Assessing strategies to combat neighbourhood disputes (Anti-social behaviour)

Assessing strategies to combat neighbourhood disputes (Anti-social behaviour) in deprived council estate areas: A case study on the Isle of Dogs, in the London Borough of Tower Hamlets. Project Issue: The Crime and Disorder Act, 1998, defines anti-social behaviour as behaving: â€Å"In a manner that caused or was likely to cause harassment, alarm or distress to one or more persons not of the same household as (the defendant).† (Home Office (a) 2003) As this definition covers a wide range of crimes from prostitution, to having excessively high hedges1, I have decided to specifically focus on neighbour disputes such as noise pollution, violent occurrences, and inconsiderate rubbish dumping and similar neighbour to neighbour disputes. The central issue of the dissertation will be firstly, the evaluation of how well four researched strategies used to combat anti-social behaviour, all used in four case studies, actually combat and prevent anti-social neighbour disputes. Secondly, how well those strategies would be placed to deal with neighbour disputes in the Isle of Dogs. Each strategy that has been researched has a relevant case study that illustrates precisely how that strategy works when deployed in practice. Each strategy will be assessed in light of the relevant case study. Case studies have been used concerning anti-social neighbour disputes from the Isle of Dogs (East London), Blackburn, Manchester, and Scotland. The questions that this dissertation will be seeking to find out are: * What are the most prominent and researched strategies that have been analysed, evaluated, and used by academics and practitioners? * How useful are each of these strategies, and what are their strength's and what are their weaknesses? * To what extent, can each of these strategies be successfully applied to neighbour disputes within the Isle of Dogs, with its own unique situation e.g. diverse ethnic population, and extreme poverty on the doorstep to a wealthy area (Canary Wharf)? * How high is the level of anti social behaviour within the borough, relative to other London boroughs? * What is so different or peculiar about the Isle of Dogs? I will locate this central issue within the wider context of the causes of anti-social behaviour, and take into consideration the various dimensions of neighbour disputes. For example I will also consider the age and racial dimensions (Lucey & Reay 1999), and the gender dimensions (Nixon & Hunter, 1999), of anti social behaviour and in particular, neighbour disputes. METHOD Summary of the academic research required: The aim of this project is to research, analyse, and evaluate the various arguments and strategies concerning the best method to combat anti-social behaviour with regards to neighbour disputes. There are three main strategies or approaches to combat (anti-social) neighbour disputes that my research has discovered: 1. Improving exclusion from certain areas (as advocated by the government). This would include laws making it easier for social landlords to exclude or kick out tenants from social housing at little notice. It could also include restriction orders whereby the accused is not allowed to come within a certain distance of the property or use certain language in the presence, or audio range, of their neighbours as shown in one of the case studies I have researched (Home Office, 2003)2. It could also come in the form of issuing curfew orders3. 2. The second possible response is the ‘Dundee Families project model (Hunter, 2003). This is similar to the 1970's method of rehabilitation through intensive social work and constant nurturing of offenders, as well as the nurturing of community stakeholders. 3. The third approach is one of the Webster-Stratton programme as advocated by a senior lecturer at the Institute of Psychiatry Stephen Scott4. This is a parent teaching programme, similar to the rehabilitation method above, but involves working strictly with young children (below 10 years of age) and is based in a secure environment talking kids through a video presentation, and group discussions on how they should diffuse problematic situations when encountered upon. 4. The fourth possible approach is the one advocated by the Office of the Deputy Prime Minister: The new deal for Communities (NDC) approach whereby large sums of money, à ¯Ã‚ ¿Ã‚ ½800 million, is given to various neighbourhoods throughout the country for the regeneration of their local community. This could involve building a new park, refurbishing the local community hall, or creating a voluntary organisation aimed at cleaning up graffiti. Through my preliminary research in the form my annotated bibliography, I have discovered that there are widely contrasting views as to the causes of anti-social behaviour, and what strategies work in combating neighbour disputes and those that are a lot more contentious. Each of these strategies will be examined in my dissertation and I plan to analyse and evaluate the strengths and weaknesses of each of these strategies. For each strategy that I have researched I have also researched a corresponding case study that illustrates precisely how that strategy works in practice. With this in mind, I plan to test each strategy by examining the relevant case study against benchmark factors such as: * How well would this strategy work in the Isle of Dogs? * Who are the main beneficiaries, and who are the main losers? * Is it practical? (e.g. cost effective and workable in today's political climate) * Does it pay attention to gender ethnic, or cultural, differences? * Does it build relations within the community as opposed to exclude sections of the community? Anti-social behaviour is commonly thought to occur in regions and areas where there is a high density of council houses, high levels of unemployment, and low levels of education opportunities (Home Office (b), 2003). However this assumption can be challenged, and the main aim of my research is to do precisely that, provide a balanced yet provoking argument providing both sides of the argument to this debate. It could be argued that only by spending money in the regeneration (e.g. building new community facilities, installing double glazing windows, giving grants for local businesses etc) will people take pride in their communities and their housing and stop the anti-social behaviour (Home Office (d), 2003). However it could be argued that only by including those that commit anti-social behaviour crimes into society, would there be a decrease in the amount of neighbour disputes [as opposed to excluding them from housing, facilities, benefits etc] (Scott, 2001) & (Hunter, 2003). Alternatively it could be argued that only by some form exclusion can there be a settlement to anti-social neighbour disputes (Home Office (a), 2001. Data collection: I plan to research and investigate: (a) Various academics think tanks, and the government's views on how to combat anti-social behaviour. (b) How these strategies are deployed on the ground by evaluating the case studies that I have selected. (c) Research previous government funded anti-social behaviour projects and organisations, and evaluate these claims against the previously mentioned benchmarks such as: * Practicalities such as cost, manpower, etc * How the people within the community viewed the project * Does it pay attention to gender ethnic, or cultural, differences? * Does it build relations within the community as opposed to exclude sections of the community? My data collection process will rely heavily upon case studies that I have obtained from various academic journals and government reports. Case studies will be taken from the Isle of Dogs in Tower Hamlets (Nixon & Hunter, 1999), from Scotland (Scott and Parkey, 1998), from nation-wide studies (Nixon & Hunter. 2001), and the British Medical Journal (Scott, 2001), amongst others. I have refined my research sources to be more dependent on case studies and journal articles as opposed to other forms of data collection. This is because this specific dissertation is looking for detailed analyses of projects that have combated anti-social behaviour disputes, as opposed to general information, or the views of certain people. I have also devised a questionnaire that I will put forward to a representative sample of 50 Isle of Dogs residents. The questionnaire will not form a significant part of my research, as I will be relying heavily on the case studies. However the results of the questionnaires will be used to back up, or refute, the arguments that I will be presenting in my dissertation. The questions that I will put forward to interviewees are as follows: Questionnaire. What type of incidents would you describe as anti-social neighbour disputes? How big an issue would you rate anti-social neighbour disputes within the Isle of Dogs on a scale of 1 – 10? (1 being not significant and 10 being an extremely big issue) Do you feel that the Isle of Dogs has an above national average level of anti-social neighbour disputes? What do you think is the best method to prevent neighbour disputes concerning adults? * Punish the parents after several warnings * Punish the parents immediately * Give the children extensive social worker attention * Put the child and parent through a psychologically designed training programme on how to behave. * Or other, or a combination of these. If so please explain†¦ Have you been involved in an anti-social neighbour dispute within the last five years? If yes, then ask? (b) Where you an offender or a ‘recipient' of the dispute? I will be asking these questions to the interviewee on a one to one basis and will arrange these interviews by visiting the local Bengali cultural community centre, the local high street, the local cafà ¯Ã‚ ¿Ã‚ ½, and visiting the local benefits agency (dole office). In addition to these sources I will also collect data from reliable websites such as: Regeneration and anti-social behaviour organisations * http://www.crimereduction.gov.uk * http://www.socialexclusionunit.gov.uk * http://www.odpm.gov.uk * http://www.london.gov.uk * http://www.lda.gov.uk * http://www.go-london.gov.uk (Government Office for London) * http://www.englishpartnerships.co.uk * http://www.bura.org.uk (British Urban Regeneration Association) * http://www.cabe.org.uk (Commission for Architecture and Built Environment) * http://www.civictrust.org.uk * http://www.coalfields-regen.org.uk (The Coalfields Regeneration Trust) * http://www.towerhamlets.gov.uk * http://www.cprregeneration.co.uk * http://www.dta.org.uk/index2.html (Development Trusts Association) * http://www.europa.eu.int * http://www.idea.gov.uk (Improvement and Development Agency) * http://www.renewal.net * http://www.urcs-online.co.uk (Urban Regeneration Companies (URC's)) * http://bmj.bmjjournals.com/cgi/content/full/323/7306/194?maxtoshow=&HITS=10&hits=10&RESULTFORMAT=1&author1=Stephen+Scott&andorexacttitle=and&andorexacttitleabs=and&andorexactfulltext=and&searchid=1071092635458_16583&stored_search=&FIRSTINDEX=0&sortspec=relevance&resourcetype=1,2,3,4,10

