Epistemology †cognition Essay

â€Å"I have found that such an object has always been attended with such an effect, and I foresee, that other objects, which are, in appearance, similar, will be attended with similar effects†. This foretells that with knowledge, our society may be able to associate a certain aspect/detail with an object, but that does not necessarily mean it will always happen. Therefore, Hume, who starts out as an empiricist, has arrived at the conclusion where an individual may not have knowledge at all, of skeptic doubt. This is explored through the three epistemology questions, the process he did take, and what the reader thinks on the matter. According to Hume, with his process of thought with empiricism, thinks knowledge is possible. He believed that all information about the world comes through experience. The contents of consciousness are what he calls perceptions. [†¦] include our original experiences [impressions] [†¦] sense data [†¦] â€Å"internal† world composed of the contents of our psychological experiences [†¦] also include what he calls ideas, or the contents of our memories and imagination. With this approach to whether knowledge is possible, it is clear that he thinks knowledge is possible through experience; through real experiences, sense data, psychological experiences and ideas. It states that one does not have innate ideas with us such as our senses or emotions, that an individual must experience these actions first in order to recognize what they must be. If one does not experience such actions, they are what he calls ideas, â€Å"the copies of them [impressions]† (The Search for Knowledge 69). He also states that, â€Å"We can deny any matter of fact without falling into a logical contradiction. The fact that we feel confident about certain facts of the world is merely the result of our expectations, which are based on past experience† (The Search for Knowledge 70). This theory is called Hume’s Fork, where it is between the relation of an idea and a matter of a fact. This says that society may be sure about our surroundings, but they are not certain. Ideas do not tell us anything about the world, but only our thoughts of what they may be, and matters of facts are knowledge per say, but are not always certain as well. Basically, it shows that one cannot be certain of the world around us, as it may change. With the question of the role of reason within the possibility of knowledge, he believes that, â€Å"We can learn nothing about what lies outside the subjective contents found within our experiences. † (The Search for Knowledge 71), therefore reason cannot be established as the primary source of knowledge. He clarifies his reasoning with the principle of induction and the uniformity of nature. The principle of induction is basically assuming that, for example, since the sun has risen yesterday, it shall rise today and rise tomorrow. Society makes the connection that when an event occurs more than once; one will believe that it shall again happen. The uniformity of nature is where the belief of the laws of nature will continue to commence, therefore it should be still commencing in days to come. Another way he delivers this statement is through the theory of being constantly conjoined. He states that, â€Å"Causes and effects are distinct events† (The Search for Knowledge 73). It can be said that when do an action, there is an equal consequence that follows. If you take the example of where you light up a candle with a match, and then touch the flame, you experience a burning sensation where you have touched said flame. If one repeats this process, one comes to the conclusion that since this has happened in the past, it will most likely be the same or similar in the future. With the third epistemology question of whether reality is represented as it really is, he declares that, â€Å"The only certainty we can have concerns the relationships of our ideas. But since these judgments concern only the realm of ideas, they do not tell us about the external world† (The Search for Knowledge 78). As a result, one can determine that reality cannot be represented as it really is due to the fact that one cannot gain any knowledge from the outside world from our ideas. Ergo, in the world, a person may experience objects such as desks, but this person is uncertain if they are connected to an external world. Hume raises that, â€Å"Impressions are always data that are internal [†¦] hence; we have no data about what is external† (The Search for Knowledge 75). It clarifies his reasoning that society believes that they live in an external world, or that there may be one, but one does not have sufficient explanation as to why this is true. As well, an individual must also question the fact of the self. Hume affirms that, â€Å"If all we can know are sensory impressions or our internal psychological states, then we can never experience the self† (The Search for Knowledge 76). With this in mind, people are certain that they cannot experience a self because it is not a true experience such as a color, which can be experienced. There is no foundation for experiencing the self, as all one has are beliefs, assumptions and ideas, which are never certain. In a few words, Hume is specifying that as a person, one cannot step outside our bodies to see ourselves; that a person can only believe that there is a self. Going back to where knowledge is possible, in the beginning, Hume does believe knowledge is possible with perceptions and impressions. With his thought process, the reader can determine that he has progressed from the thought process of empiricism to skeptic doubt and skepticism, questioning if society has knowledge at all. He believes that in the start, society has knowledge through what he calls perceptions; which consists of the senses, the memory and the psychological states. Overall, society must have experiences if it has developed these sources of knowledge. This in turn concludes that an individual can have knowledge through experience. Since Hume believes that this is the only knowledge an individual can have, he comes to the realization where, â€Å"If all we know are the contents of experience, how can we know anything about what lies outside our experience? † (The Search for Knowledge 70-71). This expresses that one cannot have knowledge, since the foundation he has set is only for our internal thoughts. From this, he describes his thought process of skeptic doubt through causal relations and knowledge of the outside world and self. This clarifies that a person can believe something will always happen but is never certain (causal), and stating that they cannot step outside the world they have created to see what will happen outside of such (external world and self). The reader must have an assessment on the matter of Hume’s empiricism and his process towards skeptic doubt. Dealing with Hume’s empiricism, I believe that his thought process is very vague and has various doubts of its own. The idea of perceptions cannot be knowledge to begin with, because it is what we have and think, but does not necessarily mean other people in society think this same way as well. Therefore, he has already led himself into skepticism, because he cannot explain thoroughly why this is knowledge. What he explains as experience, which is where we obtain this knowledge, is unsatisfactory because the experience he says is mostly reasoning such as sense data and psychological states. For that reason, his thought process in the beginning can also be confused with rationalism, since most of what he verbalizes is knowledge that can only be discovered through reasoning and not experience. Looking at his progression towards skepticism, he believes that we cannot have knowledge because all that we have is our internal world to base our beliefs on. It is shown that through the principle of induction and the uniformity of nature, we will have the reoccurring thought that, â€Å"The future will be like the past† (The Search for Knowledge 71). With this basic in mind, we are automatically assuming every event that happens in our lives will happen or not happen again, because of past experiences. With this amount of information, it is not sufficient enough to say that we always be certain it will again happen. It all comes back to the fact that since we only have our world to experience, and since there is no way to step outside and look at the external world or the self, we are never certain of anything. Hence, we have no knowledge at all because knowledge is classified as true, justified belief and our ideas and thoughts are not. This is a strong case, and therefore, I believe with his knowledge towards skepticism, but I do not necessarily believe in skepticism. Beyond a shadow of a doubt, Hume has answered the three epistemological questions with very strong points; first as an empiricist, who then leads to a skeptic. Overall, the opinion of the reader is satisfied, because even though Hume has a very doubtful thought process of empiricism with the idea of perceptions and ideas, he then breaks down his theory with the fact that this so-called knowledge is the only source of knowledge an individual can possibly have, therefore it is not knowledge. Knowledge is worth nothing unless you can practice it.

Paradox of Samsung’s Rise

The Paradox of Samsung's Rise, examines the strategic management decisions that led to Samsung's emergence as one of the world's most successful companies from an ordinary original equipment manufacturer just 30 years ago. Samsung Electronics transformed itself through a new management initiative in 1993 that combined Western best-practices with essentially Japanese management methods to produce a highly profitable hybrid system, resulting in recording breaking profits of $13.9 billion on $138 billion in revenue in 2010. As today’s emerging giants face the challenge of moving beyond their home markets, they have much to learn from the path breaking experience of South Korea’s Samsung Group, arguably the most successful globalizer of the previous generation.Twenty years ago, few people would have predicted that Samsung could transform itself from a low-cost original equipment manufacturer to a world leader in R&D, marketing, and design, with a brand more valuable than Pe psi, Nike, or American Express. Fewer still would have predicted the success of the path it has taken. For two decades now, Samsung has been grafting Western business practices onto its essentially Japanese system, combining its traditional low-cost manufacturing prowess with an ability to bring high-quality, high-margin branded products swiftly to market.Like Samsung, today's emerging giants—Haier in China, Infosys in India, and Koc in Turkey, for instance—face a paradox: their continued success requires turning away from what made them successful. The tightly integrated business systems that have worked in their home markets are unlikely to secure their future in global markets. Samsung has steadily navigated this paradox to transcend its initial success in its home markets and move onto the world stage.To move to the next level, they, too, must reinvent themselves in ways that may seem contradictory. And when they reach new plateaus, they will need to do so again. F or seven years, we have traced Samsung’s progress as it has steadily navigated this paradox to transcend its initial success in its home markets and move onto the world stage. It is a story we believe holds many important lessons for the current generation of emerging giants seeking to do the same.The Rise of a World Leader:The two sets of business practices could not have seemed more incompatible. Into an organization focused on continuous process improvement, Samsung introduced a focus on innovation. Into a homogeneous workforce, Samsung introduced outsiders who could not speak the language and were unfamiliar with the company’s culture. Into a Confucian tradition of reverence for elders, Samsung introduced merit pay and promotion, putting some young people in positions of authority over their elders. It has been a path marked by both disorienting disequilibrium and intense exhilaration.Founded in 1938, the Samsung Group is the largest corporate entity in South Korea , with $227.3 billion in revenue in 2010 and 315,000 employees worldwide. Best known for its flagship, Samsung Electronics (SEC)—producer of semiconductors, cell phones, TVs, and LCD panels—the group’s highly diversified businesses span a wide range of industries, including financial services, information technology services, machinery, shipbuilding, and chemicals.By 1987, when Lee Kun-Hee succeeded his father as only the second chairman in the company’s history, Samsung was the leader in Korea in most of its markets. But its overseas position as a low-cost producer was becoming untenable in the face of intensifying competition from Japanese electronics makers, which were setting up manufacturing plants in Southeast Asia, and rising domestic wages in South Korea’s newly liberalizing economy.In the early 1990s, Lee spotted an opportunity in the reluctance of Japanese companies—the analog market leaders—to adopt digital technology, whic h consumers were flocking to in cameras, audio equipment, and other electronic products. This opened the door for Samsung to surpass its rivals if it developed the agility, innovativeness, and creativity to succeed in the new digital market.Success Mantra:Hybrid strategy- Mix and Match of Japanese strategy and Western Strategy. Implementation of western strategy on Japanese strategy. Excellence in all department, such as, Marketing, Production, IT, Finance and especially in HR. The Hybrid Strategy: Diversification. Capital Management. Type of operation. Supplier Relation. HR aspects- -Type of Labor, -Recruitment, -Promotion and Compensation.Other Reasons: Outsiders in- Insider abroad policy. Diversification Advantage. Flexibility. Implementation of 6 sigma. Latest advanced IT systems. Financial positions.Conclusion:â€Å"If you act according to market, Market will react according to you†

