How Long Does it Take to Become a Nurse

How Long Does it Take to Become a Nurse Jobs for nurses are predicted to grow by nearly 20 percent in the 10 year period between 2012 and 2022, according to the U.S. Bureau of Labor Statistics. This is credited to a â€Å"perfect storm,† of factors, including the entrance of millions of new Americans into the healthcare system due to the Affordable Care Act and the aging of the Baby Boomer population resulting not only in more patients in need of care, but also in an exodus of retiring nurses. If you’re one of the many people considering field of nursing, here’s what you need to know about what it takes. Many Different Educational PathwaysThere are several types of nurses, each of which involves a different time commitment. For example, to become a certified nurse assistant (CNA), an Associate’s degree from a two-year community college program and the passing of a certification exam suffices. Registered nurses (RNs) require a four-year Bachelor’s degree along with licensure, while nurse p ractitioners (NPs) must meet the requirements of RNs and also undertake a Master’s degree in the field. Additionally, nurses looking to advance their careers or take on administrative and teaching roles may choose to pursue the Ph.D. in Nursing.In additional to traditional routes, accelerated and online programs offer more opportunities than ever for prospective nurses to get the education they need to enter the field.When choosing a nursing school, selecting one that is accredited is paramount. Not only will a degree from an accredited institution help you get a job, but it also ensures that your education meets the prescribed standards of excellence in the field.What to Expect in Nursing SchoolWhile there’s no universal nursing school curriculum, students enrolled in nursing programs can expect to take coursework in a broad range of topics, including biology, physiology, anatomy, pharmacology, psychology, chemistry, and nutrition.However, a nursing education is not s trictly procured in the classroom. The typical curriculum also includes a clinical portion in which students learn and practice skills in healthcare settings while interacting with patients and their families.The Cost of Nursing SchoolDepending on the school you attend and type of program, the cost of nursing school varies widely. For example, programs at community colleges and states schools will cost significantly less than at private institutions. According to Nursing360, the total cost for nursing school - including everything from tuition to supplies to state nursing license exams - can range between $5,000 and $40,000 per semester.Online nursing schools can also offer a reduced cost nursing education, particularly if you factor in funds saved on everything from commuting costs to living expenses. Nursing360 further estimates that the average semester cost of attending an online nursing school is approximately $7,500 per semester.While nursing school involves an investment of both time and money, there are also plenty of rewards. Not only does a career in nursing promise job security and an average salary of just under $70,000 for RNs and just over $95,000 for NPs, it also comes with something truly invaluable: the chance to make a difference in the lives of people in need.

Limiting Reactant Problems in Chemistry

Limiting Reactant Problems in Chemistry A balanced chemical equation shows the molar amounts of reactants that will react together to produce molar amounts of products. In the real world, reactants are rarely brought together with the exact amount needed. One reactant will be completely used up before the others. The reactant used up first is known as the ​limiting reactant. The other reactants are partially consumed where the remaining amount is considered in excess. This example problem demonstrates a method to determine the limiting reactant of a chemical reaction. Problem Sodium hydroxide (NaOH) reacts with phosphoric acid (H3PO4) to form sodium phosphate (Na3PO4) and water (H2O) by the reaction:3 NaOH(aq) H3PO4(aq) → Na3PO4(aq) 3 H2O(l)If 35.60 grams of NaOH is reacted with 30.80 grams of H3PO4,a. How many grams of Na3PO4 are formed? b. What is the limiting reactant?c. How many grams of the excess reactant remains when the reaction is complete?Useful information:Molar mass of NaOH 40.00 gramsMolar mass of H3PO4 98.00 gramsMolar mass of Na3PO4 163.94 grams Solution To determine the limiting reactant, calculate the amount of product formed by each reactant. The reactant the produces the least amount of product is the limiting reactant.To determine the number of grams of Na3PO4 formed:grams Na3PO4 (grams reactant) x (mole of reactant/molar mass of reactant) x (mole ratio: product/reactant) x (molar mass of product/mole product)Amount of Na3PO4 formed from 35.60 grams of NaOHgrams Na3PO4 (35.60 g NaOH) x (1 mol NaOH/40.00 g NaOH) x (1 mol Na3PO4/3 mol NaOH) x (163.94 g Na3PO4/1 mol Na3PO4)grams of Na3PO4 48.64 gramsAmount of Na3PO4 formed from 30.80 grams of H3PO4grams Na3PO4 (30.80 g H3PO4) x (1 mol H3PO4/98.00 grams H3PO4) x (1 mol Na3PO4/1 mol H3PO4) x (163.94 g Na3PO4/1 mol Na3PO4)grams Na3PO4 51.52 gramsThe sodium hydroxide formed less product than the phosphoric acid. This means the sodium hydroxide was the limiting reactant and 48.64 grams of sodium phosphate is formed.To determine the amount of excess reactant remaining, the amount us ed is needed. grams of reactant used (grams of product formed) x (1 mol of product/molar mass of product) x (mole ratio of reactant/product) x (molar mass of reactant)grams of H3PO4 used (48.64 grams Na3PO4) x (1 mol Na3PO4/163.94 g Na3PO4) x (1 mol H3PO4/1 mol Na3PO4) x (98 g H3PO4/1 mol)grams of H3PO4 used 29.08 gramsThis number can be used to determine the remaining amount of excess reactant.Grams H3PO4 remaining initial grams H3PO4 - grams H3PO4 usedgrams H3PO4 remaining 30.80 grams - 29.08 gramsgrams H3PO4 remaining 1.72 grams Answer When 35.60 grams of NaOH is reacted with 30.80 grams of H3PO4,a. 48.64 grams of Na3PO4 are formed.b. NaOH was the limiting reactant.c. 1.72 grams of H3PO4 remain at completion.

