Service Mechanism for Diagnosis of Respiratory Disorder

Service Mechanism for Diagnosis of Respiratory Disorder Service Mechanism for Diagnosis of respiratory disorder Severity Using Fuzzy Logic for Clinical Decision support system Faiyaz Ahamad Dr.Manuj Darbari Dr.Rishi Asthana Abstract: Respiratory disorder is a chronic inflammatory lung disease. Globally Respiratory disorder is based on the functional consequences of airways inflammation, clamitous nature and not proper diagnosis. In this paper our aim to develop Service Discovery Mechanism for Diagnosis of respiratory disorder Severity Using Fuzzy Logic for Clinical Decision support system. An Mechanism system has been Created for fuzzy rule-based system. Five symptoms have been taken for the decision of the respiratory disorder conditions. Keywords: Respiratory disorder ,Information system, , Fuzzy logic. I. INTRODUCTION Respiratory disorder is a major public health issue in the world [1,2]. In the United States alone, it influence 7.2 million teenager and 14.8 million adults. Globally, it affects an estimated 350 million family, and is important for approximately 1 out of every 250 deaths [3, 4]. A survey based study estimated the percentage of Respiratory disorder patients in Western Europe and North America with à ¢Ã¢â€š ¬Ã¢â‚¬ ¢severe‘‘ symptoms to be approximately40% [5]. Especially troubling is that it has increased significantly in the past 2–3 decades in the U.S. and worldwide [6]. Hospital based study on 20,000 children under the age of 18 years in 1979,1984,1989,1994,1999,2004 and 2010 in the city of Bangalore showed a prevalence of Respiratory disorder is 9%, 10.5%, 18.5%, 24.5%, 29.5%, 30.94% and 33.74% respectively. Reasons for this increase are not clear; however it may reflect increased exposure to environmental risk factors [7].The episodes of Respiratory disorder severity cause coughing, wheezing, chest tightness and difficulty in breathing. An Respiratory disorder attack can be life threatening. There are many diseases with almost same symptoms and normally misdiagnosed with Respiratory disorder . Although the occurrence of Respiratory disorder is not known exactly and its diagnosis is unclear but in some populations Respiratory disorder is under-diagnosed. Some sources claim Respiratory disorder is under-diagnosed in teenagers, with event of coughing, wheezing not considered possible cases of and thus not seeking diagnosis and treatment for Respiratory disorder .Diagnosis of Respiratory disorder earlier can show a basic role in medical Diagnosis [10]. It is a basic knowledge that if a symptoms of patient different then patient goes to different doctors, therfore different doctors give different opinions regarding the grade of the disease. Also, possible two persons with similar symptoms going to the same doctor may be investigating differently. This show that there is a certain amount of fuzziness in the rational process of a doctor [5,11,12]. Fuzzy logic controller, a outstanding application of Zadeh’s fuzzy set theory [13], is a possible tool for dealing with ambiguity and duplicity. Thus, the expertise of a doctor can be shaped using an fuzzy logic controller. The accomplishment of an fuzzy logic controller builds upon its expertise base on which consists of a database and a rule base. It is attended that the achievement of an Fuzzy logic mainly bank on its rule base, and betterment of the membership function which is gathered in the database is a fine process [8]. II. DESIGNING OF FUZZY INFERENCE SYSTEM FOR DIAGNOSIS OF RESPIRATORY DISORDER The aim of this work is to develop a service mechanism for diagnosis of respiratory disorder severity, it is the specialized unit of a hospital for patients who require special medical care The system consists of two developmental phases: phase I for implementing the solution to communicative information system and phase II for implementing the solution to the decision support system. So as to bring out the various features and perspectives of both the solutions, the whole system is elaborated with the help of the architectural views and process flow diagram. Comprehensive Software architecture of Mechanism for Diagnosis of respiratory disorder Severity Information System proposed to combination of the modules- Compliance and Decision Support are well modularized to keep high cohesion and low coupling which are the major design principles of the Software Architecture[9] . The process flow of combined system provides an insight of how the whole system works. The Architectures take care of all the required functionalities by the Diagnosis of respiratory disorder Severity. Figure.1.1 Comprehensive Software architecture of Fuzzy Inference System for Diagnosis of Respiratory system Information System 2.1 Model Development Due to this development of the mechanism for Diagnosis of respiratory disorder severity