The Ethical Imperative †Contrarieties

The Ethical Imperative – Contrarieties â€Å"A global ethic is only practicable as a personal commitment,† says the author, Dalla Costa. He explains that for businesspeople, this does not mean valuing profit less, but instead valuing people more. Throughout the article, the author shows that business reflects who we are as a society and the beliefs that we live by as individuals. He uses several examples of organizations that have been hurt by unethical behavior to support his statement.Business leaders must assess their values and make appropriate changes since they operate in a global economy where market forces have left the human aspect weaker and the profit element skyrocketed. Dalla Costa attempts to convince businesses to pursue moral and ethical policies. He addresses the principle of right and wrong but emphasizes the importance of ethical behavior to long-term survival and profit. The article dissects the different characteristics attributed to those optimisti c and pessimistic.It describes the institutional pessimism of business, and explains how it is a product of fear – the fear of making mistake and of trying something new. The author argues that today's universal interdependence requires a global ethic – concern for the consumers, workers, and the environment of the overall community. He also discusses the pressures that lead to unethical behavior by individuals and organizations. He develops on five core fallacies that ground the pessimists' antipathy and prevent correction.In the article, Dalla Costa outlines the process for incorporating ethical principles to the direct benefit of customers, shareholders, employees and profits. The author makes clear why corporate ethics must be a fundamental component of any firm. As managers and consumers, many people are concerned about issues like discrimination in the workplace, and are struggling to integrate their beliefs into their jobs. The Ethical Imperative links these per sonal values to business performance. ’Costly though they may be, ethics are not an expenditure but an investment’’ (Dalla Costa, 1998). This article can be related to any business. [From Tesco’s point of view] as trust is essential among network actors, we believe to be optimistic is the best way to achieve ethical practices and reach trust between the firm and the market. Since industry, employer, and peer pressure are important factors influencing employees’ decisions, and since they do what they think is expected from them, we will work on modifying our business culture to build ethic and trust.Teams will be built to assess unethical issues, gather feedbacks and comments. This will in turn create a positive feedback loop. Also, Tesco will co-create supply chain transparency by 1. Demanding full transparency from its suppliers, 2. Working together with Tesco-Motorola-Food suppliers-Customers, and 3. Allowing customers to be true to their respect ive code of ethics.

