Monday, September 30, 2019

Childhood obesity research paper Essay

â€Å"One out of every five children in the U.S. is overweight or obese† (â€Å"Obesity in Children†), and as the number rises the significance of the problem grows. Obesity is a widespread epidemic that is taking a toll not only on the US, but also other parts of the world. There are many causes for obesity in young children that stem from genetics, poor diet, and lack of physical activity. Obesity in children not only puts them at many risks for disease during their early ages, but also puts them at risk for problems later in life. These risks for disease can be prevented through the combined efforts of parents, doctors, government, school systems, and the children themselves. People are starting to take action against childhood obesity in numerous ways so that they can shape the lives of children and adults by encouraging healthier lifestyles now and in the future. Childhood obesity’s various causes and effects are increasing at epidemic proportions; however, through different ways of prevention childhood obesity can make a turn for the better in the future. Obesity can be defined as an excessively high amount of body fat in relation to lean body mass (â€Å"Childhood Obesity: The Effects†). Obesity is the result of a â€Å"caloric imbalance† which is when too few calories are expended for the amount of calories consumed (â€Å"Childhood Obesity Facts†). A child is not obese until his or her weight is at least ten percent higher than what is recommended for his or her height and body type (â€Å"Obesity in Children And Teens†). People that become obese at a young age are at a high risk of becoming overweight in their adulthood. If one parent is obese, there is a 50 percent chance that the child will be, and if both parents are obese than the child has an 80 percent chance (â€Å"Childhood Obesity: The Effects†). Obesity generally starts between the ages of 5 and 6, or during adolescence. Studies show that a child who is obese between the ages of 10 and 13 has an 80 percent chance of becoming obese when he or she enters adulthood (â€Å"Obesity in Children And Teens†). One of the most important ways to decide whether someone is obese or not is based on BMI or Body Mass Index. BMI uses a mathematical formula, in which a person’s weight in pounds is divided by the square of the person’s height in inches and this result is then  multiplied by 703. Then, the BMI-for-age and gender specific is put on a growth chart and the person’s condition is determined. BMI over the 95th percentile is considered overweight or obese (â€Å"Childhood Obesity: The Effects†). As more and more children join the BMI percentile considered obese, the statistics increase. Thirty percent of adults who are categorized as obese got this way from problems in childhood. Childhood obesity has more than doubled in children and quadrupled in adolescents in the past 30 years. The percentage of children aged 6 to 11 years in the United States who were obese increased from 7 percent in 1980 to nearly 18 percent in 2012. In the same time period, obese adolescents aged 12 to 19 years have increased from 5 percent to 21 percent (â€Å"Childhood Obesity Facts†). In 2005 a study showed that 12.5 million U.S. children and adolescents are considered obese, and with this number the average lifespan of all children could be lowered by up to five years (Manning). Although obesity is one of the easiest medical conditions to detect, it is one of the most difficult conditions to treat as obesity numbers grow to epidemic proportions. There is no single factor or behavior that causes obesity. Two of the most common factors that can be linked with the cause of obesity are genetic factors and lack of physical activity (â€Å"Obesity in Children†). Genetic factors affect obese children when the child’s parents are obese or there is history of obesity in their family. However, genetics are not the only cause of obesity, and other factors must take place (â€Å"Causes†). Lack of physical activity is becoming a more common factor as children are spending more time inside, and less time outside, or being active. Since technology is becoming a huge part of modern children’s lives, activities such as watching television, gaming, texting, and playing on the computer, all of which require very little energy, replace the physical activities which the children should be taking part in. Also, when children watch television, they often see commercials for unhealthy high-calorie snacks, and thus crave these foods. Another source for obesity is medical conditions, and although it is rare, it does sometimes occur. Hormone disorders or low thyroid function, and certain medications, can cause a child’s appetite to increase,  which in time can increase their risk for obesity (â€Å"Causes†). Also, if a child has a medical illness such as neurological problems, they can become obese (â€Å"Obesity in Children And Teens†). Unhealthy eating habits are a prominent cause of obesity in children. When children are at young ages, their parents will tell them to finish everything on their plate, which forces the children to ignore their fullness. When this behavior is repeated over many years, it becomes a habit, and can cause a person to eat whether they are hungry or full, and the habit is often very hard to break. Also, when parents have less time to plan and prepare healthy meals, their child usually ends up eating more processed and fast foods that are less healthy than home-cooked meals. If a child’s parents or siblings are overweight and have poor diet and exercise habits, the child is most likely to adopt these same habits (â€Å"Causes†). When stressful life events or changes, such as divorce, moves or deaths occur in a child’s life, they often seek food for comfort (â€Å"Obesity in Children And Teens†). As well as in the home and family, school and community resources also influence a child’s habits regarding diet. Vending machines and convenience stores rarely sell healthy foods, however they make it easy to grab a quick snack that is usually high in calories or fat. Restaurants reinforce the unhealthy habit by advertising high-calorie foods and large portion sizes. Schools have an important role in teaching students about healthy food choices and exercise, however not all schools offer these healthy choices or time for physical activity (â€Å"Causes†). These causes, which lead to obesity, have many immediate and long-term effects. Some of the immediate effects include high cholesterol, high blood pressure, prediabetes, bone and joint problems, and skin conditions such as fungal infections and acne (â€Å"Obesity in Children†). Children and adolescents who are obese are likely to be obese as adults, which puts them at greater risk for adult health problems. A few of these long-term effects include heart disease, type 2 diabetes, stroke, cancer, and osteoathritis (â€Å"Child Obesity Facts†). However, some diseases, such as type 2 diabetes, which are thought of to be long-term effects, have increased dramatically in overweight children and adolescents (â€Å"Childhood Obesity: The Effects†). Childhood and adolescent obesity also has many mental health effects, and is associated with increased risk of emotional problems. The most immediate consequence of being overweight is social discrimination and low-self-esteem. In 2003 a study asked 106 children between the ages of 5 and 18 to rate their quality of life based on things like their ability to walk more than one block, play sports, sleep well, get along with others, and keep up in school. The study showed that obese children would often rate themselves with scores as low as those of a young cancer patient on chemotherapy. The results showed that teasing at school, difficulties playing sports, fatigue, sleep apnea and other problems severely affected the children’s well-being (â€Å"Childhood Obesity: The Effects†). Low-self-esteem leads to many cases of depression, anxiety, and obsessive compulsive disorder found in obese children (â€Å"Obesity in Children And Teens†). Although obesity greatly affects a person’s well being, there are many ways to prevent obesity from becoming worse and to help obese children get on the right path for adulthood. Children and adolescent’s dietary and physical behaviors are influenced by many parts of society, including families, communities, schools, child care settings, medical care providers, faith-based institutions, government agencies, the media, and the food, beverage, and entertainment industries (â€Å"Childhood Obesity Facts†). One of the most successful ways to help an obese child is through his or her family, by providing support and helping to make lifestyle changes. Family members can plan activities such as walking, biking, or swimming, and can reduce the amount of sedentary activities (â€Å"Obesity in Children†). Parents can lower the amount of fatty and sugary foods the child is eating, and can emphasize healthy eating by having fruits, vegetables and low-fat snacks available (â€Å"Childhood Obesity: The Effects†). Schools also play a crucial role in establishing a supportive environment, by providing the children with opportunities to learn about and practice a healthy eating and physical lifestyle (â€Å"Childhood Obesity Facts†). Children can also attend support groups, which are helpful because the others around them are dealing with the same issue. When a child or adolescent also has emotional problems, a  psychiatrist can work with the family’s physician to develop a treatment plan, that would include weight loss goals, dietary and physical activity management, behavior modification, and family involvement. Obesity often becomes a lifelong issue, so by learning at a younger age to eat and enjoy healthy foods in moderate amounts and to exercise regularly can prev ent the child from ever becoming obese (â€Å"Obesity in Children And Teens†). As the importance of prevention spreads, more and more communities nationwide are taking steps to fight against childhood obesity. Many foundations have been started, such as the Robert Johnson Wood Foundation, which declared a goal of reversing childhood obesity by 2015 and has put millions of dollars into the effort. The Wood foundation partnered with the YMCA of the USA to bring together activists, government officials, school administrators and parents, the medical community, and other leaders to broadcast a possible attack on the problem. The foundation funded efforts in 6 states and 32 communities. They have created policy changes in communities, such as purchase of healthier food and serving it in schools, the availability of fresh fruit and vegetables at corner stores, and increasing physical activity in school and after school programs and in the community through better transportation systems such as bicycle and walking trails (â€Å"Communities†). Foundations are at tempting to make the purpose of physical activity and following a healthy diet a use of the opportunities children have to be active and healthy, rather than being a chore (â€Å"Obesity in Children†). Obesity is an ongoing epidemic that is affecting a bounteous number of children every day. There are lots of causes for obesity in youth that can expose them to disease and other problems during their early childhood and adolescence, as well as later in life. However, these immediate and long-term effects are being noticed and are starting to be prevented. People across the nation are becoming involved in foundations that are trying to hinder childhood obesity and take steps toward healthier lifestyles for children. Although childhood obesity has a profuse count of causes and effects, and the statistics show an intimidating growth in numbers, prevention of childhood obesity can make for a healthier society and a  decrease in the amount of people who are impacted by this malady.