Decision support system play very important role in the development of fuzzy inference system. Different authors provide different definitions and scopes of a decision support system (DSS). Albert and Soumitra defines a DSS as- â€Å"Decision support systems (DSS) are interactive, computer-based systems helping decision-makers (individuals and/or groups) to solve various semi-structured and unstructured problems involving multiple attributes, objectives, and goals† [Angehrn-98]. Some say that a DSS provides advices (Active DSS) [Caleb-Solly-03] while others argue that they just provide support to decisions (Passive DSS) [Lee-01]. There are number of event under each classification of fuzzy inference system, where they can work input variable to Output variable find out. We can introduce number of different type of variable to find the accurate severity of respiratory disorder in the patient . due to this Inference system we provide (global)standards for the exchange, management and integration of data that supports clinical patient care and the management, delivery and evaluation of healthcare services. Specifically, to create flexible, cost effective approaches, standards, guidelines, methodologies ,enable healthcare information system interoperability and sharing of electronic health records. Table 1.1. The number of events under each classification of fuzzy Inference system Respiratory disorder Symptoms are: I. Peak Expiratory Flow Rate (PEFR) II. Daytime Symptom Frequency (DSF) II. Nighttime Symptom Frequency (NSF) IV. Peak Expiratory Flow Rate Variability (PEFR Variability) V. Oxygen Saturation (SaO2) 2.2 Algorithm for repository Disorder In the present work all input variables (PEFR, FVC, FEV1 and FEF 25-75%) have been divided into 4 categories such as Low, Medium, High and Very High. Each one is defined by the individual membership functions. Low, Very High is shown by trapezoidal membership function and Medium, High is shown by triangular membership functions. But in case of output variable, it is also divided in to 4 categories as Severe, Moderate, Mild and Normal. Norma and Severe is shown by trapezoidal membership function and Moderate, Mild is shown by triangular membership functions [15,16] Figure 2.1: Membership Function Input Variable PEFR Table 2.1: Membership Function Input Variable PEFR Figure 2.2: Membership Function Plot for Input Variable FEV1 Table 2.2: Membership Function value for Input Variable FEV1 Figure .23: Membership Function Plot for Input Variable FVC Table 2.3: Membership Function value for Input Variable FVC Figure 2.4: Membership Function Plot for Input Variable FEF2575 Table 2.4: Membership Function value for Input Variable FEF2575 Figure 2.5: Membership Function Plot for Output Variable Respiratory disorder Severity Table 2.5: Membership Function value for output Variable Respiratory disorder Severit Table 2.6 shows the rule base for the respiratory disorder inference system. Figure 2.6: Rule Viewer for Repository Disorder Inference System. There are various input and Output Variables, on the basis of which we design 19 rules selecting an item in each input and output variable using AND Operation. These Variable are selected as the basis of rule defined in the FIS. THE RULES ARE spreads on the left row. these rules are viewed on the basis of status line selected a rule number. The first four plots in the graph yellow plots. which shows the membership function referred to anterior, and if-part of each defined rules. The fifth column of plot as shown in graph blue plots shows membership function, or the then- part of each defined rules. the design which are untouched in the if-part of any defined rule corresponds to the characterization of the variable in the defined rules. The end plot in the fifth column represent the Aggregate weighted decision for the given FIS System. this agreement will depend on the input values defined for the plot. The output is shows as on vertical line of the plot. variables and their current values are displayed on the top of the columns in the plot. Table.3.2 Results of the Fuzzy inference system output and field data output III. RESULTS AND ANALYSIS Based on the rules define in the FIS system computed the on the basis of information severity of Respiratory disorder by implement AND connection and after that we defuzzify the generated output using the centric method [14]. The AND operation has been used to perform logical operation .In fuzzy logic system the truth of any statement is matter of degree so the AND connection performed a min operation. The truth table has been converted to a plot of these fuzzy sets then fuzzy create single set. Figure 3.1 show the operations work over a continuously changes range of truth values A and B on the defined fuzzy operations [17]. Table 3.1: Logical operation AND table performed Fuzzy Logic Figure 3.1: AND operation