Writing to Convince Essay Example | Topics and Well Written Essays - 1250 words

Writing to Convince - Essay Example The state of Oklahoma is no exception to protecting its pivotal civilians and, therefore, presents provisions to protect the societal individuals. Once the society selects the few who should be contained and restrictions offered, individuals might relate better to their normal routine. However, Oklahoma has witnessed a high number of inmates in prisons with the crime rate increasing and the law providing fewer alternative rehabilitation measures for less crime offenders. Among this number are women whose number is increasing in the prisons leaving a void in their homes, with the majority of children growing up without the motherly care. The number of inmates has surpassed the state’s budget on the initial expectation of the figure that are in the prisons. There is an alarming rate of sex offenders with elevating crime against children and corruption in businesses. This paper argues on the need to reduce the number of inmates in Oklahoma prisons and the impact of this problem o n individuals and society. The number of individuals increasing in these prisons means that there is a substantial increase in the crimes committed to the Oklahoma community. The law has recognized serious crimes to be against children and in embezzlement of finance in organizations. This has led to a witnessed an increase in the number of women in prisons escalating to protect the victims. There are non-violent offenders and those that are most dangerous who are included in this program. The lack of a proper system to rehabilitate the non-violent offenders and the parole system flaws has led to the integration of the entire criminals within the limited spaces. Oklahoma is mentioned as the only state with the provision that the governor should sign every parole program before the prisoner is inducted. The number of inmates increasing ion the prisons has an implication of unhealthy living within the confines leading to violence elevating in

Brand McDonalds Assignment Example | Topics and Well Written Essays - 2500 words

Brand McDonalds - Assignment Example   McDonald's and Golden arches can be said to be a beacon of success. As per 2011, it is the largest fast-food chain. Its revenue as of 2013 is the US $ 28.1057 billion. McDonalds’ has a good brand image and ranks among top ten in the survey of most valuable company in the planet (McDonald Corp. 2013). However, McDonalds is facing some peculiar problem.  McDonald's quite low when compared to its rivals in factors of quality perception.2. It has a new breed of customers with changing taste and preference and it has to keep itself relevant before it is too late or become history (Slama, 2014, pp. 9-11).Let us analyze the Brand management strategies of McDonalds through the lens of Keller’s brand equity model.Keller published this theory in his book strategic brand management. The theory of this model is pretty simple. It simply states that the company needs to redefine how customers think about their product for creating a strong brand. As per the figure there are fou r steps in order to build a strong brand image.  Applying the models 4 steps in case of Mc Donald’Step 1. Brand IdentityMc Donald wants to change its brand image in which it is identified as major culprit for the chronic obesity problem faced by US and other countries.  In wants to reposition itself as a brand that makes nutritional foods instead (Doole and Lowe, 2008, pp. 42-44). Its recent advertisement campaigns focus on people and emotions. Even there is a change in the product line to include new and healthy products.

Good Manufacturing Practices (GMP)

