Cigarettes in Fashion Essay Example | Topics and Well Written Essays - 2500 words

Cigarettes in Fashion - Essay Example The essay "Cigarettes in Fashion" discovers the symbol of cigarettes in the fashion images. The Hazlitt observation’s of fashion as race of appearances, mode of symbolic expression which has been widely agreed by different sects of the society. Images of models smoking cigar featuring in fashion magazines, movies, posters, etc. have been the main cause for increased level of smoking among the youngsters as well as women which is well supported by Gilly Andrews (2005:47) as smoking is the UK’s largest cause for preventable death and disability, responsible for over 120,000 deaths a year which comprises of 30,000 women costing â‚ ¤1.7 billion each year. M.A.H. Russell et al (1974) mentioned Tomkins psychological theory, wherein smoking was classified into four groups viz; positive effect smoking that produces or increases pleasant feeling, negative effect smoking that reduces unpleasant feelings, anger or fear, shame, etc., habitual smokers who smoke without affect and addictive smokers who smoke continuously without which he gets restless. The present study makes an attempt to collect necessary and appropriate study and findings from the previous studies in order to analyze how images of smoking used by fashion magazines and other editorials impact the people and especially women and will try to answer whether the cigarettes in fashion images increase the women’s sexual appeal or is it just an fashion element to sell the products. Gilman and Zhou (2004) mention that smoking prevailed in the past.... The Mayans, Aztecs, Caribs and many others used to smoke one form or other tobacco. Smoke which was initially taken for curing later became a passion and a source of pleasure for most of the smokers. With tobacco having such a long history, from late 18th century, cigarette smoking was viewed as part of modernity according to Penny Tinkler (2006:5), but the process of modernity had already begun in 1880 in the western societies as it was believed as a quality of social experience and practical negotiation of one's life and identity within the complex and fast changing world. Fred C. Pampel (2001) states that there has been considerable increase in women smokers due to the fact they were having limited access or treated unequally in the past, and thereafter because of narrowing sex differences in times of gender equality and strengthening values of female independence has lead to newfound freedom and higher status of women creating a desire in the women to do things all good and bad, due to increased level of income, power and equal social status comparatively to men. Thus the fact that woman were denied certain luxuries and equalities in the past; has lead to increased level of smoking due to high income, equality and increased level of social status in the present which in turn provided stimulus to tobacco companies to market their product keeping specifically for women. Penny Tinkler (2001) further mentions that in 1996/97, 28% of British women were smokers of manufactured and hand rolled cigarettes as compared to 31% men and it is suggested that cigarettes was more used as fashion accessory for affluent, upwardly mobile city living women. There has been considerable increase in