varying range of truth table A and B The output of this system presents the possibility of Respiratory disorder severity gradation from very high to very low in terms of measured values (0-100). These outputs are classified in four classes presenting the status of patients as a risk of Respiratory disorder. These classes include Severe (0-40), Moderate (40-60), Mild (60-80) and Normal (80-100) Table.3.2. Defuzzification of the Output As much as fuzziness in fuzzy system support the rule evaluation during the transitional steps, the final desired output obtained input variable is generally a individual number. However, the accumulated of a fuzzy set cover a range of output values and defuzzified in order to resolve a single output value from the set [18,19]. Dca(c)= (Figure 3.2). The defuzzified value has been computed based on the following equation; Figure 3.3: Defuzzification of the aggregate output Where dCA(C) is the defuzzified value and C is the Membership Function [17]. Based on the AND operation every defined rule has been examined for a given set of defiend Input values and the rule defiend which satisfied the operational logic has been used to generate the output for the FIS. So that each rule has been aggregated and AFTER THE defuzzified using centroid OPERATION to generate a single output which is a single number representing the severity of Respiratory disorder . IV. CONCLUSION The purpose of the proposed work is to design a system for the diagnosis of Respiratory disorder severity using Fuzzy Logic, so that familiar people who assume little bit of Respiratory disorder may use the system and obtain the result on the bases of severity of Respiratory disorder, which will be defiend to support appropriate corrective purposes before the harshness increases. Fuzzy logic system used for respiratory system severity that these result are better than other conventional system. These system are well supported in the medical science , doctor’s and practitioners. Who faced a problem due to result of respiratory in conventional system The result obtained by the using of FIS system are accurate and very helpful in the field of medical science. the Table.3.2 Results of the Fuzzy inference system output and field data output adequacy of the system developed is to be endorsed by the doctors in the ground conclusion. V. REFERENCES [1]. Yawn B. P. (2008). à ¢Ã¢â€š ¬Ã¢â‚¬ ¢Factors accounting for asthma variability: achieving optimal symptom control for individual patientsà ¢Ã¢â€š ¬-. Primary Care Respiratory Journal, 17: 138-147. [2]. Teresa To, Sanja Stanojevic, Ginette Moores, Andrea S Gershon, Eric D Bateman, Alvaro A Cruz, Louis-Philippe Boulet,(2012) Global asthma prevalence in adults: findings from the cross-sectional world health survey, BMC Public Health, 12:204. [3]. Robert H. Lim, Lester Kobzik, Morten Dahl, (2010), Risk for Asthma in Offspring of Asthmatic Mothers versus Fathers: A Meta-Analysis, [4] Bousquet,J., Jeffery,P.K., Busse,W.W., Johnson,M. and Vignola,A.M. (2000). à ¢Ã¢â€š ¬Ã¢â‚¬ ¢Asthma: From broncho constriction to airways inflammation and remodelingà ¢Ã¢â€š ¬-. American J. RespirCrit Care Med. 16: 1720-1745. [5]. Klaus F. Rabe, Mitsuru Adachi, Christopher K.W. Lai, Joan B. Soriano, Paul A. Vermeire, Kevin B. Weiss, and Scott T. Weiss,(2004) Worldwide severity and control of asthma in children and adults: The global Asthma Insights and Reality surveys, Journal of Allergy Clinical Immunol VOLUME 114, NUMBER 1, pp-40-47. [6]. Lim RH, Kobzik L, Dahl M (2010) Risk for Asthma in Offspring of Asthmatic Mothers versus Fathers: A Meta-Analysis. PLoS ONE 5(4). [7] .Pradeepa P. Narayana, Mithra P. Prasanna, S. R. Narahari, and Aggithaya M. Guruprasad, (2010), Prevalence of asthma in school children in rural India, Annals of Thoracic Medicine, 5(2): 118–119. [8] M.R. Partridge, (2007), examines the unmet need in adults with severe asthma, Eur Respir Rev, 16: 104, 67–72. [9] F. Ahamad â€Å"Service mechanism for clinical decision support system for an Intensive care units† 978-1-4799-1205-6/13/$31.00  ©2013 IEEE [10] Guidelines for Management of Asthma at Primary and Secondary Levels of Health Care in India (2005). http://www.indiachest.org/pdf_files/Asthma guidelines.pdf. [11]. Behl RK, Kashyap S, Sarkar M, (2010), Prevalence of bronchial asthma in school children of 6-13 years of age in Shimla city, Indian J Chest Dis Allied Sci, 52(3):145-8. [12]. Zadeh,L.A. (1965). â€Å"Fuzzy sets†. Inform. Contr. 8:338-353. [13]. Zadeh,L.A. (1973). â€Å"Outline of a new approach to the analysis of complex systems and decision processes†.IEEE Transactionson Systems, Man andCybernetics.3: 28-44. [14] .Sethi, S, Murphy, TF (2008), Infection in the pathogenesis and course of chronic obstructive pulmonary disease. N Engl J Med; 359:2355. [15] .Hargreave F. E. and Parameswaran K. (2006). à ¢Ã¢â€š ¬Ã¢â‚¬ ¢Asthma, COPD and bronchitis are just components of airway diseaseà ¢Ã¢â€š ¬-. European Respiratory Journal. 28: 264-267. [16] Payne T.(2000) Computer decision support system. Chest; 118:47-52. [17] Novà ¡k,V., Perfilieva,I. and Mockor,J. (1999). à ¢Ã¢â€š ¬Ã¢â‚¬ ¢Mathematical principles of fuzzy logicà ¢Ã¢â€š ¬- Dodrecht: Kluwer Academic. 45-50. [18] Pratihar,D.K., Deb,K. and Ghosh,A. (1999). à ¢Ã¢â€š ¬Ã¢â‚¬ ¢A genetic-fuzzy approach for mobile robot navigation among moving obstaclesà ¢Ã¢â€š ¬-.Int. J. Approx. Reason.20: 145-172. [19]. Roychowdhury,A., Pratihar,D.K., Bose,N., Sankaranarayanan,K.P. and Sudhahar,N. (2004). à ¢Ã¢â€š ¬Ã¢â‚¬ ¢Diagnosis of the diseases – using GA fuzzy approachà ¢Ã¢â€š ¬-.Information Sciences.162: 105-120.

