Issues in Fit Food Inc Essay

Significant part of the behavioural displacement can be related to results control system that is in place. FFI is evaluating the divisional personals’ performance based on their achievement of Annual Operating plans; some of those are like †¢Achieving 7% divisional growth rates †¢Bonuses based on achievement (upto 150%)of annual operating plans and no bonuses on failure †¢Stock options offered to corporate managers and divisional presidents †¢Sean’s (founder & chairperson) call for better financial performance during those peak recessionary period(2008-2009) These quantitative results controls can be related to those behavioural displacements. As a result presidents of Drink division and Cookie division have involved in those unacceptable fraudulent practices of aggressive revenue recognition, prepaying expenses and capitalising parts costs. Since the CFO has the information about those fraudulent practices he should initiate the process of restating those prior year financial statements accordingly and those restatements require public disclosures. It is a serious issue for a listed company. Worse impacts would include lost of investor confidence, as a result share value deteriorates. Suggestions : controls Results Control 1.Instead of determining a target based on investor’s expectations, during the recession time company should have adjusted its targets according the economic condition. May be keeping the same market share or little above that could be a better option. It might create BUDGET SLACK. However that slack can reduce the tension, and stress for those managers and build an environment to change from there. Since 2008 was the peak recession time the AOP ‘s growth rate has to be altered and it can be changed into sustainability 2.Controls should balanced with those quantitative and qualitative results oriented controls. In this case most of controls such as achieving 5%  divisional growth and bonuses of 150% when divisions exceed the AOP has lead many issues . gamesmanship , manipulated financial statements, and unethical behaviour of divisional managers are some to be named; therefore FFI should introduce various control methods which include the measurement of their performances and ethical behaviour. Such control methods would include rather than just checking increase in sales, it should increase in actual sales. Solid sales, numbers have to be real and should not be manipulated towards the end of the period. An increase in market share, customer retention 1.Results controls should be tight results control Personal control : 1.Replacement of managers Removal / replacement of those managers in cookie division and drink division including the presidents of both divisions are the first step to re build the confident in the company. Even the chair Sean needs to be replaced; however it is question since he is the founder he may have the controlling rights over the company. 2.Replacing external auditors. Because they are the ones first to know about those accounting frauds in the organisation. However they have failed. They have not had a good audit plan and scope. This could have happened due to the following reason too. since the FFI is a public company and it needs a clean opinion to keep its position in the listing. Therefore auditor might have asked to provide such an opinion based on promises such as FFI is going to implement a tighter internal control policies so it prevents most of the fraud. Further auditor has already been intimidated about cancellation of the contract based on the price it charged. Therefore auditor may not be performing well planned audit instead providing a lower service which is not good for all those three parties (auditor, users and audtiee) Action Control : 1.Behavioral Constraints Separation of duties : since FFI is one company several division it can have one administrative division. Since all the changes have to be done by those  people who different from those divisional staff, divisional heads’ data management actions would not remain secret as earlier Second thing one storage facility for all division. Have the same effect. That data management can be controlled The direct costs of this may include delay in processes and a system should be created for fast communication 2.Pre action reviews Though there are several discussions and reviews held regarding the approval of AOP, the quarterly performance review meetings are seems to be very brief. Regardless of whether the target has been achieved or not every item has to analysed thoroughly and plans for rest of the period should be altered accordingly to achieve a real performance 3.Action accountability Unlike the current system divisional managers bonuses should not be purely based on achieving AOP profit. It has to include the strategies used in achieving profit, closing stock, new product developments, and effective sales Conclusion : However costs associated with each option has to be analysed before the decision. Since all the divisions are managed by humans. Certain level goal incongruence is present in any divisionalised organisation. It is impossible to eliminate it totally. Though a very minimal level of date manipulation and game playing activities are possible since those number in the financial statements are not perfect in real world

The Importance of French Education for Engineers

French education for engineers is significantly different from that of the United States. This fact will be the topic of this paper as well as the sequencing of French education. There are four schools in France that provide for the bulk of the engineering education after high school. These are called National Instituts For Applied Sciences or INSA. These institutions are very comprehensive and high level. The National Instituts For Applied Sciences or INSA take students who have completed their secondary school studies and select them on the basis of their examination results and their academic records. The recruitment is highly selective. In 1991, 11,000 candidates with a science baccalaureat applied for about 1,200 places.[1] It is therefore obvious, that the INSAs attract students with a high level of scientific education in mathematics, physics and chemistry. The studies begin with a two-year basic study program in the Premier Cycle, which is comprised of general science courses in mathematics, physics, chemistry, mechanics and computer science. These courses are also complimented with courses in the Liberal Arts. The students who pass the first and second year exams are admitted to the Engineering Departments where they continue their studies for three additional years. This enables the students to specialize in nearly all the different engineering sciences: computer studies, mechanics, physics, chemistry and biochemistry. One original aspect of the INSAs is that, the number of students in a department can vary depending on the state of employment prospects. All the INSAs train their students according to the same principles and curricula as the other four institutions. The First cycle is a two-year program of common core classes that welcomes secondary school graduates. Its goal is to prepare students for entry into one of the Institute's specialized departments. The initial qualifications of those who apply for admission to INSA guarantee the high quality of the students: 80% of them graduate in 5 years and 5% in 6 years. [1] Engineering studies start concurrently with the first year of their training. After a two-year preparatory phase, the first cycle begins putting an ambitious regiment into place. The goal of this regiment is, first of all, to give students the common scientific, technical, and liberal arts training necessary for all departments. In order to achieve this goal, course work is divided into modules that are independent of each other. The second goal of the regiment is to encourage students to make the transition from high school student to a responsible higher level student with clearly defined professional goals. As a result of the quality of these different goals, the first cycle plays an important role in both engineering sciences as well as the liberal arts through both years. EURINSA is another two-year European first cycle in engineering studies that has, since 1991, been training European students (including French students) to be part of an international team. The scientific training, conducted in French but adapted to engineering students from different backgrounds (language abilities), allows the students to enroll in any one of the four INSAs in France or even in one of their European counter parts. The program is open to approximately 100 students (at each institution) of whom 1/3 are French, 1/3 are from other European countries, and 1/3 from Central and Eastern Europe.[3] The INSAs produce highly qualified engineers. There are some main differences between studying at an INSA and in the universities of the other European countries. One difference is that French students specialize only at the end of the first two years (the â€Å"Premier Cycle†). This form of training provides them with a vast scientific background, which guarantees a good overall training in the engineering sciences. This method also allows them to change their area of concentration, if necessary during the course of their career. As the INSAs and the â€Å"Grandes Ecoles† are highly selective, very few students drop out during the Premier Cycle whereas, in the traditional university system, there is a high dropout rate or at least a decision to change their course of study. Unlike the University system, the students at an INSA have many general courses. Although all European countries announce a training scheme which lasts approximately 5 years, the fact that attendance is not 100% and that students are permitted to repeat years, means that becoming a qualified engineer could take two or three years longer.[3] Engineering training fields and engineer status differ widely among countries. In other European Countries as well as the United States for example, the seemingly simple problem of correspondence among degrees, not to mention equivalence, is far from being solved, and the notion of harmonizing the numerous systems does not seem realistic. Educational system's specification's are deeply rooted in the country's culture, industry and economy. Large discrepancies appear in Europe between: kinds of high-school studies and their length before college entrance, means of student recruitment, length of training (in terms of number of years of study), degree awarding, academic recognition, professional recognition, etc. In many countries, two engineer profiles coexist: a design engineer with a broad background training, and a production and application engineer. For each profile, there are nevertheless important national particulars. With such diversity, one may understand why a foreign candidate admission in a French engineering college does not assume automatic level equivalence rules. Instead results from various factors: number of study years, major and minor fields of studies, major projects, etc. Therefore, there is only one European general objective in this area, dealing with recognizing degrees obtained after at least three higher education years. These are valued for entrance in professions having regulated access. Because of this definite lack of equivalence standards, Europeans have decided to develop student and professional mobility by recognizing and validating studies engaged in at colleges in other countries . This process has strongly developed in some cases, through the development of programs leading to double degrees, or through the E.C.T.S. project (European Credit Transfer System), based on academic credits which are transferable within higher education institutions of the European Union.[3] Institutions wishing to participate in E.C.T.S., particularly those following non-university framework, must make great efforts to adapt. They have to reorganize their training programs or curriculum with credit hours and they have to use a universal grading scale. The University of Technology of Compiegne (UTC) was the first French engineering school to engage in ECTS in the field of mechanical engineering. Other schools, like INSA of Lyon have more recently done the same. Apart from this very structured system, recognition of study periods among institutions from several countries appears more and more to be an essential component of an international open policy. Partnership agreements exist also with American universities, for instance between the Institut National Polytechnique de Lorraine and Kansas State University and University of Wisconsin at Madison. Developing this practice and expanding the student exchanges depends on firm relationships between foreign schools. A new attitude has developed, where one takes notice of differences between systems, without making value judgements. Thus, these new relations are creating more awareness of the equivalence problem and providing better methods for rectification. The École Polytechnique constitutes the â€Å"graduate schools.† It takes 2 to 3 years of study and, in 1993, there were 46,000 students enrolled in the second cycle.[3] Each year, the École Polytechnique admits slightly more than 400 students into the Second Cycle, via traditional competitive examinations.[4] These students are of both sexes, may be either French or foreign, and are approximately 21 years old. The instructional program for the Second Cycle consists of two years of advanced courses in the fundamental sciences. The program is evenly divided between a core curriculum, and an elective curriculum that includes individual research projects. All students follow the core curriculum, which includes courses in pure and applied mathematics, computer science, mechanics, physics, chemistry, biology and economics. The core curriculum also includes courses in the humanities and social sciences, as well as in several modern languages. Upon successful completion of these two years, students are awarded the diploma of Ingenieur de l'École Polytechnique. Relatively few of them begin their careers upon graduation. The vast majority of graduates choose to follow their studies with specialized training in engineering or business administration, or with the preparation of a doctoral degree. The French nationals, in view of the obligations of their status as polytechniciens, may choose to pursue technical training in France, at one of its engineering schools (such as the École des Mines, the École des Ponts et Chaussees, or the École des Telecommunications) They complete their last two years of education, and receive the corresponding Diplome d'Ingenieur. Since 1996, French nationals have undertaken such training at foreign institutions, in Europe, America or Asia: they have a choice among 100 different instructional programs, at 29 foreign institutions, leading to an Engineering degree or a Masters of Applied Science or Engineering, depending on the institution selected.[3] These programs generally require between two and two and a half years. Special arrangements with the École facilitate admission to some of these institutions. After research training in France or at a foreign university, engineering school, or public or private research center, approximately four years, they obtain a doctoral degree, a Ph.D. or a similar degree in a basic or applied science. For business studies abroad, after several years of practical experience, they earn an MBA degree at one of seven institutions. Foreign students may undertake specialized training or prepare dissertations at institutions of their choice, including, of course, their home institutions. The past shows, however, that they tend to favor the programs offered to their French classmates. In any case, the École attempts to arrange that the two years of study at Palaiseau be properly validated in the programs of the students' home universities. Foreign students are entitled to the same agreements as those offered to French nationals. The École Polytechnique's Second Cycle in the fundamental sciences together with a specialization acquired at another first class institution, represents a training that is proving to be in particular demand in today's economic market place. Indeed, each year large corporations come forward with expressions of their needs and suggestions as to where they believe the necessary applied training may best be obtained.

