Globalization Is The Increasing Inter Connectedness Of...

1. Globalization is defined in the book as the increasing inter-connectedness of people and places through converging economic, political, and cultural activities. Cultures and countries are now linked much more than they used to be in the past as technology continues to grow. It s becoming cheaper and easier to set up technology in lesser developed countries as well as that it continues to grow in more developed countries. Fast food restaurants are now changing and transferring to other countries and changing the menu to the culture of that country in an attempt to make more money. These restaurants from America transferring to other countries are causing diets to become unhealthy much as they have in America. Most American s don t go a week without eating at some fast food restaurant. Western consumerist culture has also transferred. America is absolutely infatuated with spending to get what they think they need when in actuality they don t. Most scholars believe that economic orga nization is a large part of globalization. It includes global communications that link all people. It also includes better transportation systems, transnational business strategies, and promotion of free trade. There are many positives to globalization. One of which is more money being put into lesser developed countries. This is a plus because this causes people in those countries to be able to succeed and support themselves. Also governments of different countries can better work togetherShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesDavid M. Scobey, Empire City: The Making and Meaning of the New York City Landscape Gerda Lerner, Fireweed: A Political Autobiography Allida M. Black, ed., Modern American Queer History Eric Sandweiss, St. Louis: The Evolution of an American Urban Landscape Sam Wineburg, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past Sharon Hartman Strom, Political Woman: Florence Luscomb and the Legacy of Radical Reform Michael Adas, ed., Agricultural and Pastoral SocietiesRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesSuccessful Managerial Activities 8 †¢ A Review of the Manager’s Job 9 Enter Organizational Behavior 10 Complementing Intuition with Systematic Study 11 Disciplines That Contribute to the OB Field 13 Psychology 14 †¢ Social Psychology 14 †¢ Sociology 14 †¢ Anthropology 14 There Are Few Absolutes in OB 14 Challenges and Opportunities for OB 15 Responding to Economic Pressures 15 †¢ Responding to Globalization 16 †¢ Managing Workforce Diversity 18 †¢ Improving Customer Service 18 †¢ Improving People Skills 19 †¢ StimulatingRead MoreContemporary Issues in Management Accounting211377 Words   |  846 Pagesilluminate practice and to provide ways of improving it. Although always appealing to his economic understandings, he has been open to a wide variety of other ideas, recognizing their intellectual strengths and capabilities rather than making artificial distinctions between what is acceptable and what is not. He also has contributed widely to the accounting literature, taking forward the British tradition of economic theorizing in financial accounting as well as being a constant source of creative thinking

Police Body Camera Decline Police Brutality - 956 Words

Technological Era in Policing The dispute of police body cameras truly hit the media hard this week. Blasting from the headlines all citizens were aware that Michael Brown was lethally shot in Ferguson, Missouri. This prompted officers to become fortified with body cameras. This technologically progressive world that we live in today has shaped a world of tweeting, posting and uploading. It’s about time that police departments take advantage of the tools accessible to them, especially with the advancement of equipment. The move forward in technology will help to alleviate speculation on any misconduct perpetrated. There now will be hard honest evidence of any crime committed against a police officer. Does the body camera decline police brutality? Are body cameras more effective in urban or rural areas? Could these cameras decline corruption in policing? These are a few of countless questions that might be brought up about this newly relevant issue. Without even undertaking exploration on this subject you could question a sample of individuals these burning questions. I think that they would agree that it is a necessary evil when dealing with criminals. It’s logical to assume that your every move is being documented and you are theoretically always being â€Å"watched†, in saying that one will in turn do their career to the best of their capabilities. Its elementary science that the independent variable being the camera. The dependent variable is the logged evidence which isShow MoreRelatedPolice Body Cameras On The World870 Words   |  4 Pagesafter the camera s introduction, the use of force by officers’ decline 60%, and citizens’ complaints against police fell 88%†. (Christopher Mims) The introduction of police body cameras impacted the world in many better ways than bad. 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I wanted to do more investigating on this topic, since more cases of police brutality which have been recorded have be en surfacing on new outlets, to enlightenRead MorePolice Officers Under Surveillance By Michael Brown1730 Words   |  7 PagesPolice Officers Under Surveillance On a Saturday night in Ferguson, Missouri a 18-year-old named Michael Brown was walking home from stealing from the store and police officer named darren wilson was sent the description of michael brown and Dorian Johnson. Wilson backed up his police car in front of them to block them off their path then a confrontation happened between Brown and Wilson struggling through the window of the police vehicle. Then, Brown walked away from the car but turned around to