Art essay Essay Example for Free

Art essay Essay Essay Topic: Art , Essay Choose cite format: APA MLA Harvard Chicago ASA IEEE AMA company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints Does art imitate life – or is it the other way around? Traditionally, we have believed that art imitates life. The painter represents what he or she sees by producing a scene on a canvas. The sculptor does the same with bronze or stone. A photographer or film maker does it even more directly. A writer describes life in his or her books. This simple concept is known as mimesis. But some have questioned the one-way nature of mimesis by arguing that art also changes the way we view the world, and in fact, life sometimes imitates art rather than the other way around. The person who first articulated this belief effectively was Oscar Wilde. Speaking about the foggy conditions in London in the late 19th century, he wrote that the way we perceive them changed because of art. Referring to the â€Å"wonderful brown fogs that come creeping down our streets, blurring the gas lamps and turning houses into shadows† he argued that â€Å"poets and painters have taught [people] the loveliness of such effects†. According to Wilde, â€Å"They did not exist till Art had invented them. † [pic] And you don’t have to look too far to see anti-mimesis in our lives. To what extent is our outlook on life altered by ideas we read in books? The portrayal of people in films? The styles we see in fashion photography? One great example of this is the TV series The Sopranos, and how it affected both the Mafia in the USA and the FBI. Art’s influence on society: propaganda and censorship Throughout history, it has always been the case that art has the power to change society, especially when new media are used to express an idea. During the First World War, for example, movie cameras were used for the first time to record trench warfare – when the film was shown in cinemas in Britain, audiences ran out screaming. This led to the government censoring further such use of such a powerful medium. And in government censorship, and use of art as propaganda, we see how seriously governments take the effect of art. All of the major dictators of the C20th understood the power of art to influence the population. In Nazi Germany, Hitler set up the Ministry of Propaganda and National Enlightenment. It was headed by Goebbels, who made sure that nothing was published, performed, or exhibited without his approval. [pic]When this happens, you know there isn’t going to be a happy ending And what Goebbels approved, of course, only fit in with Nazi ideology and ideas. In terms of art, this meant no modern and abstract art, certainly nothing hostile to the regime, and nothing that featured images other than the stereotypical blonde-haired, blue eyed set in idyllic pastoral scenes of blissful happiness. [pic] [pic] In Stalinist Russia, there was also a keen understanding of the power of art. Art portrayed contented peasants, industrious workers, and Stalin himself. In fact, Stalin was shown god-like in many paintings, a phenomenon known as the Cult of Stalin. Just as in Germany, gigantic architectural projects expressed the power of the state. [pic] [pic] However, there is no doubt that in Russia there were greater artistic achievements than in Nazi Germany. Composers worked with fewer hindrances – as seen in the works by Prokoviev and Shostakovich, and film-makers such as Eisenstein emerged. Art’s influence on society: the trial of Lady Chatterley’s Lover But even under less oppressive governments, the artistic expression of certain ideas can be subject to control. One great example is the book ‘Lady Chatterley’s Lover’ by DH Lawrence, which was deemed offensive on many levels. In this book, Constance Reid, a woman from a progressive liberal middle class family marries a minor member of the aristocracy, Lord Clifford Chatterley, and takes the title ‘Lady Chatterley’. But her husband is injured in the First World War, confined to a wheelchair, and left impotent. Despite this, he becomes a successful writer and businessman. It is more his obsession with financial success and fame rather than any physical difficulties which come between him and his wife, and she begins an affair with their gamekeeper, Oliver Mellors. The largely aristocratic ‘establishment’ of Britain at the time – the book was published in Italy in 1928 – were shocked by many aspects of the book. First, there was the fact that the book was ‘obscene’, in the way it went into explicit detail the affair that took place (see below). Second, there was the fact that a women was breaking her marriage vows, something considered far worse than a man behaving in the same way. Finally, it represented an intimate relationship between a member of the ‘lower’ classes (although it emerges during the story that Mellors is actually well-educated, and became an officer in the army during the First World War) and the ‘upper’ classes, a concept that was totally taboo in Britain at that time. The book was duly banned. [pic] But the book was republished by Penguin books in 1960. The attorney general, Reginald Manningham-Buller (dubbed ‘Bullying-Manners’ by the journalist and author Bernard Levin) had to read only four chapters to decide to prosecute Penguin books for publishing it. What annoyed him was not just the content, but the fact that the price of the book meant it was affordable to women and members of the lower classes (remember that only few women worked at this time, and husbands were generally in charge of family finances). The trial was a disaster for Manningham-Buller and the prosecution. They had failed to find any experts to support their case, in stark contrast to Penguin’s defence team, which had brought in authors, journalists, academics, and even members of the clergy to defend the book. Manningham-Buller and his team had very little idea of what Lawrence had been trying to express in his book, regularly being caught out by the superior insight of the witnesses they were trying to catch out. And although they tried to shock the jury – in his opening speech, Manningham-Buller announced: â€Å"The word ‘fuck’ or ‘fucking’ appears no less than 30 times . . . ‘Cunt’ 14 times; ‘balls’ 13 times; ‘shit’ and ‘arse’ six times apiece; ‘cock’ four times; ‘piss’ three times, and so on. † – they were unable to prove that the book would have a negative influence on the readers it was aimed at. According to the Guardian: No other jury verdict in British history has had such a deep social impact. Over the next three months Penguin sold 3m copies of the book – an example of what many years later was described as â€Å"the Spycatcher effect†, by which the attempt to suppress a book through unsuccessful litigation serves only to promote huge sales. The jury – that iconic representative of democratic society – had given its imprimatur to ending the taboo on sexual discussion in art and entertainment. Within a few years the stifling censorship of the theatre by the lord chamberlain had been abolished, and a gritty realism emerged in British cinema and drama. (Saturday Night and Sunday Morning came out at the same time as the unexpurgated Lady Chatterley, and very soon Peter Finch was commenting on Glenda Jackson’s â€Å"tired old tits† in Sunday Bloody Sunday and Ken Tynan said the first â€Å"fuck† on the BBC. ) Homosexuality was decriminalised, abortions were available on reasonable demand, and in order to obtain a divorce it was unnecessary to prove that a spouse had committed the â€Å"matrimonial crime† of adultery. Judges no longer put on black caps to sentence prisoners to hang by the neck until dead. Can we say, though, that it was art in this case that changed society, or was it an interaction between human sciences (ie, the law) and the arts (the book) that led to change? This is from the same Guardian article: †¦the message of Lady Chatterley’s Lover, half a century after the trial, is that literature in itself does no harm at all. The damage that gets attributed to books – and to plays and movies and cartoons – is caused by the actions of people who try to suppress them. See: â€Å"The trial of Lady Chatterley’s Lover† The effect of art: presentation [pic] What other piece of art has profoundly changed the way we view the world? And was it the art that did it, or the way it was used that made the impact? Use the link below to help you introduce to us an influential piece of art. Think about the type of change it wrought, for example, ethical, social, metaphysical, etc. Art essay. (2017, Jun 01).

Please Don't Let Me Die Assignment Example | Topics and Well Written Essays - 500 words

Please Don't Let Me Die - Assignment Example The most probable reason for this was that the institution was profit oriented and wanted to make more profits while offering bad services to the patients visiting the institution. In addition, the institution was also working with limited resources as witnessed in the number of staff employed to work in the hospital (Mohr, 1999). Their profit oriented goals made them to cut budgets that would have been allocated to the company as they were eager to make profits while incurring less or no losses at all. The nurses’ professional constraint was that they did not take their work seriously as they failed to administer care to the patient who was in dire pain and urgent need of care. The failed to notice his cries for help as they did rush to the patient’s aid when he cried please dont let me die. The nurses were found culpable in spite of the nursing home being under staffed because they failed to administer their services in a good, accurate and rational way to the patient who was in need of their help. The patient had complained of abdominal pain ten hours before his death, but the nurses did not administer to him. Being that there were only three nurses, and there were over one hundred patients visiting the institution, they were probably worn out from working long hours hence they could not be able to fully administer fully to the patients who were coming for various health and nursing care. Alternatively, they were not motivated because they were being under paid because of the profit oriented nature of the institution which had employed them. Provision 6 â€Å"The nurse participants in establishing, maintaining, and improving health care environments and conditions of employment conducive to the provision of quality health care and consistent with the values of the profession through individual and collective actions† Plays a role in the case

Managing Information 2 Essay Example | Topics and Well Written Essays - 1500 words