Good Manufacturing Practices (GMP) 3.1. Introduction GMP the building blocks for HACCP. In several years, producer, retailer and industrialist use Good Manufacturing Practices (GMP) as appropriate method in order to produce good quality of food. Food producers keep on developing GMP regulations. Now, it uses as prerequisite program on HACCP system or food safety system. Good Manufacturing Practices should be selected and adopted before HACCP is implemented. Without the application of CGMP principles, an effective HACCP program cannot be conducted. Furthermore, GMP must be applied to the development of sanitation standard operating procedures (SSOP). Compliance with specific GMP should be included as part of HACCP. The areas that should be addressed through CGMPs are personal hygiene and other practices, buildings and facilities, equipment and utensils, and production and process controls. CGMPs should be broad in nature (Marriot, 2007). There can hardly be HACCP without Good Manufacturing or Management Practices (GMP). Briefly, GMP is a description of all the steps (which should represent good practice) in a processing facility, while HACCP is a documentation that the steps important to consumer health are under control (Arvanitoyannis and Theodoros, 2009) GMP application is also a basic part of Total Quality Management Program (TQMP). GMP application should be explain in briefly and clearly about problems and procedures on every stage on food processing. 3.2. Definition GMP and SSOP are interrelated and an important part of process control. CGMP are the minimum sanitary and processing requirements necessary to ensure the production of wholesome meat. GMP is one of supporting program for implementation of HACCP system. GMP make food product have a good quality and safety; it is also make product widely acceptable for consumers in domestic and international market. Based on Ministry of Marine Affair and Fisheries Regulation (2007), GMP is the guideline on good prerequisite and production procedures on fish processing unit. GMP is a combination of the production and quality control, to ensure that food manufacturers or processing are following the right step of its production line consistenly and spesifically. GMP refers to the regulation that firstly declared by the US Food Drug Administration (FDA) after being revised in 1986. GMP regulation is aimed to protect the consumer to avoid purchasing any dangerous or contaminated products. Its require a good quality approach of manufacturing and processing product to eliminate errors and failure. Nowadays, the function of GMP is getting more important as pre-requisite program of HACCP; therefore it has to be implemented prior the HACCP system together with the application of SSOP. 3.3. Scope According to Darwanto and Murniyati (2003), on operational processing unit, company management should be check on processing activities for evaluating: a. suitability, quality, and all input factor such as fish, food additives, ingredients, packaging, labeling etc; b. control suitability and condition of manufacturing namely construction, maintenance, sanitation, operation, and equipments that are use on fish processing; c. fulfillment of end products requirements are quality, safety, healthy, and also composition and grade of quality on product; d. staff checking on their health, hygiene and qualification. 3.4. GMP components 3.4.1. Location and Building Requirement 3.4.1.1. Location Seafood plant is consider of a suitable location. Some factors should be considered namely physical, geographical and infrastructure available. A plant must be adequate on a plot of adequate size, easy access on transportation by road, rail or water. An adequate of water should be available throughout the year. Seafood plants contain significant amounts of organic matter which must be removed before waste water is discharge into river or the sea. It also solid waste handling needs careful or appropriate planning, appropriate space, must be available. The immediate physical surroundings of a seafood factory should be landscape and present on attractive view to the visitor. Shrubbery should be at least 10 meter away from factory building and a grass free strip covered with a layer of gravel should follow the outer wall of buildings (Huss, 1994). In addition, the factory location should be large enough for expansion and should be attractively landscaped with natural features such as tree retained wherever possible. Paved or asphalt area are needed in factory, car pack should be situated at a reasonable walking distance from the factories to reduce fumes and noise (Forsythe and Hayes, 1998). 3.4.1.2. Building There are several requirements for fish factories buildings. The materials that used on building materials should be have the specific characteristics. There are specific characteristics such as non-porous, non-toxic, easily cleaned, rodent proof, smooth flat, etc. According to Huss (1994), on food processing industries should have the particular characteristics on materials which are use on food industries. Food factories should be designed and built for particular purposes with materials capable of withstanding various physical conditions. The principal factors to consider are heat, cold, humidity, and vibration. On fish processing, interior surfaces should be smooth, non-porous, easily cleaned and not vulnerable to chemical attack by modern detergents and disinfectants, or able to sustain biological/microbiological growth. Good natural light and screened electric light must be provided. Paints and other surface coats should be non-toxic and not flake; those that contain mould inhibitors must not come into contact with foods. Pipe work, drainage ducts, conduits for power supply and other channels should be tightly sealed where they pass through walls, floors and ceilings to prevent entry of vermin and insects (Huss, 1994). Overhead pipe work sometimes passes directly over process lines and water condensed on the pipes can drip on the underlying food and equipment (Forsythe and Hayes, 1998). Ventilation on fish factory have to efficient and ceiling should be constructed of and finished with materials that obviate condensation, paint flatting, and mould growth. The panel construction being made of various PVC, reinforced resins, PVC-faced plasterboard, PVC-foil-faced foam board or plastic-coated steels (Forsythe and Hayes, 1998). Walls should be constructed with durable materials and in certain situation. All wall angles, corners and junctions of walls and floors must be imperiously sealed and be rounded for ease of cleaning. Coving of the wall/floor junction of walls to a height of. C. 15 cm. Modern materials that are used on wall include polypropylene and different PVCs. Suitable polymers and glass-reinforced PVC can be layered on a thin metallic surface with a cladding of suitable insulating materials (Forsythe and Hayes, 1998). Floor is that surface should be non-slip and easy to clean and disinfect. The quality of the floor surface can be improved by topping the concrete with appropriate materials. These include epoxy, polyester or acrylic resins, chlorinated and styrene butadiene rubbers and bituminous paints and mastics. The resins have a number of advantages such as durable, easy to clean, good non-slip surface, smooth but became saturated and absorb water under water condition. Tiles can provide a relatively long lasting and impervious surface. However, there are weaknesses since they crack, lift to be under run by water, and are difficult to replace satisfactory (Forsythe and Hayes, 1998). Ideally, building have to impose no constraints on any process or plant layout. However, production line are sited in unsuitable buildings as an economic necessity. Construction of building can be based on reinforce concrete or steel frame. In the framed structure the external walls are essentially a skin design to protect personnel and equipment inside. It means that the external walls can be constructed of relatively light material namely aluminum (Forsythe and Hayes, 1998). 3.4.1.3. Plant layout Layout of food industries be laid out with clear, preferably ‘straight through lines of product flow. Final or intermediate processes must be separate to avoid cross-contamination by raw materials. According to Kotschevar and Terrell (1977) in Forsythe and Hayes, (1998), there are eight principle in efficiency flow of work in food service area are: function should proceed in proper sequence directly, with a minimum of criss-crossing and backtracking; smooth and rapid production; delay and storage of materials in processing should be eliminated; worker and materials should cover minimum distances; materials and tools should receive minimum handling, and equipment minimum worker handling; maximum utilization of space and equipment should be achieved; quality control must be sought at all critical points; minimum cost production should be sought. With eight principles, these layouts will minimize recontamination of fish process or raw materials. The preparation areas for all raw materials and all product should be physically separated by appropriate walls. The movement of operators between the separate processing areas should be use of allocated colored clothing and control by management. Facilities for washing hands with knee or foot operated hot water taps should be positioned at all pedestrian entrances in food factories as well as in the toilets. Suitable liquid unperfumed soaps, barrier creams and disposable towels must be provided at all times, with instruction given also their proper use. Floors should be durable, smooth, easily cleaned and carefully insulated; in addition, because of the problem of ‘frost heave where the subsoil becomes frozen to a depth of 1-2 cm causing weakening of the foundations, a heating walls and ceiling should also be durable, smooth and easily cleaned; material such as galvanized steel is particularly recommended. Design layout of cold stores should aim at keeping the environment as constant a possible. Thus the entry of warm air should be minimized by providing properly insulated double doors with an air lock and, as with chill rooms, sitting should be some distance form warm processing areas. 3.3. The examples of processing layout A = administration, EA = employee amenities, FPS = final products storage, L = laboratory, P = production area, RMS = raw materials storage (Forsythe and Hayes, 1998 re-draw by the authors) 3.4.1.4. Equipments There are seven basic principles for hygienic design agreed by the Working Party appointed by the Joint Technical Committee of the Food Manufacturers Federation (FMF) and the Food Machinery Association (FMA) in Forshyte and Hayes, (1998). The principle are: all surface in contact with food must be inert to the food under the condition of use and must not migrate; all surfaces in contact with food must be smooth and non-porous so that tiny particles are not caught in microscopic surface crevices and become difficult to dislodge; all surfaces in contact with food must be visible for inspection; all surfaces in contact with food must be readily accessible for manual cleaning; all surfaces in contact with food must be arranged that the equipment is self-emptying or self-draining; equipment must be design as to protect from external contamination; the exterior or non-product contact surfaces should be arranged to prevent harboring of soils, bacteria, or pest in and on the equipment itself as well as in its contact with other equipment, floors, walls or hanging support. With the above principle, materials are commonly used in food processing are Stainless steel, iron and mild steel, copper and its alloys, miscellaneous metal, plastics, rubber, glass and wood, and antimicrobial work surfaces (Forsythe and Hayes, 1998). Manufacturing equipment should be designed to prevent the entry of foreign materials, and the development of ‘out-of-sight dead spots, especially within the operation chamber and associated pipe work. Bolts and clips should be attached externally to maintain all internal product contact surfaces smooth and easily cleaned. For operator safety, all equipment should be made safe by electrical isolation during dismantling and cleaning. Table 3.1. Applications of materials-handling equipments Conveyors Elevators Cranes and hoists Trucks Pneumatic equipments Water flumes Direction Vertical up * * * Vertical down * * * Incline up * * * Incline down * * * * Horizontal * * * Frequency Continuous * * * * Intermittent * * Location served Point * * * * Path * * * Limited area Unlimited area * * Height Overhead * * * * Working height * * * * Floor level * * * * Underfloor * * * Materials Packed * * * * Bulk * * * * * * Solid * * * * * * Liquid * * Service Permanent * * * * * Temporary * * From Brenan et al (1976) in Fellow, P.J. (1990) 3.4.2. Operational Requirements 3.4.2.1. Receiving Raw Material Receiving raw materials should be consider some requirements such as the origin of raw materials, species and size based on product, quality of raw material and end-product. a. Indicators of Fish Freshness On the receiving materials area, sensory analysis is the main method of evaluating fish freshness. It enables differences in texture, flavor, and taste to be determined, and subsequently the usefulness of the raw material. Sensory properties change during storage from the desired very high standard, through neutral or average, and finally to undesirable or disgusting. It is generally assumed that prior to disappearance of desirable features the fish is considered to be fresh, while the appearance of undesirable or disgusting features disqualifies the raw material. The most difficult step is to determine an intermediate state in which the fish is not entirely fresh. Sensory analysis is thus carried out on raw fish and cooked fish. Flavor, appearance and state of abdominal cavity (for not eviscerated fish) are the main indicators of quality in the case of raw fish. For cooked fish, smell is the most important indicator (Hall, 1997). In addition, microbiological test on raw material is important parameter. In raw materials not only use sensory test but also use microbiological test. Particularly, on freshness test of tuna for sashimi, commonly use K value methods. K value is one of chemical methods based on ATP degradation. This method is commonly use on Japan to measure fish freshness. According to Anonymous (2002), checking the following at receipt will confirm seafood safety and freshness: product temperature (chilled seafood should be below 5oC but ideally between -1.5o and 2oC; frozen seafood should be below -18oC), package condition and use-by-date of pre-packaged seafood, hygiene and cleanliness of the transport vehicle, a record of the species, harvest date and location, and suppliers name, and visual quality criteria. Even if quickly frozen after catching, frozen seafood will not keep indefinitely. Bacterial activity ceases below about -10oC, but chemical and biochemical changes (enzymes, oil oxidation, and dehydration) will still occur. These changes may bring about slow irreversible changes in odor, flavor, and appearance. For long term freezer storage, it is recommended that a temperature of -30oC is maintained (this may only be achieved by commercial freezers). Seafood stored at -15oC (domestic freezers) will have a much-reduced shelf life. 3.4.2.2. Handling and Processing Fish and shellfish are considered to be among the most perishable foodstuff. To keep fish cool, packing in ice is used; this methods is avoids the possibility of the temperature dropping to low with the concomitant freezing of the flesh of the fish. During fish handling and processing in fisheries processing, it will retard the fish deterioration. Keeping fish I the cool thus extends the high-quality life (HQL) of the fish. Good chilling practices on board the fishing vessels and on shore result in better quality fish which, on landing (Garthwaite, 1997). Chilling delays and minimizes spoilage and the ideal chilling system cools fish rapidly to wet ice temperatures. It is essential to minimize bacterial contamination of the fish during all stages of handling. Dirt should be washed off the fish as landed and the surfaces with which the fish come in contact be maintained in a clean condition. Care must also be taken to wash the fish after gutting it, and to use clean ice. Fish properly iced will cool rapidly and will retain quality for 1 to 2 weeks, depending on the species. Ease handling, reduction of weight loses, and elimination of bruising are advantages to be considered in short-term storage in refrigerated seawater (Shapton and Shapton, 1991). Since shrimp live only a few minutes after removal from their natural habitat, microbial spoilage starts immediately through marine bacteria on the surface and in the digestive system, and through microorganisms which happen to contaminate the shrimp on the ships deck, in handling, and from iced used during their storage. The prevention of deterioration in the quality of fresh and iced-stored shrimp involves not only maintaining low microbial count but also prevention of oxidation (Shapton and Shapton, 1991). Temperature and time conditions at all steps from catching or harvesting to distribution is important to prevent growth of pathogenic bacteria, histamine producing bacteria and spoilage bacteria. Temperature and time also are important in preventing oxidation and chemical spoilage (Huss, 1994). 3.4.2.3. Additives and chemical materials Additives and chemical material commonly use on fish processing. It usually used on fish value added product. 1. Additives Additives can be divided into six major categories: preservatives, nutritional additives, flavoring agents, coloring agents, texturizing agents, and miscellaneous additives (Branen and Bragerty, 2002). a. Preservatives There are basically three types of preservatives used in foods: antimicrobials, antioxidants, and anti-browning agents. The antimicrobials are used to check or prevent the growth of microorganisms. The antioxidants are used to prevent lipid and/or vitamin oxidation in food products. They vary from natural substances such as vitamins C and E to synthetic chemicals such as butylated hydroxyanisole (BHA) and butylated hydroxytoluene (BHT). The antioxidants are especially useful in preserving dry and frozen foods for an extended period (Branen and Bragerty, 2002). Anti-browning agents are chemicals used to prevent both enzymatic and non-enzymatic browning in food products, especially dried fruits or vegetables. Vitamin C (E300), citric acid (E330), and sodium sul ¬Ã‚ te (E221) are the most commonly used additives in this category (Branen and Bragerty, 2002). b. Chemical preservatives The action of maximum and minimum limit of chemical curing and preservative agents should be safe usage known (Betty and Diane, 1987). Propionic acid, sorbic acid, benzoic acid and shulphur dioxide are effective as a preservative. Propionic acid and its salts are mould inhibitors. Sorbic acid is useful fungistatic agent for use in flour confectionery, marzipan and cheese. Benzoic acid occurs naturally in cranberries and is added to many other foods. It is more effective against moulds and yeast than bacteria. These compound are most effective at the lowest pH values of food and ineffective at neutral pH. In addition, sulphur dioxide is being effective in inhibiting microbial growth, also helps to maintain the color of vegetable that are going to be processed (Betty and Diane, 1987). Nitrates and nitrites are used as a curing for meats. Due to toxicological concerns there has been a tendency to reduce the concentrations used in recent years. This imparts a red coloration to the meat similar to fresh meat (Betty and Diane, 1987). c. Nutritional Additives Nutritional additives have increased in use in recent years as consumers have become more concerned about and interested in nutrition. Vitamins, which as indicated above are also used in some cases as preservatives, are commonly added to cereals and cereal products to restore nutrients lost in processing or to enhance the overall nutritive value of the food. The addition of vitamin D to milk and of B vitamins to bread has been associated with the prevention of major nutritional deficiencies. Vitamin A, from liver cod, is essential for normal vision, growth, cellular differentiation, reproduction, and integrity of the immune system (Branen and Bragerty, 2002). In addition, Carotenoid on food can be functioned as function not only as color and nutrient compounds but also as antioxidants (Branen and Bragerty, 2002). Carotenoid can help to minimize oxidative damage and reduce the risk for age-related disorders by preventing the accumulation of free radicals (Rosalee and Michael, 2008). In addition carotenoid also found on brown algae (Miyashita and Masashi, 2008) Minerals such as iron and iodine have also been of extreme value in preventing nutritional deficiencies. Proteins or proteinaceous materials such as soya protein also are sometimes used as nutritional additives, although they are most commonly used as texturizing agents. Fiber additives have seen increased popularity in recent years with the increase in consumer interest in dietary fiber. Various cellulose, pectin, and starch derivatives have been used for this purpose. d. Coloring Agents Most coloring agents are used to improve the overall attractiveness of the food. A number of natural and synthetic additives are used to color foods. In addition, sodium nitrite is used not only as an antimicrobial, but also to fix the color of meat by interaction with meat pigments (Branen and Bragerty, 2002). There are two kinds of coloring agents natural coloring and synthetic coloring. Natural coloring made from plants and animals (Table 3.4.). Synthetic coloring made from chemical substances (Table 3.5.). e. Flavoring Agents Flavoring agents comprise the greatest number of additives used in foods. There are three major types of flavoring additives: sweeteners, natural and synthetic flavors, and flavor enhancers (Branen and Bragerty, 2002). Table 3.2. Chemical preservatives and their dose that are allowed for using in food processing (Indonesian Ministry of Health Regulation No. 722/Menkes/Per/IX/88) No Chemical Preservatives Kinds of Food Maximum dose 1 Sulphur dioxide Marmalade Tomato paste Sugar Powder Powder dextrose Sugar Vinegar Syrup Wine Grape Sausage Dried coffee extract Gelatin 100 mg/kg 350 mg/kg 20 mg/kg 70 mg/kg 70 mg/kg 70 mg/kg 70 mg/kg 200 mg/kg 450 mg/kg 150 mg/kg 1 g/kg 500 mg/kg 2 Potassium Bisulphate French fries Frozen shrimp Pineapple essence extract 50 mg/kg 10 mg/kg (raw); 30 mg/kg (cooked) 50 mg/kg 3 Potassium Metabisulphate French fries Frozen shrimp 50 mg/kg 100 mg/kg 4 Potassium nitrate Meat Cheese 500 mg/kg 50 mg/kg 5 Potassium nitrite Meat Corned 125 mg/kg 50 mg/kg 6 Potassium sulphate French fries Frozen shrimp Pineapple essence extract 50 mg/kg 100 mg/kg 500 mg/kg 7 Natrium Bisulphate French fries Frozen shrimp Pineapple essence extract 50 mg/kg 100 mg/kg 500 mg/kg 8 Na-metabisulphate French fries Frozen shrimp 50 mg/kg 100 mg/kg 9 Natrium nitrate Meat Cheese 500 mg/kg 50 mg/kg 10 Natrium nitrite Meat Corned 125 mg/kg 50 mg/kg 11 Natrium sulphate French fries Frozen shrimp Pineapple essence extract 50 mg/kg 100 mg/kg 500 mg/kg (Cahyadi, 2006) The most commonly used sweeteners are sucrose, glucose, fructose, and lactose, with sucrose being the most popular. The most common additives used as sweeteners are low-calorie or non-caloric sweeteners such as saccharin and aspartame. In most cases, flavoring agents are the same chemical mixtures that would naturally provide the flavor (Branen and Bragerty, 2002). f. Texturizing Agents These agents are used to add to or modify the overall texture or mouth feel of food products. Phosphates and dough conditioners are other chemicals that play a major role in modifying food texture. Lecithin and mono- and diglycerides as well as several synthetic derivatives. The primary role of these agents is to allow flavors and oils to be dispersed throughout a food product (Branen and Bragerty, 2002). Stabilizers include several natural gums such as carrageenan as well as natural and modified starches. These additives have been used for several years to provide the desired texture in products such as ice cream and are now also finding use in both dry and liquid products. Carrageenan found in red algae (Yuan, 2008). Phosphates are often used to modify the texture of foods containing protein or starch. These chemicals are especially useful in stabilizing various dairy and meat products. The phosphates apparently react with protein and/or starch and modify the water-holding capacity of these natural food components (Branen and Bragerty, 2002). Benefits of Additives There are obviously many recognized benefits to be derived from additives. Some of the major benefits are a safer and more nutritious food supply, a greater choice of food products, and a lower-priced food supply (Branen and Bragerty, 2002). Risks of Additives The indirect risks that have been described for additives are the converse of some of the benefits attributed to their use. Additives have also resulted in the increased availability of food products with a low density of nutrients. Of greater concern than the indirect risks are the potential direct toxicological effects of additives. Cancer and reproductive problems are of primary concern, although there is no direct evidence linking additive consumption with their occurrence in humans. 2. Chemical Substances Some chemical substances use in fish/food processing. They used on processing area and products. These substance have used based on government regulation. If they not used based on it the product will be danger to consumers. Several chemical substances are used on fish processing: Table 3.3. Organic preservatives and their dose that are allowed for using by Indonesian Government (Indonesian Ministry of Health Regulation No. 722/Menkes/Per/IX/88) No Organic Preservatives Kinds of Food Maximum dose 1 Benzoic acid Soy sauce Soft drink Cucumber pickle Margarine Pineapple essence extract Other foods 600 mg/kg 600 mg/kg 1 g/kg 1 g/kg 1 g/kg 1 g/kg 2 Propionic acid Cheese Bread 3 g/kg 2 g/kg 3 Sorbic acid Cheese 3 g/kg 4 Benzoic Potassium Margarine Pineapple essence extract Dried apricot Jam and jelly Syrup, tomato sauce Grape Other food except meat, fish, fowl 1 g/kg 1 g/kg 500 mg/kg 1 g/kg 1 g/kg 200 mg/kg 1 g/kg 5 Propionic potassium Cheese 3 g/kg 6 Sorbic potassium Cheese Raw cheese Margarine Dried apricot Cucumber pickle Jam and jelly Marmalade Pineapple essence extract 3 g/kg 1 g/kg 1 g/kg 500 mg/kg 1 g/kg 1 g/kg 500 mg/kg 1 g/kg 7 Benzoate Potassium Pineapple essence extract 1 g/kg 8 Methyl-p-hydroxyl benzoic Cucumber pickle Liquid coffee extract Tomato paste, essence Other food except meat, fish, fowl 250 mg/kg 450 mg/kg 1 g/kg 1 g/kg 9 Natrium benzoate Jam and jelly Soy sauce Soft drink Other foods 1 g/kg 600 mg/kg 600 mg/kg 1 g/kg 10 Natrium propionic Look at on propionic acid Look at on propionic acid 11 Nisin Cheese 12.5 mg/kg 12 Propil-p-hydroxyl benzoic Look metal-p-hydroxyl benzoic Look metal-p-hydroxyl benzoic Source: Cahyadi, (2006) Table 3. 4. Natural coloring agents characteristic Group Color Sources Solubility Stability Caramel Brown Cooked sugar Water Stable Anthosianine Orange, Red Blue Plants Water Sensitive to heat and pH Flavonoid Without yellow Plants Water Stable to heat Leucoanthocianine Colorless Plants Water Stable to heat Tannin Colorless Plants Water Stable to heat Bataline Yellow, red Plants Water Sensitive to heat Quinon Yellow-black Lichen Water Stable to heat Xanthon Yellow Plants Water Stable to heat Carotenoid Without yellow and red Plants Water Stable to heat Chlorophyll Green, brown Plants Lipid and Water Sensitive to heat Heme Red, brown Animals Water Sensitive to heat Source: Cahyadi (2006) Tabl