Econ 100a Midterm Free Essays

Econ 100A–Midterm 2 solutions. Thursday, March 22, 2012. True/False (2 questions, 10 points total) Answer true or false and explain your answer. We will write a custom essay sample on Econ 100a Midterm or any similar topic only for you Order Now Your answer must ? t in the space provided. T/F 1. (5 points) Suppose the government wants to place a tax on one of two goods, and suppose that supply is perfectly elastic for both goods. If the government wants to minimize the deadweight loss from a tax of a given size, it should put the tax on whichever good has worse substitutes. False: If the supply curves are identical, the only factor that determines the amount of deadweight loss is the elasticity of demand. Placing the tax on the good that has the lower elasticity of demand will minimize the deadweight loss of the tax. It is true that, holding all else equal, a good without good substitutes will have more inelastic demand than a good with good substitutes. However, this is not the only factor that determines the elasticity of demand. The goods could also di? er in terms of the income e? ect. If the good with worse substitutes happened to be strongly normal while the good with better substitutes was strongly inferior, then the income e? ects might overwhelm the substitution e? cts, causing the good with better substitutes to be more inelastic. T/F 2. (5 points) In a perfectly competitive market with no taxes, if the price consumers are willing to pay for the marginal unit is the same as the price at which producers are willing to produce the marginal unit, then there will be no way to make anyone in the market better o? without making someone else worse o?. True. The price consumers are willing to pay for the marginal unit is the height of the inverse demand curve, and the price at which producers are willing to produce the marginal unit is the height of the inverse supply curve. Thus, when these prices are equal, it must be the case that supply is equal to demand, which is to say, the market is in equilibrium. If the quantity ? rms produce, and consumers consume, is more than the equilibrium quantity, then the ? rms’ cost of production will be greater than the consumers’ willingness to pay, and either consumers will have to pay more than the units are worth to them, making them worse o? , or ? rms will have to receive less than the units cost them, making them worse o? , or both. If the quantity is less than equilibrium, then there will be units not produced or consumed for which the cost of production would have been less than consumers’ willingness to pay, meaning that either ? rms have given up pro? table units, or consumers have given up units that generated consumer surplus, or both. In any case, at least one side of the market will have been made worse o?. Thus, from equilibrium there is no way that either ? rms or consumers can be made better o? without someone being made worse o?. 1 Short Answer (2 questions, 20 points total) Your answer must ? t in the space provided. SA 2. 10 points) Explain what we mean when we say that ? rms in long-run equilibrium are earning zero pro? t even though their owners and investors are making an adequate return on their labor and investments. The statement refers to â€Å"economic pro? t†, which is the di? erence between revenue and opportunity cost. The opportunity cost of the labor of the owner of a ? r m is the wage the owner could have earned if he or she chose not to run the ? rm, but to get a job instead. The opportunity cost of the capital investors invest in a ? rm is the rate of return they could have earned by investing their capital in some other ? m in some other industry. Thus, if the owner of the ? rm receives an amount just equal to the opportunity cost of their labor, and the investors receive an amount just equal to the opportunity cost of their capital, we do not include those amounts in economic pro? t, and the ? rm will be said to be earning zero economic pro? t, even though an accountant would say that both the owner and the investors are making an â€Å"accounting pro? t†. The accounting pro? t earned by the owner and the investors is the amount of money that is just adequate to make them choose to put their labor and capital into the ? m. 2 Problem Solving (2 problems, 50 points total) Problem 1. (26 points total) Consider a perfectly competitive ? rm wi th a production technology 1 1 represented by the production function, y = 10 K 2 + L 2 . Let p, r, and w be the price of the ? rm’s output, the rental rate of capital, and the wage, respectively. (a) (8 points) First let’s consider long-run pro? t maximization. (i) Set up the ? rm’s long-run pro? t maximization problem and compute the ? rm’s pro? tmaximizing demand for labor and capital, and pro? t-maximizing output, as functions of p, r, and w. ii) Is labor a gross complement or a gross substitute for capital, or neither. Prove your answer mathematically and explain what it means. The long-run pro? t maximization problem is, max p  · 10 K,L v K+ v L The ? rst-order conditions are, 5p 5p for L: vL ? w = 0 for K: vK ? r = 0 Solving these for L and K respectively we get L? (p, r, w) = (f rac5pw)2 and K ? (p, r, w) = (f rac5pr)2 . Plugging these pro? t-maximizing levels of capital and labor into the production function we get the pro? t-maximizing output of the ? rm, y ? (p, w, r) = y(K ? , L? ) = 10 5p r 2 , 5p w 2 = 50p r+w rw . To determine whether labor is a gross complement or gross substitute for capital we take the partial derivative of the labor demand function with respect to the rental ? rate of capital, ? L = 0. Since this is zero, labor is neither a gross complement ? r nor a gross substitute for capital. What this means is that when the price of capital changes, the amount of labor the ? rm uses will not change. (b) (8 points) Set up the ? rm’s cost-minimization problem and compute the ? rm’s conditional demand for labor and capital, as functions of y, r, and w. The ? rm’s cost minimization problem is, v min rK + wL K,L K+ L =y ? s. t. 10 Setting up the LaGrangian function, this minimization problem becomes, min rK + wL ? ? 10 v K+ v L ? y ? v K,L,? The ? rst-order conditions are, 5 for L: w ? ? vL = 0 for K: r ? ? v5 = 0 for ? : 10 K the production constraint. v K+ L = y , which is just ? w 2 L. r Taking the ratio of the ? rst two conditions we get this into the production co nstraint we get, 10 3 v vK = w ? r L v v w r L+ L K= Plugging = y ? L? (y; r, w) = ? y2 r 10(r+w) 2 . Plugging this back into the expression for K that we derived earlier 2 w we get, K ? (y; r, w) = y 2 10(r+w) labor and capital respectively. These are the ? rm’s conditional demand for (c) (10 points) Now let’s consider scale and substitution e? ects. Assume that initially the price of the ? rm’s output, p, the rental rate of capital, r, and the wage, w, are all equal to 10. (i) How much labor will the ? rm use at these prices, and how much output will it produce? (ii) Using only the mathematical results you got in parts (a) and (b), compute e? ect of an increase in the rental rate to r = 20. Plugging the given prices into the pro? t-maximizing labor demand and output supply 2 functions from part (a) we get, L? (p, w, r) = 5 ·10 = 25, and y ? p, w, r) = 50  · 10 10 (f rac10 + 1010  · 10) = 100. ? ? you might have plugged the new prices into the ? rmâ€℠¢s supply function to get y ? (10, 10, 20) = 50 ·10 10+20 = 75. If you then plugged this into the 10 ·20 ? rm’s conditional factor demand at the new prices you would get L? (75; 10, 20) = 75 20 10 10+20 2 = 25. 4 Problem 2. (24 points total) Consider a perfectly competitive industry with 10 identical ? rms, each of which has variable costs of 10y 2 and ? xed costs of 1000. We will de? ne the short run as the time scale in which ? rms cannot enter or exit the industry, and cannot avoid their ? xed costs. In other words, in the short run ? rms must continue to pay their ? xed costs even if they produce zero output. ) In the long run, ? rms can enter or exit the industry, and can avoid their ? xed costs by shutting down. (a) (8 points) Compute the short-run inverse supply curve of the ? rm, and the short-run inverse supply curve of the industry, and graph them on the same graph. [Hint: it matters a lot that ? rms can’t avoid their ? xed costs in the short run. ] Each ? rm’s cost function is C(y) = 10y 2 + 1000, and the marginal cost curve is M C = 20y. Normally we say that the inverse supply curve of the ? m is the upward sloping part of the marginal cost curve, above the minimum of the average cost curve, because if the price is below the minimum of the average cost curve, the ? rm will make negative pro? t and will shut down. However, in this case, in the short run, if a ? rm shuts down it will still have to pay its ? xed cost of $1000. As a result, it will continue to produce output even if it is losing money, as long as it does not lose more than $1000. So we need to ? nd the price below which the ? rm will have lose more than $1000. Pro? t is py ? 10y 2 ? 1000 and we want the price below which this is less than ? 1000. To do this we have to plug in the ? rm’s pro? t-maximizing quantity as a function of price, which we get by solving the ? rm’s marginal cost curve p p p 2 to get y ? = 20 , which gives us p 20 ? 10 20 ? 1000 = ? 1000 ? p2 19 = 0 ? p = 0. 40 The ? rm will continue to produce at any positive price rather than shut down and 5 pay its ? xed cost without any revenue. Thus, the ? rm’s inverse supply curve is simply the entire marginal cost curve, p(y) = 20y. To compute the short-run inverse supply curve of the industry we ? rst have to aggregate ? rm supply to industry supply, and to do that we have to have the direct supply curve of the ? m, which we get by solving the inverse supply curve for y to p p get y(p) = 20 . Short-run industry supply is Y (p) = N yj (p) = 10 20 = f racp2. j=1 Solving for p we get the short-run inverse supply curve of the industry, p(Y ) = 2Y . Your graph should look like this: (b) (6 points) Suppose the demand for the industry’s produ ct is de? ned by pd (Y ) = 700 ? 5Y . (i) What will be the short-run equilibrium price and quantity for the industry? Illustrate this equilibrium on a graph. (ii) Explain why this market outcome is an equilibrium in the short run. [Be sure to make reference to the general de? ition of equilibrium in your answer. ] (iii) Is this industry in long-run equilibrium? Explain why or why not. [Again, be sure to make reference to the general de? nition of equilibrium in your answer. ] The short-run market equilibrium is where the quantity demanded at the price paid by consumers is equal to the quantity supplied at the price received by producers, and since, in the absence of a tax, the price paid by consumers is the same as the price paid by producers, we just solve for the intersection of the supply curve and the demand curve: 700 ? 5Y = 2Y ? Y ? = 100. Plugging that into either the demand or the supply curve we get p(Y ) = 200. Your graph should look like this: In general, equilibrium means that no individual agent has an incentive to do anything other than what they are currently doing, which means that the system will 6 not move from the point it is at. In the case of short-run market equilibrium this means that at the market price consumers cannot be made better o? by increasing or decreasing consumption, and ? rms cannot be made better o? by increasing or decreasing production. This is clearly the case at the market equilibrium we have solved for. If consumers increase consumption they will have to pay more for the additional units of the good than the value of those units, and if they consume less they will be giving up units that are worth more to them than they are required to pay for them. In either case, they are made worse o? , and thus have no incentive to change. For ? rms, roughly the same argument applies. If they produce more, the maximum they will be able to charge will be less than the cost of production, and if they produce less they will be giving up units that they were able to sell at a pro? t. In either case, ? ms are worse o? , so they have no incentive to change what they were doing. The industry is in long-run equilibrium. To see this we need to know whether ? rms are earning zero pro? t, and to determine that we need to know something about the ? rm’s average cost curve, which is AC = 10y + 1000 . If we minimize this we ? nd y that the ? rms’ minimum average cost is minAC = 200. And since th is is equal to the price in the current equilibrium, ? rms’ pro? t is (p ? AC)y = 0y = 0. Long-run equilibrium is de? ned as the point at which ? rms will have no incentive to enter or exit the industry. The reason ? ms enter or exit is in response to pro? ts being either positive or negative, so if pro? ts are zero in the industry there will be no incentive to enter or exit, which is to say, no ? rm will have any incentive to do anything di? erent from what they are currently doing. (c) (10 points) Suppose the government imposes a tax of $50 per unit on the ? rms in the industry. (i) Compute the short-run after-tax equlibrium quantity, price paid by consumers, and price received by ? rms, and graph them. (ii) Calculate the change in producer surplus caused by the tax in the short-run. Add it to your graph. iii) Compute the long-run after-tax equilibrium quanitity, price paid by consumers, and price received by ? rms. Add this equilibrium to your graph. How many ? rms will ex it the industry? (iv) Calculate the change in producer surplus caused by the tax in the long-run. Why is this the same or di? erent from your answer to ii above? To compute the short-run after tax equilibrium we need to ? nd the point at which the quantity demanded by consumers, at the price they pay, is equal to the quantity supplied by ? rms at the price they receive. This is the quantity that solves the equation, pd = ps + t, which is to say, 700 ? Y = 2Y + 50 ? YtSR = 92. 9. Plugging this quantity back into the inverse supply curve we get ps = 2  · YtSR = 185. 8, which means the price paid by consumers is pd = ps + t = 185. 8 + 50 = 135. 8. The change in producer surplus is the area to the left of the supply curve between the pre-tax price and the after-tax price received by ? rms. It includes the ? rms’ share of the tax revenue as well as the part of deadweight loss that comes from ? rms. In the case of linear supply it is the area of a parallelagram with height equal to the di? erence between the pre-tax price and the after-tax price received by ? rms, and bases of Y ? nd YtSR , which is ? P SS R = (200 ? 185. 7) 100? 92. 9 = 1379. 2. 2 7 By now your graph should look like this: In an industry with identical ? rms the long-run supply curve is horizontal, which is to say, in long-run equilibrium ? rms will be earning zero pro? t because entry and exit will always drive the price down (or in this case up) to the point where the price is equal to the minimum average cost. Thus, the after-tax price received by ? rms will be ps = 200. Otherwise ? rms would be losing money and would have an incentive to leave the industry, and the industry would not be in long-run equilibrium. Thus, we know that the tax will be passed on entirely to consumers, which means that the price paid by consumers will be pd = ps + t = 200 + 50 = 250. Setting the inverse demand curve equal to that price, we can compute the long-run after-tax equilibrium quantity, 250 = 700 ? 5Y ? YtLR = 90. To determine the number of ? rms in the industry we have to know how much output each ? rm will produce when they are operating at their minimum average cost. We computed the direct supply curve of p the ? rm in part (a), y(p) = 20 , which means that at the minimum of their average cost, minAC = 200, each ? rm will produce 200 = 10 units of output. Since the 20 industry as a whole is producing 90 units, there must be 9 ? rms in the industry. One has exited the industry. Your graph should look like this: In an industry with identical ? rms, by de? nition, the long-run producer surplus is zero. There are two ways to see this. The ? rst is that the long-run supply curve is horizontal, which means that in long-run equilibrium the price is the same as the height of the supply curve, and since producer surplus is the area between the price line and the supply curve, there clearly can be no producer surplus. The other way to see it is to refer to the de? ition of long-run equilibrium in an industry with identical ? rms, which is that all ? rms are earning zero pro? t. The reason this is di? erent from the answer to ii, above, is that in the long-run ? rms can escape the burden of the tax by leaving the industry and going into some other industry that is not taxed. We know that the burden of a tax always falls most heavily on the side of the market that is less able to change it’s behavior to escape the tax, which is to say, the side of the market that is most inelastic. In the long-run, the supply side of the industry is perfectly elastic, and thus bears none of the burden of the tax. 8 How to cite Econ 100a Midterm, Essay examples