Managing Information 2 - Essay Example As a result there are a number of IT-related issues that have arisen in the recent past; some of them are discussed herein after. IT-related Issues Protecting information confidentiality certainly ranks among the most pressing IT-related issues. This relates to how an information professional or any other person who has access to privileged information should treat it and handle it to ensure it does not get into the wrong hands and become detrimental to others (Strassman, 2000). It is therefore logical that information presented as confidential should be treated as such. A lot of people are required to provide their personal information such as full names, residence, age, gender, social security number, personal identification card numbers and a lot of other private information when applying for credit cards, visas and other legal documents; if not handled with the required confidentiality this information can be used by fraudsters and impersonators to siphon cash from the unsuspecti ng public. An information technology professional should ensure that confidential information is handled with confidentiality. For instance, by not tapping other peoples’ phones or conducting surveillance that intrudes the privacy of others. The other issue is privacy. Traditionally, everyone is legally entitled to reasonable privacy. Under the privacy rights a person is entitled to reasonable secrecy, anonymity and solitude (Payne and Landry, 2006). Anonymity guarantees that the person is not subjected to undesired attention; secrecy ensures that personalized information is not distributed to other people who are not privy to it while solitude allows one to physically be away from other people. This has not changed even in the face of the fast changing technological environment. These days, with the closed circuit television cameras, one can gain access into another person’s private life and know every little detail of it. The dilemma arises when determining whether i t is ethical and legal to do so (Davis, 2010). The determination is however not easy as the subject is complex and multifaceted and depends on the circumstances or the environment. For example, there are countries that will allow the infringement of privacy rights for the purpose of national security. At the same time there are proponents that argue that one’s’ privacy rights should never be violated for any reason. Information professionals are mandated to handle privileged information. With this privilege comes a responsibility; that of ensuring that that information does not cause harms in their way of creation, organization, dissemination and use (Jana, 1998). The ethical and moral codes governing human conduct should be observed. This information need not necessarily affect individuals directly; they may affect a country’s security or economy. A case in point is that of Julian Assange, the editor of WikiLeaks who released classified information of different countries to the public. Assange is an informational technologist and an accomplished computer programmer. He got in possession of some sensitive information, some that directly impact on the national security of the US yet he went ahead to disseminate that information without considering the harm it could do (Burstein, 2012). IT innovation has enabled rapid dissemination of

Mobile Computing and Social Networking Essay Example | Topics and Well Written Essays - 1000 words - 1

Mobile Computing and Social Networking - Essay Example regards the transmission of personal medical information over wireless networks, and assessing the use of social networking for group support for patients with similar medical concerns. Firstly, with regards to comparing and contrasting the monitoring of patient vital signs using mobile computing technology to inpatient visits, it can immediately be noted that a massive amount of time can be saved with regards to such a monitoring process. Due to the fact that only the data will need to be analyzed and the patient himself/herself is not present at the doctor’s office, it is possible for the doctor/doctors in question to analyze and keep track of a great many more patients than they might be able to otherwise. With employees shortages evidenced in nearly each and every healthcare sector, this is a positive aspect that could be furthered in the future. However, with regards to some of the negatives that such an approach could generate, it must be noted that the responsibility of measurement and/or sustainment of the device/devices in question used to report this information would ultimately be in the hands of the end patient. Whereas in the doctor’s office a team of medical support staff are able to ensure that proper measurements are being affected, quite a different situation entirely is evidenced with regards to a patient being responsible for utilizing equipment in the correct way. In effect, the veracity of the information and key environmental factors must be taken into account with regards to the inference which can be drawn from the date of which is perceived. Similarly, an analysis of the advantages and disadvantages of using mobile computing technology to monitor patients will herein be engaged. With regards to the advantages which could be realized, it is necessary to note that a massive level of cost savings could be generated by maximizing time that the medical professionals have to devote to each subset of data. Whereas it is important to have personal contact and a discussion of complicated factors with the patient in question, oftentimes this personal contact eats in to the time that the medical professionals have to analyze key healthcare data that could otherwise be leveraged to make a positive overall impact upon the health of the individual. However, the converse view of this particular situation is one in which an impersonal and removed relationship exists between the healthcare professionals and patients. Although it is no doubt beneficial to maximize healthcare professionals time and increase the veracity of the information and data which can be accrued regarding file signs and healthcare information, achieving this at the risk of creating such an impersonal relationship between doctor and patient is a risk that carries a great deal of negative repercussions. Anytime a technology is employed it is necessary to consider the means by which security concerns can impact upon the way in which a particular

The Role Of Culture In International Business Essay

The Role Of Culture In International Business - Essay Example Thailand is formally recognized as Siam and publicly identified as the Kingdom of Thailand. Thailand is in the middle of the Indochina peninsula. Between the year 1985 and 1996, the country experienced a rapid upsurge of an economy and turn out to be a foremost exporter and newly industrialized country. The prime purpose of the paper is to provide a vivid explanation of literature review and a brief introduction to Thailand. The paper applies the findings of the theoretical models and literature review to assess the social changes and features of the unique culture of the country. At times individuals are viewed as the vastly cultured person. This means that individual has certain characteristics such as a taste for literature, manner, music, and speech which makes different from the diverse cultural background. In sociology and anthropology, the term culture is used in a special intellect. Furthermore, it refers to the feelings, thoughts, beliefs, and behavior of human beings. Sever al anthropologists and sociologists defined culture in numerous ways. Edward Taylor, one of the renowned British anthropologists, defined culture as the composite whole which comprises of art, knowledge, law, belief, custom, morals and other traditions and capabilities of human beings. According to Robert Morrison Maclver, culture is well-defined as the expression in modes of thinking and living of human beings. M. J. Herskovits defines culture as the mental map which enables individuals to guide in relation to other people and surroundings.

No topic required Assignment Example | Topics and Well Written Essays - 250 words - 1

No topic required - Assignment Example (0.5pt) c) List the three most fatal volcanic hazards and give a short (one line or less) description of each (1.5pts) (3.5pts total) c. (1) pyroclastic flows – high speed avalanches of hot ash, rock fragments, and gas that move down the sides of the volcano during explosive eruptions. (2) Lava flows – molten rocks that flow out of the volcanic vent. (3) Tsunamis – a long period seismic generated by a sudden displacement of water. 3) a) What are the three Vs that a volcanic eruption depends on? b) What is the difference between magma and lava? c) Increasing magma’s viscosity increases or decreases its explosiveness? d) As sea floor spreads, new magma from the asthenosphere gets to the surface and drifts apart. Where does this type of process occur? (2 pts.; 0.5 each) 6) Earth Watch (March 26, 2012): An earthquake rocked the southwestern states of Mexico. a) What was the magnitude of this earthquake? (0.5 pts) b) Earth movements were felt in Indonesia as well with earthquakes of magnitude 6.2. Using the tables in book chapter 5, approximately how much less energy did this earthquake release compared to the one felt in Mexico? (1 pt.) c) New Zealand’s North Island also felt some movement with earthquakes of magnitude 4.7. Approximately, how much less energy did this earthquake release compared to the one in Mexico? (1pt) (2.5pts total) 7) Google Earth: Download the KMZ file titled Yellowstone from the class website and open the file in Google Earth. The names of the three most recent Yellowstone eruptions are labeled in blue with their ages (Ma is short for millions of years ago) and the extent of the ash fall from each eruption is diagramed by the three different red colors. a) What are the names of the three eruptions? How long ago was each eruption? (3pts) Using the Fly to option search for UCSD and locate it with respect to the Modern Yellowstone Caldera Rim. As in Homework 1, use the ruler tool to find

Errors in crime scene investigating Research Paper

Errors in crime scene investigating - Research Paper Example The court also must make sure that no innocent person is ever wrongly punished or convicted for offences that he or she has not committed. In the modern day, with the advent of technology and the availability of modern forensic test facilities, crime scene investigation (CSI) has acquired much significance in the process of police investigations and the conducting of trials. During 1998, the US Department of Justice, in what could be termed as a landmark study, has unearthed 28 cases of â€Å"wrongful convictions† by means of DNA tests and thus brought to the fore the â€Å"fallibility† of the law enforcement system (Doyle, 2010, 110). In most cases, the jury has relied on eyewitness accounts, which is the â€Å"oldest form of evidence† to pass their verdicts and 24 out of the 28 cases have entailed wrongful conviction due to â€Å"misidentification† (110). This adequately underlines the significance of scientific methods of investigation in determining th e complicity of offenders in the crimes they are accused of and to minimize errors in crime scene investigations. Thus, it transpires that in the interests of imparting criminal justice and to rule out errors in crime scene investigations the law enforcement system needs to deploy advanced technology. ... ost transparent and judicious manner is to facilitate the availability of forensic evidences that can irrefutably link the perpetrator to the crime under investigation. Criminals, invariably in all cases, no matter how meticulous and calculating they are, leave imprints of indelible evidence on the crime scene. While an efficient investigator, with the aid of modern technology will be able to unearth such evidences that can positively identify the perpetrator of crimes and help in proving his or her involvement in the commission or abetting of the crime. An investigation of the crime scene commences with the arrival of the first respondents at the location. Such persons may not necessarily be trained in forensics and hence they need to appreciate the significance of physical evidences that play a â€Å"pivotal and especially valuable role† and are the most â€Å"reliable† evidence (Crime Scene and Physical Evidence, 2009, p.4). Besides, they also must understand the imp ortance of proper custody and handing over of such evidences to the investigation team once they arrive on the scene. This way, the sanctity of the evidence they collect from the scene can be sustained and any possible errors can be ruled out. Crime scene investigation can be understood as a â€Å"process† that seeks to record the scene as it is and to recognize and collect any physical evidences that are â€Å"potentially relevant† to the crime (p.4). The process also envisages adherence to any â€Å"local laws, rules and regulations† that relate to CSI and forensic investigations and ethical as well as human dignity considerations (p.4). Similarly, removing unnecessary items, taking photographs and developing a â€Å"descriptive documentation† of crime scene are significant in the process of CSI (Death

Criminal Justice Issues in the US Today Assignment

Criminal Justice Issues in the US Today - Assignment Example This is attributed to mandatory sentencing laws that were enacted in the 80s; the post- Rockefeller drug laws where minor offenses are punished with major imprisonment. These laws limited the available options to a judge in determining the final ruling. Originally these laws had been put in place in effort to implement the zero tolerance policy against use of drug. It is a well known fact that drugs use especially among youths and teenagers has been a major issue in the country. Particularly, the rise in the abuse of methamphetamine is thought to be the major contributing factor towards the rise in the incarceration rate. It is the most destructive and addictive drug which is being blamed for the recent rise in suicides, family violence and criminal acts (Howard, 2007). If these statistics and findings are anything to go by, building more prisons and increasing sentences is not the solution to reducing crime, drug use and the alarming rate of incarceration. Legislators need to think along solutions like rehabilitation and deterrence. Rise in crime has mostly been as a result of drug use. That means that putting up measures that will see to it that drug use has been significantly reduced will lead to reduction in criminal acts by a remarkable margin.