The Persian Immortals

The Persian Immortals The Achaemenid Empire of Persia (550 - 330 BCE) had an elite corps of heavy infantry that was so effective, it helped them to conquer much of the known world.  These troops also served as the imperial guard.  We have beautiful depictions of them from the walls of the Achaemenid capital city of Susa, Iran, but unfortunately, our historical documentation about them comes from the Persians enemies not really an unbiased source.  Ã¢â‚¬â€¹Ã¢â‚¬â€¹Ã¢â‚¬â€¹Ã‚  Ã¢â‚¬â€¹ Herodotus, Chronicler of the Persian Immortals Chief among the chroniclers of the Persian Immortals is the Greek historian Herodotus (c. 484 - 425).  He is the source of their name, in fact, and it may be a mistranslation.  Many scholars believe that the actual Persian name for this imperial guard was anusiya, meaning companions, rather than anausa, or non-dying.   Herodotus also informs us that the Immortals were maintained at a troop strength of exactly 10,000 at all times.  If an infantryman was killed, sick, or wounded, a reservist would immediately be called up to take his place.  This gave the illusion that they were truly immortal, and could not be injured or slain.  We do not have any independent confirmation that Herodotuss information on this is accurate; nevertheless, the elite corps is often referred to as the Ten Thousand Immortals to this day. The Immortals were armed with short stabbing spears, bows and arrows, and swords.  They wore fish scale armor covered by robes, and a headdress often called a tiara that reportedly could be used to shield the face from wind-driven sand or dust.  Their shields were woven out of wicker.  Achaemenid artwork shows the Immortals decked out in gold jewelry and hoop earrings, and Herodotus asserts that they wore their bling into battle.   The Immortals came from elite, aristocratic families.  The top 1,000 had gold pomegranates on the ends of their spears, designating them as officers and as the kings personal bodyguard.  The remaining 9,000 had silver pomegranates.  As the best of the best in the Persian army, the Immortals received certain perks.  While on the campaign, they had a supply train of mule-drawn carts and camels that brought along special foods reserved only for them.  The mule train also brought along their concubines and servants to tend to them.   Like most things in the Achaemenid Empire, the Immortals were equal opportunity at least for elites from other ethnic groups.  Although the majority of the members were Persian, the corps also included aristocratic men from the previously-conquered Elamite and Median Empires.   The Immortals at War Cyrus the Great, who founded the Achaemenid Empire, seems to have originated the idea of having an elite corps of imperial guards.  He used them as heavy infantry in his campaigns to conquer the Medes, the Lydians, and even the Babylonians.  With his last victory over the new Babylonian Empire, at the Battle of Opis in 539 BCE, Cyrus was able to name himself king of the four corners of the world thanks in part to the efforts of his Immortals. In 525 BCE, Cyruss son Cambyses II defeated the Egyptian Pharaoh Psamtik IIIs army at the Battle of Pelusium, extending Persian control across Egypt.  Again, the Immortals likely served as the shock troops; they were so feared after their campaign against Babylon that the Phoenicians, the Cypriots, and the Arabs of Judea and the Sinai Peninsula all decided to ally themselves with Persians rather than fighting them.  This left the door to Egypt wide open, in a manner of speaking, and Cambyses took full advantage of it. The third Achaemenid emperor, Darius the Great, likewise deployed the Immortals in his conquests of Sindh and parts of the Punjab (now in Pakistan).  This expansion gave the Persians access to the rich trading routes through India, as well as the gold and other wealth of that land.  At that time, the Iranian and Indian languages were probably still similar enough to be mutually intelligible, and the Persians took advantage of this to employ Indian troops in their fights against the Greeks.  Darius also fought the fierce, nomadic Scythian people, whom he defeated in 513 BCE.  He would likely have kept a guard of Immortals for his own protection, but cavalry would have been much more effective than heavy infantry against a highly mobile foe like the Scythians. It is most difficult to evaluate our Greek sources when they recount battles between the Immortals and Greek armies.  The ancient historians make no attempt to be unbiased in their descriptions.  According to the Greeks, the Immortals and the other Persian soldiers were vain, effeminate, and not very effective compared with their Greek counterparts.  If that is the case, however, it is difficult to see how the Persians defeated the Greeks in numerous battles and held on to so much land adjacent to Greek territory. It is a shame that we do not have Persian sources to balance the Greek point of view. In any case, the story of the Persian Immortals may have been distorted over time, but it is obvious even at this distance in time and space that they were a fighting force to be reckoned with.

