Supply Chain Case Study free essay sample

What makes the procurement of services different from that of the purchase of goods and materials? The basic difference between the purchase of services and goods is that, the services requires more professional knowledge and experience to evaluate its performance. The goods has a fixed standard which can be measured. Services as a peoples business is more complicated to analyze, particularly for supply department.Furthermore, for evaluating and Improving the final purpose which Is Increasing the customer value, letting different function departments to do their experts will also make It easy to get feedback and Improve their effective and efficiency. After all, letting the people who did it to improve himself is more reasonable. 2. Define alternative services, or additional ones, that could be purchased by the hotel. The definition of alternative services should follow the companys strategy.In this case, the definition of alternative services can be defined as the services or goods which can increase the companys core competencies. We will write a custom essay sample on Supply Chain Case Study or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page That will lead to the final purpose which is increasing the customer value. . Do you thinks centralized purchasing department is a logical way to increase purchasing efficiencies? Is It an advantage to have the purchasing department manage service purchases? From one point of view, the essence of management is to balance the contradiction. That is to say, there are some contradictions we cannot solve, and we do not have to solve. I do not agree with letting the purchasing department manage service purchases. On the purchasing departments position, a centralized purchasing department is a logical way to increase purchasing efficiencies. But, on there function departments position, it may cause the problem. On the companys position, I do not want to take a risk Just for a purpose which Is reducing the cost, particularly based on this situation. Our company has already got the advantage In competition. How about just waiting for other competitors movement and taking the second-move advantage? ) 4. In Table 1, the Supplier Selection and Evaluation Matrix for purchasing goods is illustrated. The same criteria and techniques are being used to purchase services at the Sunny Hotel. Do you think that some other distinctive criteria for the supplier election and evaluation of service purchases are needed? If yes, please briefly define them.How would you present them to the company as a consultant? I want to change the Supplier Selection and Evaluation Matrix a little bit. First, I will separate the Trust and set it as a precondition. If I cannot trust, it will be no necessary to trade. Next, I will add quality, order system and cycle time and location to the Supplier Selection and Evaluation Matrix. System and cycle time means how easy I can book an order and how long I can get a response from my order. Location means the geographic distance.

Alternative Approaches to the Treatment of Diabetes essays

Alternative Approaches to the Treatment of Diabetes essays Alternative Approaches to the Treatment of Diabetes Diabetes is a general term for a disease caused by defective carbohydrate metabolism and characterized by abnormally large amounts of sugar in the blood and urine. Diabetes is usually classified into two types. Type I or insulin-dependent diabetes, formerly called juvenile-onset, usually occurs in children and young adults; and, Type II, or non-insulin dependent diabetes (formerly called adult-onset diabetes) is found in persons over 40 years old and progresses slowly (Funk and Wagnalls 183). Diabetes is considered a group of disorders with multiple causes, rather than a single disorder. The human pancreas secretes a hormone called insulin that promotes the entry of sugar glucose into all tissues of the body, providing energy for bodily activities. In a person with diabetes, however, the entry of glucose is impaired, either as a result of deficiency in the amount of insulin produced or of a blocking of the action of the insulin. Consequently, sugar builds up in the blood and is discharged in the urine. In a Type I diabetic, the problem is almost always a severe or total reduction in insulin production. In Type II diabetes, the pancreas often makes a considerable quantity of insulin, but the hormone is unable to promote the entry of glucose into tissues (Funk and Wagnalls 183). There are many short and long-term complications from diabetes. If untreated Type 1 diabetes can be quickly fatal. It is accompanied by nausea, excessive thirst, frequent urination, extreme weakness, abdominal pain, and rapid deep breathing. Failure to respond with injections of insulin can result in a diabetic coma, or death (Medical Advisor 319). Long-term complications of diabetes include damage to the eyes, nervous system, kidneys, and cardiovascular and circulatory systems, as well as weakening of the bodies overall resistance to infection. Complications from diabetes are the pri...