Great Depression Essay Example for Free

Great Depression Essay Depression is a deep, extended slump in total business activity. Buying and selling drop during a depression. This causes a decline in production, prices, income and employment. Money becomes scarce. Many businesses fail, and many workers lose their jobs. A depression can hit an industry, a region, a nation of the world (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). A depression might develop if sales drop in a number of stores. Because of the fall in sales, the stores order less merchandise from manufacturers, in turn, lower production, cut orders from suppliers, and invests less money in new equipment and factories. As sales drop, prices tend to fail, further reducing business income. Employers lay off workers as business income falls. Bankruptcies may follow (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). The depression cycle occurs again and again as unemployment rises. Unemployed workers have less money to spend, leading to further drops in sales, production, income, and employment. The slump feeds on itself, becoming progressively worse until business activity picks up (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). Severe depressions occurred in the United States in 1837, 1873, 1893, 1907 and 1929. Financial panics at the start of these depressions sharply reduced the amount of money available for spending. Depressions have also occurred after wars, when wartime spending suddenly stops. The worst depression in history was the Great Depression, which struck the world in 1929 and continued through the 1930s (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). Great Depression was a worldwide business slump of the 1930s. It ranked as the worst and longest period of high unemployment and low business activity in modern times. The Great Depression began in October 1929, when stock values in the United States dropped rapidly. Thousands of stockholders lost large sums of money – or were even wiped out. Banks, factories, and stores closed and left millions of Americans jobless and penniless. Many people had to depend on the government or charity for bond (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). President Herbert Hoover held office when the Great Depression began. The voters elected Franklin D. Roosevelt President 1932. Roosevelt’s reforms gave the government more power and helped ease the depression (Anderson 6; Coy 32; Samuelson 53; Smitha 89). The Great Depression affected almost every nation. It caused a sharp decrease in world trade because each country tried to help its own industries by raising tariffs on imports. The depression caused some nations to change their leader and their type of government. The poor economic condition led to the rise of the German dictator Adolf Hitler and to the Japanese invasion of China. The German people supported Hitler because his plans to make Germany a world leader gave them hope for improved conditions. The Japanese developed industries and mines in Manchuria, a region of China, and claimed this economic growth would relieve the depression in Japan. The militarism of Germany and Japan helped bring on World War II (1939 – 1945) (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). Depressions hurt great numbers of people, especially workers who lose their jobs. Bank failures wipe out the savings of depositors if such funds are not insured. Many people cannot meet rent or mortgage payments and lose their homes (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). During a depression, some people must live on charity to survive. They may feel angry and humiliated because they cannot support themselves (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP) Depressions cause marriage and birth rates to decline. Young people who cannot find jobs delay marriage. Couple uncertain about the future may have fewer children than they would like (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). Long periods of unemployment cause people to lose faith in them selves and in the future. After a depression, many people value security above all else (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). Some people profit from a depression. For example, those who have enough money can buy businesses, stocks, and other property at low prices. Salaried workers may live better as prices drop and their income buys more and more (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). Society suffers as a depression spreads mass unemployment, poverty and despair. Depressions also change certain beliefs. These changes can affect society. The Great Depression caused many people to distrust business and led the government to regulate business and economic affairs. This increased regulation led to the widespread belief that the government should maintain high employment and guarantee citizens a good life. After the Great Depression, many people no longer trusted employers to protect workers. As a result, labor unions gained more members and greater public acceptance than ever before (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). A depression makes some people lose faith in their system of government. They may come to believe any leader who promises a change. Leaders who took power during a depression include Adolf Hitler, who ruled Germany as dictator from 1933 to 1945, and Benito Mussolini, dictator of Italy from 1922 to 1943 (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). Relations between nations suffer during a depression. Each country tries to protect its own interests without concern for other nations (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). The Great Depression ended after nations increased their production of war materials at the start of World War II. This increased level of production provided jobs and put large sums of money back into circulation (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). The depression had lasting effects on the United States government and on many Americans. For example, the government took more responsibility than ever before for strengthening the economy. In addition, many Americans who lived during the depression stressed the importance in later years of acquiring such material comforts as appliances and cars (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). Many causes contributed to making the Great Depression as severe as it was. During the 1920s, many bank failures, together with low incomes among farmers and factory workers, helped set the stage for the depression. Uneven distribution of income among workers also contributed to the slump. Most economists agree that the stock market crash of 1929 started the depression (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). The 1920s were a prosperous period for business, but most farmers did not prosper. Prices of farm products fell about 40% in 1920 and 1921, and they remained low through the 1920s. Some farmers lost so much money that they could not pay the mortgage of their farm. These farmers then had to either rent their land or move (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). Bank failures increased during the 1920s. Most of them occurred in agricultural areas because farmers experienced such poor conditions. About 550 banks went out of business from July 1, 1928 to June 30, 1929, the period of greatest prosperity in the 1920s (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). In addition to the farmers, workers in the coal, railroad and textile industries failed to share in the prosperity of the 1920s. Industrial production increased about 50%, but the wages of industrial workers rose far slowly. As a result, these workers could not buy goods o fast as industry produced them. Many people had to buy on credit. After a while, workers reduced their spending to hold down their debts. Then the amount of money in circulation decreased, and business became even worse (Anderson 6; Coy 32; Samuelson 53). From 1925 to 1929, the average price of common stocks on the New York Stock Exchange more than doubled. Rising stock values encouraged many people to speculate – that is, buy stocks in hope of making large profits following future price increases (Anderson 6; Coy 32; Samuelson 53). Stock values dropped rapidly on October 24, 1929, now known as Black Thursday. Most stock prices remained steady on Friday and Saturday. But the next Monday, stock prices fell again. Then, on Tuesday, October 29, stockholders panicked and sold a record of 16,410, 030 shares of stock. Thousands of people lost huge sums of money as stock values fell far below the prices paid for the stock. Banks and businesses had also brought stock, and many lost so much that they had to close. Stock values fell almost steadily for the next three years (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Sides 35; Eleanor Roosevelt National Historic Site NP). In October 1929, a sudden, sharp drop in the value of stocks in the United States marked the beginning of a worldwide business slump known as the Great Depression. The depression brought hard times for most Americans, but especially for blacks. Blacks became the chief victims of job discrimination. They adopted the slogan â€Å"Last Hired and First Fired† to express their situation (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). To help ease the poverty in the ghettos, black organized cooperative groups. These groups included the Colored Merchants Association in New York City and â€Å"Jobs for Negroes† organizations in places such as St. Louis, Chicago, Cleveland an New York City. The groups bought food and other goods in large volume to get the lowest prices. They boycotted stores that had mostly black customers but few, if any, black worker (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). Most black Americans felt that President Herbert Hoover, a Republican, had done little to try to end the depression. In the elections of 1932, some black voters deserted their traditional loyalty to the Republican Party. They no longer saw it as the party of Abraham Lincoln the emancipator but of Hoover and the depression. In 1936, for the first time, most blacks supported the Democratic Party candidate for President, Franklin D. Roosevelt, and helped him win reelection (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). Roosevelt called his program the New Deal. It included measures of reform, relief and recovery and benefited many blacks. A group of blacks advised Roosevelt on problems the Black Cabinet, included William H. Hastie and Mary McLeod Bethune. Hastie served as assistant solicitor in the Department of Interior, as a U. S. district court judge in the Virgin Islands, and as a civilian aide to the secretary of war. Bethune, founder of Bethune – Cookman College, directed the black affairs division of a federal agency called the National Youth Administration. As a result of the New Deal, black Americans developed a strong loyalty to the Democratic Party (Smitha 89; Eleanor Roosevelt National Historic Site NP). Blacks deeply admired President Roosevelt’s wife, Eleanor, for her stand in an incident in 1939 involving the great concert singer Marian Anderson. The Daughters of the American Revolution (DAR), a patriotic organization, denied the singer permission to perform at Constitution Hall in Washington, D. C. , because she was black. Eleanor Roosevelt then resigned from the DAR and helped arranged for Anderson to sing, instead at the Lincoln Memorial on Easter Sunday. More then 75,000 blacks and whites attended the concert (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). During the early 1940s, the NAACP began to step up its legal campaign against racial discrimination. The campaign achieved a number of important victories, including several favorable rulings by the U. S. Supreme Court. In 1941, for example, the court ruled that separate facilities for white and black railroad passengers must be significantly equal. In 1944, the court declared that the white primary, which excluded blacks from voting in the only meaningful elections in the South, was unconstitutional (Smitha 89; Eleanor Roosevelt National Historic Site NP). Besides taking legal action, blacks used new tactics to attack segregation in public places. In 1943, for example, the Congress of Racial Equity (CORE) launched a sit – in at a Chicago restaurant. In this protest, blacks sat in places reserved for white people (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). The Great Depression differed in both lengths and harshness from previous depression in the United States. In earlier depressions, business activity had started to pick up after one or two years. But from October, 1929, until Franklin D. Roosevelt became President in March, 1933, the economy slumped almost every month. Business failures increased rapidly among banks, factories, and stores and unemployment soared. Millions of people lost their jobs, savings and home (Smitha 89; Eleanor Roosevelt National Historic Site NP). From the years 1930 – 1933, prices of industrial stocks fell about 80 per cent. Banks and individuals with investments in the stock market lost large sums. Banks had also loaned money to many people who could repay it. The deepening depression forced large numbers of people to withdraw their savings. Banks had great difficulty meeting the withdrawals, which came at a time when the banks were unable to collect on many loans. Between January 1930 and March 1933, about 9,000 banks failed. The bank failures wiped out the savings of millions of people (Smitha 89). Bank failures made less money available for loans to industry. The decline in available money caused a drop in production and a further rise in unemployment. From 1929 to 1933, the total value of goods and services produced annually in the United States fell from about $ 104 billion to about $56 billion. In 1932, the number of business closings almost a third higher than the 1929 level (Anderson 6). The Great Depression hit the United States – and the world – in 1929. Business firms failed, workers lost their jobs and farmers lost their farms. Banks had made loans to thousands of people who lost their money and could not repay what they owed. The depression also forced large numbers of depositors to withdraw their savings. Banks had great difficulty meeting the withdrawals, which came at a time when they were unable to collect on many loans. Most banks had also invested in stocks and other property that lost value because of depression (Anderson 6). In 1925, about 3 per cent of the nation’s workers were unemployed. The unemployment rate reached about 9 per cent in 1930 and about 25 per cent – or about 13 million persons – in 1933. Many people who kept or found jobs had to take salary cuts. In 1932, wage cuts averaged about 18 per cent. Many people, including college graduates, felt lucky to find a job. In 1932, the New York City Police Department estimated that 7,000 persons over the age 17 shined shoes for a living (Anderson 6; Coy 32; Samuelson 53; Smitha 89). Foreign trade also fell greatly during the Great Depression. The Smoot – Hawley Taft Act of 1930 contributed to the drop. This law greatly increased a number of tariffs. President Hoover signed the law because he thought it would reduce competition from foreign products. But tariffs rose so high that other nations reacted b raising tariffs on U. S. goods (Anderson 6; Coy 32; Samuelson 53; Smitha 89). From 1929 to 1933, prices of farm goods fell about 50 per cent. This drop occurred partly because high tariffs made exports unprofitable. In addition, farmers produced a surplus of crops. The surplus pushed prices down because there was more food than people could buy (Anderson 6; Coy 32; Samuelson 53; Smitha 89). Human suffering became a reality for millions Americans as the depression continued. Many died of disease resulting from malnutrition. Thousands lost their home because they could not pay the mortgage. In 1932, at least 25,000 families and more than 200,000 young people wandered through the country seeking food, clothing, shelter and job. Many youths traveled in freight trains and lived near train yards in camps called hobo jungles (Coy 32). The homeless, jobless traveler obtained food from welfare agencies or religious missions in towns along the way. Most of their meals consisted of soup, beans, or stew and had little nourishment. The travelers begged for food or stole it if they could not get something to ear in any other way. Sometimes they ate scraps of food from garbage cans (Anderson 6; Coy 32). The ragged travelers found clothing harder to obtain than food. Missions gave most of the clothing they had to needy local people. Some of the travelers became ill because they did not have proper food and clothing. Even the sick wanderers had trouble getting help because hospitals aided local residents first (Anderson 6; Coy 32). Many people who lost their home remained in the community. Some crowded into the home of a relative. Others moved to a shabby section of town and built shacks from flattened tin cans and old crates. Groups of these shacks were called Hoovervilles, a name that reflected the people’s anger and disappointment at President Hoovey’s failure to end the depression (Anderson 6; Coy 32). In 1932, many farmers refused to ship their products to market. They hoped a reduced supply of farm products would help raise the price of these goods. Such farmers’ strikes occurred throughout the country, but they centered in Iowa and the surrounding states (Anderson 6; Coy 32; Smitha 89). Severe drought and dust storms hit parts of the Middle West and Southwest during the 1930s. The afflicted region became known as the Dust Bowl, and thousands of farm families there were wiped out. Many farmers went to the fertile agricultural areas of California to look for work. Most who found jobs had to work as fruit and vegetable pickers from extremely low wages. The migrant families crowded into the shacks near the fields or camped outdoors (Coy 32). President Hoover believed that business, if left alone to operate without government supervision, would correct the economic conditions. He vetoed several bills aimed at relieving the depression because he felt they gave the federal government too much power (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). Hoover declared that state and local governments should provide relief to the needy. But those governments did not have enough money to do so. In 1932, Congress approved Hoover’s most successful anti – depression measure, the Reconstruction Finance Corporation (RFC). This government agency provided some relief by lending money to banks, railroads and other large institutions whose failure would have made the depression even worse. However, most Americans felt that Hoover did not do enough to fight depression. They elected Franklin D. Roosevelt in 1932 (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP ). Roosevelt believed the federal government had the chief responsibility of fighting the Great Depression. He called Congress into a special session, now called the Hundred Days, to pass laws to relieve the depression. Roosevelt called his program the New Deal (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). The laws established by the New Deal had three main purposes. First, they provided relief for the needy. Second, they aided nationwide recovery by providing jobs and encouraging business. Third, the laws tried to reform business and government so that such a severe depression would never happen in the United States again (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). In February 1933, the banks of Detroit failed. The resulting blow to public confidence was so great that depositors throughout the country withdrew money from their banks. These runs ruined many banks (Anderson 6; Coy 32; Smitha 89). To stop the panic, President Franklin D. Roosevelt declared a nation wide bank holiday that began on March 6, 1933. All banks closed until federal officials examined the books of each. No bank was allowed to reopen until it has been found in good condition. Many never reopened. Roosevelt’s action restored public confidence in banks and ended the crisis (Anderson 6; Coy 32; Smitha 89). The Glass – Steagall Banking Act of 1933 further strengthened people’s faith in banks. This law, sponsored by Senator Carter Glass of Virginia and Representative Henry B. Steagall of Alabama, created the FDIC to insure bank deposits. The act also restricted banking practices that seemed risky (Anderson 6; Coy 32; Smitha 89). Congress created several agencies to manage relief programs. The Civilian Conservation Corps (CCC), established in 1933, employed thousands of young men in conservation projects. The Federal Emergency Relief Administration (FERA), founded in 1933, gave the states money for the needy. The Works Progress Administration (WPA), created in 1935, provided jobs in the construction of bridges, dams and schools (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). The government also aided recovery by spending large sums of money. This federal spending gave businessmen the confidence to also begin spending. The economy improved after money began to circulate. The government also increased trade by lowering tariffs on certain imported products that they imported from the United States (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). Congress created several agencies to supervise banking and labor reforms. The Federal Deposit Insurance Corporation (FDIC), founded in 1933, insured bank deposits. The National Labor Relations Board (NLRB), established in 1935, worked to prevent unfair labor practices and aid the development of labor unions. The Securities and Exchange Commission (SEC), created in 1934, attempted to protect investors from buying unsafe stocks and bonds. In 1935, Congress passed the Social Security Act to provide money for retired and unemployed people (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). Some Americans who kept their jobs during the Great Depression managed to live comfortably. Many of those who had a steady income could afford to buy an automobile, clothes and other products that were out of reach for most people. Steak cost about 29 cents a pound, and gasoline about 18 cents a gallon. People who had enough money found that, because of low prices, conditions were better during the depression than they had been in the 1920s (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). The New Deal program not only helped relieve the depression but also renewed the confidence of Americans in the government. But about 15 per cent of the nation’s working force still did not have a job in 1940. The Great Depression did not end in the United States until 1942, after the country had entered World War II. The tremendous increase in production of war materials provided so many jobs that the unemployed rate in the United States fell to about 1 per cent in 1944 (Coy 32; Smitha 89). In Canada, the national economy depended on the export of grain and raw materials. Canadian farmers and exporters suffered huge losses after other countries increased tariffs on imported products. Many Canadian companies closed, and unemployment rate rose from about 3 per cent of the labor force in 1929 to about 23 per cent in 1933 (Coy 32; Smitha 89). Richard Bennett, who served as prime minister from 1930 to 1935, had little success in his efforts to relieve the depression in Canada. W. L. Mackenzie King succeeded Bennett and adopted programs similar to those of Roosevelt to fight the depression (Coy 32; Smitha 89). The Great Depression caused many changes in the United States. It brought new laws that gave the government far more power than at any previous time in the nation’s history. It also changed the attitudes of countless Americans toward various aspects of life. New government policies that resulted from the New Deal increased federal control over banks and the stock market. Laws of the New Deal also gave the government more power to provide money for the needy. Ever since the depression, both Democratic and Republican administrations have broadened the powers of the federal government. For example, the government now provides hospital and medical insurances for the aged. The government may also regulate price and wage increases to try to keep the cost of living from rising (Smitha 89). The depression also changed the basic philosophy of the United States government in spending money. Before the depression, the government tried to spend the same amount of money it collected. But to support the New Deal, the government used deficit spending – that is it spent more money that it collected. This policy greatly increased the national debt. The government has continued to rely on deficit spending during most years since World War II ended in 1945 (Smitha 89). The depression changed the attitudes of many Americans toward business and the federal government. Before the depression, most people regarded bankers and business executives as the nation’s leaders. After the stock market crashed and these leaders could not relieve the depression, Americans lost faith in them. The government finally succeeded in improving conditions. As a result, many Americans decided that the government – not business – had the responsibility to maintain the national economy (Anderson 6; Coy 32). Many people changed their basic attitudes toward life because of the suffering they experienced during the depression. They previously had believed they would have a reasonably happy life if they worked hard, saved money, and treated others well. The depression shattered that belief. The situation seemed especially hard to understand because there appeared to be no reason for so many of the things that happened (Anderson 6). The depression probably affected young adults more than any other group from a psychological viewpoint. These men and women encountered great difficulty in finding a job and starting a career. If they did find a position, they had little chance of promotion because employers eliminated jobs throughout the depression. Consequently, many young adults lost confidence in them selves and lowered their ambitions (Coy 32). Some people who lived through the Great Depression became more concerned with material possessions than did people born after that era. The depression forced people to worry about such necessities as food, clothing and shelter. After the economy improved, many people wanted material comforts that they had lost or had never earned before, including appliances, a car and a house. Others sought financial security. They stressed the importance of having a job and saving money as a precaution against hard times in the future. The importance of material comforts and financial security that developed among man people of the depression generation affected their relationship with their children. Most people who grew up during the 1950s and 1960s did not know the experience of being wiped out. They knew nothing about having to struggle for money and a job. They did not understand why their parents put such great importance on material possessions and financed security. Many young people criticized such attitudes of their parents. A lack of both understanding and communication helped create what became known as the â€Å"generation gap† of the 1960s and early 1970s (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35). Works Cited Anderson, George M. â€Å"Rich Nation, Poor People. † America (2008): 5 – 6. Bernanke, Ben S. Essays in the Great Depression. New Jersey: Princeton University Press, 2000. Coy, Peter. â€Å"Lessons from the depression. † Business Week (2008): 32. â€Å"Great Depression lesson. † USA Today [News] 31 March 2008: 14a. Samuelson, Robert J. â€Å"Hold the Hysteria (for Now). † Newsweek 151 (2008): 53. Sides, Josh. L. A. City Limits: African American Los Angeles from the Great Depression to the Present. Berkeley: University of California Press, 2004. Smitha, Frank E. â€Å"The Great Depression. † (2008). Frank E. Smitha. Retrieved April 10, 2008, from http://www. fsmitha. com/h2/ch15wd. html. Temin, Peter. Lessons from the Great Depression. Cambridge: MIT Press, 1989. â€Å"The First of the Hundred Days. † History Today 58 (2008): 13. â€Å"The Great Depression (1929 – 1939). † 2008. Eleanor Roosevelt National Historic Site. Retrieved April 10, 2008, from http://www. nps. gov/archive/elro/glossary/great- depression. htm.