Plate Tectonics Essay Example for Free

Plate Tectonics Essay The theory of Plate Tectonics covers the extent on how the Earth moves and performs. Findings in the mid 1960s show that the theory is one of the reasons why magnetism, wide distribution of volcanoes, earthquakes, plants, and animal fossils are existing up to the present. The plates usually wriggle like a spinning wheel that they sometimes smash into each other causing a major impact on the Earth’s floor. Likewise, the Plate Tectonics is identified as one of the causes of long-term climate changes, distribution of abound organisms, mountain building, earthquakes, volcanic eruptions, and other major effects of the movement of the continents. As some theorists would explain, the plates composing the Lithosphere, the outer portion of the earth, move around the Earth’s crust which is embedded with continents on it. The plates beneath the continents may share out and cause a crack or a hole in the continental outer shell that fills the sea water. It was found out then that the global temperatures, after the movement, keep rising that could melt most mountain glaciers which will cause a rise in the sea level. This unusual phenomena of changing sea water, atmospheric conditions, and the Earth’s temperature bring forth the evolution of abound organisms, existence of mountain building, earthquakes, volcanic eruption and other extreme changes in the Earth’s floor. The Plate Tectonics caused major impacts on the ocean water. And because of this, the Atlantic Ocean is becoming largely extensive. But as some would see, the earth is sphere-shaped, thus, there should be a place where the entire changes of Atlantic Oceana will meet together. Scholars are afraid that this place will be in the Pacific Ocean and it will become smaller as the movement of continents goes by. Most areas that will be affected are those that are located along subduction zones bringing forth western North America and Asia to come closer together. In the long run, the Pacific Ocean will completely close while Asia and North America will meet up and form a new super continent.

