Definition of Algorithm in Mathematics

Definition of Algorithm in Mathematics An algorithm in mathematics is a procedure, a description of a set of steps that can be used to solve a mathematical computation: but they are much more common than that today. Algorithms are used in many branches of science (and everyday life for that matter), but perhaps the most common example is that step-by-step procedure used in long division. The process of resolving a problem in such as what is 73 divided by 3 could be described by the following algorithm: How many times does 3 go into 7?The answer is 2How many are left over? 1Put the 1(ten) in front of the 3.How many times does 3 go into 13?The answer is 4 with a remainder of one.And of course, the answer is 24 with a remainder of 1. The step by step procedure described above is called a long division algorithm. Why Algorithms? While the description above might sound a bit detailed and fussy, algorithms are all about finding efficient ways to do the math. As the anonymous mathematician says, Mathematicians are lazy so they are always looking for shortcuts. Algorithms are for finding those shortcuts. A baseline algorithm for multiplication, for example, might be simply adding the same number over and over again. So, 3,546 times 5 could be described in four steps: How much is 3546 plus 3546? 7092How much is 7092 plus 3546? 10638How much is 10638 plus 3546? 14184How much is 14184 plus 3546? 17730 Five times 3,546 is 17,730. But 3,546 multiplied by 654 would take 653 steps. Who wants to keep adding a number over and over again? There are a set of multiplication algorithms for that; the one you choose would depend on how large your number is. An algorithm is usually the most efficient (not always) way to do the math. Common Algebraic Examples FOIL (First, Outside, Inside, Last) is an algorithm used in algebra that is used in multiplying polynomials: the student remembers to solve a polynomial expression in the correct order: To resolve (4x 6)(x 2), the FOIL algorithm would be: Multiply the first terms in the parenthesis (4x times x 4x2)Multiply the two terms on the outside (4x times 2 8x)Multiply the inside terms (6 times x 6x)Multiply the last terms (6 times 2 12)Add all the results together to get 4x2 14x 12) BEDMAS (Brackets, Exponents, Division, Multiplication, Addition and Subtraction.) is another useful set of steps and is also considered a formula. The BEDMAS method refers to a way to order a set of mathematical operations. Teaching Algorithms Algorithms have an important place in any mathematics curriculum. Age-old strategies involve rote memorization of ancient algorithms; but modern teachers have also begun to develop curriculum over the years to effectively teach the idea of algorithms, that there are multiple ways of resolving complex issues by breaking them into a set of procedural steps. Allowing a child to creatively invent ways of resolving problems is known as developing algorithmic thinking. When teachers watch students do their math, a great question to pose to them is Can you think of a shorter way to do that? Allowing children to create their own methods to resolve issues stretches their thinking and analytical skills. Outside of Math Learning how to operationalize procedures to make them more efficient is an important skill in many fields of endeavor. Computer science continually improves upon arithmetic and algebraic equations to make computers run more efficiently; but so do chefs, who continually improve their processes to make the best recipe for making a lentil soup or a pecan pie. Other examples include online dating, where the user fills out a form about his or her preferences and characteristics, and an algorithm uses those choices to pick a perfect potential mate. Computer video games use algorithms to tell a story: the user makes a decision, and the computer bases the next steps on that decision. GPS systems use algorithms to balance readings from several satellites to identify your exact location and the best route for your SUV. Google uses an algorithm based on your searches to push appropriate advertising in your direction. Some writers today are even calling the 21st century the Age of Algorithms. They are today a way to cope with the massive amounts of data we are generating daily. Sources and Further Reading Curcio, Frances R., and Sydney L. Schwartz. There Are No Algorithms for Teaching Algorithms. Teaching Children Mathematics 5.1 (1998): 26-30. Print.Morley, Arthur. Teaching and Learning Algorithms. For the Learning of Mathematics 2.2 (1981): 50-51. Print.Rainie, Lee, and Janna Anderson. Code-Dependent: Pros and Cons of the Algorithm Age. Internet and Technology. Pew Research Center 2017. Web. Accessed January 27, 2018.