Rang de Basanti Notes

* Rang de Basanti * â€Å"You Pakistani† scene. Police bribed. Extreme nationalism – no western music, dancing, etc. * Mother figure, mother India * Around 30 mins, say what is there to be patriotic about? Corrpution, population, etc. But fighter pilot says no country is perfect, I’m still willing to give my life for my country. * Karan – college kid, pressure from father. Every second someone is born in this country, no one cares about them. Neither government nor God. Do something or else you will be one of them. â€Å"SMS generation† * Don’t take film seriously at first, make fun of the language.Different times, say they can’t relate. * Aslam – Muslim, with Hindu friends. Family portrayed as violent, hating Hindus because Muslims are not accepted in India. * Sue is disappointed that India is not the romantic country she thought it was? * They had found new heroes, and we had no one to blame but ourselves. We were hearing the echoes of our own guns. Scene of the Amritsar massacre. Men, women, children fired upon by Dyer’s armyas they tried to escape, women with babies jumping in wells. Boys say we are like ants, taking everything lying down/not reacting.Mom says this generation lacks will to do anything – someone part of the massacre went all the way to London to kill Dyer. Punjab families send at least one son to army, sacrifice runs in blood – militant portrayal of Punjabs? * Friends scene – saying maybe Ashfaq should go to Afghanistan, he will be safe with â€Å"his own†. Friend asks why am I not one of your own? First friend asks for forgiveness, it is as much your country as it is mine. * Not terrorists, revolutionaries. Tortured, but did not break. McKinley had a problem with the torture, Bismil said it is not your fault – you are just doing your duty. Went to Ashfaq, said Bismil will create a country for Hindus. He said no, this is for the freedom on Hindu stan, but you wouldn’t understand because you’ve been a slave to that kind of thought for so long. * Did revolutionaries give their lives for nothing? One leg in future, one leg in past. Why don’t you do something to change it? Difference is how you go to the grave. * A woman’s place is at her husband’s feet – laughed at. * Drastic measures. Takes a loud noise to open deaf ears. Hunger strikes in prison. * He got his 21 gun salute at his funeral.But was it in vain? Died with his country’s flag. Saved many lives by not crashing it into the city. Corruption scandal. * Laxman’s realization might mirror what young nationalists found at that time? Saw leader of his movement doing nothing, when they supposedly fought for India. Innocent people were getting hurt aran has finally found his cause. â€Å"waking up† * Colonial legacies – left one behind for another? Cycle. * Class struggles – Sukhi says Karan’s father will just bail him out. Accuses him of knowing that his father was corrupt. * Moral superiority.Bond over common cause, all rivals/problems are overcome * Change from within * Divisive/polarizing figure – some say don’t take the law into your own hands, others praise as the right thing to do when politicians control the law * Revolutionary vs. terrorists * Why didn’t the boys join politics, army, police, etc. to change the way that Ajay said to? * 1: people who go to their grave screaming. 2: people who die without a sound. Third kind of people he came across as being the ones who embraced death as a friend and an equal, with a heartfelt laughter

Boumediene V. Bush: an Unconstitutional Suspension of the Writ of Habeas Corpus

Kevin C March 26, 2013 US History I Honors Boumediene v. Bush The United States is a free country that was forged out of the tyrannical English Monarchy. Thomas Jefferson wrote that â€Å"All men are created equal, that they are endowed by their Creator with certain unalienable rights† (Declaration of Independence). Those rights are represented in the United States Constitution which is the foundation which strongly upholds American ideals and beliefs.Although the Constitution does not always apply to foreigners, Boumediene and the other detainees at Guantanamo Bay deserve habeas corpus rights because it is a fundamental principle that applies to everyone, regardless of state or nationality. The final decision that was made by the US Supreme Court was the correct one because they realized that Guantanamo is under US jurisdiction, the DTA provides an inadequate substitution to habeas corpus, and that MCA does violate the Suspension Clause of the Constitution. In 2008, Boumedien e, a captive at Guantanamo Bay had his habeas corpus rights denied by the D.C. District Court and the Appellate Court based on bills passed by Congress. The founding fathers specifically state in Article 1, Section 9 that congress shall not pass any bill that restricts habeas corpus rights. The detainees at Guantanamo Bay live in cells for twenty-three hours of the day. They are in constant fear of being abused and tortured, mentally and physically by the guards and many have been at the naval base for over five years. Among all the detainees, none have been given access to any type of tribunal board to hear what their being convicted of.The biggest problem is that all of them have been denied habeas corpus rights which effectively allows the Executive Branch of the US government to hold them indefinitely. The United States has adopted many of England’s traditions. One of which are habeas corpus rights derived from the Magna Carta signed in 1215. However, when the case reache d the District Court, the Bush administration plead their case stating that Guantanamo Bay was not on Sovereign US soil, therefore, the protection of habeas corpus could not be granted to the etainees. However, looking back in history to the English, they were in a similar predicament. India was officially a part of the British Empire in 1858, however, the British had occupied the country since the 1700’s with a heavy military presence. Despite India not becoming an official part of the British Empire, the Writ of Habeas Corpus was being incorporated into their government since the dawn of the nineteenth century. The Indian government were allowed to hear cases of habeas corpus since 1773.But, it was not until 1775 when it was actually first used by chief justice, Sir Elijah Impey to question his detention by Governor-General Warren Hastings at the Calcutta Supreme Court (A. G Noorani). The British allowed Indian prisoners the right of habeas corpus even though they did not h ave sovereignty of the country. This example in history sets precedent that if a country occupies a territory with a heavy military presence, then the right of habeas corpus shall be extended as well. The Supreme Court agrees because they voted in a 6-3 majority in the case, Rasul v.Bush. Supreme Court Justice Stevens issued his concurring opinion which stated that the detainees â€Å"have never been afforded access to any tribunal, much less charged with and convicted of wrongdoing†¦they have been imprisoned in territory over which the United States exercise exclusive jurisdiction and control† (Stevens, Opinion of the Court, 542 U. S. ). The Supreme Court ultimately decided that since the US government maintained a strong military presence and holds an indefinite lease over the area, it therefore had complete jurisdiction and control over the base in Cuba.Because the US government had complete jurisdiction over the base, ultimate sovereignty, which is granted to Cuba, h olds no weight in the argument. This essentially makes Guantanamo Bay part of the US and not Cuba, which means Sovereign US laws should apply there, the same as it would to any US State or territory. The respondents stated to the Appeals Court that detainees are given a fair alternative to habeas corpus rights. However, these alternatives do not protect the detainee as fully as habeas corpus would.The respondents stated that the Combat Status Review Tribunals (CSRT), which were established by the Defense Department, were put into place for the sole purpose of hearing the cases of the detainees. However, there are many flaws in having such a system determine the legality of one’s detention. The Supreme Court recognizes that the CSRT process for hearing cases puts many â€Å"constraints upon the detainee’s ability to rebut the factual basis for the Government’s assertion that he is an enemy combatant† (Boumediene v. Bush, 476F. 3d981).Some flaws the court p oints out is that the CSRT assumes that the detainees are guilty before the trial has even started and it is all up to the detainee to prove that they are in fact, not enemy combatants. This goes against the typical US court proceedings when all suspects are presumed innocent until proven otherwise. The bias shown by the members of the CSRT puts the detainees at a disadvantage. Furthermore, while many of the detainees have a limited knowledge of English, they are not given the specifics as to what crimes they are being charged with because the information may be classified.Additionally, with no textual evidence, the detainees often go into the CSRT board empty handed and without legal representation. Not only do the proceedings of the CSRT seem unfair, it also seems to be designed to intentionally make it difficult for detainees to secure their freedom. Coming back to the respondents original claim, if the CSRT is essentially a substitute for habeas corpus, why not just use habeas c orpus? Habeas corpus has been around since 1215 and has survived in the US Government for over 300 years for a reason†¦ it is an effective way for people to question the legality of their detention by the government.The Military Commissions Act (MCA) of 2006 was an amendment to the Detainee Treatment Act (DTA) which would have disallowed Federal Courts to hear writs of habeas corpus from the detainees at Guantanamo Bay. The US Supreme Court decided that because the DTA was an inadequate substitution for habeas corpus, then the MCA cannot strip away Federal courts jurisdiction to hear habeas corpus cases. The reason behind this is that it would then be an unconstitutional suspension of the writ of habeas corpus because it violates the Suspension Clause.At the Appellate Court, the respondents (Bush) stated that the Suspension Clause is an ‘individual’ right granted only to US citizens. However, while looking at the text of the Suspension Clause in context, it states: â€Å"The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the Public Safety may require it† (US Constitution, art 1, sec 9). The Supreme Court counters the respondent’s argument by stating that the Suspension Clause is meant to be a limitation to Congresses powers and not something that applies to individuals.Nevertheless, nowhere in that phrase do the words ‘individual’ or ‘citizen’ ever show up. Therefore, it cannot be assumed that the Suspension Clause only applies to US citizens and that it is not a universal right to anyone being held under US jurisdiction. Additionally, the founding fathers placed the Suspension Clause in Article 1, Section 9 in the Constitution. This is important because if the founding fathers specifically intended to apply the Suspension Clause to US citizens only, then they would have placed it in the Bill of Rights which are specifically reserved for the people to protect them against the government.Furthermore, the rest of the clauses in Article 1, Section 9 specifically state what types of activities that the Legislative Branch cannot do. Hence, the Suspension Clause, because of its placement, was intended to be a limitation upon the abuse of power by the Legislative Branch. Lastly, the principle of separation of powers came from the idea that each branch would be able to check one another. The MCA effectively stops the Judiciary Branch to do its job therefore is also unconstitutional.