Management of T2 Analysis †Free Assignment Sample By Experts

Question: Describe about the Management Analysis of T2? Answer: 1. Background, introduction and importance of company to the Australian and internationalbusiness landscape: 1.1 Background T2 is a leading top retail company of Australia which is basically offering the maximum percentage of fragrant, premium tea and the other materials getting from tea from the maximum area of the globe. T2 is doing their business for the last 18 years, and now days it becomes a large company of tea who does their selling of enough tea in such a large amount that is equivalent to the amount 9 million cups of tea. In this assignment it discusses the full analysis of sustainability and management of the company T2. 1.2 Introduction To give an introduction of the company it tells that T2 is the one of the special tea of many of the country like Australia, America, the United Kingdom, New Zealand, and also many other country where there are many numbers of stores. It is a famous tea that many people start and end their day with this tea to get the full refreshment. T2 teas are also served among the leading restaurant of the Australia. The package of T2 is done in a beautiful way in an experience of both the unique and immersive way which is the celebration of making centuries in the art of making tea. 1.3 Importance of T2 to the Australian and International business landscape: There are many of the companies which are operating their business on the Australian and the international business landscape. In the international business landscape this company is compete ting with the other leading brands of the tea such as Tetley, Lipton, etc. From 2013, Unilever Australia ltd. one of the special tea brand of Australia called as T2 to expand their business in the premium tea market (International Small Business Journal 'Entrepreneurial Exit', 2013). To compete with the leading companies on this international business landscape it is required to develop the sustainability of the business start-up so that it increases the clients number by 20% throughout the year. Through this landscape it provides the view of the potential future of the tea industry throughout globally. In this business landscape it develops the outlook of all the business and also makes a report to analyze the particular business with respect to the whole business (Lu, 2012). On the basis of thi s landscape, the international business organization has published a report in which describes the whole report of the business and also about the strategy of all the business. On the basis of the international landscape T2 has already emerges with Lipton so that it can make its own place on this landscape (Lu, 2012). To improve the business T2 is expanding their business throughout the other countries as in Australia, New Zealand, and America and also many other companies which helps them to extend their business. To make their importance in the international business landscape they have to first understand the lack age in their products according to the other brands so that in their requirement they can bridge that gap to improve their business in the international business. 2. Research, analysis and discussion of sustainability related strategies and issues: 2.1 Role of organizational behavior at T2 Organizational behavior is mainly describes the group dynamics and also describes how an individual relate and participate in the group work, how they take initiative to do any work, and also the leadership nature (Zhong and House, 2012). The way in which the individual and any group interact with and towards the organization refers to the organizational behavior. In case of T2, the existing combined behavior creates a climate, which can undermine the organizations success. Within the organizational environment, employees of T2 bring out their background to their work place and also accommodate themselves according to the organizational culture (Ludwig and Frazier, 2012). So, here behavior creates an impression of good or bad on the customer which overall depicted as T2s response in terms of behavior. In this context, the research also finds out some of the aspects which cause the changes in the organizational behavior at T2 (Ludwig and Frazier, 2012). They are: Culture: At T2, while any of the new employees joins, the changes of their behavior is get influenced by the culture of the company in such a way that they starts to behave according the behavior followed at T2, which they thinks to be acceptable likely in formal ways. Motivation: At the same time, the organizational behavior at T2 also influences the many of the decision which are taken during the operation. Here, to motivate the employees, T2 introduced many of the plans such as reward program; bonus program, incentives and also salary hike so that the employees can get motivated in their work and also get more dedicated towards the company. So, from these points of view, it can be said that the organizational behavior at T2 plays the vital role towards the success of the organization. It causes the great impact on the improvement of the organization. As it is well known that discipline is the key of success, under the organizational behavior, it also includes discipline. So, to sustain the success of the company, T2 needs to follow some norms of behavior so that it can be easy to maintain the behavior of the company (Zhong and House, 2012). It is also the fact that organizational behavior mainly controls the human behavior in the organization environment. 2.2 Human resource management practices at T2 In case of human resource management practices, it is noted that at T2, there come some of the points which cannot be neglected. Any organization cannot organize any team without the proper management of the human resource, so the organization T2 (Buller and McEvoy, 2012). Research shows that at T2, the key strategies applied to manage the human resource of the organization are: recruitment of the people, training of the people, appraising the performance, motivation of the employees, work place environment and also many more things. Some of them are discussed below: Recruiting and training of the people: It is noted that in order to recruit the proper candidate and also to give the proper training of the people, T2 followed proper training schedule so that they can do their work in a proper way and also can get suited for the description of the work (Human Resource Management: Volume 52, 2013). In this context, another important thing, which T2 followed is the on the job training. They followed this specific strategy to give the proper training on the basis of the requirement so that they can get that opportunity to show and also to sharpen the skills of the employees (Si and Li, 2012). Appraisal of the performance: To upgrade the performance, T2 also encourages the people in such a way that they can get ready to give their full potentiality towards their work. To improve the performance of the employees the team leader communicates with the team member after a certain time interval so that the team member gets to know if there is any lack age in their performance and also how to improve and also what are the necessary steps according to the required improvement(Human resource management: Volume 51, 2012). 2.3 Role of international business at T2 International business mainly includes the entire business transactions as private and government, investment on the sales, numeric and logistics and also the transportation cost which occurs between the two or more countries, regions and also the nations above their political criteria. Through the international business, T2 emphasizes on certain important points which are: The international business helps T2 to acquire the more sales. International business helps T2 to get the new technologies in the business. International business also helps T2 to bring the proper utilization of the resources. Through international business, it provides the quality products. Through the international business T2 helps to earn the foreign exchange. It also helps to get the proper infrastructure for doing the investment. For now days International business acts as the essential phenomena in the business world. Through the international business any organization can get easily is access in the international market through this they also can get the recognition in the international market which also helps T2 to get foreign exchange in return of their product. Through the international business, T2 also become popular all over the world and also bring the useful resource from the foreign countries and also do the proper utilization of these foreign exchanges (International Small Business Journal 'Entrepreneurial Exit', 2013). 2.4 Role of technology management at T2 Information Technology (IT) plays the vital and the integral part of the business plan. The role of technology management at T2 helps to understand the value of the certain technology of the organization. The technology management plays some of the important part at T2. Technology management helps T2 to communicate easily with others through emails, online meetings, voice messages, video conferencing and etc. Through the information technology T2 can also manage the inventory in an effective way so that they can easily access the stock of the company and also give the information of the stock available in the company. It also gets alert if the stocks are decreasing so that they can get the time to refill the stock. Through this inventory management it creates a loop between all the departments of the company so that everybody can get easily access all the departments of the company easily. It also helps to manage the information systems of T2 in such a way that it can easily track t he profitability of the company, maximization of the return of the investment and also the areas which are needs to improve. Through the information technology it becomes very easy to manage the data in the best possible ways which can create a database where all the data becomes available and any time it becomes easy to access all the data easily. So that if any time it requires to draw the conclusion it becomes easy to do it. Information technology also helps to do one of the important things which are called Customer Relationship Management (CRM). CRM helps the way they design and also the way they maintain the relationships of the customer. With the help of CRM the customer of T2 gets the better and the more focused experience and the company also get benefitted from this improved productivity (Cole-Hawthorne, 2013). 3. Analysis of entrepreneurship and innovation at T2 The process through which any of the business and the organization becomes started it becomes the entrepreneurship. In innovation management it describes the set of tools which allows the mangers and the engineers to cooperate with the processes and the goals (Wright and Stigliani, 2012). At T2, creativity of the new ideas and process are welcomed so that it helps to get the improvement in the business. Entrepreneurship and the innovation management focus on the 4 parts which includes: Entrepreneurship introduction Management of the small business Management of the creativity and the Innovation Strategic and the corporate types of the Entrepreneurship (Dhliwayo, 2014). In the introduction of the entrepreneurship, T2 describes to identify the opportunities and also do the proper analysis of these opportunities, does the feasibility study of the opportunities, to build a proper team and also to give notice in the growth strategies. In the small business management it is important to understand the scope and the nature of the business and also look after the opportunities of the business environment and to manage the growth of the business in a proper way (Ott, 2013). To manage the creativity and the Innovation of the technology it requires maintaining the creativity of the business and also the source of the innovation of the new technologies to find the strategy of the innovation, proper choosing of the innovation project and also the introduction of the new product in the development process (International Small Business Journal 'Entrepreneurial Exit', 2013). To analyze the necessity of the corporate entrepreneurship the link between the strategic management and the strategic management it discusses the whole strategy and the role of the entrepreneurship and also the development of the implementation framework of the corporate entrepreneurship (Dhliwayo, 2014). 4. Future strategies of the management To improve the future strategies of the company there are some of the three major points of the strategies which needs the company needs to improve. Those three major strategies are discussed below: First of all, they need to bring the varieties or the diversification among their product so that they can get the better improvement of their business. They are already doing the business of the tea if they bring the varieties in the tea and also starts the business of the coffee they can improve their business and also can expand so that it helps to earn the more profit because now days the people get more health conscious. Secondly, to provide the teas they can use the eco-friendly product so that they can easily decompose and also cannot get effect to the environment. Thirdly, it can do the improvement in the quality of the tea which helps to earn the more profit and also to expand the business. 5. Conclusion To concluding this assignment, it gets to know that the company T2 needs to follow and implement the future strategies of the company which are mentioned above. So that it get the better profit and also expand their business through worldwide. It also states how they can bring the variety in their business so that more numbers of customers can get engaged with this type of brand. References Buller, P. and McEvoy, G. (2012). Strategy, human resource management and performance: Sharpening line of sight. Human Resource Management Review, 22(1), pp.43-56. Chiavetta, D. and Porter, A. (2013). Tech mining for innovation management. Technology Analysis Strategic Management, 25(6), pp.617-618. Cole-Hawthorne, R. (2013). Sustainable landscape planning the reconnection agenda. Australian Planner, 51(1), pp.91-92. Dhliwayo, S. (2014). Entrepreneurship and Competitive Strategy: An Integrative Approach. Journal of Entrepreneurship, 23(1), pp.115-135. Human resource management: Volume 51. (2012). Human Resource Management, 51(6), p.n/a-n/a. Human Resource Management: Volume 52. (2013). Human Resource Management, 52(6), p.n/a-n/a. International Small Business Journal 'Entrepreneurial Exit'. (2013). International Small Business Journal, 31(7), pp.837-838. Journal of Organizational Behavior Management Publication Categories. (2014). Journal of Organizational Behavior Management, 34(4), pp.300-303. Klein, H. and Delery, J. (2012). Construct clarity in human resource management research: Introduction to the special issue. Human Resource Management Review, 22(2), pp.57-61. Lehner, O. and Kansikas, J. (2012). Opportunity Recognition in Social Entrepreneurship: A Thematic Meta Analysis. Journal of Entrepreneurship, 21(1), pp.25-58. Leitch, C., Hazlett, S. and Pittaway, L. (2012). Entrepreneurship education and context. Entrepreneurship Regional Development, 24(9-10), pp.733-740. Lu, L. (2012). Etic or Emic? Measuring Culture in International Business Research. International Business Research, 5(5). Ludwig, T. and Frazier, C. (2012). Employee Engagement and Organizational Behavior Management. Journal of Organizational Behavior Management, 32(1), pp.75-82. Ludwig, T. and Frazier, C. (2012). Employee Engagement and Organizational Behavior Management. Journal of Organizational Behavior Management, 32(1), pp.75-82. Lyons, T., Alter, T., Audretsch, D. and Augustine, D. (2012). Entrepreneurship and Community: The Next Frontier of Entrepreneurship Inquiry. Entrepreneurship Research Journal, 2(1). Mahadea, d. (2012). Prospects of entrepreneurship to the challenge of job creation in south africa. J. Dev. Entrepreneurship, 17(04), p.1250020. Ott, U. (2013). International Business Research and Game Theory: Looking beyond the Prisoner's Dilemma. International Business Review, 22(2), pp.480-491. Pfeffer, J. and DeVoe, S. (2012). The economic evaluation of time: Organizational causes and individual consequences. Research in Organizational Behavior, 32, pp.47-62. Pfeffer, J. and DeVoe, S. (2012). The economic evaluation of time: Organizational causes and individual consequences. Research in Organizational Behavior, 32, pp.47-62. Reynolds, P. (2012). Entrepreneurship in Developing Economies: The Bottom Billions and Business Creation. FNT in Entrepreneurship, 8(3), pp.141-277. Si, S. and Li, Y. (2012). Human resource management practices on exit, voice, loyalty, and neglect: organizational commitment as a mediator. The International Journal of Human Resource Management, 23(8), pp.1705-1716. Special Issue of Journal of Social Entrepreneurship. (2012). Journal of Social Entrepreneurship, 3(1), pp.113-114. Wright, M. and Stigliani, I. (2012). Entrepreneurship and growth. International Small Business Journal, 31(1), pp.3-22. Zhong, C. and House, J. (2012). Hawthorne revisited: Organizational implications of the physical work environment. Research in Organizational Behavior, 32, pp.3-22.