Investigation of the reaction between hydrochloric acid and marble chips :: GCSE Chemistry Coursework Investigation

Investigation of the reaction between hydrochloric acid and marble chips A chemical reaction is when two or more substance called reactants are chemically bonded to form a new product, as a result of the process, for a reaction to take place, the particles must have enough kinetic energy to collide and form new bonds , this is called a successful collision. The minimum amount of energy needed for a successful collision is activation energy, which is â€Å"The energy that an atomic system must acquire before a process can occur†. Chemical reaction is different to a physical reaction, chemical reaction are not reversible and results in a new product, however a physical reaction can be easily reversed as it only changed its state. The activation energy is able to loosen particles and enable them to from new bonds to produce new products. The faster the molecules are moving the bigger the chance of a successful collision, so the faster and stronger the reaction will be , the more kinetic energy a reactant has the easier it is for the new bonds the collide and produce new bonds. Variables that you could change Concentration of hydrochloric acid Surface area of chips Mass of marble chips Pressure Temperature Volume of hydrochloric acid Time allowed to measure oxygen given of Volume of gas collected Varying the concentration Higher concentration will make the reaction stronger, there will be more particles in the same volume so there are a lot more collisions, making the reaction faster and increasing the chance of a successful collision, lower concentration makes a weaker reaction, there will be fewer particles so less chance of a collision. Varying the pressure A higher amount of pressure will bring particles closer together making the reaction faster as there will be more collision with the energy, a lower amount of pressure will make the particles more spread put , making the reaction slower and reducing the amount of collision and energy. Varying the surface area A larger surface area will result in the number of particles to increase so there will be a higher chance of a collision increasing the rate of reaction , so the reactant broke into smaller pieces would react faster oppose to larger pieces. Varying the temperature An increased temperature will increase the speed of the particle so they collide more frequent as they have more energy. Therefore the reaction will speed up, a decreased temperature will have less energy it will move slower, collide less often slowing the reaction down. Varying the catalyst If I increase the catalyst , the particles will move a lot faster as the catalyst speeds up the rate of reaction, because they are moving