The Increasing Need for Authentic Reading Texts in ELT Classrooms Essay

The Increasing Need for Authentic Reading Texts in ELT Classrooms - Essay Example By working on a "living" language as used by the community, this could give learners the feeling that they are in touch with reality and thus increase their motivation for learning. For this reason, more and more authentic texts are being incorporated into the materials used for English language teaching to close the gap between pedagogic texts and the real world. Authentic texts, being culled from day-to-day living, may appeal to students as relevant and interesting and thus serve to increase their motivation to learn. Hence, text authenticity has become popular as part of the current orthodoxy in ELT, its relevance considered especially high in the communicative exercises. In this essay, we shall discuss the rationale, advantages and benefits of authentic text, including the problems that may arise from its use. Together with the reasons for its increasing use in the classroom, we will also explore the factors that may dash its effective use, how the materials are actually taught a nd the different contexts and requirements for a successful teaching of such authentic materials. For the past 15 years, the conviction grew among applied linguists and those who design ELT texts that language teaching involves not only an immersion in its grammar but also how grammar is used in the business of actual everyday communication (Widdowson, H., 1979). Language teaching, in this view, will not go far if it seeks to develop only the student's grammatical competence without paying heed to his communicative ability. For language study to be productive, the language experiences must engage the thoughts and minds of students. This gave impetus to the development and increasing use of authentic text, which brings real communication into the classroom (Nunan, D., 1985). This arose out of the need to shift our attention away from an almost exclusive concentration on grammatical competence and give equal attention to communicative competence (Widdowson, H., 1979), because knowledge of language involves both. Authentic text is seen as an effective tool to provide communicative competence. But for this to happen, English teaching must be presented as authentic enough to serve as a "door to a whole new world of possibilities, career or otherwise, be it in the business world or other sectors (Nunan, D., 2004)."Clayton, Fomo defines authentic texts as "genuine samples of language in use," which are not produced specifically for the purpose of language teaching. This text, sometimes spoken and sometimes written, simulates and uses the language of the real world, which is adapted in the classroom for its relevance to the students' social milieu. The objective is to develop the students' language skills for the real world, and bridge the gap between classroom knowledge and the students' capacity to participate in real-life events. Exposing students to the language of the real world will help them acquire "an effective receptive competence in the target language (Guariento, W. & Morley, J., 2001)." Samples of authentic text, which are described as forms of "genuine and less formal" English, are offered in the volume Cambridge Skills for Fluency: Listening Series (1998). Such a text could be anything from newspaper clippings to flyers promoting a

An Influential Personality Essay Example | Topics and Well Written Essays - 750 words

An Influential Personality - Essay Example A teacher by profession, he was a classic example of a maestro with charm and charisma. He was a brilliant speaker. He had the knack of interacting with people. He was an orator who knew how to command the attention of his students. Not only he was a good teacher but he also had a dynamic personality. He knew the thin line between a teacher and a student. The biggest asset in his personality was that he was very open to new ideas and suggestions. He never used to impose ideas on us. I learnt from him that how much important it is for us to listen and acknowledge our mistakes and grow as an individual. Not only was he inspiring in these aspects, but he was also a very committed person and a thorough professional. He was always on time and was the first to come in the morning and the last to go. He made himself available to the students all the time. If we ever needed help from him, he was always there to help us. I learnt from him the value of time and made it a point in my life to be a punctual student. â€Å"A teacher is like a potter who moulds clay into a beautiful pot†. This quote applies on him. He imparts us the meaning of life. He taught us that there is no success without failures. I learnt from him to accept failures. He taught us to laugh at ourselves. I learnt from him to be resilient and patient in tough time without losing love for life. Throughout his life he faced so much adversaries and difficulties but always came out like a winner. He faced them with bravery and resilience. I have seen him in worst of his times but I never found him complaining about life. Even when his personal life was marked by dramatic turbulence, he managed to keep his positive attitude in life and never lost his love for life. A very compassionate soul, l learnt from him to give without expecting in return. He used to give a lot to people in any capacity. He has helped so many people without ever demanding anything in return especially for his students. His love f or his students was unconditional. If I compare myself to him, I believe that throughout my life I was not a very balanced person. He helped me in becoming a balanced person. As compared to his personality, I used to get tensed, anxious and hopeless in tough times. He taught me to confront adversaries and put it in a positive perspective. I learnt to be true to myself. Unlike him, I never accepted my mistakes and confronted them. He taught me to acknowledge my mistakes and be critical to myself. In this way I could improve myself as a human being. We had a contrasting personality when it came to ambitions. I accepted life as it was, however, he made life how he expected it to be. From him I came to understand that life is a journey and not a destination. This very notion differentiated our views, aims, struggles and attitudes. We should enjoy the experience of the journey but should not accept it as our destination and keep striving for the best. This is the mantra of my life now. I owe it to him. I found in his personality a beautiful approach towards life to take every day as a new day. It is my teacher who showed me to go ahead in life and explore what life holds for you. This is the account of two contrasting personalities, whereby, on person has a rather flexible approach towards aims (i.e. me) while the other is much inclined towards achieving the preset aims and not compromising on them in any case, have survived

Leadership--Decision Making Essay Example | Topics and Well Written Essays - 2000 words

Leadership--Decision Making - Essay Example Their effectiveness is impeded by what a number of scholars see as an avoidance of risk encouraged in the initial period of their profession. Moreover, military leaders usually fail to completely or appropriately recognize the global or diplomatic consequences of their decisions. Military leaders could have influential memories of pleasures, anxieties, failures, or triumphs that they experienced. In most instances, these emotions were beneficial to them. They have their own interests at risk in the decisions they make and the actions they take. If these judgments influence only them, their emotions will aid them in arriving at the appropriate solution. However, when their own interests go against their duties, their decision can be lopsided. Introduction The negative ramifications of taking risks or committing errors alongside lack of awareness about military and political circumstances usually results in wrong decisions. Incorrect decisions can imply strategic failure. Wrong decisio ns by military leaders are not only caused by risk aversion or fear of mistakes, but also by emotional factors. ... This paper will discuss how risk aversion and emotion negatively affect military leaders’ judgment or decision making process. Strategic Decision Making The mission of ambitious strategic military leader at present will be to gain the skill of integrating productively, maybe even combine, the function of strategic diplomatic decision maker with the function of strategic military decision maker (Flowers, 2004). According to Friedman, â€Å"connectivity is productivity†¦ connection enables, disconnection enables† (Granger, 2002, 38); strategic leaders should build settings of regional security by facilitating the formation of democratic mechanisms of the relationship between the military and civilians (Granger, 2002). Hence, as the bound between the military leader and the policymaker becomes more and more intricate, strategic leaders should concentrate on building matching capabilities and an awareness of both their independent and collective duties in the process o f making decisions (Taylor & Rosenbach, 2000) for national security. Risk Evaluation, Assumption, and Aversion Groups of US military leaders are burgeoning without being empowered and with inadequate knowledge of how to evaluate and afterwards be equipped to assume risks for the realization of a military goal (Flowers, 2004). Hence, there is a weakening of the important principle which strengthens every military unit, that is, the audacity to take risks. Risk is defined by FM 100-14 as â€Å"the probability and severity of a potential loss that may result from hazards due to the presence of an enemy, an adversary, or some other hazardous condition† (Granger, 2002, 38). Risk assessment, assumption, and aversion,

Poem Summarize Essay Example | Topics and Well Written Essays - 750 words

Poem Summarize - Essay Example Mrs. Hale recalls how she was always jovial, social and loved singing before in her youth. After her marriage however, she was shut away from what she loved to the extent that she could not move out or be visited by her friends. Her only source of joy was her bird which her husband killed. The two women hide these facts and evidences from the two men to save her from the law. On the other hand, The Abandoned Farmhouse by Ted Kooser gives assumptions of what might have occurred in a farmhouse based on the evidences left behind. For example, the poet assumes that the man was big due to the size of the shoe left behind. A Jury of Her Peers is identical to Abandoned Farmhouse in all aspects. The main theme in both poems is family conflicts. In A Jury of Her Peers, Mrs. Wright kills her husband due to pain and suffering she encountered as his wife. Despite the sheriff and District Attorney’s inability to find evidences against her, Mrs. Hale and the sheriff’s wife prove that she actually did commit the crime. There are other instances in the story that also show that she killed him: first, she was not in shock and did not even report the matter to the authority. She laughed when asked by Mr. Hale where he was and she blatantly replied that he was dead. Secondly, she claims not to know what happened to her husband despite being present during her husband’s death. She asserts that she was sound asleep. In the Abandoned Farmhouse, the woman leaves in haste, never to return after some conflict with her husband that may have resulted in to serious damages-or even death. There is also the theme of feminism and women empowerment in both poems. In a Jury of Her Peers, it is evident that women were oppressed and given lesser responsibilities in a male dominated society. After realizing the suffering Minnie Wright went through at the hands of her chauvinist husband, Mrs. Hale and Mrs. Peter also realize that they did not give her

Managemnt strategy Essay Example | Topics and Well Written Essays - 3250 words

Managemnt strategy - Essay Example It will begin by examining the core objectives and plans of both companies. The paper will then examine the leadership structure as well as the products, industrial matters and core competitive strengths of both companies. Vision & Mission The mission statement of a company defines the main reason behind the formation and maintenance of a business (Johnson et al 42). It justifies the reason why the firm exists and describes what it was set up to achieve. On the other hand, the vision of a company involves an outline of the things that a firm seeks to achieve in the foreseeable future (Johnson et al 42). In the case of KFC, the mission statement identifies that it was set up to provide the best chicken meals to customers. The mission is to provide different chicken dishes to customers and improve their core competency in doing this (KFC Website para 2). MacDonalds' mission is to become the customer's favorite place to eat and provide an experience that is unrivaled to the customers (M acDonalds Website para 1). In doing this, the spell out their vision which interlocks with the mission. MacDonalds identifies that their vision is to provide the best services to customers, employees, suppliers, investors and the community at large (MacDonalds Website para 4). ... In comparison, KFC is specialized and focused on chicken and related brands. MacDonalds seeks to provide a good eating experience in a general atmosphere. They both seek to promote their activities through enhancing customer experience and satisfaction. Internationalization and globalization are at the heart of their visions. Additionally, they hope to seek continuous improvement and development of their systems and structures. SWOT Analysis SWOT Analysis involves an examination of the strengths, weaknesses, opportunities and threats of a company. This provides a view of how they are faring and provides an overview of how they can reshape things to meet the competition that will come up in the future. SWOT Analysis of KFC Strengths Brand Equity: Everyone knows about KFC Large international presence Strong cashflow position, only second to MacDonalds in revenue. Variety Specialized and focused Weaknesses Legal issues with International Expansion Lack of focus on Research & Development Weak marketing systems Poor customer relations Opportunities Attach and improve delivery service. Potential to expand further internationally to developing countries. Meet demand for quick meals Diversify into providing healthy foods Threats The promotion of healthy eating which emphasizes that KFC is not so healthy The presence of many competitors. The growth of supermarket food joints. Source: Nick's Business Blog SWOT Analysis of MacDonalds Strengths Strong brand name Large partnership with suppliers Socially responsible Provides health facts Loyal employees and management Culturally sensitive Focused on children Weaknesses High employee turnover Too focused on children to the neglect of other sections of the population. Although they provide