The 21 Hardest ACT Math Questions Ever

The 21 Hardest ACT Math Questions Ever SAT / ACT Prep Online Guides and Tips You’ve studied and now you’re geared up for the ACT math section (whoo!). But are you ready to take on the most challenging math questions the ACT has to offer? Do you want to know exactly why these questions are so hard and how best to go about solving them? If you’ve got your heart set on that perfect score (or you’re just really curious to see what the most difficult questions will be), then this is the guide for you. We’ve put together what we believe to be the most 21 most difficult questions the ACT has given to students in the past 10 years, with strategies and answer explanations for each. These are all real ACT math questions, so understanding and studying them is one of the best ways to improve your current ACT score and knock it out of the park on test day. Brief Overview of the ACT Math Section Like all topic sections on the ACT, the ACT math section is one complete section that you will take all at once. It will always be the second section on the test and you will have 60 minutes to completed 60 questions. The ACT arranges its questions in order of ascending difficulty.As a general rule of thumb, questions 1-20 will be considered â€Å"easy,† questions 21-40 will be considered â€Å"medium-difficulty,† and questions 41-60 will be considered â€Å"difficult.† The way the ACT classifies â€Å"easy† and â€Å"difficult† is by how long it takes the average student to solve a problem as well as the percentage of students who answer the question correctly. The faster and more accurately the average student solves a problem, the â€Å"easier† it is. The longer it takes to solve a problem and the fewer people who answer it correctly, the more â€Å"difficult† the problem. (Note: we put the words â€Å"easy† and â€Å"difficult† in quotes for a reason- everyone has different areas of math strength and weakness, so not everyone will consider an â€Å"easy† question easy or a â€Å"difficult† question difficult. These categories are averaged across many students for a reason and not every student will fit into this exact mold.) All that being said, with very few exceptions, the most difficult ACT math problems will be clustered in the far end of the test. Besides just their placement on the test, these questions share a few other commonalities. We'll take a look at example questions and how to solve them and at what these types of questions have in common, in just a moment. But First: Should YouBe Focusing on the Hardest Math Questions Right Now? If you’re just getting started in your study prep, definitely stop and make some time to take a full practice test to gauge your current score level and percentile. The absolute best way to assess your current level is to simply take the ACT as if it were real, keeping strict timing and working straight through (we know- not the most thrilling way to spend four hours, but it will help tremendously in the long run). So print off one of the free ACT practice tests available online and then sit down to take it all at once. Once you’ve got a good idea of your current level and percentile ranking, you can set milestones and goals for your ultimate ACT score. If you’re currently scoring in the 0-16 or 17-24 range, your best best is to first check out our guides on using the key math strategies of plugging in numbers and plugging in answers to help get your score up to where you want it to. Only once you've practiced and successfully improved your scores on questions 1-40 should you start in trying to tackle the most difficult math problems on the test. If, however, you are already scoring a 25 or above and want to test your mettle for the real ACT, then definitely proceed to the rest of this guide. If you’re aiming for perfect (or close to), then you’ll need to know what the most difficult ACT math questions look like and how to solve them. And luckily, that’s exactly what we’re here for. Ready, set... 21 Hardest ACT Math Questions Now that you're positive that you should be trying out these difficult math questions, let’s get right to it! The answers to these questions are in a separate section below, so you can go through them all at once without getting spoiled. #1: #2: #3: #4: #5: #6: #7: #8: #9: #10: #11: #12: #13: #14: #15: #16: #17: #18: #19: #20: #21: Disappointed with your ACT scores? Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Answers: 1. K, 2. E, 3. J, 4. K, 5. B, 6. H, 7. A, 8. J, 9. F, 10. E, 11. D, 12. F, 13. D, 14. F, 15. C, 16. C, 17. D, 18. G, 19. H, 20. A, 21. K Answer Explanations #1: The equation we are given ($−at^2+bt+c$) is a parabola and we are told to describe what happens when we change c (the y-intercept). From what we know about functions and function translations, we know that changing the value of c will shift the entire parabola upwards or downwards, which will change not only the y-intercept (in this case called the "h intercept"), but also the maximum height of the parabola as well as its x-intercept (in this case called the t intercept). You can see this in action when we raise the value of the y-intercept of our parabola. Options I, II, and III are all correct. Our final answer is K, I, II, and III #2: First let us set up the equation we are told- that the product of $c$ and $3$ is $b$. $3c=b$ Now we must isolate c so that we can add its value to 3. $3c=b$ $c=b/3$ Finally, let us add this value to 3. $c+3={b/3}+3$ Our final answer is E, $b/3+3$ [Note: Because this problem uses variables in both the problem and in the answer choices- a key feature of a PIN question- you can always use the strategy of plugging in numbers to solve the question.] #3: Because this question uses variables in both the problem and in the answer choices, you can always use PIN to solve it. Simply assign a value for x and then find the corresponding answer in the answer choices. For this explanation, however, we’ll be using algebra. First, distribute out one of your x’s in the denominator. ${x+1}/{(x)(x^2−1)}$ Now we can see that the $(x^2−1)$ can be further factored. ${x+1}/{(x)(x−1)(x+1)}$ We now have two expressions of $(x+1)$, one on the numerator and one on the denominator, which means we can cancel them out and simply put 1 in the numerator. $1/{x(x−1)}$ And once we distribute the x back in the denominator, we will have: $1/{x^2−x}$ Our final answer is J, $1/{x^2−x}$. #4: Before doing anything else, make sure you convert all your measurements into the same scale. Because we are working mainly with inches, convert the table with a 3 foot diameter into a table with a $(3)(12)=(36)$ inch diameter. Now, we know that the tablecloth must hang an additional $5+1$ inches on every side, so our full length of the tablecloth, in any straight line, will be: $1+5+36+5+1=48$ inches. Our final answer is K, 48. #5: The position of the a values (in front of the sine and cosine) means that they determine the amplitude (height) of the graphs. The larger the a value, the taller the amplitude. Since each graph has a height larger than 0, we can eliminate answer choices C, D, and E. Because $y_1$ is taller than $y_2$, it means that $y_1$ will have the larger amplitude. The $y_1$ graph has an amplitude of $a_1$ and the $y_2$ graph has an amplitude of $a_2$, which means that $a_1$ will be larger than $a_2$. Our final answer is B, $0 a_2 a_1$. #6: If you remember your trigonometry shortcuts, you know that $1−{cos^2}x+{cos^2}x=1$. This means, then, that ${sin^2}x=1−{cos^2}x$ (and that ${cos^2}x=1−{sin^2}x$). So we can replace our $1−{cos^2}x$ in our first numerator with ${sin^2}x$. We can also replace our $1−{sin^2}x$ in our second numerator with ${cos^2}x$. Now our expression will look like this: ${√{sin^2}x}/{sinx}+{√{cos^2}x}/{cosx}$ We also know that the square root of a value squared will cancel out to be the original value alone (for example,$√{2^2}=2$), so our expression will end up as: $={sinx}/{sinx}+{cosx}/{cosx}$ Or, in other words: $=1+1$ $=2$ Our final answer is H, 2. #7: We know from working with nested functions that we must work inside out. So we must use the equation for the function g(x) as our input value for function $f(x)$. $f(g(x))=7x+b$ Now we know that this function passes through coordinates (4, 6), so let us replace our x and y values for these givens. (Remember: the name of the function- in this case $f(g(x))$- acts as our y value). $6=7(4)+b$ $36=7(4)+b$ $36=28+b$ $8=b$ Our final answer is A, b=8. #8: If you’ve brushed up on your log basics, you know that $log_b(m/n)=log_b(m)−log_b(n)$. This means that we can work this backwards and convert our first expression into: $log_2(24)-log_2(3)=log_2(24/3)$ $=log_2(8)$ We also know that a log is essentially asking: "To what power does the base need to raised in order to achieve this certain value?" In this particular case, we are asking: "To which power must 2 be raised to equal 8?" To which the answer is 3. $(2^3=8)$, so $log_2(8)=3$ Now this expression is equal to $log_5(x)$, which means that we must also raise our 5 to the power of 3 in order to achieve x. So: $3=log_5(x)$ $5^3=x$ $125=x$ Our final answer is J, 125. #9: Once we’ve slogged through the text of this question, we can see that we are essentially being asked to find the largest value of the square root of the sum of the squares of our coordinate points $√(x^2+y^2)$. So let us estimate what the coordinate points are of our $z$s. Because we are working with squares, negatives are not a factor- we are looking for whichever point has the largest combination of coordinate point, since a negative square will be a positive. At a glance, the two points with the largest coordinates are $z_1$ and $z_5$. Let us estimate and say that $z_1$ looks to be close to coordinates $(-4, 5)$, which would give us a modulus value of: $√{−4^2+5^2}$ $√{16+25}$ 6.4 Point $z_5$ looks to be a similar distance along the x-axis in the opposite direction, but is considerably lower than point $z_1$. This would probably put it around $(4, 2)$, which would give us a modulus value of: $√{4^2+2^2}$ $√{16+4}$ 4.5 The larger (and indeed largest) modulus value is at point $z_1$ Our final answer is F, $z_1$. #10: For a problem like this, you may not know what a rational number is, but you may still be able to solve it just by looking at whatever answer seems to fit with the others the least. Answer choices A, B, C, and D all produce non-integer values when we take their square root, but answer choice E is the exception. $√{64/49}$ Becomes: $√{64}/√{49}$ $8/7$ A rational number is any number that can be expressed as the fraction of two integers, and this is the only option that fits the definition. Or, if you don’t know what a rational number is, you can simply see that this is the only answer that produces integer values once we have taken the root, which makes it stand out from the crowd. Our final answer is E, $√{64/49}$ #11: Because we are working with numbers in the triple digits, our numbers with at least one 0 will have that 0 in either the units digit or the tens digit (or both, though they will only be counted once). We know that our numbers are inclusive, so our first number will be 100, and will include every number from 100 though 109. That gives us 10 numbers so far. From here, we can see that the first 10 numbers of 200, 300, 400, 500, 600, 700, 800, and 900 will be included as well, giving us a total of: $10*9$ 90 so far. Now we also must include every number that ends in 0. For the first 100 (not including 100, which we have already counted!), we would have: 110, 120, 130, 140, 150, 160, 170, 180, 190 This gives us 9 more numbers, which we can also expand to include 9 more in the 200’s, 300’s, 400’s, 500’s, 600’s, 700’s, 800’s, and 900’s. This gives us a total of: $9*9$ 81 Now, let us add our totals (all the numbers with a units digit of 0 and all the numbers with a tens digit of 0) together: $90+81$ 171 There are a total of 900 numbers between 100 and 999, inclusive, so our final probability will be: $171/900$ Our final answer is D, $171/900$ #12: First, turn our given equation for line q into proper slope-intercept form. $−2x+y=1$ $y=2x+1$ Now, we are told that the angles the lines form are congruent. This means that the slopes of the lines will be opposites of one another [Note: perpendicular lines have opposite reciprocal slopes, so do NOT get these concepts confused!]