Effects of Leadership in the US Army Essay --

The readiness of the United States Army is something that many American citizens are guilty of taking advantage of. For nearly two hundred and thirty-nine years the Army has been responsible for all land-based military operations concerning the United States of America and it's interests. Months and years of training go into readying every single soldier for that moment when he or she will be called upon. Now, imagine that readiness being compromised by poor leadership or the poor development of future Army leaders. With the ever changing landscape of how the world fights it's wars, coupled with the probable possibility of downsizing in the US military, existing and new leaders must be sharp and honorable (Tan, 2011). They must be intellectually capable to overcome and adapt to any situation to keep the soldiers safe and effective. Sergeant Jones Sergeant (Sgt) Jones was an incredibly successful non-commissioned officer (NCO) in the Army. Projecting through the ranks quickly, Sgt Jones appeared to have everything it took to have a highly decorated career doing what appeared to be his calling. And although he was highly sought after by higher ranking NCO's and officers, he was often hated and bad-mouthed by those under his command. Now, one might think – â€Å"well it's the military, of course you dislike your superior†, but in the confines of the Army this is almost never true. Good leaders, particularly those at the Sgt level, are regularly loved and admired for the care, compassion and ultimate leadership that they show their soldiers. Toxic Leadership In Fort Bragg, North Carolina, Sgt Jones and his team were conducting a training exercise under the sweltering July sun of 1997. As part of the training exercise, Jones' t... ...maybe, save someone's life. Works Cited Clark, D. (2013). Leadership & direction. Retrieved from http://www.nwlink.com/~donclark/leader/ leaddir.html Hargrove, D. & Sitkin, S. (2011). Next Generation Leadership Development in a Changing and Complex Environment: An Interview With General Martin E. Dempsey. Academy Of Management Learning & Education, 10(3), 528-533. Lindsay, D. R., Day, D. V., & Halpin, S. M. (2011). Shared Leadership in the Military: Reality, Possibility, or Pipedream?. Military Psychology (Taylor & Francis Ltd), 23(5), 528-549. doi:10.1080/08995605.2011.600150 Reed, G. A. (2010). Toxic Leadership: Part Deux. Military Review, 90(6), 58-64. Tan, M. (2011). Survey: bad leadership drives soldiers to leave. Retrieved November 16th, 2013 from http://www.armytimes.com/article/20110521/NEWS/105210315/Survey-Bad-leadership-drives- soldiers-to-leave