Sunday, September 29, 2019

Lady in a Machine Shop: Margaret E. Knight

Margaret E. Knight was born in York, Maine in1838. Margaret was very interested in tools and machinery even as a young child. Woman in that period were not considered to be mechanically inclined or to be interested in machinery.   Children especially were not thought to be creative enough to invent things. Margaret, however, began inventing things at a young age and had her first success very early in life. She witnessed a horrible accident at the cotton mill where she and her brothers worked. Many people had tried over the years to make the looms safer for the workers but no one had come up with an idea that worked. Margaret spend hours and hours creating a safer design for the loom piece in question and at the tender age of 12 she had her first working invention. The covered shuttle she invented is still in use on cotton looms today. In 1868, Margaret moved to Massachusetts and began working at the Columbia Paper Bag Company. Paper bags at that time were envelope shaped and held closed by having twine or string wrapped around them. Square bottom bags were rarely used because they had to be made by hand and were very expensive. Margaret decided that there was definitely room for improvement and set about trying to create a machine that would cut, fold and paste square bottoms bags by itself. This would make the bags much less expensive to produce and do the work of many people with only one machine. She worked days at the Columbia Paper Bag Company and while she worked, she studied the machines that were in existence there already. At night, she took her ideas home and spent hours building and rebuilding models of a machine she thought would create a better paper bag machine. It took a very long time and a massive amount of work to get what she wanted from the  machine. She tested and adjusted and changed things in the plan until it was just what she wanted. Once the design of the machine was perfect, she hired some one to make the actual machine for her. The models had not been very sturdy and she wanted one made of iron that would hold up to a full days work. While Margaret was doing all this, a man named Charles Annan stole her idea and had a patent put on it under his own name. Margaret had put too much work into this machine and was not going to sit by and let someone else take the credit for it. She took Charles Annan to court over stealing her idea and her patent. Charles Annan was confident that he could win by convincing the judge that no woman understood machinery and would never be able to design and build a machine complex enough to make square bottom paper bags. Charles Annan underestimated Margaret Knight and it cost him the court battle. Margaret brought in all her drawings, plans and models of the machine. She explained how it worked and why it would improve the method currently used. Her knowledge and documentation proved to the judge that she was the rightful owner of the design and the machine. Margaret got her patent for the paper bag in 1870. She co-founded the Eastern Paper Bag Company in 1870 as well and put her invention to work. She is known as the Queen of Paper Bags and her invention is used to this day, along with the design she created for the square bottom paper bag. References: Tag Brill, M. (2001) Margaret Knight Girl Inventor Mill brook

Saturday, September 28, 2019

Analysis Of Divine Command Theory Philosophy Essay

Analysis Of Divine Command Theory Philosophy Essay Divine command theory is an ethical view based on theism or the belief that God exists. Followers of the theory accept that all moral judgment is derived from an understanding of God’s character or his direct commandments. In other words, â€Å"what is in accordance with God’s command is moral and what is contrary to that command is immoral† (Farnell, 2005). The holy books of each religion (e.g. The Bible, Koran, and Torah) contain God’s directions. Therefore, they can be used as guides to distinguish between morally good and bad actions. The idea that ethics and religion are connected is far-reaching, and it leads us to examine religion’s role in our society. Advantages Although divine command theory has been rejected as a working ethical theory, there are a few ways in which it does provide an advantage as an ethical framework. First, God’s commands set forth universal moral rules. The rules can be applied to anyone, at all times and place s. The belief that God is eternal and never changes means that his commands are as relevant today as when they were first recorded. Second, God’s commands don’t depend on what others think are right or wrong. His commands are completely objective. For example, one of God’s commandments is not to commit murder (Exodus 21:13). Even if your friends believe that murder is acceptable (for instance, capital punishment), they are still wrong because their beliefs oppose God’s will. Under this theory, morality exists outside of human reasoning because God is the ultimate authority. Third, if you disobey God, you will be punished. If you follow his commands, you’ll be rewarded. God is both omnipotent and omnipresent. If you choose to disobey, your punishment is inescapable. If you obey, God will bless you with eternal life and a place in heaven. Those who believe have a strong incentive to follow his commands. Finally, traditional religions are centuries ol d and have recorded many of God’s commands. Religious texts allow us to know and understand the character of God, and they make it easier to know how to act morally. For Christian believers, the Word of God is in The Bible and they are secure in the concrete, moral teachings written in its pages. Critiques There are several reasons why divine command theory falls short as a working ethical viewpoint. One objection focuses on the sheer number of world religions and their different interpretations of the nature of God (or their gods). How does a divine command theorist know that their God’s commands are the right ones to follow? It is impossible to prove that the insights of Allah overrule the laws of Yahweh. Even within Christianity, a schism has existed between Catholic and Protestant believers since The Reformation in 1517. Under divine command theory only one religion can be correct and the followers of that God are the only ones leading moral lives (Austin, 2006). T his leads into the next objection. God’s commands can be easily misconstrued. That is, how do we determine the correct interpretation of the sacred texts? When God states that we should not commit murder, does that mean murder is always immoral, or should we take into account the specific context in which God gave this command? During this process of interpretation, we are actually exercising our own sense of morality. We must rely on our own understanding of God’s goodness and act on moral laws we deem consistent with God’s commands (Adams, 1999). We cannot take ourselves completely out of the picture when determining God’s position on ethical issues.

Friday, September 27, 2019

Legal Method Essay Example | Topics and Well Written Essays - 2500 words

Legal Method - Essay Example Under Section 5(1) of the RTA 1988 it would be an offence to drive a motor vehicle on a road after consuming alcohol and producing a breathe test containing 35 mcg of alcohol and above. Under Section 5(1), the Secretary of State has permitted the Lion Intoximeter 3000 to be used as evidence against driving under the influence of alcohol. Under Section 69 of the Police and Criminal Evidence Act 1984, any evidence that is provided by the Computer would not be accepted as evidence unless there is no reasonable ground that the statement was inaccurate due to improper use or functioning, and that the computer was operated properly. Ms. Tick was driving erratically on 21 May 1993 and was taken to the Sun Hill Police Station and provided a breathe test using the Lion device. The time the test was done was about 00:13 am but was given as 11:00 pm on the computer printout. Both the samples given by Ms. Tick exceeded 78 mcg of alcohol, above the permitted limit of 35 mcg, and Ms. Tick was char ged under Section 5(1). The inaccuracy in time was noted and Srgt Cryer was called to testify in court. It was found that the reading or functioning of the Intoximeter was not affected by the functioning of the clock and both were independent. Dr. ... After taking into consideration by Dr. Know and Srgt Cryer, there was nothing that could displace the printout evidence. Since the clock and the breathe analysis mechanisms lay in the same box, it could be said that since there was an error with the time, there could be an error with alcohol analysis, and this was even the intention of the legislation. However, the evidences that were available against Ms. Tick were admissible to convict her. 2. Explain, in your own words, the legal issue(s) in the case. Here the legal question being asked was whether the evidence presented by the Lion Intoximeter breathe analysis was permissible under section 69(1) of the Police and Criminal Evidence Act 1984. It is important to take into consideration the other evidences that were available including that of Srgt Cryer, the constable and Dr Know regarding Ms. Tick use of alcohol above the permissible limit whilst driving and also the error committed by the machine. Here the question was being asked regarding the admissibility and validity of a computer statement as evidence. Under section 69 a computer device must be functioning properly and if there is any evidence that the device was not functioning properly, it cannot be taken as evidence in criminal cases. If a computer is malfunctioning, the same should not be relevant and should not affect the generation of the evidence. From evidences presented, it was clearly shown that the functioning of the clock was independent of the results of the breathe analysis obtained. However, since the clock and the alcohol analysis components were in the same box, there were some doubts. However, Judge Hoffmann took into consideration that the information of time supplied by the clock had not effect on the generation and processing of the

Thursday, September 26, 2019

Socialgical research paper Essay Example | Topics and Well Written Essays - 1000 words

Socialgical research paper - Essay Example Additionally, other school discipline issues such as drug abuse, cheating, bullying, truancy, disrespect of authority, and minor misdemeanors plague educational institutions, resulting to innumerable classroom and school disruptions, as well as almost two million suspensions yearly. (Hymowitz, 2000) It comes as no surprise then that most schools in the United States have decided to impose a zero tolerance policy-and it is not something new. According to a survey of the U.S. Department of Education at least a decade ago, of more than 1,200 public schools, approximately three-quarters of schools in the United States have reported practicing a version of a no-tolerance policy-"79 percent had zero-tolerance policies against violence, 88 percent for drugs, 91 percent for weapons and 94 percent for firearms." (Witt, 2007) Many schools enforced this policy after the term "zero tolerance" became popular during the last days of Ronald Reagan's "War on Drugs" and was even made more infamous after a series of high-profile high school shootings, the American Psychological Association reported. Such policy, however, does not come without any controversy clinging to it. For one, according to the Journal of Sociology, "sociologists have historically scoffed at this latter (zero tolerance) policy." (Zajdow, 2005) Not only that, this policy has sparked numerous complaints and protests from the public through the years because of what many see as pointlessness of policies, like students being suspended or expelled for carrying a legal, non-prescription drug such as Advil in their backpacks, having pocketknives in cars, and carrying sharp tools beyond a "woodshop" class. In other cases, the policy was known to have come in conflict with religious freedom, such as the carrying of kirpans, a ceremonial dagger or sword that must be carried by baptized Sikhs. (Zero tolerance (schools)) But much worse than the irregularities is the problem of racism in terms of implementing the zero tolerance and discipline in school, according to the American Sociological Association. In fact, though, the United States is seen as the land of the free, reports of much severe punishment for African-American students than their white counterparts are prevalent. (Free, 2004) In a paper entitled "Zero Tolerance Policies and Alternative Education: Where Do We Go from Here" Janese Free states the following: "The recent rise in school violence and prevalence of weapons in the hands of students in the past twenty years has led to implementing new disciplinary policies in schools- most notably, 'zero tolerance policies.' While these seemingly 'get tough on crime' policies remain popular, criticism and skepticism as to their effectiveness and appropriateness increase daily. The implementation of these policies nationwide has resulted in dramatic increases in school exclusions (suspensions and expulsions). Not only are exclusions more prevalent, but research suggests that a disproportionate number of African American and other minority students are being excluded from schools across the country." (Free, 2004) One the questions that I honestly think should be brought to the fore: Why are African-American students punished more severely than children of other ethnic groups As, the data from the U.S. Department of Education show, "on average across the