Invisible Man Essays (1391 words) - Invisible Man, Invisible

Invisible Man "Invisible Man" is about a black man and his struggles until he eventually becomes ?invisible' to society 1. Youth-given a chance for an education 2. New York- finding a job and joining the Brotherhood 3. Becoming invisible B. Characters 1. Ellison a. never describes himself b. well educated, tries to become white 2. Mr. Norten- rich man, says Ellison is his ?destiny' 3. Dr. Bedlose- head of the University, kicks Ellsion out 4. The Brothers- Brother Clifton C. Major issues in the book are the ways that Ellsion's character oppresses himself rather than other people doing to for him II. Novel is a primary example of the hesitance of the blacks to feel confident in American society A. Author wrote book to confuse me- had to read pages many times- didn't describe people or places, just things- didn't read in to he nuances B. Book will help me when we start to study the Black movement because it shows where the begingings started C. Ellison's Character "speaks" while being invisible, pg 576-581 III. Had and impact on the way I look at my place in society A. Think of it not like a "black novel" but as one big analogy B. Every one is an ?invisible man' in one way In Invisible Man, Ralph Ellison's narrator recalls to us how he became ?invisible' to the world. Since the name of the narrator is never known I wlll refer to him as Brother X. The novel opens with Brother X describing what it is like to be invisible: "I am an invisible man. No, I am not a spook like those who haunted Edger Allen Poe...I am a man of substance, of flesh and bone, fiber and liquids00and I might even go said to possess a mind. I am invisible, understand, simply because people refuse to see me..That invisibility of which I refer to occurs because of a peculiar disposition of the eyes of those with whom I come in contact. ... those eyes with which they look through their physical eyes upon reality... In the introduction, Brother X shares with us the advantages of his being invisible; he also explains to us that he lives in a ?pit' that is damp and dark, yet full of light. Living in this pit makes him realize that he is black and blue. "I was born black, but what did I do to become blue? Bear with me." During the first couple chapters of the book, Brother X tells us about his education. He attended a prestigious collage in the South and was a top student. While at the University, he met a prominent white man named Mr. Nortan. He was Mr. Nortan's driver during his stay. Although we only hear about Mr. Nortan for a few chapters, and he doesn't show up again until the end of the book, he plays a very important role. He said that he didn't have a destiny, that Brother X and others like him were is destiny. Brother X often refers to being Mr. Nortan's destiny for the rest of the book. After a violation of the rules, Brother X is kicked out of school. Thinking he will be able to return next term, he heads off to New York to find a job. He has with him references from Dr. Bedlose, the dean who kicked him out. He was told not to open the letters, but after not hearing back from any of the jobs, he opens one. The letter explained to the potential employers that Brother X had been expelled from the University and it would not be wise to employ him. After several blue collar jobs, Brother X ends up giving and impromptu speech at an eviction and catching the attention of several leaders in the Brotherhood movement. He is employed by the Brotherhood and given a new ID, which we never learn. The Brotherhood was an organization in Harlem that focused on unity through peace. Brother X finds himself giving speeches all over Harlem and invading the territory of Ras, the Exhorter's group of black Nationalists. After a while with the Brotherhood, the Youth leader, Brother Clifton disappears. The Brotherhood movement starts to lose its force and they start to talk of shutting down. One day, while Brother X is walking down the street, he spots Clifton illegally selling dolls which were demeaning to blacks. Clifton refuses arrest and ends up being shot. At Cliftons funeral, Brother X is asked to speak. When Brother X crosses