Harley Davidson’s Customer-centered supply Chain Essay

1. How can Harley Davidson marketing and sales, personnel interact with its purchasing personnel to further strengthen the supply chain and improve customer loyalty? To further strengthen the supply chain and improve customer loyalty. Harley Davidson marketing and sales personnel must interact with its purchasing personnel to integrate the supply chain from supplier of raw materials and getting the product delivered into the hand of user at the right time, cost and quality user need it. Harley integrated effort must focuses on people, process and technology to improve supply chain development by enhance quality, reduce cost and improve delivery time to make sure every stage of supply chain reach their objective and satisfy customer need and wants. People The Supply chain improvement effort involves participation from all Harley productions such as marketing, sales, supplier, engineers, transporter and other involver with Harley. All of them must have the knowledge about customer need and wants. Marketing and sales personnel must have a good knowledge about customer need and wants. This is to ensure the best information can be transferred to purchasing personnel for making purchasing material that can suite customers need and wants. Harley marketing and sales personnel make a community marketing; they don’t just sell a motorcycle but also selling an ownership experience. Harley Davidson delivers membership in a community, arranges adventure tours and sells a lifestyle for the Harley purchaser, it can be concluded total product far exceeds the motorcycle. All activities are to make sure the marketing and sales personnel kumpulkan data about the customer need and want, and easily transfer to purchasing personnel to make development about the material. Marketing and sales personnel also must make market-based assets, such as strong branding, strong customer base and strong partner networks, when product development from the customer’s information database launches the new product introduction. It will help maintain firm performance and greater chance of success, as customers are more willing to try a new offer from a strong brand. This supply chain development through enhance quality, reduce cost and improve delivery time can easily be done if the people in the Harley fully participate to achieve it and indirectly improve customer loyalty. Process Harley-Davidson is known for delivering a consistently high quality product. There are a number of different areas in the process that affect their quality, starting with product design. They work to design quality into the products they develop, and they do this through a concurrent pride methodology, which is very specific for both product development and the input that they get on design from marketing and sales people, engineers, manufacturing people, and suppliers. They involve everyone in the early stages, and everyone effectively designs products together to suite customer need and wants and indirectly improves customer loyalty. Technology. Fast information from marketing and sales personnel is important, so Harley use communication technology via web portal to transform customer buying habits through their dealer and supply chain control for their demand on material. It makes all the material came to factory just in time and safe a lot of money. Just in time inventory was driving force of Harley quality-improvement program. As they operate with lower inventories, it becomes essential that all inventories are usable and it all have to be a good one. Harley-Davidson could not compete on price against the Japanese motorcycle producers, so it had to establish other market values and improve quality. Harley had to change from a company which dictated what its customers could have to strategies based on direct input from customers. A marketing philosophy was developed based on the customers desires, gathered through surveys, interviews and focus groups. For example Harley image promotes: a mystique appearance, individualism, the feeling of riding free, and the pride of owning a legend. Harley customer relations give a free 1-year membership to the Harley Owners Group (HOG), which was developed in 1983 as a program to keep people active with their Harley and community advertising campaign. 2. What is the role of technology in Harley’s supply chain? What additional uses of technology can you identify that might be useful to Harley focus on dealer and ultimate customer? The role of technology in Harley is to cut on communication and administrative time via their department, suppliers, dealers and customers. Harley use Harley-Davidson Suppliers Network (www. hdsn.com), the portal with web base technology to let all department, suppliers and dealer view purchasing order, inventory and material information order in real time. This should make Harley buying system more efficient, reducing time and reducing the amount of inventory in plant in other worth it enhance quality, reduce cost and improve delivery time. From the technology Harley can easily identified which dealer have a problem from their database. The company implemented a program to concentrate on helping its dealers develop the up-to-date business skills they need to sell motorcycles more effectively. The headquarters sponsored training programs that call â€Å"Harley-Davidson University† via this technology. The dealers are considered to be business partners and the headquarters plays an active role in developing programs, financing improvements, implementing support and management consultants. The dealers also invest their own money into these programs which allows them to feel like apart of the company. Harley-Davidson treats the dealers not only as partners, but also as customers. Harley has developed a very effective marketing strategy, but it is the responsibility of manufacturing to produce high quality and reliable motorcycles. 3. Some of Harley’s suppliers also supply key Harley competitors. How can Harley be sure these suppliers will not share competitive information with its competitors? How important is trust between suppliers and business buyers? Global business environment has become more unstable, supplier negotiations have taken important new role on helping improve corporate competitiveness. The goal of most supplier negotiations today is no longer just to get the lowest price. It is also to find new and innovative ways to meet a wide variety of business challenges, often by tapping into the knowledge and expertise of the supplier community and a good relationship. Harley can be sure their suppliers will not share competitive information with competitors on 3reasons. i. Harley is focused on building closer relationships with suppliers. The company does not use contracts but has instead begun to use the master supply agreement (MSA). The MSA is a list of guidelines for the relationship, rules to follow, and resolutions should problems arise, used with ?strategic’ suppliers with whom they anticipate having long-term relationships. Harley is just beginning to formalize the process of certifying suppliers as strategic, the cycle maker has such relationships with about 250 of its 350 suppliers. These suppliers command special attention from Harley and are invited quarterly for business planning meetings (BP). BPs are thematically organized meetings designed to help supplier understand Harley’s strategic issues. They give suppliers an opportunity to provide input and feedback, as well as coordinate on new projects. Strategic suppliers are brought in early to the design phase. They are brought in house, and many even have desks at Harley’s Capitol Drive research and design facility. Their input is solicited at the idea phase so that there do not have to be many revisions during the development process. They are also kept informed of the latest Harley strategies through a company newsletter, Harley World. ii. Supplier Management & Procurement Strategies of Wisconsin OEMs- Instead of purchasing all the parts for its brake systems and then assembling them in-house Harley would purchase an assembly that it would integrate with other purchased assemblies. Now, entrance into the Harley supply base will increasingly be secured through possession of the technologies and capabilities to build whole systems. Even if a supplier still supplies discrete parts directly to Harley, they will increasingly need to be able to apply new processes to those parts in order to continue doing business with the company, and new suppliers are added yearly as Harley pursues new technological capacities. iii. Suppliers have opportunity to have direct business buyer with full effort to help them to meet demands through its continuous improvement team. Harley good relationship makes them think twice to share competitive information with its competitors. For example Unisource Com. Supplier to Harley has grown from RM1. 5million in 1998 to between RM15-20million on 2001. This opportunity is like a gold mine to let go and broke master supply agreement that they have promise. Trust between suppliers and business buyer have advantage and disadvantage: i. Trust between suppliers and buyers generates significant benefits including motivating better performance and reducing negotiation time ii. Breaking apart, a trusted buyer-supplier relationship can be a significant barrier to entry for competitors. iii. The negative side of trust is that it can blind you to opportunities that arise outside established relationships The important of trust depend on both relationship, are those relationship have the objective to help each other to reach their objective. If yes the trust is most important thing between supplier and business buyer in other word they must have win-win situation.

Developing the management skills

Irrespective of the cadre one is employed in, a modest behavior with one another, at all times is essential to not to give rise to behavior problems which in turn require an exercise of motivation tool by the management. However, problems set to arise when different mindsets come together for the purpose of work and solutions are always available for every problem of behavior in an organization. Appreciably EL, a professional organization, has appointed a consultant, an outsider to analyze the behavior of its employees to enable a crystal clear picture of employees behavioral and motivational problem.EL behavioral and motivational guidelines are excellent in setting a pattern of standards for employees. As it appears, engineers who form 88 per cent, are predominantly important for the operations whereas on this basis, the other employees are in some ways are encountering behavioral problems with engineers. There are no weaknesses for EL whereas the company has the ability to manage p eople well except to the fact that complete decision making is under the guidance of company’s President.As for the President of EL, the high priority task would be to allow an open discussion forum of both engineers and administrative employees and consider written proposals for handling behavioral problems and after a thorough analysis of paper work, consider a motivational workshop wherein both engineers and administrative staff are encouraged to maintain harmony in workplace without giving cause to indifferent attitudes in work place. Per se, salaries, turnover, office and facilities are perfect and employees also have the support of consultant to discuss and put forth the issues that are causing concern.ConclusionScotland workshop on motivation considers that   FUN = ENERGY = MOTIVATION = FOCUS = RESULTS.   Individual performance as well teamwork is important for organizations to deliver quality work.   In order to train employees for total quality management   ( TQM) awareness workshops must be conducted to encourage employees to exercise sharpening of skills,   explore individual strengths and lacunae areas. Finally, perfect and appropriate communication   solves half of the problems as a powerful motivational tool.References Motivated to succeedAccessed on 8 April 2007http://www.scotlandis.com/content_files/downloads/wet%20loth%20it.pdfBlaire Palmer (2005), Optimum Newsletter – Manager vs leaderAccessed 8 April 2007http://www.optimum-coaching.co.uk/news/motivation_newsletter_apr05.htm

Use Archetypes to Create Literary Characters

Use Archetypes to Create Literary Characters Use Archetypes to Create Literary Characters Use Archetypes to Create Literary Characters By Mark Nichol In essence, any literary character is drawn from one or more archetypes. An archetype is basically the pattern for a character, associated with a trait or a concept. Archetypes are most easily recognized in genre fiction science fiction, fantasy, horror, thriller but they are applicable to any fiction, whether of high or low literary aspiration. The key is to select one or more archetypes as just the first step in character building. But there are many types of archetypes from various belief systems and other sources. Try, for example, associating a character with one of the figures from the Chinese zodiac boar, dog, dragon, horse, goat, monkey, ox, rabbit, rat, rooster, snake, and tiger each of which is endowed with a complex array of both positive and negative traits (which I’ll let you research for yourself). For that matter, what’s your character’s (Western) astrological sign? (You don’t have to believe in astrology or any other belief system to derive characters from it.) Alternatively, draw on mythology, legends, fairy tales, or folklore, or existing literature, including Shakespearean characters, or on Tarot cards, for that matter. (The noncharacter cards can inspire you to develop the plot, too.) Here are some classic archetypes, including some based on Jungian psychology, to get you started: Child Guardian Herald Hermit Hero Hunter Judge Mentor Sage Shadow Shaman Sidekick Trickster Wanderer Note that there are often multiple subtypes. Heroes are especially variable: They can be loners, or collaborators, they can be willing, or unwilling, they can be comic, serious, or tragic, they can be cheerful, or cynical. Combinations of archetypes are easily achieved, too; a mentor can be a guardian, a hermit, a judge, a sage, a shaman, a trickster, or a wanderer as well, or two or more of the above. The personality enneagram, a nine-pointed array of personality types, might also be a useful reference for character building. The nine types follow: Achiever Enthusiast Helper Leader Loyalist Mediator Observer Reformer Romantic You can research enneagrammatic types further to identify their typical desires and fears, virtues and vices, and the like. Consider these psychological types based on the Meyers-Briggs Type Indicator psychometric assessment: introversion/extroversion, sensing/intuition, thinking/feeling, and judgment/perception. (Everyone is a combination of both types in each pair, but in different ratios.) Also, evaluate your character on their relative affinity for other people, for things, and for information. Again, everyone has an aptitude for interpersonal relationships, for working with objects or devices, and for receiving, processing, and sending data, but they possess these talents to differing extents. What does your character’s people/things/information pie chart look like? Marketers, mechanics, and mathematicians are primarily people, things, and information oriented respectively, but their personalities include amounts of the other two elements as well. Have you employed any of these strategies to create characters? What are some others you can think of? Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:50 Handy Expressions About Handsâ€Å"As Well As† Does Not Mean â€Å"And†Writing Styles (with Examples)

How does the temperature of a squash ball affects the impact time of the ball drops from a certain height Essays