. Since we have already established that the slope of line $q$ is 2, line $r$ must have a slope of -2. Our final answer is F, -2 #13: If you remember your trigonometry rules, you know that $tan^{−1}(a/b)$ is the same as saying $tanÃŽËœ=a/b$. Knowing our mnemonic device SOH, CAH, TOA, we know that $tan ÃŽËœ = \opposite/\adjacent$. If $a$ is our opposite and $b$ is our adjacent, this means that $ÃŽËœ$ will be our right-most angle. Knowing that, we can find the $cos$ of $ÃŽËœ$ as well. The cosine will be the adjacent over the hypotenuse, the adjacent still being $b$ and the hypotenuse being $√{a^2+b^2}$. So $cos[tan{−1}(a/b)] $will be: $b/{√{a^2+b^2}}$ Our final answer is D, $b/{√{a^2+b^2}}$ #14: By far the easiest way to solve this question is to use PIN and simply pick a number for our $x$ and find its corresponding $y$ value. After which, we can test out our answer choices to find the right one. So if we said $x$ was 24, (Why 24? Why not!), then our $t$ value would be 2, our $u$ value would be 4, and our y value would be $42$. And $x−y$ would be $24−42=−18$ Now let us test out our answer choices. At a glance, we can see that answer choices H and J would be positive and answer choice K is 0. We can therefore eliminate them all. We can also see that $(t−u)$ would be negative, but $(u−t)$ would not be, so it is likely that F is our answer. Let us test it fully to be sure. $9(t−u)$ $9(2−4)$ $9(−2)$ $−18$ Success! Our final answer is F, $9(t−u)$ #15: In a question like this, the only way to answer it is to go through our answer choices one by one. Answer choice A would never be true, since $y−1$. Since $x$ is positive, the fraction would always be $\positive/\negative$, which would give us a negative value. Answer choice B is not always correct, since we might have a small $x$ value (e.g., $x=3$) and a very large negative value for $y$ (e.g., $y=−100$). In this case, ${|x|}/2$ would be less than $|y|$. Answer choice C is indeed always true, since ${\a \positive \number}/3−5$ may or may not be a positive number, but it will still always be larger than ${\a \negative \number}/3−5$, which will only get more and more negative. For example, if $x=3$ and $y=−3$, we will have: $3/3−5=−4$ and $−3/3−5=−6$ $−4−6$ We have found our answer and can stop here. Our final answer is C, $x/3−5y/3−5$ #16: We are told that there is only one possible value for $x$ in our quadratic equation $x^2+mx+n=0$, which means that, when we factor our equation, we must produce a square. We also know that our values for $x$ will always be the opposite of the values inside the factor. (For example, if our factoring gave us $(x+2)(x−5)$, our values for $x$ would be $-2$ and $+5$). So, given that our only possible value for $x$ is $-3$, our factoring must look like this: $(x+3)(x+3)$ Which, once we FOIL it out, will give us: $x^2+3x+3x+9$ $x^2+6x+9$ The $m$ in our equation stands in place of the 6, which means that $m=6$. Our final answer is C, 6. #17: The simplest way to solve this problem (and the key way to avoid making mistakes with the algebra) is to simply plug in your own numbers for $a$, $r$ and $y$. If we keep it simple, let us say that the loan amount $a$ is 100 dollars, the interest rate $r$ is 0.1, and the length of the loan $y$ is 2 years. Now we can find our initial $p$. $p={0.5ary+a}/12y$ $p={0.5(100)(0.1)(2)+100}/{12(2)}$ $p=110/24$ $p=4.58$ Now if we leave everything else intact, but double our loan amount ($a$ value), we get: $p={0.5ary+a}/12y$ $p={0.5(200)(0.1)(2)+200}/{12(2)}$ $p=220/24$ $p=9.16$ When we doubled our $a$ value, our $p$ value also doubled. Our final answer is D, $p$ is multiplied by 2. #18: If we were to make a right triangle out of our diagram, we can see that we would have a triangle with leg lengths of 8 and 8, making this an isosceles right triangle. This means that the full length of $\ov {EF}$ (the hypotenuse of our right triangle) would be $8√2$. Now $\ov {ED}$ is $1/4$ the length of $\ov {EF}$, which means that $\ov {ED}$ is: ${8√2}/4$ And the legs of the smaller right triangle will also be $1/4$ the size of the legs of the larger triangle. So our smaller triangle will have leg lengths of $8/4=2$ If we add 2 to both our x-coordinate and our y-coordinate from point E, we will get: $(6+2,4+2)$ $(8,6)$ Our final answer is G, $(8,6)$ #19: First, to solve the inequality, we must approach it like a single variable equation and subtract the 1 from both sides of the expression $−51−3x10$ $−6−3x9$ Now, we must divide each side by $-3$. Remember, though, whenever we multiply or divide an inequality by a negative, the inequality signs REVERSE. So we will now get: $2x−3$ And if we put it in proper order, we will have: $−3x2$ Our final answer is H, $−3x2$ #20: The only difference between our function graphs is a horizontal shift, which means that our b value (which would determine the vertical shift of a sine graph) must be 0. Just by using this information, we can eliminate every answer choice but A, as that is the only answer with $b=0$. For expediency's sake, we can stop here. Our final answer is A, $a0$ and $b=0$ Advanced ACT Math note: An important word in ACT Math questions is "must", as in "]something] must be true." If a question doesn't have this word, then the answer only has to be true for a particular instance (that is, itcould be true.) In this case, the majority of the time, for a graph to shift horizontally to the left requires $a0$. However, because $sin(x)$ is a periodic graph, $sin(x+a)$would shift horizontally to the left if $a=-Ï€/2$, which means that for at least one value of the constant $a$ where $a0$, answer A is true. In contrast, there are no circumstances under which the graphs could have the same maximum value (as stated in the question text) but have the constant $b≠ 0$. As we state above, though, on the real ACT, once you reach the conclusion that $b=0$ and note that only one answer choice has that as part of it, you should stop there. Don't get distracted into wasting more time on this question by the bait of $a0$! #21: You may be tempted to solve this absolute value inequality question as normal, by making two calculations and then solving as a single variable equation. (For more information on this, check out our guide covering absolute value equations). In this case, however, pay attention to the fact that our absolute value must supposedly be less than a negative number. An absolute value will always be positive (as it is a measure of distance and there is no such thing as a negative distance). This means it would be literally impossible to have an absolute value equation be less than -1. Our final answer is K, the empty set, as no number fulfills this equation. Whoo! You made it to the finish line- go you! What Do the Hardest ACT Math Questions Have in Common? Now, lastly, before we get to the questions themselves, it is important to understand what makes these hard questions â€Å"hard.† By doing so, you will be able to both understand and solve similar questions when you see them on test day, as well as have a better strategy for identifying and correcting your previous ACT math errors. In this section, we will look at what these questions have in common and give examples for each type. In the next section, we will give you all 21 of the most difficult questions as well as answer explanations for each question, including the ones we use as examples here. Some of the reasons why the hardest math questions are the hardest math questions are because the questions do the following: #1: Test Several Mathematical Concepts at Once As you can see, this question deals with a combination of functions and coordinate geometry points. #2: Require Multiple Steps Many of the most difficult ACT Math questions primarily test just one basic mathematical concept. What makes them difficult is that you have to work through multiple steps in order to solve the problem. (Remember: the more steps you need to take, the easier it is to mess up somewhere along the line!) Though it may sound like a simple probability question, you must run through a long list of numbers with 0 as a digit. This leaves room for calculation errors along the way. #3: Use Concepts You're Less Familiar With Another reason the questions we picked are so difficult for many students is that they focus on subjects you likely have limited familiarity with. For example, many students are less familiar with algebraic and/or trigonometric functions than they are with fractions and percentages, so most function questions are considered â€Å"high difficulty† problems. Many students get intimidated with function problems because they lack familiarity with these types of questions. #4: Give You Convoluted or Wordy Scenarios to Work Through Some of the most difficult ACT questions are not so much mathematically difficult as they are simply tough to decode. Especially as you near the end of the math section, it can be easy to get tired and misread or misunderstand exactly what the question is even asking you to find. This question presents students with a completely foreign mathematical concept and can eat up the limited available time. #5: Appear Deceptively Easy Remember- if a question is located at the very end of the math section, it means that a lot of students will likely make mistakes on it. Look out for these questions, which may give a false appearance of being easy in order to lure you into falling for bait answers. Be careful! This question may seem easy, but, because of how it is presented, many students will fall for one of the bait answers. #6: Involve Multiple Variables or Hypotheticals The more difficult ACT Math questions tend to use many different variables- both in the question and in the answer choices- or present hypotheticals. (Note: The best way to solve these types of questions- questions that use multiple integers in both the problem and in the answer choices- is to use the strategy of plugging in numbers.) Working with hypothetical scenarios and variables is almost always more challenging than working with numbers. Now picture something delicious and sooth your mind as a reward for all that hard work. The Take-Aways Taking the ACT is a long journey; the more you get acclimated to it ahead of time, the better you'll feel on test day. And knowing how to handle the hardest questions the test-makers have ever given will make taking your ACT seem a lot less daunting. If you felt that these questions were easy, make sure not underestimate the effect of adrenaline and fatigue on your ability to solve your math problems. As you study, try to follow the timing guidelines (an average of one minute per ACT math question) and try to take full tests whenever possible. This is the best way to recreate the actual testing environment so that you can prepare for the real deal. If you felt these questions were challenging, be sure to strengthen your math knowledge by checking out our individual math topic guides for the ACT. There, you'll see more detailed explanations of the topics in question as well as more detailed answer breakdowns. What’s Next? Felt that these questions were harder than you were expecting? Take a look at all the topics covered on the ACT math section and then note which sections you had particular difficulty in. Next, take a look at our individual math guides to help you strengthen any of those weak areas. Running out of time on the ACT math section? Our guide to helping you beat the clock will help you finish those math questions on time. Aiming for a perfect score? Check out our guide on how to get a perfect 36 on the ACT math section, written by a perfect-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Leadership management of multicultural team through changes Essay