Early Years Childcare Essay

Early Years Childcare Essay Introduction Early learning is, quite simply, vital for all children as it lays the foundation for everything that is to come (John Hopkins University, n.d.). Research studies indicate that the development of active neural pathways (Shonkoff and Phillips, 2000) in the brain primarily take place before the age of three and that it is during the early childhood period that the brain is most receptive to learning (John Hopkins University, n.d. ; endorsed by State of Victoria, 2010). Therefore, it is critical that children in their early years are given opportunities for social, physical, emotional and intellectual development through high quality early years provision which in turn provides the potential for not only educational but economic and social benefits (Barnett, 2008). The way in which this provision is facilitated is a mark of how well any nation takes care of its children inclusive of their health and safety, their education and socialisation, their material security, â€Å"†¦ their sense of being loved, valued, and included in families and societies†¦Ã¢â‚¬  (UNICEF, 2007, p. 4 cited in Aldgate in McCauley and Rose, 2010, p. 23). Adults who wish to work with children in this age group have to wear many ‘different hats’ in order to facilitate children’s needs which necessitates their having an understanding of their role and responsibilities with regard to interacting with children (Rose and Rogers, 2012). The aim of this essay is to highlight the most important elements which need to be considered in the education, preparation and training of those who wish to work within the field of Early Years Childcare. The Early Years Sector – Work and Training As early as 2009-10, the House of Commons recognised the need for greater rigour in the training of teachers for Early Years age group, stating that standards should be modified in order that this sector was no longer associated with the least skilled part of the children’s workforce (House of Commons, 2009 -10). These comments concur with the findings of research studies such as that of Sylva et al (2004) which indicated that the quality of the provision provided for children is commensurate with the quality of the adults working in them (Miller, 2010 in Cable et al, 2010, p. 55). As from September 2014, Early Years educator qualifications have been introduced in the United Kingdom in order to meet the Early Years educator criteria as set by the National College for Teaching and Leadership. This qualification operates at Level 3 (A-level) and enables practitioners to be â€Å"†¦ included in the ratios specified in the Early Years Foundation Stage Statutory Framework† (National College for Leadership Teaching, 2013, p. 2). This qualification aims to provide learners with opportunities to develop their understanding of how to support and promote children’s early education and development, to develop skills of planning for effective care which prepares children for school, to utilise assessment effectively, to work with children in a safe environment which safeguards their welfare, to develop effective working practices and to work in partnership alongside the key person, other colleagues and parents for the benefit of young children (National College for Leadership Teaching, 2013). A similar qualification is the CACHE Level 3 Diploma for the Early Years Workforce (Early Years Educator- QCF) which has been developed for use from September 2014 to provide a high quality qualification that â€Å"†¦ reflects the priorities of practitioners and employers to meet the needs of young children† (CACHE, 2011, para 4). Minimum entry requirements include the stipulation that all entrants to these type of training courses must have GCSEs in English and Mathematics at grade C or above which should have the effect of raising the â€Å"†¦ overall quality and literacy and numeracy skills of those entering the workforce† (Foundation Years, 2014, para 1). Clearly, once qualified, these individuals will work closely with those who have Early Years Teaching qualifications. Those who wish to embark upon gaining Qualified Teacher Status (QTS) must have a minimum standard of a grade C GCSE in English, Maths and a science subject as well as a degree. Candidates for teacher training must also have experience of the school system, over and above having been a pupil themselves; most courses stipulate that individuals must have at least 10 days experience prior to embarking upon their training (Department for Education, n.d.). Prospective teachers must also pass numeracy and literacy skills tests as part of the application process (Department for Education, n.d.a) prior to embarking upon Early Years Initial Teacher Training. There are four ways in which Early Years teacher status can be accredited graduate entry (a one year full-time course), graduate employment-based (a one year part-time course for graduates in Early Years settings who need further experience and/or training to demonstrate Teacher Standards), undergraduate entry (full-time Level 6 qualification in an early childhood related subject in conjunction with Early Years Teacher status over a 3 or 4 year period) and assessment only (graduates with significant experience of working within the age range [0 – 5] over a period of three months) (Gov. UK, n.d.). In addition to this, a clear set of Teachers’ Standards have been developed by the government in order to ensure that practitioners are â€Å"†¦ accountable for achieving the highest possible standards in their professional practice and conduct† (National College for Teaching Leadership, 2013a, p. 2). The rationale behind these newly implemented criteria and renewed emphasis upon appropriate qualifications is the need to establish an education system which allows children to move from one phase to another seamlessly, as a result of the fact that practitioners recognise that learning is a continuum from the Early Years through to Key Stage 4 and beyond (National College for Teaching Leadership, 2013a). It is based upon the evidence that 94% of children who attain good levels of development by the age of five progress to achieving their expected reading levels at Key Stage 1 and are statistically five times more likely to achieve higher levels (Department for Education, n.d.c). It is clear that these levels of attainment are attributable to the increasing impact that graduate practitioners are having on the quality and the delivery of Early Years provision across the United Kingdom (Mathers et al, 2011). Furthermore, Sylva et al (2004) contend that there is a direct correlation between practitioners’ qualifications, the quality of the learning environment and the attainment levels of children in a pre-school learning setting. Learning and Play In order for practitioners to create quality learning environments, it is essential that they have an understanding of how children learn. Learning is quite difficult to define as it can include the process of thinking and becoming aware, using imagination and creativity, observing, hearing, remembering and problem solving (Malone, 1991 cited in Ostroff, 2012, p. 2). Ostroff (2012) contends that learning is something which is embedded deep in our psyche which is rooted in the need to assimilate new information through actively exploring the environment. She believes that the process of learning is physical in nature, taking place within the sensory systems which feed information back to the brain in order to dictate an individual’s actions. Pollard et al (2008, p. 170) regard it as the mechanism through which â€Å"†¦ knowledge, concepts, skills and attitudes are acquired, understood, applied and extended† whilst Pachler and Daly (2011, p. 17) view it as â€Å"†¦ twin processes of ‘coming to know’ and ‘being able to operate’ successfully in and across new and ever changing contexts and learning spaces, as a process of meaning making†¦Ã¢â‚¬  that occurs as a result of communication and interaction with others. Learning, for children, is the development of their thinking processes and knowledge base as a result of adding new concepts and ideas to what they already know (Wood in Anning, Cullen and Fleer, 2004). The means through which young children achieve this is play. This is an umbrella term (Bruce, 1991) which describes a process of interaction between different individuals which facilitates the development of thinking skills (Dunn, 1993; Meadows, 1993). This is regarded as a social cultural process that is impacted upon by the context and the environment in which any interaction takes place (Robson, 2006). It is an integral part of children’s development physically, intellectually and emotionally (Elkind, 2008). Play allows children to gather a wealth of first-hand experience as a result of the exploration of the environment in which they find themselves and it is the means through which they solve problems and in so doing develop an appreciation of the world around them (Bruce, 1993; Hurst, 1997; Phillips and Soltis, 1998; Edgington, 2004). Play provides opportunities for children to make discoveries not only about the world around them but about themselves. Hughes (2006) indicates that there are many different types of play which contribute to children’s development including the use of language, expressive movement, the examination and use of space as well as physical ‘rough and tumble’ play. It is the vehicle through which children learn to be creative and to utilise their imagination through interacting and communicating with others in their group in a variety of different roles (Edgington, 2004). It is through this vehicle that they learn about cultural conventions (Wood and Attfield, 2005) as well as the means through which they are able to develop physically as a result of exercising through running around (Manning-Morton and Thorp, 2003). Play also appears to have a positive effect upon children’s emotions (Russ, 2004) and it is the mechanism through which they are able to learn about how to control their own emotions and gain an appreciation of the views and feelings of others (Sayeed and Guerin, 2000). However, learning through play cannot take place unless there is an appreciation and a deep understanding of its purpose and function in children’s lives. It is therefore important that the thinking which underlies child centred learning is also taught to, and understood by prospective practitioners. The notion that children could create their own bank of knowledge was first mooted by Piaget who believed that individual children were young investigators of their world who experimented with their environment in order to gather an appreciation and understanding of it (Moore, 2000). He stated that there were distinct stages in children’s development (sensorimotor, 0 2 years of age; preoperational, 2 – 6 years of age; concrete operational, 7 11 years of age; formal operational, 11+) (Jardine, 2006) through which children developed their beliefs and how to express them; it also allowed them to hone their logical thinking as a result of modifying their beliefs and subsequent actions as a result of assimilating new information (Barnes, 1976). Piaget believed that each experience that children undergo is vital to their development which is an opinion shared by Vygotsky. However, it is his contention that learning is a social activity and it is the means through which children develop as a result of learning to communicate with each other using both language and gesture. He believed that children learnt as a result of observing the actions and reactions of others and that through cooperating with individuals within their environment who are more experienced, they are able to achieve a greater degree of learning. The evident gap between that which children are able to achieve alone and with the aid of someone else he called the Zone of Proximal Development (ZPD). It is the function of the practitioner to create an environment in which children learn as a result of individual work and through interacting with those around them in order to develop skills for their future (Brown, 2006). Good Practice The creation of a vibrant, child-centred learning environment is critical in encouraging play and communication, a point which is recognised in the government’s existing literacy and numeracy strategies (Wood, 2004 in Anning, Cullen and Fleer, 2004). The play based curriculum as highlighted in the Early Years Foundation Stage (EYFS) documentation (2012, p. 6) as being â€Å"†¦ essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others.