Passed vs Past

Passed vs Past Passed vs Past Passed vs Past By Ali Hale Sandi from Inspiration for Writers wrote to ask: â€Å"Can you do a segment on Past vs. Passedif you havent already? Too many get these words mixed up.† Very happy to oblige, Sandi! Past – relates to location The word past locates something in time, and sometimes in space. It can be used as an adjective, noun, or adverb. Past as an adjective The first definition which the OED gives for past as an adjective is â€Å"Gone by in time; elapsed; done with; over.† For example: â€Å"The days for mourning are now past.† When attributed to a group of people, past can also mean â€Å"Having served ones term of office; former.† (OED) All past presidents of the United States were male. And in grammar, we have more examples of past being used as an adjective, such as in â€Å"past tense† and â€Å"past participle†. Past as a noun The main meaning for the noun form of past, given by the OED, is â€Å"The time that has gone by; a time, or all of the time, before the present.† In the past, standards were higher. â€Å"We cannot live in the past.† Past as a preposition As a preposition, past can mean: â€Å"Beyond in time; after; beyond the age for or time of; (in stating the time of day) so many minutes, or a quarter or half of an hour, after a particular hour.† (OED) It is almost half past five. It can also be used for location: â€Å"Beyond in place; further on than; at or on the further side of; to a point beyond.† (OED) My house is the one just past the turning. Past as an adverb The first meaning the OED cites for past being used as an adverb is â€Å"So as to pass or go by; by.† For example: The ball sped past the goalkeeper. Passed – a verb in the past tense Passed is the past participle of the verb â€Å"to pass†. It can be an intransitive verb (one which doesn’t require an object) or a transitive verb (one which requires both a subject and one or more objects). â€Å"To pass† means â€Å"To proceed, move forward, depart; to cause to do this.† (OED) This can refer to movement forwards in time, in space, or in life (such as â€Å"to pass an examination†). For example: The weeks passed quickly. (Intransitive: subject â€Å"the weeks† and no object). I passed all my exams! (Transitive: subject â€Å"I† and object â€Å"my exams†.) He passed the ball well during the match earlier. (Transitive: subject â€Å"He† and object â€Å"the ball†.) When do â€Å"past† and â€Å"passed† get confused? Often, writers muddle the words past and passed in sentences such as: â€Å"The heroes passed a village on their way towards the mountains.† It’s common to see this written as: â€Å"The heroes past a village on their way towards the mountains.† But the word should be passed, as (in this sentence) it’s the past participle of the verb â€Å"to pass†. An easy way to tell is to rewrite the sentence in the present tense, as though you’re describing something which is happening currently: â€Å"The heroes pass a village on their way towards the mountains.† or â€Å"The heroes are passing a village on their way towards the mountains.† However, if you wrote: â€Å"The heroes walked past a village on their way towards the mountains.† It’s correct to use past. The verb in this sentence is â€Å"walked†, and the â€Å"past† is acting as an adverb. Unusual uses of the word â€Å"passed† Most of the time, passed is a verb, as described above. There are a few occasions when it can be used as a noun or an adjective, though. For example: â€Å"Don’t speak ill of the passed.† (noun) This comes from the phrase â€Å"passed-away†. â€Å"A passed pawn† (adjective) Term used in chess. â€Å"A passed ball† (adjective) Term used in baseball. â€Å"A passed midshipman/fireman/surgeon† (adjective) Someone who has passed a period of instruction and qualified through examination – apparently this usage arose in the navy. Have you come across any other unusual uses? Are there still any cases where you’re not sure whether to use passed or past? Share your examples with us in the comments below! Why Do People Confuse â€Å"Past† and â€Å"Passed†, Anyway? The words â€Å"past† and â€Å"passed† are homonyms (or homophones): they sound alike, but they’re two different words. This makes it easy to confuse them when writing – just like people often confuse the words â€Å"there†, â€Å"their† and â€Å"they’re†. It doesn’t help that â€Å"past† and â€Å"passed† have quite similar meanings, each referring to movement relating to a fixed point (in time, space, or even life). This means it’s a lot easier to muddle them up than it is with some other homonyms with very different meanings, like â€Å"blue† and â€Å"blew†. For a whole list of homonyms that commonly get confused, check out 25 Confused Homonym Pairs. Quick Rules of Thumb When Dealing With â€Å"Past† and â€Å"Passed† If you’re still struggling with â€Å"past† and â€Å"passed†, remember, â€Å"past† can’t be used as a verb. If you find it hard to identify a verb, try replacing â€Å"passed† with the words â€Å"went by†, and see if your sentence works: The heroes passed a village on their way towards the mountains. The heroes went by a village on their way towards the mountains. Time passed slowly that afternoon. Time went by slowly that afternoon. (This won’t work in every case – e.g. â€Å"He passed his exams† won’t sound right as â€Å"He went by his exams† – but it’ll help you a lot of the time.) Alternatively, as mentioned above, you can rewrite the sentence in the present tense, as though it’s happening right now. Right/Wrong Examples of the Use of Past and Passed Sometimes, it’s helpful to take a look at some examples so you can double-check if you’re using â€Å"past† and â€Å"passed† the right way: Right: He ran straight past the bus stop. (â€Å"Past† is acting as a preposition here and could be replaced with the word â€Å"by†) Wrong: He ran straight passed the bus stop. (â€Å"Passed† can’t be a preposition.) Right: He passed the bus stop on his run. (â€Å"Passed† is a past-tense verb here and could be replaced with â€Å"went by†.) Wrong: He past the bus stop on his run. (â€Å"Past† can’t be a verb.) Right: She passed the time by reading a novel. (Here, â€Å"passed† is a transitive verb and â€Å"time† is the direct object.) Wrong: She past the time by reading a novel. (â€Å"Past† can’t be a verb.) Right: It is past the time you should be home. (â€Å"Past† is a preposition here. You could replace it with â€Å"after† or â€Å"beyond†.) Wrong: It is passed the time you should be home. (â€Å"Passed† can’t be a preposition.) Hopefully this helps clear up any â€Å"past† vs â€Å"passed† confusion for you. Past vs Passed Quiz For each sentence, select whether past or passed is correct. 1. The time [past/passed] slowly that afternoon. passed past 2. If I had a time machine, Id rather travel to the future than the [past/passed]. passed past 3. The bus will arrive at half [past/passed] six. passed past 4. My friend [past/passed] all her exams. past passed Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:20 Types and Forms of HumorFor Sale vs. On SalePresent Participle as Adjective