A Study of Ethics in Relation to Business Practices

A Study of Ethics in Relation to Business Practices Combining ethics and business can be difficult at times, for every business’ goal is to make profit and certain ethical issues might be overlooked in order to avoid complications that might obstacle the company’s activities and jeopardise its revenue opportunities. The relationship between ethics and business has been discussed by many experts, such as Friedman (1970), who argued that a manager’s decisions should be driven by money, however they should not ignore the basic rules onto which every modern society is based. This may sound like a good solution to the ethical issues most companies have to deal with nowadays. A number of practical solutions to the ethical problems encountered by leaders who manage a group of individuals was given by Aristotle, a Greek philosopher who certainly didn’t run a company, yet analysed and discussed the duties of a leader, placing great importance on their morality and virtues, as every leader should be virtuous to deserve the name, as the pointed out in his Nicomachean Ethics. In the first place, it would be useful to analyse the meaning of the adjective â€Å"ethical† before applying it too liberally. Ethics comes from ancient Greek â€Å"ethos†, which means â€Å"character†, intended as the common belief that guides and determines the actions, behaviours and thoughts of a community. Ethics are not â€Å"absolute†, as different communities can have different opinions as to what is ethical and what is not, so before conducting a critical study on the relationship between ethics and business, it should be clarified that when it comes to business, western countries are the ones which dictate and set the standards for what is ethical, as Miriam Schulman (n.d.) correctly observed. Now, ethics and law do not always go hand in hand, as law can sometimes be unethical and a good action which may seem morally right could be deemed illegal by a country’s code, e.g. when Hitler ran Germany, the holocaust, albeit unethical, was permitted by the law, whereas helping a prisoner escape was considered illegal, even though arresting someone and forcing them to work without giving them a salary just because of their religious beliefs or nationality is absolutely unethical. Every manager should be able to distinguish between what is legal and what is ethical as to make decisions that do not simply conform to the law, but are also ethically â€Å"right†. Ethics, in fact, has to do with what concepts such as good, bad, right, wrong, fair and unfair. German philosopher Marx described the whole production process, explaining how the worker alienates themselves when manufacturing/creating something, whatever this is, emphasizing the importance of equality as opposed to meritocracy. That is the main reason why Marx’s theories have been questioned many times, for it is not easy to tell whether equality is ethically correct, seeing as people who possess qualities that others don’t and work harder than others deserve to be given more responsibilities and rewarded accordingly, as Michael Young (1958) observed. Human society and business alike are dynamic, which means that they tend to change alongside with people and governments’ needs, expectations and actions. It is their complexity that makes corporate ethics such an interesting, yet critical subject that every human resource manager should understand in order to make decisions that might benefit the company without damaging their employees in any way. In the following paragraph, a few cases will be analysed and discussed as to show what kind of issues may arise when business ethics are violated and determine whether Human Resource Management is compatible with them. Psychological implications in human resource management Managing an organisation’s employees is no easy task and requires specific skills, without which a manager might severely damage the company they work for. In fact, because employees are not to be seen as mere workforce, but also and mainly as individuals who have ambitions, needs, expectations, problems and feelings, a human resource manager, in fact, should know that when it comes to managing people, theoretical issues, as well as practical ones, are faced. Therefore, a deep understanding of the human psyche and behaviour is required, which is why psychology plays a very important role in human resource management, as Suraj Kumar (2011) pointed out. Job dissatisfaction is not to be underestimated, for all humans tend to adapt to new situations and, when they find themselves in unpleasant ones, research has revealed that they do whatever they can to reduce dissatisfaction. These defensive mechanisms may negatively affect a company, leading to bad performance, absence, low productivity, withdrawal behaviours and, last but not least, lack of loyalty, in the sense that employees will leave the company as soon as given an opportunity to do so, damaging the company, which will have to invest time and money in the finding and training of new employees. (Rosse, J. G., Saturay, S. L., 2004) O’Toole (n.d.) argued that Aristotle’s theories on leadership and ethics could be adapted to modern times and used by managers to make fair decisions that will benefit the companies they work for and the employees they supervise. To do so, they should ask themselves what they would want if they were in the employees’ shoes, how they would like to be treated, what kind of treatment and incentives would help them express their potential, whether they would like their opinions to be kept in consideration when important decisions that might affect their careers are made and so forth†¦ Moreover, Aristotle, as well as other thinkers, such as Socrates, maintained that a leader (and mankind in general) should not be enabled to rule other people unless they know themselves and are virtuous. According to Socrates, self-knowledge is an ability that prevents failure from happening. In light of such enlightening observations, it would be useful to analyse a few contemporary cases. Western companies and ethical issues Nike and forced labour Nike Inc. is a popular and successful sportswear brand and equipment supplier whose net income, as of 2010, was over US $1, 900 billion (United States Securities and Exchange Commission, 2010). The company has been harshly criticized for manufacturing their products in countries such as China, Vietnam, Mexico, Cambodia, Pakistan and Indonesia, where, according to Locke (2002), not only adult employees underpaid, child workers are used especially in stitching centres. Even though Nike’s code of conduct says that the company provides healthy and safe workplaces for all their workers, ensures that nobody below the age of 18 can sign a labour contract with them, does not use any form of forced labour, respects their employees, does not practise discrimination and commits to providing their employees at least the minimum wage plus benefits (Kochan, A. T., Schmalensee, R., 2003) , Australian Channel 7 News (2008) revealed numerous cases of forced labour involving the American company and a few years later Associated Press (2011) published an article reporting cases of forced labour and employee abuse at some of Nike’s plants in Indonesia. Are forced labour, abuse and child labour ethically correct? Obviously not, seeing as freedom is not just a privilege, it is a right for the simple reason that everyone is born free, even though many factors contribute to shaping humans’ judgement and choices throughout their lives. According to English philosopher Thomas Hobbes (1651), a person is free when they can decide to do something even though they could have done otherwise. That is what free will, intended as liberty, is. Gap and child labour With regards to child labour, the employment of people below a certain age, which is not always 18, is seen as a form of exploitation in most western countries, for, ethically speaking, children are weaker than adults and should not be made to work hard, especially considering that several western companies, such as Nike and Gap (The Guardian, 2007) have been criticised for collaborators with contractors which employ children, force them to work under horrible circumstances and treat them nearly as slaves, in terms of minimum wage and abuse. It goes without saying that these practices are unethically correct, as we are all born equal and a person should not exploit and abuse of another one. As reported by The Guardian (2007), after the child labour scandal, Gap confirmed its code of conduct, promising to put an end to its collaboration with those contractors found guilty of child labour and abuse and to withdraw thousands of products which had been manufactured by children. Two other interesting cases are those of HM and Zara, two popular clothing retailers which have been accused of using cotton which might be picked by children in Uzbekistan and Bangladesh, where they are forced to work under horrific conditions. They both responded to these accusations stating that their codes of conduct banned child labour, however ensuring that raw materials are not picked by children is a very difficult thing to do, for most underdeveloped and developing countries fail in guaranteeing that unethical practices, such as slavery and child labour, are removed. (Independent Television News 2009) Nowadays, ethical behaviour and commitment to moral values (non-economic ones) are often used by companies to promote their services and/or products. However, Adam Smith (1952) argued that businesspeople’s ultimate goal is to make the public believe what they want to believe as to raise prices. That is why sensitivity to ethical issues is often included by companies in their marketing strategies. Try as they might, governments can not monitor corporations’ sensitivity to ethical issues, as ethics regulates details of human actions and behaviours which governments can not control. (Berle, A. A., Means, G. C., 1932). Utilitarianism and business Utilitarianism is a philosophical trend initiated by Jeremy Bentham (2005) and John Stuart Mill (2009), who spoke thoroughly about ethics, their relationship with business and human rights, maintaining that a right action leads to a good consequence, therefore, the ethical worth of an action can be gauged by its outcome. Unlike other philosophers, such as Hume (1975) or Locke (1997), who simply maintained that every action has a consequence without giving recommendations as to what is the most ethical thing to do, Bentham and Mill argued that, when faced with a decision, everyone should carefully consider their options and the consequences implied by each of those options and finally choose the one that will generate the greatest felicity. Only by going through this specific decision-making process can one be certain of being making an ethically correct choice. According to Richard Mervyn Hare (1981), most people tend to use intuitive, instead of deductive, moral thinking to make de cisions, as in doing so, happiness is maximised. However, when it comes to more delicate matters, such as human rights, managing and supervising other people and ensuring that employees are treated fairly not only because employee dissatisfaction is known to increase the likelihood of failure, but also and mainly because it is right to treat employees fairly, a more deductive and critical thinking method is required. Applying the utilitarian principle to business and human resource management in particular, a manager should consider their various options, asking themselves what the various courses of each action might be, what costs, risks and harms they would imply, not only for the company, but also for its stakeholders, employees and themselves and all those who might be somehow affected by their decision. The main problem managers are usually faced with is to avoid potential conflicts of moral rights. In order to do so, a manager should ask themselves what choice they have the moral right to make in relation with the current circumstances, what moral rights the other party have and whether there is a conflict of moral rights between themselves and the other party. Should there be a conflict of any kind, the manager should whether their rights or those of the other part deserve precedence. Job enrichment and employee motivation While ethics are often overlooked especially during negotiations, when information that might jeopardise the success of a merger, just to name one, is withheld, managing employees is a completely different matter. In fact, keeping account of ethics when making decisions that involve employees, elaborating strategies that will affect them or simply assigning tasks is essential to the creation of a stimulating and productive working environment. According to American psychologist Hertzberg (1993), job enrichment is the best method to motivate employees, ensure their loyalty and cooperation whilst letting them express their abilities and fulfil themselves. In order to create a pleasant working environment that stimulates employees and benefits the company, a manager should make sure that each employee is given the opportunity to perform different tasks of varying difficulty, faces challenges and receives constant feedbacks. Communication is key to the encouragement of ethical behaviour and motivation, as through it, a manager can provide merit recognition. Among the other things, a manager should provide their employees with adequate resources to perform their assigned tasks well, give clear instructions, let employees know what the corporate mission is and make them feel involved in the decision-making process, provide them with enough freedom, rewards, incentives and encourage them and, last but not least, ensure job variety so that every employee can express their abilities and feel self-fulfilled. (Mione, P. ) Now, in order to create a positive working environment where the manager takes actions that display their virtues, instead of their vices (dishonesty, greed, laziness, selfishness, neglect†¦), ethical behaviour should be motivated. Therefore, it is important that the manager should set the example among employees and develop a programme that rewards good behaviours and penalises bad ones through penalties and sanctions. Rules and expectations that define what is acceptable and what is not should be written down and communicated to employees, as to anticipate bad behaviours. At the same time, good behaviours should be rewarded through incentives and praised. Participative management techniques should be used to motivate ethical behaviour and, in order to assure justice when it comes to disagreements and conflicts, these should be handled impartially and formally. The company should also create an effective method for employees to file complaints and report unethical or illegal behaviour so that they won’t have to go to the ombuds office every time a workplace issue arises. Regardless of the efficiency of its method, which might also include an ethics hotline and website, the company should use an ombuds office to investigate complaints with confidentiality, ethics and objectivity. Conclusion Ethics differs from country to country, being a framework of rules which define what is right, wrong, good, bad, acceptable and unacceptable. Corporate ethics in China is different to corporate ethics in France, which does not mean that one of them is wrong, whereas the other one is right, since ethics goes hand in hand with culture. Therefore, a relativistic approach is sure to be the most appropriate one to study ethics without letting personal prejudices and opinions influence the course of the analysis. Ethical norms evolve and, nowadays, consumers are sensitive to ethical issues, such as forced labour, diversity, discrimination and child labour, which is why western companies such as Nike (Associated Press, 2011) and Gap (The Guardian, 2007), which have been accused of violating basic ethical norms, have had to revise their codes of conduct and reassure consumers that their products, despite being manufactured in underdeveloped and/or developing countries, where governments still find it difficult to eradicate slavery, forced labour and other unethical practices. Now, when it comes to human resource management, ethical behaviour is strongly recommended for research (Hertzberg, F., 1993) has proved that it plays a very important role in creating a productive working environment. While ethical norms are often overlooked during negotiations, it is crucial that a manager should be virtuous, set the example among their employees and take actions that will produce the greatest benefit f or the company, its employees and themselves. In this regard, three principles should be applied in order for the manager to make decisions that display their virtuous traits and benefit those around them: the utilitarian principle, the right principle and the care ethics principle. In other words, before taking an action, a manager should ask themselves whether that action will do the greatest good for those who will be affected by it and evaluate all the different options, then, they should ask themselves what action they have the moral right to take and, finally, whether their choice â€Å"cares† for their needs and those of the people with whom they have working relationships (coworkers, stakeholders, supervisors, suppliers, employees and so forth†¦) That is why every working environment should be regulated by ethical norms and employees should be encouraged to obey them through incentives and rewards, which will ensure their satisfaction and loyalty, which have been proved to greatly contribute to the enhancement of employee performance, hence to the corporation’s success. (Judge, T. A. et al., 2001)