King Lear Act 3 Questions

King Lear Act III Study Questions Scene I 1. Kent reveals to the Gentlemen that tension between Regan’s husband (Albany) and Goneril’s husband (Cornwall) could quite possible result in a civil war. However, aside from the war, the two may be united in plotting against the murder of King Lear. The King of France is preparing to make a move against these two divided house. He may have already sent spies to their households disguised as servants. 2. The mission that Kent asks the Gentlemen to complete is to go to Dover, the place where Cordelia lives, and inform her of how insultingly he was treated by Goneril and Regan.Also, in order to make sure that Cordelia knows the message sent is from him, he instructs to the Gentlemen to also deliver his ring to her. Scene II 3. Shakespeare portrays the great emotional upheaval going on within Lear’s mind by showing us an iconic image of Lear as a white-haired man standing in the middle of a thunderstorm and literally yellin g at the sky, â€Å"Blow winds and crack your cheeks! Rage, blow! † When we see this, we are able to see the extent of his troubled mind since it seems like only a deeply impacted individual would commit to such task or wish to appear as he does.The actual storm that is occurring on the outside is representative of the â€Å"storm† going on inside Lear’s mind. We see this when he talks about how upset he is with his daughters and that ungrateful children should cease to be born. 4. The comment about women that Lear makes in his speech is that â€Å"thou perjured, and thou similar of virtue, that are incestuous†¦ that under covert and convenient seeming has practiced on man’s life† (3. 2. 57-60). 5. Kent’s opinion of the storm’s ferocity is that â€Å"such bursts of horrid thunder, such groans of roaring wind and rain I never remember to have heard,† showing the intensity of the storm. . When King Lear remarks that â€Å"I am a man more sinn’d against than sinning,† it reflects his development as a human being within the play because he comes to realize that he has lost everything. He went from being the King of Britain all the way down the ladder to an individual who has menial value in society. Finally, we come to see that he realizes the big mistake he made by disinheriting Cordelia from his inheritance and giving Cordelia and Regan his kingdom. He is losing so much confidence that he wants to play the part f the victim and believe that everyone is taking advantage of him, without withholding responsibility for the fact that he was the one who acted harshly when he disowned Cordelia. 7. The fool evaluates the state of Britain in his closing â€Å"prophecy† by foreshadow its dark future and when it â€Å"will come to great confusion,† when priests become corrupt, when pickpockets stop preying on large crowds, beer-makers will water down their beverages, and when â€Å"ba wds and whores† build churches.However, this if kind of funny because all this is already occurring in Britain and it has already began its decline. Additionally, he predicts that Merlin will make the same prophecy in the future. Scene III 8. Upon hearing Gloucester’s request to pity the king, Regan, Goneril, and Cornwall are not pleased but also have a nonchalant attitude towards it because they’re not going to let anything convince them of bringing back their father. Their cruel and ruthless come out when they ask Gloucester not to mention Lear’s name in pain of â€Å"perpetual displeasure. They are concerned with their own well-being and do not care whatsoever for the king. 9. The information that Edmund shares with the audience after his father tells him about the â€Å"dangerous† letter is that although it is against his father’s request, he will tell the duke that Gloucester is going to see the king, which is forbidden. Also, being the selfish and deceitful person as he is, Edmund states that Gloucester will get what he wants and he will get everything that is left behind. Scene IV 0. At the beginning of the scene, we see King Lear standing out in the storm with Kent (disguised). When Kent asks him to get cover from the storm Lear states that the pain that the storm is giving him is helping him lock out the pain that his daughters, Goneril and Regan, are bringing him. 11. Edgar’s speech is filled with alliterations when he is telling King Lear about how he is being chased by the devil. He states some interesting things such as â€Å"the fould fiend follows me† (3. 4. 50. ) 12.Upon seeing Edgar emerge from the hovel disguised as poor Tom, Lear immediately assumes that he is a madman and the reason he is in this state is because of his daughters. 13. Edgar responds to Lear’s assumptions by stating that he once used to be a rich courtier who used to drink wine all the time and have women with hi m. 14. Lear tears off his clothes in response to seeing Edgar (disguised as Tom) with an uncovered body. It’s the first time in his life that he actually sympathizes with someone other than himself.As Lear is driven further and further into insanity, he starts to think more about humanity and the way the world perceives him. Lear has actually taken into account some of the things that Edgar says because he realized that the world doesn’t just revolve around him and that material possessions are not everything. This kind of ironic because along with being physically naked, he is also figuratively naked because he has lost all support and must face the cruelties of the world by himself. 15.Gloucester’s appearance at the hovel illustrates the parallel structure between the Lear-daughters plot and the Gloucester-sons subplot because it symbolizes his growing level of compassion for banishing Edgar, his beloved son. He regrets his actions so much that he shows pity o n King Lear by giving him shelter. This is a similar development to King Lear as the abandonment of Cordelia opens his eyes to his regretful actions, wishing that he could also go back and redeem himself, just as Gloucester is attempting to do so. 6. The trait that King Lear is developing in response to his daughter’s treatment is sympathy. We see this when he sees the Fool outside of the shelter and tells him to go first, pitying his condition. Additionally, he reflects on poverty, stating that â€Å"Poor naked wretches, whereso'er you are, That bide the pelting of this pitiless storm,† showing how his eyes have been opened to the fact that there do exist people that aren’t as rich as he supposed them to be (considering that he even thought about them, which I doubt).This trait affects his status as a tragic hero because a tragic hero is always enlightened after realizing the mistake he has made. Because of this error of judgment, he develops a sympathetic trai t that enhances his image is a tragic hero. Scene V 17. Edmund’s reward upon reporting Gloucester’s alleged sympathies for the King of France to the Duke is the position as the Earl of Gloucester. 