Chiquitas Global Turnaround Research Paper Example | Topics and Well Written Essays - 750 words

Chiquitas Global Turnaround - Research Paper Example From the case, it is clear that Chiquita’s decisions are based on profitability. The profitability of the company is dictated by the ability to reduce costs. Thus, the company does not have an elaborate human resources strategy. Chiquita buys most of its products from subsidiaries. As a result, the subsidiaries are responsible for a majority of Chiquita’s staff. To assert control over the human resource practices of its subsidiaries, Chiquita signed an agreement with its subsidiaries regarding the rights of workers. The agreement meant that Chiquita would only engage suppliers who adhere to the practices of the company, thus revamping its reputation. The precursor firm, United Fruit, had a poor relationship with workers because it prohibited employees from joining labor unions.As such, the bargaining power of the employees was limited and resorted to mass action. However, the company revamped its human resource strategy under the new management and established favorable labor relations. Currently, the company engages employees in many aspects of the operations such as innovation, decision making and research and development.The fact that Chiquita pressures its subsidiaries to adopt is human resources strategy increased its costs. Suppliers who pay higher wages as a result of Chiquita directive often transfer the cost to the company through offering their products at a higher price. Stakeholders have different interests that a corporation should consider in the corporate responsibility strategy.

How to make oral presentation Essay Example | Topics and Well Written Essays - 250 words

How to make oral presentation - Essay Example I would like to share the process of doing an oral presentation. I do oral presentation frequently because it is part of a student’s life. One cannot get through college without mastering the art and science of oral presentation. Thus, it would be best that a student must learn how to do oral presentation effectively while still in school. Make an outline of the presentation. This will help organize not only the presentation but also the thought of the person delivering the oral presentation. Outline serves as a guide for the presentation. This could be done through power point and the presenter's own printed copy with the corresponding explanation.Do a dry run presentation a couple of days before the presentation. It will also help a lot if such dry run will be recorded so that the student can play back and observe how he or she is doing in the presentation and do some corresponding adjustments to make the presentation better. The dry run will also let the student have a feel of the presentation which would help diminish the nervousness during the presentation proper. Also, dry runs allow the student to make all possible mistakes without the deduction in grade or embarrassment.Do one last review and the dry run of the subject matter to be presented a day before the presentation. Then relax and get enough sleep. Arrive at the presentation venue earlier to be able to relax and settle down. This will help to remove the nervousness and make the presenter more confident.