Iceland Crisis

Background Information In three year period of 2008-2011 Iceland suffered one of the worst financial crisis in history. It Is bewildering how a country with population of only 320,000 could gather massive sums of money per capital, lose It all In such a short time period, and then manage an incredibly quick recovery since. Let's start by shedding some light on the situation leading to the crash. Iceland has always been affiliated with nature and fishermen. Fishing was the most prevalent occupation in Iceland, and a major backbone of their economy for years.Things turned direction in the ass following the liberalizing of Icelandic banks. Deregulation of banks added a whole new dimension to Icelandic economy and money was flowing more than ever. Glitter, Gapingly. And Landsman were Iceland's three most notable commercial banks who were enjoying a great time. High savings interest rate offered by Icelandic banks attracted plenty of foreign investors . Fishermen slowly turned into financ ial advisers to manage the capital inflow from outside, particularly from Germany and the I-J and create more wealth for Icelandic economy in the long-term.As with every great financial crash, greed and carelessness played a part. Banks, having believed the hype and buzz, were careless handing out big mortgages to loads of under-qualified applicants on low interest and made under-thought Investments abroad, particularly in the US. Iceland's banking sector was pride of the country which had transformed Iceland into one of the richest countries in Europe in a couple of decades. What Went Wrong The banks were accountable for themselves. There was no precise rules set for them.They had to go out there and produce. Their capabilities was the most important hinging and all else was secondary. If the banks didn't have to give ethical answers to the government, then they could be capable of many unthinkable things, especially in the banking world of the ass's and early asses. The prime mini ster of Iceland in that period (1991-2004), DavidГÂ ¶ Dodson, was no fan of government owned banks in Iceland, so none of the banks In Iceland had to answer directly to governmental authority. Reliant on external financing.They used mass wholesale funding to finance their way into the local mortgage market and obtain foreign financial firms mostly in the UK and Scandinavia. The banks were following the international ambitions of a new generation of Icelandic entrepreneurs who set to form global empires in industries from retailing to food production to pharmaceuticals. By the end of 2006, the total assets of the three main banks were $150 billion, eight times the country's GAPS. Low interest rate offered by Icelandic banks had allowed financing for rapid and pre- mature expansion of various companies in various industries perhaps beyond the nation's capacity.In half a decade, Icelandic banks experienced a mass transformation from being pretty much entirely domestic lenders to b ecoming major international financial intermediaries. The shift and growth was almost too good to be true. This is where things started to go south. As wholesale funding markets seized up (e. G. Lehmann Brothers' bankruptcy in September 2008), Icelandic banks were shaken and started to collapse under a mountain of foreign debt. The Crash and Its Consequences On October 8th 2008, Suppurating was placed into administration. The government had to intervene. Iceland was on verge of national bankruptcy.Foreign investors were seeking their money from Icelandic banks and threatened to sue. Everything was a sees. The Icelandic government nationalized Glinting. The control of Lambskin and Glinting were given to representatives of FM (Financial Supervisory Authority). Prime minister, Geri Heard, believed those actions taken by the government prevented the country from national bankruptcy. The impacts of the crash were severe on Icelandic economy, however. At end of second quarter of 2008, Ice land's external debt rose to close to Ð ²?50 billions), more than 80% of which was held by the banking sector.The national currency (Icelandic Akron) fell sharply in value. Foreign currency orientations were basically suspended for weeks. The Icelandic stock exchange fell by more than 90% and as a result Iceland officially bid hello to a period of economic recession. Recovery Icelandic economy continued to suffer for two years, but the signs since late 2010 have been very positive. Islanders have taken the right steps and have shown urgency in their efforts to get their economy back on track and it has paid dividends. The government's priority was to minimize the impact of financial crisis on the country.They placed Iceland ahead of foreign investors. As a result, an emergency isolation was passed, allowing the Financial Supervisory Authority to take over the domestic operations of Iceland's three major banks. The state intervened by protecting domestic creditors and depositors, no t allowing the taxpayers to take the burden of a bailouts. Instead of bailing out the banks (e. G. I-J, Ireland, etc), Iceland opted for defaults of the banks. This fumed foreign depositors, but Icelandic quick recovery was devaluation of Icelandic currency and implementing measures of capital control. The Corona's value halved making Icelandic exports (e. . Fish) and ours cheaper and more attractive to foreigners. These two sectors flourished as a result and played a significant role in growing the Icelandic economy again. Iceland have worked hard in restoring macroeconomic stability and rebuilding the financial sector. They put the money they received from MIFF ($10 Billion) in use to a 3-year restructuring programmer. The results are impressive as since then, the GAP has grown 2. 5% in two consecutive years. Now that the Icelandic economy is doing better, the government is making settlements to gradually pay the foreign investors back.The unemployment rates have fallen in half an d those accountable for the crash, even the former prime minister, were persecuted at the courts. Iceland did the opposite of Europe and the US to the situation and it has proved effective. Of course, it's a different situation managing 320,000 people as opposed to millions. It's not all rosy yet, however, as other economic sectors, notably private and household must catch up to fishing and tourism sector to take the momentum to next level and fully take Iceland out of what could have been a fatal blow. Conclusion 2008 Financial crash shook the world.The impact in Iceland was more incredible than most places as it nearly brought depression to the country. Deregulated Icelandic banks bit more than they could chew and ambition turned into greed and gamble. Series of factors gave hands to each other and took Iceland on verge of national bankruptcy. What happened after, is perhaps a lesson for all other nations who are struggling with their economies. Icelandic government prioritize its own nation above anyone else, and allowed its banks to default, protecting its people. They have since taken the right measures to increase spending and business in the entry.