† Children should be provided with opportunities to learn through play which they initiate themselves and by engaging with activities lead or guided by adults. It is critical, in creating any learning environment, that children’s interests and needs are catered for, inclusive of the different ways individuals learn. The EYFS states that the characteristics of effective teaching and learning are playing and exploring (providing children with opportunities to investigate and to experience different things), active learning (children are motivated to concentrate and be persistent if they enjoy their experiences) and creating and thinking critically (individuals are provided with opportunities to develop their own ideas, make connections between different concepts and to utilise different strategies to do things) (Department for Education, 2012). It is the function of the Early Years practitioner to lead the child in their learning, supporting and helping them as and where appropriate (MacShane, 2007 cited in Allen and Whalley, 2010, p. 4) which is achieved through the planning and resourcing of appropriately challenging learning activities embedded in play (Wheeler and Connor, 2009). It must be understood that it is planning which ensures a continuity of learning (Wood, 2004 in Anning, Cullen and Fleer, 2004) and that the learning environment which is dependent upon play will lead to individuals having a more rounded educational experience leading to a greater depth of knowledge, understanding and skills (Moyles and Adams, 2001). In order to facilitate the rounded development of individuals, as highlighted by the EYFS, parents must be involved in the educative process so that children have support for their learning in both the home and school environments. The needs of each individual must be discussed with parents in order to create a working partnership (Department for Education, 2012) which can foster united approaches towards teaching and learning to ensure that children are able to maximise their potential. Families can become involved in a number of activities to encourage their child’s learning; for example, reading with children, teaching nursery rhymes, teaching songs, practising letters and numbers, drawing and painting, visiting the library, taking children on day trips and engaging in play with their friends at home (Sylva et al, 2003). If parents are encouraged to take an active role in their child’s education they can have the effect of enhancing their child’s rate of development and progress (Wheeler and Connor, 2009), can ensure that children are fully aware of their cultural background and can foster a positive attitudes towards diversity. Inclusion and Cultural Awareness All prospective educators need to be aware of the idea of inclusion and inclusive practice. This involves modelling positive behaviour towards everyone no matter their background, their abilities or their race in order that everyone is seen as being of equal value. It is critical that every child is provided with equal opportunities to learn about and experience their culture and that they face no barriers to their learning. Furthermore, it is crucial that diversity in all its forms is a matter for celebration (Centre for Studies on Inclusive Education [CSIE], 2014). In practice, this necessitates practitioners and schools providing a curriculum that allows complete access for all in order that they are able to experience success to the extent of their ability (Mittler, 2000). It is also equally important that children are taught the skills that enable them to remain safe and healthy, to achieve everything that they are able, to make a valuable contribution to society and to attain financial stability in the future (Every Child Matters Green Paper, 2003). Within the EYFS, practitioners are expected to treat every child as being unique, to develop positive relationships with every individual in their care, to create environments which enable them to learn as an individual and as a member of a group whilst acknowledging that every person develops and learns at a different rate but still needs to be provided with activities that cater for their needs (Department for Education, 2012). Conclusion Clearly, there are a number of important elements which contribute towards the education, preparation and training of those who wish to become Early Years educators. It is vital that they have an understanding of the importance of this phase of a child’s education and the responsibility that is commensurate with working to cater for their needs. Prospective Early Years practitioners must be appropriately qualified and have an appreciation of how children learn. They must develop the ability to plan activities which cater for the needs of every child in their care and an ability to utilise different approaches towards teaching and learning. It is important that they are able to communicate with not only the children in the classroom but also their parents and develop positive working relationships with them in order that they feel valued and involved in a partnership towards the education of their child. In the classroom, they must be able to provide support, care and encouragement as well as positive feedback to every child in order that they are able to feel positive about themselves and their learning. It is of the utmost importance that each prospective educator is willing to find out about and cater for the differing cultural needs of those with whom they are dealing and ensure that each individual child and their family feel valued members of the community. They also need to demonstrate the ability to reflect upon their performance, display decision making skills, the ability to be a role model, to lead and support others, instil values within their working environment and work competently to effect change (Whalley et al, 2008 cited in Allen and Whalley, 2010, p. 2). In short, they must demonstrate a willingness to cultivate an understanding of how children develop and learn, how practitioners are able to support and enhance that process as well as nurture and cultivate their beliefs about what education should be for children, and how that vision should be supported (Stewart and Pugh, 2007 cited in Allen and Whalley, 2010, p. 4). References Aldgate, J. (2010) ‘Child Well-Being, Child Development and Family Life.’ in McCauley, C., Rose, W. (Eds) Child Well-Being: Understanding Children’s Lives. London: Jessica Kingsley Publishers pp. 21 – 38 Allen, S., Whalley, M. E. (2010) Supporting Pedagogy and Practice in Early Years Settings. Exeter: Learning Matters Ltd Barnett, W. S. (2008) Preschool Education and its Lasting Effects: Research and Policy Implications. National Institute for Early Education Research Rutgers, The State University of New Jersey Barnes, D. (1976) From Communication to Curriculum. Harmondsworth: Penguin Brown, F. (2006) Playwork: Theory and Practice Buckingham: Open University Press Bruce, T. (1993) ‘The Role of Play in Children’s Lives.’ Childhood Education Vol. 69 #4 Bruce, T. (1991) Time to Play in Early Childhood Education. London: Hodder Stoughton CACHE (2011) ‘CACHE Level 3 Diploma for the Early Years Workforce (Early Years Educator) (QCF).’ Retrieved 20th October 2014 from http://www.cache.org.uk/Qualifications/EYE/Pages/CACHE-Level-3-Diploma-for-the-Early-Years-Workforce-(Early-Years-Educator)-(QCF)-.aspx Centre for Studies on Inclusive Education (2013) ‘What is Inclusion?’ Retrieved on 20th October 2014 from http://www.csie.org.uk/inclusion/what.shtml Department for Education (2012) Statutory Framework for the Early Years Foundation Stage: Setting the standards for learning, development and care for children from birth to five . London: Department for Education Department for Education (n.d.) ‘Get Into Teaching – Basic requirements to become a qualified teacher.’ Retrieved 20th October 2014 from http://www.education.gov.uk/get-into-teaching/apply-for-teacher-training/basic-requirements Department for Education (n.d.a) ‘Get Into Teaching – Professional skills tests for training teachers.’ Retrieved 20th October 2014 from http://www.education.gov.uk/get-into-teaching/apply-for-teacher-training/skills-tests Department for Education (n.d.b) ‘Early Years Evidence Pack.’ Retrieved 20th October 14 from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/180884/DFE-00274-2011.pdf Dunn, J. (1993) Young Children’s Close Relationships: Beyond Attachment. London: Sage Edgington, M. (2004) The Foundation Stage Teacher in Action: Teaching in 3, 4 and 5 Year Olds. (3rd Ed) London: Paul Chapman Elkind, D. (2008) The Power of Play: How Spontaneous, Imaginative Activities Lead to Happier, Healthier Children. Cambridge, MA: De Capo Lifelong Every Child Matters Green Paper (2003) Norwich: The Stationary Office Foundation Years (2014) ‘Entry Requirements for Early Years Educators.’ Retrieved 20th October 2014 from Entry Requirements for Early Years Educators Gov.UK (n.d.) ‘Early years initial teacher training: a guide for providers – overview.’ Retrieved 20th October 2014 from https://www.gov.uk/early-years-initial-teacher-training-a-guide-for-providers House of Commons Children, Schools and Families Committee (2009-10) Training of Teachers Fourth Report of Session 2009-10. London: House of Commons Hurst, V. (1997) Planning for Early Learning. (2nd Ed) London: Paul Chapman Jardine, D. W. (2006) Piaget Education. New York: Peter Lang Publishing Inc John Hopkins University (n.d.) ‘Why is Early Learning important?’ Retrieved 20th October 2014 from http://web.jhu.edu/CSOS/early_learning/ Manning-Morton, J., Thorp, M. (2003) Key Times for Play: The First Three Years. Maidenhead: Open University Press Mathers, S., Ranns, H., Karemaker, A., Moody, A., Sylva, K., Graham, J., Siraj-Blatchford, I. (2011) ‘Evaluation of the Graduate Leader Fund Final Report.’ Retrieved 20th October 2014 from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/197418/DFE-RB144.pdf Meadows, S. (1993) The Child as Thinker. London: Routledge Miller, L. (2010) ‘Professional roles in the early years.’ in Cable, C., Miller, L., Goodliff, G. (Eds) Working with Children in the Early Years Abingdon: Routledge pp. 54 – 62 Mittler, P. (2000) Working Towards Inclusive Education: Social Contexts. London: David Fulton Moore, A. (2000) Teaching and Learning: Pedagogy, Curriculum and Culture. London: Routledge Moyles, J. R., Adams, S. (2001) StEPS: Statements of Entitlements to Play: A Framework for Playful Teaching with 3 – 7 Year-Olds. Buckingham: Open University Press National College for Leadership Teaching (2013) Early Years Educator (Level 3): Qualification Criteria. London: Government Publications National College for Leadership Teaching (2013a) Teachers’ Standards (Early Years). London: Government Publications Ostroff, W. L. (2012) Understanding How Young Children Learn: Bringing the Science of Child Development to the Classroom. Alexandria VA: ASCD Pachler, N., Daly, C. (2011) Key Issues in E-Learning: Research and Practice. London: Continuum International Publishing Group Phillips, D. C., Soltis, J. F. (1998) Perspectives on Learning. (3rd Ed) New York: Teachers College Press Pollard, A., Anderson, J., Maddock, M., Swaffield, S., Warin, J., Warwick, P. (2008) Reflective Teaching. (3rd Ed) London: Continuum Robson, S. (2006) Developing Thinking and Understanding in Young Children. London: Routledge Rose, J., Rogers, S. (2012) The Role of the Adult in Early Years Settings. Maidenhead: Open University Press Russ, S. (2004) Play in Child Development and Psychotherapy New Jersey: Lawrence Erlbaum Associates Sayeed, Z., Guerin, E. (2000) Early Years Play: A Happy Medium for Assessment and Intervention. London: David Fulton Shonkoff, J. P., Phillips, D. (Eds) (2000) From Neurons to Neighbourhoods: The Science of Early Childhood Development. Washington, DC: National Academy Press State of Victoria (2010) Making the most of childhood: the importance of the early years. State of Victoria: Department of Education and Early Childhood Development Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B. (2004) The Effective Provision of Pre-School Education (EPPE) Project: Findings from Pre-school to End of Key Stage 1. Nottingham: DfES Publications Wheeler, H., Connor, J. (2009) Parents, Early Years and Learning: Parents as Partners in the Early Years Foundation Stage Principles into Practice. London: National Children’s Bureau Wood, E. (2004) ‘Developing a Pedagogyv of Play.’ in Anning, A., Cullen, J., Fleer, M. Early Childhood Education: Society and Culture. London: Sage pp. 27 – 38 Wood, E., Attfield, J. (2005) Play, Learning and the Early Childhood Curriculum London: Paul Chapman

