Organic Food †Does It Really Makes a Difference? Essay

   There are increasing debates about whether the organic food really makes a difference. Organic food has been commonly seen as better taste, healthy, safety and environment friendly, but is it true? This paper hopes to find out the exact conclusion of that debate, as well as consumers’ perspective of organic food, and its influence on hospitality industry. 1. Introduction of Organic Food 1. 1 Definition of Organic Food Organic food has a strict regulation that determines what kind of food can be labeled ‘organic’. According to the Food Safety Authority of Ireland, â€Å"Organic food is the product of an agricultural farming system that places a strong emphasis on environmental protection and animal welfare. † (Peter, 2006; Food Safety Authority of Ireland, Organic Food, 2004) As well as the organic produce export committee defined it as â€Å"organic production emphasizes the use of renewable resources, conservation of energy and resources, and preservation of the environment, without the use of synthetic fertilizers and pesticides† (Peter, 2006; Organic Produce Export Committee, 2002). Based on the quotes, we know that the organic food has many benefits that conventional food does not have, such as environment friendly, healthy, no hidden danger and so forth. 1. 2 Consumer’s Awareness of Healthy Eating â€Å"Foodborne disease caused by microbiological hazards is a large and growing public health problem in Europe and worldwide. † (Deborah, Christopher, Patricia, 2003, p. 434). Thanks to the technology, by watching the press coverage from TV and the Internet, worldwide public awareness of food quality and nutrition has been improving dramatically. A research conducted by Annelies states that â€Å"food has become less safe, less tasty, a bit more expensive and certainly less healthy. † (Annelies, Xavier, Jacques, 2002 p. 615). As a result, nowadays the organic food is getting more and more popular around the world. Moreover, according to Aikaterini M (2002, p. 346) â€Å"better taste, being like home-grown, being free from BSE, genetic modification and food additives are motivations for buying organic food†. It is said that the demand of organic food is growing gradually, and now people are more willing to buy organic food rather than conventional food. 2. Debate of Difference between Organic Food and Conventional Food Now because the people concern over their healthy issue and its link with food has been intensified recently, and likely to become more so, it drives great many articles getting more concentration on writing about healthy eating style; among these articles, plenty of debates have been arisen for arguing whether the organic food is better than the conventional food or not. 2. 1 Standpoint of Organic Food Is Better Than Conventional Food Generally, the organic food is more expensive than the conventional food, but consumers still willing to pay a premium for organically grown products. â€Å"According to the results of the organic food consumer survey, respondents who claim to be an organic food consumer rank â€Å"healthiness† first, â€Å"taste† second and â€Å"environmentally friendly† third. † (Annelies, et al, 2002, p. 614) 2. 1. 1 Healthiness and Food Safety. Firstly, based on organic food definition, it clearly informs its customers that it does not use of any chemo-synthetic fertilizers, pesticides and pharmaceuticals. Regarding conventional food, we cannot say all of conventional food may contain harmful substance due to pesticide residues remain on food, but what can be sure is the conventional food indeed has risk that threat to health. (Faidon, Fotini, & Antonis 2006) The threat probably is less effect for adult, but still may cause danger to fragile parties, such as babies and old people. Actually, some scientists’ report â€Å"certain pesticide in conventional food could, over many years, raise the risk of cancer and other disease in humans. † (Faidon, et al, 2006, p. 25) The report also states that the leafy vegetables and fruits with thin skin, lettuce and strawberry for example, are contained much more chemical residues than other types of food. Thus, these high-risk foods should always eat organically farmed, or on the season. 2. 1. 2 Taste of Organic Food. Secondly, another debate point that does the organic food taste better than other types of food, the article, written by Laurence and Stacey (2002), said the claim that all organic food taste better than conventional food is not a valid one. Based on his research, the organic orange juice does prove it has a better taste, but his research also shows that there is no difference in taste by compares the organic milk and conventional milk. It is fair to say not all of organic foods taste better than conventional foods, but after all some organic foods are really more delicious than other foods. On the other hand, we should not ignore the physiological effect. Many reports and articles admit that there is a worldwide belief that consumers think the organic food does taste better. (Anne, Albert and Clive, 1995; Fotopoulos and Krystalli, 2002; Justin and Jyoti, 2012) It is a great deal of emotional conviction. As a result, even few organic foods do taste nothing special, the general uninformed consumers still taste organic food ‘better’ because of bias of perspective. 2. 1. 3 Environment Friendly Thirdly, according to exist research, the organic agriculture is perceived as friendly for environment and animal welfare. (Bord 2000; Annelies et al, 2002; Anne et al, 1995; Koen, Joris, & Guido, 2009) According to the report by Bord (2000), the organic farming has many advantages that the conventional farming does have, such as protecting the long term fertility of soils, encouraging soil biological activity, conservation of wildlife and natural habitats and so forth. Additionally, as the author mentioned above, consumers increasingly concern to environment issues, which is going to become a trend of green movement in hospitality industry. (Zhang and Jing, 2011) 2. 2 Viewpoint of No Difference between Organic Food and Conventional Food Some research point out the main reasons prevent consumers to buy organic food are lack of availability, expensive, and satisfaction with conventional food. (Emma and Tony, 2005; Aikaterini, 2002) Another research conducted by Faidon, et al (2006), states that organic food probably just buying for peace of mind, because they believe organic food makes no noticeable differences than conventional food. To be more specifically, as the author mentioned above, the food safety is ranked as the first reason consumers buying organic food; but in fact the research shows that chemical residue remained level is limited and acceptable in the majority of conventional food. (Faidon, et al, 2006) Even though some types of conventional products, such as strawberry, are contained much more chemical residues than other, but many consumers can be satisfied by choosing other substitutable conventional product to replace the unsafe food. On the other hand, the acceptable amount of chemical residues in conventional food may has minimum effect on normal people’s health; at least for now it is still the subject of great scientific controversy. (Faidon, et al, 2006) Additionally, because the lack of availability of organic food, the consumers sometimes do not have any options but choose conventional food; therefore it may does not have a noticeable advantage that the organic food bring, unless consumers eating organic food only for a long time. 3. Consumers’ Perspective of Differences between Organic food, Conventional Food and Genetically Modified (GM) Food, and Their Impact on Hospitality Industry Despite lots of scientists argue what they believe or doubt whether the organic food really worth the money or not, and no matter how many researched data they used to support their view, uninformed consumers always are the major group who judge the organic food based on their own knowledge and perspective. The common sense tells them the nature products are always the safest for human being. Moreover, unlike the conventional food and GM food, the organic food provides a clean label and easily understood ingredient list. In contrast, the first image of consumer’s perspective of conventional food is that it uses of chemo-synthetic fertilizers, pesticides and pharmaceuticals. Although the conventional food has many advantages that the organic food does not have, such as cheap, big, always widely available, and less limited product range, but these advantages are all highly relied on harmful substance (small amount). On the other hand, the GM food also does not give consumers any better confidence in food safety and quality. In fact, based on research, the majority of consumers have negative attitude towards GM food because they do not have exactly knowledge to know how GM food being produced. (Annelies, & Jacques, 2003) Hence, in relation to consumers’ perspective, organic food really makes difference, by reason of people can assure there is no risk in foods, especially ensure the food safety for fragile party such as babies, pregnant women, older people and so on. Nowadays, not only the increasing consumers choose organic product, but also the restaurants and hotels have realized that the label of ‘organic’ is bring opportunities to them. Based on the research by Zhang and Jing (2011), more and more hoteliers start to bring organic food on their menu, in order to serve a fine quality food and attract customers. A research of consumer behavior and purchase intention for organic food indicates that â€Å"health, availability and education from demographic factors positively influence the consumer’s attitude towards buying organic food; and the overall satisfaction of consumers for organic food is more than inorganic food. â€Å" (Justin and Joyti, 2012, p.419) Therefore the marketer involved in sale of organic food, hotels for example, must set and implement a proper strategy to take this chance to maximize the market share. 4. Conclusion and Recommendation Research looked into any differences between organic food and conventional food, in order to find out the substantiations of whether the organic food is better or not. By review many relevant literatures, the author finds out that organic food does make differences in relation to the human healthy, food safety and environment friendly. Regarding to the taste of organic food, the author finds out not all of organic food taste better than conventional food, but some of the organic products indeed have a different flavor. However, in relation to the matter of the whether the organic food has more nutrition than conventional food or not, the evidence for that is scare and questionable. Thus, despite of nutrition factor, the author conclude that organic food really makes differences, and is indeed superior. Even though the organic food is better than conventional food, the author still recommends that consumers should eat both organic food and conventional food, by considering the high price of organic food and not always available. While, regarding to vegetables and fruits which contain great amount of chemical residues, such as the strawberry, the author suggest consumers to buy organic if possible, otherwise eat those foods as less as possible. Finally, the hoteliers should do some market research to find out the opportunities that organic food can bring in, and implement a proper strategy to maximize the market share and get benefit from it. Reference Peter M. (2006), Organic food – Nature knows best. Shannon College of Hotel Management Organic Produce Export Committee (2002), National Standard for Organic and Bio-Dynamic Produce, Australian Quarantine and Inspection Service, Canberra. Food Safety Authority of Ireland. (2004), Organic Food. Deborah A. C. , Christopher J. G., Patricia P. (2003). â€Å"An investigation of the factors underlying consumers’ implementation of specific food safety practices† British Food Journal Vol. 105 (7), 434 – 453 Faidon M. , Fotini A. , Antonis Z. (2006). â€Å"Organic Food: Buying More Safety or Just Peace of Mind? A Critical Review of the Literature† Critical Reviews in Food Science and Nutrition, 46:1, 23 – 56 Laurence F. , Stacey A. (2002). â€Å"Does organic food taste better? A claim substantiation approach† Nutrition & Food Science Vol. 32(4), 153 – 157 Annelies V. , Xavier G. , Jacques V.(2002). â€Å"Are organic food consumers opposed to GM food consumers? † British Food Journal Vol. 104 (8), 610 – 623 Aikaterini M. (2002). â€Å"What motivates consumers to buy organic food in the UK? Results from a qualitative study†. British Food Journal Vol. 104 (3), 345 – 352. Willy L. , Philip S. (2006). â€Å"Customers’ Preferences to Healthy Meals†, Joseph S. Chen, in (ed. ) 2 (Advances in Hospitality and Leisure, Vol. 2), 265 – 273 Emma L. , Tony W. , (2005). â€Å"Australians’ organic food beliefs, demographics and values†, British Food Journal Vol.107 (11), 855 – 869 Annelies V. , Jacques V. (2003). â€Å"Exploring and modeling consumer attitudes towards genetically modified food† Qualitative Market Research: An International Journal Vol. 6 (2), 95 – 110 Anne D. , Albert J. T. , Clive C. , (1995). â€Å"Who buys organic food? A profile of the purchasers of organic food in Northern Ireland† British Food Journal Vol. 97 (10), 17 – 23 Fotopoulos, C. , Krystallis, A. (2002). â€Å"Purchasing motives and profile of the Greek organic consumer: a countryside survey† British Food Journal Vol. 104 (9), 730-65.Justin P. , Jyoti R. , (2012). â€Å"Consumer behavior and purchase intention for organic food† Journal of Consumer Marketing Vol. 29 (6), 412 – 422 Koen M. , Joris A. , Guido V. H. (2009). â€Å"A meta-analysis of the differences in environmental impacts between organic and conventional farming† British Food Journal Vol. 111 (10), 1098 – 1119 Bord Bia, (2000), Prospects for Organic Food in Ireland. Zhang C. , Jing Y. (2011) Green Movement in Hotel Industry Opportunities and Issues That Hoteliers Are Facing. Shannon College of Hotel Management.