MacBeth †The Tragic Hero

MacBeth – The Tragic Hero Free Online Research Papers I do not think that Macbeth fits into Aristotle’s definition of a tragic hero. In defining a tragic hero, Aristotle clearly states that a tragic hero must be ‘renowned and prosperous’, not all good, nor all bad, and must realize his tragic flaw at the end of the play. While Macbeth definitely has a tragic flaw, he does not fit into these three categories. At first glance Macbeth might appear both wealthy and famous; at a closer look one would realize that when Macbeth and Banquo first stumble upon the three weird sisters they are both simply nobleman; equal in status to six other men mentioned in the play. Although Macbeth is a nobleman like many others, he is one of the most beloved by the king and trusted by the people. Duncan (the king) shows his favoritism to Macbeth when he makes him Thane of Cawdor (as the witches had predicted), and the inhabitants of Cawdor are thrilled to gain this trusted leader. Despite these facts, Macbeth is not very well known or rich at the point. Macbeth does eventually become king. If he had earned his kingship the way he did his thaneship, I would consider him ‘renowned and prosperous’, yet Macbeth became king by killing is faithful king Duncan, and his good friend Banquo; both acts that deserve decapitation, not royal placement. Aristotle said that a tragic hero should fall from royalty ; Macbeth does die as the king, but I believe that he truly ‘falls’ the first time he so much as thinks about murdering Duncan. It is hard to call a person (or character) all good or all bad, no matter what their actions prove; despite this, Macbeth’s actions are as close to all bad as one can get. Duncan’s murder was clearly cruel and unnecessary; yet because Macbeth is so ambitious to become king, it is somewhat justifiable, if the audience feels pity for Macbeth. Macbeth commits his second ruthless act of killing Duncan’s guards. Macbeth could have easily done without killing the guards, but his paranoia had already set in, and he wanted to make sure how much he adored Duncan. He explains this crime by saying â€Å"The expedition of my violent love outrun the pauser reason.† Assuring everyone that this was a crime of passion for the love of his king. While this too can be viewed as necessary to thwart off suspicion, this crime is hypocritical, and makes a mockery of the deceased king. After Duncan’s death, Macbeth is awarded the position of king; still he is not satisfie d. Macbeth is haunted by the witches prediction â€Å"Thou shalt get kings, though thou be none†, and in order to secure his position as king will last through generations Macbeth hires three murderers to kill Banquo and his son Fleance. The fact that Macbeth kills his best friend without a second thought is horrendous, but Macbeth commits this crime to soothe his guilt stricken mind, so this murder can also be dismissed by the audience, because it was to save Macbeth’s sanity. After he kills Banqo, Macbeth becomes very suspicious of Macduff as well, and is desperate to have him killed. Macbeth discovers that Macduff is in England, and can not be harmed at that location; outraged Macbeth sends for murderers to kill Macduff’s wife, children, and servants. Before this one, Macbeth only murdered when he had a reason too. Killing the innocent family of Macduff takes away any pity the audience has for Macbeth, and makes him a horrible murderer. This last murder bring s me to believe that perhaps Macbeth’s tragic flaw wasn’t only ambition, but a thirst for blood as well. Aristotle’s tragic hero must also realize how his or her tragic flaw has led to their downfall. It is possible that when Macbeth says: â€Å"Life’s but a walking shadow, a poor player that struts and frets his hour upon the stage and then is heard no more. It is a tale told by an idiot, full of sound and fury. Signifying nothing.† He is recognizing how little he has done with his life. I think that this speech spoken by Macbeth is only signifying is disrespect for life, and how short and worthless it is to him. Because life means so little to Macbeth I think that it is easier for him to take it from other people, and not understand their pain. All in all I do not think that Macbeth does not fit Aristotle’s mold of a tragic hero. Aristotle suggests that after seeing a play including a tragic hero, one should feel uplifted; while watching Macbeth slaughter innocent people I felt disgusted by his evil deeds. Perhaps Shakespeare did not write Macbeth to cleanse people, but to make people see how doing evil things may bring them what they want, but will never bring them happiness. 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The Stoic and the Epicurean Philosophies