How does the temperature of a squash ball affects the impact time of the ball drops from a certain height Essays How does the temperature of a squash ball affects the impact time of the ball drops from a certain height Essay How does the temperature of a squash ball affects the impact time of the ball drops from a certain height Essay If is greater with impact time being constant, the average must be greater. When temperature of the squash ball is low, it is quite soft and easy to be deformed. The impact time is hypothesized to be longer. As temperature increases, the squash ball will become more rigid and deform less. The impact time is hypothesized to be shorter. Since, when the impact time is smaller with net force being constant, the average force must be greater. Therefore, with the two effects, the average force of the impact is hypothesized to be greater when temperature increases.Method and materials.Experiment (a)Since there is originally no any equipment that can measure the extremely short impact time, therefore I had to develop several ideas to measure the time. These are the six possible solutions:1. Stroboscopic photosThe negative is put under long exposure. And the experiment is supposed to be performed in a dark room otherwise the negative will be over expose. Stroboscope is needed to give the flas hes at a very high frequency. Under which, the images of the falling ball including the impacting period will be taken. We will then count the numbers of images that are touching the ground (impact period). With the frequency shown on the stroboscope, we can then calculate the impact time of the squash ball.However there is limitation of the experiment. The impacting images may pack too close to each other that we cannot distinguish the number of them and fail to calculate the correct value.Moreover stroboscopic photos are difficult to be taken well. It requires skill to control the exposure so that the photos taken will not be too bright or too dark for observation. Therefore the suggestion was abandoned.2. Ultrasonic position sensor (UPS)Place a UPS on the ground; drop the ball from certain height to it. The UPS is connected to a computer for receiving data. A graph of distance against time will be plotted automatically. By observing the length of time when the distance is at zero , we can know the impact time of the ball.However, later I acknowledged that the speed of the ultrasonic waves is not fast enough to measure the fast dropping object to give accurate results. Therefore the suggestion was abandoned.3. Conduction sensorFix a piece of foil on a dense plate (cutting board), on the surface place another piece of foil closely but without touching the first one. Both foils are connected to a scalar timer with wires. The ball is then dropped onto the upper foil, pressing the foil and closing the circuit. When the ball rebounds, the upper foil releases and disconnects the circuit. The impact time can be indirectly collected from the conduction time. As this experiment was easier to perform, I used the set up to find a rough impact time of about 0.01s~0.05s. This result can be then used as a assumption value for other suggestion.However, it was suggested that the upper foil may obstruct the falling speed of the ball. This leads to an experimental error of the results. Moreover after the ball rebounds and leaves the upper foil, the foil may still in touch with the lower foil due to deformation. The impact time we get may be over estimated.4. Light sensorSet up a light sensor on the table with the light beam just situate above the table surface. Then drop the ball to cut the beam. The time that the light sensor obtains is the impact time.However, as the light beam has finite thickness, it is not accurate enough to measure the impact time. The ball may cut the beam too early and leave too late which over estimate the impact time. Furthermore, it is difficult to ensure the ball drop exactly to the light beam by its lowest point. The results may not be accurate.5. Formula and calculationFirst we need to measure the dropping height, e.g. A cm. Then we drop the ball and at the same time start to count the time using a timer. When the ball rebounds to the highest point we stop the timer and at the same time record the highest point it reaches, e.g. B cm. let the total time for the process be C seconds. From the formula s=ut +(1/2) at2. We then substitute distances B and C to find out the time need for dropping and rebounding.But deficiencies are still being found for this alternative. There is reaction time error in working the timer. The reaction error is even larger than the impact time. Also, the highest point the ball reaches may not be accurately detected. So the measurement is considered not working.6. Digital-video camera approachUse the camera to take the impacting images of the ball. Then replay the film to find out the time of impact. As we found out that the impact time is around 0.03Final decisionAfter series of consideration, I made the final choice to use the option 3. Despite its limitation that may lead to over estimation of results, I found the problems that may occur in No.3 least essential. Moreover stretching the upper foil a little can reduce the deformation of the upper foil. So this measuring method was selected.Experimental set up.In the experiment I prepared the following material for the setting up.MaterialsKettle, clamp, chopsticks, squash balls, stand, towel, scalar timer, aluminium foil, aluminium tape, plastic tape, wire, clips, cutting board, a pack of unused paper card.MethodsFirst of all, Impact Time Measuring Device (ITMD) was made as core of the set up:Aluminium foil was stuck to the cutting board until its upper surface was completely filled up by the tape. I then check the conduction of the foil to ensure no gaps between each strip of tape. Then an 8x8cm2 hole was made from 10x10cm2 paper card. A piece of 8x9cm2 foil was then stretched on the middle of the hole. Then I used tape to fix the foil on two ends of the hole. The paper card with the foil on top was put onto the upper surface (with foil) of the cutting without the two piece of aluminium touching each other. Then both foils were connected to two separated wires with crocodile clips and the wires were conn ected to the scalar timer. The ITMD was finished.In order to test if the ITMD was reliable, I performed several dropping test for checking. Firstly I dropped the ball at room temperature of height 140 cm; unfortunately the results each time collected were not consistent. They had differences of about 50% to 200%. Therefore I changed the setting of the paper card. I used a larger piece of foil (99 cm2) and stretched it to the four end of the paper hole. The later tests showed improvement as the differences drop to about 20% to 60%. And I thought that it may due the deformation of foil that the two foils still pressed to each other when the ball left. So I stuck another piece of paper card with hole just right beneath the original one. It was done to increase the distance between the two foils by about 0.5mm so that they are more likely to separate after the ball has left. The tests followed were more coherent as their differences were just about 10 % to 20%. Then I varies the droppin g height to see if the measurer could detect the time different (room temperature). It showed an increasing trend of impact time when the dropping height increase. That proved that it senses changes.The kettle was then used to boil the water for heating up squash balls; however it is not convenient to do in this way, so I changed to use a water bath instead. With the water bath, I could then adjust the temperature I want easily. Clamps were used to release the balls instead of the chopsticks. Firstly stand with clamp were put on the lab table. I measured 130 cm from the bottom of the ball in the clamp vertically to the centre of the cutting board. Then the squash balls were first immersed into water of 20.2oC for 10 minutes to ensure the balls were have same temperature as water. Then I used the clamp to take one from the water bath, quickly dried it with towel and transferred to the clamp on the stand, released it to the centre of the paper. Then I repeated the procedure by another nine times to collect ten data at that temperature. In between, I recorded the impact time from the scalar timer. After that I continued the experiment with an increase of 10 oC until it reached 100 oC. For the handling of hot balls, working gloves were needed.Experiment (b)MaterialsClamp, squash balls, stand, towel, scalar timer, aluminium foil, aluminium tape, plastic tape, wire, clips, cutting board, a pack of unused paper card, water bath, working gloves.1. Same platform (cutting board with paper card) in experiment (b) was used to make the condition of two experiments more constant. Pieces of blank papers were first placed along the drop ping track of the ball on the side of the lab table. The balls were taken from the water bath of the temperatures as Experiment (b), dried, transferred to clamp and dropped to the cutting board quickly. The highest points it reached after the rebound were marked onto the papers. I repeated ten times for each temperature. Finally measuring tape was used to measure the rebound height of each temperature.Data CollectionDropping Height=130.0 + 0.1cm1. Temperature=20.2 + 0.4 o CTrial12345678910MeanRebound height/cm1818.218.218.418.418.418.618.8191918.5+0.2Impact time/0.001s191920202020212224240.0209Uncertainty of height=0.1cm Uncertainty of time=0.001sMean height = (18+18.22+18.43+18.6+18.8+192)/10 = 18.5 cm + 0.2cmUncertainty =Mean impact time =Uncertainty =2. Temperature=30.0+0.4oCTrial12345678910MeanRebound height/cm27.227.427.427.427.827.828.428.428.628.627.9Impact time/0.001s161920202021222324240.0209Uncertainty of height=0.1cm Uncertainty of time=0.001sMean height = (27.2+27.43+27.82+28.42+28.62)/10 = 27.9 + 0.2 cmUncertainty =Mean impact time = (20.9 + 1.3) 10-3sUncertainty =3. Temperature = 40.0+ 0.4oCTrial12345678910MeanRebound height/cm35.835.836.336.436.436.436.436.436.636.836.3Impact time/0.001s1719202121212222232421Uncertainty of height=0.1cm Uncertainty of time=0.001sMean height = (35.82+36.3+36.45+36.6+36.8)/10 = 36.3+0.2cmUncertainty =Mean impact time =( 21+1.1) 10-3sUncertainty =4. Temperature = 50.0+0.4oCTrial12345678910MeanRebound height/cm4144.644.844.844.844.8454545.445.644.6Impact time/0.001s1819191920212223232420.8Uncertainty of height=0.1cm Uncertainty of time=0.001sMean height = (41.0+44.6+44.84+45.02+45.4+45.6)/10 = 44.6+ 0.7cmUncertainty =Mean impact time = (20.8+0.9) 10-3sUncertainty =Trial12345678910MeanRebound height/cm51.651.851.8525252.252.252.652.65452.3Impact time/0.001s1719192021212121222320.45. Temperature = 60.0+0.4oCUncertainty of height=0.1cm Uncertainty of time=0.001sMean height = (51.6+51.82+522+52.22+52.62+54)/10 = 52.3+0.4cmUncertainty =Mean impact time = average time = (20.4+0.9) 10-3sUncertainty =6. Temperature = 70.0+0.4 oCTrial12345678910MeanRebound height/cm60.460.660.661.661.861.862.662.662.863.261.8Impact time/0.001s1619192020202121222420.2Uncertainty of height=0.1cm Uncertainty of time=0.001sMean height = (60.4+60.62+61.6+61.8+62.62+62.8+63.2)/10=61.8+0. 4cmUncertainty =Mean impact time= average time = (20.2+1.3) 10-3sUncertainty =7. Temperature = 80.0+0.4 oCTrial12345678910MeanRebound height/cm6868.869.269.269.870.670.871.672.673.670.4Impact time/0.001s1717182121212222232320.5Uncertainty of height=0.1cm Uncertainty of time=0.001sMean height = (68.0+68.8+69.2+69.8+70.6+70.8+71.6+72.6+73.6)/10 = 70.4+0.9cmUncertainty =Mean impact time = average time =( 20.5+0.8) 10-3sUncertainty =8. Temperature = 90.0+0.4 oCTrial12345678910MeanRebound height/cm74.674.876.8777777.677.877.878.478.877.1Impact time/0.001s161920202021212223251.4Uncertainty of height=0.1cm Uncertainty of time=0.001sMean height = (74.6+74.8+76.8+772+77.6+77.8+78.4+78.8)/10 = 77.1+0.7cmUncertainty =Mean impact time = average time = (20.7+1.4) 10-3sUncertainty =9. Temperature = 100.0+0.4 o CTrial12345678910MeanRebound height/cm8080.880.881.48282.682.882.883.48482.1Impact time/0.001s1920202020232121212521Uncertainty of height=0.1cm Uncertainty of time=0.001sMean height = (80.0 +80.82+81.4+82+82.6+82.82+83.4+84)/10 = 82.1+0.6cmUncertainty =Mean impact time = average time =(21+0.9) 10-3sUncertainty =ObservationThe size of the squash ball increased as temperature increased.At high temperatures ;80 oC, the surface of the squash ball became rough as some of the rubber skin of the squash ball was boil away.AnalysisThe impact time against the temperature:Unlike my hypothesis, the result of the impact time of the ball showed no obvious change when temperature increased. Moreover the pattern of the trend was not the way I thought where it was hypothesized to increase as temperature increase.The graph of rebound height against temperature:The rebound height showed obvious increase as temperature. The results fit with the hypothesis. The rate of increase of rebound height was quite constant from temperature 20 o C to 80 o C. Then it started to decrease from temperature 80 o C to 100 o C.At the time of impact, the force diagram of the ball is like this:There were two forces acting on the ball, one is the normal force acted by the ground, the other one is the gravitational force acted by the earth. Since net force of the ball, therefore the force acted by the groundTemperature of squash ball / o C20.230405060708090100Average force acted on the squash ball by the ground /N7.98.48.79.19.59.910.110.210.2From the graph of force acted on the ball against temperature. I found that the highest increase rate of force occurring at temperature at around 20-30o C, high increase rate continued from 20-65 o C. The rate of increase slowly decreased as it approached temperature greater than 70 o C and finally showed no change around 100 o C. By drawing a line of symmetry from the top of the trend line, we could observe that the highest average force the ground acting on the ball to be about 10.2N.DiscussionAverage forceAs stated , the graph showed a maximum average of ~10.2N. It suggested that if the velocity of the squash ball is hold constant, the average fo rce that can be exerted to a squash ball by a stationary impacting surface will be at maximum when temperature around 95o C.However the average force will not drop to zero when temperature drops to absolute zero. Since the average force acted on the ball by the ground , it is always ;0 because the velocity of the ball is changing. According to the Newtons first law of motion, every body continues on it state of rest of uniform speed in a straight line unless acted on by a nonzero force. At the point of impact, the ball accelerates upward. The only force that points upward is the normal force by the ground. Although there may be a possibility that the ball drops and sticks to the ground at extreme low temperature, causing the ?t to be infinite, but still there is the opposing force acts by the ground again the weight of the ball. So the average force by the ground must at least equal to 9.810.023 which is ~0.23N.In addition, the rate of increase of average force acted by the ground i s believed to fall at the lower temperature. As shown in the graph above, the trend line is pointing toward zero at temperature-273. We have explained that the trend will not be zero even when the temperature is -273. One possible way will be a turning point located somewhere between -273 to 20o C. And if there is a turning at that certain point, the rate of increase must be lower at that point.Rebound heightThe rate of increase of rebound is quite constant until at 80 o C it decreased. Theoretically the trend line will approach 130cm when temperature goes to infinity. However it is not possible because squash ball will melt at high temperature. For the low extreme, the squash may not rebound properly as the low temperature may constrict the plastic layer of squash ball, making it deforms, losing it quality. It is just a prediction and is difficult to perform in the school lab.Impact timeThe impact time showed no relation with the range of temperature set for experiment. The set up may not be sensitive to sense the different.Relation of force and energy at the impactThe potential energy of the ball was changed to kinetic energy before the impact; some of the energy was lost to the air friction. At the impact, some of the kinetic energy was transferred to heat energy of the ground and the ball. Some of it was transferred to the sound energy. It lost his energy and rebounded to a lower height. Those energy did lose in the impact was transferred to build up the shear modulus (elastic energy) of the ball. The greater the elastic energy is the higher the ball rebound.Evaluation of the experimentThe experiment was considered successful as the data showed a direct relationship between average force and temperature of the squash ball and a decreasing rate of increase of average force when the temperature increases. However the impact times collected were about the same which contradicted to my hypothesis. They were not even in sequence. That may due to the deficiency of the experimental set up. The foils might still connect together a short time after the ball had left. Although the time is short compared to the impact time, it changed for every impact. Therefore the impact time I got was not in a trend but about the length. it may also due to the insensitivity of the set up. After all I still managed to get the approximate impact time for the calculation of average force.For the rebound height experiment, it was quite good. There was little problem such as the imprecise way of recording rebounding height by using eye observation.On the whole, there were many systematic errors in both experiments that may affect the results. For examples, the size of the ball increased as temperature increased, it might have increased the impact time of the ball due to larger impacting area. It was possible to be the reasons for the unsuccessful for the impact time results. This might also affect the rebound height of the experiment.The foil on the cutting board reduced the velocity before impact. It might have reduced the rebound height and the impact time of the ball. The average force might have been over estimated or under estimated depends on the extent of reduction of the rebound height and impact time.Heat lost rate increased as temperature of ball increased. That suggested that the rebound height should be at the lower temperature. The rebound heights were over estimated for the higher temperature. The impact times were also affected in a certain degree.ImprovementRenew the upper foil whenever it deforms to avoid over estimation of impact time. However it may be inconvenient.Change to another method in measuring the impact time. e.g. light sensor.For the measuring of the rebound height, we can ask a partner to observe the rebound ball at the same level to improve accuracy. We can also do more repetitions for more data.Drop the squash balls directly without transferring them to the clamp on the stand. However high delicacy is need t o ensure the dropping height is right and not initial force is applied to the ball.ConclusionThe results of the experiment stated that there are changes of average force acted on the ball by the impact surface with the velocity of ball hold constant. The maximum average force will be reached at temperature around 95oC. This proved that the hypothesis to be true. However the hypothesis for the impact time was not proven to be true as the set up was appropriate enough to measure the data accurately.Nevertheless, the result still showed the rate of increase in average force of impact at different. By using the data we can know that at what temperature does the squash ball work most effectively with the smallest force given. The data can also be useful for the manufacture of squash ball.