Collaborative Learning in E-learning Essay Example | Topics and Well Written Essays - 1250 words - 1

Collaborative Learning in E-learning - Essay Example Nam June Paik was born on July 20, 1932. His birth place was the city of Seoul, in South Korea. He had five siblings and was the youngest of them all. He showed interest in the arts from a very tender age. While growing up, he trained on how to play the piano especially classical music. During the Korean war of 1950, their family was forced to flee from Korea to Hong Kong but finally settled in Japan. He went to the University of Tokyo from where he graduated with a degree in music (www.paikstudios.com1). After his studies, this open minded individual relocated to Germany where he studied the history of music under the tutelage of Thrasybulos Georgiades. While taking his studies at the Munich University, Nam June got to meet other music composers such as John Cage and Karlheinz Stockhausen. He also met conceptual artists Joseph Beuys and Wolf Vostell from whom he derived his inspiration to work in the electronic art field. He met the experimental composer Cage during an International Summer Course for New Music in 1958. Paik started showing great interest in avant-garde music while he was trying to find his niche. During his stay in Germany, he started work as a musician and doing performance all over the place. The composers such as Karlheinz had profound contribution to Paik’s choice of a career. Under the tutelage of John Cage, Paik found the confidence to incorporate different styles into his music. He began including aspects of silence and chance into some of his works. It was not long before Paik started getting invites to perform at various avant-garde concerts. Some of his more famous works was the piece Stockhausen’s Originale and Hommage à   John Cage which were his own personal creations. The latter was a tribute to his mentor John Cage. Besides being credited his achievements in the video art world, he also envisioned the internet generation we see

Management Investigation and report Essay Example | Topics and Well Written Essays - 2500 words

Management Investigation and report - Essay Example head-quarters only. At the end of the study, the project draws a conclusion on oil and gas companies and its response to the complex and urgent sustainability issues. This report will be a crucial one to understand the future energy supply-demand balance.The report is prepared on the basis of consumer view-point, the catastrophes’ caused and data analysis. Firstly, the project makes an analysis of the three companies holding the leading positions in the market. Following this the macroeconomic analysis has been provided which is a reflection of PESTEL. An analysis has also been done with regards to the present financial performance of the three companies. PESTEL demonstrates the political, economic, socio-cultural, technological, environmental and legal factors which influence the companies. Finally, an analysis of the internal strengths, weaknesses, threats and opportunities are some of the factors based on which the strategies have been recommended for the three companies. I ntroduction Oil and natural gas account for one of the major requirements in the daily lives of people. More than 60% of a nation’s energy is provided by natural gases and oil. ... Since 2005 February, the world supply of oil has been flat. There has been 1.4% increase in its production since December 2007 (Arup, â€Å"Introduction†). Firstly the project analyses the position of the three leading oil and natural companies namely, Shell, BP, Exxon-Mobil. Firstly the macroeconomic analysis is done using PESTEL and then based on this analysis the respective strengths, weaknesses, opportunities and threats are determined. The three companies are analysed with respect to their financial performance and how the present global scenario has impacted that performance. Following from the research it aims to make a comparative analysis of the positions of the three companies in the market. About the Companies Exxon Mobil operates in about 41 countries and is one of the renowned Energy and Technology sources, striving to meet the increasing demand. The company claims, that it can opt for many challenges to meet the requirements of the evolving new supplies, intensif ying efficiency yet preserving the environment. Technology will play a critical role in meeting these challenges. The company keeps an eye of various magazines trend analysis that’s required to figure out the global energy demand and supply in the future years. Also, it increases the global demand and supplies, keeping in mind the environmental hazards. Thus, by energy efficiency technique one can utilise the energy obtained and diminish the greenhouse gas emissions at a very manageable cost (Exxon Mobil, â€Å"Energy & Technology†). BP is operating in almost every continent, across 80 countries. It offers a variety of products and is best known for fuel and energy. The company boasts of building a hefty and robust

Government Rights in Homes Essay Example | Topics and Well Written Essays - 750 words