18. Edmund represents his family obligations to the Duke when he talks about the treason Gloucester has committed.He basically tells the Duke that he is regretful that he has permitted his love for his family to be brushed aside because of his desire to be loyal to him. Instead of protecting his family, Edmund is more concerned with being the Earl of Gloucester. His character is such that he will do anything to get what he wants, may it be to offend someone or completely defeat them. 19. Edmund’s attitude toward the concept of loyalty is that he would put all sense of loyalty to his family aside just so he could achieve some personal gain.What this reveals about his character is that he has remained the same since the start of the play: greedy and a bastard (literally) . He has no sense of morality at all as we see him continually accepting Cornwall’s request to keep misleading Gloucester. 20. The Duke promises Edmund that he will punish Gloucester for his treason and he will become the Earl of Gloucester. Scene VI 21. The imaginary event that Lear stages once he has entered the farmhouse chamber is a mock trial of Goneril and Regan. In the trial, Edgar, Kent, and the Fool server as the jurors while Lear pleads the case against his daughters. 2. During his trial, Lear accuses Goneril by stating that â€Å"she kicked the poor king her father,† basically stating that she has betrayed him. 23. Edgar fears that his true identity might be exposed because he’s showing traces of his sympathy for King Lear. The audience learns about his concerns in his aside when he states that â€Å"My tears begin to take his part so much, they'll mar my counterfeiting. † The fact that the character of Tom doesn’t suit him to show so mu ch sympathy for the king worries Edgar. 24.The news that Gloucester delivers upon his arrival is that someone is plotting to kill King Lear and that he must leave immediately. 25. Lear’s suffering impacts Edgar’s disposition cheers Edgar up. This occurs simply because of the fact that he sees someone so positioned in society as a king in a state as miserable as himself. Additionally, he points out that suffering is more bearable when it is shared with another individual. Also, since Lear is a little more humble now, he is open to conversing and relating with other people not of his status. Scene VII 6. Cornwall orders his servants to pursue Gloucester because he had helped King Lear and the Fool escape to Dover. He apprehends Gloucester at the gate of his own castle. 27. Cornwall vows to torture and inflict as much pain on Gloucester once he has been found because he’s aware that although he needs to hold a formal trial for him, he can still get away with a brut al punishment. 28. Gloucester considers Regan’s and Cornwall’s behavior toward him inappropriate because they have treated Lear immorally and don’t have the right to punish him without a trial.However, being as cruel as they are, they find it appropriate to rip his eyeball’s out (Ouch! ) just for helping Lear. 29. The information that Regan and Cornwall demand from Gloucester is 30. The image that Gloucester evokes when he speaks to Regan is of Lear’s two daughters torturing and causing a lot of pain (both emotional and physical) towards their father. It is also a description of his coming punishment from Gloucester stating that instead of seeing Lear disrespected by his two cruel daughters, he would rather punishment or even death.These words show his absolute loyalty towards the king. 31. This image of the two sisters compares to their words of affection they uttered in the opening scene of the play in that they are completely contrasts. In the b eginning, all they did was flatter their father into getting the largest possible share of his inheritance (and that foolish old man wasn’t able to recognize it. † However, in this scene we see the extent of their cruelty towards Lear. They cast him out of their castles and atop of that refuse to show any sympathy for their actions.He is shown no love and honor whereas in the first scene, it was nothing but that. 32. The servant interferes with the proceedings in Gloucester’s castle because he states that he cannot watch Cornwall commit such an atrocity towards Gloucester. This reveals his supportive character and shows us that he doesn’t let his duty as a soldier get in the way of his morals. Although it’s kind of nice to see that someone is finally standing up against Cornwall, it is sad because instead of it being his son, Edmund, it is a complete strange who realizes that what is happening is incorrect and immoral. 3. The startling news about Ed mund that Gloucester learns from Goneril is that Edmund was the one who turned him in. At this point, Gloucester realizes that Edmund is a traitor and has been all along in addition to the fact that Edgar is innocent. 34. The theme that is advanced by the gouging out of Gloucester’s eyes is vision and blindness. In the first act, Gloucester is â€Å"blinded† by anger as he listens to everything Edmund tells him and doesn’t take a step back to realize that Edgar is a loyal son. It is through the gouging of his eyes that his blindness and ignorance is represented.It’s ironic because it’s not until he loses his sight that he realizes the traitorous Edmund had tricked him. 35. What is significant about the servant’s challenging Cornwall about his treatment of Gloucester because we finally see hope of the rise of good to challenge evil. Although it is not between two major characters, it is this spark that is necessary in order to ultimately win the fight for the good and defeat all the evil characters in this play. Shakespeare probably threw this in there in order to provide a sense of hope, therefore keeping us captivated.