Marketing Management - Today's business environment Essay

Marketing Management - Today's business environment - Essay Example This is so because success is based on an organisation's ability to create, rather than predict the future by developing those products that will literally transform the way the world thinks and view it self and the needs (Kanter 1995:71). Within the context of today's global competition, businesses and firms no-longer compete as individual companies but try to corporate with other businesses in their activities (Wu & Chien 2007:2). These researchers went further to argue that, this strategy has become quite common in many businesses including the retail clothing chain stores. The conventional vertical integrated company based business model is gradually being replaced by collaborative relationship between many fragmented, but complementary and specialized value stars and constellation (Wu & Chien:1). This paper argues for the importation of a new technological home entertainment product Nintendo into the Australian market. The paper seeks to asses the product, the market positioning and competitor's analysis of the new products. According to Johnson et al (2007), the SWOT Analysis, or sometimes known as the TOWS Matrix, is a strategic planning tool used to evaluate the strengths, weaknesses, opportunities, and threats involved in a project or in a business venture or in other situation of an organization or individual requiring a decision (Johnson et al 2007). Market analysis of competitors, suppliers, customers and potential opportunities has long been a competitive preparation of the staple firm (Johnson & Scholes 2007). Strengths High Growth Industry Few direct competitors Beautiful location Stores will be located on short drive from populated areas Distribution channels and resources already in place with hotel A must have household products My personal background in home entertainment and household name of the distributive channels in Australia Wise environmental practices and community citizenship Sustainable supply 5% of the products profit will be used to support community organization Self directed teams self responsibilities Haven entertainment for families Unique service and product offerings Weaknesses Seasonal Fluctuations Refurbishment costs Insurance Safety concerns Others competitors such as Sony and Microsoft improving on their product chain everyday. Opportunities Expansion within grounds Franchise possibilities Strategic alliances Technology Extensive customer base It is a must have household entertainment product that has made a name in Europe and the United States Threats Criticism Poor public relations development Rising interest rates on

Wednesday, September 25, 2019

ASB'S Framework for Preparation and Presentation of Financial Research Paper

ASB'S Framework for Preparation and Presentation of Financial Statements - Research Paper Example Three more important concepts which are identified by IAS 1 are Prudence, substance over form and materiality. These concepts form the basis of the selection and implementation of the accounting policies. The basic purpose of the framework presented by the IASB is to provide the definition of why the financial statements are required. It also ascertains the qualitative characteristics that eke the process of making the information provided by the financial statements more useful. The framework also elaborates about the basic elements included in the financial statements and the concepts for recognizing and measuring them in financial statements. The general purpose financial statement is required to provide information regarding the financial position including the cash flow and performance of the company. The information provided in the financial statement helps a company in comparing its performance from the last year and supports the management in undertaking important decisions regarding the business. The purpose can only be fulfilled if the financial statements provide information regarding the following aspects of the company. Other information in the notes and related documents help the users in estimation and evaluation of the present and future position of the entity. The framework provided by the IASB addresses the general purpose financial statements prepared by every business entity for addressing the information requirements of a wide range of users in making economic decisions. As the framework addresses the purpose of preparing the general financial reports it may not apply to the special purpose financial reports.  

Tuesday, September 24, 2019

TO WHAT AN EXTEND IS MUSICAL TASTE GOVERNED BY THE SOCIETY Essay

TO WHAT AN EXTEND IS MUSICAL TASTE GOVERNED BY THE SOCIETY - Essay Example It is also evident that the ability to enjoy and respond to music is natural in man (Storr, 1992) and can be traced to his evolutionary history (Jolly, 1985). Clayton et al. (2003) argue that music and culture supplement each other and as such control the taste of music. For instance, the kind of music popular in the western culture may fail to live up to the standards of the less developed cultures and vice versa (Clayton et al. 2003). Consequently, it is the aim of this essay to examine the extent to which musical taste is governed by the society. Numerous studies in the history of music indicate that music has entered almost all levels of education world wide (Clayton et al. 2003). For instance, Campbell (1988) argues that music has been offered to children in their elementary levels of education following a structured syllabus. Similarly, Campbell (1988) has indicated that teaching of music in higher academic levels has gained much attention especially with the intention of improving the quality of music teachers produced. He strongly advocates for the production of specialised music teachers to competently teach the art in line with the norms of the society. In this connection, it is therefore conceivable to argue that most governments are structuring the curriculum in such a way to control musical taste. Music plays a myriad of crucial functions in human’s life as stated by Hargreaves and North (1997), in which nearly all of them have social bearing. For instance, it is recognised that music has a significant impact in certain areas like health promotion, advertising as well as education (Leppert and McClay, 1992). Most musical themes tend to carry messages leaning heavily on these areas found to promote performance in them. Clayton et al. (2003) on the other hand claim that in Canada, music has been made highly patriotic with its taste being largely influenced by ethnic

Monday, September 23, 2019

Hi Tech Programs Research Paper Example | Topics and Well Written Essays - 250 words

Hi Tech Programs - Research Paper Example The role of government is a hope for the success of the EHR in the forms of mandates, subsidies and policy directives (Wulsin and Dougherty, 2008). The use of electronic health record is more common in USA as compared to other countries. National Coordinator office in USA published the regulation related with HER’s objectives. These standards stated purpose of the HER system in terms of objectives like the list of patients for medication, and incentive payments. Governments’ standards are same for the hospital management and physicians. There are 20 standards for hospitals and 21 standards for the physicians (Gray et al., 2011). Physicians, clinicians and hospital management can earn more money if they treat the patients on Medicaid or Medicare. The Electronic Health Record provides the forum to all players in health management sharing the medications, problems, allergies and their test results. Responsibilities include as the security of individual patients’ data in terms of the test results’ codification (Halamka,

Saturday, September 21, 2019

Nuclear Weapons & Cold War Essay Example for Free

Nuclear Weapons Cold War Essay 1) How did nuclear weapons affect the course of the cold war? The Cold War period of much conflict and tension was between the United States and the Soviet Union, along with their respective allies, was from the middle of the1940s until the early part of the 1990s. The building up of nuclear weapons was maybe, the most important of the many arenas that the rivaling countries played in. It became known as the nuclear arms race or the â€Å"competition for supremacy† The discovery that uranium was a plenty around the world shortly after the second world ar, helped to solidify the nuclear monopoly held by both the United States and USSR. While the United States had their own resources for uranium, they soon discovered that Eastern Europe was providing a steady supply to the Soviets, until they could develop a source of their own. The United States, who had predicted that the USSR would not have any nuclear weapons until the mid-1950s, was massively surprised when the Soviets detonated their first bomb â€Å"Joe One† on August 29, 1949. It was much like the bomb that the US had dropped on Japan in 1945 nown as the â€Å"Fat Man†. From that point on both governments devoted massive amounts of money, time and resources to increasing their nuclear arsenals. First off, it was the hydrogen bombs and then next came the Intercontinental ballistic missile or â€Å"ICBMs† as they are known. And on Oct. 4, 1957 the Soviet Union launched the â€Å"Sputnik†, the US followed with their own on Oct. 31, 1959. During this period of innovation, the world became nervous and scared; they discovered just how vulnerable they were. Large underground bunkers were built to save the presidents and he leadership of the nations, individuals were encouraged to construct fallout shelters and they were often taught how to react in the case of a nuclear attack. When both sides realized that any attack upon the other would be suicide for themselves as well, a new policy know as the â€Å"Mutually Assured Destruction† was adapted, and this would, in theory restrain both sides from attacking one another. â€Å"The number of nuclear weapons held by the two superpowers during the Cold War increased drastically because of the need for a first strike and later a second strike force. The highest numbers of nuclear warheads held by these powers was approximately 12,000 for the USSR and 10,000 by the US. This many nuclear weapons has the potential to destroy life on earth more than 1,500 times over† http://www. pwc. k12. nf. ca/coldwar/plain/armsrace. html. And yet, both sides kept exploring and spending large amounts of money and resources on developing nuclear weapons. In many respects, the stockpiling of these weapons was by far the most important contribution made to the world during the cold war period, than any other resource added by any other country. 2) Why has the European Union found it so difficult to achieve political, social and economic integration amongst the member states?  Shortly after the Second World War at the University of Zurich, Winston Churchill gave a speech that called for a â€Å"United States of Europe† and the creation of a â€Å"Council of Europe†. This council became the oldest organization in favor of European integration since 1949. But, in spite all the enthusiasm of the European citizens, the Council’s idea of integration has struggled for many reasons. One of the main reasons is because at the same time as the evelopment of the council another â€Å"European Union† was being formed. This Union was made up of twenty-seven European countries. It was established as the European Economic Community in 1957 under the Treaty of Rome and has undergone many changes since, most notably in 1992 by the Maastricht Treaty†. At first this Union was a welcome relief, growth and restructure was happening over night. The European Union was founded upon a number of treaties, and their laws cover a wide range of topics. Both, a legislative branch and the Parliament govern them. And the politics of he European Union primarily covered the economy. However, there is still a disagreement on how far the Union should expand. Because of the disagreement, the integration and expansion of the European Union has been slow since the end of the cold war period. Enlargement or expansion, together with the signing of new treaties, are seen by some as parallel processes, vital to the Union’s welfare. To many this is known as the bicycle theory. â€Å"The European Union is often compared to a bicycle: if it stops moving forwards it will fall over. The bicycle theory also applies to multilateral trade talks†. Bounds, Andrew (2007). Brussels blog: Bicycle wobbles on the way to Doha, Financial Times. And like most trade talks, both parties want to come out ahead in the end. Thus, the ongoing integration of the European Union and its member states are becoming contested on the grounds that it reduces it’s members national sovereignty too much. Politically, the Union struggles because neither they’re laws or their political theory offer the concept of a democracy. Their attitudes remain fixed by the idea of a nation state organization and its people. Socially, this makes them still behind the times. Economically, They struggle with the different economic and resource levels of each of the member states. All these along with the concept of Euroscepticism, or better known as the opposition to the process of European integration, the Union continues to move forward and yet has been forced to make changes to its policies. Amid the post war trauma, the European Union has become a beacon for organized political growth and upbringing. And today, in spite all the worldwide turmoil and confusion, The Union still spreads forth it’s hand in every effort to encourage global peace and umanitarian aid to its member states.  There is no set standard in the process of integration, but today there is a new focus on the complex policy making of the European Union. 3) What was `containment` and how did it influence US cold war thinking? The word containment means to isolate or to make stagnate. In the terms of the cold war, it refers to the foreign policies adapted by the United States under the direction of George Kennan. In the beginning, their policy was to stop all of the outside nations from moving politically towards Soviet Union communism and to ensure that the United States continued to ave, what they thought would be, the upper hand. For ideology as we have seen taught them that the outside world was hostile and that it was their duty to overthrow the political forces beyond their borders. (X[Kennan], Foreign Affairs, 1947). They hoped that ultimately in the end thecontainment policies would cause the fall of the Soviet Union and its ally nations. Back in the early days of history, containment was accomplished with the use of brute force or tactics much like an army taking over a castle and then came the use of treaties and political policies, thus being the cold war period. Today this is often accomplished by politically using severe sanctions, as in the United States’ dealings with Iraq and Iran. Espionage and sabotage are other ways of creating a containment among a group of people or nations. During the United States’ cold war containment period the policies adapted by President Truman experienced some major setbacks through the opposition of the Soviet Union, and by the Time the United States pulled out of the Vietnam war and the Koran conflict, there wasn’t mush credit given to the containment policies and ideas, anymore. So the United States started a new heory of â€Å"detente† or peaceful co-existence. Until the election of Ronald Reagan this was a believable concept. President Regan believed that the containment policies did not expand far enough, He felt uneasy about the weapons being held by the foreign nations. He wanted new missiles, placed in Europe to help the United States to become immune to the first strike concept. His new policies become highly controversial and very unpopular in many of the surrounding foreign countries. In 1991, the Soviet Union collapsed under the direction of Gorbachev and the wanted nd result of the original containment policy had been achieved, this marked the official close of that policy. All though, the US still keeps its military and missile bases in the areas around the former Soviet Union, â€Å"just to be on the safe side they say†, many events have effected the world and the current containment policies. As of 2005, the United States are listed as having at least 700 military bases around the world, like the ones in Iceland and Germany. Some up to date estimates suggest that the real number is much higher.