Delta: Management and Candidates Essay

Supplementary Handbook for tutors and candidates Introduction to Delta Module Three English Language Teaching Management (ELTM) may be regarded as commercially sensitive. Candidates may wish to anonymise the name of the selected language teaching operation in order to preserve confidentiality. Module Three (ELTM) is an alternative to the standard Module Three within the Delta course. It specifically aims to develop candidates’ knowledge of, and competence in: Candidates are advised to narrow down their selected ELTM specialism in order to research a specific aspect in appropriate depth; for example. Staff development within HRM, or Introducing a new course within academic management. a chosen ELT management specialism methods of situation analysis design of change proposals implementation of change proposals Overview of requirements Candidates’ work should demonstrate a sound grasp of general ELT management principles and how these relate to the work of an LTO, and specific principles related to their chosen ELT management specialism, as well as key principles of strategic management, organisational improvement and change management. To achieve these aims, candidates need to: †¢ research a chosen ELT Management specialism †¢ understand and use appropriate methods of situation analysis for the chosen specialism in a specified language teaching operation (LTO) †¢ design a change proposal to overcome issues identified in the analysis †¢ design an implementation plan for their change proposal †¢ synthesise all their learning into a project which can be coherently presented to a third party. Having considered the general principles and implications of the ELTM specialism and chosen topic area, candidates should carry out an independent situation analysis of the chosen specialism leading to the design of a change proposal relating to the area. Candidates should show how their proposal reflects the findings of the situation analysis and should consider how they would subsequently implement the proposed change bearing in mind the principles of change management. The full syllabus can be downloaded at http://www. cambridgeesol. org/exams/teac hing-awards/delta-modular. html The project will be reported in the form of an Extended Assignment (4,000-4,500 words, excluding appendices) and includes 5 parts: Module Three (ELTM) is assessed via an extended written assignment. Part Part 1 1,200 Situation analysis and commentary 1,000 Part 3 Proposal and justification 1,200 Part 4 Implementation 900 Part 5 academic management human resource management (HRM) customer service marketing Introduction: Review and key issues Part 2 Candidates must select one of the following specialisms:Length Conclusion 200 4,500 Candidates who select to do ELTM as their specialism for the Delta Module Three need to have access to a language teaching operation (LTO) e. g. a language school or institution. They also need to consider how they will have access to the data/information they will need in order to proceed with their proposal. For instance, if they are dealing with ‘Customer Service Management’, they will probably need to have access to customer feedback data, material which The total length may be between 4,000 and 4,500 words, but the proportion of words in each part should be approximately as indicated above, and must not exceed 4,500 in total. 1 Assignment outline and guidance for Candidates synthesised a number of different key sources, typically at least 5-6 in Part 1. †¢ Where two specialisms overlap, it is important that one specialism has the priority. So, for example, a candidate may choose Customer Service as a specialism and then design a proposal which includes some ideas related to Marketing. In this case Customer Service would be the specialism and this would be discussed in Part 1. †¢ See note on page 1 re advisability of narrowing down the selected ELTM specialism in order to research a specific aspect in appropriate depth. n? Part 1 Introduction Length: 1,200 words (plus or minus 10%) A brief rationale for choice of the ELTM specialism and review of the key issues. This will include a discriminating review of relevant literature and a consideration of general ELT management principles and how these relate to the work of an LTO, as well as specific principles related to their chosen ELT management specialism: academic management, human resource management, customer services or marketing). n? Part 2 Situation analysis and commentary Length: 1,000 words (plus or minus 10%) Guiding questions An explanation of how an aspect of the language teaching operation (LTO) was analysed, and how the results of this analysis were used to clarify the areas requiring attention in order to improve the current situation within the LTO. †¢ Why did you choose the ELTM option? Why did you choose this particular specialism? †¢ What theories and principles in the academic and professional ELT management literature have you found relevant, useful or  challenging? †¢ What ideas from observation and experience of LTOs have you drawn on? Guiding questions †¢ What is your educational context ? What are the main characteristics of the LTO, e. g. type of language teaching operation, size, purpose, local/national context etc.? †¢ How was the current situation analysed? What is the source of information? (e. g. was data collected by the LTO management or by yourself as part of your job? ) Why were these methods selected? (e. g. as part of institutional management routines, for compliance with accreditation requirements or as part of your own research? ) †¢ Who are the key stakeholders and what influence do they have? †¢ What were the results of the analysis of data? How did you use these results to clarify the focus of your proposal? Advice to candidates †¢ Candidates who choose this ELTM option should ideally have experience of working as an academic manager (such as programme manager, DoS/ADoS), or in a similar managerial role within an LTO. †¢ The context, background, problems, etc. of the specific LTO should not be discussed in Part 1. †¢ Candidates are expected to show understanding of the key issues related to ELTM and their chosen specialism using relevant terminology. †¢ Key issues should be critically discussed and supported with reference to reading and knowledge/experience gained from working in an LTO. †¢ It is recommended that candidates research their chosen specialism by doing relevant reading before planning/finalising Part 2 of the assignment. †¢ The review of the literature should go beyond simply finding one or two sources which describe the specialism, and should show that the candidate has read and Advice to candidates †¢ Candidates should briefly provide a reason for choosing this particular LTO, and give some brief information on their own role within it, if appropriate. †¢ Candidates need to provide a brief overview of the LTO but should avoid being overly descriptive. The purpose of Part 2 of the assignment is to analyse, not simply describe. 2 Guiding questions †¢ It is important that the analysis focuses in detail on a specific aspect of the working of the LTO in relation to the selected specialism rather than being a general analysis of the context. †¢ Candidates are expected to show awareness of principles of management data analysis (e. g. customer/stakeholder analysis). Terminology should be used and referenced to its sources. Understanding of these principles does not mean purely stating lists  of factors. Candidates need to show how awareness of these principles has influenced their choice of situation analysis procedures. †¢ Candidates are expected to choose appropriate tools/instruments to conduct their analysis. It is important to show which instruments have been used and why, and to provide examples of all instruments used in the appendix. Where many different instruments have been used, it is important to provide a summary of these in the appendix, preferably in a chart format for readers’ ease of access. †¢ It is also important to demonstrate clearly how analysis of these instruments has been conducted. Analysis of the tools used should be detailed and clearly indicate how priorities for improvement have been arrived at. A clear summary of the analysis, possibly in chart format in the appendix, should be provided, so as to show how the results have been synthesised. †¢ Candidates may make use of data which has already been gathered by others (within the LTO for example), but they would need to analyse or, if already analysed, critique this data themselves. †¢ The results of the analysis need to be highlighted here in Part 2 in brief, and then used to identify key priorities for improvement which feed into designing the  change proposal in Part 3. †¢ What priorities have you identified from the above situation analysis for improving the current situation in your educational context (LTO)? †¢ In what ways is your proposed change based on, or influenced by, your reading of relevant literature related to strategic management and organisational improvement? †¢ What are the institutional and educational aims and objectives you hope to achieve? How will the proposal improve the current situation in your LTO? †¢ What is the content of the proposed change? What are the expected outcomes? How will the proposal work in practice? †¢ What institutional requirements or other constraints have you taken into account? Advice to candidates †¢ It is essential that the change proposal is clearly influenced by the situation analysis from Part 2 of the assignment. †¢ Candidates are expected to show awareness of principles of strategic management and organisational improvement. Terminology should be used and referenced to its sources. Understanding of these principles does not mean purely stating lists of factors. Candidates need to show how awareness of these principles has influenced the design of the change proposal. †¢ The change proposal needs to clearly state the problems which are to be addressed and the aims and objectives of each component of the proposal. It should involve one specific focus rather than a range of smaller initiatives. †¢ The change proposal needs to be realistic and should acknowledge relevant institutional constraints, where appropriate. †¢ While tables or charts may be used to summarise the change proposal, sufficient prose is required to expand details and provide explanations. †¢ It is important for candidates to discuss their proposal from a management perspective and to avoid being too descriptive about the details of the proposed change (i. e.  if the topic is Introducing a new course, the focus should be on how this contributes strategically to the LTO rather than on curriculum theory). Part 3 Proposal and justification Length 1,200 words (plus or minus 10%) Discussion of the content and structure of the proposed changes in relation to the key issues and principles discussed in Part 1 and the priorities for improvement identified in the analysis in Part 2. 3 n? Part 4 Implementation intended outcomes and change management principles rather than simply describing the process. The link between the implementation plan and the change proposal is paramount. †¢ The implementation plan needs to be realistic and should acknowledge relevant institutional constraints where appropriate. †¢ It is important that candidates include some indication of how they intend to evaluate the outcomes of their implementation plan. Length: 900 words (plus or minus 10%) An explanation of how the proposed change will be implemented and why (with reference to the relevant literature) accompanied by a detailed action plan/operational plan, showing how the change will be put into practice. Guiding questions †¢ What approach to implementation will be used and why? How has your reading of  change management, decision-making, and/or project management influenced your choice of approach? †¢ What will be the impact of the proposed change on different stakeholders, internal and external? †¢ How exactly do you propose to implement your proposed change? †¢ How will people and resources be managed during the change process? †¢ In what ways, if any, are your choices of implementation constrained institutionally and contextually? †¢ How will you evaluate the outcomes of the implementation? n? Part 5 Conclusion Length: 200 words maximum Consideration of how the proposal is linked to the key issues outlined in the introduction. Guiding questions †¢ How has your proposal applied the principles you discussed in Part 1? †¢ What do you expect to be the benefits for the LTO of your proposal? †¢ What do you consider to be some of the limitations of your proposal? Advice to candidates †¢ In this section, candidates should summarise how the proposal and accompanying implementation plan will achieve the objectives identified for the LTO. †¢ This should not simply be a reiteration of everything that has been said in the assignment. Some indication should be given of the expected benefits of the proposal to the LTO and some of its limitations. †¢ It is important that all the parts of the assignment are linked and build on one another. Reference to the points made in the introduction are appropriate in this concluding section. †¢ Failure to include a conclusion will lead to the candidate losing marks for presentation and organisation. Advice to candidates †¢ Candidates are expected to show awareness of principles of change management, decision-making and/or project management. Terminology should be used and referenced to its sources. Understanding of these principles does not mean purely stating lists of factors. Candidates need to relate these factors to their choice of  implementation approach. †¢ The main emphasis in Part 4 of this assignment should be on outlining what will be done to implement the change proposal and how this will achieve the intended outcome. Change management principles should be used to justify the choices made rather than discussing these per se. †¢ It is important that candidates show, through use of a detailed operational/action plan, what actions need to be undertaken when, how and by whom in order to implement the proposed change, and that it is clear how each action leads to an intended outcome. †¢ Candidates must provide a clear rationale for their implementation plan in terms of 4 n? Appendices advised to develop and make explicit their approach to the module. It may be that a whole group chooses the same specialism, e. g. Human Resource Management’, in which case the same input can be provided for all candidates. If a range of specialisms is chosen, then input may be given by tutors with some expertise in the topic area. The purpose of appendices is to provide both supporting evidence and explanatory materials to help the reader make sense of the assignment. Appendices to be attached to main body of assignment †¢ Situation analysis results †¢ Implementation plan  Candidates may wish to register at a centre and receive individual advice and support. In this case, they should advise centres of their specialism, ensure that the centre where they are registered is able to provide this for the ELTM option and check the centre’s arrangements for this provision. Appendices to be attached as a separate document †¢ A completed sample of all analyses used Advice to candidates †¢ The summaries of the situation analysis results and the implementation plan should be attached as appendices to the main body of the assignment (and labelled Appendix 1: Situation Analysis Results; Appendix 2 Implementation Plan). †¢ All other appendices, e. g. samples of analysis instruments and other relevant documentation should be submitted as a separate document. †¢ Appendices should be numbered and included in the contents pages. They should also state what they contain, e. g. Appendix 3: Situation Analysis Instruments; Appendix 4: Suggested Marketing Brochure, etc. †¢ Candidates are not required to