Quote expansions Essay Example | Topics and Well Written Essays - 750 words

Quote expansions - Essay Example The streams of traditional progressive, radical queer and trans politics developed over time and in the context of a rapidly changing political, economic, and social landscape. There are two main features of the second half of the twentieth century that shaped the context in which the queer and trans movement developed which includes the active resistance and challenge by radical movement to state violence, and subsequent systematic counterattack, and the immense disorder and transformation of the global economy. Queer, trans, and gender nonconforming people are funneled into the criminal system for many reasons but primarily due to systemic oppression because trans, queer, and gender-variant people experience widespread discrimination, harassment and violence. This interprets into higher risks of imprisonment. Administrating gender can relate the above concept to three precise areas of jurisprudence where the presidential term of gender customs causes trains people the most difficulty. They consist of classification, sex separation, and access to health care. This concept illustrates how anti-discrimination and hate crime laws, are not succeeding to target the most pressing legal problems of the community. Furthermore, it conceptualizes how the governmental focus on areas like poverty law, immigration law, and disability law are the right objects of law reform intercessions. After the 9/11 attacks, the attitude toward gay and lesbian rights changed a bit, as Duggan (44) suggests. This reading relates to Spade’s reading in that it states how neoliberal politicians and state employers started accepting the diversity at the least level. There have been gestures of inclusion from the government, such as from Bush’s administration in the past, which aimed at including the sexual minorities into employment and other areas of life. No matter they are a

Specification for the Director Case Study Example | Topics and Well Written Essays - 250 words - 123

Specification for the Director - Case Study Example With a 4.0 Dmax, it offers exceptional image quality, excellent detail in shadow areas, and remarkable color range. With its dual lens system, this innovative product automatically selects from two lenses for desired scan resolution. In addition, its Digital ICE technology allows you to remove dust, scratches, and many other kinds of surface flaws from the original image, reducing the need for retouching. And, with the convenient film holder included, it's easy to batch-scan slides and negatives for increased productivity. The Epson Perfection V700 Photo is a groundbreaking flatbed scanner delivering the highest optical scan resolution available (6400 dpi) for photographic applications. This powerful scanner gives you the industry's leading technologies, right at your fingertips. Optimize every scan with the exclusive Epsonâ„ ¢ Dual Lensâ„ ¢ system. Get professional-quality scans. Enjoy exceptional tonal range and fine shadow detail. Remove dust, scratches, and many other kinds of surface flaws from the original image. Scan large batches of 35 mm slides, negatives, and medium-format film.

Case Solution Electro Logic Essay Example for Free

Case Solution Electro Logic Essay Ram Singam -Electro Logic writeup1. Motivational Strengths and Weaknesses of Electro Logic Strengths: Electro Logic (EL) employees are part of a highly dynamic industry and they are given the opportunity to make a difference in IT through great perfection of the VFVA system. Salaries and wage raises are offered based on performance, stimulating as such EL staff members will increase their efforts in supporting the organization reach its overall goals. On-campus-job training programs are motivating as the employees are able to learn from their colleagues in a familiar environment, maximizing the chances of future successes. The company is continually evolving, engaging as such its employees in a complex dynamic process, which maintains their motivation and reduces routine work EL creates opportunities for social interactions, which increase morale and employee collaboration. Weaknesses In Electro Logic the fact that major funding comes primarily from the government, the budget for this company was not fixed for a long term, employee benefits, Health insurance premiums can change any time, no job security for employees; thus employees levels of motivation, and consequently performance and Outcomes are negatively affected. The selection criteria for the newly appointed responsibilities were rather arbitrary and this could generate dissatisfaction. Advancement opportunities are unclear to employees as such fail to properly motivate the EL employees. The internal structure of EL organization is based on vertical hierarchy, with employees being given limited access to distinguish them. The more flat the organization the better the motivation and performance. Reinforcement is missing. The three locations of the Electro Logic separate buildings reduce the employees ability to concentrate and integrate as a team and also reduce their morale on High-Priority Actions. The micro management in some areas should be reduced in the main building. The Administrative department should be treated fairly as it is also part of the company. The appreciation and integrated team work is missing at the Electro Logic. This reduces the outcomes. Employee’s personal needs are not recognized by the managers thus reducing the satisfaction.

Blake Recalls Innocence and Experience Essay Example for Free

Blake Recalls Innocence and Experience Essay When attempting to penetrate into the deeper themes of William Blakes cycle of poems Songs of Innocence and Experience it can be useful to recognize that the title of the poems, as well as the subsequent division into sections of innocence and experience carries ironic connotations. Blakes intention in this cycle of poems, which he subtitled Shewing the Two Contrary States of the Human Soul (Ostriker, 1977, p. 104) was to posit the relationship of individual freedom and self-determination as being at one with Divine Will. Therefore, the state of innocence which is referred to in the cycles title as well as in the division of poems itself is meant to suggest not ignorance which leads to innocence but the innocence which is gained (or reclaimed) by the experience of the Divine. In fact the first poem in the innocence cycle, Introduction makes plainly manifest, Blakes ironic use of the titular connotations of innocence and experience. The poems second stanza reads: Pipe a song about a Lamb; So I piped with merry chear, Piper pipe that song again So I piped, he wept to hear (Ostriker, 1977, p. 104) The subtlety of Blakes theme here is so accomplished as to be almost invisible when one reads the lines without carefully probing each word for its connotations. Special attention must be given to each word-choice to extract from the sing-song pleasantness of the poem, the resounding and profound thematic ideas which lay beneath the poems surface. The word Lamb for example is capitalized not only to emphasize the mythic and religious ideas which are an intimate part of Christian symbolism, but to inform the reader that Lamb is, indeed, the theme of the entire poem. The repeating of the word piped is intended to show that the Divine voice is always trying to break through to humanity; the line So I piped, he wept to hear reveals that this song of innocence is, in fact, a song of experience: the knowledge that humanity is blind to, or in this case, deaf to, the Divine voice. While Blake emphasizes a state of idealism in his Songs of Innocence and Experience nowhere does he proffer the idea of passive acceptance of the worlds injustices or pain. In fact, passivity to the worlds suffering is defined not in the poems of innocence but in a poem of experience where Blakes verdict on the lack of empathy in the modern world could be made no more certain or clear. His poem London is a lament for precisely this idea of passive acceptance of world injustice and suffering: In ever cry of every man, In every Infants cry f fear, In very voice; in every ban, The mind-forgd manacles I hear (Ostriker, 1977, 128). In these lines, the capitalized word Infants denotes a connection to the Lamb of th other poems: in Blakes Songs of Innocence and Experience the lamb and the child are both symbols of the individuated self, and also of the Divine Will, which Blake, as mentioned, attempts to unify in his poetry. (Ostriker). The phrase mind-forgd manacles is important because it shows how a lack of empathy and compassion or even concern for the worlds troubles is a function of ignorance, of a bad kind of innocence a worldly oblivion, which stands in sharp contrast to Blakes idealized state of Divine innocence which is often frustrated by the materiality of ignorance of the world, but is nevertheless, an inheritance, according to Blake, which is due to every living individual on earth. The attainment of a state of ideal innocence in Blake denotes a state of self-awareness and self-identity which steps outside of the concerns of material wealth and social standing and relies purely upon the human heart as its gauge of success and its proximity to the Divine as a measure of its truth. Reference Ostriker, Alicia. 1977. William Blake: The Complete Poems. Penguin Books, New York.