Friday, September 20, 2019

The Negative Impacts Of Globalisation

The Negative Impacts Of Globalisation Pepperell reviews the inherent developments that characterize the process of globalisation and the implication that they have had on Algerians culture. In chapter one, he ascertains that globalisation has had significant impacts on the Algerian football and sport. Increasingly, the teams are expected to adhere to certain standards in order to attain global recognition. Thus their traditional values suffer detrimental effects as a result of erosion. The only limitation for this study pertains to its limited scope. Ngwainmbi, E. (2000), Africa in the Global Infosupermarket: Perspectives and Prospects. Journal of Black Studies, 30 (4), p 534-52 The author cites that technological advancements have adverse effects on the cultural and value systems of developing countries such as Africa. According to him, it has culminated in inequality as very few individuals can afford the technology and employ it for beneficial purposes. He recommends that respective governments are still faced with the challenge of educating the masses about the importance of technology and empowering them to have unlimited access to it. The study was considered important for the subject under review because of its useful insights regarding the impacts of technology on African culture. Barber, B.S. (1995), Jihad vs. McWorld, London: Random House The author describes globalisation as a process which produces a backlash. As a reaction to the supposed loss of their traditional values, lots of people from the third world retreat into religious fundamentalism. Barber was the first who puts Jihad and McWorld together. Herman, E. R. McChesney (1997), The Global Media: The New Missionaries of Corporate Capitalism. New York: Continuum The authors put into focus the main agent of the spreading out of predominantly U.S values over the globe: The Media. For Herman McChesney, globalisation of media is predominantly related to capitalism and any expansion of a global culture destabilises the countrys ability to protect its Own culture, which is undermined by the wide-reaching wave of consumer culture. Rudra, N. (2002), Globalisation and the Decline of Welfare State in Less-Developed Countries, International Organization, Vol.56, p 411-445. Rudra explores the social and cultural issues in developing countries and underscores their relationship to globalisation. She maintains that Algeria for instance suffers the negative impacts of unemployment, low political power and lack of vital skills. She challenges political leaders to be more responsible about improving social welfare programs. By highlighting the relationship between social and cultural concerns and globalisation in Algeria, the study contributed immensely to the subject under review. Mander, J Goldsmith, E. (1996), The Case Against the Global Economy and for a Turn Toward the Local, San Francisco: Sierra Club Books The authors have provided useful information regarding the negative impacts of globalisation on the cultural aspect of the society. By use of essays, they recommend that developing countries need to use local technologies in order to enhance sustainability. Various deductions that are related to this study contribute significantly to the review at hand. Bhargava, R. (2003), India in the face of globalisation, [Online]: http://www.opendemocracy.net/democracy-world/article_1006.jsp. Accessed on 05/08/2010 In his article, India in the face of globalisation, Rajeev Bhargava agrees to the only negative facets of globalisation and states that globalisation has to be combated, tamed or at least given a more human face. The focus was on globalisation in terms of how it affects both culture and trade in everydays world life. Schirato, T Webb, D. (2003), Understanding Globalisation, London: Sage The author dedicates an entire chapter to the exploration of the impacts of globalisation on culture within the developing world. From his point of view, third world economies that have blindly adopted international policies as opposed to domesticating them are likely to suffer devastating impacts as opposed to their counterparts. Speth, J. (2003), Worlds Apart: Globalisation and the Environment, USA: Island Press Speth asserts that globalisation has made the native societies to explore economic benefits of natural resources. This has culminated in environmental deterioration as a result of erosion of cultural values that were fundamental in environmental conservation. It is for this consideration that he study was considered imperative for the subject under review. Hefner, R.W. (1998), Market Cultures, Society and Morality in the New Asian Capitalism, Boulder, CO: Westview Press. In discussions of cultural identity and Islam which is the religion of 99% of Algerian population, the author states that consumer culture has more often damaging effects on religion in terms of pleasure and hedonism. Marling, W. (2006), How America is Globalisation, Baltimore: J.H University Press The author ascertains the Americanization has had negative impacts on the local languages, education systems and eating habits of the natives societies. This has in return culminated in a change in local cultures as American values are adopted to address the needs of the native societies. The in depth exploration of these concerns influenced the adoption of this review for the current study. Schumpeter J. (1975), Capitalism, Socialism and Democracy New York: Harper The author is the 1st one who famously labelled capitalism as a process of creative destruction. Although this worldwide expansion may help to boost economic, political and technological development, lots of people around the globe are worried about the impact that the capitalist phenomenon on the most precious characteristics of their cultural identity. Even though, globalisation can be considered as an extremely educational process by giving opportunities to gain new ideas and experiences, no destruction can be considered as creative. Cowen, T. (2002), Creative Destruction, How Globalisation is Changing the Worlds Cultures, New Jersey: Princeton University Press Reporting the work of Joseph Schumpeter (capitalism is a process of Creative Destruction.), the author uses a wide array of examples to underscore the different impacts of globalisation on world cultures. Essentially, he indicates that this has culminated in the development of a global culture and diversity has been compromised. He cites developing countries such as Algeria to have suffered the most because their cultural attributes are seldom incorporated in the world culture. It is for this reason that this study was considered imperative for this study. Hjavard, S. (2010), The globalisation of language, How Media Contribute to the Spread Of English and the Emergence of Medialects, [Online]: http://nordicom.gu.se/common/publ_pdf/157_075-098.pdf, Accessed on 19/07/2010 Hjavard asserts that the English language (French for Algeria) has increasingly assumed an elevated position is global operations. The article affirms that the media has played an integral role in perpetuating this state of affirms. Notably, Algeria has not been exempted from this and a global language is employed in communication. This has had negative impacts on the languages of the natives that have been threatened by erosion. Skutnabb-Kangas, T Phillipson, R. (2001), Language ecology: Dominance, Minoritization, Linguicide and Linguistic Rights. Copenhagen: Marianne The authors speak of linguistic genocide and point accusing fingers at cultural globalisation. Among the principal perpetrators of this linguistic (and cultural) genocide are formal education and mass media, and behind them are economic and political actors on a macro-level. Instead of speaking of death, which signifies a natural and unavoidable process, the 2 authors use the term mass murder to point out the premeditated nature of the phenomenon. Muyale-Manenji, F. (2007), The Effects of Globalisation on the Culture of Africa in the Eyes of an African Woman, [Online]: http://wcc-coe.org/wcc/what/jpc/effglob.html Accessed on 19/07/2010 The article ascertains that in the modern time, culture has become increasingly dynamic as a result of globalisation. The Algerian experience has not been exceptional as cultural aspects such as music, language and mode of dressing among others are exposed to various changes on a daily basis. It is for this reason that the study was considered imperative for the subject under review. Lipton, M. (1977), Why Poor People Stay Poor, Urban Bias in World Development, London: Temple Smith The author indicates that the current state of developing economies can be contributed to a blind assumption of western modes of production. The erosion of critical values according to him has contributed to the current crisis. The impacts of globalisation have been implicated for this state of affairs. Pereira, W Seabrook, J. (1994), Global Parasites, Five Hundred Years of Western Culture, Bombay: Earthcare Books To begin with, the authors indicate that the current state of developing countries with regard to culture is worrying. This can be attributed to the globalisation trends that have compelled traditional communities to assume modern cultural values. This has led to assumption of western practices at the expense of the welfare of the locals. Western countries are labelled parasites by the authors because of the inherent lack of sustainability and injustice of the relationships they share with developing economies. Shiva, V. (1988), Staying Alive, Women Ecology and Development, London: Zed Books As a woman the author begins by underscoring the benefits of women on the environment. She indicates that women of developing countries used to interact in a sustainable manner with the environment before the introduction of globalisation. She blames globalisation for erosion of vital cultural beliefs, practices and taboos that were imperative in environmental protection. Huntington, P. (1993), The Clash of Civilization, Foreign Affairs, 72(3), p 22 In a journal article titled The Clash of Civilizations, which was later developed into a full book, the Harvard University Professor has produced one of the influencing later work on the concept that cultural identity will be the principal aspect that divides the world. He states: The fundamental source of conflict in this new world will not be primarily ideological or primarily economic. The great divisions among humankind and the dominating source of conflict will be cultural. Nation states will remain the most powerful actors in world affairs, but the principal conflicts of global politics will occur between nations and groups of different civilizations. The clash of civilizations will dominate global politics. (1993, p 22) Huntington, P. (1996), The Clash of Civilizations and the Remaking of World Order, New York: Touchstone Huntington states that globalisation has had far reaching impacts on global populations. This is because most of its values and virtues conflict with the traditional value system. Specifically, cultural aspects of traditional populations in countries such as Algeria have suffered the most as they have been eroded. This information was considered important for the study at hand. Schaeffer, K. (2002), Understanding Globalisation, The Social Consequences of Political, Economic and Environmental Change, Lanham: Rowman and Littlefield The author provides important information regarding the social consequences of globalisation. With regard to the cultural transformations, the author cites that the development of a global culture has enabled all countries to assume similar values and virtues that are fundamental for harmonic living. Native populations of Algeria according to the author can be able to interact effectively with the rest of the global populations. With an economy that is depended on the production of other countries, this is undoubtedly essential for effective functioning. Waters, M. (1995), Globalisation, London: Rutledge According to waters, one main impact that globalisation has had on the population of the developing countries such as Algeria is the migration of individuals to other parts of the globe in search for better standards of living. This is because of the adoption of new cultural ideals which have had both positive and negative impacts. Hjavard, S. (2010), The globalisation of language, How Media Contribute to the Spread Of English and the Emergence of Medialects, [Online]: http://nordicom.gu.se/common/publ_pdf/157_075-098.pdf Accessed on 19/07/2010. This paper highlights the supremacy of English language over other languages. As English language has progressed toward paramountcy, the status of other languages such as French, Spanish, Arabic, German, Russian, etc., has changed. At the same time, lots of languages and dialects are actually in danger of disappearance. Some hundreds of languages are considered to be spoken by very few, elderly people if not virtually extinct. Rich, B. (1994), Mortgaging the Earth: The World Bank, Environmental Impoverishment and Crisis of Development, Boston: Beacon Press, The author indicates that current developments have increasingly undermined environmental sustainability. The underlying objectives of economic development have been questioned by the author on the premise that they essentially seek to benefit the north. The South on the other hand suffers devastating effects that stem from assumption of western cultural ideals. Dayan, D. (2001), The Peculiar Public of Television. Media, Culture and Society, 23 (6), pp 743-765. The author argues that the development of a common global culture was greatly contributed to by technology such as television. This enlaces free flow of information to different segments of the society. Since it has portrayed the western culture to be ideal, traditional culture in the South is threatened by complete erosion.