Chem 238 Final Exam

CHEM 238 Winter, 2001 FINAL EXAM Name Prof. Sasaki Please circle your TA: Dirk Schweitzer , Tyan Carter, Carla McDowell 175 points TOTAL Good Luck! Note: Only answers in the box will be graded. _______________________________________________________________________ _ 1. (30) (a) Draw a stepwise mechanism for the following reaction. Use curved arrows to indicate the movement of electrons. O O H3 C H+ HO OH CH3 O H3 C O CH3 O . (b) Briefly explain the fact that, although hemiacetal formation between methanol and cyclohexanone is thermodynamically disfavored, addition of methanol to cyclopropane goes essentially to completion.O CH3OH HO OCH3 O , cyclopropanone cyclohexanone CHEM 238 page 2 Name . 2. (35) A ? , ? -unsaturated carbonyl compound rearranges to a more stable conjugated ? ,? -unsaturated compound in the presence of either acid or base. O H+ or OHO A ! ,†-unsaturated carbonyl compound A #,! -unsaturated carbonyl compound (a) Propose a mechanism for the base-catalyzed rea rrangement. (b) Propose a mechanism for the acid-catalyzed rearrangement. CHEM 238 page 3 Name . 3. (35) Predict the structures of the products or starting materials in the following equations.Show stereochemistry when it is known. (a) O P + CH3 (b) H3 CO 1) BH3 :THF 2) H2 O2 , OH- (c) H3 C 1) Mg, THF H3 CO Br 2) D2 O (d) O H3 C O H N CH3 HNO3 H2 SO4 (e) O O O 1) NH2 -NH2 2) NaOH, heat CHEM 238 page 4 Name . 4. (35) (a) Provide a reasonable synthesis for the following compounds from the indicated materials. You may use any reagents that you wish to use. (a) CH2 OH from CH2 OH CH3 CH2 O O OCH2 CH3 and compounds with 4 carbons or less O (b) O from benzene and any compounds with 2 carbons or less.CHEM 238 page 5 Name . 5. (35) A number of plants produce chemical substances that prevent insects from feeding on them. Some steps in the synthesis of such a compound, called an antifeedant, are shown bellow. Supply reagents for the transformations. (The wavy lines indicate either that stereo chemistry is not known or that a mixture of stereoisomers may exist. ) H3 C O H3 C O O A H3 C H3 C B H3 C H3 CO O OH H C H3 CO O D H3 C H CH2 H3 C H3 CO O EtO- Na+ EtOH H3 C H3 CO O O H O H E H3 C O H3 C H CH2 A: B: C: D: E:

Business Fundamentals Essay

This course will provide the student with information about business operations and business vocabulary and it will help direct the thinking of each student to the field of business best suited for her/his interest and talent. Subject matter includes an analysis of the specialized fields within the business organization. The course covers concepts of business, management functions, organizational considerations, and decision-making processes. This course is beneficial to business majors and non-business majors. There is no prerequisite. (If you are trying to make a decision as to the course you should take next, Principles of Management is a good choice for business majors. ) PUBLISHER’S WEBSITE This book also has a website that is first rate! I encourage you to use all the materials that are available to you especially this website. The student site is located at: www. mhhe. com/ub9e PREREQUISITE Working knowledge of the use of computers, email and the internet. COURSE REQUIREMENTS 1) Complete the orientation quiz and Biz game for 5 extra credit points added to the avg of your exam scores for each!. 2) Read the text book chapters. 3) Complete the stock project and the Biz Game. 4) Students are highly encouraged to keep up and on schedule. Homework or extra credit projects may be graded for extra credit or as a sign of effort (at the discretion of instructor). Each extra credit assignment is worth 5 points on an exam. 5) Students are required to get the help they need in a timely fashion (do not wait till the end of the semester). If for some reason, your messages are not returned in a timely manner, it is up to you to follow up and get help. Make sure you include your name, section number and the name of your class in all communications. Sometimes my schedule is hectic so don’t waste time waiting, contact again if you don’t get the help you need. READING It is important to read the