The Preventing Of Teenage Pregnancy

The Preventing Of Teenage Pregnancy Teenage pregnancy is a term used to address girls between the ages of 13-19 years who become pregnant (UNICEF, 2008).Teenage pregnancy and its resultant health issues are of concern worldwide. In Ghana, for example, according Keller, Hilton Tsumasi-Ankrah (1999), nearly 1/3 of the childbirths recorded in public hospitals occurred to women less than 19 years of age. Meanwhile, Guttmacher (2012) reported that in The United States of America, 750,000 teen pregnancies occur yearly. Health messages are crucial in effecting behavioural change of preventable factors on health (Mokdad et al; 2004). This message is created in an attempt to influence change in behaviour and can as well be used not only for changing adolescents sexual health behaviours, but also for informing and educating a larger population. This essay will address the following: chosen medium, the rational for the message addressing political issues supporting its use, the underpinning health belief model, ways of evaluating the success of the health message, its impact on a wider population and, the influence of nurses, other health professionals and lay persons on health promotion regarding teenage pregnancy. According to Guttmacher (2012), 3,312 girls become pregnant every 24 hours. Also, in every 26 seconds a teenage girl becomes pregnant and a child is born to a teen mother every 56 seconds. It is therefore sensible to explore the extent of teenage pregnancy and its impact. De Vienne, Creveuil Dreyfus (2009), believes that 70,000 teenagers die yearly from obstetrical complications, and 1 million infants born to adolescent mothers die before their first year of life. Although the majority of teenage pregnancies occur in developing countries, one million babies are born annually to teenage mothers in the developed world. According to (Adeyinka, Oladimeji, Adekanbi, 2010), in 2003 42/1000 births in the US were to adolescents. Furthermore, it has been reported that adolescents are at a higher risk for adverse outcomes such as preterm birth, low birth weight, pre-eclampsia, congenital anomalies, uterine rupture and infant death than their older counterparts (Phipps, Blume DeMonner, 2002) . In view of the health problems the world is confronted with as a result of teenage pregnancy, this message is aimed at creating awareness of the various causes and outcomes of teenage pregnancy. It also aims at promoting healthy sexual behaviours, to give the youth the skill and knowledge they need to refuse sex, delaying the onset of sex and to practice safer sex and to reduce the number of conceptions among adolescents (Kirby, 2007).The message will also help debunk certain ideologies and myths about sex education such as those with regards to certain words or body part being unmentionable and the taboos of sex education that influence the human sexuality negatively (Adepoju, 2005). Consequently, advances in communication strategies have changed how individuals access, assess, communicate and use information. Egger et al (1999), stated that health promotions are motivational and informative messages directed to one or more people. The idea of attaining improved health and a better quality of life needs tailoring our educational messages to the particular group of people it is intended for, taken into account the cultural practices of the community as such programmes involve community members who participate to define and solve the problems (Denison et al, 2009) Cultural, religious and traditional issues influence sexual behaviours. Personally, in my area of practice culturally acceptable sex education is given using, local dialects in folk songs, radio drama and role plays avoiding sexually explicit words. This way community values are respected as well as responded to. In recent years there has been a much stronger religious and political focus on the teaching of sex abstinence in schools than in the past years (Butts Rich, 2008). This is to add to the existing knowledge that most religious group preach abstinence before marriage e.g. Islam and Catholics even preach against contraception hence telling the youth to abstain from sex (Citizens Budget Commission, 2012). Contrarily, some social customs induce girls to stay out of school and enter into early sexual relationship were girls are given away in marriage at puberty (Keller et al; 1999). These observations considered a health promotion message using role play will inform the adolescen ts on causes, complications and prevention, of teen pregnancy and motherhood in a non-judgmental approach. Role play therefore, is considered the appropriate medium as it focuses not on acting but on the actions of the characters. It helps in the process of decision making and clarifies judgments and behaviours and lastly it encourages looking beyond the self and into another person in a close and more intimate manner than reading or lectures allows (Rowles and Russo, 2009). Role play is unscripted and a dramatic technique of message delivery that encourages people to improve behaviours that illustrate expected actions of persons in a defined situation (Lowenstein, 2007). In the delivery of such messages ethical issues could arise. Everyone needs to have equal access to care, thus the principle of justice must be considered and the nurse is to do good by providing the information and education they need but she has to seek consent from parents before she could go ahead. In developed nations parents can decide they dont want their wards to sit in for such programs according discussions by fellow students from the UK whereas from experience in Ghana one needs to just tell the head teacher when the nurse is coming. It is important to recognise that in carrying out the principles of beneficence and non maleficence, the question will be how much information is too much? Knowledge of when information given becomes unethical is important. Appropriate information must be presented in an age appropriate manner as there will be potential harm if a wrong and inappropriate message is chosen. An ethical dilemma will arise when a choice has to be made between stand ardised and acceptable programs that are available (Miller et al; 2011) e.g. teaching abstinence as opposed to safer sex practice. Inappropriate programs for a particular age group could easily be misinterpreted and result in the adolescent being misled as she perceives the information differently from the way the educator intended for the message to be received (Miller et al; 2011). Promoting the health and wellbeing of adolescents is a vital part of every society including health workers. Teenagers have been recognised to be at high risk of health-damaging behaviours such as teenage pregnancy (Jacobson Pill, 1997).Similarly, Reeve (2002) in his study revealed that healthcare providers have the potential to strengthen young peoples awareness of appropriate sources of help and information, comprehensive sex education programs and advice on sexual health. He also reported that, the introduction of contraceptive services delivered by nurses, as well as trained teenage advisors or lay persons will be associated with an increase in the number of people attending for advice and contraceptives. Contrary to these assertions Thomson Scott (1991), criticised that sexual health education at school has little or no relationship to the real choices and pressures around sexual health that affects the young women. Furthermore, Denison et al (2009), proposed that every agent of health care including lay persons/peers can partake in communicating the causes and effects of teen pregnancy by mobilising community members to participate in role plays which will illustrate causes, complications and where to get help whether in the community or the hospital setup. According to MARIE STOPES INTERNATIONAL (2012), in 1998 in England, the pregnancy of girls under 18years conception rate fell by 13.3% over 5 years. There has also been a shift in societys views about how best to tackle problems like high teenage pregnancy rates and poor sexual health amongst young people. Increasingly, from a personal perspective parents and professionals will recognise the need to offer teenagers with opportunities to talk about how they feel openly, skills and self-confidence they need to deal with the situations they face regarding sexuality. Also it will raise awareness in the community and at national levels which will in turn help them to strategise and tailor programs to help the youth to understand the way in which sex is, to help them know that relationships portrayed in the media are not always accurate and the appreciation of the challenges and responsibilities of parenthood. This includes supporting them delay early sex, equipping them to stay safe and healthy when they do become sexually active. Parents will play a more positive role in supporting their children on sex and relationship issues (Primarolo Merron, 2010). According to Sexual Offences Act (2003), in UK the age of consent for female and their male counterparts is 16 years. This means men who ha ve sexual intercourse with girls below 16years of age will be prosecuted. Meanwhile there are such clear cut age ranges and laws in Ghana expect for rape cases. Also support from national and international agencies may include development of national training standards on relationships and sexual health to provide a constant framework for local workforce development (Primarolo Merron, 2010). The evaluation of sexual health promotion programs has to be SMART-Specific, Measurable, Attainable, Reliable and Time bound (Haughey, 2012). Assessments of sex education programmes can vary from changes in knowledge, attitudes and values to those of behavioural change including initiation of sexual activity and pregnancy rates (Fullerton, 2004). Arguably, initiation of sexual activity cannot easily be evaluated if the adolescent does not openly discuss it. Also clear statements given by students about the outcomes of unprotected sex and how those outcomes could be avoided at the end of the session (Vincent, Geiger, Willis, 1994). The aims of sex education are often motivational, relating to lifelong quality of relationships, as well as pregnancy and STI prevention (Fullerton, 2004). Moreover, studies have demonstrated that health decision making is a process in which the individual moves through a series of stages or phases. Interactions with persons or events at each of these stages influence the individuals decisions and subsequent behaviour (Rosenstock, 2005). As a matter of fact, behavioural change is a difficult process which starts with enabling change in personal behaviours of individuals by giving them the knowledge to do so through education (Bellamy, 2004). The health belief model posits that people who perceive themselves as susceptible to negative outcomes are more likely to reduce risky behaviours than those who do not see themselves at risk (Janz Becker, 1984). The model postulates four conditions that predict a health related behaviour; perceived susceptibility, perceived seriousness, perceived benefits and barriers (Janz Becker, 1984). Perceive susceptibility refers to ones perception of the likelihood of contracting a health disease or condition (Witte et al; 1996) or becoming pregnant in this case. It helps individuals to adapt to healthier lifestyles. The more the teenager perceives the outcomes of teenage pregnancy, the more they will try to avoid it. Witte et al (1996) again stated that perceived severity will be the teenagers belief about the implications of a health risk. The perception of severity is often based on the health information given or knowledge about the severity of a condition and difficulties it will create on general wellbeing. If she thinks of it as a serious issue she will try to avoid getting pregnant. Also, the concept of perceived benefits is the teens judgments of the value of the action that will lessen the risk of getting pregnant. Usually, teenagers will practice healthier lifestyles when they believe a new behaviour will lessen their chances of getting pregnant and suffering the consequences (Janz Becker, 1984). This assertion of Janz Becker is not always the case as some will wait to be in that particular situation before they take action. On the other hand, as most teenagers dont change their lifestyles easily, perceived barriers are their own assessment of the difficulties in embracing a new behaviour. Amongst all the perceptions, perceived barriers are most important in defining behavioural change (Janz Becker, 1984) because if they are able to overcome these barriers their behaviours will change. Cues to action are pieces of information which are given out with the intention of triggering decision-making actions. They could be internal or external e.g. informational flyers, advertisements on television or internal symptoms of an illness (Witte, 1996). Lastly self efficacy, measures the degree of the reaction taken to prevent pregnancy and that they are able to perform the recommended reaction to avert the risk. Teen pregnancy and motherhood is a serious problem affecting adolescents which can causes health and social problems. With empowering the youth through education, teen pregnancies and its related problems can be prevented. From a personal view point, it will be acceptable to say that proven programmatic answers to this dilemma are likely to be dissatisfactory. The point is not that sexuality education and contraception education cannot be helpful, but that without more help from the society at large, their impact may be small. On the contrary, an intervention that starts by affecting behaviour in a self-effacing way may ultimately generate changes in behaviours. Behaviour is contagious and teens, in particular, are extremely influenced by what their friends do or say. This suggests that programs are not to be judged on the basis of their immediate effects only but also on their peer culture reorientation potential.

Sickle Cell Anaemia :: Free Essays

Sickle Cell Anaemia The disorder affects the red blood cells, which contain a special protein called haemoglobin . The function of haemoglobin is to carry oxygen from the lungs to all parts of the body. People with Sickle Cell Anaemia have Sickle haemoglobin which is different from the normal haemoglobin. When sickle haemoglobin gives up its oxygen to the tissues, it sticks together to form long rods inside the red blood cells making these cells rigid and sickle-shaped. Normal red blood cells can bend and flex easily.Blocked blood vessels Because of their shape, sickled red blood cells can't squeeze through small blood vessels as easily as the almost donut-shaped normal cells. This can lead to these small blood vessels getting blocked that then stops the oxygen from getting through to where it is needed. This in turn can lead to severe pain and damage to organs. Everyone has two copies of the gene for haemoglobin; one from their mother and one from their father. If one of these genes carries the instructions to make sickle haemoglobin (HbS) and the other carries the instructions to make normal haemoglobin (HbA) then the person has Sickle Cell Trait and is a carrier of the sickle haemoglobin gene. This means that this person has enough normal haemoglobin in their red blood cells to keep the cells flexible and they don't have the symptoms of the sickle cell disorders. They do however have to be careful when doing things where there is less oxygen than normal such as scuba diving, activities at high altitude and under general anaesthetics. If both copies of the haemoglobin gene carry instructions to make sickle haemoglobin then this will be the only type of haemoglobin they can make and sickled cells can occur. These people have Sickle Cell Anaemia and can suffer from anaemia and severe pain. These severe attacks are known as Crises. Over time Sickle Cell sufferers can experience damage to organs such as liver, kidney, lungs, heart and spleen. Death can be a result.