Management: Samsung Electronics

Title of contents Executive Summary 1. 0 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦1 2. 0 Political Environment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 2. 1 government stability†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦ 2 2. 2Government and contribution†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦2 2. 3 Analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2 3. 0Legal Environme nt†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 3. 1Regulatory framework†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2 3. 2Business laws †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 3. 3Labour laws †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 3. 4 Analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 4. 0 Economic Environment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 4. 1 Interest rate (%)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦ 3 4. 2 Currency Exchange Rate ($)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 4. 3 Economic Trends/ forecasts†¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 4. 4 Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 5. 0 Socio-cultural Environment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 5. 2 Analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 6. 0 Technological Environment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 6. 1Technological infrastructure †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 6. 2 Communication networks†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 6. Logistics networks†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 6. 4 Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7 7. 0 SWOT Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7 8. 0 Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8 9. 0 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8 10. 0 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 Executive Summary This report will discuss whether Samsung Group can establish a company in Malaysia.The report will be divided into two parts: external environment and SWOT analysis of the external environment. In external environment, it provides six sections which are political, economic, socio-cultural, technological and legal environment, each of them gives the analysis and suggestions to Samsung Group. Furthermore, the findings will be presented in the recommendation and conclusion of the report. 1. 0 Introduction Samsung group is the largest electronic manufacturing company in Seoul. The company mainly products electronics such as stylish phones, semic onductor and digital TVs. Samsung 2013) Now the company considering expanding the subsidiary company in kuala Lumpur, Malaysia. This report will focus on detailed analysis about the external environment of Malaysia. The aim of this report is to provide the evaluation of the external environment of Malaysia in context of electronics manufacturing industry. The investigation will report on the political, economic, socio-culture, technology and legal environment of Malaysia. The report will help the company do expansion of analysis opportunities & threats for Samsung in Malaysian electronics industry and assess strengths or weakness of Samsung.The report will discuss the possibility of expanding Samsung group operations in Malaysia. It provides the political, economic, socio-cultural, technology and legal environment analysis. Then it will cover SWOT analysis and provide recommendation. 2. 0 Political Environment 2. 1 government stability Malaysia is a federal constitutional monarchy i n Southeast Asia. The system of government is a legacy of British colonial rule. The head of the state is referred to as the king and selected every five year term.Compared with the other countries, the death penalty is still be in used, therefore, Malaysia’s crime rate is lower. Because of the Consolidate leadership, Malaysia’s political situation keeps stable in recent years, crime rate becomes down. (Malaysia information 2013) It shows the level of government stability in Malaysia is high. 2. 2 Government and contribution Malaysia serves as a bridge between the East and the West and also plays an important role in the world stage by establishing a long-term cooperative relationship with the other ASEAN members, such as China, South Korea and Japan.Government implements several plans and welcome outside investments. (Malaysia government information 2013) 2. 3 Analysis Depending on the political stability and global trading relationships, Malaysia can make a closer op eration with the other countries. With the mutually-beneficial foreign policy, Samsung Company has a great opportunity to operate smoothly in Malaysia. 3. 0 Legal Environment 3. 1 Regulatory framework Malaysia and South Korean do not have the similar legal system, Malaysia’s legal system is based on English common law while South Korean legal system is based on civil law. South Korean government) It means the Samsung Group would not be familiar with the regulatory framework. 3. 2Business laws Although there are some legal restrictions on certain products imported from other countries. (Malaysia business guide) The law allows foreign companies to import raw materials. (Malaysia customers) However, the corruption problem in Malaysia has become much more worse. (Corruption Malaysia’s top enemy) 3. 3Labour laws Malaysia labour laws have improved in recent years, there are age and working hour restrictions in Malaysia. (Malaysia labour law) 3. 4AnalysisThe government holds encouragement on foreign investment in Malaysia which presents an opportunity for foreign companies. However, due to Samsung Group is unfamiliar with the regulatory framework, it exists a threat to Samsung Company. 4. 0 Economic Environment 4. 1 Interest rate (%) The benchmark interest rate in Malaysia is 3. 00 percent. (Malaysia interest rate 2013)Malaysia’s interest rate is likely to keep unchanged in these years. (RUPA 2013) South Korean’s benchmark interest rate is 2. 75 percent. It means that the interest rate in Malaysia is higher than that in South Korean. Central bank rates) 4. 2 Currency Exchange Rate ($) Based on the exchange rate in March 2013, one Malaysian Ringgit equals 358. 31 South Korean Won. (Themoneyconverter 2013) With the exchange rate increased each year in Malaysia (Trading economics Malaysia 2013), Samsung Company will invest more money in Malaysia in the future due to the cost will be increased. However, it is also a chance for Samsung to earn more money in Malaysia. Therefore, this is not only a threat but also an opportunity for Samsung Company. Malaysian Ringgit to South Korean Won The money converter) 4. 3 Economic Trends/ forecasts Malaysia keeps one of the best economic records among Asia countries. GDP is predicted to rise by 4. 5% in 2013 and increase by 5. 4% in 2014. Over the next decade, GDP is expected to grow by 4. 2% a year on average. According to forecasts, one of the fastest growing sectors in manufacturing industry over the next 10 years will be electrial equipment. (Oxford Economics) Nowadays, Malaysia begins a transition towards a more multi-sector economic that means the economic forecast in Malaysia is strong. 4. 4 AnalysisAlthough the interest rate and exchange rate in Malaysia are high, the international trade ability of Malaysia is still locating in the forefront of the world. This kind of ability makes a great positive impact on the international stage. (Malaysia News 2013) 5. 0 Socio-cultural En vironment Hofstede South Korea Dimension| Malaysia| Managerial Implications| Collectivism VS IndividualIndividual| Collectivism| Work design – The Malaysia employees prefer to work in groups while the South Korea employees prefer to choose personal works.Overall, Samsung Company should organize teamwork to its Malaysia employees. | Power Distance Lower | Higher| Leadership – Power Distance affects the hierarchical order in an organization. Compared with South Korea, Malaysia employees accept hierarchical order more than Australian employees. Therefore Samsung Company’s manager should take autocratic style| Uncertainty Higher Avoidance| Lower| Planning – The planning in Malaysia employees would like clearly aims while South Korea employees prefer relaxed attitudes. It demonstrates that clear rules and regulations are more suitable for local employees. Time orientation Long| Short| Planning–South Korea employees prefer having a long time orientation, however, Malaysia employees are known to prefer having short time plans. Therefore, Samsung Group should set short term targets for its staffs. | Masculinity VS FemininityFemininity | Femininity| Rewards – The Masculinity and Femininity will have an impact on social competition, achievement and success. Both Malaysia and South Korea are similar in this level of Femininity. It shows that Samsung Company can perform female leadership in Malaysia. | (Hofstede, 2013) 5. 2 AnalysisAlthough both Malaysia and South Korea would be inclined to work with females, there are also several differences between Malaysia and South Korea. 6. 0 Technological Environment 6. 1Technological infrastructure Malaysia has the well developed technological infrastructure while (Asia’s New High Tech Competitors) the infrastructure in Malaysia is one of the best in Asia. (Invest in Malaysia) It demonstrates the brilliant infrastructures can maintain the good operation of Samsung Group in Malaysia. 6. 2 Communication networks Compared with South Korean, the telecommunication network in Malaysia is developing faster.Communication network in Malaysia is served by digital and fibre optic technology. (Invest in Malaysia) 6. 3Logistics networks The logistics networks in Malaysia cover sea, land and air transport modes. The Malaysia government will strengthen the management of roads and improve the quality of transport in the future. (Trade and Transport in Malaysia: overview of the logistics) 6. 4 Analysis The great Technological infrastructure, Communication networks and Logistics networks in Malaysia will provide an opportunity for Samsung Group. 7. 0 SWOT AnalysisStrength| Samsung Company has: * good reputation * high-quality products * large scale international corporation * strong financial resource * A strong market influence| Weakness| Samsung Company: * lacks business experience in Malaysia * the shortage of qualified personnel * no stable customers in local market| Opport unities| Malaysia has:Political environment-stable governmental environment -good trading relationshipLegal environment-improvement in labour and business lawEconomic environment-strong economic forecastsocio-cultural environment-similar in female leadershipTechnological Environment- Advanced Technological infrastructure – good communication networks- Convenient Logistics| Threat| Malaysia has:Legal environment-different regulatory framework to South Korea- corruption problemsEconomic Environment-high interest rate in Malaysia-high exchange ratesocio-cultural environment-used to work collectively-higher power distance-lower Uncertainty Avoidance-only achieve short time target| 8. 0 Recommendations Based on the analysis of external environment of Malaysia, it is suggested that Samsung Company should: *continue to produce high-quality products to make good reputation in Malaysia (strengths) * train more new professionals in local market (threats) *use the new technology and the political system to achieve mutual benefit (opportunities) *seek professional legal advices and the lowest cost supplies (threats) 9. 0 Conclusion Political, socio cultural and technological environment constitute opportunities for Samsung Company.However, the threat appeared in the different socio cultural, weak legal environment and the economic conditions will in recession in the future. According to this report, there are still more opportunities than threats. To sum up, from the current market environment, there are many favorable aspects for Samsung Company to be expanded in Malaysia. Word Count:1443 10. 0 References Alphabetical Index of the political entities and corresponding legal systems. 2013. University of Ottawa. www. juriglobe. ca/eng/sys-juri/index-alpha. php. Business area2013 Samsung http://www. samsung. com/au/aboutsamsung/ourbusinesses/index. html South Korean Interest . 2013. Central bank rates. www. bok. or. kr Malaysia information technology reportQ1. 2012 .B usiness Monitor International. January http://search. proquest. com. dbgw. lis. curtin. edu. au/docview/919719232/13D455FB3221B7702F2/1? accountid=10382 Rupa Damodaran 2013. â€Å"Malaysia’s key interest rate expected to remain unchanged in these years. † Business times April 201 82 (11): 14-15. Currency Converter Widget. 2013. XE. COM INC http://themoneyconverter. com/MYR/KRW. aspx Malaysia Interest Rate 2013. .trading economics. http://www. tradingeconomics. com/malaysia/interest-rate Asia’s new high tech competitors. 2013. government statistics http://www. nsf. gov/statistics/s4495/conten3c. htm Invest in Malaysia. 2013 Malaysian investment development authority. ttp://www. mida. gov. my/env3/index. php? page=invest-in-malaysia South Korea economic. 2013. south korea government. www. southkoreagovernment. com Malaysia labour laws. 2013. laws, Accessed Feb 6 www. azminias. com/MALAYSIAN. %20LABOUR%20Lw. doc Malaysia Information. 2013. Malaysia journey. http:// www. tourism. gov. my/en/au Malaysia Hofstede 2013 South Korea Hofstede http://geert-hofstede. com/malaysia. html Malaysia Interest Rate. 2013. Trading Economics http://www. tradingeconomics. com/malaysia/interest-rate Malaysia’s top enemy. 2013. Malaysia story http://www. asiaone. com/News/AsiaOne+News/Malaysia/Story/A1Story20091225-188007. html