Leadership management of multicultural team through changes - Essay Example A patent is an exclusive right granted by the government to an inventor to manufacture, use, or sell an invention for a certain number of years (Dictionary, 2014). A patent can provide a company up to 20 years of exclusivity in the marketplace. To complete this project the firm has formed team of six professionals. The composition of the team that is going to be working on the project is made up of people from different cultures. In the work environment of the 21st century it is common for firm to formulate multicultural teams. For companies multicultural teams present challenges, but the also present a unique opportunity. Three advantages of workforce diversity are increased adaptability, broader service range, and variety of viewpoints (Greenberg, 2009). Another advantage of forming a multicultural team is increased creativity. Diversity carries a special significance in todays workplace (Schermerhorn, Hunt, Osborn, 2003). Despite the advantage of multicultural teams there are also often issues associated with its utilization. The team that was formed to complete this project is composed of six members. Their names are John, Julie, Jinsoo, Tom, Darious, Harpreet. The six members are all from different cultural backgrounds. The different countries the members are from are United States, India, Iran, China, and South Korea. Even the two American members of the team are from different ethnicity. When a team is composed of a wide variety of cultural backgrounds often these cultures crash with each other and it causes the team to display inefficiencies that hurt the ability of the members of the group to comply with the requirements of a project. Problems such as not being able to meet the deadline can occur in such dysfunctional groups. â€Å"Just as likely as the positive affects of integrating people from diverse backgrounds are the inevitable cultural clashes that test the validity of the company ethics policies and the