Did Our Ancestors Live in Harmony with the Environment? :: Environment Environmental Pollution Preservation

Did Our Ancestors Live in Harmony with the Environment? It appears that humans are entering a stage in their collective lives in which we are beginning to see that we can quite easily alter our environments very drastically. Some are still divided about how they feel about this, feeling that things cannot possibly be as bad as the many doomsday-scenarios painted by both scientific and religious authorities. And there are others who are extremely worried about our collective affect on the environment, and fear that it may already be too late for humans, and the world will soon change sufficiently enough to make continued human survival on this planet very difficult. From both types of people, the question arises, "Was there ever a time when humans lived in a way that was more or less in harmony with the environment?" A key element in this discussion is the use of technology, loosely defined as anything outside of natural biological functions that is manipulated and used to obtain an objective. To search for a time when our ancestors might have lived more environmentally consciously, one needs evidence, and in this case, it is generally thought that the only real evidence to be found is through fossils of things created and used by these people of so long ago. But how far back in time are we talking about? And is there any other kind of evidence that might shed a bit of light on how people lived in those times? It is generally acknowledged that starting with our ancestor Homo erectus, humans began to use their hands to make tools (Ponting, 18). This knowledge is based on dating techniques of archaeological findings such as skeletons and early tools, and the rough estimate of the appearance of this tool-using human is around 2 million years ago. In case it is not obvious, that is a very long time. Even in the last 4000 years, the amount of change that human culture and society has undergone is enormous, and at least that much is historically documented by at least some cultures in varying intervals. But to jump all the way back to 2 million years involves a very far leap indeed. There is not much evidence that tells us anything about societies so far back in time. There are some bones and stones, but nothing that really breaks down all those thousands of years into any real understanding of the societies of that era.

Chemical Engineer :: essays research papers

Chemical Engineer The chemical engineer is an invaluable link between scientific principles and manufacturing realities. It involves the use of chemical, physical, and engineering principles. The scientist in a laboratory does basic research to develop new compounds and processes. When the scientist discovers a product that may be useful, the chemical engineer takes over. They adapt the product for big scale manufacturing. They do this by designing a plant to produce the item on large scale. Thus the engineer is the link between the laboratory and commercial production. The chemical engineer’s earnings depend on several factors. Their educational background dictates much of what the engineer will earn. Also, experience and the location of the employer will make a very big difference. The starting salary for a chemical engineer with a Bachelor’s Degree can range from $30,000 to over 35,000 per year. An engineer with a Master’s Degree can earn anywhere from $35,000 to over $40,000. A chemical engineer with a doctorate can earn $45,000 to well over $60,000. "To be successful in chemical engineering, one must be curious and persevering" (Finney IV 13). The person must be flexible in order to adapt to each phase encountered. They must also be ambitious. Honesty is another very important trait. They must be cooperative since they are a member of a team. In order to get a job as a chemical engineer, a person should have at least a Bachelor’s Degree. The degree should be in chemical engineering. The degree is acquired by four years of study. Subjects studied include engineering, drawing, chemistry, mathematics, English and speech, computing, economics, and social studies. The actual specialization in chemical engineering is usually in the third year of study. There are many advantages that go along with this job. The career offers challenges in both science and industry. Also, the work allows for other companies to expand and hire more people. Thus, this creates new jobs. There are also disadvantages. First, there is a great responsibility placed onto the engineer. Also, there is a great deal of pressure involved with this kind of work. The future for the chemical engineer looks very promising. As new drugs and vaccines develop, the chemical engineer will be needed. This a new and exciting field to work in. Many people are becoming more and more interested in it. This increase in engineers called for and increase in jobs. Someone interested in becoming a chemical engineer should concentrate on the sciences in high school. They should be "good" at chemistry and physics. Chemical Engineer :: essays research papers Chemical Engineer The chemical engineer is an invaluable link between scientific principles and manufacturing realities. It involves the use of chemical, physical, and engineering principles. The scientist in a laboratory does basic research to develop new compounds and processes. When the scientist discovers a product that may be useful, the chemical engineer takes over. They adapt the product for big scale manufacturing. They do this by designing a plant to produce the item on large scale. Thus the engineer is the link between the laboratory and commercial production. The chemical engineer’s earnings depend on several factors. Their educational background dictates much of what the engineer will earn. Also, experience and the location of the employer will make a very big difference. The starting salary for a chemical engineer with a Bachelor’s Degree can range from $30,000 to over 35,000 per year. An engineer with a Master’s Degree can earn anywhere from $35,000 to over $40,000. A chemical engineer with a doctorate can earn $45,000 to well over $60,000. "To be successful in chemical engineering, one must be curious and persevering" (Finney IV 13). The person must be flexible in order to adapt to each phase encountered. They must also be ambitious. Honesty is another very important trait. They must be cooperative since they are a member of a team. In order to get a job as a chemical engineer, a person should have at least a Bachelor’s Degree. The degree should be in chemical engineering. The degree is acquired by four years of study. Subjects studied include engineering, drawing, chemistry, mathematics, English and speech, computing, economics, and social studies. The actual specialization in chemical engineering is usually in the third year of study. There are many advantages that go along with this job. The career offers challenges in both science and industry. Also, the work allows for other companies to expand and hire more people. Thus, this creates new jobs. There are also disadvantages. First, there is a great responsibility placed onto the engineer. Also, there is a great deal of pressure involved with this kind of work. The future for the chemical engineer looks very promising. As new drugs and vaccines develop, the chemical engineer will be needed. This a new and exciting field to work in. Many people are becoming more and more interested in it. This increase in engineers called for and increase in jobs. Someone interested in becoming a chemical engineer should concentrate on the sciences in high school. They should be "good" at chemistry and physics.

James I of England and Macbeth

Some say he's mad; others, that lesser hate him, Do call it valiant fury† (Caithness: Act 5, Scene 2) Consider Macbeth as a gothic protagonist in the light of this comment.Although William Shakespeare's ‘Macbeth‘ was written in a time before the introduction of the Gothic genre, it is fair to argue that he fits the role typically prescribed to Gothic protagonists. However, the question of whether he is ‘mad' or shows actions of ‘valiant fury' is a matter open to interpretation. Sickness and madness are common themes in Gothic texts, and it is arguable to suggest that as a Gothic protagonist, Macbeth is indeed driven to madness.Firstly, his repeated association with various supernatural elements in the play present him as being a character who is perhaps driven by his own mental manifestations; upon seeing a levitating dagger, Macbeth questions whether it is in fact â€Å"a dagger of the mind†, citing the possibility of his â€Å"heat-oppress'd br ain† being the factor behind this vision. However, while many Gothic protagonists are associated with elements of the supernatural, that is not to say that they are mad. For example, when Macbeth witnesses Banquo's ghost – â€Å"Never shake thy gory locks at me!† – it is perhaps fairer to argue that the ghost is a manifestation of his own guilt as opposed to an outright madness which possessed Macbeth.Those who argue that Macbeth is mad may relate his madness back to the notion of Gothic protagonists possessing an all-consuming passion or goal which they are determined to reach. In Macbeth's case, this desire is arguably his thirst for power and desire to kill the king. Some critics would refute this point, and argue that Macbeth does not harbour such a passion, and that it is the femme fatale-esque character of Lady Macbeth who taunts Macbeth with demeaning rhetorical language such as â€Å"Are you a man?† and â€Å"I would be ashamed to wear a he art so white†; there is certainly evidence to suggest that Macbeth's desire to be king does not lead to his madness, and that it is his wife's power that leads him to the first of many murderous acts.However, this interpretation may be too narrow in its analysis, and it is perfectly possible to argue that Macbeth's inherent thirst for power is what leads to his ‘madness'. In act one scene four Macbeth expresses quiet dismay at  Malcolm's appointment as the Prince of Cumberland, referring to the obstacles in his path to glory as â€Å"a step / On which I must fall down, or else o'er-leap†. In terms of structure, this scene occurs before Macbeth and Lady Macbeth's onstage discussion, and suggests that Macbeth's madness does indeed stem from the typical Gothic protagonist role as one who is driven to madness or inner conflict by an all-consuming passion. Furthermore, this passion is present even in Macbeth's first meeting with the witches, where Banquo notes that M acbeth is â€Å"rapt withal† at the possibility that he â€Å"shalt be king hereafter†.Another typical feature of a Gothic protagonist is a high social rank, which â€Å"noble Macbeth† certainly adheres to. It may then be in his nature as a worthy warrior to strive for greatness and power; perhaps Macbeth's actions are down to ‘valiant fury' after all. Shakespeare's use of adjectives such as â€Å"brave† and â€Å"worthy† establish him as a high-ranking soldier before he is even introduced; this of course contrasts with the language used to describe him later, where demonic imagery such as referring to him as a â€Å"hell-hound† and â€Å"something wicked† associates him with inherent evil.In act one scene two, the Captain describes Macbeth's fearlessness and fury on the battlefield, describing how Macbeth ran his sword â€Å"from his nave t'the chops† in what is considered an act of bravery. This may lead to the assertio n that Macbeth is not ‘mad' after all, and that the nature of his character is far more likely to succumb to ‘valiant fury', since he is a warrior and, as already mentioned, has the will to kill the king harbouring within him as soon as he hears the witches' prophecy. However, the word ‘valiant' suggests a sense of honour and dignity surrounding Macbeth's tyrannical reign.Macbeth's actions may have been valiant, had King Duncan been a cruel and oppressive king. However, Shakespeare presented Duncan as a kind and virtuous character, perhaps to appease King James I, who was the king at the time of writing and admired Shakespeare's work. The fact that Macbeth murders the king is already contrary to the divine right of kings at the time, but the fact that the king was virtuous allowed for little interpretation calling Macbeth ‘valiant'. Furthermore, Macbeth's duplicitous nature in the play sets him aside as a character who does not possess ‘valiant fury' at all.He openly lies to Banquo, his trusted friend, by replying with â€Å"I think not of them† when questioned about the witches, and after Duncan's body is found he  delivers a melodramatic and duplicitous monologue expressing his professed grief. The fact that Macbeth is called â€Å"noble† and is described indirectly as â€Å"a gentleman on whom I built an absolute trust† directly contrasts with his duplicitous and cunning nature. This contrast is perhaps best explained as the extremes of Macbeth's behaviour as a character, a feature typical of Gothic protagonists.Most Gothic protagonists are caught in a dilemma or inner conflict, which often leads to extremes of behavior. In Macbeth's case, it is as though he is aware of his own actions and cannot even say the word ‘murder', instead making use of euphemisms such as â€Å"this bloody business†, yet he is also flippant in certain orders, such as the request that Macduff's â€Å"wife and babesâ €  should be killed. Therefore, considering his conflicting and deceptive nature, it is indeed possible to refer to Macbeth's actions as fury rather than madness. Valiant fury, however, is perhaps not true; there seems to be almost no honor or nobility in Macbeth's actions and willingness to lie.Macbeth's alleged madness is often linked to his use of emotive language. For example, the metaphor â€Å"full of scorpions is my mind† makes it sound as though Macbeth's mind is poisoned, or out of his control. However, as just one of many instances where Macbeth uses Gothic language, it is not necessarily true to link such metaphors to madness. Instead, it is perhaps likely that Macbeth is referring to the conflicting nature of his mind, and the inner turmoil that he is facing as a Gothic protagonist. In conclusion, the assertions that Macbeth is either ‘mad' or harbours ‘valiant fury' both seem to undermine his nature as a Gothic protagonist.Macbeth's ‘madness' is perhaps better described as the conflicting nature of any Gothic protagonist, and the notion that Macbeth's fury is ‘valiant' contrasts the numerous times where Macbeth's cunning is anything but valiant or noble. Macbeth is indeed typical of a Gothic protagonist but, like many, does not necessarily fall into just one category.