Acct1101 Exam Final Sample

Venue____________________ Seat Number________ Student Number|__|__|__|__|__|__|__|__| Family Name_____________________ First Name_____________________ Venue____________________ Seat Number________ Student Number|__|__|__|__|__|__|__|__| Family Name_____________________ First Name_____________________ This exam paper must not be removed from the venue School of Business SAMPLE EXAMINATION ACCT1101 Account for Decis Making This paper is for St Lucia Campus students. For Examiner Use Only QuestionMark 1| | 2| | 3| | 4| | | | MCQ| | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Total For Examiner Use Only QuestionMark 1| | 2| | 3| | 4| | | | MCQ| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Total Examination Duration:120 minutes Reading Time:10 minutes Exam Conditions: This is a Central Examination This is a Closed Book Examination – specified materials permitted During perusal – write only on the rough paper provided Materials Permitted In The Exam Ve nue: (No electronic aids are permitted e. g. laptops, phones) Any unmarked paper dictionary is permitted Calculators – Casio FX82 series or UQ approved (labelled) Materials to Be Supplied To Students: x 14 Page Answer Booklet Rough Paper 1 x Multiple Choice Answer Sheet Instructions to Students: * Answer all questions using the writing book and the Multiple Choice Answer * Sheet provided. * This sample exam is intended to be an indication of the content of the main and final exams. It is not intended to be a complete indication of the content of the supplementary exam, as this exam also assesses all course content Question 1 Go Stop Limited is preparing its budget for the quarter beginning 1 January 2013. The bank balance at 1 January is expected to be $10,000,000.The directors have a policy to purchase just enough to cover that month’s expected sales. Purchases are to be paid for by the end of the following month. Sales are on credit as follows: Receipts:| | Current m onth| 60%| month before| 30%| 2 months before| 10%| Total| 100%| | | Budgeted Sales are: $,000| $,000| $,000| $,000| $,000| November| December| January| February| March| 46,800 | 48,000 | 50,000 | 52,000 | 56,000 | The firm’s gross profit margin is 30%. The following fixed monthly expenses are all paid on cash terms ($, 000): Wages| 15,000| Rent| 6,000| Rates| 3,000| Insurance| 1,500|An expensive piece of equipment was paid for in February, costing $1,200,000 Required: 1) Prepare the company’s cash budget for the three months beginning 1 January showing the balance at the end of each month. Show workings. Use the proforma cash budget sheet that follows 2) Advise the management on the forecast cash position 3) Advise management of the importance of Cash Management Answer Sheet: Go Stop Limited | January| February| March| Total| | $,000| $,000| $,000| $,000| Receipts:| Â  | Â  | Â  | Â  | | Â  | Â  | Â  | Â  | Total Cash receipts| | | | | | | | | | Payments:| | | | |DO NOT WRITE ON THIS PROFORMA IN THE EXAM:USE AS A GUIDE ONLY AND WRITE YOUR ANSWER IN THE NORMAL GREEN ANSWER BOOKLET| | | | | | | | | | | | | | | | Total cash payments| | | | | | | | | | Net cash flows| | | | | | | | | | Opening Bank Balance| | | | | Closing Bank Balance| | | | | Question 2 Given below is a table that sets out the annual budgeted income statement for a large clothing retailer, together with actual performance figures. The retailer has several stores located all over Australia and New Zealand. Sales are made directly over the counter and also by mail delivery Income statement| for year ended 30 June| Budgeted $,000| Actual $,000| | | | Sales| 4,200,000| 5,000,000| Cost of sales| 3,640,000| 3,430,000| Marketing| 12,000| 40,000| Distribution costs| 10,000| 23,000| Administration costs| 213,000| 316,000| Interest expense| 104,000| 110,000| Abnormal expense| 0| 25,000| Net profit| 221,000| 1,056,000| Required: i. Calculate the variances for each item and state whet her they are Favourable (FAV) or Adverse (ADV) ii. Comment on each variance in light of the information given about the company and suggest further investigation that will be necessary to better ascertain the cause of these variances iii.Comment on the company’s overall performance during the year and discuss the key areas that the business should be considering Question 3 James Wilson, process engineer, had been given the task of redesigning an existing process to improve environmental performance. He knew that the acceptance of a more environmentally efficient process would depend on its economic feasibility. The process design required new equipment and an infusion of working capital. The equipment would cost $450,000 and its cash operating expenses would total $90,000 per year.The equipment would last for seven years but would need a major overhaul costing $45,000 at the end of the fifth year. At the end of 7 years, the equipment could be sold for $30,000. The annual depr eciation for this equipment using the straight line method would be $60,000. An increase in working capital (Current Assets – Current Liabilities) totalling $45,000 would also be required at the beginning. This would be recovered at the end of seven years. On the benefit side, James estimated that the new process would save $202,500 per year in environmental costs by eliminating fines and clean-up costs.The cost of capital is 10%. Required: 1. Prepare a schedule of relevant net cash flows for the proposed project. 2. Calculate the NPV of the project. 3. Should the new process design be accepted? 4. What factors should James consider other than environmental ones when deciding whether to go ahead with this project? Question 4 Sailaway Limited is a small yacht builder. It has operated successfully for many years from a factory that allows for production of 40 yachts per year. In most years the company can sell all the yachts it can produce. The selling price of each yacht is $1 2 600.Variable labour and materials costs are $7 750 per yacht, and the fixed costs associated with running the business from the present factory are $58 200. The company's directors are meeting to discuss a proposal to increase the business's production capacity. A neighbouring factory has become vacant and it would be possible to rent the additional space in order to produce more yachts. The additional capacity in terms of production would be 20 yachts. The sales director is confident that, with the growth in the leisure yachting market, he will be able to sell the additional yachts.Variable costs per yacht will remain the same because the same labour and materials are used. However, the expansion would produce an additional $14 550 in fixed costs. Required: 1. Advise the company’s directors on whether to go ahead with this proposal 2. What would be the break even in number of yachts: a. Without the proposal b. With the proposal 3. What is the margin of safety in number of yachts and percentage of yachts c. Without the proposal d. With the proposal From this comment of which is the riskiest alternative Multiple choice questions:Answer these questions on the separate multiple choice answer sheet Each question carries one mark 1. One of the approaches to setting budgets is known as the ‘top down' approach. This is best described as: A| production budget set first and working from this to other budgets. | B| setting the sales forecast and working from this to other budgets. | C| budget targets set by senior management. | D| budget targets set at the lowest level of management. | 2. High operating gearing refers to: A| an activity with relatively high variable costs compared with its fixed costs. B| an activity with relatively high fixed costs compared with its variable costs. | C| an activity with relatively low fixed costs compared with its variable costs. | D| an activity with fixed costs equal to its variable costs. | 3. The decision rule for th e accounting rate of return method of assessing investment projects is to accept all projects with: A| a positive return. | B| the highest return subject to a minimum required return. | C| the highest return. | D| none of the above. | 4. A disadvantage associated with the use of the accounting rate of return method for assessing investment opportunities is:A| it is a method that is not widely understood by business. | B| it is based on an accrual approach rather than cash flows. | C| it ignores the time value of money. | D| B and C. | 5. The time value of money is an important concept in investment decisions as it takes into account that: A| a dollar received tomorrow is more valuable than a dollar received today. | B| a dollar received today is equal to a dollar received tomorrow. | C| it takes time to earn profits. | D| a dollar received today is more valuable than a dollar received tomorrow. | END OF EXAMINATION