The Stoic and the Epicurean Philosophies Which lifestyle, Epicurean or Stoic, achieves the greatest amount of happiness? In his book Stoics, Epicureans and Skeptics, Classicist R.W. Sharples sets out to answer this question. He  introduces readers to the fundamental ways in which happiness is created within the two philosophical perspectives, by juxtaposing the schools of thought to highlight criticisms and commonality between the two. He describes the characteristics deemed necessary to achieve happiness from each perspective, concluding that both Epicureanism and Stoicism agree with the Aristotelian belief that the sort of person one is and the lifestyle one adopts will indeed have an immediate bearing on the actions one performs. The Epicurean Road to Happiness Sharples suggests that Epicureans embrace Aristotles conception of self-love because the goal of Epicureanism is defined as  pleasure achieved through the removal of physical pain and mental anxiety. The Epicureans foundation of belief rests within three categories of desires, including  the natural and necessary,  the natural but not necessary, and  the unnatural desires. Those who follow an Epicurean worldview eliminate all non-natural desires, such as ambition to attain political power or fame because both of these desires foster anxiety. Epicureans rely on the desires that free the body from pain by providing shelter and abolishing hunger through the supply of food and water, noting that simple foods provide the same pleasure as luxurious meals because the goal of eating is to gain nourishment. Fundamentally, Epicureans believe people value the natural delights derived from sex, companionship, acceptance, and love. In practicing frugality, Epicureans possess an  awarene ss of their desires and have the capability to appreciate occasional luxuries to the fullest. Epicureans argue that  the path to securing happiness comes by withdrawing from public life and residing with close, like-minded friends. Sharples cites Plutarchs criticism of Epicureanism, which suggests that achieving happiness through withdrawal from public life neglects the desire of the human spirit to help mankind, embrace religion, and take on leadership roles and responsibility. The Stoics on Achieving Happiness Unlike the Epicureans who hold pleasure paramount,  the Stoics grant the highest importance to self-preservation, by believing that virtue and wisdom are the necessary abilities to achieve satisfaction. Stoics believe reason leads us to pursue specific things while avoiding others, in accordance with what will serve us well in the future. The Stoics declare the necessity of four beliefs in order to achieve happiness, placing the utmost importance on virtue derived from reason alone. Wealth obtained during ones lifetime utilized to perform virtuous actions and the fitness level of ones body, which determines ones natural ability to reason, both represent core beliefs of the Stoics. Lastly, regardless of the consequences, one must always perform his/her virtuous duties. By exhibiting self-control, the Stoic follower lives according to the virtues of wisdom, bravery, justice, and moderation. In contradiction to the Stoic perspective, Sharples notes Aristotles argument that virtue alon e will not create the happiest possible life, and is achieved only through the combination of virtue and external goods. Aristotles Blended View of Happiness Whereas the Stoics conception of fulfillment resides solely in virtues ability to provide contentment, the Epicurean notion of happiness is rooted in the obtainment of external goods, which vanquish hunger and bring the satisfaction of food, shelter, and companionship. By providing detailed descriptions of both Epicureanism and Stoicism, Sharples leaves the reader to conclude that the most comprehensive conception of attaining happiness combines both schools of thought; thereby, representing Aristotles belief that  happiness is obtained through a combination of virtue and external goods. Sources Stoics, Epicureans (The Hellenistic Ethics)D. Sedley and A. Longs, The Hellenistic Philosophers, Vol. I (Cambridge, 1987)J. Annas-J. Barnes, The Modes of Scepticism, Cambridge, 1985L. Groacke, Greek Scepticism, McGill Queens Univ. Press, 1990R. J. Hankinson, The Sceptics, Routledge, 1998B. Inwood, Hellenistic Philosophers, Hackett, 1988 [CYA]B.Mates, The Sceptic Way, Oxford, 1996R. Sharples, Stoics, Epicureans and Sceptics, Routledge, 1998 (How can I be happy?, 82-116) [CYA]