Government Rights in Homes - Essay Example Yet, what goes on behind closed doors does affect everyone. Today's world of globalization, mass media, communications, and transportation has bound the public more tightly as a social unit. The private lives of citizens have such a great affect on society as a whole that the government has a right to know what goes on in peoples' homes. It is the obligation of society to prevent children from being exploited, abused, or exposed to drugs, pornography, and firearms in peoples' private homes. These children will grow into adults and become a part of mainstream society. In addition to the duty that society has to the children to protect them, it is also self-serves society and protects it against future aberrations. A recent case at the Yearning for Zion Ranch in San Angelo Texas has sparked a controversy over excessive government intrusion when authorities took over 400 children into state custody due to suspected child abuse. Judge Walther, who presided over the case made it clear that, "her decision was preliminary and that "a safe environment" for the children was paramount, now and in the future" (Johnson & Dougherty, 2008). The government was taking responsible action to assure that the children were being shielded from harm. The government was simply exercising its obligation to the children. A judicial system that works protects people from an over invasive government's right to know what goes on in private homes. The government's right has not eliminated our nation's treasured individual liberty. In fact, that liberty and freedom only extends to the point we do no harm to others or society. When it is judged that the person is obeying the law, or at least doing no harm, the case runs its course through our deliberate system of law. Recently the 460 children were returned to the Yearning for Zion Ranch but, "The judge in the case also imposed a lengthy list of caveats pending the conclusion of the investigation, including surprise home visits by caseworkers, possible psychiatric evaluations of the children and a ban on travel outside Texas" (Johnson & Kovach, 2008). This is not the rule of a government gone astray. This is a judicial system that is cautiously protecting the rights of the children and society's best interests. For decades and centuries critics have been warning the public that we are vulnerable to too much control by the intrusion of the government into our private homes. George Orwell's book 1984 is the archetypical fear that people have of the government's right to examine our private lives. Orwell describes life in 1984 and says, "There was of course no way of knowing whether you were being watched at any given moment. How often, or on what system, the Thought Police plugged in on any individual wire was guesswork" (p.3). The book was written over 50 years ago, the year 1984 has come and gone, and we still do not have the Thought Police. We have a conscientious society that is dedicated to protecting the lives of children and serving the functional needs of society. The fears that Americans will over-react, or the government will over-respond, are baseless and have not proved to be the case. In conclusion, the government not only has a right to know what goes on in peoples' homes, they have an obligation to find out. The lives of children are at stake and it is in the beat interest of society to protect this vulnerable segment of our society. After all, these

Computer management accounting Essay Example | Topics and Well Written Essays - 2000 words

Computer management accounting - Essay Example The activities that are managed by organisations are becoming more complex and sophisticated, and so too is the way that these activities are configured for productive purposes. This means that the various component Management accounting is concerned with the provision of information to management, to assist with planning, decision-making and control within the business. Because planning and decision-making are inevitably directed to the future, management accounting often involves making future projections, usually called budgets. Important applications of this are capital budgeting, which deals with the appraisal of investments, and cash budgeting, which deals with the projection of future cash inflows and outflows, and the consequent financial requirements of the entity. Management accounting is also concerned with controlling and appraising the outcome of past plans, for example by analysing costs, and with assessing the economic performance of particular divisions or activities of the entity. Because the demand for management accounting information varies according to the activities, size and management structure of the entity, and because the supply of such information is not subject to statutory regulation or audit, there is a much greater variety both of techniques and of practice in management accounting than in financial accounting. ... Management has, of course, direct control over the information system of the business, so that formal regulation of the management accounting system is less important. II. Evolutionary Theories (Institutional Economics) Hamilton (2001)'s first major work, Evolutionary Economics, was primarily an exploration of the contrast between the institutionalist view of the economy as evolutionary and the classical static and mechanistic rendition. In his work this exploration primarily was conducted through examination of major areas, the institutional theories of consumption (demand), production, and distribution. (Hamilton 2001 p.745). Burns & Scapens, (2000) describe the background of institutional theory as "in recent years there has been increasing interest in institutional theory across the social sciences". They argue that three such theories have been used in the accounting literature see Miller, 1994 namely: new institutional or transaction cost economics see Walker, 1998 ; old institutional economics see Scapens, 1994 ; and new institutional sociology see Carruthers, 1995 Although these theories have different origins and intellectual roots, they share a concern for institutions and institutional change. All three offer insights which are helpful for conceptualizing management accounting change. They insist that OIE provides a focus on organizational routines and their institutionalization and, as stated above, in studying management accounting change we are studying changes in organizational routines. It also provides a way of dealing with some of the difficulties of using Giddens' 1984 structuration theor y in accounting research, and especially in research dealing with management accounting change. (Burns & Scapens, 2000 p.2) Burns &

Think Small First Essay Example | Topics and Well Written Essays - 2500 words

Think Small First - Essay Example    This research tells that the entire process of running a corporation appeared as if the entire company administration was not running a business but doing clerical jobs with official departments managing company affairs. Smaller companies were not regarding worth consideration whenever any change or amendment was required in company legislation, whereas the fact is that bigger companies emerge only from smaller setups. It was a sort of degradation of corporate system of business administration. The present company legislation has changed the entire scenario and brought in simplified procedures and practices to encourage small entities to incorporate businesses following the revolutionary provisions promulgated under the Companies Act 2006. The provisions of the Companies Act, 2006 will be fully effective from October 2009. The motto is to think small first in order to grow bigger. With this background, the different provisions of the Companies Act 2006 are examined hereunder to find out the realities. One of the objectives of the Companies Act 2006 is to ‘think small first.’ This ‘key theme behind the Act is to reflect realities of companies in operation today. Much of the current system is predicated on the basis of large companies, whereas the vast majority of the companies are an owner- managed with five or fewer persons involved. Therefore, one of the stated aims of reform is to simplify the creation and operations of private companies, based around a ‘think small first’ approach.’ In this way reform of regulation of smaller and private companies has taken the center stage with the changes brought in by the Companies Act, 2006. The main changes brought in by the Companies Act,2006 for small companies related to the formation of the company, carrying out routine business like resolutions and meetings, accounts and auditing, and financial assistance and capital maintenance. The formation of the company has become a simp le procedure now as compared to earlier legislation.

Writing a report about my self Assignment Example | Topics and Well Written Essays - 2500 words

Writing a report about my self - Assignment Example raining Needs†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.9 Personal SWAT Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..9 Motivation and Career Goals†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.11 Action Plan†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦12 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦13 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦15 Plagiarism and Unfair Practice It is dishonest not to acknowledge the work of other people and you open yourself up to the accusation of plagiarism. All content of this assignment must be your own independent work. No text, code, diagram, or other content (not even a sentence or phrase) should be taken from another source unless this source is referenced. Referenced phrases should be placed in quotes. Each item should be referenced separately. For more information in respect of plagiarism please refer to the University Assessment Regulations at the following web address: http://quality.newport.ac.uk Plagiarism Statement I have read and understood the statement above concerning plagiarism. I confirm that the work attac hed is my own and that I will follow the College and University Regulations in respect of plagiarism or any other examination offence. Signed: _________________________________________________ Print Name: _________________________________________________ Student ID No: _________________________________________________ Module: Personal Development and Ethics : G106771 Assignment: Assignment 1 PDP Analysis Pathway: BEng/HND/HND Top Up/HNC/Fd (state:) _____________ Date: _________________________________________________ Lecturer: Dr. Louise Hung Introduction The ability to achieve specific goals is one that is dependent on continuous studies and development of skills. Having the right attitude when going through specific programs helps to add into this motivation while providing a different outlook on what is required for the success that one can have in a future career. When analyzing my development and studies in electrical engineering, there are specific strengths and weaknesses whi ch I have noted as well as futuristic goals that I continue to work toward to achieve the goals desired. As I continue to analyze this specific perspective, I recognize that my educational influences will set the pace for a future career in electrical engineering. More important, I understand that my attitude and the desire to be a part of this specific career field will require continuous educational achievements, personal motivation and the ability to collaborate with others in the field with expected focuses on achieving innovative alternatives in electrical engineering. Development for Future Engineering Profession The development that I have had for moving into an engineering professional begins with the personal associations that I have toward electrical engineering. I am originally from Saudi Arabia and decided to study electrical engineering because of the noted alternatives that are available for future careers. My interest is specifically in understanding the mechanics of computers and how this works to change specific

Analyze and interpret the events surrounding the overthrow of foreign Essay - 1

Analyze and interpret the events surrounding the overthrow of foreign governments by the United States. Why did the United States depose these foreign governments and what were the long term consequences - Essay Example extend the range of the Navy and Air Force, Kinzer shows how corporate interests, particularly related to the sugar industry, worked together with both the Presidential administration and military forces to establish a new government in Hawaii, protect it militarily through the deployment of Marine forces, and then to give it official recognition over the indigenous Hawaiian government led by the Queen, essentially enacting â€Å"regime change†. (Kinzer, 2006) Kinzer suggests that minority corporate interests related to the sugar industry drove the policy, but that this also was part of the broader goals of the imperial era where many industrialized nations sought to extend their influence globally through a combination of trade, military occupation, colonization, and natural resource exploitation. Another critical aspect Kinzer identifies is what can be called the â€Å"land grab† where corporate interests such as those related to the sugar plantations acquired vast tr acts of land from indigenous peoples using dishonest means cloaked in legality. The next main example Kinzer gives is the manufacturing of consent for war in the style of â€Å"yellow journalism† is Cuba, as related to the sinking of the Lusitania. Kinzer suggest that again sugar interests were a driving force, but behind the sugar trade the more sinister aspects of late 19th Century capitalism that were represented elsewhere in America. This is the era of the great Robber Barons, Carnegie, Morgan, Frick, Rockefeller, and the founders of modern finance and industrialization in America. Kinzer focuses more on the wider imperial forces that drive this era, such as the Spanish-American war, Cuba, the Philippines, and early intervention in the â€Å"Banana Republics† all as examples of the imperial drive that were driven by the urge to dominate other nations and indigenous groups through trade, land grabs, and natural resource exploitation. Kinzer shows how the aspects of the trade can shift from profit