C P Snow and the Second Law of Thermodynamics Essay Example for Free

C P Snow and the Second Law of Thermodynamics Essay The scientist and the literary intellectual represent two cultures that are drifting apart from each other to such an extent that each is becoming increasing ignorant of and alien to the other, and because they must represent a body of knowledge as a whole, the consequence is that, though specialization, both the scientist and the intellectual are becoming effectively ignorant. Analysis: Though C P Snow claims to be speaking from a common ground between the two cultures that he envisages, I would argue that he is squarely placed in the scientific camp, and is by no means an intellectual. The manner in which he describes the rift between the two cultures has a distinct whiff of â€Å"shallow optimism† about it, which is the intellectual trait of the scientist. He advocates a simple dialogue between the two camps, which is very much reminiscent of Enlightenment thinking, which, before the advent of modern science, maintained that scientific education was the key to overcoming all social ills, and dialogue is but a means to educate each other. Snow is right in thinking that the two camps had grown apart unawares, and that at one time the cultured man endeavored to keep abreast of knowledge as a whole. But a fundamental point seems to escape him, and that is that modern science entails specialization, and neither does he suspect that it could be the root of the problem. While he acknowledges the existence of specialization in science, he tries to make out that it need not be divisive. His advocacy is of a holistic understanding, and on the strength of this plea he wants to effect a negotiation between the two camps. â€Å"Don’t carry your specializations too far,† he seems to be saying to both the scientists and the intellectuals, â€Å"because both the arts and the sciences are important, and one is in danger of becoming ignorant if one loses complete touch with any one of them. † The propositional content of his plea is correct, but the mistake is to sound it on the platform of modern science, which is divisive in its fundamental aspect. If one is committed to the scientific outlook one must live with specialization. We can take his example about the literary intellectual knowing the second law of thermodynamics as a testing point. He thinks that literary intellectual should at least know this law, which is accepted among physicists as being fundamentally significant. The equivalent feat of for a physicist would be of having read a play by Shakespeare, he suggests. But concentrating on the first point, why should one know the second law of thermodynamics if one will never question its validity? Science functions by constant questioning, and no scientist is ever trained to carry absolute dictates about with him. A literary intellectual may come to it in two ways. He may absorb it as in inviolable dictate, in which case it would not be science at all. Or he may come to it with the proper outlook of the scientist, which is the questioning one. If on the second trajectory, he may either be captivated by the question, or he may deem it not worth his while. If he is captivated, and he remains honest to his intellectual proclivities, then he cannot but pursue the question further, to the detriment of usual literary occupation. But it is more likely that he deems it not worth his while, in which case he returns to the field in which he is proficient and interested. And in due course, through neglect, he forgets how to state the scientific principle at all. If the last is the most natural and likeliest outcome, there is little point in pushing the second law of thermodynamics to the literary man. He has arrived at the status quo of not knowing the law at all, because that is the most natural state of affairs for him. In his situation he has better things to occupy himself with. For Snow to suggest that he ought to know the second law smacks of the arrogance of science, which is an arrogance rooted in naive optimism. Then again, a scientist should only be expected to enjoy a performance of Shakespeare, but certainly not to analyze it. Literary understanding calls for a profound understanding of human nature, which is certainly not part of the equipment of the scientist, who is trained to detect only empirical evidence. To tell a scientist to analyze King Lear would only confuse him, and if he tried too hard it would blunt his scientific perception. Snow would be better advised to consider the underlying philosophy of science, rather than external practice of the separate disciplines. It is a tacit understanding among members of the scientific society (of which literary intellectual are a part) that each practice his own specialization. Only the fruits are to be enjoyed by all, and this is the true egalitarian dimension of atomized science. The notion of â€Å"progress† comes from the understanding that the fruits of specialization confer on all, and it is this notion of progress that binds all members of scientific society. In its original conception modern science was defined as an egalitarianism of knowledge, and apparent loss of this is what Snow is lamenting. But such egalitarianism has not disappeared; it has only become impractical for a single person to keep up with the expanding body of knowledge. But more important than knowledge sharing is the philosophy that underpins it, and this philosophy still unites the particle physicist and the Shakespeare man. In calling for a new, and strained, egalitarianism of knowledge, Snow is only betraying his naivete of the world, which is the characteristic naivete of the scientist daring to speak on the humanities. Works Cited Snow, Charles Percy. The Two Cultures. Ed. Stefan Collini. Cambridge, UK: Cambridge University Press, 1993.