Thursday, September 19, 2019

Rejection :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Someone once told me that life is not always fair; that some days are better than others are. Men do not care for this rule and we want everyday to be great, perfect and full of joy; but deep down we know it cannot be. We refuse to accept the unfairness of life though; we resist in our own unique ways to every bad thing that happens in our lives. We have been known to resist violently, lashing out at others in rage; and we have been known to bear the pain ourselves without rage and violence. Either way we find a way to deal, but dealing is not our game in life; we would rather solve the problem than to risk defeat. However, there are times and situations that cannot be solved; that judgment and result are given in one sweeping blow that can knock the wind out of our self-esteem or knock us out completely. These types of problems cannot be avoided if a male wants to have a normal and productive life. It is a matter of our approach and our dealing with the result t hat will give us a learning tool for future problems. The problem I want to ad-dress is dealing with rejection by a woman in two different stages: pre-relationship and during the relation-ship.   Ã‚  Ã‚  Ã‚  Ã‚  When I say pre-relationship I am trying to say is asking a woman out on a date. For most men this is the trickiest part of the relationship, and the most feared because of that. Men also have a portion of self-doubt in themselves when it comes to persons of the opposite sex that they find attractive. They will go through a period where they try to talk themselves out of asking a woman on a date by using the self-doubt. They will try to convince themselves that they are not good enough for the woman and therefore should not try. This is a subconscious defensive tactic to avoid rejection; because you cannot be rejected if you do not try. Self-doubt is the first snag that needs to be reckoned with before pursuing any relationship.   Ã‚  Ã‚  Ã‚  Ã‚  To overcome self-doubt you need to believe in yourself in and out. You need to show people that you are confident and believe that you are confident as well; if you cannot convince yourself, it will be ex-ponentially harder to convince others.

Wednesday, September 18, 2019

Comparing Gilgamesh and Odysseus :: Compare Contrast Comparison

Gilgamesh and Odysseus are two heroes from two different time periods that were both in search of the meaning of life. The epics that the two characters are featured in Gilgamesh, was developed from early Mesopotamia and the Odyssey in early Greece. Gilgamesh was a very popular and it was very valuable to the historian of Mesopotamian culture because it reveals much about the religious world, such as their attitudes toward the gods, how a hero was defined and regarded, views about death and friendship. The Odyssey was also very popular in it’s time. It was set in ancient Greece where in its culture; mythology was the heart of everyday life. The Greek Culture turned to mythology to explain different phenomena for which they had no scientific explanation and this was prominent in the epic the Odyssey. While preparing to write this paper, I thought it would be great just to focus on the heroes of these two great epics many differences. Although during the course of my research I found that they also had just as many similarities. In this paper I will focus on the two characters by expressing their differences, as well as their similarities, and I will also give a bit of history about our two heroes. Gilgamesh, the hero from the epic Gilgamesh, was the historical king of Uruk in Babylonia, on the river Euphrates in modern Iraq: he lived about 2700B.C. Odysseus, the hero from the epic the Odysseus, was the ruler of the island kingdom of Ithaca. He was one of the most prominent Greek leaders of the Trojan War. Both of these men were granted certain strengths, Gilgamesh had physical, while Odysseus had mental strengths. Gilgamesh was a very self confident and at times that self confidence led to him to have little compassion for the people of Uruk at he beginning of the story. He was their king, but not their protector; he kills their sons and rapes their daughters. He felt like he was superior to others due to the fact that he was two-thirds god, his mother was a goddess Ninsun and one third human. This fact is the key to all of his actions. This is also what sets him apart from the hero Odysseus. While Gilgamesh was a hero thought to be more beautiful, more courageous, more terrifying than all of the people of Uruk. Even though his desires, attributes, and accomplishments were just as there’s, he was still mortal.

Buddhism :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  In the early parts of my life, I learned about all of the laws that restrict our actions, as practitioners of Buddhism. I was educated about the four basic truths that all Buddhists believe. The four basic truths are Dukkha, Samudaya, Nirodha, and Marga (Anderson 24). Dukkha, or its meaning in English, suffering, tells of all the frustration in life. In order to find the end of suffering, I found that one must review the purpose for the suffering to being in one’s life (Harvey 49). the second holy truth, Samudaya deals with the origin of suffering. In my studies and from what material I was instructed, I learnedin order to deal with suffering one must find out its cause in their life. After one has found the cause, then we can begin to do something about it ( â€Å"Four Noble Truths Part I† 3). Nirodha, the third truth, is the extinction of suffering. To be able to end the sufferingone must think that the suffering can end and have confidence in attaining the end of suffering ( â€Å"Four Noble Truths Part I† 5/6). Marga, or the fourth noble truth is also known as the eight-fold path. Avoiding indulgences in pleasure and temptation are the ways to walk down this path ( â€Å"Four Noble Truths Part II† 3). As I was instructed on the eight-fold path I learned that in order to attain the end of suffering I needed to have all of the â€Å"right† pieces of the puzzle. These are right understanding, thought, speech, action, livelihook, effort, mindfulness, and concentration (â€Å"Buddhist Teachings† 1).   Ã‚  Ã‚  Ã‚  Ã‚  In my religion we have a code of ethics that tells our followers to avoid stealing, lying, killing all living organisms, committing improper sexual activity, and destructive occupations (Anderson 26/27). the five governing precepts explain more in depth about the code of ethics. The first precpt says to refrain form taking life away from all that are breathing (Harvey 202). I and many other followers are vegetarians because of this precept. In the second precept stealing is prohibited. Improper sexual activity is covered in the third precept. In it, it tells us that sexual activity is only to be used in order to conceive children. Polygamy, adultery, and incest are also forbidden in this precept. Lying, or as the fourth precept calls it, false speech is also forbidden (Harvey 206). The fifth precept covers alcohol and improper drug use. It is said that if one breaks this precept that person is more likely to break any or all of the previous precepts (Harvey