Stress - Inform Speech Essay Example for Free

Stress Inform Speech Essay First, I’ll talk about some of the reasons for stress. Although I’m sure that there are many everyone here probably has their own reasons, I’m going to stick to three main reasons that you can probably relate to. The first one is the amount of schoolwork. College can be so demanding due to such a heavy workload that we’re expected to keep up with. It’s so easy to get overwhelmed. We have projects, tests, papers, exams, midterms, finals, co-ops. Stress can easily build without a good strategy of tackling these assignments. A second reason is pressure to do well. Pressure to do well can come from within. That’s the inner drive, that inner motivation pushing you to succeed. Most here desire to do their best and to get good grades. The Methods of Healing website conducted research and found that 71 percent of college students say that their grades have a direct effect on their level of stress. Pressure to do well can also be external. That’s your family, your friends, your coaches, your teachers, your professors. Everybody who wants to see you succeed. Wanting to live up to the high expectations that they place on you can be pretty stressful. A third reason is change in environment. Now this may affect some of us more than others, depending on if you’re from Rochester or not, but going away to college means leaving behind everything that’s familiar. Your close family, they’re not with you. Your friends, they’re not with you. Some students have never been away from home which can be a difficult adjustment. Then, once you’re here at RIT there’s social acceptance, peer pressure–these are issues we may face since we’re in a new environment. Wanting to fit in can be a challenge and often is. Now, let’s recap the three reasons we talked about. First was the amount of schoolwork, second was pressure to succeed, and third was dealing with a new environment. Now that we know the three reasons, let’s examine some tips to help reduce the stress. There are five simple things we can do to manage our stress. I created an acronym to help me remember the tips. The word I’m using is relax: R-E-L-A-X. We’ll go over each letter one by one. The first letter, letter R, stands for Recognize. We have to recognize the source of our stress before we can address it. Once you realize why you’re stressed, why not keep a journal? Write down everything that you feel. Writing makes you feel more relieved and allows you to pinpoint any trends in your stress. The second letter, letter E, stands for Exercise. Incorporating exercise into your daily routine takes your mind off of problems you may have, and not to mention, it’s good for your body. So create a routine. Set aside time for exercise. Set aside time for classes–for studying, for homework, and then schedule in downtime for yourself. In the end you’ll feel less overwhelmed. The third letter, L, L stands for Let it go. Think about the stressful situation. Will it matter in five years? Will it matter in ten years? If it will matter, take a deep breath and address the stressful situation piece by piece and step by step. If it won’t matter in five years or ten years then let it go. Stressing over small things is tiring and unnecessary. The fourth letter, letter A stands for Attitude. When you talk about school do you say things like, â€Å"Ugh, I’m gonna fail,† or â€Å"That test was so hard I bombed it, I’m never gonna learn this material. † If you do that may sound pessimistic and doubtful. You can self-reflect and adjust your attitude. According to a 2005 Stress Management article, being optimistic and having a positive outlook has a direct connection with how we feel, even with how well we perform. Now the last letter is X. You’re probably wondering what word I came up with to start with this, so I cheated a little bit and it stands for eXtra sleep. All students need sleep for energy. Are you not getting enough? Go to the letter R–recognize why am I not getting enough sleep? Maybe it’s because you’re hanging out with your friends until two, three, four in the morning. Why not cut down that time? You can still hang out with them, just not as long. Maybe you’re not getting enough sleep because you have too much homework. You pull an all-nighter, cramming for an exam, up till 5AM. Why not make a better schedule? And then stick to that schedule. Don’t procrastinate. When you map out your time and you stick to a routine you’ll realize that you have enough time to get everything done, even sleep. In the end we’ll be less frustrated when we get the sleep we needed. Another interesting point that I found is that all stress is not bad. Distress is bad stress. That’s what we’ve been focusing on in this speech. But then there’s also good stress, that’s called eustress. Eustress comes from excitement or adrenaline. But, to focus on managing our negative stress let’s try to remember all of the tips and the word relax. R, recognize where the stress is coming from and address it. E, exercise daily. L, let go of minor problems, don’t worry about it. And A, adjust your attitude and be more positive. And X, get eXtra sleep. In conclusion, we cannot ignore the fact that stress occurs in our lives. Regardless of the reasons we have to manage it one way or another. Above all, from my speech I hope you take away useful tips to deal with your stress so that college is more enjoyable. Even if you can’t remember what each letter stands for, do just what the word says, and relax.