How does SAT Superscoring Affect your Test Strategy

How does SAT Superscoring Affect your Test Strategy SAT / ACT Prep Online Guides and Tips Lots of colleges "superscore" your SAT scores, or take your highest section scores across all your test dates. Besides making your application stronger, this policy can also be valuable forhow you approach the SAT. How does it accomplish allthis? Read on to learn how SAT superscoring affects your overall testing strategy. First, what are the major benefits of SAT superscore? Why Superscoring Really is Super If thecollege you're applying to has a policy of superscoring your SAT results, then it will take your highest section scores across all test dates. This means you have nothing to worry about if you have some ups and downs in your scores. It also could help maximize your scores to your highest composite score. This example illustrates just how much superscoring can affect your composite score across different test dates. This student scored highly on Critical Reading on Test 1, on Math on Test 2, and on Writing on Test 3. This studentscored a total of 1500 on each of hertest dates, butsuperscoring allowed hercomposite score to jump up to an impressive 2100! Section Reading Math Writing Composite Test 1 700 400 400 1500 Test 2 400 700 400 1500 Test 3 400 400 700 1500 Superscore 700 700 700 2100 This is a somewhat exaggerated example, as hopefully you won't drop 300 points in any section when you retake the SAT. But it shows just how much of an impact superscoring can have. It's clear that viewing score reports across different test dates in this way is helpful when you apply to colleges. But stepping back a year or more before your application deadlines, can this policy affect your strategy for taking the SAT in the first place? Let's get strategic, like a game of human chess! How SAT Superscoring Affects Your Test Strategy In general, students who do best on the SAT are the ones who have a plan. They plan how to study for the SAT, when to take it, and how many times to take it. Rather than stumbling onto high scores randomly, they are intentional aboutall aspects of preparing for and taking the SAT. As part of this strategic planning, you could use this superscoring policy to your advantage. The first step is researching your colleges' policies towards SAT scores. If the schools you're applying to do superscoring, as many schools do, then youmight consider incorporating this into your test plan. Like your colleges, you could "superscore" your own test by building up your composite scores gradually across different test dates. You might study intensively for math for your first test date to achieve a strong math score. For your next test, you could prep especially for Reading, and then ramp up your Writing prep for the third. This approach could help focus your studying, as well as take the pressure off of each test. You'd only be aiming for a strong score in one section each time, rather than worrying about performing well in all three sections. In this way, this strategy could help relieve stress, break up the test into manageable chunks, and prevent it from becoming overwhelming. This plan of building up your composite score across different test sittings means you would take the SAT two, three, or more times. This would involve starting early, at least a year or so ahead of your college deadlines. You could take the SAT first in the fall of junior year, again in the spring, and then for a third time in the fall of junior year. If you want to leave yourself even more opportunities to test, in case of a fluke testing day or unsatisfactory scores, then you could push this schedule back even further. If you're using superscoring to your advantage, you can see how you'd want to understand your colleges' policies a year or more before you're actually applying to those schools. If you're reading this and thinking this strategy sounds like something you want to try, you should also be aware of the potential pitfalls of this approach. Before jumping into it, consider this word of caution. Caution:this strategy could get slippery when peeled. Word of Caution About This Strategy Using each SAT test date to focus on scoring highly in one section at a time does not mean ignoring or skipping the other sections completely. This would be an unnecessary risk for several reasons. It could look strange to admissions officers if you have huge fluctuations in your scores from one SAT to the next, for one thing. Significantups and downs could also look suspicious to College Board, who are on the lookout for odd activity on score reports. An unexplained decrease or increase of several hundred points between test administrations, especially taken in the same year, could potentially result in your scores being audited, withheld, or even cancelled. Some change is normal, even expected if you take the time to prep between tests, but you wouldn't want to completely ignore one or two out of the three sections while using this SAT superscoring strategy. Plus it could just throw off your whole pacing of the test, and managing your time is a big part of mastering the SAT. Building up your section scores can be a useful and effective strategy. Just be careful that you don't take it to the extreme. You could perhapsdevote about half your time prepping for one section, while still taking 1/4 of your remaining prep time for the other two sections. I would recommend putting the majority ofyour study time toward one section of the test when using this strategy, but not all of it. My other word of caution involves being mindful of the number of times you take the SAT. While you can technically take it as many times as you want, I wouldn't suggest exceeding 6 test administrations. The time and money put toward taking the SAT any more than this would probably be better spent on prepping to achieve the scores you desire in less time. By starting early, you should have enough test dates within this range to meet your goals, especially if you have a clear understanding of your colleges' stance on test scores and why superscoring is so helpful. Let's quickly review the most important ways it can work to your advantage. Major Takeaways for Your Testing Strategy These are the most important points to remember for your SAT testing strategy: Research your colleges' policies towards SAT scores well in advance of your applications, so you can consider incorporating them into your study plan and testing schedule. If your schools SAT superscore, then you can maximize your composite scores by studying for and gaining a strong score in one section at a time. Avoid taking the SAT more than 6 times, as this time and money could probably be better spent on test prep. Unless your schools require that you send all your scores, then consider using College Board's Score Choice to just send the reports that will give you the highest superscore (Math + Critical Reading + Writing). By knowing your schools' application requirements, you can take the pressure off of each SAT and prep in a focused way, one section at a time, to gain your strongest SAT scores. Knowledge really is power. What's Next? Regardless of whether or not you're building up your SAT scores one section at a time, you want to be mindful about when and how many times you take the test. Read about how to choose the best test dates for your schedule here. Some colleges no longer require SAT scores, while others let you send Subject Tests or AP scores in lieu of the SAT. See the full list of test optional and test flexible schools here. Are you wondering how students achieve the elusive 2400 on the SAT? This fullscorer explains the strategies and study plan he used to achieve a perfect score. Want to improve your SAT score by 240 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Key Aspects of Warfare Logistics since World War II Assignment