Social Impact Assessment Report Essay Example | Topics and Well Written Essays - 1750 words

Social Impact Assessment Report - Essay Example This report declares that the department of higher education has made the ratification processes easier and further reduced approval time frameworks for the social impacts assessment reports. The streamlined social impact assessment procedures emphases on high risks impacts and use results oriented procedures to manage the impacts of the project. These guidelines help the advocates to socially assess their projects, embrace a risk- based methodology to social impact assessment and focus on the results to welcome constructive solutions and take advantage of the social opportunities and reduce hazardous impacts that may emerge from the project. The emphasis is on building a relationship between advocates, stakeholders and groups of interest directly affected by the project. The relevant stakeholders thus informed of their expected roles in the development and implementation of the SIA. This paper stresses that the social scope studytackles issues related to the construction of the Middle East institutional studies. The population of this town majorly earns their living selling Carmel skin, milk and subsistence farming although yields are poor due to the harsh conditions. When Sheikh came along to issue a grant, the government welcomed the idea. It pledged to supply, offer maintenance services, and welcomed the public to take a participative role in decision-making processes. The public although worry of being displaced, the ministry of land promised to come up with an appropriate settlement procedure.

Rates of Reaction Essay Example for Free

Rates of Reaction Essay An enzyme is a protein molecule that helps other organic molecules start chemical reactions with one another; however, the enzyme itself is not affected by the reaction. A substrate is the substance acted upon by the enzyme. In this lab, catalase is the enzyme and hydrogen peroxide is the substrate. Catalase is found in both plant and animal tissues, and is abundant in plant storage organs. In this experiment, catalase is used from potatoes. Catalase is important to living things because it prevents the accumulation of hydrogen peroxide in the cell. Hydrogen peroxide is produced naturally as a byproduct of metabolism. It tends to disrupt the cells’ chemistry, too much can kill a cell. Therefore, the presence of catalase is needed to survive. Catalase breaks down the toxic hydrogen peroxide into harmless water and oxygen. If the concentration of the substrate hydrogen peroxide is related to the reaction rate of the enzyme catalase, then an increase in the concentration of hydrogen peroxide will increase the reaction rate of catalase. Catalase: Methods and Materials In order to experiment and determine the affects concentration has on reaction rate, you will need several materials. Such as, potato extract, crushed ice and water in a large beaker to keep the catalase cool, since catalase is sensitive to temperature. Hydrogen peroxide solution is needed at six different concentrations (10%, 25%, 40%, 60%, 75%, and 100%). Also, 0% hydrogen peroxide is needed, which is just simply water. In addition, you will need a 10 ml graduated cylinder, a 50 ml beaker, forceps, paper dots (Whatman #1 filter paper, 1 cm diameter), a paper towel, a stopwatch, and graph paper. During this lab, be careful of the hydrogen peroxide because it can damage skin and clothes. Be sure to immediately rinse and spills with water. Throughout the lab, always keep the potato extract in the ice-water bath; catalase is very sensitive to warm temperatures. For starters, 0% hydrogen peroxide was tested as the control group; 10 ml of hydrogen peroxide was measured of using a graduated cylinder. This sample is then poured into a 50 ml beaker. After swirling the potato extract, using forceps a paper dot is picked up and immersed into the potato juice for five seconds. Then the dot is drained on a paper towel for 10 seconds. Using the forceps the dot is picked up and placed in the bottom of the beaker containing the hydrogen peroxide solution. Soon the dot was expected to rise to the surface because the potato juice’s catalase would break down the hydrogen peroxide into water and oxygen. The oxygen gas gets trapped in the pores of the paper and caused to float. A stopwatch was used to measure the time in seconds from when the dot touched the solution until it reached the surface. The data was then recorded. The class was split into groups and each group was assigned a different percentile of hydrogen peroxide solution.

Delia Jones Transformation in Sweat Essays -- Sweat Essays

Delia Jones' Transformation in Zora Neale Hurston's Sweat Through external conflict exhibited by three significant occasions with the antagonist and husband, Sykes Jones, Zora Neale Hurston takes her leading character, Delia Jones, through an internal change from a submissive character to an aggressive and defensive character in her short story, "Sweat." When the story opens, one finds Delia Jones on a Sunday evening washing clothes, as was her profession, and humming a tune, wondering where her husband had gone with her horse and carriage. Little did she know that within the week she would stand against her abusive husband and watch him die of the situation he would create. Delia's repose was suddenly upset by interference from her husband, Sykes, who dropped "something long, round, limp and black" upon her shoulders. Delia's worst fear was that of snakes, and her husband found joy in mocking and terrifying her. After brief argument, Sykes continued to disrupt Delia's work by kicking the clothes around and threatening throw them outside or hit her. He also mentioned a promise to "Gawd and a couple of other men" that he would no longer have white people's clothes in his house. At this she responds in a manner greatly surprising to Sykes: Delia's habitual meekness seemed to slip from her shoulders like a blown scarf. She was on her feet; her poor little body, her bare knuckly hands bravely defying the strapping hulk before her... She seized the iron skillet from the stove and struck a defensive pose, which act surprised him greatly, coming from her. It cowed him and he did not strike her as he usually did. By nightfall, Sykes had gone for the evening without saying where or when he would be bac... ...lia Jones endured fifteen years of violence, disrespect, and infidelity, and only in those last few months was she able to muster some form of resistance. Until Sykes threatened all that she had, her home and her job, she was content enough just sweating it out. However, Sykes made that grave mistake on his own accord, and when leaving Delia with nothing to lose, he found that he had set himself up for a losing battle. Delia had surrendered to him in all those years, but Sykes had finally found a way to bring out the worst in his wife, and her aggression was finally realized by defending all that she had. After such pain and endurance, one can easily recognize how Delia Jones played the lead role in a short story called "Sweat." Works Cited: Hurston, Zora Neale. "Sweat." Norton Anthology of Southern Literature. Ed. William L. Andrews. New York: Norton, 1998.