chapters. Also, all the test questions come from the textbook. EXAMS All tests will be given at the testing centers. All of the exams are multiple choice. The student will be allowed to use pencils, scantron, and ruled paper. Since this is an introductory course, many of the exam questions will be definitions. There will also be several theory questions on each exam and not much history. My plan is to ask a lot of easy questions about almost everything. Exams are scored as the percentage correct. It is up to the student to check that the grades are posted correctly. Please keep your copy of your test scores as they have been known to disappear. On some exams short answer or essay questions might be available for extra credit. These are NOT open book exams, and you will NOT be able to use notes for these exams. Late Exams It is extremely rare for a student to be successful in the course once they get behind. To ease your scheduling, I will list the week you should take the test to stay on schedule. If you take an exam after the assigned time and date, 2 points may be deducted from your test score for everyday after the exam date that you take it. **TESTING CENTERS The tests may be taken at any of the following ACC testing centers: Rio Grande Campus Riverside Campus Eastview Campus Northridge Campus Round Rock CampusCypress Creek Campus Pinnacle Campus Fredericksburg Campus San Marcos High School The testing centers in bold above are able to administer the exams via computer which will automatically give you your grade as well as feedback when the exam is completed. You may use the others but realize that until I receive the exam from the testing center, I cannot post your grades. Check with the center you are interested in for their hours and allow 1 1/12 hours to take the exams. You will need a student identification (or fee receipt card) and a picture identification (drivers’ license works great) to take the exams in the testing centers. You can get student identification at the Bursar’s Office at any of our main campuses. Extra Credit Completion of the orientation quiz and information sheet is worth 5 extra credit points to be added to your exam scores. Completion of the Biz Game is another 5 points. Additional extra credit opportunities are in the assignment section. COURSE GRADE FINAL AVERAGE GRADE ASSIGNMENT A 90 – 100 Percentage correct on exams EXAM 1 17%B 80 – 89 EXAM 2 17%C 70 – 79 EXAM 3 17%D 60 – 69 EXAM 4 17% F Below 60 EXAM 5 17% STOCK PROJECT 15% TOTAL 100. 0% WITHDRAWALS You are responsible for withdrawing by the withdraw date. Failure by you to withdraw from the course or successfully complete the course may result in a grade of â€Å"F†. INCOMPLETES An incomplete (I) grade will only be given if the student has substantially completed the course with a passing grade. A student must have completed all exams and assignments to date, be passing, and have circumstances that prevent course completion that occur after the deadline to withdraw with a grade of â€Å"W†. All work to complete the course must be completed before the end of the following semester for the granting of an appropriate grade. Failure to do so will result in a failing grade for the course. The instructor must be notified before the end of the semester if the students need an incomplete and all work must be made up as soon as possible. Incompletes are not recommended as students will miss the extra credit for finishing on time and many incompletes are never completed. Also see departmental policies below. ACADEMIC PROGRESS A student who is not meeting course objectives may be withdrawn from the course at the discretion of the instructor. It is the student’s responsibility to consult with instructors and seek support services when course objectives cannot be met. The student may appeal instructor-initiated withdrawals within 10 days. RULE OF THREE – NEW Per state law, effective spring 2006 any student taking a class for the third time or more may be charged an additional $60 per credit hour unless exempted. Visit the â€Å"Rule of Three† web site for additional information http://www. austincc. edu/admiss/ruleofthree/ Rule of 6 W’s – NEW Per state law, students enrolling for the first time in fall 2007 or later at any Texas college or university may not withdraw (receive a W) from more than six courses during their undergraduate college career. Some exceptions for good cause could allow a student to withdraw from a course without having it count toward this limit. Students are encouraged to carefully select courses. CALCULATORS The use of a calculator is strongly encouraged. Use them during exams and when completing homework. Any basic hand-held calculator will do – just be sure you know how to use it. A square root function is most helpful. COMMENTS FOR SUCCESS You are responsible for all assigned readings and assignments. Students are strongly