Are You a Rebel? Or are You Just another Sheep following the Non-confor

Are You a Rebel? Or are You Just another Sheep following the Non-conformity Flock? â€Å"It's like living on the outside of society and seeing what a crock of shit it is, but then approaching it again with a sense of humor. I mean, when you're able to see society as this sort of funky, funny illusion, it makes it easier to deal with it because there is no rhyme or reason to the way it works.† RuPaul, on fringe culture (Genre, March '99) Rebellion. *It's about articulating that little inner voice that's in all of us, the voice which resists being assimilated into the mass conformity that is American society. The quality of our interaction has diminished so much that we barely recognize each other as human. The â€Å"American way of life† has destroyed our individuality while pretending to cater to it, and the natural interdependence of society has been compromised by the shrieks of mass media and the cubicle farms they call workplaces. We are all gearing up for some heavy shit, all around the world. The yuppies are putting together their silly stock option plans, the Pakistanis are aching for jihad against India, the major labels are trying harder than ever to saturate our culture with Limp Bizkit bullshit and kill Napster while they're at it. To me, it fits together like a puzzle. It's all related. This is more than a complaint about social differences. It's about human nature. Stick around; I think I can pro ve this. The hippie and freak hordes would have us believe than they are the sole bastions of non-conformity and acceptance left in America. They are not. I really dislike stories like Hans Christian Anderson's The Ugly Duckling. Not all ugly ducklings turn into swans. Some of us turn into ugly ducks. We need to learn to accept it, and to find that being an ugly duck isn't really necessarily all that bad, because going with the flock isn't always the best or most satisfying way to go, even if it does seem like the easiest. I was never one who "fit in" with my peers. From the day I began school at the age of five, it was obvious that I was somehow different from the rest of them. Since I was hyperactive, kind of shy, and too intellectual to be popular, I rarely had many friends, and at times found myself a subject of ridicule, mocking, and outright abuse. My first ploy, which lasted for a number of years, was to attempt to conform. This was very muc... ...tandards, but these standards were made by conformity. The union itself is some form of rebellion. By being apart of that group, he conformed to the â€Å"rebel’s† standards. A cultural movement is a cultural movement; be it hippie, skater punk, raver trash or otherwise. Nobody wants the whole world to live in peace as one big happy family. It's contrary to instinct. We all want to be the bottisavatta in the flowing robes who dictates the gospel to the rest of the world. And that's not the way things work. This world has winners and losers, geeks and popular kids. Junior high repeats itself until you are dead. So what's a rebel to do? I don't know. Try reading. Jack Kerouac is not still a best selling author because of his cool Gap khakis. A nation of people didn't follow Lenin into almost 80 years of collectivist silliness because of his natty goatee and adorable accent. Or try remembering these simple rules: 1.)  Rebellion is free. 2.) Rebellion does not come in six different colors. 3.) Rebellion does not have a soundtrack and a movie deal in the works. 4.) Rebellion is not found in a piercing store, tattoo parlor, drug store, hash pipe or a Quentin Tarrantino movie.

Explain How Observations of Babies, Children and Young People Contribute to Planning.