Neighborhood Crime and the Racial

Neighborhood Crime and the Racial Ruth D.Peterson and Lauren J. Krivo. Divergent Social Worlds: Neighborhood Crime and the Racial-Spatial Divide New York, NY: Russell Sage Foundation, 2010.Advertising We will write a custom essay sample on Neighborhood Crime and the Racial-Spatial Divide Review specifically for you for only $16.05 $11/page Learn More Ruth and Lauren organized the book around the concept of racial spatial divide. The book is presented in a manner that links racial inequality in terms of social and economic conditions and power to unequal residential locations and segregated settlements across ethnic lines and ratio groups. The authors present the racial spatial divide in a hierarchical structure where whites are the most advantaged, occupy the most powerful and prestigious positions in government and live in the best neighborhoods while Americans of African descents are the most disadvantaged and only occupy disadvantaged and less powerful positions in the US government. Othe r ethnic groups such as Asians and Latinos occupy positions between the black Americans and the white Americans. According to the book, poverty and other social economic inequalities are strongly associated with certain races and the more they are concentrated in a certain race then the more violent tendencies associated with people of that particular race. A major theoretical contribution of the book is with regards to the integration of various theoretical perspectives with borrowings from fields such as criminology, racial and ethnic divides and urban sociology. The theoretical framework advanced by the authors uses residential segregation as the connection between social position in terms of racial background and the differences in crime levels among various communities. The authors have explained the complicated issues surrounding social and institutional inequalities that favour the white residential areas compared to the residential areas of other lower races like Latinos and African Americans. They have therefore made it clear that segregation is the reason why social worlds of people in the US are very different and depend on neighborhood colour. The authors have also made it clear that racial segregation and associated disadvantages are the reasons why neighborhood crime is associated with certain races or ethnic groups.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Ruth and Lauren carried out an empirical study that sought to investigate how the levels of neighborhood crime vary across different racial communities and ethnic groups for a sample set of cities across the US. They used multi level Poisson distributions to record the occurrences of crime across various ethnic groups. The authors investigated the extent to which differences in social inequalities and racial segregation among various communities influence the levels of crime in these neig hborhoods. Some of the variables used to predict crime rates were residential instability, disadvantages, immigration of residents, and city characteristics such as segregation and percentage manufacturing. There were significant correlational relations among the study variables. They also investigated how inequality in the character of surrounding settlements contributes to ethnic differences in the levels of crime. In terms of linking racial segregation, neighborhood and crime prevalence, the authors have clearly shown that there is a significant relationship. The book has presented a clear view of the nature of the American racial spatial divide and how the social injustices and disadvantages experienced by some communities lead to the prevalence of neighborhood crime and other forms of violence in those neighborhoods. It is therefore important for the government to develop policies aimed at managing this racial spatial divide in order to curb violence and crime in such neighborh oods. A good example of such could be the upgrading the housing system in African American neighborhoods to reach the standards of white neighborhoods.

Sources of Power in Organization Essay Example | Topics and Well Written Essays - 1250 words

Sources of Power in Organization - Essay Example According to Murphy and Willmott (2010), power is needed to direct the system because it has a formal chain of command in which some responsibilities are essential regardless of the performers. Moreover, some positions in an organization have access to greater resources or their contribution is crucial. Therefore, the significant of power processes in the organization is attributed to the organizational relationships, both vertical and horizontal (Miller, 2008). Sources of Power According to Daft and Marci (2010), leaders at all levels in the organization access power that sometimes end up unrecognized or underused. The leaders may have the power of expertise where influences are as a result of improving and communicating specialized ideas. It comes from the superiors’ credibility with lower level employees, and the experience of work a person has worked in the firm is significant. Moreover, the education qualifications, and perception that an individual has extra ideas on a specific topic can also be the source of expert power. For instance, a lower level secretary may have expert power because he or she has extra details about how the company operates. Meanwhile, she or he can make suggestions on how to increase income via costs reimbursements. However, expert power may result in the ethical problems when it is used to manipulate others or used to obtain an unfair advantage. For instance, accounting firm may obtain additional revenue by ignoring the importance of the accuracy of financial reports that they examine in an audit. Daft and Marci (2010) indicate that referent power may occur when one person perceives that his or her goals are related to another person in the organization. ... The second person may opt to influence the first to take actions that will allow both to attain their objectives. Because they share the same interests, the first person will perceive the other’s use of referent power as beneficial. However, for this power to effective some kind of empathy must exist between the parties. Griffin and Moorhead (2011) claim that identification with others assists to enhance the decision maker’s confidence that increase individual referent power in the organization. According to Griffin and Moorhead (2011), reward power is the situation where individual’s ability to influence the behavior of others by offering them something desirable. Reward power could encourage persons to be selfish and not in the interest of others. Daft and Lane (2005) indicate that coercive is a source of power that is the opposite of reward power. Many organizations have used a system whereby they systematically sack the lowest performing employees in the orga nization on an annual basis. Â  According to Daft and Lane (2005), coercion is used in the situation where there is an inequality of power. It is perceived that an individual who are faced with coercion issues may seek a counterbalance by creating relationships with others, and powerful people end up leaving the organization. Thus, in the organization that practices the coercion power, the alignments usually come to an end in the long run (Champoux, 2010). Murphy and Willmott (2010) indicate that power in the organization can be exercised in various ways that include upward, downward and horizontally. In an organization, a large amount of power is distributed to top managers by the organization system. However, employees also obtain unequal power to their formal positions and exercise

Argumentative Paragraph For Mr. Green Assignment - 1

Argumentative Paragraph For Mr. Green - Assignment Example While performing a ritualistic practice, her father says, "You are a girl," he said. "So its not possible for you to do it alone. Only the males can oversee the worship of his ancestors." (Butler) This is his response when the narrator tells him, "Dont worry, Grandfather, I will always say prayers for you and make offerings for you, even if Im a Catholic." (Butler) Her grandfather’s stand on the subject proves to be traumatic for her. His belief, the product of a traditional Vietnamese upbringing, is a pointer to the women’s role as inferior to men. He doesn’t say it in a voice of condemnation. But his internal irritation is clearly evident when he states that it is impossible for a girl to take on a boy’s job that gives the narrator a clear hint that her status is inferior as compared to that of a male progeny. The author describes her inner feelings, in response to her father’s insinuation, and mental state of feeling helpless on a situation over which she has no control. The word â€Å"impossible† is often used against her, which pierces her tender feelings like an arrow. He puts the seal of his displeasure when he tells the narrator that women are useless by stating that women are â€Å"foolish† when they engage in conversation on topics without any substance. But her position is one girl versus the tradition-bound Vietnamese society. The comfort zone for a woman is the kitchen, according to the grandfather, and he directs her to assist her mother. This confirms his stand borne out of the traditional Vietnamese upbringing that women are for performing household duties and keep the menfolk satisfied. Even when he is counting his final days, the grandfather is unable to change his views and he expresses displeasure about the position of the family not having a male child. It is a great blow the personal identity and self-respect of the narrator and she feels saddened. The parents fail in their role to encourage females

Movie Review Essay Example | Topics and Well Written Essays - 1000 words

Movie Review - Essay Example The plot revolves around different people, the local fishing community, homeless kids, prostitutes, Russian cargo pilots, a night watchman, a priest and many others but linked by a common thread – the fishing of the Nile Perch in Lake Victoria for export to Europe and the subsequent import of arms to perpetrate war in Africa. And when the Russian pilot says; â€Å"The children of Angola receive guns for Christmas, the children of Europe receive grapes†, we somehow get an idea of the dystopian manner in which globalization and social and ecological disintegration have impacted the lesser privileged societies of the world and we cannot help but accept the truth with a pinch of salt. The past decade has been one of large scale production, mass consumption, commercialization, globalization and much more. With the advent of the capitalist and consumerist culture, the world has seen many of the developing economies involving themselves actively in global trade and exports. An d many of these nations have prided in higher economic stability and rates of growth as well as an improvement in the standard of living of their people. But what Hubert Sauper tries to explain through â€Å"Darwin’s Nightmare† is the fact that much of this holds true only in statistics and numbers and the reality is no way near agreement with figures and findings. Centered in and around Lake Victoria in Tanzania, Sauper tells the story of how the incessant fishing at the lake has left a devastating aftermath on the ecology and economy of the country. In the 1960s the Nile perch was introduced in to the lake perhaps as a means of food for the local population. However, as time progressed, the predatory perch attacked and destroyed most of the native fish and living organisms thereby causing massive damage to the natural ecosystem and biodiversity of the lake. This was followed by continual fishing of the perch which was being processed as fillets and exported to Europe for consumption. It is appalling to see how the perch in its best form is eaten by the people of Europe while the fishing community in Lake Victoria is left hungry with nothing but the carcasses to feed on. But Sauper’s story telling doesn’t stop there. And that is the most remarkable feature of the film and why I feel the film surpassed my expectations. He shows us not only the ecological effect of the Nile perch and its subsequent fishing but also its adverse impact on the social, cultural and economic aspects of the Mwanzan community. So the ‘nightmare’ is not confined to the Darwinian element alone but is in reference to a lot of other issues such as poverty, social and economic inequalities, lack of political focus, ignorance, misanthropy and the disturbing truth that the weakest sections of society are in many cases unable to receive the benefits of so called foreign aid and support. In other words, Sauper is able to incorporate varied and equally d ifficult themes of such magnitude using a single canvas and in its most basic form. And the message he conveys comes across loud and clear. There are many visual images and conversations that refuse to leave your mind even hours after the movie ends. One character who needs to be mentioned here is Raphael, the night watchman who ‘protects’ the National Fisheries Institute for a dollar a night. Whether he speaks of crocodiles in the river, how the