American Agricultural Industry

By looking at the historical highs and lows and the American agricultural sector, these constitute a success story. The early 1900’s saw the golden age of agriculture with many thriving farmlands across the United States. With many farms, competition heightened and together with other economic factors resulted to the decline in the agricultural sector in the late 1920s up to the early 1930s resulting to the bankruptcy of many small farms. Abandoned lands became residential and commercial areas while the farms that remained became large farmlands that grew because of technological advancements.This transformed the composition of the agricultural sector from many small to medium farmlands to niches of large farmlands driven by large capital investments and technological development. Government policies conducive to the growth of the agricultural sector also contributed to the further development of the agricultural sector. Although many small farms closed, the long-term impact o f changes in the agricultural sector is the decline in farm poverty because of higher productivity and lower prices from the abatement of competition to a certain extent.Although, contemporary agricultural sector has not regained the position it reached during its golden age, growth is sustainable. (Gardner 1-3) The present agricultural sector survived because of four factors. First is capital investments, in which the banking and financial sector played an important part. Second is sustained productivity due to the development of technological tools and processes. Third is government support for researches in the agricultural sector to support sound policymaking.Fourth are the price-support programs of the government for stability that benefits farm owners by enabling them to gain sufficient profits to sustain continued production as well as consumers through lower prices so that food constitutes less than ten percent of the budget of consumption of American households. (Gardner 33 7) Methods of Production and Distribution Production and distribution in the American agricultural varies between the large and small farms.In the case of the large farms, the method of production targets the mass market and takes advantage of economies of scale and the mode of distribution is through mass- marketing outlets such as large supermarkets and other retail venues widely accessible to consumers. There are large farms that have been able to produce more than one agricultural product and these distribute products within economies of scope by bundling complementary goods. Large farms achieve economies of scale by using high-technology tools and processes and taking advantage of the abundance of workers in the labor market.Production in large farms use tractors to till land, small planes to spread pesticides over vast tracts of land, regulated water sprinklers, and other implements or even biotechnology by using pest or weather resistant varieties of seeds, vaccines for lives tock, and weight control systems. Although these involve costs, it is only on a one-time basis with cost-savings accruing in the long-term, and technology supports mass production. Large farms also depend on contractual workers for the necessary manual work and the abundance of unskilled labor especially coming from Mexico has allowed farms to cut back on cost.Due to cost-efficiency, large farms are able to cut-down on production costs and ensure high yields resulting to the ability to offer competitive market prices. As such, large farms are able to gain large supermarkets as distribution channels by offering a bigger mark-up price and gains for the retailers. (Paul and Nehring 526-528) In the case of the small, farms, production depends on its cost structure, revenue generation, and market so that methods of production implements basic technological tools and processes together with manual labor.The low scale of production of small farms led to niche marketing targeting only a lim ited market to ensure sales. Distribution channels are through on-site retail outlets, groceries, and specialty stores. (Paul and Nehring 526-528) Market Structure and Concentration Market structure of the American agricultural industry experienced greater degrees of concentration. Technological developments have segmented the American agricultural industry into two groups.One are the limited number of large farms that, in a way, can be considered as operating within an oligopoly or even nearing monopoly, except only for the government prerogatives to intervene to protect public policy. The other is small farms operating in an atomistic structure so that these do not have any significant effect on prices. There is a wide gap between the large and small farms in terms of productivity and market impact, with the large firms operating with large capital and employing high technology processes while households usually run small farms with limited workers using technological tools that f it their expenditure range.This resulted to high barriers to entry and exit. Contrary to estimates, the number of farms in the American agriculture sector experienced little change in the number of players since there are around 2. 1 million farms remaining with an average of . 25 percent decline rate. This is because the large firms have remained stable with expansion through the mergers or the acquisition of small farms. Movement occurs in the case of small firms through the entry of small farms specializing on certain agricultural products for niche markets to succeed in becoming part of the agricultural market.In addition, the difference in farmland also widened with the large farms producing on more than 1,000 acres of land while small farms only have less than 50 acres. (Ahearn, Yee, Korb 1182) Due to the segmentation of the American agricultural sector into a few large farms and many small farms, agricultural production is concentrated in the large firms contributing two-thir ds to the primary agricultural production in the United States of grains, fruits and vegetables, and livestock. The remaining one-third comes from small farms. (Ahearn, Yee, Korb 1183)Degree of Foreign Competition The degree of foreign competition in agricultural trade has grown because of the rise in the importation of agricultural products by the United States. This means that foreign competition has escalated due to the entry of agricultural imports, especially from developing countries. Projections show that in the next years the balance of trade would tip in favor of agricultural imports. During the 1980s up to the early 1990s, the United States is a string player in the export of agricultural products so that exports exceeded imports.By the mid-1990s, the surplus in agriculture trade has declined from $27. 3 billion to $10. 5 billion so that even if agricultural exports continue to increase, the volume of imports is also doubling. This was due to the rise in agricultural expor t prices as the American economy experienced growth. Economic growth also fuelled agricultural imports since Americans had the income to purchase foreign products that flooded the market due to price differences. (Jerardo) Now, growth and patterns of consumption would further fuel the growth in the imports of agricultural products.Rise in consumption together with the growing exposure of American consumers to international cuisine would continue to favor the importation of agricultural products. The consumption of foreign agricultural products should increase from 13 percent in the next years. (Jerardo) The major competitors of the United States in agricultural trade are China, India, Indonesia, Mexico and other agriculture-based economies in Latin America. These countries have large populations but these are also primarily agricultural economies owing to favorable climate conditions and low labor cost.Raw agricultural products come from Mexico and the Latin American countries becau se of geographic proximity while processed foods, which comprise 62 percent of food consumption of Americans, come from China, India and Indonesia. (Jerardo) Industry Leaders The agricultural sector in the United States is a mix of sub-sectors such as livestock or fruits and vegetables, seeds or feeds, packing or processing, and research and development. The industry leaders have stakes in many or all of these sub-sectors to ensure their competitiveness, industry position, and market share.Leaders in the agricultural sector comprise not really of the owners of farmlands but the firms controlling the agricultural sectors encompassing production, harvesting, processing, packaging, transport, and export of agricultural products. Large farms and agricultural firms have created clusters to gain access to these different sub-sectors. The clustering is dynamic depending on the shifts brought about by mergers and acquisitions. Currently, there are three clusters comprising the leading agric ultural sector players. (Helper 1288) Cargill/Monsanto.Cargill is a large firm engaged in the seed operations including research. It has a large capitalization and control over farmlands along the Ohio and Illinois River basin. Cargill purchased continental grain to gain access to corn, wheat and soybeans production along the Mississippi River for export. Monsanto is widely engaged in biotechnology and it has acquired patent over genetic products that ensure better yields through more resistant agricultural produce. Cargill entered into a joint venture with Monsanto in 1998 to gain access to the patented genetic products by offering its large capitalization as incentive.Cargill/Monsanto focuses on the production, processing, packaging, marketing, and export of seeds as well as corn, wheat and soybean products. (Heffernan) ConAgra is engaged in various sub-sectors as a top-three flour miller, top-four corn miller, top-three live stock feed producer, top-two in cattle slaughtering, to p-three pork processor, and top-five broiler producer and processor. United Agri Products, a subsidiary also engages in seeds, fertilizers, and other agricultural chemicals as well as biotechnology. It has its own packaging and processing plants as well as land and water transportation subsidiaries.It collaborated with ADM for the operation of a grain export facility. ConAgra also has a stake in production, processing, distribution and export of grains and livestock. (Heffernan) Archer Daniels Midland Company (ADM) constitutes the largest processor of agricultural products such as corn, soybeans, wheat and cocoa. It collaborates with farm cooperatives to obtain raw agricultural products for processing or gained shares in firms engaged in agricultural production such as Growmark, Countrymark, United Grain, and Riceland.It has expanded into the other sub-sectors through a join venture with Novartis to gain access to seeds, biotechnology, and agricultural chemicals. It has also engaged in the raising, slaughtering and processing of livestock through joint ventures with Consolidated Nutrition and AGP. ADM has also been able to participate in the major sub-sectors. (Heffernan) Thus, the agricultural sector in the United States operates through corporate farming. Scarcity of Land Scarcity of agricultural land the in the United States pertains to the land use conversion and degradation of agricultural lands due to the use of chemicals.Land conversion decreases farm size while land degradation reduces productivity or causes shift in production from one agricultural product to another. This also pertains to the comparison of agricultural production with the consumption of agricultural products. In the United States, agricultural lands constitutes 46 percent of the land base, which remains a significant percentage share considering the massive industrialization of economic sectors. Of the 2. 3 billion acres of land comprising the United States, 442 million acres compris e croplands and more than 500 million acres of farmsteads, pastures and ranges.Conversion of agricultural lands is not significant so that in the past thirty years, only six percent of agricultural lands have been converted for other purposes. In terms of land degradation, reports have not raised alarm on the rate of land degradation. In terms of food consumption, the increase in food imports is fuelled by change in consumption patterns and not the inability of agricultural lands to support the food needs of Americans. Moreover, the U. S. remains a major food exported. Land scarcity does not constitute a major problem in the American agricultural sector.(Brady) Impact of Ethanol Production on Wheat Production and Cost to Consumers The government has implemented a fixed subsidy on ethanol at a floor rate of 40 cents for every gallon and a ceiling rate of 60 cents per gallon. The subsidy served as an incentive for production of ethanol as an alternative source of fuel in the United St ates. Relative to price of crude oil, ethanol is slightly cheaper depending on the volume of production. However, in the early 2000s, the price of crude oil skyrocketed to as much as $80 per barrel.The huge difference in price opened opportunities for the expansion of ethanol production because of the fixed subsidy together with the room for price increase that would still be below crude oil prices but constituting significantly higher prices than its previous market offering. This means that some farmers have shifted to the sowing of raw materials of ethanol leading to a decrease in the number of farmers and farmlands producing agricultural products. This in turn led to the rise in the prices of agricultural products such as wheat and even soybeans.In addition, other alternative sources of energy have gained momentum such as corn. Although corn receives lower subsidy compared to ethanol, the engagement of the agricultural sector in alternative sources of energy could significantly affect the volume of production of other agricultural products that would prove costly for consumers in the form of higher food prices. This effect has led to the emergence of the issue of food-fuel prioritization. (Tyner and Taheripour 1303) This is yet to be resolved and this would continue to become an issue in the agricultural sector until the next decade.Conclusion Outlook for the American agricultural sector in the future points to a positive situation because the United States would continue to become a major player in agricultural exports while providing agricultural products to the domestic market. However, there are a number of policy issues that requires due consideration. First, forecasts of balance of trade shows a further decline in agricultural trade surplus with some even suggesting the probability of trade deficit.This is because even if agricultural production experiences growth, the flood of imported food products could be greater, especially when these food produ cts become cheaper as the price of domestically grown agricultural products increase. This will have a significant adverse impact on the American agricultural sector. Even if there is no food shortage, the flooding of cheaper agricultural products could contribute to the decline in the agricultural sector. The government needs to assess its import policies to balance consumer demand with the viability of the agricultural sector.Second, land use and agricultural production needs assessment, since this falls within federal and state regulation, especially in the context of the food-fuel debate. The rising prices of agricultural products could be eased through the application of a flexible instead of a fixed subsidy rate together with the continued investment in research and development to justify the continuation of subsidies for ethanol and even the focus on fuel from corn. It has been thirty years since the government started implementing subsidies on ethanol but ethanol as an alter ative fuel has yet to become a commercial source of energy as intended.Thus, government policies on price support and agricultural research has played an important role in the growth of the American agricultural sector and this will not change in the future since the issues faced by the agricultural sector fall within the area of policymaking and subject to government regulation. Works Cited Ahearn, Mary Clare, Jet Yee, and Penni Korb. â€Å"Effects of Differing Farm Policies on Farm Structure and Dynamics. † American Journal of Agricultural Economics 87. 5 (2007): 1182-1189. Brady, Michael. â€Å"Land Use, Value and Management. † 18 October 2005.USDA Economic Research Service. 26 April 2008 Gardner, Bruce. American Agriculture in the Twentieth Century: How it Flourished and What is Cost. Cambridge, MA: Harvard University Press, 2002. Heffernan, William. â€Å"Study on Concentration in U. S. Agriculture. † 5 February 1999. Institute for Agriculture and Trade Po licy. 26 April 2008 Helper, Susan. â€Å"Empirical Research in an Increasingly Concentrated Industrial Environment: Discussion. † American Journal of Agricultural Economics 89. 5(2007): 1288–1289.Jerardo, Alberto. â€Å"The U. S. Agricultural Trade Balance†¦ More than Just a Number. † 1 February 2004. USDA Economic Research Service. 26 April 2008 Paul, Catherine, and Richard Nehring. â€Å"Product Diversification, Production Systems, and Economic Performance in U. S. Agricultural Production. † Journal of Econometrics 126. 2(2005): 525-548. Tyner, Wallance, and Farzad Taheripour. â€Å"Renewable Energy Policy Alternatives for the Future. † American Journal of Agricultural Economics 89. 5 (2007): 1303-1310.