Movie review Essay Example | Topics and Well Written Essays - 500 words - 9

Movie review - Essay Example car crashing in the start of the movie while she was driving to get her son from the center, I was eagerly looking forward to what kind of a woman she was. However, unfortunately but yet interestingly, I found out how gruff she was when I listened to her â€Å"hello† over the phone call in the car crash scene. She was very non-sexy yet elegant in her own style. Moreover, when she was in the center where she had to take the custody of her son Steve, she was in conversation with the governess or the headmistress whosoever she was. That woman was a normal looking, kind lady. Die also got into harsh conversation with her. I can tell that because she was not talking nicely with her, and her body language showed how irritated she was. However, when she received her son and the two were walking down the street, Die kissed him on the cheek and forehead which showed that she had that kind of a heart that is stereotype of a loving mother. Die showed her fondness toward her son through these gestures no matter how harsh she herself was. Later on, I saw her with her son resting his head on her lap. This was very interesting for me, and I could see a totally different woman inside the embodiment of a strong and sturdy man-ish character. This different woman was a bit kind, gentle, loving and affectionate. Die smiled at that point like a normal, fragile lady. She talked to her son like a good communicative mother. This shows that man is a versatile creature who can act and react in a myriad of ways, depending upon his moods and the circumstances. For me, Die is a strange and creepy character because I am not able to figure out properly in which category of human nature I should fit her in. She is harsh but gentle, non-se xy but fragile, all at the same time. Hence, the mother and her son walking toward their home was the most interesting sequence for me as it helped me reveal different aspects of Die’s nature as a human being and as a mother. Although the whole movie was

Russian petroleum industry and globalization Dissertation

Russian petroleum industry and globalization - Dissertation Example 4.Functional Structure of Organizations 11 In the petroleum industry, organizations grouped their employees based on their specialization together: Reservoir Engineers together, Production Technologist together, etc., which resulted in a Functional structure. Figure 1 presents an example of a Functional structure in case of an Operating Unit in the petroleum industry (in an oversimplified situation). Because of the grouping of functional activities into specialized departments, the organization is able to support in-depth skill development, which is considered to be one of the key strengths of the functional organization. However, functional grouping also has its drawbacks; as the environment becomes more uncertain and dynamic, many decisions are pushed to higher hierarchical levels, which slows down the process of decision-making. Price shocks of oil and gas in the 1980s resulted in major cost cuttings between 1982 and 1986, major petroleum companies (except for Shell) announced rad ical restructuring programs, which included a reformulation of business strategies within core oil and gas businesses and reduction of staff. Shell did not major restructure its organization, but did reduce staff for ~20%. Although petroleum companies reduced a great number of their staff, the actual amount of work remained the same. 11 5.Russian Petroleum and the Global Scenario 12 5.1.FDI of Russian Companies Globally 13 5.2.Energy as a Strategic Asset 13 5.3.Opportunities for Russia 14 III.Investigation to Support Model 15 1.Sample for Investigation 15 2.Investigation Results in Tabular Form 16 IV.Results of Investigation 21 1.Power distribution on â€Å"Exploration processes† and â€Å"Business development† 21 2.Power distribution on â€Å"Project Planning† and â€Å"Project execution† 22... Over the years, this strategy has been successful and beneficial for the country. Presently, various other factors have come into play such as the need for efficiency, reducing costs and the role of international market forces. The oil prices which reached the peak in 2008 have stabilized over past 3 years. This fact affects the financial results of Russian petroleum companies and Russia GDP. For example EBITDA of the LUK oil has decreased up to 14% since 2008. Russia government faces new challenges to provide GDP growth. One of the major steps is to find new projects which should be developed. These projects can be in Russian territory or abroad. With the help of secondary research it has been proposed that Russian energy can be used as a strategic resource in establishing a notable presence in the global markets. This paper investigates the path of multinational (MNCs) petroleum companies from national to international markets. My research proposes that the organizational structure of some MNCs operating from Russia can adapt techniques of their global counterparts. The research describes the variety of models that companies use to manage their international assets. The common models and solutions are recommended to use in case of Russian petroleum companies with respect to cultural differences and administrative heritage. 1.Introduction Russia is the largest country in the world in terms of area; it is also the second largest producer of energy of which about 40% of the production is exported-making Russian the largest exporter of energy in the world. Thus Russia plays a pivotal role in the international oil market with their production of upto 9.96 million barrels per day (Locatelli & Rossiaud, 2011).

Introduction to Communication-Emotional Responses-discussion Personal Statement

Introduction to Communication-Emotional Responses-discussion - Personal Statement Example I vividly remember a situation when a colleague of mine tried to load me with a job, which actually happened to be his responsibility. It being a hard day, I really got angry. I had an interaction with my colleague regarding this issue. Though I didn’t use rude language, I managed to convey my resentment and anger through my bodily gestures. My face was flushed red and I was leaning slightly forward, in a way violating the personal space of my colleague, during this talk. While talking, my eyebrows happened to be down and close to each other and I must admit, I had a rude glare in my eyes. My lips were narrowed and quivering all through that short talk and I was sweating a little. My colleague was able to notice my anger by seeing my body language, though I spoke a little, and he apologized for his mistake. Though I managed to get what I wanted, in retrospect I think that my bodily gestures were a way too aggressive during this interaction, and I could have acted more restrain ed and

Improving Process Assignment Example | Topics and Well Written Essays - 2000 words

Improving Process - Assignment Example According to the report  the statistical representation of Six Sigma describes quantitatively how a process is performing. To achieve Six Sigma, a process must not produce more than 3.4 defects per million opportunities. A Six Sigma defect is defined as anything outside of customer specifications. A Six Sigma opportunity is then the total quantity of chances for a defect. Process sigma can easily be calculated using a Six Sigma calculator.This study highlights that Six Sigma process improvement methodology provides a strong quantitative on process improvements which includes figures for budgets for the process improvement, expected & actual results / ROI of the process improvement project and data based statistical analysis of information which provides a very strong impact in terms of business benefits and value provided. This is a structured process improvement methodology which can be applied to any process or multiple processes at a time to identify improvement opportunities an d implement them in a controlled manner. The tools and techniques defined in Six Sigma Methodology are very comprehensive as well as general purpose and greatly assist in ensuring that all the key aspects of the problem are appropriately analyzed and considered before suggesting a process improvement solution. Stringent gateways or exit criteria for each phase of the Six Sigma Methodology ensure that all the steps are correctly performed and are adequately justified.... Benefits of Six Sigma Methodology for the Banking Process Improvement Project Six Sigma process improvement methodology provides a strong quantitative on process improvements which includes figures for budgets for the process improvement, expected & actual results / ROI of the process improvement project and data based statistical analysis of information which provides a very strong impact in terms of business benefits and value provided. This is a structured process improvement methodology which can be applied to any process or multiple processes at a time to identify improvement opportunities and implement them in a controlled manner. The tools and techniques defined in Six Sigma Methodology are very comprehensive as well as general purpose and greatly assist in ensuring that all the key aspects of the problem are appropriately analyzed and considered before suggesting a process improvement solution. Stringent gateways or exit criteria for each phase of the Six Sigma Methodology ensure that all the steps are correctly performed and are adequately justified. Applying Six Sigma Tools to Banking Process Improvement In case of the banking process improvements scenario, there are two process improvement opportunities for which Six Sigma DMAIC methodology can be applied - Project 1 - To reduce major incidents in banking transactions Project 2 - To improve the customer satisfaction for better service levels In both these cases, following the Six Sigma terminologies we have to define what is an "Opportunity" and "Defect" in each case. Accordingly - Opportunity 1 - Banking Transaction and Defect 1 - Major Incident Opportunity 2 - Customer Service Level and Defect 2 - Service Level For each project, in the "Define" phase, we have to specify the following