Key Aspects of Warfare Logistics since World War II - Assignment Example The Second World War built up the backdrop of the largest logistics operations. The war involved thousands of personnel, hundreds of ships and supplies of force in terms of millions of tons (Langford, 2007). To exercise this massive operation logistically, planners used resupply throughput and supply point operations which included rear stockpiling of supplies at depots, transporting them to the units and moving them to the forward depots. In the month of August and September 1944, the forces started transporting food, medical supplies, ammunition, fuel, barrier materials and equipment to units quickly by road, rail and air. Ammunition and petroleum occupied half of the daily supplies and were indeed a real requirement (Johnson, 2006). Ammunition was the hardest supply on the battlefield because of its different configurations and types. Eventually, the problem solved by the army by combating the supply rate and establishing the required supply rate. Combat supply rate is the amount of ammunition the system can support whereas the required supply rate is the number of ammunition a commander requires for an operation (Gudehus, 2012). September 1944, 1st and 3rd armies experienced critical fuel problems due to the shortage of transportation. They built the pipeline to transport petroleum thus solving the problem of fuel shortages. Increased consumption and lack of truck transportation were the principal cause of petroleum shortages (Gudehus, 2012). Clothing problems involved everything from production to development and design to transportation problems. Also, blankets lacked in the needs of prisoners of war, the civilian population and French forces. There was a lack of blankets in the winter of 1944 (Gudehus, 2012). Second World War was an ongoing process of experimentation and initiatives to try and fit the correct logistic system with the right situation. Whenever logistician confronted roadblocks at a strategic level, they overcame them as fast as possible. Mulberries served as expedient piers at the operational level (Langford, 2007).  Ã‚  

Duty of the Court and its Interpretation of Legislature Essay

Duty of the Court and its Interpretation of Legislature - Essay Example Consequently, the unnecessary strain that is being imposed on judicial system is making judiciary to do the work of the legislature. Ernest Bruncken quotes Vandereycken about the three stages in the development of judicial interpretation as the literal state, logical stage and the positive stage. The interpretation of significance finds in logical and positive stages as logical stage considers the will of lawgiver and respect for it. Whereas, the positive stage the law can be seen as the product of economic and social forces working through law giver and finding expression accordingly. Hence, in this case the question about the power and duty of the court to travel outside the law on a voyage and discovery comes to the fore. The metaphor in the above sentence deals with the nature of interpretation that deviates from the original meaning and logic of the law considered. Hence, in the context of court interpreting the law in positive stage, the exigencies of social life will be the so le consideration of the court (Ernest Bruncken, 2009). Hart's theory and concept made greater impact on contemporary positivism as he applied the radical insights of the new linguistic philosophy. According to Tebbit Mark (2000), he explained the central problems of jurisprudence with sound theoretical footing and tried to do simplify the complexity of law. As Hart acknowledged the value of Bentham and Austin's efforts of clarification and tried to expose the weaknesses of classical common law, he tried to establish the power of Courts to go beyond the intentional meaning of the law to interpret according to the social situations. As he expressed reservations about some areas of law as serious obstacles in the path of genuine understanding, he viewed the interpretation of courts about the law as the articulation of pre-existing good. Hart disagreed with Hobbes and Austin about the positive form of command theory and supported the revealing of true explanatory strength. The reason for rejection of command theory by Hart is that it did no t reflect the reality of any possible or actual legal system and its explanatory power was limited thus confining the courts to certain points while interpreting the law. In that manner he supported the power and duty of court to interpret the law according to social situations. While stating his concept Hart constructs two effective arguments. First about the essence of law that purports to explain and thus stated that the rules cannot be orders or commands. As he felt that the rules are the ones, which facilitate social transactions, the interpretation of courts plays an important role in applying the law to various social situations thus giving the power to court to go beyond the concept of the rule in law. The second argument is about the distinction between types of legal rules that talks about analysis of social practices. As he pointed out that concept of an accepted rule is missing in Austin's analysis, Hart supported the sophisticated understanding of the social practice fo llowing a rule (Tebbit, Mark (Author), 2000). The important aspect in Hart's argument is that the rules in the law are open textured. Hence, Judges have to fill the gaps by their discretion. Hence, he

Involving Parents Assignment Example | Topics and Well Written Essays - 750 words

Involving Parents - Assignment Example One of the other important items about this involvement is being able to measure whether the implemented plan has been of any importance in terms of the success attained by students (Chavkin & Williams, 2007). In the State of Michigan, parental involvement refers to the active engagement of parents in the learning activities of their children. However, it has been revealed that there is a high need to move beyond the involvement of parents to their engagement. The state of Michigan has educators who are among the best in the entire world. It is thus important that the state, schools. School districts and parents are all united to support a common goal. Thus, the following plan towards parent involvement in education will help my school district in developing, assessing and implementing the engagement policies, plans and programs. Some of the plans that include outreach strategies include activities that are related to home learning, use of resources within the community, as well as policies and actions that support the schools and the district. Therefore, the following is a plan that will help to enhance the involvement of parents. In this plan, teachers and administrators will be required to assess their level of readiness to involve parents and how determined they are to engage and use them. Definition of the plan: Each of the parents is expected to take part at different levels in the learning activities of his or her child. The involvement of parents will be empowered and encouraged through the application of committees that are in charge of empowering and enabling parents to be involved in the education of their children (Cervone & O’Leary, 2012). At the closing stages of the second semester, the members of the committee will be in a position to start making the implementation actions as they will be in place. These actions will be as a result of their formation. Before

Food, Identity and Spaces Research Paper Example | Topics and Well Written Essays - 1250 words

Food, Identity and Spaces - Research Paper Example Before we can consider such situations, it is important to first delve into challenges that tourists face in unfamiliar culinary situations. The primary point of concern is: How does food, as much as it presents unique experiences to tourists, conflict with their culture and eating etiquette in unfamiliar culinary situations? Cultural Mismatch One of the primary challenges faced by people in unfamiliar culinary situations stems from cultural mismatch. Local food, according to Cohen and Avieli, is both an attraction and an impediment. The cultural points of difference are evident from the displeasure to the displaying of caged animals waiting to be killed and served to customers. Tourists not accustomed to this practice have often found it repulsively disturbing to the extent of losing their appetite altogether (Cohen &Avieli, 2004). Similar sentiments are shared by Chang, Kivela and Mak, whose study centred on the idea of travel dining with a specific focus on the Chinese experience, as an expression of engagement between tourists and other cultures. According to the line of argument developed in this study, which has singled out different types of tourists, allo-centric tourists are generally more willing to try novel food when it comes to unfamiliar environment. On the other hand, psychocentric tourists will tend to stick to familiar culinary patterns that fit into their culture. Clearly, there is an implied sense of intimidation when the latter are not willing to step out of their comfort zone and accept the concept of change. It can be concluded from this line of thought that cultural mismatch is a great impediment when it comes to experiencing unfamiliarity in foreign land. As such, the identity of the foreign food culture is unappreciated and thus compromised. On a similar note, the element of cultural mismatch is also present when â€Å"an immigrant to Canada, quickly finds his own ethnic identity challenged in terms of food. Offered a hot dog by his fr iend Romesh, Nurdin, a Muslim, knowingly takes the forbidden meat into his own body† (Padolsky, 2005, NS). In another study, Western European and Israeli tourists in the Asian regions where the cultures are radically different find it overwhelmingly difficult to adapt to local food due to cultural mismatch (Cohen &Avieli, 2005). Evidently, the three studies share similar sentiments on cultural challenges faced when experiencing unfamiliar culinary situation. Contrasting Eating Etiquettes Contrasting eating etiquettes also come out strongly on the three studies as a notable impediment to adapting to new types of food as people visit different cultures. A specific example is the aroused uneasiness by Westerners confronted by chopsticks when touring parts of Asia (Cohen and Avieli, 2004). There are also some peculiar food practices that separate the cultures of the East and the West. For instance, the differing methods used in food preparation are culturally dependent and therefo re, some methods may contrast with other cultures (Chang, Kivela & Mak, 2010). Culturally sensitive people would then find it difficult eating food prepared under such circumstances. The same line of thought seems to be shared by Podolsky when he claims that eating etiquettes vary from one cultural background to another. In his context, people find it difficult to adapt to new diets especially when the host’s eating etiquettes differ greatly from what they are accustomed to in their