International strategy of Coca-Cola Company

International strategy of Coca-Cola Company In this essay we are going to study about the international strategy of Coca-Cola Company using the IR framework for the Indian market. Coca-Cola Company is world known organisation. The growing market around the world mostly depends upon the technologies, knowledge and integration of market, it clearly demonstrates the flow of knowledge, services, goods and capital through different nations and in which creating the competition on a world-wide basis creating an integrated global space is called globalization (Porter, 1986; Albrow, 1997; Friedman, 1999; Gupta et al, 1999). Its a very challenging task for any organisation to move from domestic market or home market to international market, especially for those organisations which are facing saturated market in their home country (Yip, 2003). The process of globalization is interdependence and integration of countries exchanging different trade, culture, outsourcing, capital investment and the growth of the nations relationship. Busine ss systems, knowledge and unification of culture have led to globalization (Daniels and Krug, 2007). Coca-Cola was invented in 1886 by Dr. John Stith Pemberton in Atlanta, Georgia (Palazzini, 1989). The main reasons for the global venture are cheap labour, distribution and transportation, communication and information technology, cultural convergence, increasing disposable of the global middle class, extension of IP rights, reduced trade barriers, privatization programs and development of international standards (Stonehouse et al., 2000;Denton and Al-Shamali, 2000). India was rated the top international investment opportunity among 30 emerging markets for mass merchant and food retailers looking to expand globally (Business Credit, 2006).. After losing the Indian market previously the company re-entered in the Indian market in 1993 and now have 7000 distributors and more than 1.3 million retailers in Indian market. Today the Coca-Cola Company is the leading non-alcoholic beverage company with ten different products. Coca-Cola Company is now the largest distributor, manufacturer, mar keter of non-alcoholic beverage concentrates and syrup which operate in around 200 countries (coca-cola, 2010). If its international venture is successful then the brand name and the brand value increases for the company. Literature review: A Company operating internationally faces two forces of pressure of local responsiveness and pressure of global integration (Daniels et al, 2009). In 1987 Prahlad and Doz came with a IR framework on internationalization, their IR framework created a big platform for the study on global business which helps to form an international strategy that has multi dimensional contextual setting. IR framework has limitations for the global industrial competition specified only for the first stage, vagueness in the concept that defines the bond between industry forces and finally lack of proof for supporting the framework (Rugman et al, 2006). Bartlett and Ghoshal (2008) further studied and came with some additions in IR framework and came up with 4 strategies that are international, global, transitional and multi-domestic approaches to the foreign market. The Global Strategy adopted by Coca-Cola can be critically analyzed using the IR (Integration/ Responsive) framework proposed by Bartlett, Gh oshal and Beamish (2008) and Hill(2009). The global standardization products and services focus on huge profit, but they compromise on their products price. The marketing research, production and research are done in precise regions with some certain standard and it is sold globally. So those type of products face a huge pressure in reducing the price according to the place where it is sold for example Intel, a chip company (Hill, 2009). According to Bartlett and Ghoshal (2002), a solution for the cross border business is Transnational, which is considered as the important approach for the international market. The transnational strategy gives a lot of pressure to the company for cost reduction and local responsiveness. This could be achieved by transferring the precise skills and expectations of the company from the home country to the needs of the foreign country, where they compete with the local market with reduced price for example Caterpillar (Hill, 2009). Entry Modes: Every organisation looks for the opportunity to expand their business across borders, and finding the appropriate entry mode is an intricate task for international business. Different organisation chose different entry modes, to control foreign operation with strategic decision making and which are compatible with the laws of government and culture of the country. There are various modes for entering in the international market like exporting, licensing, franchising, joint ventures with the host country firm, acquisition, and wholly owned new subsidiary in the foreign Country (Hill, 2009). Joint Venture: it is one of the method of entering and sharing of ownership between two or more firms. The percentage of the ownership varies according to the organisations. The firms holding majority of share will have a tight control on the strategy (Hill, 2009). International joint venture benefits the firm from the use of local market knowledge of the host country, culture, competitiveness, legal and political system and development. From International Joint Venture the risk can also be shared with the local partner. Joint Venture has disadvantages also when a firm enters into a joint venture it risk giving control of the technology to its partners. Another disadvantage is if the share of joint venture is not that high or 50-50% then it does not give a firm the tight control over subsidiaries that it might need to realize experience curve or location economies (Hill, 2009). Used by PepsiCo to enter in the Indian Market. Acquisition: it is another method of entering into the international market by acquiring or buying and combination of different companies that can aid, finance, or help a company in a given industry without creating a new business entity (Hill. 2009). Used by Coca-Cola to enter Indian market. It is important for the organisation to consider factors such as the nations long run profit potential, the economic benefits of that country, the market size, and purchasing power of consumers and customers which is linked to the economic growth rate when entering in the market (Hill, 2009). Global Strategy of COCA-COLA: (Zhang, 2010) Indian market is one of the major developing economies in the world. The Indian economy is one of the worlds fastest growing, with gross domestic product (GDP) expanding at an average annual rate of about 7.5 percent for the past three years (Choi, 2006; The Economist, 2006) and the retail market expanding 10 percent on average (Business Credit, 2006) (anon). The Indian retail market, an estimated $250 billion annually, is the worlds eighth largest market and is projected to grow by more than 7 percent annually (Embassy of India, 2007-Cited in Halepete, 2008). The Coca-Cola Company is mentioned as a global company with global products and global activities. In 1980 the company was moving towards centralised control. At that time the motive of the company are to be global in order to expand geographical wise into many of the countries in which the company does business today. In 1990 the world began to start smaller and smaller as a town for the global companies. Globalisation forced changes to appear so fast that many countries could hardly manage the new global environment. As a result, the very forces that were making the world more connected and homogeneous were simultaneously triggering and preservation of unique culture identity. The world is demanding greater flexibility, responsiveness, local sensitivity, nimbleness, speed, transparency and local sensitivity had become essential to success (Draft, 2000). Coca-Cola Company sees itself not as a global organization, but as a multi-local enterprise (Svensson, 2001). Coca-Cola Company historical strength came from operating as a multi-local business that for a very long time relies mostly on the insight of local bottling partners. Thats why the global strategy of coca-cola allows its business in more than 200 countries to act according for local laws, local culture, and local needs and so on. Coca-Cola pursues an assumed global strategy, allowing for differences in packaging, distribution, and media that are important to a particular country or geographical area. Hence, the global strategy is localized through a specific geographic marketing plan. Instead of applying a global strategy, it is likely to be a strategy of thinking globally, but acting locally. The global success of Coca-Cola is the direct result of people drinking it one bottle at the time in their own local communities. So we are placing responsibility and accountability in the hands of our colleagues who are closest to those billions of individual sales (Draft, 2000). This signifie s that if their local colleagues develop an idea or a strategy that is the right thing to do locally, and it fits within fundamental values, policies, and standards of integrity and quality of the Coca-Cola Company, then they have the authority and responsibility to do so. At the same time, they will be accountable for the outcomes of the idea or strategy. It is apparent that a company such as the Coca-Cola Company has realized the weaknesses and the deficiencies of applying a genuine or true global strategy approach in their worldwide business activities. To be in high favour of local ultimate consumer adaptations is emphasized as crucial for their business activities to be prosperous. Therefore, their multi-local strategy approach is still going strong and adequately for the companys worldwide business activities. In addition Gould (1995) states that coca-cola has become a part of peoples daily meal, a price at which anyone can buy and it is available to people in any part of the world. The IR framework has been used to critically analyse the global strategy of Coca-Cola. COCA-COLA COMPANY saw that there is an opportunity in Asian market and their home market situation is saturated. COCA-COLA COMPANY decided to re-enter in the Indian market in 1993. Indian government plays a major role in every international company and had a law that any international company have to become a partner in Indian market with an Indian company. To overcome this problem COCA-COLA COMPANY acquisition of local Indian popular brands including the THUMS UP (the most trusted brand in India), Mazza, Gold Sport, Citra and Limca providing a good base not only in bottling, manufacturing and di stribution assets but also very good strong consumer preference(Kaul, 2003). From this acquisition the leading Indian brands join the family of global brand and its products like coca-cola, diet coke and others. From this acquisition Coca-Cola enables to exploit the benefits global branding and global trends in taste while also tapping in other domestic markets (Lane, 1998). Coca-Cola adopted the standardisation strategy to produce and sell its standardised products globally (Rodrigues, 2009). Coca-Cola Company do franchise with the local manufacturing bottling companies through which they have a local response and local touch. In India COCA-COLA COMPANY have 46 bottling plants from which 22 are company own and rest are the franchise operated plant (Coca-Cola, 2010). After re-entering the Indian market in 1993 the COCA-COLA COMPANY operations grown rapidly through a model that supports local business which includes over 1.3 million retailers and over 7000 distributors across the country. Coca-cola has been successful in the global market as well as Indian market because it follows the local strategies and is able to deliver as per the needs of the local people by manufacturing and distribution by the local company (Hill, 2009). In manufacturing the product the water which is used is local from which the customers get the local taste. The company have an approach where in, their business does not get influenced by the area of sales. Rodrigues (2009), states that Coca-Cola pursues the global strategy of producing diverse products as per the local culture. For instance in India people prefer sweeter coke. Also Coca-Cola launched Georgia, a canned coffee specially intended for Indian market which captured 40% of the market soon after its launch (Hill, 2009). According to Cokecce.com (2007), Coca-Cola trains their managers in their management school, to make them aware of the global perspective of their operations. This picture is to explain the process from the production and manufacturing to the consumers. Marketing is one of the back bones of any global industry in any country. As to stay in the market ahead from the competitors, marketing plays the major role in Indian market for soft drinks. The post- liberalization period in India saw the comeback of Cola but Pepsi(one of the major competitor India) had already beaten Coca-Cola to the punch, creatively entering the market in the 1980s in advance of the liberalization by the way of joint venture. Coca-Cola Company benefited from Pepsi creating demand and developing the market for soft drinks. (Kaul, 2004) Coca-Cola Company marketing strategy is based on 3 As that are Availability, Affordability and Acceptability. The first A is for availability of the product to the customers. The second A is for affordability is for pricing and the third A is for acceptability which stands convincing the customer to buy the product. In 2001 Coca-Cola CEO Douglas Daft set the new direction for next generation of success for global brand with a Think global, act local mantra. Recognizing that a single global strategy or single global campaign wouldnt work, locally relevant executions became an increasingly important element of supporting Cokes global brand strategy. Coca-Cola Company re-examined its approach in an attempt to gain leadership in the Indian market and capitalize on significant growth potential in the rural markets. The foundation the new strategy grounded brand positioning and marketing communications in consumer insight, acknowledging that urban versus rural India were two distinct markets on a variety of important dimensions. (Kaul, 2004) In rural market, where both the soft drink category and individual brands were undeveloped, the task was to broaden the brand positioning while in urban markets, with higher category and brand development, the task was to broaden the brand positioning while in urb an markets, with higher category and brand development, the task to narrow the brand positioning focusing on differentiation through offering unique and compelling value. (Kaul, 2004) Coca-Cola used two different marketing strategies for each urban and rural market. The first marketing life ho to aisi means life as it should be for urban market and the other was thanda matlab coca cola which means cool or cold is coca cola which hit the rural target very highly and gain the market very efficiently because the 96% of the population are in rural and developing cities. Coca-Cola Company reduced its rate for the rural market by providing 200ml bottle so that those customers and consumers whose wages are not so high can also have it. (Kaul, 2004) At the same time, Coke invested in distribution infrastructure to effectively serve a disbursed population and doubled the number of retail outlets in rural areas from 80,000 in 2001 to 160,000 in 2003, increasing market penetration from 13 to 25%. As a result of the marketing campaign, Coca-Cola won Advertiser of the year and Campaign of the year 2003. (Kaul, 2004) Swot analysis of Coca-Cola Company: Strengths: The brand image of coca-cola is very strong around the world and have a strong brand portfolio. Cola-cola brand value was increased by 2% from 2007 to 2008 and it is $66,667 million. Coca-Cola owned top five brands of soft drinks market around the world. Strong brand image allows the company to introduce new flavours in the market like vanilla coke, cherry coke and coke with lemon. The companys strong brand image facilitates customers recall and allows company to penetrate new markets while holding the old ones. Coca-cola Company offers more than 3000 products across the world. Coca-cola Company is running business in more than 200 countries in the world which provide it a strong global image. Due to the strong business model across the world company is able to generate significant cash flows up to $50 million a day. (Data Monitors, 2009) Weakness: Pension assets effect the company liquidity position of the company due to financial market volatility. Coca-cola Company is very mature having significantly more pensioners than active participating members. (Data Monitors, 2009) Opportunity: Globally the non alcoholic ready to drink market is increasing by 6% every year for the next 12 years. (Data monitors, 2009). This project growth is due to the increase in middle-class consumers and fast growing urban societies expected to form in the future. The company can capture this growth with innovative new products with old products. (Data Monitors, 2009) Threats: Coca-Cola Company is largely dependent on the bottling partners across the world. Approximately 78% of its worldwide production was produced and distributed by its bolting partners in 2008. Due to independent bottling partner companies make their own business decision that may not always align with Cola-Cola Company interest. Many of its bottling partners have a right to manufacture or distribute certain products of other beverage companies. In soft drink market there is intense competition and one of the major global competitors of Coca-Cola Company is PepsiCo. Competitive factors impacting companys business include advertising, product innovation, sales promotion programs, brand and trademark development and pricing. Decline in the market share of the home country which means the consumers have started to look for greater variety in their drinks and are becoming health conscious. Other major threat for the soft drink companies is reducing level of water for which the government and WHO is forcing the companies to reduce the level of water used in manufacturing the products. (Data Monitors, 2009) Competitor Analysis: The one of the major competitor in India and in global market is Pepsi. Pepsi entered in the India market in 1980s through joint venture. As early as 1985, Pepsi tried to gain entry into India and finally succeeded with Pepsi foods limited project in 1988 as a joint venture of PepsiCo, Punjab government owned Punjab agro industrial corporation (PAIC) and Voltas India limited (Singh, 1997). Pepsi was marketed and sold to Lehar Pepsi until 1991 when the use of foreign brands was allowed under the new economic policy and Pepsi ultimately bought out its partners becoming a fully owned subsidiary and ending the joint venture relationship in 1994. While the joint venture was only marginally successful in its own right, it allowed Pepsi to gain precious early experience with the Indian market and also served as an introduction of the Pepsi brand to the Indian market and also served as an introduction of the Pepsi brand to the Indian consumer such that it was well poised to reap the benefits when liberalization came (Kaul, 2004). SWOT analysis of PEPSICO: Strengths: The PepsiCo brand is figured at the 27th position in the top 100 global brand rankings of Business Week. The brand value of PepsiCo is $13,249 million in 2008. PepsiCo owns 18 mega brands which are recognise globally and generate annual sales of $1 billion each. In some countries PepsiCo is allowed to manufacture, sell and distribute soft drink products other than PepsiCo, including Dr Pepper and Squirt. PepsiCo have a strong manufacturing and distribution channel having 591 facilities till the end of 2008 and half of it is in USA and Canada. (Data Monitors, 2008) Weakness: The company operates 74.4% of its revenue from its home country USA and the USA market for soft drinks is decreasing. The net profit margin of the company is reduced by 3.9% as compare for the last year. The weak operational growth of the company will affect its future growth plan and can affect the investor confidence. (Data Monitors, 2008) Opportunities: Bottled water is one the fastest growing market globally. PepsiCo has the leading manufacturer and distributor in this market and can capture more market by developing new brands and making better the existing ones. PepsiCo made significant acquisition including two of the other Pepsi bottlers in which one is the eight largest Pepsi bottler in the Pepsi Bottling Group from which they are reducing the partners power slowly. (Data Monitors, 2008) Threats: PepsiCo is facing problem in the home country from where the company is generating the maximum revenue. The consumers are becoming more health conscious. The company is facing intense competition from its competitors mainly the Coca-Cola Company which is one of the major competitors globally. Competitive factors impacting companys business include advertising, product innovation, sales promotion programs, brand and trademark development and pricing. There are new laws from government and World Health Organisation(WHO) to reduce the usage for water in the manufacturing and for labelling, employment, and recycling and product safety. Conclusion: By using the IR framework tool it is evident that Coca-Cola is a global company and doing business in more than 200 countries with a global strategy and a local response. It entered in Indian market due to saturation in the home country market and the growing economies of India. Coca-Cola Company entered the Indian market by acquisition entry method by acquiring Local soft drinks brand like Thumsup, Limca from which gain knowledge about the country soft drink market. The company captured the Indian market majorly through marketing and targeting the rural market which contains the 96% of the population. The company use three A strategy to be to gain more market share. In Indian market Coca-Cola have 46 bottling plants some of them is owned and others are in partnership from which they share the risk, 1.3 million retailers and over 7000 distributors which gives the company a strong base. Business Credit (2006), India tops annual list of most attractive countries for international retail expansion, Business Credit, Vol. 107 No. 7, p. 72. Choi, A. (2006), Eyeing Indias riches: as barriers come down, luxury brands go slow, WWD, March 13. Broken commitments: The case of Pepsi in India. Kavaljit Singh, PIRG Update, May 1997. Interview with Nymph Kaul, 9/20/04 Halepete, J., Iyer, S., and Park, C., S., 2008. Wal-Mart in India: a success or failure: International Journal of Retail and Distribution Management, 36(9), pp.701-713 Zhang, M., 2010, International Business Management, Nottingham, Nottingham Trent University Kaul, Nymph. Rai University, Coca-Cola India. Keller, Kevin Lane. Strategic Brand Management. Prentice Hall, 1998 Svensson, G., 2001 Glocalization of business activities: a glocal strategy management decision 39/1 pp. 6-18. Kaul, Nymph. Interview of Sanjiv Gupta, President and CEO of Coca-Cola India, June 2004. Gupta, A. K., Govindarajan, V., Malhotra, A. (1999). FEEDBACK-SEEKING BEHAVIOR WITHIN MULTINATIONAL CORPORATIONS. Strategic Management Journal , 205-222. Rugman, A. M., Collinson, S and Hodgetts, R. M. (2006). International Business. Financial Times Management; 4th Revised edition edition Bartlett, C., S. Ghoshal, and P. Beamish. 2008. Transnational Management. New York: McGraw-Hill Irwin.

