countries in the world. Many of its believers are found in the Middle East part of the world. The religion has been full of misconceptions by the non-Muslims on their general beliefs and way of worship. Most of the people believe that women are not valued, that the Muslims do not recognize Jesus, Worship a person in the name of Muhammad and are mostly Arabs. These misconceptions are only to the people who do not know the teachings of the Quran. Islam is practiced by people of diverse cultures from USA to Great Britain, Pakistan and India. The teachings of Islam makes them relate well with the non-Muslims as it teaches on peaceful existence and love to the neighbors. Outline The research paper shows how Islam is a sensitive part of the general public in the country today. It has been associated with many misconceptions which are only false beliefs. The introduction in brief, explains the difference between Islam and Muslims and the different areas the paper will dwell on. The first part of the paper describes the main misconceptions that are there in the society. Many believe that Islam is a religion of the Arabs whereas the country with the highest number of Muslims is not Arabic speaking. There is also the misconception that Islam does not recognize Jesus and that it does not value women. It is also a misconception that Muslims worship a person. The second part shows the different areas and the reactions of Muslims towards the non-Muslims. These areas have different approach due to the diverse cultural beliefs in the areas. The third part describes the relationship among the three major religions which are Islam, Christianity and Judaism. This part shows a similarity among the three and some differences. This shows the different beliefs of the different groups in the different religions. This leads to the next part of the paper which is how the Muslims interact with the other groups which are not Muslims. This is based on the teachings of the Quran which insists on peace and love of the mankind. It also cautions on the influence of the non-Muslims to their beliefs and code of conduct. The conclusion concludes the main points that are discussed in the research paper. Reference Ahmad, S. D. (2011). Islam in perspective. S.l.: Authorhouse. Dabashi, H. (2012). Being a Muslim in the world: Rethinking Islam for a Post-Western History. Basingstoke: Palgrave Macmillan. Peters, F. E., & Esposito, J. L. (2008). The Children of Abraham: Judaism, Christianity, Islam: A New Edition. Princeton: Princeton University Press. Thomas, D., Roggema, B., Monferrer, S. J. P., Chesworth, J., & Azumah, J. (2009). Christian Muslim relations: A bibliographical history. Leiden: Brill. Source document