The Negative Effects of a Cellphone

When the first cellular phone was invented, its uses only went as far as a phone call. As time and technology advanced, so did the development of the cell phone. A basic phone today can make calls, take photos and videos and even function as a GPS. But with the advantages comes the disadvantages. The increased use of cell phones has had a negative influence on society. For example, the use of cellphones has limited socializing, the demand and costs have affected consumers negatively and they have also been a common factor in many car accidents, including fatalities. The dependency of cellphones has had a negative social effect.The cell phone is probably one of the most commonly owned devices in America. â€Å"75% of all American teens ages 12-17 own a cell phone, and 66% use their phones to send or receive text messages. † (Madden and Lenhart 2) The cell phone has become the primary source of communication for many people. The simplicity of typing a message, or making a phone call rather than relaying that message in person has resulted in a disconnect from society for many people. â€Å"Reliance on a relatively quick and cheap form of interaction means that we might dispense with the longer and more ponderous process of a personal visit. (Ling 185). So, although you may communicate more often through cellphones, the physical part of a relationship is neglected. As a result of depending on cellphones as a main source of communication one may, in a sense, forfeit a substantial portion of a much needed social life. Moreover, socializing is an acquired ability, an ability that is significant in the growth and maturation of children and teens. The over use of cellphones can impede one from fully exercising these abilities. A large number of people own and use cellphones regularly. So much so that it has become a societal norm.Almost every place one may go cell phones are practically expected of them. For example, at some doctors’ offices they offer a free texting service to remind a patient of any appointment that he or she may have. Many clothing and grocery stores offer coupons and sales alerts that can be sent directly to a mobile device. But the problem comes when not everyone can afford to keep up with what society has labeled to be â€Å"the norm. † There are many people who cannot afford to buy a phone let alone afford a phone bill every month. The cost for cellular service is xpensive and always increasing. According to a survey, â€Å"Of the 1,400 readers who responded, 80 noted their bill was between $190 and $210. On average, that group had 3. 1 phones, meaning the cost is about $65 per phone. People with bills near $250 paid $67 per phone† (Sullivan). As a result, a number of people reported that they felt the need budget and cut back in order to afford a phone bill. Unfortunately, society essentially requires people to have a cell phone, even with cut backs and budgeting, having a cell phone is not fi nancially realistic for everyone.The use of cellphones has shown to be very dangerous to drivers and their passengers. This is mainly due to the increase in texting and driving as well as the amount of phone calls made while behind the wheel. According to Madden and Lenhart, 52% of cell phone owning teens ages 16-17 say they have talked on a cell phone while driving. That translates into 43% of all American teens ages 16-17 (2). With such a high percentage of distracted drivers, the likelihood of accidents, with and without fatalities has also increased. In 2008 alone, there were 5,870 fatalities and an estimated 515,000 people were injured in police reported crashes in which at least one form of driver distraction was reported† (Madden and Lenhart 3). Every time a driver decides to use a cell phone while operating a vehicle, they are not only putting their lives in danger, but also the lives of their passengers, pedestrians, and other drivers. Since the invention of the cell phone, its uses and capabilities have become a part of an everyday American life, an everyday life which cell phones has impacted society negatively.With an increased dependency on the cell phone, society and its growth have experienced major setbacks. Socialization, personal financials, and automotive drivers have all been effected in negative ways. This is mainly because the cell phone has evolved and is now made to do nearly anything one may think of. So although the cellphone was intended to help with one’s everyday life, what seems like a good idea at first may not affect society positively in the long run.

The UA&P Hallmark Programs

Last September 22, 2000 was the People Development Day of the University of Asia and the Pacific (UA&P). It was highlighted with a program that became a gathering of the high ranking personalities the university has like the UA&P president, Dr. Mario D. Camacho; the Dean of the College of Arts and Sciences, Dr. Antonio Torralba; the Vice President for Administrative Affairs, Dr. Josemaria Mariano; and the program director of the People Development, Mr. Jun Papelleras. Dr. Antonio Torralba discussed the UA&P hallmark programs which I am going to tackle throughout this paper. The word hallmark means a distinguishing characteristic sign, trait, or feature that makes one unique. In the case of the UA&P, it has three hallmark programs which are namely: values education; people development; and research and communication. In the field of values education, the UA&P is committed to teach its students with the right and proper values and attitudes that will help not only for the betterment of the society but also for their common good. As a matter of fact, the university offers courses in social and professional system of moral values. With this, the UA&P aims to develop students with discipline, diligence, spirit of enterprise, integrity, social solidarity, and universal outlook. The second hallmark program of the UA&P is the people development. In this field, the university students are trained to be: environmentally aware in our surroundings; cooperative to others; values oriented; concern to their health and to the proper food nutrition; saves for mobilization; and properly educated persons. The UA&P believes that through these six programs of people development, the students will achieve its fullest potential as a well being. The last hallmark program of the UA&P is the research and communication which is the foundational aims of its forerunner, the Center for Research and Communication. It is said that the UA&P continues its researches with the humanistic, professional, scientific and technical knowledge for the common good of the society. The university, through research and communication, aims to be a tool for the upliftment of the moral and social status of society. Truly, the UA&P makes a difference through its three major hallmark programs as compare to the other universities and institution in the land. And that makes the UA&P unique and one of a kind. The UA&P Hallmark Programs Last September 22, 2000 was the People Development Day of the University of Asia and the Pacific (UA&P). It was highlighted with a program that became a gathering of the high ranking personalities the university has like the UA&P president, Dr. Mario D. Camacho; the Dean of the College of Arts and Sciences, Dr. Antonio Torralba; the Vice President for Administrative Affairs, Dr. Josemaria Mariano; and the program director of the People Development, Mr. Jun Papelleras. Dr. Antonio Torralba discussed the UA&P hallmark programs which I am going to tackle throughout this paper. The word hallmark means a distinguishing characteristic sign, trait, or feature that makes one unique. In the case of the UA&P, it has three hallmark programs which are namely: values education; people development; and research and communication. In the field of values education, the UA&P is committed to teach its students with the right and proper values and attitudes that will help not only for the betterment of the society but also for their common good. As a matter of fact, the university offers courses in social and professional system of moral values. With this, the UA&P aims to develop students with discipline, diligence, spirit of enterprise, integrity, social solidarity, and universal outlook. The second hallmark program of the UA&P is the people development. In this field, the university students are trained to be: environmentally aware in our surroundings; cooperative to others; values oriented; concern to their health and to the proper food nutrition; saves for mobilization; and properly educated persons. The UA&P believes that through these six programs of people development, the students will achieve its fullest potential as a well being. The last hallmark program of the UA&P is the research and communication which is the foundational aims of its forerunner, the Center for Research and Communication. It is said that the UA&P continues its researches with the humanistic, professional, scientific and technical knowledge for the common good of the society. The university, through research and communication, aims to be a tool for the upliftment of the moral and social status of society. Truly, the UA&P makes a difference through its three major hallmark programs as compare to the other universities and institution in the land. And that makes the UA&P unique and one of a kind.