How Principals Can Provide Teacher Support

How Principals Can Provide Teacher Support Having a supportive principal can make all the difference for a teacher. Teachers want to know that their principal has their best interests in mind. One of the main duties of a principal is to provide ongoing, collaborative teacher support. The relationship between a teacher and a principal has to be built on a foundation of trust. This type of relationship takes a lot of time to build. Principals must slowly cultivate these relationships while taking the time to get to know each teachers strength and weaknesses. The worst thing that a new principal can do is to go in and quickly make a lot of changes. This will assuredly turn a group of teachers against a principal quickly. A smart principal will initially make small changes, allow time for teachers to get to know them, and then gradually make larger, more meaningful changes over the course of time. It is important to note that any significant changes should be made only after seeking and considering input from teachers. Here, we examine ten suggestions for earning teacher trust and ultimately providing them with ongoing, collaborative teacher support. Allow Time for Peer Collaboration Teachers should be given time to work together in a collaborative effort. This collaboration will strengthen relationships among your faculty, provide new or struggling teachers with an outlet to gain valuable insight and advice, and allows teachers to share best practices and success stories. The principal becomes the driving force in this collaboration. They are the one who schedules the time to collaborate and sets the agenda for these times. Principals who reject the importance of peer collaboration are selling its value far short. Ask Questions and Seek Their Advice The principal is the primary decision maker in their building. This doesn’t mean that teachers shouldn’t be included in the decision-making process. Although a principal may have the final say, teachers should be given a platform to express their feelings or provide advice for the principal, especially when the issue will directly affect the teachers. A principal should use the resources at hand when making decisions. Teachers have brilliant ideas. By seeking their advice, they may challenge your thinking on an issue may validate that you are on the right track. Neither case is a terrible thing when making any decision. Have Their Back Teachers are people, and all people go through difficult times both personally and professionally at some point in their lives. When a teacher is going through a difficult situation personally (death, divorce, illness, etc.), a principal should give them 100% support at all times. A teacher going through a personal issue will appreciate any support their principal shows during this time. Sometimes this could be as simple as asking them how they are doing and sometimes it may be necessary to give them a few days off. Professionally you want to back a teacher as long as you believe they are effective, ethical, and moral. There are situations where you absolutely cannot support a teacher because the decision they made is ethically or morally wrong. In this case, do not skirt around the issue. Be up front with them and tell them that they messed up, and there is no way you can back them up based on their actions. Be Consistent Teachers hate it when principals are inconsistent especially when dealing with student discipline or parent situations. A principal should always try to be fair and consistent with their decision making. Teachers may not always agree with how you handle situations, but if you establish a pattern of consistency, then they will not complain too much. For example, if a 3rd-grade teacher sends a student to the office for being disrespectful in class, check your student discipline records to see how you have handled similar issues in the past. You do not want any teacher to feel like you play favorites. Conduct Meaningful Evaluations Teacher evaluations are meant to be tools that show a teacher where they are and to move them in a direction to maximize their overall effectiveness. Conducting meaningful evaluations takes a lot of time and time is not something a lot of principals have, therefore many principals neglect making the most out of their teacher evaluations. Providing effective teacher support requires constructive criticism at times. No teacher is perfect. There is always room for improvement in some area. A meaningful evaluation allows you the opportunity to be critical and to offer praise. It is a balance of both. A satisfactory evaluation cannot be given on a single classroom visit. It is a collaboration of information gathered through many visits that provide the most meaningful evaluations. Create a Teacher-Friendly Schedule Principals are typically responsible for creating their building’s daily schedule. This includes class schedules, teacher planning periods, and duties. If you want to make your teachers happy, minimize the time they need to be on duty. Teachers hate duties of any kind whether it is lunch duty, recess duty, bus duty, etc. If you can figure out a way to create a schedule in which they only have to cover a few duties a month, your teachers will love you. Encourage Them to Bring Problems to You Have an open door policy. The relationship between a teacher and principal should be strong enough that they can bring any problem or issue and trust that you are going to try your best to help them out confidentially. Often times you will find that teachers simply need someone to vent their frustrations to, so being a good listener is often all that is necessary. Other times you will have to tell the teacher that you need some time to think about the problem and then get back with them with some take it or leave it advice. Try not to force your opinion on the teacher. Give them options and explain where you are coming from. Tell them what decision you would make and why, but don’t hold it against them if they go with another option. Understand that every situation that is brought to you is unique and how you handle that situation depends on upon the situation itself. Get to Know Them There is a thin line between getting to know your teachers and being their best friends. As their leader, you want to build a trusting relationship without getting so close that it interferes when you have to make a tough decision. You want to build a balanced relationship between personal and professional, but you don’t want to tip it where it is more personal than professional. Take an active interest in their family, hobbies, and other interest. This will let them know that you care about them as individuals and not just as teachers. Offer Advice, Direction, or Assistance All principals should continuously offer their teachers advice, direction, or assistance. This is especially true for beginning teachers, but it is true for teachers throughout all levels of experience. The principal is the instructional leader, and providing advice, direction, or assistance is the primary job of a leader. This can be done through a variety of ways. Sometimes a principal can simply provide a teacher with verbal advice. Other times they may want to show the teacher by having them observe another teacher whose strengths are in an area where that teacher needs assistance. Providing the teacher with books and resources are another way to provide advice, direction, or assistance. Provide Applicable Professional Development All teachers are required to participate in professional development. However, teachers want these professional development opportunities to be applicable to their situation. No teacher wants to sit through eight hours of professional development that doesn’t directly apply to what their teaching or they will never use. This can fall back on the principal as they are often involved in the scheduling of professional development. Choose professional development opportunities that are going to benefit your teachers, not just ones that meet your minimum professional development criteria. Your teachers will appreciate you more, and your school will be better off in the long run because your teachers are learning new things that they can then apply to their daily classroom.