Tuesday, September 17, 2019

Chichen obesity

Interview Source – name of interviewee, date of interview, Method of interview 2. complete research uses interviews, surveys, and other methods to collect data from the real world. 3. A research project typically begins with a comprehensive that considers factors such as the topic, research questions, claim, audience, possible format, possible sources, and a search plan. Power 03 – 1. logos appeals to logic. Examples, statistics, and research appeal to our need for logic. Logical appeals use evidence to convince a reader of the truth or validity of your claim 2. pathos appeals to emotion.Stories, imagery, and connotative words (words that have additional images and emotions associated with them) appeal to our emotions. These techniques arouse emotions such as anger, fear, joy, sadness, or happiness to cause the audience to feel and then to act. 3. ethos appeals to ethics. Responsible research practices and fair use of logic and emotion appeals contribute to the writer's credibility (authority, believability, and trustworthiness), an important element in persuasion, and appeal to our need to trust that the writer is a legitimate and ethical individual.Ethical appeals also appeal tothe audience's character or sense of right and wrong. For items 4 – 10, see page 4 of 4 in Power, Lesson 3 4. Hasty Generalization is a logical fallacy in which a conclusion is based on insufficient evidence or a sample of people that is too small. This fallacy is often linked to stereotypes and prejudices. 5. Post Hoc is a logical fallacy in which we assume that because B comes after A, A caused B. The Latin translates to â€Å"after this, therefore, because of this. † It is also called â€Å"false cause. † 6.Slippery Slope is a logical fallacy that claims if a particular action is taken it will inevitably lead to an undesirable event, which will lead to another undesirable event or series of events. 7. Authority is a logical fallacy that uses an â⠂¬Å"authority† who is not an expert on the issue. 8. Popularity is a logical fallacy that claims something is true because most people accept the claim or agree with the position. This fallacy takes advantage of people's desire to be part of the majority. 9. Fear is a logical fallacy that uses fear to create support for the claim. 10.False Dichotomy is a logical fallacy that identifies only two choices in a situation, one of which is not a viable choice. It is often called either/or reasoning. Power 04 – 1. pathos words are words that communicate additional emotions, ideas, and images. Audiences respond to these connotative words—sometimes without even knowing it—because they make us feel something. 2. Propaganda   is the use of any technique that attempts to influence the opinions, attitudes, emotions, or actions of a group to benefit the person, company, or group that created the persuasive material.Types of propaganda: 3. name calling , this technique gives names to the individuals, groups, nations, beliefs, or products that the writer would like to condemn or reject. This device causes us to make a judgment out of hate or fear of the element perceived to be bad. 4. Glittering generalities , this technique uses attractive, apealing words to describe whatever is being premoted. The words sound nice, but they are vague and used for their emotional effect. This device conveys the idea that â€Å"good people will accept idea or product x because it is good. 5. transfer , this technique transfers the authority or reputation of someone or something to the thing being premoted. Transfer can cause the audience to have positive or negative feelings 6. Testimonial, this device prompts us to accept an idea or product because someone else accepts it. 7. Bandwagon, this device says, â€Å"Everyone is doing, buying, or believing x, and so should you. † 8. Plain folk this technique attempts to convince audiences that the person being p ortrayed is an average citizen or the idea is what a regular person believes. 9.Card stacker this device selectively presents information that is favorable or omits information that is unfavorable for persuading the audience. Power – 05 – 1. An appeal to credibility relates to the audience's perception of the credibility of the writer, company, lawyer, or artist using the appeal. 2. Libel, slander, copyright infringement, and ethos are all writing practices that could affect the ethical appeal of a writer. 3. Define the word plagiarism: not your work 4. Using someone’s exact words from a source while giving credit to the source is termed copy write 5.Using information from a source but putting the information in your own words is termed paraphrasing. (T ) You must still give credit to a source when you paraphrase the source. 6. Reference: correspond to entries on the Works Cited page; they tell our readers enough information so that they can locate the source on the Works Cited page. 7. slander is a method of citing sources within a text by putting the main identifying source information in paren'theses at the end of a sentence. (Paren'thetical Citations) 8. False – Major works such as books, movies, and newspapers should be ut in italics or underlined while smaller works such as poems and short stories should be put in quotations. 9. Sources from a works cited list should be in alphabetical order. Power 06 – 1. List ten quality transition words from page 3 of Lesson 6: consequently; because furthermore; in the same way moreover; also clearly; then; additionally and; in addition 2. theme is the sentence that states the main idea or point of that paragraph. Betrayal – In this module sstudents will use Shakespeare’s Julius Caesar to analyze themes of betrayal.Shakespeare can be difficult for any student, especially sstudents that have never read any Shakespeare before. Sstudents can and should use Sparknotes as a resource. There will be links to Sparknotes and videos tthroughout the lesson. Please don’t hesitate to contact your instructor for help. Betrayal 01 – 1. Shakespeare’s Julius Caesar is about the aassassination of Julius Caesar and the story of betrayal by Brutus. 2. setting refers to the time, place, and culture in which a story is set. 3. Shakespeare’s theatre was called the pitt 4. At the opening of the play Caesar is returning from victory in battle.He has just defeated another Roman General named Cassius; 5. Why are Modulus and Flavius so upset with the commoners in Act I, Scene 1? Because he wouldn’t let them fight Betrayal 02 – 1. It is important to know at this point in the play that Brutus does not know whether to support Caesar or to go against him. 2. In Act II, Brutus agrees to kill caesar but he will not kill his parther as a part of Cassius’ plan. 3. What is Calpurnia’s dream about? Julius Caesar dying Betrayal 03 – 1. Will he kill a friend to save an empire? Yes Betrayal 04 – 1. Who said, â€Å"Et tu, Brute! Then fall, Caesar. † Julius Caesar 2.

Monday, September 16, 2019

National School Lunch Program Essay

The Food and Nutrition Service administers the program at the Federal level. At the State level, the National School Lunch Program is usually administered by State education agencies, which operate the program through agreements with school food authorities. 2. How does the National School Lunch Program work? The National School Lunch Program is a federally assisted meal program operating in over 101,000 public and non†profit private schools and residential child care institutions. It provides nutritionally balanced, low†cost or free lunches to more than 31 million children each school day in 2009. In 1998, Congress expanded the National School Lunch Program to include reimbursement for snacks served to children in afterschool educational and enrichment programs to include children through 18 years of age. 1. What is the National School Lunch Program? NATIONAL SCHOOL LUNCH PROGRAM 3. What are the nutritional requirements for school lunches? Generally, public or nonprofit private schools of high school grade or under and public or nonprofit private residential child care institutions may participate in the school lunch program. School districts and independent schools that choose to take part in the lunch program get cash subsidies and donated commodities from the U.S. Department of Agriculture (USDA) for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced price lunches to eligible children. School food authorities can also be reimbursed for snacks served to children through age 18 in afterschool educational or enrichment programs. School lunches must meet the applicable recommendations of the Dietary Guidelines for Americans, which recommend that no more than 30 percent of an individual’s calories come from fat, and less than 10 percent from saturated fat. Regulations also establish a standard for school lunches to provide one†third of the Recommended Dietary Allowances of protein, Vitamin A, Vitamin C, iron, calcium, and calories. School lunches must meet Federal nutrition requirements, but decisions about what specific foods to serve and how they are prepared are made by local school food authorities. 4. How do children qualify for free and reduced price meals? Any child at a participating school may purchase a meal through the National School Lunch Program. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those with incomes between 130 percent and 185 percent of the poverty level are eligible for reduced†price meals, for which students can be charged no more than 40 cents. (For the period July 1, 2010, through June 30, 2011, 130 percent of the poverty level is $28,665 for a family of four; 185 percent is $40,793.) Children from families with incomes over 185 percent of poverty pay a full price, though their meals are still subsidized to some extent. Local school food authorities set their own prices for full†price (paid) meals, but must operate their meal services as non†profit programs. 5. How much reimbursement do schools get? Afterschool snacks are provided to children on the same income eligibility basis as school meals. However, programs that operate in areas where at least 50 percent of students are eligible for free or reduced†price meals may serve all their snacks for free. Most of the support USDA provides to schools in the National School Lunch Program comes in the form of a cash reimbursement for each meal served. The current (July 1, 2010 through June 30, 2011) basic cash reimbursement rates if school food authorities served less than 60% free and reduced price lunches during the second preceding school year are: Free lunches: $2.72 Free snacks: $0.74 Reduced-price lunches: Paid lunches: $0.26 Paid snacks: $0.06 $2.32 Reduced-price snacks: $0.37 6. What other support do schools get from USDA? In addition to cash reimbursements, schools are entitled by law to receive USDA foods, called â€Å"entitlement† foods, at a value of 20.25 cents for each meal served in Fiscal Year 2010†2011. Schools can also get â€Å"bonus† USDA foods as they are available from surplus agricultural stocks. Through Team Nutrition USDA provides schools with technical training and assistance to help school food service staffs prepare healthful meals, and with nutrition education to help children understand the link between diet and health. 7. What types of foods do schools get from USDA? States select entitlement foods for their schools from a list of various foods purchased by USDA and offered through the school lunch program. Bonus foods are offered only as they become available through agricultural surplus. The variety of both entitlement and bonus USDA foods schools can get from USDA depends on quantities available and market prices. A very successful project between USDA and the Department of Defense (DoD) has helped provide schools with fresh produce purchased through DoD. USDA has also worked with schools to help promote connections with local small farmers who may be able to provide fresh produce. The National School Lunch Act in 1946 created the modern school lunch program, though USDA had provided funds and food to schools for many years prior to that. About 7.1 million children were participating in the National School Lunch Program by the end of its first year, 1946 †47. By 1970, 22 million children were participating, and by 1980 the figure was nearly 27 million. In 1990, over 24 million children ate school lunch every day. In Fiscal Year 2009, more than 31.3 million children each day got their lunch through the National School Lunch Program. Since the modern program began, more than 219 billion lunches have been served. 9. How much does the program cost? The National School Lunch Program cost $9.8 billion in FY 2009. By comparison, the lunch program’s total cost in 1947 was $70 million; in 1950, $119.7 million; in 1960, $225.8 million; in 1970, $565.5 million; in 1980, $3.2 billion; in 1990, $3.7 billion; and in 2000, 6.1 billion. For more information: For information on the operation of the National School Lunch Program and all the Child Nutrition Programs, contact the State agency in your state that is responsible for the administration of the programs. A listing of all our State agencies may be found on our web site at www.fns.usda.gov/cnd, select â€Å"Contact Us†, then select â€Å"Child Nutrition Programs.† 8. How many children have been served over the years?