“Philip Condit and the Boeing 777

The case study „Philip Condit and the Boeing 777: From Design and Development to Production and Salesâ€Å" deals with the launch and development key points of the Boeing 777 model in the 90s. Generally, the aircraft industry is described as a very risky one as failure is the norm due to high product development costs. Furthermore it consists of a rival duopoly of the survival jet makers Boeing and Airbus. The Boeing company’s history of producing jets can be split into two eras. In the 1920s, 1930s and during Worlds War II., it was a military contractor producing bombers and fight aircraft. Later on, in the 1950, Boeing became the world‘ s largest manufacturer of commercial aircraft. Their first jet was the 707 model. Although Boeing was very successful, Airbus remained a serious rival. In 1988, Boeing planned to upgrade the 767 model in order to meet the level of Airbus‘ competition which launched two new models. As Boeing had no 300-seat jetlines, nor plans to develop such a jet, the Executive Vice President Philip Condit proposed to design a 767 double-decker jet. To explore the risks, he tried to find out if the customers were interested in such a launch. But United Airlines rejected the idea of a 767 double-decker, as it had no chance against Airbus‘ new model transports. Instead, Condit was won over to develop a completely new commercial Boeing jet which would be called the 777 project. One of the main characteristics of the Boeing 777 jet was that it was a consumer driven product. In order to decrease the risk of developing the new jet, Boeing approved the project only until it obtained 68 firm orders of the 777 jet by the carrier United Airlines. Only then Boeing commited to the 777 program and the directors approved the close cooperation of the two companies. For the design and development phase Boeing introduced the „Working Togetherâ€Å" with eight more carriers. Furthermore Boeing 777 was a globally manufactured product, for which 12 international companies were contracted. Boeing split the risk of the new product on a family of planes consisting of different planes build around a basic 777 model. By that, the design included a maximum flexibility for future changes of the model according to customer preferences. Besides these facts, the 777 project delivered the first jetliner designed entirely by computers. Instead of old-fashioned two-dimensional methods, the sophisticated computer program „Catiaâ€Å" (computer aided three-dimensional interactive application) had been used. Furthermore, all team members were connected according to Catia, which made them be cross-functional. During the 777 project, Boeing implemented a new company culture, where assembly line workers were empowered and encouraged to offer suggestions and participate in the desicion making. Managers also payed attention to problems faced by their workers, such as safety concerns, childcare, etc. The Leadership and Management style changed from a secretive one to open communication among employees; from an individualistic mentality to teamwork. In the 1990 the new 777 aircraft program had been launched and in 1995 the first jet had been delivered, while in 2001 the 777s were flying in the service of major U.S. and international airlines. Although Boeing produced the most successful commercial jetliner, it was a risky project and its process contained unresolved problems. Problem statement The main concern of Boeing was its insufficiency to reach the competitive level of its only rival, Airbus. While Boeing had no plans to even develop a 300-seat jetline, Airbus had launched in 1988 two new successful models. Condit’s proposition of a modernization of the already existing 767 model by upgrading it to a double-decker jet, had been refused by United Airlines. United’s contra argument was that a Boeing 767 double-decker was no match to Airbus’s new model transports. Boeing’s challenge was to create a completely new commercial jet model which should not only be the preferred airplane in the aircraft industry, but at the same time be launched at a competitive price. The most costly and risky part of the development of an aircraft was the production of the jet engine. Its production could cost as much as producing the airplane itself. By deciding to develop a completely new 777 model instead of updating the older 767 model, a new engine had to be developed. Although Boeing had been strong in the 90s, the project still was risky. A failure of the costful new jetliner might have led to a decline of the Boeing company. The question was how to develop technological and managerial innovations to cut costs. Those innovations in aircraft design, manufacturing and assembly were supposed to update Boeing’s engineering production system and manufacturing strategies. The case focuses on efforts done to survive in the aircraft market by modernization, success and cost effectiveness. All efforts finally run to the question, if Boeing will achieve a better competitive position to Airbus. Data analysis The main problem of the company arouse because its latest, eight-year-old, wide-body twin jet 767 Boeing model, even if upgraded and turned into a double-decker, still couldn’t be a match to Airbus’s new 300-seat wide-body models (the two engine A330 and the four engine A340). If Boeing wanted to have future on the market, it quickly had to resolve this issue by planning a way of enhancing its competitive position relative to Airbus. Boeing was also being urged by the United Airlines and also by other airline carriers to develop a brand new commercial jet, which was even expected to be the most advanced airplane of its generation. The decision to be made in terms of this issue lies in the responsibility of Frank Shrontz, Boeing’s CEO, in 1988. The stakeholders to be further affected by it were the future customers of the 777 Boeing model – airline carriers from all around the world, like United Airlines. Also relevant to the outcome of Shrontz’s decision were the manager Philip Condit, put in charge for the 777 project, as well as all the others 10 000 employees and lower level managers, that were recruited to work on it. The situation was going to affect as well Boeing’s suppliers for structural components, systems and equipment, which were twelve international companies located in ten countries. As first constrain for resolving the issue we can note that Boeing’s production system and manufacturing strategies were outmoded and needed to be updated. In order to create an aircraft, which could compete with Airbus’s latest ones, Boeing first needed to revitalize their mass production manufacturing system. Airbus also was ahead of Boeing because of their use of the most advanced technologies, and therefore Boeing had to introduce leading edge technologies into its jetliners. If we look at Exhibit II in the business case, we will see the market share of shipments of commercial aircraft of Boeing, McDonnell Douglas (MD) (until 1997, before the merger with Boeing) and Airbus, for the period 1992 – 2000. The percentage numbers on the table show the competitive relationship between Boeing and Airbus, especially when they remain the only players in the industry in 1997. Airbus is steadily raising the percentage of its market share of shipment throughout the years, for Boeing’s misfortune respectively. From here we can extend more our understanding of the threat that Boeing had in the face of Airbus and also of the need for the CEO of Boeing to come up with a solution for how to strengthen its competitive position.

An Operational Analysis of Subway Restaurants

Each team member was charged with the task of visiting a Subway location near their residence. This way each member was given the opportunity to observe the concrete steps required for Subway to complete a service from beginning to end. When you hear the words â€Å"fast food,† you imagine being offered a service in which you are quickly in and out with your order, and nothing else to it. In this instance that is not the case; Subway did not become one of the largest sandwich chains overnight. It has taken years of productiveness from the owners, top managers, employees and each customer of Subway. Throughout this paper we will analyze Subway’s operations by identifying the type of process used and the basic layout of their facilities. We will also provide a detailed service blueprint that will help to get a better understanding of the service process from the beginning, when the customer places an order, to the end, when that paying customer walks out the door with their subway sandwich. After visiting our Subway locations, we will also be able to explain the strengths and weaknesses that we observed from the interaction between employees and customers and the overall Subway experience. One of the locations visited and observed during hours of operations was the Subway restaurant located at 19214 Clay Road, Suite A, Katy TX 77449. This restaurant has been serving the Katy community for approximately ten years. This particular location was observed in order to help create the service blueprint. The service blueprint lists all of the service functions that are performed and the average time expected to achieve the completion of each function. It begins with the customer’s action; the customer walks into the store and places an order, the employee then acknowledges the customer’s request. This is followed by the customer deciding on the size and type of sandwich they would like made. The Subway employee then begins to prepare the customer’s sandwich with their size and type specifications in mind. At this point, the employee asks the customer to decide on their type of meat and cheese, once the customer communicates this decision, the employee adds the requested meat and cheese. He/she gives the customer the choice of having their sandwich toasted or not. If the customer decides to toast the sandwich the employee then proceeds to put it in the toaster for a minute then moves on to adding the dressings and sauces. If the customer does not want their sandwich toasted, the employee continues along with the process. The interaction continues with the choosing of any vegetables and final touches which may include adding oil and vinegar or salt and pepper at the customer’s request. Finally, as we approach the end of the service process, the employees wraps the sandwich and offers the customer the option of adding a cookie or the option of making their sandwich purchase as a meal, which would then include chips or a drink for a set additional price. Once the customer has chosen, the employee then collects payment to complete the transaction, and hands the order over to the customer, thus concluding the service process. This entire process happens in between the line of interaction. A line of visibility does exist in all Subway locations, on one side you have the components that are visible to the customer, which include the bread baking and all of the products and produce used to make a Subway sandwich. On the other side of the line of visibility, you have those items not visible to the customers’ eyes, which include the preparation of the bread before baking it, the extra vegetables, meat, and cheeses to be cut and prepped, the chips and drinks used to stock the storefront, as well as the storage of all the other products necessary to perations such as paper products, bags and any office supplies. All of this is required in order to ensure the success of the service process. Even though the customer does not realize what exactly occurs behind the line of visibility, it does not mean they don’t care. Every paying customer hopes and expects that their food is being handled and prepared in the safest and best way possible. This means that employees must be equipped to complete all tasks required in the minimal time possible, while maintaining the utmost standards of sanitary handling and preparation. Please refer to blue print 1 for a visual representation of how the actual process explained above works. After getting a closer look at how the service process works by completing the blue print you can see that the employees work diligently to complete the process in less than five minutes. From this you can learn that during peak hours which include lunch and dinner rush, employees work faster than normal to meet the 5 minute process standard. This way may cause a customer to feel rushed. For instance if the employee sees that the customer line has exceeded more than five it begins to rush the process; this causes the customer to make abrupt decisions on what they want in their sandwich. At the same time this can easily cause the employees to make mistakes during the process. For instance they can accidently add the wrong vegetables or sauces simple because they are trying to rush through the process in order to get the customer in and out. This urgency of completing the process faster than usual can turn a customer away. Many paying customers like to have the undivided attention of the employees since they do feel like they should get their money’s worth through the service. To help both the employees and customers during this circumstances the manager should ensure the employees that yes you might have to pick up the speed to meet the lunch rush demand; but they will have to be courteous without making the customer feel rushed. ——————————————– [ 1 ]. Subway location 19214 Clay Road, Suite A, Katy TX 77449