Personal statement Example | Topics and Well Written Essays - 750 words - 4

Personal Statement Example Moreover, I have a willingness to develop my English speaking skills, which will certainly make my interaction with people overseas better. Ever since I was a young kid, I have always wanted to go abroad and roam around the world. Although I did my primary schooling from Turkey, I felt uneasy being in only one place and wanted to travel to different places and meet different kinds of people. Moving to the United Kingdom was a wonderful experience and it gave me great joy to meet people from a different culture. My experience throughout this time earned me many skills and I discovered a lot about my abilities. First of all, when I was on the basketball team at my school, I learnt to perform very well under pressure in order to get the best result. This happened especially during those times when there were only a few minutes left for the end of the game and we still had to score another point to win. Most importantly, I have learnt to accept my failures and be critical with myself by trying to find out the areas where I failed to perform well and perfecting those areas before the next game. I believe that such determination will make me a very good business manager, as carrying on with enthusiasm after losing a deal is a very important skill for business men to have. Another experience at my high school made me gain essential skills required by professionals in business management. ... Furthermore, I gained the ability to successfully work and get along with a diverse range of people. In addition, I learnt how to take quick decisions whenever an emergency related to the technical service or a fight between two individuals occurred. I believe that such skills are extremely important in the business profession because a business manager should know how to change the tone of his proposition depending on the mood of the client. Moreover, I believe that once you get along with a client, you are already halfway to scoring the deal. On the other hand, this experience taught me how important communication skills are in the profession of being an international business manager. Although I have developed extremely good interpersonal skills, I want to further develop my English speaking skills. I understand how important it is for an international business manager to be extremely fluent in English, especially during interactions with clients in different countries. This is th e reason why I have taken English as one of the subjects for the Business Foundation course which I am currently studying at CATS College. Other than English, I have taken Business Studies, Accounting and Math as all of these subjects are equally important for my future as an international business manager. Solving math problems has taught me perseverance which is a critical trait that will help me work towards my goals with a calm and clear head. Accounting has of course developed my practical skills, whereas Business Studies has increased my knowledge about the way things go about in the business profession. I highly believe that I am the perfect candidate for the International Business Trade/Management course offered by your university. I enjoy traveling to different places and

SRD Assignment Example | Topics and Well Written Essays - 500 words

SRD - Assignment Example While a resume website provides me with the potential of targeting any web user, the website targets potential employees. In particular, my resume website targets employers in the business sector since my competencies are suited to this specific job environment. The resume website will provide me with the creative freedom that I need to express my personality, which is not possible through the conventional resume. In this case, I will ensure that every detail of the website from my bio to the design option I select says something about me and communicates my personality to potential employees. Besides, every detail of the website will pass the message that I take my career seriously. The different categories of information will start with the homepage. On this category, I will provide my extended professional summary. The other category will include the resume category, which will communicate the specifics of my resume with different subcategories such as my work experience, education qualifications, and skills. The website will also inform the target audience of the different ways in which they could connect with me either via a social networking site or through email. First, the resume website communicates my competencies and background to potential employees. Besides, it provides a record of accomplishment of my life, and the activities that I have engaged in that would help me fit in the job market and help an organization achieve its objectives. The resume website will also control my branding. While a resume presents an excellent opportunity to present my experiences, it fails to provide an opportunity for presenting a future that I would want hiring managers to see. Therefore, the resume website will present me as a brand, and not just presenting me as who I was, but whom I envisage on becoming. The website resume will also include my philosophy on life.

Personal statement Example | Topics and Well Written Essays - 750 words - 4

Personal Statement Example Moreover, I have a willingness to develop my English speaking skills, which will certainly make my interaction with people overseas better. Ever since I was a young kid, I have always wanted to go abroad and roam around the world. Although I did my primary schooling from Turkey, I felt uneasy being in only one place and wanted to travel to different places and meet different kinds of people. Moving to the United Kingdom was a wonderful experience and it gave me great joy to meet people from a different culture. My experience throughout this time earned me many skills and I discovered a lot about my abilities. First of all, when I was on the basketball team at my school, I learnt to perform very well under pressure in order to get the best result. This happened especially during those times when there were only a few minutes left for the end of the game and we still had to score another point to win. Most importantly, I have learnt to accept my failures and be critical with myself by trying to find out the areas where I failed to perform well and perfecting those areas before the next game. I believe that such determination will make me a very good business manager, as carrying on with enthusiasm after losing a deal is a very important skill for business men to have. Another experience at my high school made me gain essential skills required by professionals in business management. ... Furthermore, I gained the ability to successfully work and get along with a diverse range of people. In addition, I learnt how to take quick decisions whenever an emergency related to the technical service or a fight between two individuals occurred. I believe that such skills are extremely important in the business profession because a business manager should know how to change the tone of his proposition depending on the mood of the client. Moreover, I believe that once you get along with a client, you are already halfway to scoring the deal. On the other hand, this experience taught me how important communication skills are in the profession of being an international business manager. Although I have developed extremely good interpersonal skills, I want to further develop my English speaking skills. I understand how important it is for an international business manager to be extremely fluent in English, especially during interactions with clients in different countries. This is th e reason why I have taken English as one of the subjects for the Business Foundation course which I am currently studying at CATS College. Other than English, I have taken Business Studies, Accounting and Math as all of these subjects are equally important for my future as an international business manager. Solving math problems has taught me perseverance which is a critical trait that will help me work towards my goals with a calm and clear head. Accounting has of course developed my practical skills, whereas Business Studies has increased my knowledge about the way things go about in the business profession. I highly believe that I am the perfect candidate for the International Business Trade/Management course offered by your university. I enjoy traveling to different places and

Howard Gardner -Theory Essay Example for Free

Howard Gardner -Theory Essay Most learning institutions generally focus education on the linguistic and mathematical intelligence. Children in pre-school are first taught to know their ABCs and to count from one to ten. Those who can recite the alphabet well are considered bright students. Learners who can do addition at an early age are placed on the honors list. It had been that intelligence is measured using IQ tests. The higher the IQ is the smarter the person is. But the Theory of Multiple Intelligences, proposed by Howard Gardner in the year 1983, states otherwise. The theory basically implies that other than linguistic and mathematical competence, there are other or multiple aspects of the learning that should be considered as intelligence also. Likewise, the theory points out that standardized IQ tests is not a sufficient measurement of smartness or dumbness of a person. Gardners theory stirred the psychological and educational communities. It received varied reactions. Some were impressed and readily accepted the theory as it explains the differences of each students. Yet, some raised their eyebrows and issues sprouted as questions of validity and empirical evidences of the theory may not sustain the claims of the theory. There have been a lot of debates pertaining to multiple intelligences. Several writers have also expressed their varied opinions regarding the topic. Indeed the theory   proves to be an interesting milestone in the study of human learning and cognitive sciences. It also gives a lot of insight on how education in the future would affect the different abilities of each person. The theory, which is more than 20 years old, is already accepted and even integrated in some school but at the same time still in the middle of scrutiny. Howard Gardner was born in 1943 in Scranton, Pennsylvania. His parents   were originally from N rnberg, Germany. They went to the US in 1938 with their three-year old son Eric. Before Gardner was born, Eric died in a sleighing accident. These were not known to Howard during his childhood but have a fairly significant impact upon his thinking and development. He was discouraged from trying risky physical activities and was rather   encouraged to develop his creative and intellectual abilities. As he began to find out his family history, he realized that he was different from his parents and friends. For his education , he went to a preparatory school in Kingston , Pennsylvania against his parents wish to send him to Phillips Academy in Andover , Massachusetts . After that, Gardner attended Harvard University and took up a course in history in preparation for a career in law. In Harvard he was able to study under scholars like Eric Erickson, sociologists David Riesman and cognitive psychologist Jerome Burner. Howard Gardners theory on multiple intelligences attempts to provide a comprehensive view of intelligence. In the psychological era where the single theory prevailed, Gardner broke away and stopped from settling with just a single factor to be held responsible for intelligence. He rejected the idea of measuring intelligence through IQ tests. According to Howard Gardner, human beings have nine different kinds of intelligence that reflect different ways of interacting with the world. Gardner developed the well-known theory of eight multiple intelligences, consisting of verbal/linguistic, musical, logical/mathematical, visual/spatial, bodily-kinesthetic, intrapersonal, interpersonal, and naturalist intelligences. For Gardner, a person must satisfy a range of these criteria in order to quality as a person possessing intelligence. This is a much better theory, because it does not limit itself to a single entity. Compared to a single theory of intelligence where the theorist must restrict himself into choosing one that would provide the answer to measuring a persons knowledge and abilities, Gardners theory opens itself to the possibility that there could be many areas where a person could demonstrate his skills and knowledge. The advantage of Gardners theory of multiple intelligences lies in its being an â€Å"account of human cognition in its fullness†. It takes into account that man is equipped with a basic set of intelligences and that each man is unique with respect to which different components of the set of intelligences he may possess. This leads to the notion that man has the opportunity of taking advantage of his uniqueness by tailoring his education in accordance with his strengths and weaknesses. Howard Gardner introduced his theory of multiple intelligences in 1983. Multiple Intelligences is a theory about the brain that says human beings are born with a single intelligence, that cannot be changed, and is measurable by a psychologist. Gardner believes that that there is eight different intelligences in humans. Most intelligence tests only one or two intelligences, usually language and logic. Six others according to Gardner are musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist. Gardner believes that everyone acquires all eight of these intelligences, and through environment, genetics, and different experiences no two people have the same make up of intelligences. Because of these differences we need to look at educating students differently. We can either overlook these differences in our students and teach them all the same way, or realize that all students have different intellectual strengths and weaknesses, and factor these differences into the way we teach our students. Unfortunately in our schools if a student has an understanding of the intelligences language, and logic, than they will have no problem passing the kind of tests that are given in school, which in turn will make them feel that they are very smart. But another student who may have weaker language, and logic intelligences but is altogether just as intelligent as the other student, will never is able to pass the tests required in our schools. And in turn these students will grow up feeling as if they are not smart, when in fact they can be extremely intelligent. Some students may have a better understanding of subjects if only they were taught to use any other of their intelligences to understand a particular subject. Students and educators need to figure out how a particular mind works, for them to better learn and understand. If a student at an early age feels that they are not as smart as the other students, it will affect them for their whole lives. They will feel differently about themselves, and school. This will also cause a low self-esteem which will hurt them, and keep them from reaching their full potential. Gardner believes that a student first needs to try to improve their language, and logic intelligences, but if they can’t they should know that they still have the ability to learn, and should try using many of their other intelligences. Basically educators and students need to realize that no two people think the same way, and need to modify the curriculum to help every student learn and understand. Gardner believes that elementary school should not be a time of strict, disciplined learning, but a time to teach the joy of learning. Young children need to learn the differences between, opinions, beliefs, and evidence, and this will carry them throughout the later education years.   I think that in our schools we have some a few programs like classes for gifted students, and classes for slower students. But when it comes down to it everyone is taught the same material in the same way, and is everyone is expected to pass the same test. I think that seeing what Gardner believes in our classrooms today would be encouraging, and wonderful. But I also think that realistically it would be very difficult to be carried out in all of our schools. But when it comes down to it we as a nation needs to realize that our children are the future of our country. Resources: Website: http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html July 19, 2010 http://www.thelearningweb.net/chapter10/page365.html