Leadership Assignment Example | Topics and Well Written Essays - 250 words - 4

Leadership - Assignment Example These ethical standards governing the existence of human life encompass diverse realms of endeavors including business entities. As businesses comprise a greater majority of the world’s human activities, the importance of studying ethics come as a necessity rather than a matter of natural occurrence. During the 1990s, the study on business ethics have been clearly structured and formalized through acknowledging it as a necessary part of business operations. Ferrell, Fraedrich & Ferrell (2009, 6) define business ethics as â€Å"the principles and standards that guide behavior in the world of business†. In the field of accounting, for example, Smith & Smith (2010) indicated that ethical issues were clearly identified in its practice as evidenced by the book written by Michael Josephson describing the â€Å"Ten Universal Values, as follows: honesty, integrity, promise-keeping, fidelity, fairness, caring, respect for others, responsible citizenship, pursuit of excellence, and accountability† (Smith & Smith, 2010, par. 10). Likewise, with organizations venturing in international markets, the tenets of moral and ethics need to encompass standards and guidelines which widen the jurisdiction of business ethics internationally. As averred by Enderle (1997), â€Å"business ethics is an emerging and dynamic field, depending strongly on economic factors, but also on political changes and a growing awareness of value conflicts and ethical and environmental demands† (1475). Business ethics discusses the concepts on leadership and management where managerial responsibilities for the conduct of subordinates need to conform to ethical codes for guidance and compliance. The study of ethics give direction to promote the ethical behavior expected of stakeholders in the business setting. It assists individuals and groups in understanding the ways to cope and address conflicts