Sunday, September 15, 2019

Lolo

Tutorial (Week 2) ISYS224 Answer the following questions: 1 List four examples of database systems. 2 Discuss each of the following terms: Data, Database, Database Management System, Data Independence, Security, Integrity and Views. 3 Describe the approach taken to the handling of data in the early file-based systems. Discuss the disadvantages of this approach. 4 Describe the main characteristics of the database approach and contrast it with the file-based approach. 5 Discuss the roles of the following personnel in the database environment: Data Administrator Database Administrator Logical Database Designer Physical Database Designer Application Developer End-Users 6 Discuss the advantages and disadvantages of database management systems. 7 Discuss the concept of data independence and explain its importance in a database environment. 8 To address the issue of data independence, the ANSI-SPARC three-level architecture was proposed. Compare and contrast the three levels of this model. 9 What is a data model? Discuss the main types of data models. 0 Describe the types of facility you would expect to be provided in a multi-user DBMS. 11 Of the facilities described in your answer to Question 10, which ones do you think would not be needed in a standalone PC DBMS? Provide justification for your answer. 12 Consider a two-dimensional integer array of size m? n that is to be used in your favourite programming language. Using this array as an example, illustrate the difference (a) between the three levelsof data abstraction, and (b) between a schem a and an instance.

Saturday, September 14, 2019

Sadh

After World War II there was a brief interlude when the United States led governments and peoples throughout the world in the belief that a new era of peace, disarmament, and the rule of law could emerge through working together in the United Nations. The cold war soon blighted that vision, and the world was frozen for forty years in the balance of nuclear terror. The end of the cold war and the demise of the Soviet Union caught most people by surprise, and they were followed by a brief period of euphoria in which optimistic notions circulated, many of them inspired by the apparent success of the first Gulf War.Among them were President George H. W. Bush's â€Å"new world order,† Madeleine Albright â€Å"assertive multilateral,† and a short-lived but widespread belief that the UN had at last come into its own. The century ended in general disillusionment over he prevailing disorder and violence. The events of September 1 1, 2001, and the reaction of the administration o f President George W. Bush have so far dominated the twenty-first century discussion of world order. Restart's statement reflects the concerns of this course.The attack on the World Trade Center and the Pentagon over a decade ago, on September 1 1, 2001, brought into sharp relief a new configuration of world power and opposition. After the collapse of the Soviet Union at the end of 1991, there had been much talk of a New World Order, emphasizing globalization, a ingle model of export-oriented economic development, liberalizing, human rights, democracy, and a global war on terrorism. Notions of a New World Order typically did not incorporate possible sources of opposition, or, when they did, it was with apocalyptic ideas like â€Å"the clash of civilizations. Some theories assumed that the dominance of the new order meant an â€Å"end to history,† that is, an end to the struggles between major powers and systems of thought that had marked international relations historically. September 1 1 demonstrated that we have not reached the end of history or a world without struggle, but it also demonstrated that imply dividing the world into clashing civilizations misses the new global configuration of power and opposition.The post-WI 1 world has been marked by a single superpower, the United States, which played an aggressive military role globally (especially after its invasion of Afghanistan in 2001 and Iraq in 2003 and, now, through drone warfare in multiple countries). It also has taken on outsized political and economic roles in the world. The post 9/1 1 world has also seen the emergence of key non-state actors, including ethnic groups, al-Qaeda, and many more. Since 2011, a key region, the Middle East and North Africa, has seen unprecedented popular uprisings, with citizens expressing pent-up anger against authoritarian regimes.The sass have been a period described by the word â€Å"globalization† but rife with powerful forms of localism. The purpo se of this course is pulls. With that goal in mind, the course first will analyze the earlier configuration of power that marked the second half of the twentieth century, how and why it crumbled, and how its disintegration laid the foundation for today. The main emphasis is on the creation of global economic interdependence in the twentieth century in a world politically divided.The interdisciplinary approach of the course stresses the interplay between two global structures, the world market and the hierarchy of states, and how the interplay of these structures has generated rules governing international life, â€Å"winners,† who have gained from these rules, and â€Å"losers,† who have felt the rules slighted them. In the latter part of the course, we will look at the structure of the world political-economy in the first decade of the twenty-first century, the role of imperial America, and events in the Middle East, including the recent popular uprisings and civil st rife.Requirements of the Course and Assignments: This course is designed to greatly improve students' critical-analytic reading abilities and their academic writing capabilities. To help students reach higher levels, the course requires substantial reading and writing throughout the term. Every student is expected to fulfill the following requirements: 1 . Readings. Students must read the assignments listed in the course schedule below prior to the Tuesday Section of the listed week (in Week One only, one reading will be due Tuesday and others, before the Thursday Section).The readings are presented somewhat differently from the methods used in many other classes. The assigned readings present the authors' own interpretations of how the twentieth century (or a part of it) unfolded. Their interpretations are important. As the course is interdisciplinary, the book authors include an economist, Stilling, who is a Nobel Prize winner; a leading political scientist at Harvard, Friend; an award-wining international historian from Columbia, Manager; and a noted historian of the Middle East, Kelvin. Interpretations in the assigned books often clash with those given in lecture, and they may contradict each other.In other words, students will have to make their way through conflicting stories f the making of the 21st century. Because the authors' interpretations are given as the authors presented them from beginning to end, they frequently do not line up chronologically or topically with the week-by-week class lectures. But students are challenged to compare and contrast over the course of the quarter the various narratives they hear in lecture and read in the books. Besides the books, there are some other additional secondary readings required. Additionally, the assigned documents will help students learn to read primary sources.The readings will be discussed by students and Task in weekly Sections. Students are required to bring to section the books being discussed, as well as printouts of ALL additional required documents and readings assigned for the week. 2. Short Papers. Each student will write three short essays of approximately 1-1/2 double-spaced, typewritten pages (12 point New Times Roman type, one-inch margins). The first paper will be on a reading assigned in Week Two, Francis Fauvism, â€Å"The End of History. † Part of the class session on Friday, January 17, will be on writing this paper.It is imperative, therefore, to read the Fauvism article carefully before the January 17 class session. The paper is due in section on Tuesday, January 22. The second and third papers can be on any readings to help you make your point. A presentation of opposing points of view and making a comparison of two works can lead you to good paper topics. In short, students are encouraged to compare and contrast different authors' ideas, even as the main focus is on a single reading. ) Papers may comment on how the author uses words, the construction of the argument, types of evidence, methods, etc.What the paper should NOT do is write about the topic of the reading; rather it should write on owe the reading treats or approaches its topic. For example, you would not want to write on the Cold War but on how Manager approaches the topic of the Cold War. The essay is to be submitted in person at the Tuesday Section meeting on the week the student chooses during weeks 2-9 of the quarter, as long as the paper is on the reading assigned for that week; no late submissions will be accepted and no papers will be accepted in which the student is not in attendance in the section. 3. New York Times. Every student must read the New York Times daily. . Research Paper. Each student will complete a research paper?typed, double- spaced, 12 point New Times Roman type, one-inch margins?on a country of his or her choice and approved by the TA. Each paper will focus on a topic that falls in the period from World War II to the present. The aim is NO T to write on current events but on events or trends in the past that can help give essential background for understanding today's news. Library research using scholarly books and Journals (not newspaper articles) will be the backbone of the assignment (at least three journal articles and two books should be used heavily in the research).Each paper ill be organized around something puzzling in that country political, economic, or social experience at some time in the latter half of the twentieth century or the first few years of the present century. That puzzle will be expressed in a â€Å"why question,† which will be substantiated by qualitative or quantitative evidence. Students will develop an answer to that â€Å"why question,† which will be the argument of the paper, including further evidence to support that argument. A number of aids are available for researching and writing your papers.The most important is your TA. You also can receive help from SOUL reference librarians. The Jells/Political Science writing center http://depth. Washington. Du/surprise/index. HTML can be of great assistance. The Center is in Gown 111. Please note that the tutors in the Writing Center can help you with problems of organization, clarity, composition, and grammar only; they are not equipped to comment on the substantive content of your paper. You can also receive feedback on your paper ideas and substantive content at CLUE sessions.All papers must be written in MS Word, double-spaced, using Times Roman 12 point font. The due dates for the paper are as follows (late papers will be penalized): a. A 1-2 page research proposal with references. Librarians will be in class on January 10 and 17 helping you get started on your paper, explaining what is entailed in a research proposal, detailing the precise assignment, and offering practical lessons on undertaking the research. The research proposal is due in class on January 16. D. First draft (approve. 5-6 pages), due on February 6.Papers must be sent via email to your TA and members of your study group by 5:00 p. M. , February 6, for peer comments by other Study Group members. Members of the Study Group will provide Track function in MS Word. Members should provide general comments and inter- linear comments in the text itself. E. Second draft (approve. 6-8 pages), revised by incorporating the suggestions and criticisms of the Study Group members, due in TA mailbox in Thomson 411 on February 17 by 5:00 pm (the doors to the mailbox close at 5:00). F.Third and final draft (approximately 8-10 pages), revised and expanded by incorporating the suggestions and criticisms of the TA and Study Group members, due March 3, 5:00 pm, in Tat's mailbox, Thomson 411 (or you may give the paper to your TA in person after lecture on that day). 5. Quizzes. In place of a mid-term, there will be weekly quizzes in the course, mostly geared towards that weeks reading. The quizzes are motivational tools to help stud ents keep up with the reading. The quizzes will be available for you to take and submit on the course website each Monday, 5:00 pm to midnight. . Final Exam. The final exam, Wednesday, March 19, 2014, 2:30-4:20 pm, in our regular classroom, will include short and long essay questions and identifications. A series of long essay questions will be available before the exam, from which two questions will be selected to actually appear on the exam. Questions will include materials from lecture, readings, and the New York Times. There will also be a geography question (see below). Students may bring a single page of personal notes to the exam.All students must bring blue books to the exam. 7. Maps. Everyone must learn the basic political map of the world, as well as natural sites, such as bodies of water, that have been critical to international relations. There will be a map section on the final exam. Consult atlases and maps online regularly! 8. Study Groups. All students will participa te in Study Groups to be formed the first week during Section. Study Groups should meet face-to-face at least once a week to discuss readings, papers, and ideas. They are important sounding boards.Each Study Group will also set up an e-mail list, including all its members, as a way to communicate frequently about assignments, readings, and ideas presented in lecture. Final grades will be determined on the following basis: 2nd paper draft 10% Paper proposal 2% Peer review of others' papers 4% 3rd paper draft 25% Three response papers 21% (total) Pop quizzes 18% (total) Final exam 20% Participation in section is highly valued: the computed grade from the factors above will be adjusted up to 0. Grade points up or down on the 4. 0 scale based on participation in sections.