encouraged to meet with the instructor for assistance whenever needed. Refer to my office hours listed above. If these are not convenient for you, I will be happy to schedule appointments at other times. Many resources are available to help you succeed in this course – you need only ask for help. The material starts at a very easy level but quickly gets harder. Remember as the semester progresses, things inevitably come up so keeping on pace will make your life much easier. This is a demanding course and everyone must work hard to succeed. Students can significantly improve their chances of success by using the following tips: Do not panic! Although this is a demanding course, it is a procedural process to learn the material and if you put in the effort you will do fine. There is nobody in this class that is unable to learn and fulfill your grade expectations! Use the textbook web site comes with the course Read all the text chapters carefully: Do anything you can to improve your reading skills. You will spend much of your college and professional career reading and anything you can do to improve your ability is time well spent. If you are not reading straight down the page than you are not reading fast enough! After you read the material, take a breath and think how the material might apply to your world! If something does not make sense make a note and ask a  fellow student or your instructor to help you understand the concept. Complete all assignments. ask questions, you are probably not the only one who has that question. If you miss something, be able to explain to yourself or someone else why you missed the answer. Again relate the information to your life. Use the student CD that comes with the book. Ignoring it is to lose a great tool for the course. The most important thing to remember about answering questions is to READ the Questions Carefully. Make sure you understand what the question is asking. Eliminate extraneous data you might be given! Check on the Blackboard site regularly. Get in a study group if possible. Work together and prepare for exams together. Take advantage of the free help available at ACC and contact the instructor if you have any problems Free tutoring is available at all the major campuses The web sight for all our campus tutoring is: http://www. austincc. edu/tutor/HELP If you are having any problems contact your instructor right away. Don’t sit and spin your wheels. If it is slowing you down I take it seriously. If for some reason you don’t hear from me contact me again or contact my assistant. I need to get you back on track Policies for Incompletes, Attendance, and Withdrawal are as follows: Incomplete Policy: An incomplete (I) will be granted to a student in rare circumstances. Generally, to receive a grade of I, a student must have completed all examinations and assignments to date, be passing, and have personal circumstances that prevent course completion that occur after the deadline to withdraw with a grade of W. Withdrawal Policy: It is the student’s responsibility to withdraw from a course. Instructors are allowed to withdraw students for non-attendance and lack of academic progress but students must not rely on their instructor to withdraw them if they wish to withdraw. Austin Community College policies for Academic Freedom, Scholastic Dishonesty, Student Discipline, and Students with Disabilities are as follows: Academic Freedom Statement: Each student is strongly encouraged to participate. In any classroom situation that includes discussion and critical thinking, there are bound to be many differing viewpoints. These differences enhance the learning experience and create an atmosphere where students and instructors alike will be encouraged to think and learn. On sensitive and volatile topics, students may sometimes disagree not only with each other but also with the instructor. It is expected that faculty and students will respect the views of others when expressed in classroom discussions. Scholastic Dishonesty Statement: Acts prohibited by the College for which discipline may be administered include scholastic dishonesty, including but not limited to cheating on an exam or quiz, plagiarizing, and unauthorized collaboration with another in preparing outside work. Academic work submitted by students shall be the result of their thought, research or self-expression. Academic work is defined as, but not limited to tests, quizzes, whether taken electronically or on paper; projects, either individual or group; classroom presentations, and homework† (Student Handbook). Penalties for scholastic dishonesty will depend upon the nature of the violation and may range from lowering a grade on one assignment to an F in the course and/or expulsion from this institution. Student Discipline Statement: Classroom behavior should support and enhance learning. Behavior that disrupts the