Christopher Columbus Essay

Around the time Christopher Columbus discovered the New World, Europe was undergoing incredible changes. The Holy Inquisition was an example of efforts by the Catholic faithful to spread and strengthen their faith at the expense of Islam. In Spanish cities like Cordoba and Barcelona, hundreds of Jews and Muslims were burned as heretics for not adhering to the faith (Kamen 17). Religious strife also came about in England; Protestants and Catholics were often at odds with each other’s political and religious views. In the case of the Netherlands, fidelity to Protestant beliefs proved a potent rallying cry and unifying factor in the fight to gain independence from the Spanish Crown. All these regrettable contexts of religious intolerance would heavily influence the Europeans when they eventually made it to the New World. The Spanish were especially virulent in their religious zeal. Virtually every Conquistador was followed by missionaries who went far and wide to convert the newly-conquered â€Å"heathens†. Not only were the missionaries very good at converting the natives, they were also very effective at destroying the native culture and tribal history. The shamans and medicine men of the tribes were killed off mercilessly and with them died the knowledge of the tribes’ oral histories. Those tribes advanced enough to have written histories suffered the pain of having these burned or destroyed by the missionaries. All this was done to make the tribes more docile; without traditions to guide them, they had only the missionaries to turn to. Only in Plymouth, where the English pilgrims traveled to escape persecution, were the Europeans tolerant of the natives and even then, only while they did not yet obstruct the settlers’ needs. What were some of the similarities and differences among the colonial governments of the New World? The Spanish colonial government was an interplay of a powerful theocracy nominally commanded by the Pope and the Catholic Kings of Spain. For example, the Viceroy of Mexico and the Archbishop were often careful not to step on each other prerogatives. The Viceroy was supposed to send Conquistadors to heathen lands in order to pacify areas where missionaries could be deployed to convert them into productive Christians (Hand Book of Texas Online). This ideal set-up is often disturbed by arguments about Spanish soldiers interfering with Missions or not being there at all to protect the Friar. Other disagreements occurred over allocation of the native population. The Viceroy needed people to work the silver mines while Friars wanted them to man missions which were often located at the frontiers where few Spanish settlers would go. English colonial governance had no such burden. The King of England was also the head of the Church of England. Unlike Spanish colonial enterprises, the English colonies were commercial affairs out to exploit the wealth of the New World and provide new lands for English settlers. As such, the colonists who came were permanent settlers who were lured to the New World by freedom and land. The colonies were also separate from each other as opposed to the centralized government that Mexico City’s Viceroy imposed upon all of New Spain. What were the attitudes of each of the European nations toward their North American colonial subjects and the Native Americans living within their borders, and how were these attitudes reflected in their treatment of those subjects? The Spanish treated the Native Americans as heathens who required saving (but not before their gold had been taken, of course) (Catholic Encylopedia Miguel Hidalgo Biograph). Hence, the conquistadors mercilessly invaded Native American territory and took whatever they wanted. For example, the Aztec and Inca empires were destroyed in Spain’s quest for silver and gold . Afterwards, the survivors were converted to Christianity and turned into virtual slaves for the Spanish Empire. The haughty Spaniards believed that Peninsulares or those born in Spain were the superior social class; beneath them were increasingly undesirable or lowly classes with the bottom being the native Americans and Blacks. This attitude was so heavy-handed that Native Americans were often disenfranchised because they were treated as second-class citizens in their own land. The French, for their part, were also after conversion of the Native Americans. Unlike the Spanish, they chose to live in the Native American Villages instead of seeking to subjugate. In this sense, their treatment of Native Americans was better but the French still held themselves to be superior by virtue of their white skin. Both the French and the English saw the Natives as useful to their colonization efforts given how few they were versus the great number of Indians. The book, Last of the Mohicans, is an example of how Natives were co-opted by the rival powers for their purposes. How did Britain’s treatment of its North American colonies evolve from the Seven Years’ War to the American Revolution? The British Empire became the dominant colonial power in North America at the end of the Seven Years’ War. (Corbett 77) Not only did it control vast tracts of lands in the Carolinas, Virginia and Massachusetts, it now included Canada in its possessions. However, the great economic costs of defeating her rivals would lead to repressive taxes imposed upon the American colonies, repressions that would soon lead to revolution. The British believed that the colonies should be taxed to pay for the expenses incurred during the war; after all the war was mostly fought on colonial soil. The colonists resented this taxation and were soon up in arms. The Stamp act of 1765 and the Quartering Act were among the repressive measures of the British government that would eventually spark the Revolution. (Miller 186). The Boston Tea Party and the boycott of English goods were two examples of resistance by the Colonials. Ultimately, the need to finance its vast Empire led to the impositions of taxes upon the relatively prosperous colonies in America. While trade profits had sufficed before, now the colonies were milked for more money and they chafed under this oppressive taxation. What factors led the American colonies to declare their independence from Great Britain? The main factor would seem to be resentment about the oft-quoted ‘taxation without representation’ slogan used by the founding fathers. The colonists considered themselves loyal subjects of the Crown and demanded the same rights and obligations as the subjects in England (Greene & Pole 845). However, they had no representatives in Parliament to make their case. It was in protest of these taxes that the Boston Tea Party was held. Effectively, this became the spark that ignited the Revolution. The economic factor was the most significant because at this point the colonies were economically robust and the settlers felt that their profits were being held down by the requirement to channel all trade with England. The colonies felt that England was taking advantage of them and wanted to break free of her hold. Another factor was the fact that the Colonists were chafing under the rule of the King. They wanted to be independent and desired freedoms and rights similar to those enjoyed by English subjects back home. Such rights were denied them by acts like the Quartering Act which allowed soldiers to live in their homes in violation of the ancient right of English subjects that his home is his inviolable castle where he is King. In other words, they were second-class citizens in their own homes. What were the social, political and economic revolutions that took place in America as a result of the War for Independence? The most significant social and political change was the shift from a Monarchy to a Democratic government (Bill of Rights). Even during the revolution, the Americans were ruled by a representative form of government – embodied in the Congress – drawn from the people to serve the people, in the manner of the Romans and Greeks. Although the republican form of government had flaws that needed ironing out, this system became the model by which other representative governments would later be devised. The revolution also abolished, at least in name, titles of nobility among the Americans. But perhaps the most significant political revolution was the written Constitution the colonies eventually adopted and the federal government based on it. Economically, the Americans were devastated, at least initially. Before, the planters in the South were guaranteed a market for their goods. For example, Virginia could always count on England to buy its cotton and tobacco. Since independence caused a decided cooling of relations between the two nations, many planters were ruined. However, they soon found new markets among the other nations of the world. America also suffered because it could no longer count on England for its manufactured goods. This sparked the new nation’s creativity since they had to learn to fabricate machinery and other products they had previously imported from England. What problems did the United States have after gaining independence? The so-called United States were not so united in the beginning nor were they so united after attaining independence (Feinberg 120). Each individual state had its own agenda and its own prerogatives. For example, Virginia demanded that they sign the peace treaty with England separately from the twelve others. Many states also maintained independent armies and navies to enforce trade and other policies they felt were in their best interests. This lack of unity was alarming because the states became very vulnerable economically and politically. It also emphasized the lack of identity of the states as a coherent polity. Economic woes were made worse by this lack of unity. Different states imposed different tariff levels on each other which created trade imbalances and made the movement of goods between each state more difficult. They were also hobbled by the lack of foreign trade partners who would buy their agricultural products and sell them the industrial goods which they could not manufacture on their own. Politically, the new nation also lacked friends overseas. The French Revolution caused the overthrow of Louis XVI and cost the Americans their only real ally in Europe. Considered a weak nation by the European powers and others, the new country also had an uncertain start in international relations. How did the national government under the Articles of Confederation seem incapable of addressing those problems. First of all, under the Articles of Confederation there was no real national government (US Constitution. net). When the states had a dispute there was no national level arbitration committee like a Supreme Court to handle disputes. The states were essentially independent of each other and it was only when they had common agendas that they could be expected to work together. In fact, the Confederation as it existed was no more than a collection of practically independent states. One example of the national government’s weaknesses concerned revenue. The government such as it was had no authority to levy taxes. It could do little more than beg its member states for money. As a result the country’s army and navy were under-funded and the national government had no money to fund its projects. Moreover, when it asked for money from the member states it was often rebuffed. Because the states were virtually independent of each other, America as a whole did not benefit from the vast diversity of the continent or the wide variety of goods and products that could be found in the country. For example, articles of fur were an expensive luxury in New England even though beaver and other fur-bearing mammals were very numerous in the Mississippi region. What were the major debates during the Constitutional Convention. Two of the major debates were on the form of representative government the nation was to have and how representative slots were to be apportioned in light of slavery. The first debate was on what shape the government should take. A Federal system was agreed upon where the each state, regardless of population, would be represented by two Senators. Another House of Representatives would be formed where there would be proportional representation depending on the population of a state. The compromise of a bicameral Congress protected the interests of both large and small states while at the same time respecting their points of view. In the Senate all states had equal representation while in Congress the larger states had more representatives due to their larger populations. At this time, slaves were a contentious issue as well (Constitutional Rights Foundation. The Constitution and Slavery). The second major debate was about the legality of this practice. The northern states wanted to do away with slavery because it was morally wrong. However, the southern states depended on the slaves for their economic welfare and threatened not to join the union if their right to slavery was abridged. A compromise was reached where the southern states agreed to eventually do away with slavery. Although they never did. How did the Constitution address the failures of the Articles of Confederation? In lieu of the unwieldy Confederation, a new, stronger and more effective Federal system was put into place. The government was stronger and had more authority to assert its will over the states. It also provided for a system of checks and balances to allow the government to operate with less danger of tyranny or mismanagement (US Constitution. net). For example, it was up to the two houses of the Legislative to pass laws but if the President feels that the laws are improper then he can veto them. However, if Congress feels the laws are urgent and the President is abusing his powers they can actually pass laws over his veto. The representative government of America as seen today originated as an effort by the constitution to adhere to the ideal of giving equal representation without hampering smaller states who would be the minority in the face of states with large populations. At the same time the large states were still ensured greater representation. The constitution also provided for the formation of many of today’s Federal institutions to raise to the national level tasks previously the province of individual states. Eventually the Constitution finally brought about the cohesive nation that the founding fathers had envisioned. Should the words, ‘All men are created equal,’ be read today? What do you think Thomas Jefferson meant when he wrote those words in the Declaration of Independence? They should be read exactly as Jefferson meant them. All men are created free and fundamentally equal. We may vary in our talents and abilities. Our subjective faculties may be greater or less than our peers but at the end of the day, all men are fundamentally equal. We should have equal civil and political rights. The color of our skin, our religion or our ethnicity, should never be grounds for discrimination. No one should come forth claiming to be superior, especially not to the point of denying the rights of others (Kennedy 15). We live in a world of strife and conflict where hate and fear are propagated against those who are seen as different. Unfortunately media outlets and the government tend to increase this fear. For example, many laws and government actions after the 9/11 attacks seem geared to discriminate against those of Arab origin. Media also does our African, Asian and Latino countrymen a disservice by casting them in an unflattering light in movies and TV further deepening the discrimination against them A caveat, though, is that in those days blacks and other non-whites were viewed as lesser than whites. Indeed, even Jefferson owned Black slaves. However, this does not detract from the strength of the statement. In those days, as today, this ideal should be fought for until it is finally achieved

Cloning is Evil essays

Cloning is Evil essays Cloning is a process that has been debated for decades, and all the arguments are now coming to a head. The thought of cloning has been around since the turn of the century, but was not given much publication until the genre of science fiction pursued it in novels, comics, magazines and television shows in the mid-1950s. When Dolly, a sheep, was cloned, many people, including scientists, religious leaders, politicians, and common people, were held in fascination as the cloning process was explained to them on every major network television channel. People watched as the theory was put to use in certain stages of sheep and frogs being cloned. Many people also came to the realization that cloning is a scientific blight upon humanity, which should not be pursued any further. Cloning will, for the most part, degrade the ethics and civility of humanity until the population is either: a) no longer recognizably human, or b) subjected to various forms of barbarianism including slavery, mass production of spare humans, and the coercement of the gene pool. Cloning, if stopped, will leave many resources free for other scientific pursuits that could better humanity, or raise the overall standard of living. The freed manpower could also be put to more useful scientific tasks, such as food manipulation, or ecology control. If the research of cloning is not stopped, the end result could well be a eugenics war, or the inevitable death of the most powerful species on the planet...humanity. Large majorities of people still presume that cloning will better society, and that the level of technological improvement gained in the short term justifies the few minor adjustments that would accommodate the new society. These same people propagate the use of cloning to harvest the extra bodies for needed body p ...