The Hamlet Paradigm Essay -- English Literature Essays

The Hamlet Paradigm Central Question of the Play How does an individual react when he develops an obsession with destroying the powerful force ruling his country, yet risks experiencing psychological estrangement, occurring at multiple levels within himself, if he attempts to destroy that force? This is the central question that Shakespeare explores in his play Hamlet, which is a character study of an individual harboring just such an obsession, entailing just such a risk. Introduction That Hamlet is obsessed with destroying the powerful force ruling his country (Claudius) is plainly evident in the play. But while this obsession initiates Hamlet’s behavior, it is his additional realization, that he risks psychological estrangement occurring on multiple levels as a result of trying to carry out his obsession, that shapes his behavior into the form that the audience sees, one that seems bizarre and incomprehensible. The Nature of Hamlet’s Obsession The reasons for Hamlet’s obsession with exacting revenge against Claudius are fairly straightforward. The ghost of Hamlet Sr. informed Hamlet that Claudius killed Hamlet Sr. and thus usurped him from his throne. In doing so, he emasculated Hamlet by robbing him of his central role model of masculinity, namely his father. He also committed the moral and political sin of regicide, and the familial sin of killing his brother and subsequently sleeping with his wife. Claudius also deprived Hamlet of his rightful kingship, since Hamlet was second in line after Hamlet Sr. In addition, Hamlet now knows that his love of his mother is corrupted since she is affectionate towards his emasculating enemy. The Nature of Hamlet’s Risk of Psychological Estrangement In attempting to kill Claudius, Hamlet risks enduring estrangement occurring within his self at multiple psychological levels. There are primarily five such levels of estrangement: 1. Religious estrangement: Hamlet feels self-actualized from following basic religious principles of living. This is shown by his lamentation that the everlasting had fixed his cannon against self-slaughter, thus preventing Hamlet from committing suicide at a time when he felt like doing so. If Hamlet were to kill Claudius, he would be violating a central religious principle against murdering another human being. This would make him feel guilt at having violat... ...esire to extract revenge against Claudius, is also actively looking for ways to relieve himself of the psychological pain that harboring his obsession causes him, even if seeking psychological refuge in such ways might mean giving up on the endeavor altogether. 11) That Hamlet’s awareness, of the high risk of personal estrangement that he faces from his endeavor to extract revenge, is for him a source of great stress. 12) That the ignorance of his people of Claudius’ crime and their discomfort at knowing it may cause them to commit the morally double-standard act of rejecting Hamlet and supporting Claudius. 13) That despite his fear of rejection by his countrymen, Hamlet still has the capacity to take out on them the anger he feels against them for potentially or actually committing this double-standard act. Virtually every scene or element in the play relates to these themes. In other words, the purpose of Hamlet is simply to delineate and comment upon an individual’s psychological response to feeling the rare type of obsession that Hamlet feels in the play.. The above themes are phenomena associated with that response, or with Shakespeare’s model of that response.

The Importance of Adequate Carbohydrate Consumption Essay -- Health Nu

The Importance of Adequate Carbohydrate Consumption Severely restricting carbohydrates is not healthy and offers little advantages in terms of fat loss. Consumers of low carbohydrate products are often deceived into believing all low carbohydrate products are better for their health. However, usually when a product claims to have a low amount of carbohydrates, it fails to mention the increase of fats and proteins the product gains to compensate for the lost carbohydrates. In reality low carbohydrate diets increase health risks and give dieters false hopes. Carbohydrates are significant in supplying energy to the body’s needs. Through plenty of carbohydrates, especially for active people and athletes, the body is able to use its’ adequate amounts of energy efficiently. The brain and body prefer to use glucose, a product of the digestion of carbohydrates, as an energy source. Therefore, the severe reduction of carbohydrates has many negative effects on the body. By eating only protein and fats the body will go into starvation mode. In the absence of a sufficient amount of carbohydrates the body is forced to use stored blood sugar from the liver and muscles. This process results in an initial protein tissue loss and urinary loss of electrolytes. Protein tissues, muscles, are mostly composed of water; consequently, the elimination of carbohydrates in the body causes the body to start to undergo a process known as ketosis. With this large amount of water loss, it appears that the body is rapidly losing an abundant amount of weight. Although appealing to the dieter, this rapid weight loss from decreased carbohydrates can pose a variety of health risks. Because of the decreased amount of carbohydrate... ...nd after intense physical activity, the body is able to maintain a balanced level of carbohydrate sources and perform better. The strict limitation of carbohydrates in a diet may appear to give the desired result of weight loss, but actually brings many health risks. Instead, carbohydrates help to reduce health risks, and also provide your body with key sources of energy. Not only are carbohydrates the main source of energy for the body, but they also create fiber which helps the body’s organs to function properly. The consumption of carbohydrates is important for normal functions of the body, but especially for the performance of an athlete. In order for maximum athletic performance, a large amount of carbohydrates must be consumed throughout the period of a workout. Overall the right amount of carbohydrates and exercise are necessary for a healthy diet.

Coral Reefs Essay -- Environment, Global Degradation

Coral reefs have been undergoing global degradation due to increasing natural and anthropogenic impacts for at least the last half-century. The intensity and frequency of stressors, including global climate change, have rapidly increased in number over recent years (Hughes & Connell 1999; Hoegh-Guldberg et al. 2007; Pandolfi et al. 2011). Frequent disturbances such as hurricanes/cyclones, predation outbreaks, diseases and mass bleaching events eat-away at the percent of living coral cover and without recovery, the available space is colonized by sponges, soft corals, and macroalgae. These alternative organisms are often competitive dominants in less than ideal conditions (Norstrà ¶m et al. 2009). The transition is termed a phase-shift from a coral-dominated landscape to one that is dominated by other benthic organisms. Phase-shifts are also often associated with low-herbivory (from disease and/or overfishing) and nutrient enrichment (from run-off and coastal eutrophication)(see Re lative Dominance Model in Littler et al. 2006; 2009). The resilience of particular coral species to recover and/or resist disturbance and subsequent phase-shifts may be indicative of which coral reefs are more or less imperiled. Macroalgae are frequently the competitive dominant driving phase-shifts, thus â€Å"coral-macroalgal phase-shifts† is widely used to describe unusually low-levels of coral cover and a persistent state of high macroalgal cover. There have been a number of studies and reviews describing the negative effects of macroalgae and phase-shifts on coral reefs (Done 1992; Hughes & Connell 1999; Hughes et al. 2003; Hughes et al. 2007; McCook et al. 2001; McManus & Polsenberg 2004; Birrell et al. 2008; Bruno et al. 2009). Potential competitive... ...(SML) microbial samples were collected in Belize, the Florida Keys, and St. Thomas U.S.V.I. along interaction gradients between two ubiquitous Caribbean corals (Montastraea faveolata and Porites astreoides), and their interaction with foliose brown macroalgae (Dictyota menstrualis), and calcareous green macroalgae (Halimeda opuntia). These macroalgae were chosen because they are known to reduce coral growth rates, increase coral tissue mortality, and produce potent allelochemicals that are active against coral reef microorganisms (Ballantine et al. 1987; Lirman 2001; Beach et al. 2003; Rashar & Hay 2010; Morrow et al. 2011). We show that macroalgae can shift M. faveolata microbial assemblages more readily than P. astreoides. We also found that coral microbial assemablages of both species were less stable in Florida than at Belize or St. Thomas sampling sites.