Mrs Research Proposal Example | Topics and Well Written Essays - 1000 words

Mrs - Research Proposal Example The media brought out the Egyptian revolution to the world and made the world unite in protest. The heroic portrayals of the Egyptian people through the media could be one of the reasons that made people stand up and fight. But there were losses, in terms of life and property. Who accounts for that? In togetherness is makes a very interesting topic to research on the impact of media in bringing about revolution. Purpose of the Research: The main purpose of this research paper should be to thoroughly investigate and find a co relation between the presence of media in everyday life and the surge in people’s revolutions against tyranny and dictatorship across the world. Objective of the Research: The main objectives of the paper can be summarized as follows: The paper should also help realize to what extent the media has been playing a role as a catalyst in instigating people’s thought and need for a revolutionary movement. ... Academics argue that most individual’s life style and thoughts are influenced by what is being portrayed by the media. Thus it become very important to analyze if revolutionary decisions are being taken rationally or is the media responsible for instigating such interest and motives by its portrayal of events. Is it not possible that the media can be selective in what it portrays as eventually it also has to look after its economic viability? (Biagi, 2002) Literature Review: April, 2007 witnessed the worst school shooting in American history when one gunman took 32 other lives beside himself inside Virginia Tech University. Psychologist and member of the society put the cause on over exposure to violent entertainment in the media. Activists and leaders called on the media to control their portrayal of violence in an attempt to protect the minds of young people. At the same time, it is also to be noted that the media portrayals may not affect the behavior of all individuals in the same way (Sparks, 2010). However the presence of media can be seen everywhere around human beings to the extent that it affects us economically socially and culturally. Sometimes the mass media even influences one’s way of talking, eating habits, working, studying and relaxing (Biagi, 2006). The media is then also seen as a source of power and empowerment for the civil society. It brings knowledge that lets people think and decide, provides empowerment to the society by revolutionizing thoughts. The empowerment of women in many societies across the globe is often credited to the efforts of mass media to bring along changes (Klaehn, 2010). It is also supported by Sparks (2010) saying that progress through personal experiences and

Short Story Analysis Sheet Coursework Example | Topics and Well Written Essays - 750 words

Short Story Analysis Sheet - Coursework Example Hazel is hell bent on continuing her winning streak at an annual race event held on May Day (Bambara 1-2). However, she has to juggle caring for her brother Raymond and race preparations while simultaneously dealing with insensitive remarks about Raymond’s mental handicap. At the story’s conclusion, Hazel emerges victorious and finds new respect for Gretchen and Raymond’s Down syndrome (Bambara 4). The author uses flashbacks throughout the story. For example, Hazel remembers taking Mary Louise under her wing when the latter was new to the neighborhood. In addition, she recounts her distaste for Cynthia Procter’s pretentiousness when she remembers the latter’s lie about not adequately preparing for a spelling bee event (Bambara 2). Bambara’s description of events is believable because she addresses challenges that face children in real-life; for example, jealousy and rivalry between young girls, as they strive to prove their superiority. The kind of conflict, central to the Raymond’s Run, is a sort of inner conflict of the protagonist. From the first glance it may seem that the whole story is about confrontation of two athletes, Squeky and Gretchen, but things are much more complicated, and the existing conflict between girls is an external one. Upon the deeper reflection the reader recognizes that twenty year old Squeky struggles to find her place in life, as she strives to do more than just watch Raymond. This girl uses running as a tool to construct another identity of the more confident and successful individual. However, her passion in running does not meet parental expectations, as they find Squeky’s hobby impair her girlishness. A vivid example of that conflict is Squeky’s refusal to take part in maypole dancing with such an argumentation: â€Å"a poor Black girl who really can’t afford to buy shoes and a new dress you only wear once.† (Bambara 1). Hazel Deborah Parker, or Squeky,

Fascism in Germany and Italy Essay Example for Free

Fascism in Germany and Italy Essay Many similarities exist between German fascism, or Nazism, and Italian fascism. For example, both fascist movements were brought into power after facing very similar problems. One of the major problems that both countries encountered was a post-war economy teeming with instability. Germanys fragile economy was undermined by widespread unemployment, hyperinflation, and burdensome reparation payments, while Italys economy was just as delicate. In addition, the Great Depression brought both countries even further into economic collapse. Another problem that brought about fascism in the two countries was post-war peace settlements, especially the Versailles Treaty. While the Germans were exasperated by the exorbitant reparation payments forced upon them by the Allies, the Italians felt betrayed by the peace settlements for denying them the territory and status they deserved. Another problem that the two countries faced was their dissatisfaction with their existing governments. Many Germans were disgruntled with the Weimar Republic for signing the humiliating Treat of Versailles, while many Italians were apprehensive of the chaos within their parliamentary regime. Lastly, widespread fear of revolutionary upheaval and the expropriations of a Communism system also caused many Germans and Italians to identify with fascism. Both German fascism, led by Adolf Hitler and Italian fascism, led by Benito Mussolini exploited many economical and political difficulties within their nation in order to gain power. Hitler blamed Germanys ruined economy on the Weimar Republic, Communists, and Jews, while Mussolini blamed large Socialist and Catholic parties for Italys economic struggles. They also gained the support of farmers, small businessmen, civil servants, and young people by advocating strict nationalistic goals and blaming their economic troubles on the Bolsheviks. Nevertheless, the most crucial components of securing political power was though institutionalized violence and the abolishment of all other political parties. The fascist party under Hitler gained power by abolishing the press, public meeting, trade unions, and eventually, all other political parties. They also secured their total dominance by orchestrating violence to eliminate political enemies with the  Sturmabteilung and later, the Schutzst affel. Similarly, Mussolini used the Squadristi to attack his political enemies, the Catholics and the socialists, in order to secure fascist supremacy and make Italy a one-party dictatorship. Both the German and the Italian fascist regimes dominated business. In Italy, Mussolini lent money to many Italian businesses and acquired power in key industries such as steel, shipping, machinery, and electricity. Meanwhile, in Germany, Hitlers fascist government controlled industry, agriculture, and education. Newspaper and radio broadcasts were operated under strict censorship. In addition, both the German fascist regime and the Italian fascist regime strictly advocated nationalism, militarism, and institutionalized violence. One of the most important characteristics of the fascist regimes of Germany and Italy was nationalism. Nationalism spawned the idea of racial superiority, especially to Germany, and brought about territorial expansion and rearmament. The idea of territorial expansion stimulated militarism in both Germany and Italy. In Germany, Hitlers three goals, Lebensraum, rearmament, and economic recovery became the basis of his new foreign policy. Lebensraum, or living space, was Hitlers idea that superior nations had the right to conquer and expand into the territories of inferior states. Lebensraum brought about rearmament, and in 1935, Hitler publicly announced that Germany was rearming. The third phase of Hitlers foreign policy was economic recovery, which was directly linked to Lebensraum and rearmament, because not only did assembling weapons improve Germanys economy, but also the Balkan countries that Hitler annexed produced consumer goods for them. Similarly, in Italy, Mussolini was also rearming and targeting many weaker countries for his expansionist aims. In October 1936, the two fascist nations formed the Rome-Berlin Axis. Then, in May 1939, Germany and Italy agreed to offer each other military support both offensively and defensively by signing the Pact of Steel. Another act introduced by Hitler was the creation of Nazi controlled-organizations such as Hitler Youth, which taught German boys and girls between 10 and 18 to uphold his fascist values. However, the most unforgettable acts were his Nuremberg Laws, which deprived Jews of their  citizenship and forbade them from marriage. Then, on November 9, 1938, 20,000 to 30,00 Jews were sent to concentration camps and the night became known as Kristallnacht, or the night of broken glass.

Roman Empire Essay Example for Free

Roman Empire Essay The Roman Empire had stretched so large by the fourth century CE that it had several provincial capitals. The two most important political centers were Rome in the West and Constantinople in the East, which had formerly been called Byzantium. The emperor, Constantine the Great, rebuilt Byzantium to resemble â€Å"Old Rome,† and so this political center became known as the â€Å"New Rome.† Although those who lived in Constantinople referred to themselves as Romans and were part of the Roman Empire, historians now refer to the peoples of the Eastern Roman Empire as Byzantines. Though the Byzantine Empire no longer remains, evidence from the era exists across Southern Europe, North Africa, Southwest Asia, and beyond. The Byzantines are famous for their intricate mosaics, like the golden ones here inside a church in Istanbul, Turkey, which was once known as Constantinople, capital of the Byzantine Empire. How Did the Byzantines Continue the Roman Empire? By the end of the fourth century CE, the Roman Empire was permanently split into East and West. While the Byzantine Empire in the East thrived, the Western Roman Empire experienced a series of invasions, a declining economy, and poor leadership. In 476 CE, the last Roman emperor of the West, Romulus Augustulus, was overthrown by a Germanic prince named Odovacar. After the fall of Rome, Germanic kingdoms claimed former Roman lands. Roads and other public structures fell into disrepair. Likewise, trade and commerce in the West declined. Without a powerful Western Roman Empire, the Roman Catholic Church became a unifying and powerful force in western Europe. In contrast, Byzantine emperors in the East were successful in keeping a powerful army that they could send long distances. While the West was repeatedly invaded after the fourth century CE, the East succeeded in defending itself well enough that Constantinople survived nearly 1,000 years after the fall of Rome. Byzantine leaders co ntinued Roman law and traditions. The Byzantine emperor Justinian is well known for codifying Roman laws. In the process, the authors removed conflicting, duplicated, and outdated Roman laws. Also during Justinians reign, artists revived Hellenistic art and literature. Many historians credit the Byzantine Empire for todays knowledge of ancient Greek and Roman cultures. As the West went into decline, scholars in the East maintained great libraries and established schools for the study of ancient Greek and Roman history. They also continued Roman culture by combining it with aspects of peoples closer to Constantinople. Most Byzantines were Greek, but a mix of North Africans, Arabs, Persians, and Turks also lived within the borders of the Eastern Roman Empire. Latin was the official language of the Roman Empire, but more people spoke Greek in the East. Eventually Greek became the official language in the Byzantine Empire. How Did Christianity Develop in the Byzantine Empire? Time and distance from Rome caused the Byzantine Empire to develop practices that were different from the West. This was especially true of ChristianityByzantine emperors saw themselves as having authority over the whole Roman Empire, including the Catholic Church. The emperor had final authority on church matters. The Patriarch and otherbishops answered to the emperor. In the Byzantine Empire, the highest political authority and highest religious authority was the same person. However, in the West, kings and church leaders were separate, though kings answered to the popeChristianity helped unify the diverse people of the Byzantine Empire. Being head of the church gave the emperors the right to rule in the eyes of the people. Byzantine mosaics often show emperors with halos, emphasizing the connection to the church. The prominent role of Christianity in the empire is evident in the many Byzantine-era churches and the detailed works of art they contain. What Was the Iconoclast Controv ersy? In the eighth and ninth centuries, the Byzantine Empire is probably most famous for theiconoclasm controversy. An icon is a holy image or sculpture of a revered holy figure such as Jesus Christ or a saint. A saint is someone who is recognized as holy or virtuous by the Church. Byzantine art frequently used human forms and symbols to represent important ideas and figures in Christianity. A great debate arose over whether this type of practice, including veneration of the icons, was acceptable.iconoclasts, meaning icon breakers, were those who were against the practice. They feared it could lead to idolatry, forbidden by the Bible. How Did the Controversy Affect the Byzantine Empire? The iconoclast debate became a political issue that lasted more than 100 years. Many historians say it was also the greatest intellectual debate over the purpose of art. The pope and bishops in the West supported the use of icons, as did most Byzantine bishops. The practice had existed for centuries. As the emperor was head of the Byzantine church, he did not need support from church leaders to ban icons. In fact, people who continued to support icons during those times experiencedpersecution. What Other Issues Split East and West? The use of icons as religious symbols was not the only issue dividing the Eastern and Western churches. One was the use of leavened instead of unleavened bread in worship. Church leaders attached special importance to breads made with or without yeast, per quotes in the Bible. They disagreed on the proper interpretations. Another issue was the power of the pope, who saw the position of the emperor over the patriarch in the East as a challenge to his own authority. In addition, the importance of Constantinople as an important Christian city was in debate. Church leaders in the West objected to Byzantine emperors claims of Constantinople having equal importance to Rome. What Was the Great Schism? By 1054, the differences between East and West had grown too wide. That year, Pope Leo IX sent representatives to Constantinople. They insisted that Michael Cerularius, the patriarch of Constantinople, acknowledge the pope as his superior and Rome as the head of the Christian church. The delegates leader, acting on the popes behalf, excommunicated Cerularius. The patriarch excommunicated the delegates and the pope in return. This event marks the Great Schism, or split, in Christianity between East and West. The Church in the West became the Roman Catholic Church. The Eastern Orthodox Church continued to grow in the East, based in Constantinople. Roman Catholic Church| Similarities| Eastern Orthodox Church| * Latin was official language * Pope has highest authority, over kings and emperors as well * Priests cannot marry * Married couples could not divorce * Centered in Rome| * Both base teachings on Jesus and the Bible * Both offer sacraments, meaning special church services such as b aptism * Both have priests and bishops as church leaders * Both seek to convert others to Christianity| * Greek was official language * Patriarch and other bishops lead as a group * Emperor claimed authority over the patriarch * Priests can marry * Married couples could divorce under certain conditions * Centered in Constantinople| The Byzantine Empires culture was already spreading to Slavic and other peoples further east and north. Many of these groups converted to Eastern Orthodox Christianity, especially because of the work of saints Cyril and Methodius. St. Cyril was talented in learning languages and worked to create the first written alphabet for the Slavonic language. He and St. Methodius then were able to begin translating the Bible into the new alphabet. They were missionaries to the Slavs, credited with spreading Christianity and Byzantine influence. Western Roman Empire| Eastern (Byzantine) Empire| Latin was official language| Iconoclast controversy| Pope was highest authority| Orthodox Church| Catholic Church| Greek was official language| Excommunicated iconoclasts| Patriarch was highest church leader| Centered in Rome| Centered in Constantinople|