Explain how observations of babies, children and young people contribute to planning. â€Å"What are observations? An observation is a piece of work in which the child’s words and actions are recorded in great detail. This child’s actions are then analyzed by the practitioner. It is about looking and listening to children. A bit like being a scientist we collect information or data process it and draw up conclusions from it. † (Class Hand out)An important part of a practitioner’s role is recording a Childs development and behaviour. Their are several reasons why early years practitioners keep records and assessments of babies and children. †¢ To check a Childs overall development: Routine checks are important for detecting and diagnosing any problems earl on. This could be done but the help and support of a health visitor etc. †¢ To see if the child is progressing:Assessments are regularly made to ensure that the children are progressing, not onl y in overall areas but specifically personal things as each child may not be as strong at a certain subject like the other but they are both none the less improving. †¢ To help planning: Observations and assessments should be used when planning activities for example if a practitioner observes a lack of physical development then they could decide on doing some throwing and catching exercises. Practitioners need to keep track of every pupil and their particular needs.Children have different strengths and weaknesses. So the practitioner must locate these and help the child; for example after a couple of assessments a child may show that their language skills aren’t as great as they could be so a practitioner may refer hem to a speech therapist or plan some activities that would encourage the child to talk and interact a bit more with others. The practitioner needs to report back to the parents and other fellow practitioners. This is simply because the parents need to know how their child is progressing and whether or not they need extra help.They tell fellow practitioners so they can also observe the child and work towards helping them. Their are many different professionals who can observe a child these are: †¢ Educational physiologist †¢ Child psychiatrist †¢ Family doctor †¢ Speech therapist †¢ Play therapist †¢ Health visitor 1998 Data Protection Act The data protection act came into force in March 2000. It states anyone processing personal information needs to register with the data protection commission. Anyone who registers must comply with the 8 enforceable principles or a good practice. ConfidentialityThis is an important issue on keeping records on children. The records and any information can only be used for the best interest of the child. The records should be stored safely and only appropriate staff and other professionals have access to them. This means parents can never be given information about other pe ople’s children. Observing the child is so you can find their stage of development, their likes and dislikes and their strengths and weaknesses. Assessing a child is when you carry out specific activity to see whether they have improved on a certain area or if they are doing well overall.