Environmental Monitoring Program for Clean Room

Environmental Monitoring Program for Clean Room Bioburden and ETO limits Environmental monitoring program for a class 9 clean room that manufactures enteral feeding sets Abstract A clean room is an internal clean environment that is often used for manufacture or scientific research with a low level of environmental pollutants such as air bourn microbes, dust or chemical vapors. A clean room has a controlled level of contamination that is specified by the particles that are permitted per cubic meter and also the size of the particles is specified. A clean room has a special meaning that is defined by the International Standards Organization (ISO). ISO has defined a clean room as a ‘room in which the concentration of airborne particles is controlled and which is constructed and used in a manner to minimize the introduction, generation and retention of particles inside the room and in which other relevant parameters, e.g temperature, humidity and pressure are controlled as necessary’. Clean rooms are usually supplied with air that has been filtered through high efficiency air filters. This air is then changed a number of times depending on the class and purpose of the clean room. A clean room is built with materials that do not generate particles or outgas airborne chemical contamination and can be cleaned easily. Finally personnel that operate inside the clean room where protective clothing knows as bunny suits to minimize their dispersion of particles and microorganisms. An enteral feeding tube provides a means of maintaining nutritional intake when oral intake is inadequate or when there is restricted access to the gastrointestinal tract, eg owing to obstruction. ETFs are now commonly used for a wide range of clinical conditions and across a wide range of people (Rebecca White, Vicky Bradnam ,Handbook of drug administration via enteral feeding tubes, 2007) .Enteral feeding devices include enteral feeding pumps, pump sets, enteral feeding tubes and kits. Enteral feeding is often used to supply patients with nutrition who cannot consume by swallowing. Patients may not be able to consume by swallowing due to injury or illness such as pancreatitis, cancer and malnutrition. Introduction Cleanrooms are monitored according to two well-known standards, ISO 1644-1 and Federal standard 209E. Federal Standard 209E is the standards that the USA comply with whereas ISO 1644-1 are the standards that are applied internationally. ISO 14644 part 1 has been revised as a new second edition draft international standard ISO/DIS 14644-1.2(2014). ISO 14644-1 is part of a series of documents concerned with cleanrooms and associated subjects. This part of ISO 14644 specifies the classes of air cleanliness in terms of particle concentration in air volume. It also specifies testing methods that are used to determine classification. These include selection of sampling locations and evaluation of class from the data collected. The most significant change in this new set of standards is the use of a more consistent statistical approach to the selection and the number of sample locations and the evaluation of data collected. The statistical confidence is calculated based on the hypergeometri c distribution. Non-Viable Particles-Air Microbial Contamination-Air and Surface Pressure differential Water quality Temperature and Humidity Annex A There are a number of test parameters that ISO state that have to be tested when testing the air in a clean room. These recommended tests are listed in Annex A. Annex A provides the recommended tests and the recommended order in which to carry them out .The parameters are listed as follows. Airflow test, Air pressure difference test, humidity test, temperature test, particle disposition test, installed filter leakage test, Airflow directional test and visualization, Airborne particle test for macro particles, Airborne particle test for ultrafine particles, Electrostatic and ion generator test, Particle deposition test, Recovery test, Containment leak test. A checklist is provided to assist in testing criteria. This check list in encoded Annex A. Annex A also gives a series of recommended tests when sampling. 5. Test report The result of each test should be recorded in a test report and the test report should include the following information: Name and address of the testing organization and the date which the test was carried out. Number and year of publication of this part of ISO 14644. Clear identification of the physical location of the clean room or clean zone tested, and specific designations for coordinates of all sampling locations. Specific designation criteria for the clean room or clean zone, including the ISO classification, the relevant occupancy state and the considered particle size. Details of the test method used and identification of the test instrument and it’s current calibration certificate. Test result, including data reported as specifically required in the clause of Annex B, and a statement regarding compliance. Any other specific requirements defined relevant to the clause of Annex B. A.1 General The test procedures that are used in this part of ISO 14644 may be used for demonstrating compliance with the performance criteria of a user specified installation and for performing periodic testing The choice of tests are usually based on the required level of classification, operational states and the design of installation. Table 1 provides optional tests that are recommended by the international standards organization and table 2 is the bioburded limits provided by ISO for a class 9 cleanroom. Annex B (B.1.1) This test method is a specification of the measurement of airborne particle concentrations with size distributions having a threshold size between 0.1 micrometer and 5 micrometers. Measurements are often made according to three defined occupancy states. These occupancy states are as follows; as-built, at rest and operational. The measurements are made to verify the cleanliness classification in accordance with ISO 14644-1. (B.1.2.1) This part of Annex B is known as B1. The location selection, sampling points, clean zone classification determination and the quality of data required should be in accordance with ISO 14644-1. One of the main aspects of B1 is to provide reference methods. Annex B also provides a risk assessment for the clean room. >/= 0.1 um >/=0.2um >/=0.3um >/=0.5um >/=1um >/=5um (B.1.2.2) Procedure for airborne particle count ISO recommends the installation of a DPC intake at a specified sampling location. In sampling locations where the airflow is not controlled or predictable the inlet of the sample probe should be directed vertically upwards. The transit tube from the sample probe inlet to the DPC sensor must be as short as possible. If samples that are greater than or equal to one micrometer, the transit tube must not exceed the manufactures recommended length and diameter. B3 Airborne particle count for macroparticles The test methods that are described here are for the testing of particles larger than 5 micrometers in diameter. Measurements for macro-particles can be made in any of the three occupancy states of a clean room. These measurements are made in order to determine the concentration of macro-particles. B.3.3 Measurements methods for macroparticles ISO has assigned two general categories for macro-particles, therefore comparable results may not be produced if different measurement methods are used. Therefore correlation between different methods is not possible Collection by filtration or inertial effects, which is then followed by microscopic measurement of the number and size, or measurement of the mass of collected particles. (1). Filter collection and microscopic measurement (B.3.3.2.1) will report macro-particles using particle size based upon the agreed diameter. (2). Cascade impact collector and microscopic measurement will report macro-particles using particle size base upon the microscopists choice of reported particle diameter. (3). Cascade impact collector and weight collector will macro-particles using particle size based upon an aerodynamic diameter. (b). In situ measurement of the concentration and size of macro-particles with a time of flight particle counter or a DPC. (1). DPC measurement will report macro-particles using particle size based upon an equivalent optical diameter. (2). Time of flight particle size measurement (B.3.3.3.3) will report macro-particles using particle size based upon an aerodynamic diameter. B.3.3.3 macro-particle measurement without particle collection B.3.3.3.1 Macro-particles can be measured without collecting particles from the air. This process involves the optical measurement of the particles that are suspended in the air. An air sample is taken through a DPC, which reports either the equivalent optical diameter or the aerodynamic diameter of particles. B.3.3.3.2 Discrete particle counter (DPC) measurement. The procedure is the same as in B.1. DPC does not require sensitivity for detection of particles that are less than 1 micrometer. Care is required in order to ensure that the DPC samples directly from the air at the sample location. If sample tubes are longer than 1 meter to the DPC then they should not be used. The DPC often has a sample flow of 0.00047 m^3/s and should be fitted with an inlet sized for isokinetic sampling in unidirectional flow zones. The DPC should be set facing upwards in areas where non-unidirectional airflow takes place. The DPC size range settings are established so that only macro-particles are detected. B.3.3.3.3 Time of flight particle size measurement The dimensions of macro-particles can be measured by using a device that is known as time of flight apparatus and accelerated through a nozzle into a partial vacuum, where the measurement region is located. Any particles that are in the air sample will accelerate to match the air velocity in the measurement region. It is this relationship between the air velocity and particle velocity at the point of measurement that can be used to determine the aerodynamic diameter of the particle. B.3.4 Procedure for macro-particle count The sample inlet probe must be set up on the selected apparatus. The required air volume must be sampled to collect at least 20 macro-particles at each sample point and make measurements as specified in ISO 14644-1 or ISO 14644-2. The M-discriptor concentration in the selected particle size ranges must be calculated as agreed between customer and supplier, and report the data. B.3.5 Test reports The following information and data should be recorded as described in clause 5. (a). Definition of the particle parameter to which the apparatus responds (b). Type of measurement: classification or test M descriptor determination or monitoring (c). Type designations of each measurement instrument and apparatus used and it’s calibration state. (d). Cleanliness classification of the installation (e). Macro-particle size range(s) and the count for each size range reported (f). Apparatus inlet sample flow rate and flow rate through sensing volume. (g). Sample point locations (h). Sampling schedule plan for classification or sampling protocol plan for testing (I). Occupancy state(s) (j). Stability of macro-particle concentration, if required (k) Other data relevant for measurement.