include copies of all completed instruments from all participants in the data analysis, but they should include single completed samples. Similarly, candidates are expected to include samples of any relevant documents which  support the change proposal. For the ELTM Extended Assignment, candidates need to have a breadth and depth of knowledge and awareness of issues related to ELT Management. For this reason, it is important that candidates read widely before starting the assignment. Candidates should also read and be familiar with the key principles and issues in the following areas: †¢ †¢ †¢ †¢ management data analysis strategic management and organisational improvement change management project management n? Choice of topic for the assignment The focus of the assignment will be on ELT Management. It is the prerogative of the centre to  decide if they are able/willing to supervise this ELTM option. Candidates will also need to have access to an LTO and data relating to the area chosen as a focus for the assignment so that Parts 2-4 of the assignment can be completed. They will need to consider their own role within the LTO carefully before choosing this ELTM option and before deciding on the specific focus of their specialism. Candidates’ status within an LTO determines their access to information and, for candidates already in a management role, the scope of their responsibilities and limits to their authority. For instance, even someone at middle management  level, such as an academic manager, (e. g. Director of Studies (DoS)), may have little or no influence over organisational structure or HRM policies, while the language teaching operation (LTO) itself Guidance for tutors and candidates General advice Candidates are not required to follow a course to prepare for the Delta Module Three ELTM Extended Assignment. However, candidates who do receive support from their centres will benefit from having a structured approach to their preparation for this assignment. Such support may be in the form of a course, individual/group tutorials, or online packages, and may be provided in parallel with, or separately from, Delta Modules One and Two. Where the ELTM Extended Assignment is supervised as part of a course, each centre is 5 may be constrained by compliance with accreditation or legislative requirements. †¢ Candidates should ensure that the file size does not exceed 10MB. It is especially important that the file containing appendices is not too large as this may cause problems for online uploading and downloading of assignments. Candidates must choose from the list of four specialisms provided. If a candidate wishes to focus on a specialist area not included in the list, the centre may contact the Cambridge ESOL Helpdesk for advice: ESOLHelpdesk@CambridgeESOL. org †¢ Candidates are expected to proof their assignments for presentation and language errors. †¢ The title page should contain details of centre and candidate number, ELTM specialism and topic chosen and the word count. †¢ A contents page listing headings/sub-headings and including page numbers should be provided immediately after the cover page. †¢ Pages should be numbered by using the ‘insert page number’ function in Word. †¢ A running footer should be inserted with candidate name and assignment title. †¢ Headings should be used for sections in the body of the assignment. Sub-headings should be used where appropriate for sub-sections. †¢ The word limit is very important as it provides a form of standardisation for the assignment. Candidates should therefore plan their assignment to cover the criteria within the word limit. Assignments which exceed the word limit will be penalised during marking. Assignments more than 100 words over-length will be returned to candidates unmarked. The Suggested word limits for each section will help candidates organise themselves accordingly. Candidates should use the ‘word count’ function in ‘Word’ (by highlighting all their text between the end of the contents  pages and the start of the bibliography section) to monitor the number of words, and they are advised to note that examiners will automatically check all word counts before marking. (The version of Word used to check the word count should be indicated with the word count on the front cover of the assignment. ) †¢ Footnotes should not be used at all for this assignment. All references and terminology are to be included in the text, and count towards the overall word limit. †¢ Summaries of key data, (e. g. charts which summarise the situation analysis results, overview of the implementation plan, etc. ) may be included  in the text itself for readers’ ease of reference, but further detail, (e. g. questionnaires, analysis of specific instruments used etc. ) should be put into the appendix. n? Staging and planning It is recommended that candidates be advised to address the various stages of the assignment separately, and that a study plan be drawn up so that candidates clearly carry out the necessary background work for each stage before moving on to the subsequent stage. Tutorials may be built into this planning to provide more structured guidance. n? Presentation of the assignment Advice to candidates †¢ The assignment is to be submitted electronically as two (and no more than two) documents with 2. 50 cm margins †¢ The first document should be submitted as a Word (. doc) document and entitled as follows: centre number_candidate number_surname_Delta3_ELTM_month year. doc e. g. 11111_001_smith_Delta3_ELTM_1211. doc The collation of situation analysis results and the implementation plan should be included as appendices in this document. This is to help markers locate essential information and to ensure that all original work is included in any plagiarism check. †¢ The second document may be submitted as a word document or as a pdf. It should be  entitled as follows; centre number_candidate number_surname_Delta3_appendices_ month year. doc or . pdf e. g. 11111_001_smith_Delta3_appendices_1211 .doc (. pdf) Samples of customer/stakeholder analysis instruments should be scanned electronically and included in the second document. 6 n? Reading, bibliography and referencing Edited book: Advice to candidates Bush, T. & Bell, L. (Eds. ) (2002). Educational Management: Principles and Practice. London: Paul Chapman. †¢ †¢ †¢ †¢ Candidates should refer to an extensive range of reading resources. There should be explicit evidence of background reading in  all of the first four sections of the assignment. This will typically include four to six different sources for each section. Some sources may be referred to in more than one section of the assignment but overall reference should be made to at least 8-10 different sources. Candidates are expected to do appropriate research into: ELT Management and their chosen specialism; management data analysis, (e. g. customer/stakeholder analysis); strategic management; organisational improvement; change management and decision-making. Appropriate terminology should be used and sources referred to where necessary. These should be clearly referenced in the text, (e. g. White et al. 1991). If specific quotes are used, they should be referenced using author(s)’ surname(s), year of publication and page numbers quoted (e. g. Fullan 2001:98). Page numbers are not required if direct quotes are not used. The bibliography needs to be presented appropriately in alphabetical order of author’s surname (see examples below). Year of publication, city and publisher should be included. This should be presented after the body of the assignment and before the appendices, and should only include publications referred to in the text itself. The second line of each bibliography entry should be indented. Referencing should follow a recognised format throughout the assignment. It is recommended that this be done according to the APA Publication Manual, (5th ed. , 2001); for more information see www. apastyle. org. Examples of several references are given below. Section of edited book: Stoll, L. (2003). School culture and improvement. In M. Preedy, R. Glatter & C. Wise (Eds. ) Strategic Leadership and Educational Improvement (pp 92-108). London: Paul Chapman. Electronic source: British Educational Research Association. (1992). Ethical Guidelines. Retrieved 19 July, 2011, from: http://www. bera. ac. uk/guidelines. html Associations and corporate authors: American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed. ). Washington, DC: American Psychological Association. Note on plagiarism Plagiarised work will not be accepted. Candidates should be advised on what constitutes plagiarism and how to avoid it. Centres should advise candidates that assignments are checked electronically for plagiarism and that plagiarism will be penalised. Plagiarism checks include checks against previously submitted assignments  as well as assignments or parts of assignments which include passages copied from online resources or books. Plagiarism includes: †¢ copying another’s language or ideas as if they were your own †¢ unauthorised collusion †¢ quoting directly without making it clear by standard referencing and the use of quotation marks and/or layout, (e. g. indented paragraphs) that you are doing so †¢ using text downloaded from the internet without referencing the source conventionally †¢ closely paraphrasing a text †¢ submitting work which has been undertaken wholly or in part by someone else. Single author book: Mintzberg, H. (2001). Strategic Safari. Eaglewood Cliffs: Prentice-Hall. Centres should inform candidates that submission of assignments which have been plagiarised will lead to the candidate’s disqualification and a ban on re-entry of up to three years. Journal article: Srikathan, G. & Dalrymple, J. (2003). Developing alternative perspectives for quality in higher education. International Journal of Educational Management 17(3), 126-136. 7 Assessment Presentation and organisation – maximum 14 marks n? The Module Three ELTM Extended Assignment is assessed with reference to a detailed Mark Scheme which allocates marks for  the five assessment categories, each of which is divided into three sub-categories. The total number of marks available is 140, divided as follows: †¢ Academic writing, language and referencing †¢ Presentation, coherence and organisation †¢ Clarity of argument and quality of ideas n? Marking A Principal Examiner guides and monitors the marking process. The process begins with coordination procedures, whereby the Principal Examiner and a team of examiners establish a common standard of assessment through the selection and marking of sample assignments. These are chosen to represent a range of performance across the different ELTM specialisms selected for this assignment. During marking, each examiner is apportioned randomly chosen assignments. A rigorous process of coordination and checking is carried out before, during and after the marking process. Grasp of relevant issues for ELTM maximum 35 marks n? †¢ Review of the relevant general and ELT management literature †¢ Understanding of key issues in the chosen specialism †¢ Application of relevant management knowledge to practice and identification of key issues Situation analysis and commentary maximum 28 marks n? n? Grading †¢ Understanding and application of key principles of management data analysis †¢ Analysis of the instruments used and identification of areas for improvement †¢ Discussion and justification of prioritised areas for improvement in the LTO supported by the analysis Results are recorded as three passing grades (Pass with Distinction, Pass with Merit, Pass) and one failing grade (Fail). The marks required to obtain each grade are: Pass approximately 80 marks Pass with Merit approximately 100 marks Proposal and justification – maximum 35 marks Pass with Distinction approximately 120 marks †¢ Understanding and application of key principles of strategic management and organisational improvement †¢ Justification of the change proposal in terms of ELTM and identified requirements †¢ Specification of the change and its intended effects, and of managing institutional constraints At the end of the marking process, there is a grading meeting to check scores around the grade boundaries. The grade boundaries are set in a way that ensures that the level of knowledge required to obtain the three passing grades: n? n? †¢ is consistent with the grade descriptions on page 9 of this handbook †¢ is the same from one session to the next. Implementation – maximum 28 marks The following information is used in the grading: †¢ Understanding and application of key principles of change management and decision-making †¢ Justification of implementation procedures in terms of ELTM and identified needs †¢ Designing an implementation plan and thinking through its impact on stakeholders †¢ comparison with statistics from previous years’ examination performance and candidature †¢ recommendations of examiners, based on the performance of candidates. 8 Grade descriptions Pass with Distinction Excellent piece of work which shows a very high level of understanding, analysis and application, and which displays originality and critical insight. Very high standard in all of the following areas: †¢ Understanding of: the selected specialism; principles of situation analysis; principles of change management; principles of decision-making †¢ Analysis of key issues in the topic area and the LTO; justification of the change proposal and implementation plan †¢ Identification of key priorities for change; design of implementation plan †¢ Academic writing, presentation and organisation, clarity of argument and quality of ideas. Pass with Merit Very good piece of work which shows a high level of understanding, analysis and application, and which displays some originality and critical insight. High standard in most of the following areas, but with some room for improvement: †¢ †¢ †¢ †¢ Understanding of: the selected specialism; principles of situation analysis; principles of change management; principles of decision-making Analysis of key issues in the topic area and the LTO; justification of the change proposal and implementation plan Identification of key priorities for change; design of implementation plan Academic writing, presentation and organisation, clarity of argument and quality of ideas. Pass Satisfactory piece of work which shows an acceptable level of understanding, analysis and application, and which meets the requirements of the assignment. Good standard in some areas, but some room for improvement in most of the following areas: †¢ Understanding of: the selected specialism; principles of situation analysis; principles of change management; principles of decision-making †¢ Analysis of key issues in the topic area and the LTO; justification of the change proposal and implementation plan †¢ Identification of key priorities for change; design of implementation plan †¢ Academic writing, presentation and organisation, clarity of argument and quality of ideas. Fail Inadequate piece of work which fails to show an acceptable level of understanding, analysis and application. Substantial room for improvement in some or all of the following areas: †¢ Understanding of: the selected specialism; principles of situation analysis; principles of change management; principles of decision-making †¢ Analysis of key issues in the topic area and the LTO; justification of the change proposal and implementation plan †¢ Identification of key priorities for change; design of implementation plan †¢ Academic writing, presentation and organisation, clarity of argument and quality of ideas. 9 Cambridge English Teaching Qualificationds Delta Supplementary Handbook for tutors and candidates Cambridge English Teaching Qualifications Teaching Qualifications University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom Tel: +44 1223 553997 Email: ESOLhelpdesk@CambridgeESOL. org www. CambridgeESOL. org  © UCLES 2011 | EMC/7861/1Y07