Review of the Child Protective Services Investigation Process Essay

In the beginning of 2004, the tragic death of a young boy in San Antonio, TX raised concerns about Texas Department of Protective and Regulatory Services’ (TDPRS) procedures relating to the investigation of the child protective services (CPS) process, including responding to telephone reports and assessing the risk of maltreatment accurately. TDPRS is currently under investigation ordered by the Governor, Rick Perry. The Governor stated, â€Å"there is enough evidence from various parts of the state to suggest that some of our most vulnerable children are not receiving the protection they need from abusive situations. The evidence leads me to believe we have a systemic breakdown in the safety net that must protect abused children† (www.governor.state.tx.us July 1, 2004). This paper examines current procedures in the investigation process and provides recommendations for improvement related to several of the details and feature of the operations process. â€Å"Reinventing government† initiatives draw heavily on supply chain management, total quality management, business process reengineering, and just-in-time delivery – concepts that fall under the Operations Management umbrella.(Chase, 2003). Because this review is narrowly focused on the CPS investigation process, there are several essential elements of child welfare services that are not addressed in this paper, including substitute care and permanency services. OVERVIEW OF FUNCTIONAL AREAS The overall goal of CPS is to protect the unprotected children from abuse and neglect. This report focuses on specific CPS functions and crosscutting themes. These functions are those that comprise the child protection response to allegations of abuse and neglect. Operational definitions described in this report include: * Screening and Intake – the process by which CPS receives a referral and a report concerning allegations of child abuse or neglect, and decides whether or not to respond to the referral and report. * Investigation – the process by which CPS determines whether child maltreatment has occurred or if a child is at risk of maltreatment, and the decisions and actions that are needed to ensure the child’s safety. * Other CPS Response and Alternative Response – a response to an allegation of abuse or neglect that assesses the needs of the child or family with or without requiring a determination that maltreatment has occurred or that the child is at risk of maltreatment for the purpose of providing the family with services. For each function, there are several different features. The workflow of these functions is described in Table 1. SCREENING AND INTAKE Receiving community referrals, which includes those from mandated professional reporters and the population at large, is the gateway to CPS. Features of the intake procedures include the availability to receive reports, methods for documenting reports, and timeframes for accepting and forwarding a report. Intake is available 24-hours a day 7 days a week, and centralized in Austin, TX. Referred reports are generally categorized into two groups. In the first group, CPS caseworkers are dispatched immediately for children believed to be in imminent risk of harm. In the second group, investigations are usually initiated within 10 days. The policies indicate that a decision protocol for forwarding cases for investigation. The hotline workers conduct quality assurance (QA) reviews on each case and decision to forward a case to investigation is made with supervisor approval. In case of sexual abuse and serious abuse, the case must be notified to law enforcement. INVESTIGATION The investigation function addresses the process of determining whether a child has been maltreated or is likely to be maltreated, and if services are needed to ensure the child will not be harmed in the future. TDPRS implemented the use of risk and safety assessment (IRA) as tools to guide decision-making as to when and how to intervene to keep children safe in the immediate future and to reduce long-term risk. The result of IRA was included at case closure, during case planning at any major decision point, or whenever circumstances suggest a child’s safety is at risk. Investigators usually check if the child’s family has had a prior validated report of abuse or neglect. Investigators then visit and interview the family, including initiating face-to-face contact with the children, and begin collecting information about the alleged maltreatment incident. If an investigator, during the initial investigation, believes that a child has been maltreated and needs the court to protect the child’s safety, the investigator must initiate judicial oversight of the case, which can be time-consuming and complicated. While the investigator is following the procedures involved in investigating the alleged maltreatment, he or she is also developing a tentative plan to address those conditions in the home that CPS believes contributed to the maltreatment of the child. This plan ultimately becomes the case plan that outlines treatment services for the child and the family. The plan described what actions are required of all the parties involved to correct the condition that caused the maltreatment. OTHER CPS RESPONSE AND ALTERNATIVE RESPONSE The overall goals of alternative response are to provide a response option to those families whose situations did not meet the mandate or criteria for CPS involvement, to serve low-risk or low-severity situations, or to improve family situations. This is to emphasize partnering the families with the community and creating a network for the family, protect children and assist parents to recognize and remedy conditions harmful to their children, provide preventive services before the need of CPS involvement is required, and prevent the family from potentially being re-referred. The causes of child abuse and neglect are complex, and a case plan can involve referrals to an array of individuals, including caseworkers from other units in the agency, private service providers such as mental health and counseling professionals, other public agencies such as housing and transportation services. CURRENT WORKFLOW Documenting business process flows visually not only helps in ISO and QS initiatives, but it is the first step toward continuous improvement. (Gould, L. 2000) A good way to start analyzing a process is with a diagram showing the basic elements of a process (Chase, 2003) Table 1 describes the overview of current workflow from the time the report of maltreatment was reported to CPS until the completion of the investigation. Table 1 UNDERLYING PROBLEMS Because child protection is a critical service and because of the seriousness consequences of errors, CPS must seek to insure the quality, timeliness, and accuracy of the process both through detailed specifications (laws, regulations, and policy) and thorough supervisory oversight. However, the process must be balanced with systems that give workers and supervisors sufficient flexibility to apply sound professional judgment. Increases in the