Learning And Communicating Online Education Essay

Learning And Communicating Online Education Essay The purpose of this paper was to express the extent of agreement with collaborative learning approaches. Thorough research on the subject of collaboration and the methods that are implemented by educators proved that there are more positives than negatives. This paper delves deep into the information that was discovered along the journey. The information contained within will help to prove that collaboration is a valuable tool for learning. This paper focuses on the importance of teaching students from a young age to work in collaboration with their peers. It shows that there is a wealth of information for students of all ages to learn from one another while participating collaboratively. It also points out the importance of working in groups to build on a students social, management and inquisitive skills. Collaboration will assist students in building upon the knowledge that they already have. Like all things in life, for every positive there is a negative and this report also covers a few of those negative points. Learning environments have changed progressively over the past 10 years. Continued use of antiquated methods, of instruction is harming students, and not allowing students to explore their full potential. The traditional whole class approach to education has outgrown its usefulness. Whole class instruction was a product of the industrial revolution to provide education to the masses (Shachar 2005). Years ago, the path to higher education was something that people undertook in their younger years, now higher education is something that is carried out by people of all ages and backgrounds. There is an assortment of training options available now to anybody that wants to further their education. They include; traditional on campus (full or part time), work based training (apprenticeship / traineeship), or an online degree (with no physical contact hours at all). Education has ventured out of the class room and into the virtual world. This change in educational venue has also seen the way that students are encouraged to learn develop. With the evolution of education, has come the growing interest in online degrees. The way that students participate with others while undertaking these online degrees, is collaboratively over the internet. Collaboration is a key to achieving goals. Because it allows students to build on knowledge they already possess, by interacting with other students. It is a way to receive feedback from their peers and educator in a less formal way than within the classroom. Although there are negatives to collaboration, according to the research conducted, the positives outweigh the negatives. Students learn how to interact in a professional manner within their learning groups and they build on their social and management skills. Collaborative learning can be defined as an instructional method in which students work together in small groups towards a common goal. Co-operative learning is defined as a structured form of group work where students pursue common goals but are assessed individually. Co-operative learning can be encompassed within the definition of collaborative learning (Prince 2013). Collaboration implemented in the early years of learning builds a foundation for success, both at school and in life. It can provide a positive attitude towards school and learning. Collaboration also teaches students how other people think (Battistich, Watson 2005), and build a set of skills that will be useful throughout their school years and into their careers. Co-operative learning reduces the gap between students, it has been found to provide significant support to students who are slow learners (Shachar 2005). Through collaboration, students are interacting with others from different backgrounds and learning abilities. The diversity that students are faced with is of particular benefit to their learning (McWhaw et al. 2005). Collaboration provides students with the opportunity to verbalise their thoughts and to analyse other peoples ideas. These thoughts facilitate understanding through cognitive restructuring on those who teach learn the most. Group members not only capitalise on the interaction between themselves and their peers but they learn how to problem solve by participating in the groups collective thoughts (Terwel 2005). Students find that when receiving feedback from their peers throughout their educational journey, that their learning experience is enriched. They feel as though they have a better knowledge of the information that has been presented to them and that their retention levels of new subject matter are greater. Collaboration represents an interaction where students are given more power over their learning than traditional methods (McWhaw et al. 2005). It is a method, in which students are their own time keepers. Students are able to invest as much time as they feel is necessary to achieve their goals. A common way of teaching students to work collaboratively is to assign them to groups to work through a problem. Groups have a greater potential to solve complex problems in challenging contexts, they bring more knowledge, skill and experience to the work than any individual could (Hackman, 2011). When working in small groups, there are various methods that can be utilised to help establish a sense of community and interaction between students. These include; case studies, role-playing, debates and threaded discussions (Lou, Macgregor 2004). For groups to be successful, the students must have a set plan of action. They need to allocate tasks to individual group members, and know that the task will be completed. A specific skill set should be utilised by the students to ensure that they are benefitting from the group sessions. Students will need to show that they are able to be open, have good leadership (able to follow instructions as well as give them), be inquisitive (ask for clarification from other group members regarding information provided by them) and show that they have good judgement (Bosworth 1994). With the development of social media and other online mediums, it has been increasingly easier for educators to set collaborative tasks for students. Online mediums such as BlackboardTM, Adobe Connect and Collaborate are integral parts of educator controlled collaboration. Weekly tasks are posted to blackboard for completion by the students. The activities ask for members of the group to actively participate in posting the answers to the said activity, and to provide feedback on a post, or to ask a question of fellow students. Adobe Connect and Collaborate are two programs that work in similar ways. They both provide an online platform for lectures / tutorials. These sessions are held by educators in regards to assignments and instructional information; they are beneficial for students to attend. It allows them the opportunity to ask real time questions of their peers and educator in relation to the information that is being presented. There is also the opportunity to ask any relevant questions in relation to the subject, and to be provided with an answer on the spot from a peer or educator. Social networking sites (Facebook and Twitter) are morphing into new channels for collaboration and innovation. They are increasingly tapping into the collaborative mindset in ways that continue to evolve (Moore, Neely 2011). Take students at Swinburne University for example. They have set up Facebook groups (which are independent from the university) for subjects that are offered by Swinburne. Students from a subject are welcome to join the particular group for the said subject. Within these groups, students have contact with other students who are studying the same subject, but may be from a different online learning group. These subject groups on Facebook are a wealth of knowledge. The students ability to be able to ask a question or an opinion from a myriad of students, gives them access to a broader knowledge base. Students within these groups also share information that they think may be of benefit to other students. As a result of questioning the effectiveness of collaboration in approaches to learning, it was found that there are negatives with collaborative learning. It has been noted that students feel as though greater involvement by all students within their online groups would make weekly activities more relevant to their studies. Collaboration is only as good as the involvement of students. If activities are only completed by a few students, then the benefits of the activity are going to be low. The greater the involvement, the more beneficial it is going to be. As the collaborative process is still evolving, there will always remain an element of unpredictability within the group environment. Students may find it hard to overcome their learning style that is their mindset. Some may find it easier to work alone and others may rebel and refuse to work with individuals within the group (Banerjee 2012). It was found that those who are rebellious are more likely to be high achieving students. These students do not want their grades to be effected by other students (Shachar 2005). Students working within groups may feel as though they are the ones doing the heavy lifting. There could be students within the group that do not contribute as much as other students. The act of not performing up to scratch is commonly referred to as social loafing. The challenge with groups is to identify what it takes for groups to exploit their considerable potential while avoiding the dysfunctions that await the unwary (Hackman, 2011). In conclusion, thorough research was conducted on the subject of collaborative approaches to learning. While carrying out the research for this paper, it became quite clear from the outset that there are more positives in relation to collaboration than negatives. When students collaborate, they are interacting with people from different backgrounds and learning abilities. Research showed that the implementation of collaborative exercises in the early years of a students education assisted them in gaining a positive attitude to learning, and to build a foundation for success in both school and life. One of the most common ways of collaboration in an online medium is to place the students in small learning groups. The communication that happens in these collaborative groups, gives students the opportunity to verbalise their thoughts, ask questions of their fellow group members and analyse other peoples ideas. Students that work within these groups, have the ability to solve more complex problems within a quicker time period. Social media and other online mediums have contributed to the accessibility of collaboration for students. Not only are online sessions set by educators for the students to attend, but there is a greater occurrence of student led collaboration through mediums such as Facebook and Twitter. This new age in technology will continue to evolve at an unprecedented pace in the future, bringing with it more ways for students to enhance their learning experience. Research showed that there are negatives in relation to collaboration. There is an element of unpredictability with the group environment. Students working within these groups may feel as though they are contributing more than others. Some students find that it is easier to work alone (their learning style dictates this), while others may be rebellious and refuse to work with members of the group. The contributing factor to this theory is that high achieving students do not want their grades to be effected by the work carried out amongst the group. Students also feel as though a larger contribution from all students in their online groups would be of greater benefit. The old adage of more is better, is correct in this instance. With the involvement of only a few, there isnt as much information to be absorbed by the students. Once again, in conclusion the research carried out in relation to this paper, has proven that collaboration is important to learning.