Challenges for Measuring Fear of Crime

Challenges for Measuring Fear of Crime A case study on the difficulty and the progress of measuring fear of crime Fear of crime has been the centre of attention of scientific inquiry for nearly half a century. Scholars in this field have argued that fear of crime is directly correlated to experiences of deviant activity (Blakin, 1979; Skogan Maxfiend, 1981). Additionally, fear of crime was also reasoned in terms of the risk an individual is exposed to (Jackson, 2005). Others have focused on explaining fear of crime in terms of the influence of environmental factors (Wyant, 2008). Although there has been extensive research in terms of explaining fear of crime, contemporary scholars have recognised methodological limitations when analysing it (Farrall, 2005; Gray, Jackson and Farrall, 2008). For instance, fear of crime was measured as a dichotomous response (yes or no) to fear of crime. One example includes the questions that were asked in the British Crime Survey (BCS, now called the Crime Survey for England and Wales, CSEW): How safe do you feel walking alone in this area after dark?. Therefore, this paper will argue what limitations these old measurements have when measuring fear of crime, as well as discuss how the new methods of analysis contribute to the better understanding of fear of crime. Firstly, this essay will draw upon the limitations of measuring fear of crime. This includes discussing the problem with defining fear of crime. Secondly, this essay will explain what progress researchers in this field made in terms of measuring fear of crime. This i ncludes how and why these advances improved researchers understanding of fear of crime, as well as how these new methods improved the validity and reliability of measuring fear of crime. Lastly, this essay will identify some examples from the literature, in terms of how these new measures have enabled researchers to conduct better studies of measuring fear of crime. This includes the female and male paradoxes, among others. DEFINITION Although many attempts have been made by scholars to define fear of crime, there remains a confusion as to what fear of crime means, due to the reason that there is not a universal definition in place. Therefore, because there is no general agreed definition of fear of crime upon researchers, questions differ from survey to survey, serving as a limitation to the way it is measured. For instance, Ditton et al., (1999) defined fear as a term à ¢Ã¢â€š ¬Ã‚ ¦ encompassing a confusing variety of feelings, perspectives and risk-estimations and thus meaning different things to different people. Ferraro and LaGrange (1987) defined fear of crime as the negative emotional reaction generated by crime or symbols associated with crime. Ferraro (1995 cited in Gray et al., 2011) also defined it as emotional response of dread or anxiety to crime. From these two definitions, aside from the fact that they are both quite outdated definitions of fear of crime, they are also very simplified definitions, as they only focus on the term fear of crime, being generated only from criminal activity. However, more contemporary definitions of fear of crime were provided by Gray et al., (2010). They defined fear of crime by making two significant distinctions in terms of fear of crime as everyday worries and fear of crime as anxiety. The way they explained fear of crime, not only widens the spectrums in terms of what it is categorised as fear, but it also enables researchers to evaluate and conduct studies using more specific definitions, further allowing them to better understand this topic. OLDER MEASUREMENTS OF FEAR OF CRIME To begin with It is important to mention how the two way of measuring fear of crime had emerged from the theoretical point of view. Firstly, the old standard measurement of fear of crime, which started to emerge in the 1960s, developed from positivist ideas, by using data-driven models of research (Lorenc et al., 2014, p12). Additionally, it has also used observational research in order to identify factors which causes fear (Lorenc et al., 2014). Secondly, the new measurements, were developed on a more critical basis, using the foundation of sociology and criminology. Furthermore, the new development of measurement of fear of crime was also determined by the feminist ideas, as it explores a variety of attitudes and anxieties, that people experience in their daily lives fear (Lorenc et al., 2014). Although these two measurement of fear of crime, were developed from two different theories, the way they measured crime also different. For instance, the old positivist measurement, focused primarily on quantitative surveys, whereas the new critical measurements focused primarily on qualitative and ethnographic studies (Lorenc et al., 2014). With regards to, more recent research on the measurement fear of crime, both qualitative and quantitative research were used, in order to obtain more accurate and reliable data (Gray et al.,). The traditional single questions used to measure fear of crime is identified by researchers to be a formless measure, as it does not make any reference to real or specific offences. Therefore, it is still not certain if those question measured fear of crime, or measured any other approach (Ferraro LaGrange, 1987). For instance, on the British Crime Survey in 1995 questions such as How fearful are you when walking alone at night? were asked. Fearful is ambiguous in this question. The fear expressed by respondents may be about their physical or psychological circumstances, such as having a bad vision at night. In addition, the fear may also be expressed due to other factors, such as low street lightning. Therefore, it could be argued that those type of questions are mainly about fear of personal safety, rather than fear about crime (Radar, 2004). Questions about the validity of the instruments used to collect the data were also raised by various researchers (Gray et al., 1997 and Skogan Maxfiend, 1981). Additionally, the concept of fear of crime is being amplified from the research conducted via surveys (Farrall et al., 1997: 665-666). Furthermore, although some may argue that the traditional questions do measure fear of crime, those questions only measure general fear of crime, and not fear of certain type of offences (Gray et a.,). Therefore, participants might respond to questions based on offences they have experienced or offences they think about, rather than give specific, narrow answers. For instance, someone might think street robbery, while others might think of rape. It is important to specify the type of crime in questions about fear of crime, because the level of fear of crime that respondents experience, depend on different offences. One study shows that respondents expressed a higher level of fear of being a victim of burglary, when compared to the fear of being murdered (Warr and Stafford, 1983). It was also found that womens main reason of worry was being a victim of sexual attacks (Ferraro and Jackson, 1995). Nevertheless, the dichotomous single questions provide only two answers for respondents to choose from: yes or no. Therefore, it is difficult, if not impossible to precisely pinpoint the exact fears of crime experiences by the respondents. Additionally, because these questions measure broad areas, it is difficult to generalise different studies (Lane et al., 2014). For example, there is extensive research to show that females express a higher level of worry when are alone in the night, when compared to men (Ferraro, 1995). However, it can be argued that, the only reason women may express higher levels of fear is only because they are alone in the night, and not because females generally express a higher level of fear of crime. There is also a problem with perceived risk and fear of crime, in the formless measurements. For instance, LaGrange and Ferraro (1989) made a clear district ion between fear of crime and perceived risk. However, before this distinction, the surveys made no differentiation between these two concepts. Researchers who wanted to measure perceived risk of crime, used the same form of measurement used for fear of crime (La Grange and Ferraro, 1989). Also others have tried to measure fear of crime, as well as perceived risk of victimisation but they failed to distinguished between the two (Ferraro and Jackson, 1995). This could cause problems with the validity of the answers, as respondents might respond to experience of perceived risk, as fear of crime (Ferraro and Jackson, 1995). Various researcher also identified the problem with time. The earlier questions to measure fear of crime, does not include any time period; frequency (Farrall and Ditton, 1999). Due to this, some respondents might refer to their fear of crime, from an incident that happened years ago, while other might refer to an incident they witness recently (Nair, 1993). Problems with differentiating between frequency that fear of crime happens and the intensity of fear of crime also arises. These considerations are important because it is important to be able to make the distinguish between people who fear crime intensively and the frequency to which they experience those fears (Gray et al., 2008). Hough (2004) however opposes the view that these type of questions, require the need to know more about the frequency. He argues that researching the intensity of the fear is more important, than researching the frequency of the fear. He stated that: When we talk about mental states such as anxiety or worry, we are concerned with intensity, not frequency. Leaving aside acute anxiety attacks, anxiety is not comprised of a series of events that can be located in space and time (Hough, 2004, pp. 174). Although some researcher opposes the fact that frequency should be acknowledged when measuring fear of crime, Farrall (1997 cited in Jackson, 2008) found that when giving the respondents the opportunity to express their perceptions and feelings in detail (i.e. qualitative interview), showed that anxieties were happening rare. On the contrary, the old standard measurements revealed a more exaggerates image of the anxieties that respondents experience in their day to day life (Farrall, 1997 cited in Jackson, 2008). Old standard measures used to also ask respondents for a summary of the intensity of their worries. Researchers argued that, it is difficult to put emotions into writing, especially when the traditional questions were not clear, but where rather general (Jackson, 2005). Additionally, there is a problem with over-estimating the fear of crime. Researchers found that traditional measurements of fear of crime tend to exaggerate the results of the respondents. The reasons why this fear was amplified in the surveys, was because respondents summarised their most vivid and threatening experience of fear of crime as well as overestimated the frequency of those threatening experiences (Jackson, 2005). One example is from the 1995 British Crime Survey. it was found that there was a strong link between fear of crime, the experience of crime (which is either direct or indirect) and offences such a vandalism and drug use (Hough, 1995). Additionally, it was also found that fear of vehicle crime and mugging has increased since 1982 (Hough, 1995). It is difficult to say if those questions were accurately measured, due to the type of questions asked. NEWER MEASUREMENTS OF FEAR OF CRIME Various researchers have since modified the old standard questions used in the surveys such as British Crime Survey (Gray et el., 2008), as well as researchers who wanted to investigate fear of crime in their studies (Warr and Stafford, 1983, Fisher and May, 2008). For instance, Fisher and May (2009). They conducted a study, and asked questions about fear of four particular offences, rather than asking about fear of crime in general. By this, Fisher and May (2009) minimized the changes of obtaining measurement error, as respondents only had to measure fear of crime in relation to those type of crime. Furthermore, this type of questions not only diminishes the chances of measurement error, but also improves validity and reliability of data obtained from those responses (Jackson, 2005). Lastly, this also makes the questions clear and unambiguous, unlike the standard old measures of fear of crime. Other researchers such as Smith and Hill (1991) developed questions which have more specific context; such as: inside, outside, day, night, etc. These type of questions also adds to the validity and reliability of the questions, when compared to the non-specific questions. The scale of which the questions are answered was also modified in order to obtain more accurate and more unambiguous responses on fear of crime. For instance, the traditional questions used a two way answer (yes;no), whereas the new questions used the Likert-scale questions (Lane et al., 2014). For examples, researchers such as Fisher and Sloan (2003) used for their studies a 10-point scale (such as 1 being not afraid and 10 being very afraid). Gray et al., (2008) also used Liked scale (i.e. 1 being not worried and 5 being very worried). The new measurements of fear of crime also include questions about frequency and intensity of the fear/worry/anxiety felt by the respondents. These new questions were not taken into account when the old standard questions were used. However, when the new questions started to be integrated into the fear of crime measurement questions about the frequency and intensity of fear of crime, it could be seen that fear of crime was not as frequent as one might think, as often respondents answers using the traditional survey was exaggerated due to the measurement error caused (Farrall et al., 2004). Nevertheless, the standards question, never asked the frequency of the fear, until the new measurements of fear of crime started to take control (Gray et al.; Jackson, 2005). The newer critical measurements of fear of crime used in its questions terms such as worry, rather than fear of anxiety (Jackson, 2005). It is suggested that although it is difficult to predict how respondents understand these terms, terms such as fear or anxiety could have a negative impact, as well as ambiguous responses to questions. One reason for this could be because fear is understood, as a present respond to a stimulus, as well as anxiety. It is believed that these two words have a strong significance, which in turn could have a negative impact on peoples responses (i.e. exaggeration) (Jackson, 2005). However, the term worry could be a better word due to the fact that it includes a mental state, a concern about potential danger à ¢Ã¢â€š ¬Ã‚ ¦ a chain of thoughts and images about an unpleasant and uncertain outcome (Jackson, 2005, p. 301). Although it is believed by researchers (Farrell, 1997; Gray et al, 2008; Jackson, 2005) that the newer forms of measuring fear of crime are more accurate, some researchers still argue that even these measures have its flaws. Due to these flaws, these measures can lack validity and reliability. Some people might be more influenced, than other by certain factors, which in turn can make them report a higher level of worry (Jackson, 2005). For instance, those who reported the highest level of worry, were most likely to live in the low crime areas, experience fewer victimisation levels, as well as know fewer people who experience crime (Jackson et al, 2008 cited in Farrall and Lee, 2008). Media is also believed to be an important factor, which influences peoples perception of fear of crime, as well as perceived risk. Also, knowing people who have been exposed to victimisation can also increase respondents fear of crime. (Jackson et al., 2008 cited in Farrall and Lee, 2008). THE BENEFITS OF USING NEW MEASUREMENTS OF FEAR OF CRIME However, although researchers believe these new forms of measurements can also attract ambiguous responses, these measurements, are the most advanced and accurate methods that exist today to measure fear of crime. For instance, due to the advancements of measuring fear of crime, it allowed researchers to distinguish between experiential and expressive fear of crime (Jackson et al., 2009). The experiential being the former, whilst the expressive fear of crime being the latter. A research was conducted and it was found that on one hand lower income areas with more crimes, experienced more experiential fear of crime, whilst on the other hand it has was found the expressive far was correlated with the sympathy expressed for the victims (Jackson et. al, 2009). These conclusions were drawn using questions about experience of fear of crime, as well as the frequency of fear experience by the respondents (Jackson et al., 2009). Additionally, Jackson (2008 cited in Farrall and Lee, 2008) also identified functional fear. This is when individuals who are worried about crime, in order to protect themselves, take precautionary measures, which in turn it does not affect their daily life, but makes it better. The new methods of measuring fear of crime were also beneficial in terms of distinguishing between the levels of fear of crime amongst men and women. For instance, it is well known about the fear paradox. References Balkin, S. (1979). Victimization Rates, Safety and Fear of Crime. Social Problems, 26(3), pp.343-358. Ditton, J., Bannister, J., Gilchrist, E. And Farrall, S. (1999). Afraid or Angry? Recalibrating the fear of Crime. International Review of Victimology, 6(2), pp.83-99. Farrall, S. And Ditton, J. (1999). Improving the measurement of attitudinal responses: An example from a crime survey. International Journal of Social Research Methodology, 2(1), pp.55-68 Ferraro, K. And Grange, R. (1987). The Measurement of Fear of Crime. Sociological Inquiry, 57(1), pp.70-97. Gray, E., Jackson, J. And Farrall, S. (2008). Reassessing the Fear of Crime. European Journal of Criminology, 5(3), pp.363-380. Gray, E., Jackson, J. And Farrall, S. (2010). Feelings and Functions in the Fear of Crime: Applying a New Approach to Victimisation Insecurity. British Journal of Criminology, 51(1), pp.75-94. Hough, M. (2004). Worry about crime: mental events or mental states?. International Journal of Social Research Methodology, 7(2), pp.173-176 Jackson, J. (2005). Validating New Measures of the Fear of Crime. International Journal of Social Research Methodology, 8(4), pp.297-315. Jackson, P. And Ferraro, K. (1995). Fear of Crime: Interpreting Victimization Risk. Contemporary Sociology, 25(2), p.246. Lagrange, r. And ferraro, k. (1989). Assessing age and gender differences in perceived risk and fear of crime. Criminology, 27(4), pp.697-720. Lane, J., Rader, N., Henson, B. And May, D. (2014). Fear of crime in the United States: Causes, Consequences, and Contradictions. 1st ed. Durham, NC: Carolina Academic Press. Nair, G., Ditton, J. And Phillips, S. (1993). Environmental Improvements and the fear of crime. British Journal of Criminology, 33(4), pp.555-561. Rader, n. (2004). The threat of victimization: a theoretical reconceptualization of fear of crime. Sociological Spectrum, 24(6), pp.689-704. Skogan, W. And Maxfield, M. (1981). Coping with crime. 1st ed. Beverly Hills: Sage Publications. Warr, M. And Stafford, M. (1983). Fear of Victimization: A Look at the Proximate Causes. Social Forces, 61(4), pp.1033-1043 Wyant, B. (2008). Multilevel Impacts of Perceived Incivilities and Perceptions of Crime Risk on Fear of Crime: Isolating Endogenous Impacts. Journal of Research in Crime and Delinquency, 45(1), pp.39-64.