number of maltreatment cases, the changing nature of family problems, and long-standing systemic weaknesses have placed the CPS system in a state of crisis and undermined its ability to fully carry out the responsibilities for abused and neglected children. First, child maltreatment reports have risen steadily across the state. The caseloads of CPS have grown correspondingly, and CPS cannot keep pace with this workload. Second, these caseloads are increasingly composed of families whose problems have grown more troubling and complicated, with substance abuse a common and pervasive condition. Finally, systemic weaknesses, such as difficulty maintaining professional and skilled workforce, inconsistently implementing policies and procedures, and poor working relationships with outside resources has created a long-standing problems. The combined effect of difficult caseloads and systemic weaknesses may endanger the lives of children coming to the attention of CPS. In CPS, the staff sometimes deal with life-and-death issues, the knowledge of and consistent application of appropriate policies and procedures are critical. However, CPS staff is unable to consistently apply existing policies such as inadequate safety assessment. This is because policies change frequently, no procedures manual exists, and information is inconsistently distributed to all staff. By necessity, CPS should work efficiently and effectively with outside resources to protect children. However, the outside resources, like CPS, also face problems associated with the large volume of increasingly complex cases, budget cuts, and Medicaid reform. Unnecessary time spent to transfer or refer cases diverts the investigator from performing investigative activities on other open cases and create â€Å"congestion† in workflow. COMPARE AND CONTRAST WITH OTHER PRACTICE In 1994, Missouri developed a new strategy to handle the overwhelming number of reports coming into its CPS system. Missouri recognized that state government, acting alone, had neither the resources nor the local community, neighborhood, or family base to effectively alter the cycle of abuse and neglect. The agency and local CPS offices have turned to the broader community of churches, schools, mental health providers, and others to expand their reach. By developing partnerships with these community groups, CPS is able to quickly increase the number of people available to serve children and their families, without increasing CPS staffing levels. The model in this state is also based on the premise that not all CPS cases require the same traditional approach. Instead, the models incorporate a flexible response, whereby CPS cases can be grouped according to the nature of the allegation, recognizing that different types of allegations required different responses. RECOMMENDATIONS Build Community Partnership Different types of maltreatment require dramatically different prevention and treatment strategies. It is critical for CPS to form partnerships between CPS and community service providers. This will allow the cases to be referred and transferred more smoothly and in a timely manner. However, ultimate success will depend on the CPS staff’s ability to overcome certain challenges, such as developing willingness within the community to become more active in protecting children from maltreatment and to adapt to new roles and responsibilities. Refine the Key Performance Requirement Key Performance Requirements How to Achieve These Requirements Report Receipt (Intake) * Community awareness of when and how to report * Minimal wait to reach the intake workers * Effective use of the CAPS (agency computer system) * Enhanced phone system that provide real time information, manage call distribution to available workers, and support estimation of staffing requirements Screening * Immediate response to high risk situations * Reasonable timeliness of decisions on other situations * Sound screening decisions * Screening guidelines that provide consistent direction * Immediate access to relevant information system * Real-time consultation from experienced supervisors Assessment (Investigation) * Sufficient thoroughness; reasonable and prudent efforts made to obtain relevant information * Timeliness of decisions * Decisions consistent with information and with policy * Assessment guidelines that provide consistent direction * Assessment timeliness requirements that balance thorough information gathering with responsiveness * Reasonable caseloads and adequate number of staff * Accessible consultation from experienced supervisors Management Reporting * Information that enables management to make sound judgments regarding overall performance and other matters, such as staffing requirements * Information that enables supervisors to manage caseloads and monitor quality and timeliness * Use of the information to identify targeted improvements where needed * Real-time information about on-going cases * Reports on both the detailed (by worker) and summary (by unit) level on caseloads and case status (pending, deadlines, overdue, etc.) * Reports of quality assurance findings * Designation of specific performance measures that will be tracked and monitored with comparisons across local offices * Management reports on overall program performance including workload, timeliness, quality assurance results, investigation outcomes, list of outside resources, etc. CONCLUSION TDPRS is facing increased reports of child abuse and neglect, as well as a disturbing increase in the number of families with severe and multiple problems. The burden to improve the ways CPS responds to children at risk of abuse and neglect falls on state and local governments. When a process is operating at capacity, the only way to take on more work without increasing the waiting time is add more capacity (Chase, 2003) CPS management must recognize that the traditional approaches to child protection cannot keep pace with the demand for services. CPS needs to reach out to communities to establish partnerships among service providers, as well as our citizens. Furthermore, the CPS management team must look at the entire workflow of the operations process and recognize long-standing systemic problems. It is critical to seek ways to correct deficiencies and to build and maintain the personnel that will support the operations management strategies. REFERENCES: Chase, R. (2003). Product design and process selection. Operations Management for Competitive Advantage, Tenth Edition. The McGraw-Hill Companies. Chase, R. (2003). Operations strategy and management change. Operations Management for Competitive Advantage, Tenth Edition. The McGraw-Hill Companies. www. tdprs.state.tx.us www.governor.state.tx.us Gould, L. (2004) Designing a better business. Gardner Publications, Inc. Retrieved from www.autofieldguid.com on 8/23/04 McDonald W. (2001). National study of child protective services systems and reform efforts – Literature review. Retrieved from www.aspe.hhs.gov.hsp/protective01/ on 8/22/04. http://www.gao.gov/archive/1997/he97115.pdf

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