Exploring Motion And Force :: essays research papers

Exploring Motion and Forces Calculating Speed: Section 1 q  Ã‚  Ã‚  Ã‚  Ã‚  The SI unit for distance is meters. q  Ã‚  Ã‚  Ã‚  Ã‚  The SI unit for speed is meters per second. q  Ã‚  Ã‚  Ã‚  Ã‚  What is the SI unit for time is seconds. Calculating Speed: Section 2 q  Ã‚  Ã‚  Ã‚  Ã‚  When solving for speed, you are looking for meters per second (velocity). q  Ã‚  Ã‚  Ã‚  Ã‚  Your speed is 5 meters per second. 100/20 = 5 q  Ã‚  Ã‚  Ã‚  Ã‚  You skate faster. Calculating Speed: Section 3 q  Ã‚  Ã‚  Ã‚  Ã‚  When solving for speed, you are looking for meters per second (velocity). q  Ã‚  Ã‚  Ã‚  Ã‚  Her average speed was 9.37 meters per second. 200/21.34 = 9.37 Calculating Speed: Section 4 q  Ã‚  Ã‚  Ã‚  Ã‚  When solving for time, you are looking to end up with distance over velocity. q  Ã‚  Ã‚  Ã‚  Ã‚  If a lightning bolt strikes the ground 1 km away from you, it will take .30 seconds for the sound to reach you. 100/330 = .30 Calculating Speed: Section 5 q  Ã‚  Ã‚  Ã‚  Ã‚  If the 60th floor is 219 m above the first floor, it would take the elevator 21.9 seconds to go from the 1st floor to the 60th floor. 219/10 = 21.9 Calculating Speed: Section 6 q  Ã‚  Ã‚  Ã‚  Ã‚  It would take 5 hours to finish the race if the river was 130 km and you were traveling downstream. 10 km/hr is added to your speed of 16 km/hr because you are moving downstream. 130/26 = 5 q  Ã‚  Ã‚  Ã‚  Ã‚  If you were traveling upstream, it would take 21.6 hours. 10 km/hr is subtracted from your speed of 16 km/hr because you are moving upstream. 130/6 = 21.6 Velocity and Speed: Section 1 q  Ã‚  Ã‚  Ã‚  Ã‚  They have the same velocities. q  Ã‚  Ã‚  Ã‚  Ã‚  They have the same speeds. q  Ã‚  Ã‚  Ã‚  Ã‚  There is no difference between speed and velocity. Calculating Acceleration: Section 1 q  Ã‚  Ã‚  Ã‚  Ã‚  The car’s average acceleration is 3 m/s2. q  Ã‚  Ã‚  Ã‚  Ã‚  The average acceleration is positive because the car is gaining speed. Calculating Acceleration: Section 2 q  Ã‚  Ã‚  Ã‚  Ã‚  The roller coaster’s acceleration is 7.3 m/s2. Calculating Acceleration: Section 3 q  Ã‚  Ã‚  Ã‚  Ã‚  The swimmer’s acceleration is .01 m/s2 during this interval. Calculating Acceleration: Section 4 q  Ã‚  Ã‚  Ã‚  Ã‚  The acceleration of the roller coaster is –5 m/s2. q  Ã‚  Ã‚  Ã‚  Ã‚  The average acceleration is negative because the roller coaster loses speed. Putting the Knowledge to Work: Hypothesis Question q  Ã‚  Ã‚  Ã‚  Ã‚  You can measure a runner’s speed by calculating distance traveled over time. q  Ã‚  Ã‚  Ã‚  Ã‚  Running twice as far would take twice as much time if the runner is moving at a constant speed. Putting the Knowledge to Work: Data and Observations Putting the Knowledge to Work: Analysis Distance (meters)  Ã‚  Ã‚  Ã‚  Ã‚  0-5   Ã‚  Ã‚  Ã‚  Ã‚  5-10  Ã‚  Ã‚  Ã‚  Ã‚  10-15  Ã‚  Ã‚  Ã‚  Ã‚  15-20  Ã‚  Ã‚  Ã‚  Ã‚  20-25  Ã‚  Ã‚  Ã‚  Ã‚  25-30  Ã‚  Ã‚  Ã‚  Ã‚  30-35  Ã‚  Ã‚  Ã‚  Ã‚  35-40  Ã‚  Ã‚  Ã‚  Ã‚  40-45  Ã‚  Ã‚  Ã‚  Ã‚  45-50 Robbie’s Time (short)  Ã‚  Ã‚  Ã‚  Ã‚  .95  Ã‚  Ã‚  Ã‚  Ã‚  1.11  Ã‚  Ã‚  Ã‚  Ã‚  .60  Ã‚  Ã‚  Ã‚  Ã‚  .67  Ã‚  Ã‚  Ã‚  Ã‚  .32  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Velocity  Ã‚  Ã‚  Ã‚  Ã‚  5.26 m/s  Ã‚  Ã‚  Ã‚  Ã‚  4.50 m/s  Ã‚  Ã‚  Ã‚  Ã‚  8.33 m/s  Ã‚  Ã‚  Ã‚  Ã‚  7.26 m/s  Ã‚  Ã‚  Ã‚  Ã‚  15.63 m/s  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Acceleration  Ã‚  Ã‚  Ã‚  Ã‚  5.54 m/s2  Ã‚  Ã‚  Ã‚  Ã‚  -.68 m/s2  Ã‚  Ã‚  Ã‚  Ã‚  6.38 m/s2  Ã‚  Ã‚  Ã‚  Ã‚  -1.60 m/s2  Ã‚  Ã‚  Ã‚  Ã‚  26.16 m/s2  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Duran’s Time (short)  Ã‚  Ã‚  Ã‚  Ã‚  .42  Ã‚  Ã‚  Ã‚  Ã‚  1.58  Ã‚  Ã‚  Ã‚  Ã‚  .9  Ã‚  Ã‚  Ã‚  Ã‚  .63  Ã‚  Ã‚  Ã‚  Ã‚  .53  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Velocity  Ã‚  Ã‚  Ã‚  Ã‚  11.9 m/s  Ã‚  Ã‚  Ã‚  Ã‚  3.16 m/s  Ã‚  Ã‚  Ã‚  Ã‚  5.56 m/s  Ã‚  Ã‚  Ã‚  Ã‚  7.94 m/s  Ã‚  Ã‚  Ã‚  Ã‚  9.43 m/s  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Acceleration  Ã‚  Ã‚  Ã‚  Ã‚  28.33 m/s2  Ã‚  Ã‚  Ã‚  Ã‚  -5.53 m/s2  Ã‚  Ã‚  Ã‚  Ã‚  2.67 m/s2  Ã‚  Ã‚  Ã‚  Ã‚  3.45 m/s2  Ã‚  Ã‚  Ã‚  Ã‚  2.8 m/s2  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Robbie’s Time (long)  Ã‚  Ã‚  Ã‚  Ã‚  .69  Ã‚  Ã‚  Ã‚  Ã‚  1.7  Ã‚  Ã‚  Ã‚  Ã‚  .24  Ã‚  Ã‚  Ã‚  Ã‚  .27  Ã‚  Ã‚  Ã‚  Ã‚   1.23  Ã‚  Ã‚  Ã‚  Ã‚  .78  Ã‚  Ã‚  Ã‚  Ã‚  .53  Ã‚  Ã‚  Ã‚  Ã‚  .81  Ã‚  Ã‚  Ã‚  Ã‚  .50  Ã‚  Ã‚  Ã‚  Ã‚  .39 Velocity  Ã‚  Ã‚  Ã‚  Ã‚  7.25 m/s  Ã‚  Ã‚  Ã‚  Ã‚  2.94 m/s  Ã‚  Ã‚  Ã‚  Ã‚  20.83 m/s  Ã‚  Ã‚  Ã‚  Ã‚  16.52 m/s  Ã‚  Ã‚  Ã‚  Ã‚  4.07 m/s  Ã‚  Ã‚  Ã‚  Ã‚  .64 m/s  Ã‚  Ã‚  Ã‚  Ã‚  9.43 m/s  Ã‚  Ã‚  Ã‚  Ã‚  6.17 m/s  Ã‚  Ã‚  Ã‚  Ã‚  10 m/s  Ã‚  Ã‚  Ã‚  Ã‚  12.82 m/s Acceleration  Ã‚  Ã‚  Ã‚  Ã‚  10.5 m/s2  Ã‚  Ã‚  Ã‚  Ã‚  -2.54 m/s2  Ã‚  Ã‚  Ã‚  Ã‚  74.54 m/s2  Ã‚  Ã‚  Ã‚  Ã‚  -15.9 m/s2  Ã‚  Ã‚  Ã‚  Ã‚  -10.1 m/s2  Ã‚  Ã‚  Ã‚  Ã‚  -4.40 m/s2  Ã‚  Ã‚  Ã‚  Ã‚  16.58m/s2  Ã‚  Ã‚  Ã‚  Ã‚  -4.02 m/s2  Ã‚  Ã‚  Ã‚  Ã‚  7.66 m/s2  Ã‚  Ã‚  Ã‚  Ã‚  7.23 m/s2 Duran’s Time (long)  Ã‚  Ã‚  Ã‚  Ã‚  1.29  Ã‚  Ã‚  Ã‚  Ã‚  .8  Ã‚  Ã‚  Ã‚  Ã‚  .32  Ã‚  Ã‚  Ã‚  Ã‚  .4  Ã‚  Ã‚  Ã‚  Ã‚  1.22  Ã‚  Ã‚  Ã‚  Ã‚  .72  Ã‚  Ã‚  Ã‚  Ã‚  .41  Ã‚  Ã‚  Ã‚  Ã‚  .96  Ã‚  Ã‚  Ã‚  Ã‚  .46  Ã‚  Ã‚  Ã‚  Ã‚  .8 Velocity  Ã‚  Ã‚  Ã‚  Ã‚  3.86 m/s  Ã‚  Ã‚  Ã‚  Ã‚  6.