Dangerous Goods Can Create Accidents Engineering Essay

Dangerous Goods Can Create Accidents Engineering Essay Dangerous goods are essentially for wide range of global industry, commercial, medical and research requirement and processes. This is because of the advantages of air transport, a great deal of this kind of dangerous cargo is carried by air transport called airplane. Besides that, in term of definition dangerous goods (DG) is something about hazard material or can be easily said any risk object which can causes mischief such as explosive, corrosive, flammable, toxic and even radioactive. Nevertheless, ICAO has been recognized the importance of this type of cargo and has been taken steps to ensure that such of cargo can be carried safely. Furthermore, dangerous goods posses lots of significant risks and impacts. For example like it can start a fire and help in spreading a fire. Then, it can react with aircraft material, can release toxic vapor and even come o worst explosion might happen. http://www.ritchiestraining.co.uk/pix/uploaded/Library/Ritchies_Dangerous_Goods_By_Air_and_Sea.jpg Figure 1: Dangerous Goods Can Create Accidents Page 1 https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEij6IlLTUHOpputXKl24B5xkuhblvakCFxChqjepk0BgFWwOBT6TplAOs9KOavikyHmPgfVl-hoKbZYSKPOXNphyphenhyphenhmGtsumoThLHjIiqANIgjTwej74rZ32pMnQdBYbuTwpGyDlL1-FPwo/s660/wentwrong+header+copy+small.jpg Figure 2: ValuJet Accident by Explosion There is an incident where can be proved that hazard material can causes harm to aircraft itself. On May 11, 1996 Everglades, Miami, Florida ValuJet, Flight 592 McDonnell Douglas DC-9-32, N904VJ. The in-flight fire was caused by activation of one or more oxygen generators in the forward cargo hold. The generators were outdated, improperly labeled, lacked safety caps and were prohibited from being transported on a passenger flight. The loss of control resulted either from flight control failure or incapacitation of the crew due to extreme heat and smoke. Recently, all 110 aboard killed. The person who handles dangerous goods at airport called dangerous goods inspector. He / she must be well trained in every aspect of the duties as a technical inspector and regulatory officer otherwise the aviation will turn down. This kind of person must aware where an each shipment of dangerous goods may possibly represent an intimidation to life, health, property or environment. In addition, the inspector should obey the procedures and regulations attempt to handle cargo and minimize the danger during transport. Basically, how do the inspector handle the DG is he / she carried out at cargo facilities with the scale and nature of the operation. Besides that, inspection of procedures includes visiting operators or handling agents premises as proper. Page 2 2.0 Transport Dangerous Goods by Annex 18 Annex 18 can be specified as standard and recommended practices which enable dangerous goods to be carried safely. Annex also makes compulsory upon Contracting States the requirements of the Technical Instructions, which contain the very detailed and various instructions necessary for the correct handling of dangerous cargo. Logically speaking, the use of these common bases by all forms of transport allow cargo to be transferred safe, sound and even smooth between air, sea, rail and road modes. Nevertheless, ICAO requirements for the safe handling of dangerous goods firstly identify a limited list of those substances which are unsafe to carry in any circumstances and then show how other potentially dangerous articles or substances can be transported safely. Technique of Transport Dangerous Goods Classification 5. Procedures Emergency Respond 3. Documentation, Acceptance for Air Transport 4. Handling Stowage 2. Packaging, Marking Labeling Figure 3: Technique of Transport Dangerous Goods Page 3 Identification and Classification of DG The nine hazard classes are those determined by the United Nations Committee of Experts and are used for all modes of transport. Class 1 includes explosives of all kinds, such as sporting ammunition, fireworks and signal flares. Class 2 comprises compressed or liquefied gases which may also be toxic or flammable examples are cylinders of oxygen and refrigerated liquid nitrogen. Class 3 substances are flammable liquids including gasoline, lacquers, paint thinners, etc. Class 4 covers flammable solids, spontaneously combustible materials and materials which, when in contact with water, exit flammable gases, such as some powdered metals, cellulose type film and charcoal. Class 5 covers oxidizing material, including bromated, chlorates or nitrates and this class also covers organic peroxides which are both oxygen carriers and very combustible. Class 6 includes poisonous or toxic substances example pesticides, mercury compounds, etc comprise together with infectious substances which must sometimes be shipped for diagnostics or preventative purposes. Radioactive materials are in Class 7 which there are mainly radioactive isotopes needed for medical or research purposes but are sometimes contained in manufactured articles such as heart pacemakers or smoke detectors. Corrosive substances which may be dangerous to human tissue or which pose a hazard to the structure of an aircraft are dealt with in Class 8 for example, caustic soda, battery fluid, paint remover. Finally, Class 9 is a miscellaneous category for other materials which are potentially hazardous in air transport, such as magnetized materials which could affect the aircrafts navigational systems. http://www.ctsgb.ltd.uk/assets/generic/icons.gif Figure 4: 9 Classes of Dangerous Goods Page 4 Packaging, Marking Labeling Basically, the operator or handling agent looks at the external appearance of all the packages of dangerous goods as a safety package inspection before being transported. In addition, the items need to keep in the operators custody provided whether the goods are due to transport or have been transported. However, the inspection will check that the requirements of marking and labeling have been fully filled. Hence, type of packaging that has been used is permitted and tag along with the correct specification. For the radioactive material, the handling agent will pack the material based on the radiation level packages which fit in state for transport. Nevertheless, the packages of dangerous goods should only be opened in exceptional circumstances and with extremely caution. Once if the package opened, they need to take the potential hazard from the contents into account and handle it with fully attention. Any package opened during an inspection, it must be handed before to the consignee which means the goods must be restored in its original condition by inspector. https://images.fedex.com/images/us/services/options/ground/hazmat/PhenolSolid_Boxes.jpg Figure 5: Packaging, Marking, and Labeling Page 5 Documentation and Acceptance for Air Transport Documentation is to determine a dangerous goods shipment meets all applicable requirements. Information that contain in several documents need to transport out a detailed check because it is necessary to cross refer from one document to another. The handling agent must check the associated documents when he / she have the packages of dangerous goods in his / her premises. A document check only is made when there are no packages available. There are several inspections that required inside the documents such as Air Waybill, Shippers Declaration, Acceptance Check List, Notice to Captain and others. The intention of inspecting the Air Waybill is to ensure that they have completed correctly by using the correct classification and method of packing so that it can be established. Thus, the purpose of inspecting the Acceptance Check List is to make sure that the handling agent uses a form which allow for completion by the acceptance clerk. Nevertheless, the Notice to Captain is to determine that all the required information was given and checked. At this moment, where the form was signed by the pilot and the loading / stowage requirement met. https://images.fedex.com/images/us/services/options/ground/hazmat/OP-900_Exception.jpg Figure 6: Documentation of Dangerous Goods Page 6 2.4 Handling and Stowage Handling also can be known as loading so that it can be pronounced as loading and stowage. The inspection of loading and stowage at the cargo side is to ensure the dangerous goods are adequately secured to prevent movement. Then, the requirement of segregation distances can be maintained respectively when any radioactive material has been stowed. Besides that, any cargo aircraft that has placed dangerous goods on the main deck and only get accessible by the Technical Instruction. And also make sure of toxic or infectious substances are not in close proximity to animals and foodstuffs, it can be harmful to them and also aircraft fuselage if there are any leakages from the toxic substances. http://www.csc-scc.gc.ca/text/plcy/images/318-gl5-1_e.gif Figure 7: Handling and Stowage Table Page 7 2.5 Procedures and Emergency Response The procedure of transport dangerous goods is a guidance tool for airport directors and crews to use when developing, evaluating, updating or training an Airport Emergency Plan. It also can be informed the emergency responders to who are not experienced with airport operations or airport emergencies. However, whenever once hazardous material spills out on the aircraft body, it can be resulted as aircraft accidents or incidents. This is because the body of aircraft will be corroded and eventually it will create a whole on it and can be cabin pressurization and even lead to the aircraft crash. Thats why precautions should be aware to avoid exposure to hazardous components for safety purposes. In this kind situation, Airport Emergency Plan (AEP) needs to clean up the aftermath emergencies involving hazardous materials such as foam and hydrocarbon. The agencies must follow the strategies and procedures which contain in the flow of hazardous materials after an emergency inside the aircraft or even at the airport. Besides that, they also need to repair the pavement of the runway if the materials damaged the runway by the spills. https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0uxfGv6xrHXVih5Jiw3n9I82cf_Faw1GvvGqQVGdt_ZUlt7KemZgyMdfF_FGBkD7AaVPvPh5mLtFugsa5GdQ1us_3FEAGVtBSxHA6-66PUpJIgvOd8Wyj0f5loF9rLLLXyVTMFo1ow2I4/s1600/emergency_response_title_page.jpg Figure 8: Emergency Responses Page 8 3.0 Class 3 Flammable Liquids In many classes of dangerous goods that have been enshrined in the aviation law procedures. There are limitation on loading dangerous goods inside the aircraft, this is because not all classes are allowed to be loaded inside the aircraft unless with special exemption or provision. So, I choose Class 3-Flammable Liquids as my point of assignment of TDG. http://www.thecompliancecenter.com/store/media/catalog/product/l/b/lbcn06us_hi.gif Figure 9: Class 3 Flammable Liquid Flammables liquids can be defined as liquids, mixtures of liquids or liquids that contained solids in solution or suspension which is given off a flash point of flammable vapor at suitable temperatures must not more than 60-65Celcius. Transportation must follow the procedure which is transport the liquids at temperatures at or above the flash point for the safety purposes. Hence, this class has specific reason for regulation which is competent of posturing severe hazards due to the volatility, combustibility and potential in causing or propagating rigorous conflagrations. Besides that, there are several common transported flammable liquids in aviation industry such as acetone, paints, alcohols, perfumes, gas oil, and etc. Page 9 Nevertheless, dangerous goods inspector has an authority to handle flammable liquids. He also has capability to inspect all customer requests that has connection with logistics of flammable liquids for example like packing, packaging, compliance, freight, forwarding and training. Meanwhile, the labeling and marking of dangerous goods, the method in which they shall be located at beneath an aircraft, the responsibilities of the crews in respect of the carriage of dangerous goods and the action to be taken in the event of emergencies arising involving dangerous goods. Otherwise, if the operator fails to follow the procedure, it can turn down the aviation world industry and make disaster and even can affect the aircraft fuselage and passengers. http://images.thenews.com.pk/updates_pics/1-24-2011_9678_l_u.jpg Figure 10: Airport Explosion by Flammable Liquid Leakage at Moscow Page 10 4.0 Conclusion As my conclusion, Transport Dangerous Goods is very important subject where we as an aviator can know about the dangerous goods as well. Dangerous goods can be known as hazard materials which can cause harm to surrounding including human and animal. As we all know that dangerous goods has nine classes provided which is Class 1-Explosives, Class 2-Gases, Class 3-Flammable Liquids, Class 4-Flammable Solids, Class 5-Oxidizing Material, Class 6-Toxics and Infectious, Class 7-Radioactive, Class 8-Corrosive, and Class 9-Miscellaneous. Furthermore, with this kind of classifications we can conclude that the goods inside container are dangerous or not. Then, I have learned about the flow of instruction in dangerous goods which is classification, packaging, documentation, handling, and emergency responses. This flow is a must to operator, if one of them is missed, the transportation will automatically cancel and aviation industry will be terminated. Page 11 5.0 Bibliography 5.1 Website 1) www.dgiglobal.com 2) www.caa.md 5.2 References 1) Transport Dangerous Goods Slide Show 5.3 Books 1) Annex 18 Page 12 Content Page No. Content Page 1.0 Introduction 1-2 2.0 Transport Dangerous Goods by Annex 18 2.1 Classifications 2.2 Packaging, Marking and Labeling 2.3 Documentation and Acceptance 2.4 Handling and Stowage 2.5 Procedures and Emergency Response 3 4 5 6 7 8 3.0 Class 3 Flammable Liquids 9-10 4.0 Conclusion 11 5.0 Bibliography 5.1 Website