Definition of Simple Subject in Grammar

Definition of Simple Subject in Grammar In traditional grammar, a simple subject is the particular noun  or pronoun that tells who or what a sentence  or clause is about. A simple subject may be a single word (e.g., Christmas is coming), a multi-word proper noun (Santa Claus is coming), or the key noun or pronoun in a complete subject  (The zombies in the basement are coming upstairs). In addition to nouns and pronouns, gerunds and infinitives can sometimes function as simple subjects (e.g., Walking is good for you and To give is better than  to receive). Examples and Observations The fish smells awful.  It cant be eaten.The odor of fish hung thick in the air.(Jack Driscoll, Wanting Only to Be Heard. University of Massachusetts Press, 1995)You have brains in your head.You have feet in your shoes.(Dr. Seuss, Oh, the Places Youll Go! Random House, 1990)A baby has brains, but it doesnt know much.(L. Frank Baum, The Wizard of Oz, 1900)In those tender mornings, the Store was full of laughing, joking, boasting and bragging.(Maya Angelou, I Know Why the Caged Bird Sings. Random House, 1969)Fern pushed a chair out of the way and ran outdoors. The grass was wet and the earth smelled of springtime. Ferns sneakers were sopping.(E.B. White, Charlottes Web. Harper, 1952)The farmer stood unafraid, unleashing his anger on drifters, on those who live hand-to-mouth. Uncle stood quietly, pulling fiercely on his mustaches.(Moa Martinson, My Mother Gets Married, 1936; translated by Margaret S. Lacy. The Feminist Press, 1988)George Washington was the first president of the Unite d States of America. He was a great American general.​  (Joan Heilbroner, Meet George Washington. Random House, 1989) The Brooklyn Bridge was New Yorks first electrified icon, lighting up the sky well before the Great White Way in the 1890s and 1900s. And the span helped spread the word about electrification, not only through direct experience but also in the press.(Richard Haw, Art of the Brooklyn Bridge: A Visual History. Routledge, 2008) Gerunds as Simple Subjects Looked at a certain way, walking is the most ordinary, natural, ubiquitous activity.(Geoff Nicholson, The Lost Art of Walking. Riverhead Books, 2008) Infinitives as Simple Subjects To love is the same as to be mad. This is the case because comparison, measurement, and calculation- the essential attributes of reason- lose both their importance and their meaning in love.(Rusmir Mahmutćehajić, On Love: In the Muslim Tradition. Fordham University Press, 2007) Identifying Simple Subjects The simple subject is the noun or pronoun in the complete subject that tells what the sentence is talking about. The other words in the complete subject modify the simple subject.Examples of Simple Subjects The steep steel ladder has become slippery. [Ladder is the simple subject; the steep steel ladder is the complete subject.]The woman in blue overalls climbs slowly and carefully. [Woman is the simple subject; it is the woman, not the overalls, that is climbing.]Passersby stare at this lonely figure. [In this sentence the simple subject and the complete subject are the same.]  The cab of the crane is still several feet above her. [Cab is the simple subject. The cab is being discussed here; the phrase of the crane is a modifier.]Helen Hansen will soon be ready for the days tasks. [In this sentence the two-word noun Helen Hansen is both the simple subject and the complete subject.] (Peder Jones and Jay Farness, College Writing Skills, 5th ed. Collegiate Press, 2002)

Persuasive Essay Essays - Allowance, Contract Law, Income, Money

Persuasive Essay Essays - Allowance, Contract Law, Income, Money Persuasive Essay Persuasive Essay From my point of view, I think all teenagers deserve an allowance. Allowances help teenagers manage money and will prepare kids for the future. Without money managing experiences, adults of the future will spend money foolishly. Others will have plenty of cash if they learn young. Another reason I think allowances are a good idea is so teenagers will have a certain limit to spending money. A weekly or monthly allowance of a reasonable amount of cash is good. My allowance is $60 at the first of each month and if my parents don't give me my allowance on time, I charge them a $1 interest for each day I dont receive it. I think the amount I get is pretty reasonable because its not too little and not too much so I seem to manage well. Allowances should depend on a family's financial situation. Some families are too poor to give their children an allowance and other families are so rich that they constantly hand out money to their children without refusing, which spoils most teens. In order to avoid that kind of situation I think whether a family is rich or poor they should still provide their child with an allowance. At least a dollar a day or just enough to realize the value of a dollar. Ten dollars every two weeks would be reasonable for a middle class family or whatever the family decides on. Any amount will be fine so that kids can learn to save there money and let it grow or just blow it all off and be broke. As I was saying, what is done with the money is the teenager's choice. But parents should still watch what their kids do with their money and guide them to spend it wisely. Some kids may start buying drugs or betting their money in foolish ways. Others, like myself can invest their money by putting it into stocks. This is also another learning experience for many teens. In conclusion to my opinion, allowances do help educate teenagers and at the same time prepare them for the future. Allowances may prevent bankruptcies in the future and help teens make important financial decisions, which may result either in success or failure. Those who have already resulted in failure have learned their lesson the hard way and are now paying the price. Allowances can contribute to a successful future. For those parents who dont give their children an allowance I suggest you take my word for it and start now before its too late.

Facts About the Dwarf Seahorse

Facts About the Dwarf Seahorse The dwarf seahorse  (Hippocampus zosterae)  is a small seahorse  found in the Western Atlantic Ocean. They are also known as little seahorses or pygmy seahorses.   Description: The maximum length of a dwarf seahorse is just under 2 inches. Like many other seahorse species, it has a variety of color forms, which range from tan to green to almost black. Their skin may be mottled, have dark spots, and covered in tiny warts. These seahorses have a short snout, and a coronet on top of their head that is very high and column-like or knob-like in shape. They may also have filaments extending from their head and body.   Dwarf seahorses have 9-10 bony rings around their trunk and 31-32 rings around their tail.   Classification Kingdom: AnimaliaPhylum: ChordataClass: ActinopterygiiOrder: GasterosteiformesFamily: SyngnathidaeGenus: HippocampusSpecies:  Zosterae Habitat and Distribution Dwarf seahorses live in shallow waters populated with  seagrasses. In fact, their distribution coincides with the availability of seagrasses.  They may also be found in floating vegetation. They live in the Western Atlantic Ocean in southern Florida, Bermuda, Bahamas and the Gulf of Mexico. Feeding Dwarf seahorses eat small crustaceans  and tiny fish. Like other seahorses, they are ambush predators, and use  their long snout with a pipette-like motion  to suck in their food as it passes by. Reproduction The breeding season for dwarf seahorses runs from February to November. In captivity, these animals have been reported to mate for life. Dwarf seahorses have a complex, four phase  courtship ritual that involves color changes, performing vibrations while attached to a holdfast. They may also swim around their holdfast. Then the female points her head upward, and the male responds by also pointing his head upward. Then they rise up into the water column and intertwine tails.   Like other seahorses, dwarf seahorses are ovoviviparous, and the female produces eggs that are reared in the males brood pouch.  The female produces about 55 eggs which are about 1.3 mm in size. It takes about 11 days for the eggs to hatch into miniature seahorses which are about 8 mm in size.   Conservation and Human Uses This species is listed as  data deficient  on the  IUCN Red List  due to a lack of published data on population numbers or trends in this species. This species is threatened by habitat degradation, especially because they rely on such shallow habitat.  They also are caught as bycatch  and caught live in Florida waters for the aquarium trade. In the U.S., this species is a candidate for listing for protection under the Endangered Species Act. References and Further Information: Irey, B. 2004. Hippocampus zosterae. Animal Diversity Web. Accessed September 30, 2014Lourie, S.A.,  Foster, S.J., Cooper, E.W.T. and A.C.J. Vincent. 2004. A Guide to the Identification of Seahorses. Project Seahorse and TRAFFIC North America. 114 pp.Lourie, S.A., A.C.J. Vincent and H.J. Hall, 1999. Seahorses: an identification guide to the worlds species and their conservation. Project Seahorse, London. 214 p.  via FishBase, September 30, 2014.Masterson, J. 2008. Hippocampus zosterae. Smithsonian Marine Station. Accessed September 30, 2014.NOAA Fisheries. Dwarf Seahorse (Hippocampus zosterae). Accessed September 30, 2014.Project Seahorse 2003.  Hippocampus zosterae. The IUCN Red List of Threatened Species. Version 2014.2. www.iucnredlist.org.  Accessed September 30, 2014.

Community South Medical Center Essay Example | Topics and Well Written Essays - 1000 words

Community South Medical Center - Essay Example Currently, the issues confronting the Community South Medical Center are shortage of clinical staff, non-interfacing information technology, antiquated facilities and infrastructure, decline in T.J.C. compliance, and a shift in financial mix. These issues correlate either directly or indirectly with the need we have identified. The shortage of staffs is what makes the organization to improve its technology so that it can improve the efficiency of the existing staffs. Non-interfacing information technology and antiquated facilities and infrastructure are what make addressing of this need to be more difficult. Decline in T.J.C compliance is because of failure of the organization to change according to the changes experience in the medical sector. Advancement in technology is one of the most recent changes in this sector in which the organization has not been able to comply fully. Shift in financial mix is what makes the organization to have a challenge of financing programs to address the identified need. Strategic mission and plan have not been revised in the past three years. This might be the reason why the organization has not been able to advance its information technology in the past three years. Therefore, this is the most appropriate time for revising the strategic mission and plan. If this is done, then the process of addressing issues confronting Community South Medical Center will be much easier. The CEO should address these issues now since the magnitude is likely to increase if the issues are left for another year before they are solved

The Effect of Death on Nursing Profession Assignment

The Effect of Death on Nursing Profession - Assignment Example This paper tells that it is one thing to see other people die, and it hurts, but it isn’t somebody you are really close to. When my father died it set off all sorts of emotions, and they pretty much controlled me for a while. But once I began to understand that my father was better off and in a better place, I began to see my life turn around. I have a new instilled hope in everything I did, and I knew I wanted to go back to work. Cope? I guess you could use cope. For a time that was really all, I was doing. Coping however is not the most healthy thing in the world. Eventually, you overcome that and grieve. And grieving, that came out mostly through music. Of course, there were a lot of late nights in there as well. *Laughs*  It just felt right. When I was making the album the entirety of everything I have seen and done all came together. My father's death has a huge impact, and in some way each death I had seen as well. It just felt like the right thing to do.  That's a t ough one. I could never see myself leaving nursing, but at the same time, If I could share my message and music to people all over and they enjoyed it, it would be hard to turn that down as well. I guess we will just have to see what happens and go from there. Maybe I could be a nurse musician. The most important thing to know when dealing with death is that it doesn’t have to be this crazy end of your lifetime. A lot of people downward spiral, and I did as well. It doesn’t have to be that. There is this surreal quality to death that most people miss. Is it sad? Yes. Do I wish it didn’t happen? Of course. But you have to accept it and enjoy life and not let death ruin what life you have left.