learning process will be dealt with appropriately, which may include having the student leave class for the rest of that day. In serious cases, disruptive behavior may lead to a student being withdrawn from the class. ACC’s policy on student discipline can be found in the Student Handbook. Students with Disabilities Statement: Each ACC campus offers support services for students with documented physical or psychological disabilities. Students with disabilities must request reasonable accommodations through the Office for Students with Disabilities on the campus where they expect to take the majority of their classes. Students are encouraged to do this three weeks before the start of the semester†. WEEK  Due Dates and Chapter Titles CHAPTER ASSIGNMENT 1 Start of course January 17 Introduction to Course and Orientation Orientation quiz and information sheet Managing within the Dynamic Business Environment: Taking Risks and Making Profits P, 1 2 Week of January 23 How Economics Affects Business: The Creation and Distribution of Wealth Competing in Global Markets 2, 3 3 Week of January 30 Demonstrating Ethical Behavior and Social Responsibility Exam I over Chapters 1,2,3,4 4, Test 4 Week of February 6 Choosing a Form of Business Ownership Entrepreneurship and Starting a Small Business. 5, 6 5 Week of February 13 Management, Leadership, and Employee Empowerment Adapting Organizations to Today’s Markets 7,8 6 Week of February 20 Producing World-Class Goods and Services 9 7 Week of March 5 Exam II over Chapters 5,6,7,8,9 Motivating Employees and Building Self-Managed Teams test,10 8 Week of March 12 SPRING BREAK!!! 9 Week of March 19 Human Resource Management: Finding and Keeping the Best Employees Dealing with Employee-Management Issues and Relationships 11, 12 *Schedule Might Change. Be sure to check Blackboard for Announcements and changes to schedule.

Fall of the Roman Republic Julius Caesar Essay - 626 Words

There are many contributions to the fall of the roman republic. Three of the main ones can be linked to the Actions and legacy of Sulla, Caesars military campaigns and Caesars dictatorship. The decline of the Republic began in the middle of the second century B.C. with political, economic, and social events. These events in addition to the burdens of civil war on Rome, lead to the inevitable failure of the Republic. The first contribution to the fall of the roman republic is linked to the actions and legacy of Sulla. Sulla had a high political position because he raised an army over the Italian rebels. Using his position he marched on Rome and had the senate outlaw marius. He then went east to fight Mithradates, an eastern king. Marius†¦show more content†¦Another contribution to the fall of the roman republic is Julius Caesar. Caesar was neither the only man responsible for the fall, nor the one man who could stop it, but his role in the final demise is undeniable. Different events Caesar played were not a result of seeking power but as how to humiliate the senate. Julius Caesars triumph in a civil war in the 40s BC made him the absolute ruler of Rome he rose to power through his social status, financial support, military leadership, and political reputation. Caesar became the proprietor in Spain, where he gained some military experience and wealth. Upon returning to Rome in 60 BC he joined Crassus and Pompey to form the First Triumvirate, a trio of political leaders. The other two triumvirs agreed to grant Julius Caesar the office of consul in 59 BC. He was appointed the governor of Roman Gaul in 58 BC and built up an army there. Caesar marched north into Gaul and defeated the Helvetii. Caesars military contributions to the empire were significant, but he destroyed the Republic with his civil wars. His march on Rome exploited the precedent of Sulla, whose own march was due to far more legitimate political issues. Caesar simply didnt want to be prosecuted for the innumerable laws he broke during his consulship, and so refused to lay down his arms when ordered by the Senate and People ofShow MoreRelatedJulius Caesar And The Fall Of The Roman Republic1122 Words   |  5 PagesJune 2017 Julius Caesar and the fall of the Roman Republic Julius Caesar was one of if not the greatest ruler the Roman Republic has ever seen. He was born in 100 BC to Aurelia and Gaius Caesar. Although his family was hailed by Roman aristocrats, they were still very poor. When Julius Caesar was only 16 his father died. Rome was very unstable at this time, almost being in chaos. Around the time his father died Caesar decided to make an effort bringing back the nobility of him country. Caesar endedRead MoreJulius Caesar and the Fall of the Roman Republic Essay2901 Words   |  12 Pagesdeification of Julius Caesar the Roman republic fell, when it had been structurally sound for four centuries before? 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