Odyssey, Learning About Himself :: essays research papers

In the Odyssey, written by Homer, Odysseus learned a lot about himself and what he had to do to become a better overall human. The adventures he goes on, I think, opens his eyes to a world in which he thought he was invincible.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  With the Odyssey, Odysseus learned a big lesson in humility. The greatest example of this is in the last five books or so within the story. He has to dress, act, and live like a beggar in order to regain everything he had lost. While he was a beggar, the suitors treated him horribly. Antinous, leader of the suitors, was the worst of them all. He was the first to mistreat Odysseus and planned to kill Telemachus. He was also the one that would abuse him physically and verbally for some time to come. Also, if that weren’t enough, he planned a boxing match for Odysseus to be in to watch him get beat up. All this was happening and the other suitors were most likely following their leader in whatever he was doing. Odysseus had to control himself the whole time this was happening. If he had lost his temper, the suitors would have killed him, his son, and most likely taken over the kingdom. That didn’t happen though. Odysseus learned self -control and humility. He may not be perfect at it, but going through all the humility made him a better man. Along the same topic, he was a king going through this humility. It would be one thing for a peasant to go through it, but a king? This made it even harder for Odysseus. He had rank above all the suitors and could rightly kick them out of his kingdom. Instead he waits for the right time and kills them all. The â€Å"pre-journey† Odysseus would of thought of himself invincible and probably would have died trying to get his kingdom back.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Along the same line as humility comes pride. Odysseus had more pride and cockiness than any of the characters I have read about this semester. He didn’t seem as bad in the Iliad, but the Odyssey really showed him in a different light. He had to swallow his pride when he had to come back to his home and get it back. Just in the fact that he came back at all was pride swallowing. He lost all of his men.

How Moods Are Affected By The Sun :: essays research papers

How Moods Are Affected By The Sun Thesis: The amount of sun people receive affects their mood. A young woman lies asleep on a cold, overcast winter morning. At 4 A.M., a faint incandescence radiates from a light bulb placed near her bed. The light gradually gains intensity and covers until 6 A.M., when the woman awakes. She had just experienced a simulated dawn of a new day. After being treated with this for several days, the woman's annual winter depression slowly goes away. Does this mean that the less sun you get the worse you feel, or perhaps the more you get the better your mood? It is very possible that you may feel this way as millions of people worldwide have experienced it first-hand. This phenomena is still sort of a mystery as many researchers don't completely understand why this happens. "It may be that certain individuals have inherited vulnerability that causes them to develop depression in the absence of exposure to sufficient environmental light"1. Frederick A. Cook, the arctic explorer, provided a vivid description of the effects of prolonged darkness on the human psyche: "The curtain of blackness which has overfallen the outer world has also descended upon the inner world of our souls," Cook wrote in his journal on May 16, 1898, "Around our tables . . . . men are sitting about sad and dejected lost in dreams of melancholy. For brief moments some try to break the spell by jokes, told perhaps for the 50th time. Others grind out a cheerful philosophy; but all efforts to infuse bright hopes fail."2 Some believe that light affects the body's ability to make serotonin, a neurotransmitter that helps induce feelings of calm and well being. The eye's sensitivity may also play a part in sun/mood relations. A study was done to a group of people in the winter and summer. In the winter the many individuals experienced much more difficulty seeing dim light after sitting in the dark for a while.3 Another study done in Vancouver shows that electrical activity in the retinas when a bright light is shone, is significantly less in winter4. As much as 5% of Americans suffer from Seasonal Affective disorder, also known as SAD5. SAD is an illness in which the sufferers feel depressed, feel lethargic, and they overeat . There is no known cause for this widespread illness. Many researchers of SAD are speculating on the idea that SAD patients might have seasonal variations in their melatonin secretions. A study of melatonin patterns in SAD sufferers was done to determine if melatonin was a

Honesty :: essays research papers

Essay on Honesty   Ã‚  Ã‚  Ã‚  Ã‚  You pull up to the second window at the McDonalds’s drive-through to pick up the shake you just ordered and paid for, and the person working there hands you a huge bag of food while asking you if this is what you ordered. Do you A: Answer â€Å"Yes† and take the food or B: Answer â€Å"No† and tell him/her that you only paid for a shake? Yes this really did happen to me. What did I do? Believe it or not, I did the honest thing and gave the food back. But the real question is what would a majority of American’s youth do in a similar situation. There are two potentially dishonest acts in this situation, lying and stealing. In my opinion most high school kids are not above lying and/or stealing. The reason this is true is simply that many of today’s parents are not above lying and/or stealing. So after observing people that hold a high place of respect do things unmoral like this, their conscience says to itself, â€Å"Okay, lying and/or stealing is not really that bad, and is acceptable to my parents.† A majority of Americans youth today are morally confused, due to the un-honorable actions of their parents.   Ã‚  Ã‚  Ã‚  Ã‚  1984, by George Orwell, shows an example of un-honorable actions of parents, rubbing off on their children. About 99% of the population in this book, were uncaring robots. They would turn their best friend into the â€Å"thought police† at the drop of a hat. They don’t think for themselves, and therefore are robots. The children of 1984, were even worse because they would turn their own parents into the â€Å"thought police†, with no sense of shame, and they actually felt proud about their actions. This is a perfect example of the unmoral actions of the parents rubbing off on their children. This could be the fate of our country if we don’t take parenting more seriously. If this pattern continues on it’s current course, we will have a society with no boundaries to govern life.   Ã‚  Ã‚  Ã‚  Ã‚  What can we do to remedy, you ask? Well we can start by thinking about what we do before we do it and putting ourselves into the other person’s shoes. How would you feel if you are working at McDonalds and you make this huge bag of food and give it to the wrong car. Then the next car pulls up waiting for its food and you realize what happened, so you explain it to the person and rush to make some more food.