Barcly Bank Assignment Example | Topics and Well Written Essays - 2000 words

Barcly Bank - Assignment Example Perhaps one would say that it is because the bank has already established its name considering the quantity of time that it has penetrated the UK banking arena; it has marked its name among its consumers considering the amount of time that it renders among its consumers. Basically, the thinking that due to the fact that it has been in the market for quite a long time, then it has the skill and expertise needed in banking industry. Secondly, the thought that it won't stay that long of the company didn't earn the trust of the consumers. Considering the present state of bank market nowadays, is it enough to rely on the aforementioned premises to attribute the success of the said bank In this case, the answer would be obvious, it is a big NO. Due to tougher, competition among several bankers, relying on the name alone plus the quantity if stay in the market is not enough to consider the case because of changing times, customers have different needs . In dealing with the present competition, laying down the master and contingency plan to address the further success of the company is the most important thing to do. Before, plunging into a more delicate issue concerning competitions and plans, looking back to where the company has started is an important thing to do in order to draft plans in relation to the next step that the bank must do to be on top despite the threat of hundreds of competitors encircling the competitive arena. In dealing with the bank's history, the company website barclays.co.uk (2007) revealed that "Barclays origins can be traced back to a modest business founded more than 300 years ago in the heart of London's financial district. In the late 17th Century, the streets of the City of London may not have been paved with gold, but they were filled with goldsmith-bankers. They provided monarchs and merchants with the money they needed to fund their ventures around the world. One such business was founded by John Freame and his partner Thomas Gould in Lombard Street in 1690. The name Barclay became associated with the company in 1736, when James Barclay - who had married John Freame's daughter - became a partner. Private banking businesses were commonplace in the 18th Century, keeping their clients' gold deposits secure and lending to credit-worthy merchants. In 1896, 20 of them formed a new joint-stock bank. The leading partners of the new bank, which was named Barclay and Company, were already connected by a web of family, business and religious relationships. The company became known as the Quaker Bank, because this was the family tradition of the founding families" Understanding the company's history is an important thing to do to formulate draft since a saying goes that it is impossible for you to reach your destination without looking back to where you have started. The same thing in formulation of plans regarding the success of the business lies within the formula from where the company has started. Basically, it started from different ventures and from different businesses delivered and catered different types of

Atmospheric Pollution Essay Example | Topics and Well Written Essays - 1750 words - 1

Atmospheric Pollution - Essay Example However, though there has been a wider appreciation of the urgency and importance of the issue, there is also a realization that there is a need to understand the geological implications and indications of atmospheric pollution and the contemporary challenges of developing transnational solutions (Shotbolt et al, 2005; Akimoto. 2003). Atmospheric pollution, or more popularly termed air pollution, is described to be as the introduction of particulates, chemicals and organisms that can diminish its quality to sustain biology or impair the environment (Maitre et al, 2006; Zhang et al, 2007; Bearchell et al, 2005). It should be noted however, the hazard attributed to the â€Å"pollution† is exclusive to human perspective (Smith, 2003). Gauci and associates (2004) point out that such perceived negative conditions may have been essential in the development of mineral deposits such as methane or as pointed out by Zhang and associates (2007), merely a fator in the geological geneiss of the earht’s atmosphere. Researches have indicated a global deterioration of vegetation, weather conditions and manageability, increased toxicity of water and soil as well as increase of prevalence and persistence of various pathogens to air quality deterioration (Maitre et al, 2006; Smith, 2003; Gauci et al, 2004; Bearchell e t al; 2005; Loupa et al; 2007). They point out that regardless of how seemingly confined air conditions maybe, the very nature of it implies that it will impact the world as whole eventually. Indirectly it has also impacted agriculture, which in turn has affected the quality of food sustainability of farming operations (Smith, 2003). In the research conducted by Maitre and associates (2006), they concluded that air pollution can directly impact the development of coronary heart disease not only as a consequence of respiratory conditions developed. In a similar manner, there has been a greater incidence of allergies, particularly young children, that has been

Why Literature By Mario Vargas Llosa Essay Example | Topics and Well Written Essays - 750 words

Why Literature By Mario Vargas Llosa - Essay Example Llosa stated that a widespread conception claims literature as a dispensable activity which is in no doubt not of much use for someone with a busy schedule in which only people with ample time can engage in. Since women are these people who possess ample time than men, reading literature has become more and more a female activity. He posited that a society with the absence of literature is one condemned for spiritual barbarism and is jeopardizing its freedom. This is opposed to the effects that reading literature can impact a person or society, and is hence an irreplaceable activity for the formation of a modern democratic society where individuals are free. Llosa also states that the remarkable development of science and technology allows for the emergence of the era in which knowledge is specialized, and as a result, led to the fragmentation of knowledge into numerous compartments and divisions. A person who does not read or reads little is one who suffers from an impediment, who can speak much but can say only a handful due to his deficient vocabulary in the realm of self-expression. The impediment from which he suffers is a poverty of thought since his ideas are supposed to co-exist with his words, but is not so because of foregoing the reading of literature. The term ‘literary’ is also used to define a television program or a film to denote that it is boring and rarely captures the public’s interest. This is how little we regard literature nowadays. However, Llosa claims that without literature, the critical mind would suffer from irreparable loss since it is the real locomotive of historical change and the best protector of a country’s liberty, which must hence be filled with literary feeding.

Atmospheric Pollution Essay Example | Topics and Well Written Essays - 1750 words - 1

Atmospheric Pollution - Essay Example However, though there has been a wider appreciation of the urgency and importance of the issue, there is also a realization that there is a need to understand the geological implications and indications of atmospheric pollution and the contemporary challenges of developing transnational solutions (Shotbolt et al, 2005; Akimoto. 2003). Atmospheric pollution, or more popularly termed air pollution, is described to be as the introduction of particulates, chemicals and organisms that can diminish its quality to sustain biology or impair the environment (Maitre et al, 2006; Zhang et al, 2007; Bearchell et al, 2005). It should be noted however, the hazard attributed to the â€Å"pollution† is exclusive to human perspective (Smith, 2003). Gauci and associates (2004) point out that such perceived negative conditions may have been essential in the development of mineral deposits such as methane or as pointed out by Zhang and associates (2007), merely a fator in the geological geneiss of the earht’s atmosphere. Researches have indicated a global deterioration of vegetation, weather conditions and manageability, increased toxicity of water and soil as well as increase of prevalence and persistence of various pathogens to air quality deterioration (Maitre et al, 2006; Smith, 2003; Gauci et al, 2004; Bearchell e t al; 2005; Loupa et al; 2007). They point out that regardless of how seemingly confined air conditions maybe, the very nature of it implies that it will impact the world as whole eventually. Indirectly it has also impacted agriculture, which in turn has affected the quality of food sustainability of farming operations (Smith, 2003). In the research conducted by Maitre and associates (2006), they concluded that air pollution can directly impact the development of coronary heart disease not only as a consequence of respiratory conditions developed. In a similar manner, there has been a greater incidence of allergies, particularly young children, that has been

Exploiting Strategy & Information for Competitive Advantage Essay

Exploiting Strategy & Information for Competitive Advantage - Essay Example The Porter’s value chain model can also be aligned with information strategies whereby information could be used in the reorganization of activities to achieve lower costs and at the same time add value to products. Finally we discuss the strategy of thrust by Wiseman which describes defensive and offensive competitive moves which require information to achieve desired strategy. The five force strategy by Porter highlights the 5 major strategies a firm can adopt in order to gain competitive advantages, Porter (1999) highlighted five major factors that models firms in an industry and this include threat of substitutes, buyer power, supplier power, barrier to entry and the degree of rivalry. The first factor in the five force strategy is threat of substitution and according to Pearlson (2006) this threat can be minimized by using information whereby products will be differentiated and also prices should be improved. A firm will collect information in the market regarding new threats and improvise ways in which to meet the consumer needs through product differentiation. Buyer power is also a factor that shapes an industry, according to Pearlson (2006) information could be used in the selection of buyers and also in differentiation of products. Regarding supplier power firms will utilize information in the selection of low cost suppliers and finally the firm will use information to create barriers to entry into an industry. The strength of this strategy is that it aids a firm in the identification of areas to apply information strategies. This can easily be applied whereby it describes locations to use information to gain competitive advantage. Pearlson (2006) states that this strategy also helps in the identification of threats over time, this can e applied whereby the firms have access to competitors cost information. There are weak points of this