Applications of seven habits by Steven Covey Essay Example for Free

Applications of seven habits by Steven Covey Essay This classic best seller for management, organisations and personal development encapsulates Steven Covey’s research on 200 years of success literature since his doctoral program. It is perhaps the most influential book for managers and organizations to learn the Seven Habits of Highly Effective People, as the title suggest. It begins with the concept that people perceive the world differently, and we form our own paradigm – how we view the world with our own unique â€Å"lens†. Covey explains that paradigms are the source of our attitudes and behaviours. Part of achieving insight involves making a â€Å"paradigm shift† which causes us to perceive things differently. Our paradigms will affect how we interact with others, which in turn will affect how they interact with us. Covey argues that any effective self-help program must begin with an â€Å"inside-out† approach, rather than looking at our problems as â€Å"being out there† (an inside-out approach). We must start by examining our own character, paradigms, and motives. Hence, character and principles are keys to success, effectiveness, and happiness in life. The Seven Habits of Highly Effective People points out: â€Å"Principles are guidelines for human conduct that are proven to have enduring, permanent value.† The seven habits divided into two main groups: private victory (independence) and public victory (interdependence). Habits of Independence: Habit 1: Be Proactive We must use our resourcefulness to work toward our personal goals. Everyone has both a circle of influence and a circle of concern. Worrying endlessly about things outside of our circle of influence isn’t particularly productive. Working within our circle of influence is productive. Further, the more effective we become, the more our circle of influence will expand. Habit 2: Begin with the End in Mind What do we want people to say about us at our funerals? How will we be remembered? To succeed, Cov ey suggests visualization. Every successful outcome is created twice; first one plan and second on implementation. Habit 3: Put First Things First The key to putting first things first is to understand that we have many things we can do which will have a significant, positive impact on our lives. Covey stresses that we must balance Production (P) with Productive Capability (PC). We must keep the golden eggs, but also maintain goose. Prioritization is the essence of time management. Interdependence The remaining habits in The Seven Habits of Highly Effective People are habits of interdependence. Rather than being dependent upon other people, or trying to be totally independent, we learn how to be more effective by effectively working with others. Habit 4: Think Win/Win Thinking Win/Win means seeking mutual benefit in our human interactions. To be successful in the long run, we should learn to consider other’s win factors besides our own. Habit 5: Seek First to Understand, then to be Understood Most people talk more than they listen. Until we listen actively and seek to understand others, we would not be understood. Active listening is about sensing the three modes of communications, i.e. visual, vocal and verbal. Habit 6: Synergize It means that the whole is greater than the sum of its parts. Combining the strengths of each individual yields multiple outcome beyond expectations, simply ‘1+1>2’. Habit 7: Sharpen the Saw Just as a machine will wear out quickly if not properly maintained, the same is true for our own personal productivity. We must take care of ourselves. The four dimensions are physical, mental, social/emotional and spiritual renewals. To me, the first concept on paradigm is profound. I agree that when we change our perspectives, our attitudes and behaviours will change. To achieve enrichment in life, we need to understand our own paradigm, crystalize and anchor our principles. I have adopted these principles and find peace in self-awareness, social relationship and professional communications. Covey has successfully synthesised the successful habits of leaders, crystallised and organized them into two progressive segments. In line with child development from birth through death, one indeed grows from dependence to independence in early childhoo d to adolescence. We then mature to adults, where we progress from independence to interdependence. The seven habits are indeed proven to be critical for any individual to attain private and public victories. Hence it is no surprise that whenever I business leaders within my network on which are some books they would read to enrich their management knowledge, this book is voted as the most influential book that changed their lives. I have personally adopted these habits in my personal and professional communications and testify their effectiveness. I have sharpened my strengths in strategic thinking and leadership by adopting the habits of ‘Begin with the end in mind’ and ‘Synergize’. For instance at the Polytechnic, I mooted the idea of Young GEMS(Go-the-Extra-Miles-for-Service) camp for upper secondary school students to build our prospects for future enrolment. Upon approval from management for the Young GEMS camp, I formed a program team and successfully lead it to implement the camp through skilful synergy of the individual’s competence. This book has provided comprehensive coverage on the why and how of each habit. The only gap I see is that the context are US-based. It would be better if there is an Asian version with case studies of local enterprises and leaders, for the benefit of Asian readers. For instance, unlike Americans, Asians are generally weak in questioning skills to ‘seek to understand’ others. It would be helpful if there are some recommended strategies in questioning to gain insights of other’s perspectives. Also, Asians tends to individual and less apt to working in teams, particularly in appreciating individual strengths, expressing diversified opinions openly. Asian case studies on ‘Win-win’ and ‘Synergize’ would certainly be helpful. There is no doubt that all seven habits are pivotal in today’s managers and organisations. I personally have benefited as an account manager in Hewlett-Packard Singapore Sales when I was sponsored to attend the Seven Habits of Highly Effective People one-week course. It has significantly increased my self-awareness, strategic thinking skills, time-management skills and revolutionizes my perspectives in life. I can testify that the Habits are practical prescriptions for building trustworthy and lasting relationships, hence empowering managers to be effective leaders who could develop the most conducive working environment that attracts and retains like-minded talents for the good of society. Applications of seven habits by Steven Covey. (2016, Aug 05).

Reading Responses to a Poem Essay Example | Topics and Well Written Essays - 750 words - 1

Reading Responses to a Poem - Essay Example The poem also takes a look at systems and structures of the human institution and how self made rules and principles made by humans are expected to be adhered to without fail. There are specific elements of literature that the writer used to bring out the nature of the poem better and these elements are discussed below. Form The form of a poem is supposed to give a generalized structure about the poem. It is supposed to show the poem is organized and the manner in which a reader is expected to carry out the reading pulses (Gabrielle, 2009). In this very regard, a lot can be said about the poem, â€Å"I’m Nobody! Who are you?† first, it is seen that the poem is written in just two stanzas. The response I had from this was the writer’s ability to lay his intensions and thoughts clear in a very brief manner. As the African proverb goes, if a medicine will save you, you only need a pill of it. The writer therefore conveyed all her message clearly in only two stanzas. Within the two stanzas, there are spreads of loose iambic trimester with a number of fourth stresses. This gives the poem ABCB rhyme scheme. Some kind of fall out from the norm was however noted with the ABCB rhyme scheme. ... In â€Å"I’m Nobody! Who are you?†, the writer chooses the concept of human relationship and talks on the theme of essence in humble social status. The writer tactfully expresses her opinion on the need for a person to live in quite humility rather than open pride. The writer employs the terms â€Å"no body† and â€Å"somebody† to show the differences between two people; one of who are regarded as poor and having nothing. To this people, the writer appreciates their position as an enviable one because it is free from public pressure. She however subjects the high class in society to the need to think carefully about the responsibilities that their status in life brings to them. In essence, the writer is advising all people to live in humility rather than wanting to be the topic of social discussion and yet having a lot of herculean responsibilities that they may eventually find as stressful. The response I had from the theme was very striking and left me t hinking about how important it is for me to appreciate what I have as a person. Language One of the only ways the writer could make her poem meaningful despite the fact that there were only few stanzas was to use thought provoking and highly insightful language and this is exactly what the writer of â€Å"I’m Nobody! Who are you?† did (Gabrielle, 2009). This notwithstanding, the writer was able to make the content of the poem highly understandable. The understanding of the poem was first vested in the title of the poem, which was more or less a summation of the theme of the poem, asking that â€Å"I’m nobody! Who are you?† Subsequent to this title, the writer uses language that further justifies