Comparing the South Beach Diet and Food Pyramid Recommendations :: Health Nutrition Diet Exercise Essays

Comparing the South Beach Diet and Food Pyramid Recommendations   Ã‚     Ã‚  Ã‚  Recently, new ideas for diet and weight loss, such as the South Beach low carbohydrate diet, have been replacing the previously chosen ideas, particularly, the Food Pyramid. Both eating patterns recommend consuming larger quantities of some food groups than others, although which groups varies between the diets. The former emphasis on diet and exercise is also beginning to shift with the new diet choices.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In previous years to lose weight a person was told to eat â€Å"healthier†, lower caloric intake, and exercise more. Many of these advocates promoted the food pyramid. The food pyramid, completed by the U.S. Department of Agriculture, recommends 6-11 servings from the â€Å"bread, cereal, rice, and pasta† group, 3-5 servings from the â€Å"vegetable† group, 2-4 servings from the â€Å"fruit† group, 2-3 servings from both the â€Å"milk, yogurt, and cheese† group and the â€Å"meat, poultry, fish, beans, eggs, and nuts group,† and â€Å"fats, oils, and sugars† are to be consumed â€Å"sparingly.† Serving sizes can be found on the label of most food products under the Nutrition Facts. Obviously, with the food pyramid, it is recommended that the group with the highest consumption per day should be from the bread, cereal, rice and pasta group, or the foods with the highest portion of carbohydrates.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The South Beach diet does not recommend specific quantities of any one group. The diet consists of three phases. Phase one is the strictest phase with a very low intake of carbohydrates. Bread, cereal, rice, and pasta are completely excluded from the diet for two weeks. Instead, the initial two weeks consists mostly of eating meat, poultry, fish, eggs, cheese, and nuts. Phase two begins by reintroducing â€Å"good† carbs back into the diet. Good carbs include fruits and sparing consumption of whole wheat/grain bread and cereal. Phase two lasts until a person reaches their goal weight. Phase three is a maintenance phase in which a person takes everything they have learned and makes it a lifestyle change. Arthur Agatston, the cardiologist credited with the South Beach diet says that if you crave something in phase three you