Virginia Scharffs Femininity and the Electric Car :: Technology Automobiles Essays

Virginia Scharff's "Femininity and the Electric Car" In "Femininity and the Electric Car," Virginia Scharff examines the electric car, its history, and the targeted customers at which it was aimed. Five hundred electric cars were produced by the Pope Manufacturing Company in 1897. According to Scharff, this was after Colonel Albert A. Pope, the president of that company, decided not to concentrate "on noisy or smelly gasoline-powered cars, but instead, on clean, quiet electric vehicles." ("Femininity and the Electric Car" p.75) The Pope Manufacturing Company clearly targeted women as customers. This is evident in their advertising strategy. For example, Scharff says, "As Pope suggested in a 1903 advertisement for the Pope-Waverly electric model ‘electrics†¦will appeal to anyone interested in an absolutely noiseless, odorless, clean and stylish rig that is always ready and that, mile for mile, can be operated at less cost than any other type of motor car.’ Lest this message escape those it was intended to attract, the text accompanied a picture of a delighted woman driver piloting a a similar female passenger." (p.75) With such blatant advertising can be clearl y seen that the electric car was targeted at women. Later advertisements which were also directed at women contained Victorian language. According to Scharff, this separate spheres ideology "vastly oversimplified both human relations and social forces." Scharff then gave an example of a man who is stereotypically rugged seeking shelter from the rain and of women who are stereotypically soft-spoken yelling at their children to illustrate this oversimplification. The main reasons why electric cars were targeted at women was basically because of the misconception that women lacked the ability to drive well and should drive slower, safer cars rather than faster, more powerful gasoline-powered cars. It was also assumed that women should just use a car as a means of transportation for chores and other errands that were associated with short distances, so that the electric car’s lack of range wouldn’t bother women. Perhaps husbands liked the restricted range that their wives would have because maybe they didn’t trust them enough to go on longer trips. In this manner of using the electric car nearly exclusively for chores, the technology seemed more oppressive to women rather than liberating. In addition to a limited range, Scharff mentions a number of other disadvantages that the electric car had. It was more expensive than a gasoline-powered car. It was difficult to drive on bumpy roads and was unable to climb steep hills. Virginia Scharff's Femininity and the Electric Car :: Technology Automobiles Essays Virginia Scharff's "Femininity and the Electric Car" In "Femininity and the Electric Car," Virginia Scharff examines the electric car, its history, and the targeted customers at which it was aimed. Five hundred electric cars were produced by the Pope Manufacturing Company in 1897. According to Scharff, this was after Colonel Albert A. Pope, the president of that company, decided not to concentrate "on noisy or smelly gasoline-powered cars, but instead, on clean, quiet electric vehicles." ("Femininity and the Electric Car" p.75) The Pope Manufacturing Company clearly targeted women as customers. This is evident in their advertising strategy. For example, Scharff says, "As Pope suggested in a 1903 advertisement for the Pope-Waverly electric model ‘electrics†¦will appeal to anyone interested in an absolutely noiseless, odorless, clean and stylish rig that is always ready and that, mile for mile, can be operated at less cost than any other type of motor car.’ Lest this message escape those it was intended to attract, the text accompanied a picture of a delighted woman driver piloting a a similar female passenger." (p.75) With such blatant advertising can be clearl y seen that the electric car was targeted at women. Later advertisements which were also directed at women contained Victorian language. According to Scharff, this separate spheres ideology "vastly oversimplified both human relations and social forces." Scharff then gave an example of a man who is stereotypically rugged seeking shelter from the rain and of women who are stereotypically soft-spoken yelling at their children to illustrate this oversimplification. The main reasons why electric cars were targeted at women was basically because of the misconception that women lacked the ability to drive well and should drive slower, safer cars rather than faster, more powerful gasoline-powered cars. It was also assumed that women should just use a car as a means of transportation for chores and other errands that were associated with short distances, so that the electric car’s lack of range wouldn’t bother women. Perhaps husbands liked the restricted range that their wives would have because maybe they didn’t trust them enough to go on longer trips. In this manner of using the electric car nearly exclusively for chores, the technology seemed more oppressive to women rather than liberating. In addition to a limited range, Scharff mentions a number of other disadvantages that the electric car had. It was more expensive than a gasoline-powered car. It was difficult to drive on bumpy roads and was unable to climb steep hills.