Friday, September 13, 2019

Management strategy and policy research Paper Example | Topics and Well Written Essays - 3500 words

Management strategy and policy - Research Paper Example The net revenue of the company in the financial year 2011 was $701.29 million, which reflects a reflecting a strong financial situation of the company. Aramex is a publicly traded joint stock company registered under United Arab Emirates laws and its shares are traded in Dubai financial market. The company is currently headquartered at Amman, Jordan and has its business wings spread all over the world. The organizational structure of the company is well defined and is managed along two tracks - 1) by service 2) geographically, with the help of, country managers, regional senior managers and cross?functional country?based‘Aramexteams’ that is providing harmonization of all Aramex services on a modified basis to Aramex customers (â€Å"About Aramex†). The organizational structure of the company is presented below: - Organizational structure of Aramex and how it impacts the design and implementation of Strategy Figure 1 – Corporate management Structure of Aram ex (Source: Aramex, â€Å"Sustainability Report 2006† 8) The above chart clearly points out about the departments or divisions of the organization. In addition, the chart also sheds light on the way Aramex is carrying out and managing its business functions. Presently the company has 4 major departments namely marketing, IT (information technology), finance and the operations departments. Each of the departments is being headed by the VP’s (Vice Presidents). From the organizational chart it has also observed that the company has appointed VP’s in different location. Most of them are responsible for managing the operation of the allotted areas. The structure followed by the company is therefore clearly divisional structure. However, these VP’s do not report to any of the departmental heads, rather they directly reports to the CEO of the company. Apart from them, other business heads such as the chief technology officer, chief marketing officer, group finan cial controller, Sr. VP finance and CFO, VP logistics and ground operation, Sr. VP cargo, VP express, chief strategy office, vice president, as well as the in front managing director. Hence, it is obvious that the company has been able to streamline its business process with this organizational arrangement. On the contrary, if the arrangement wouldn’t have been appropriate the performance of the company was sure to be negatively impacted. However, the financial results of the company clearly points out that the company is doing well in the market place. The flat and decentralized management structure of the organization is one of the key drivers of success for the company. The simple and flexible structure of the organization has allowed them to empower the employees of the organization and also make decision pertaining to the enhancement of the company’s service offerings irrespective of the location of the organization and the level at which they are operating (Arame x, â€Å"the age of entrepreneur† 4). Nevertheless, a number of studies reveal that the organizational structure has a strong impact on the design, formulation and implementation of the organizational strategies. Organizational strategy and structure are highly related as the organizational strategy of a company helps them to describe, identify and build the organizational structure. This is the reason why the organizational structure of a company is based on the outcome of the analysis of the

Thursday, September 12, 2019

DragonflyHelm Assignment Example | Topics and Well Written Essays - 750 words

DragonflyHelm - Assignment Example s beauty of the samurais who were wealthy, the armor they used was tailor-made to their specifications while utilizing a variety of materials that ranged from various forms of metal, silk, leather and lacquer. The iconic part as far as Japanese armor is concerned is the head protection that is comprised of fierce-looking facemasks and stagy helmets that are intended to underscore the superhuman image of power of the person who wears it. In Japanese culture, the dragonfly is taken to symbolize martial success as a consequence of the similarity of the term â€Å"victory† to â€Å"dragonfly† in the Japanese language. The dragonfly is a periodic representation that is linked to the late summer through to the early summer season. In general, in Japan, the dragonfly is a representation of strength and happiness as well as courage while regularly appearing in arts and literature, especially haiku (Mitchell and Lasswell 30). Additionally, in ancient mythology, Japan was referred to as Akitsushima that means â€Å"Land of the Dragonflies†. In creating the symbolism with the dragonfly, its back wings are comparatively larger than its front ones and this signifies that times will get better in the future. The nymph, which is the larval stage of the dragonfly feeds on mosquitoes, and this is considered as they action of the young people in the society stopping evil even before the evil begins. Additionally , the dragonfly stops utilizing gills and begins breathing normal air as soon as it gets into contact with it, and this represents quick adaptation to harsh conditions. The Kabuto helmet that is shaped like a dragonfly was made in the seventeenth century in Japan using various material including lacquer, silk, Iron, wood and leather as well as pigments and papier-mà ¢chà ©. Even though the artifact is famous as far as Japanese culture is concerned its artist is not known. High-ranking members of the Japanese society utilized embellishments like this so that they could be located

Wednesday, September 11, 2019

Entry form into United World College Essay Example | Topics and Well Written Essays - 500 words

Entry form into United World College - Essay Example In my quest to discover how societies evolved and mankind developed, I would like to visit Peru’s Canal, one of the seats of modern civilization. I am adventurous by nature and history being my strongest interest, I would love to skydive someday or go on a wild trek through the forests of the Amazon. As a child I often used to reflect on the war horror stories and it always made me sad. I could feel the agony of the children who tested HIV positive, I could sense the insecurity that the mentally challenged face day after day. It was disturbing to see small street children having to work for their daily bread when they should be going to school. I used to wonder if there was anyway that the world could share a common goal – to erase poverty and sufferings, if there was anyway that I could contribute my time and talent towards achieving this goal. I wanted to do something different that would make me stand out from the rest, but I did not exactly know how to go about it, what avenues to explore to fulfill my dreams. I had read a lot and knew the power that words and love has. I had heard of Vasudeva Kutumbakam, an Indian phrase which literally means the world is one family. This phrase made a deep impression on my mind so much so that I started praying to God to really make the world one big family, to awaken the consciousness of those constantly at war. I started praying for world peace. My longing for world peace has ignited a burning desire into me to participate in an anti-war march someday, my own little way to make a difference. In my pursuit for a college for higher studies, I came across United World College and was immediately attracted for two reasons – one – students from more than 80 different nations study at the college at any given time. Secondly, community service plays a central role in all the colleges. I instantly made up my mind that this was the place for me. I was particularly drawn to Mahindra United World College of India as

Tuesday, September 10, 2019

Executive summary for a project Case Study Example | Topics and Well Written Essays - 250 words

Executive summary for a project - Case Study Example tified that the core weakness within the replenishment process is delay time where delays at the bottleneck are longer: the time taken in completing the critical activities such as assembling of the required merchandise to be taken to the stores, or ordering of the required merchandise from the suppliers to fulfil market demand (longer lead time). In most instances a FIFO discipline most likely have higher delay time and lower outflow rates even in the best case scenario where there is regularity in processing of the merchandise. Such impact constrains the output rate at the bottleneck. The core solutions derived from the problem analysis to develop a â€Å"To-Be† replenishment process aimed at increasing operational excellence includes: Optimising lead time through adoption of just in time technique; the selection of a few strategic and trusted suppliers for whom a strategic partnership is made and the company’s replenishment process is integrated into such supplierâ⠂¬â„¢s systems; Vendor managed Inventory system which give control to the suppliers and ensures effective flow of accurate information on the level of merchandise required, which can be enhanced through incorporation of radio frequency Identification (RFID) system in the products; and cross docking where products are transported directly from the suppliers to the stores with the merchandise undergoing little to nil handling. Attaining operational excellence is critical for any business as organisations cannot afford to have quality issues, high cost operations or even long market cycles (Oracle 3). Notably, one of the core advantages that businesses often attain to achieve is effective inventory management to not only ensure high quality fresh products but also lower costs. Optimal inventory management is vital for any business organisation. The core benefits of having a much leaner inventory includes reduction in operation costs, higher customer satisfaction, and increased sales. In deed Lee (1)