Childcare and Education Essay

E1.Identify 5 pieces of current legislation and E2. Describe how each legislation will influence working practices in the setting. The Human Rights Act 1998 is broken down into 5 key principles which are; Fairness, Respect, autonomy, dignity and equality. Equality would influence working principles because the children would be treated fairly by having their individual needs met to ensure the same outcome is achieved as the other children. Settings can maintain fairness and respect by having the practitioners in the setting following the same policies and procedures. This would also avoid conflict between staff and would not confuse the children with knowing their expectations. Another way settings can have respect in the setting could be by following parent’s preferences such as their food preferences for their child. My current placement follows parent’s preferences by having meals that are suitable for children without specific food preferences and set meals to meet cultural and health needs. Settings can promote autonomy by encouraging children to build on their life and social skills. This can be done by the setting providing games such as a simple board game where the children have to choose their game piece and where they have to turn take. This would also build on autonomy because it would teach children how to share and how to treat other children or people with a positive attitude. For an example if a child is an only child, they may not know how to share with other children, so playing a game that engages their interest would gradually teach the child how to build on his turn taking skills and how to interact positively with other children. In the setting, dignity can be maintained by removing situations where a child may feel embarrassed or ashamed. If a child wets their selves, the practitioner in the setting should take the child into the bathroom and change them. The practitioners shouldn’t draw the other children’s attention to the child who has had an accident. The child would need some comfort and reassurance as this situation is almost always very embarrassing and distressing. The Childcare Act 2006 focuses on adult to child ratios, qualification levels of staff and types of drinks and snacks available for the children and follows the early year’s foundation stage framework. This would influence working practices because it helps to keep the children healthy. This would influence working practices because it helps to keep the children healthy. Settings can follow the Childcare Act 2006 focuses by  providing fruit, milk and water at snack time. This can also be done by having playtime outside so that the children would get vitamin D and fresh air. Also the settings would provide meals with nutrition and are aware of dietary and cultural needs. The children act 1989 and 2004 aims to protect children by working in partnership with parents and by the every child matters which have five main principles: Be healthy, Stay Safe, Enjoy and achieve through learning, achieve economic well-being and make a positive contribution to society. The Enjoy and achieve through learning will influence practice because it allows practitioners to cater for each child’s needs whilst ensuring that the children are enjoying what they are doing or learning. The Equality act 2010 has been simplified from 9 separate acts into 1 act. The main is to end all forms of discrimination. The protected characteristic of disability will help to influence practice as this will help practitioners be able to differentiate activities and to re-create the same experience using other methods or activities. The health and safety at work legislation is about keeping yourself and others safe. This will influence practice because it will ensure the utmost safety for both the children and staff of the setting. This can be done by having regular risk assessments and by finding a solution to any hazards. For an example, if there is spilt water, a staff member should mop it up as soon as possible to avoid staff or children slipping and being injured. E3. Describe how policies and procedures will help safeguard children. One policy could be the safeguarding policy. The safeguarding procedure helps to protect children because the setting would have a safe recruitment method to ensure that all staff are suitable to work with children or are qualified to work with children legally. For an example, before I could start my placement and working with the children, I had to show my CRB check to my nursery’s placement officer. CRB checks helps to safeguard children because it would prevent anyone with a serious criminal offence or someone who could be a danger to children from working with them there for protecting the children from being mistreated or harmed. Another part of the safeguarding procedure that would safeguard children would be to have a designated person who has a clear and defined role and responsibility in regards to child protection. Having a designated person would help safeguard children  because they would be the person the practitioners should go to if there are concerns about a child’s safety or welfare concerns about the actions of a staff member. This would safeguard children as the designated person would be able to decide what actions need to be done in order to resume the child’s welfare or to decide what the disciplinary action is for the staff that has had the allegation made towards them. To avoid this, all staff should have regular child protection training. A separate policy could be the behaviour management policy. This policy would help safeguard children as it helps children to think about their actions and the consequences they may cause. When a child has behaved in an unwanted behaviour, the disciplinary guidelines should be taken. The disciplinary guidelines are Give verbal warning, Move the child away from the area and time out if the first two stages don’t work. The above verbal behaviour management methods should always only be used instead of physical contact. However, physical contact should only be used if you need to restrain a child if they are causing harm to their selves, other children and people or are damaging the settings property. It would help safeguard children because it would reduce the risk of the children being physically hurt and would maintain a safe learning and play environment. It is important that the setting outlines the behaviour because management procedures because it will give consistency to the children as the practitioner within the setting will follow the same set of rules enabling children to know the rules and expectations clearly. E4. Describe how the policies and procedures promote fair, Just and inclusive strategies. A procedure that promotes fair, just an inclusive strategy is adapting resources to meet children’s needs. This can be done by having a range of equipment that helps children and their individual needs. This can be done by providing a range of different sized paint brushes and sponges for an example. This would allow children to develop their creative skills and interests whilst being able to develop their fine motor skills. A policy that promotes fair, just and inclusive strategy is the equal opportunities policy. This policy helps to include children because everyone in the setting has the right to be included in everything the setting does and every child has the right to education and developing their skills. Equal opportunities policy will also help children to feel valued and have their  progress and achievements celebrated. This can be done by displaying children’s artwork, creations and other outstanding work on a display board for all parents and staff to see. Another procedure that promotes fair, just and inclusive strategy is by showing awareness of different cultures and life styles. This can be done by having related activities or circle time celebrating different cultures, religions, life styles and things that challenge normal expectations. For an example; ‘all nurses are female’. This is inclusive practice because it involves every child’s cultural preferences and builds on children’s knowledge and understanding about the world we live in. Another policy that promotes fair, just and inclusive strategy is the Special Education Needs (SEN) policy. This policy allows every child to have the same care, attention and consideration as any other child in the setting, regardless of their disability or background. The policy states that every setting should have a SENCO worker and responsibility in adapting and adjusting the settings environment to help children have the same experience in the setting whilst having their individual needs met. This can be done by having braille books for children with a sight impairment or provide easy access in the building for wheel chair users. E5.Describe two strategies which can be used to empower children to develop independence and self-reliance One strategy that could empower children to become independent and self-reliant could be by having circle time regularly. Circle time should allow children to express their thoughts and feelings with the security of being listened to. Another strategy that would enable children to be independent and self-reliant would be to take part in food preparations such as choosing what fruit they’d like for snack time and cutting the fruit themselves. E6. Give examples of how settings may prepare children for transfer or transitions â€Å"transitions into reception classes was at best abrupt and worst traumatic† (Scott,(2005),P21) One way settings can prepare children for transfer or transitions could be by the child’s key worker taking the child to open days or visits. This would allow the child to familiarize their selves with the new teachers or key people who would be working with them as this would also make the child feel comfortable with going to the setting as they know somebody who they can talk to. Another way setting can prepare children for transitions could be by having learning partners or mentors who are older children from the setting where some of the children may be moving up to. This would help children to build relationships so that they feel confident in moving up to the setting because they’d know another child there. Final ways setting can help prepare children for transitions could be by having individual transition plans for each child. The setting would need to â€Å"make time to share previous information† (Scott,(2005),P21) to the setting that the child is transferring to because this would allow the teachers to cater and plan for the child’s needs and interests. D1. Explain the key issues relating to the practice which supports children to prepare for transitions One key issue relating to supporting children through transitions when starting nursery could be to follow a settling in procedure. The Settling in procedure often involves havin g the parent and child having a visit before the child’s official starting date. Having a visit before the child’s starting date will help the child to become more familiar with the setting. In time the child should feel more comfortable with going to the setting. The settling procedure also involves working in partnership with the parents. If the child sees the parent interacting with the staff members, it is more likely that the child will feel secure in the setting. Another key issue relating to supporting children through transitions when starting primary school would be to create a time where the children are involved. For an example, an activity could be to have a show and tell circle time, where the child brings in something from the weekend or something to do with the set topic and talks about it. This would help a child to settle in a primary school because it would give the child a chance to be involved with the class and have their discussions listened to. A third key issue relating to supporting children through transitions when starting nursery would be to find out what the child’s favourite toys are and put them out for the child to play with when they come into nursery. Also, to make the child feel welcomed, the practitio ner should also provide a range of appropriate activities for the children and always give the child an opportunity for them to participate in the activities as much or as little as they like. An alternative key issue relating to supporting children through transitions  when starting primary school would be to work in partnership with parents. This can be done by having notice boards around the school which has features such as â€Å"most improved child†, â€Å"Little stars† (Where children are placed here for good work or for doing something kind etc†¦) and put the child who is starting in the primary school on the notice board. This would make the child and parent feel proud and would give the child a sense of achievement which hopefully would make the child want to enjoy and participate in the school more. An alternative key issue relating to supporting children through transitions when starting nursery could be by providing opportunities for the child to express their feelings. This can be done by having regular one to ones with the child and their key worker, Having areas for the children to independently draw and write in addition to having â€Å"End of the day† circle time where the children have the freedom to say what they liked about the day or what they didn’t like. This will help the practitioners in the setting know what the children really engage in and which activities they don’t like to participate in. Also It would help the practitioners learn more about the child who is starting in the nursery as it will help the practitioners provide more activities that the child is interested in. Hopefully in time, this will help the child to enjoy nursery more. A final key issue relating to supporting children through transitions when starting primary school would be to help the child develop self-help skills. This can be done by encouraging the child to take responsibility for their selves, such as putting on their coats or helping to tidy up the classroom. This would help the child settle in nursery because this give the child a sense of accomplishment and would also build on their self-esteem with the thought of â€Å"I can do that† and being able to try new things. Also helping to build on the child’s self-help skills will also help to â€Å"practice their large and small motor skills† (http://www.extension.org) C1.Evaluate one theoretical perspective which supports the development of strategies for empowering children I have chosen the constructivist theory. The theoretical perspective links in with strategies that empower children because it helps children become self-reliant. This theory also influences practice because it helps the child care practitioners to assist the children build on vital life skills such as  making decisions and communicating. For an example, at my placement during snack time, the children have a choice of milk or water. The children either has to point to or say the drink they’d like to have. This encourages children to language and encourages them to start to take responsibly for their own wellbeing. This theory also influences practice because it helps the childcare practitioners to define children who has specific needs or children who needs extra support as they may not be developing in the developmental areas as they should. The good element to this theory is that children learn to build on the child’s life skills such as becoming more self-reliant. The theory is also good because play is important as it lets children use imagination and responsibility of the child’s learning. It also helps to build on the child’s fine and gross motor skills. However, the bad points about this theory are that children develop little without an adult although staff shouldn’t allow the children to be too attached to them as the children wouldn’t interact very well with children their age as well as giving children adequate help and support so that the child can learn to be self-reliant so that in the future they, they would be able to achieve more without much support from the adult. The theory can be improved by ensuring that the staff should try and make sure that the sessions within the setting are 50% adult led and 50% child led as this would help the children to form knowledge and understanding of the world because of accurate information being shared by the childcare practitioner and will allow the children to take an active role in choosing what they’d like to learn. For an example, a child may choose to play with toy animals. To a person, the child is just playing but the child could actually be learning about the different types and sub-species of animals in a basic and simple form. In addition to this, having a balanced adult and child led setting will help children to get an equal opportunity to interact with both adult and children. E7.Exaplain the cause and effects of discrimination on children B1.Discuss  how the causes and effects of discrimination may affect practice in the setting. The staff attitudes and values can affect the atmosphere because the childcare practitioners may unintentionally teach children that it is okay to discriminate people. For an example, if a member of staff said â€Å"all ginger children are violent and aggressive†, this could influence children because it may make the children tease or leave out other children who have ginger hair during play time. It also may affect the way the practitioners work and teach because the practitioners might interact with a group of children and leave out a child because of their views. This affects the children because it â€Å"children can quickly pick up the signs given out and they can sense if there is tension† in addition to making the child feel undervalued and not accepted which can make the child withdraw from activities and communicating with other adults and children or could trigger bad behaviour. Settings should show respect for the parents and families by respecting the parents or families’ choices and requests within reason as this would show inclusion. For an example, if a parent prefers their child to be vegetarian the setting should provide vegetarian food whereas if a parent asks for a child not to play with a toy/or do an activity, the staff should challenge it every child has the right to have an equal opportunity. This can affect the practice within the setting because the practitioners may have a stereotypical view about children such as girls should wear dresses and play in the home corner whereas boys should only play with construction activities. This affects the child because it would make the child feel like they are not unique as they may become fearful of doing new activities as they have been told off or been influenced to only do what the adults say. In my nursery they avoid being discriminative by providing food options suitable for a range of cultural preferences, the setting will make sure that the child will have a vegetarian meal. Discrimination can affect children because it can make them feel awkward if there aren’t many posters, books, toys or other resources that would help other children learn about diversity, different cultures and different lifestyles that may challenge the ‘norm’. For an example not all men go to work and not all women stay at home to look after the children. Note: This answer is wrong A .Reflect on the influence of legislation on working practices within early years settings. One policy could be the behavior management policy. This policy would help safeguard children as it helps children to think about their actions and the consequences they may cause. When a child has behaved in an unwanted behavior, the disciplinary guidelines should be taken. The disciplinary guidelines are Give verbal warning, Move the child away from the area and time out if the first two stages don’t work. The above verbal behavior management methods should always only be used instead of physical contact. However, physical contact should be used if you need to restrain a child if they are causing harm to their selves, other children and people or are damaging the settings property. It is important for the setting to outline the behavior management procedure to ensure adults know the limits and boundaries so that staff doesn’t receive allegations about harming children. Another legislation that influences practices within early year settings could be the safe guarding policy. This policy ensures that all children are safe and are kept from harm or neglect. The safeguarding policy and procedure influences practices in the early years setting because it is the staff within the settings role because they take on the parental responsibility to take care of the child. There should always have a designated person who staff can go to when there are concerns for a child’s welfare or if the staff member needs advice on their role within the setting or to provide safe guarding inductions for new staff. This influences settings because the designated person makes sure that the children’s welfare is paramount as well as ensuring that the child protection policy is updated yearly. This would help to make sure that the settings child protection policy is following the current laws about safeguarding children. [quote here] . Another role of the designated person would be to make sure the staff members within the setting has child protection training every two to three years and is recorded to make sure that the staffs is complying to the law. (2012 ). Ways to Encourage Self-Help Skills in Children. [ONLINE] Available at: http://www.extension.org/pages/26436/ways-to-encourage-self-help-skills-in-children. [Last Accessed 29 November 2012 ].