The Government’s Response to Hurricane Katrina

The Government’s Response to Hurricane Katrina In this analysis, the role of the government and it’s response to Hurricane Katrina will be examined. This is a complex subject which raises many questions, such as: (1. ) the tragedy of Hurricane Katrina resulting from the layered government administration, (2. ) several types of errors in policies causing neglect in decision making, (3. ) the political manipulation of disaster declaration and relief aid to win votes, (4. ) the problems of acquiring timely and accurate solutions, (5. ) Glory seeking by government officials, (6. the short sightedness effect causing a one-sidedness in governmental decision making. In this analysis, the hypothesis of the government’s response to Hurricane Katrina were delayed due to: (1. ) lack of supplies (i. e. water, food, or shelter, etc), (2. ) lack of sanitary conditions, (3. ) inadequate evacuation planning, (4. ) back-up communication systems at various levels, (5. ) lack of mi smanagement and leadership, (6. ) lack of medical attention, and (7. ) lack of money. In this analysis, the role of the local, state, and federal government will be examined. In addition, my personal experience of Hurricane Katrina will be examined. A hurricane is a type of tropical cyclone, which is a generic term for a low pressure system that generally forms in the tropics. The cyclone is accompanied by thunderstorms and, in the Northern Hemisphere, a counterclockwise circulation of winds nears the earth's surface. Hurricanes are categorized according to the strength of their winds using the Saffir-Simpson Hurricane Scale. A Category 1 storm has the lowest wind speeds, while a Category 5 hurricane has the strongest. (nhc. noaa. ov) Hurricanes are natural occurrences that cannot be prevented, only prepared for. Hurricane Katrina started out as a tropical storm, which turned into a hurricane. Hurricane Katrina developed in the Caribbean’s and hit Florida before gaining strength in the warm water of The Gulf of Mexico. On August 24, 2005, the first alert of the tropical storm was given out. On August 26, 2005, a warning from the National Weather Se rvice showed Hurricane Katrina taking a turn for New Orleans. This is when people began to pay attention to the storm. On August 27, 2005, the metro area started to evacuate. Governor Blanco, governor of Louisiana, sent a â€Å"State of Emergency† letter to President Bush. Although, the local government gave mandatory evacuation twenty-two hours before the storm hit, they did not make provisions to evacuate the large numbers of citizens unable to evacuate themselves. The New Orleans Mayor, Ray Nagin was criticized for failing to implement his evacuation plan. Mayor Ray Nagin refused to use school buses that were available. When Mayor Ray Nagin was asked why the school buses were not used to assist with evacuations; He gave the excuse of a lack of insurance liability. wikipedia. org) On August 28, 2005, Hurricane Katrina developed into a massive Category 5. Hurricane Katrina was one of the strongest storms that ever collide with the Coastal United States in the last century. Strong winds sustained during landfall of over 140 mph. Despite monitoring the storm’s development, tracking its movement, and issuing early warnings. Hurricane Katrina h as proved to be the most destructive and costliest natural disaster in the history of the United State. This catastrophic event nearly destroyed New Orleans, and is responsible for an estimated 80 billion dollars in damages. Nonetheless, the most severe loss of life and property damage occurred due to flooding. The levee system failed just hours after the storm had moved inland. Nearly every levee in metro New Orleans was breached as Hurricane Katrina passed through New Orleans, Louisiana. Eventually 80% of the city became flooded and also large tracts of neighboring parishes and the floodwaters lingered for weeks. The levee failures prompted investigations of their design and construction which belongs solely to the US Army Corps of Engineers as mandated in the Flood Control Act of 1965. (wikipedia. rg) Soon after the storm ended, public debate arose about the local, state and federal governments' role in the preparations for and response to the storm. Criticism of shaken and frustrated political leaders and residents who remained in New Orleans without water, food or shelter, and the deaths of several citizens by thirst, exhaustion, and violence days after the storm itself had passed. The criticism of the government response to Hurricane Katrina primarily consisted of accusations of mismanagement and lack of leadership in the relief effort in response to Hurricane Katrina and its aftermath, pecifically in the delayed response to the flooding of New Orleans. Although some people believe that the government was well-prepared for the natural disaster. When Hurricane Katrina swept the coast and destroyed what we know as New Orleans, many of these Americans suffered from the lack of the intervention of the U. S. government. I am originally from New Orleans, Louisiana. I was there when Hurricane Katrina struck. Usually, my family and I evacuate when there is a sign of a hurricane appearing. Most of the citizens in New Orleans including myself refer to hurricanes at times as a mini vacation (just as many of the citizen in Belleville, Illinois for snow days) because of possible days off from work and school. However, Hurricane Katrina was like no other hurricane we had ever experienced. Many of my family members as well as many others in the surrounding metro area evacuated with their jobs. They had expectations of making extra money with their jobs. Due to that factor, many of my elderly family members were left behind. Because of those circumstances, it resulted in my husband and me staying to secure their safety. We had a total of eight people in my three story apartment building (four of them being senior citizens. ) Since we had decided to ride out the storm, we made sure we were prepared. Therefore, we had stocked up on plenty supplies because my husband is such a survivor fanatic. With that being said, there was enough food, water, and batteries to last us about a month or more. On August 29, 2005 at 5:00 a. m. , I was awakening by extremely strong winds. I heard loud rumbling noises on the roof top. I immediately got out of bed and gathered with the rest of my family on the second level of my apartment. My family and I remained on the econd level throughout the course of the storm. At approximately 7:00 a. m. , my roof top blew completely off (I could literally see the sky) allowing all of the rain water to come through. Therefore, we were afraid because of possible flooding on my third level from the rain. At approximately 9:00 a. m. , we had lost power and there was no running water. T hroughout the storm, my husband and I continued to look outside (through our patio window) to see how the storm was coming along. At approximately 9:30 a. m. , my husband noticed the water cresting over the lake. He stated how the water was rising fast. When I saw the expression on his face I immediately became afraid. When I looked outside for myself, the water was up to the second level of my house. I could have literally opened my patio door and touch the water. I remembered my husband saying let’s all gather together and pray. We did not know if the water would continue to rise. All of us feared for our lives. However, we were still trapped. We were surrounded by water with no escape. At approximately 11:00 a. m. , the storm was over. Unfortunately, we were concerned that the ceiling would collapse on the second level due to the moisture from the rain. Therefore, George began knocking on neighbors doors to use their home as a shelter for my family and I. No one answered their door. Then George decided that we should go to the vacant apartment across mine. When we walked in the apartment it was fully furnished and with no damages. We thought it was almost impossible (what were the odds. ) Nevertheless, we decided to settle down. However, I became a little delusional. I was more shock than anything. I couldn’t believe the intensity of the storm as well as the damages. ) I began asking my husband, â€Å"How am I going to get work? And how was I going to bring my son to school? George then replied, Come take a walk with me. We walked to a balcony view that leads to the parking lot. George asked, what do see? Can you see your truck? As I began to search for my truck, I saw a little bit of everything floating in the water such as: clothes, shoes, toys, doors, cars, and even house. No joke! I finally notice the rack on the top of my truck; I believe it was propped up on the sidewalk because the rack was so visible. As time prevailed, we decided to cook. We decided to have beans because of the amount of people in the house. George continued to servile the premises for security purposes. He would come back and forth giving us updates of what was going outside. Once he came inside telling us that a few of the guys that were outside said that they were going to local grocery store for food. They floated through that nasty water (not sure what was in) on door and using life preservers. After their return from the store they began to barbequing chicken. About an hour later, George comes in with two plates full of chicken. We couldn’t believe that looters shared their food with us. We were very grateful. Later that same day, we began to see helicopters flying across our windows. I almost couldn’t believe my eyes. I felt like I was in a movie, it was surreal. We begun see people on roof tops waiting to be rescued by the helicopters. I went to my family and told them that I wanted to be rescued. My mom and my grandmother kept saying they were ready because they didn’t want to get on top of the roof. We decided to sleep on it and make a decision the next day. Fortunately, we made it though to the next day. There were big decisions to be made. On August 30, 2005, we all agreed upon being rescued. George started talking to the neighbor. They told him that there were limitations for being rescued such as: one small bag per person and no heavy items. Eventually, it became a blessing that the roof came off. The roof became our escape out (all the neighbors in our building came together to help each other. ) Someone had a large ladder allowing us to get on the roof with no struggles. All the men assisted in getting everyone to the roof. Therefore, one person was holding ladder, someone else was supporting the person on the ladder, and another pulling the person onto the roof as they made it to the top of the ladder. There was amazing teamwork! Nonetheless, there were at least thirty-five people on one roof. While we were on the roof top waiting for the first sighting of a helicopter, someone was passing out water to everyone (from a five gallon water bottle) as well as a misquote repellent spray. However, we were on the roof top for at least ten hours before the first helicopter flew in our area. Once the first helicopter came, everyone pulled out their flash lights, cigarette lights, cell phone, etc. We began flashing our lights and flicking them off and on. Finally, when the helicopter noticed us they flashed there lights on our roof to let us know they see us. Before the helicopter made their first rescue, we heard a woman shouting, â€Å"Tell them we are over here. † After that first voice, we started hearing more and more people letting us know that they were out there. It was so sad. When the helicopter hovered over our roof, there was an Air National Guard that came down on a rope and landed on our roof. All of us became emotional. There wasn’t a dry eye on the roof. He asked if everyone was okay. He said that his crew needed gas and that they would come back for us. He told us that he was going to stay on the roof with us until they come back. That was like music to our ears. It made us feel good because we knew that they were not going to leave one of their own. While we were waiting for them to come back, the Air Guard began to organize the rescue. He said first it will the senior citizens and the sick, next women and child, and lastly the men. I told the Air Guard about the people in the surrounding area that needed to be rescued. Once the helicopter arrived, George took over in assisting the Air Guard with the rescues (George is always Mr. Helpful. ) We weren’t sure how the rescue would take place. Then, a basket came down from the helicopter. One by one someone got into the basket. Many of the mothers were putting their children in the basket by themselves in hopes to go up with them. However, that was not the case at times because when the helicopter became full they would pull off with no notice. Before long, it was my turn to get into the basket (I was the last female to go up. ) Before I got into the basket, I flashed my flashlight into George’s face. I told him, â€Å"I know that you are Mr. Helpful, but remember every man is for themselves because it was all men remaining. Then I got into the basket. I made sure my son was in the basket with me (neither one of us were small. ) I did not want to take any chances of being separated. As soon as I got into the helicopter; we took off. We were taken to a highway on the other side of town. There were charter buses lined up waiting to bring everyone to a shelter. The buses were taking people to different locations causing people to be separated from their families. There were plenty of children sitting around waiting for their mothers. However, one of the military men was going around telling everyone (including children) to get on the bus to make way for new arrivals. The minute I got off the helicopter, I searched for my family that was rescued before me and there was no luck. For that reason, I was not getting on any buses until my husband arrived. Every time a new batch of people would arrive; I would begin searching to find George. Time kept going by and there was no sight of George. I had begun to worry because I know how helpful George could be. Finally, I spotted George. As soon as George made it across the field (away from the helicopter) I tackled George with a hugged. Once I found George, we got on the bus. On August 31, 2005, we were taken to Nicholas State University in Thibodaux, Louisiana. When we arrive to the shelter there was no food, water, electricity, beds, or blankets. We had better back home minus the ten feet of water surrounding us. I could not understand why they would take us out of one bad situation and put us into another. We had to sleep on hard wooden cold floors. However, George is also known as Mr. Survivor. He had blankets, snacks and water for each of us. Later that day, Red Cross arrived. There were hot meals being served, blankets, toiletries, clothes, etc. At the end of the day, George and I began talking with the custodian. We asked her if she had a car that she could bring up to the airport. We offered her hundred dollars to do so. She said she did not have a car, but offered to ask her brother. Thirty Minutes later, she said here brother was only able to do it the next day. We were happy with that because we just wanted to be out of there. On September 1, 2005, there were shifts of military men walking around the shelter with rifles (as if we were prisoners. ) While we were eating lunch we decided to stand in the door way to get air because of no electricity. However, when a new bus load of people arrive to the shelter; one of the military men asked us to get inside of the building to eat our food. He said, because the people getting the bus had not eaten in days and he was not sure how they were going to react. As time went on we became concerned because the custodian’s bother had not show up yet. Later that night, he arrived. He told us that he was one of the city councilmen for the city of Baton Rouge. We gave him one hundred dollars and filled his gas tank up then brought us to the airport in Baton Rouge. I felt embarrassed going into the airport to sleep on the floor. Once we walked into the airport there were at least fifty people sleeping on the floor. Therefore, we just joined them. On the morning of September 2, 2005, we purchased our airline tickets with Delta Airline. We were charged five hundred and forty eight dollars per ticket. Meanwhile, at the airport so many people were coming up to us to see if we were okay. Many of them were sharing their stories with us. Some of them were offering us money. They gave everyone blankets and sandwiches. Fortunately, George spotted someone he knew. She worked at the airport. She took us to her house. We were able to take fresh baths, eat a hot meal, and a nice comfortable bed. She was a saint. On September 3, 2005, we flew from Baton Rouge, Louisiana to St Louis, Missouri. We were picked up at the airport and stayed on the Air Force Scott Base for two weeks. While we were there we began taking care of business with Red Cross and FEMA. There was so much drama with both Red Cross and FEMA. First, Red Cross ran out of debit cards because so many imposters. Then there was a delay of fund from FEMA. They continued to say because of so many fraudulent cases there will be a slow process. However, members of the United States Congress and others believed that the relief efforts were slow because most of the affected areas were poor. There was also concern that many National Guard units were short staffed in Mississippi, Louisiana and Alabama because some units were deployed overseas. Due to the slow response by the federal government to the hurricane, New Orleans's top emergency management official called the effort a â€Å"national disgrace. † Mayor Ray Nagin expressed his frustration about the insufficient reinforcements provided by the President and federal authorities. The Federal Emergency Management Agency (FEMA) was heavily criticized about the aftermath of Hurricane Katrina, primarily for its slow response and inability to coordinate its efforts with other federal agencies relief organizations. FEMA was accused of deliberately slowing things down, in an effort to ensure that all assistance and relief workers were coordinated properly. For example, Michael D. Brown, the head of FEMA, on August 29, urged all fire and emergency services departments not to respond to counties and states affected by Hurricane Katrina without being requested and lawfully dispatched by state and local authorities under mutual aid agreements and the Emergency Management Assistance Compact. In other instances of FEMA asserting its authority to only ultimately make things worse, FEMA officials turned away three Wal-Mart trailer trucks loaded with water, prevented the Coast Guard from delivering 1,000 gallons of diesel fuel. Additionally, more than 50 civilian aircraft responding to separate requests for evacuations from hospitals and other agencies swarmed to the area a day after Katrina hit, but FEMA blocked their efforts. Aircraft operators complained that FEMA waved off a number of evacuation attempts, saying the rescuers were not authorized. Many planes and helicopters simply sat idle,† said Thomas Judge, president of the Assn. of Air Medical Services. FEMA Director Michael Brown stated that he was not aware there were refugees in the Convention Center until September 1, three days after Hurricane Katrina hit. Later, it was revealed that Michael Brown had virtually no experience in emergency management when he was appointed to the position by President Bush two years prior to Katrina. Despite this, he continued to receive praise from the President even on his first visit to the area, â€Å"Brownie, you're doing a heck of a job. The FEMA Director is working 24 – they're working 24  hours a day. † State of Louisiana officials, and state emergency management leaders, have been widely criticized for delaying the ability of the federal government and outside agencies to provide needed relief and necessary security in the aftermath of Hurricane Katrina. Notably, federal troops are generally prohibited from directly enforcing state laws by the Posse Comitatus Act, with some exceptions. However, the Posse Comitatus Act does not apply to National Guard troops under the command of a state governor. The Bush administration sent Governor Blanco a request to take over command of law enforcement under the Insurrection Act, but this request was rejected by Governor Blanco.