Diffusion and osmosis Essay Example | Topics and Well Written Essays - 250 words

Diffusion and osmosis - Essay Example This research will begin with the definition of the diffusion as the molecular process by which certain particles move from a place of higher concentration to a location of lower concentration containing those same particles. The researcher states that it moves from the higher to the lower concentration because of the concentration gradient which is the difference in concentration levels between two adjacent regions. The author has rightly presented that diffusion stops when the concentrations between these two become equal or have reached equilibrium. This essay discusses that osmosis is simply a type of diffusion in which water moves from high concentration to that of the lower water concentration. The paper tells that both processes, diffusion, and osmosis, are examples of passive transport as is shown in the figure in the paper. It means that there is no energy required to facilitate these processes. The author has rightly presented that in biology, diffusion is the simplest and easiest way to move substances (molecules, nutrients, vitamins, minerals, ions, etc.) across the cells' membranes. The basic understanding underlining the case study is that it saves unnecessary expenditure of energy which is in sharp contrast to active transport, the way by which cells move certain materials against the concentration gradient, thereby requiring the use of energy (forced movement).

The Role of Modern Media in Crisis Communication Essay

The Role of Modern Media in Crisis Communication - Essay Example Crisis management is a very crucial aspect. Effective communication crisis management can greatly reduce extensive damage that may take place in an organization, as a result, of communication crisis. The document analyzes the role played by modern media in triggering as well as managing the effects of crisis communication in organizations (Carroll, 2013). It is evident that the communication crisis is typically unpredictable aspect that possesses a great potential of damaging the affected organization as well various stakeholders. The main difference between crafting messages for traditional communication methods and crafting messages for modern communication methods such as social media is the speed at which each mode communicates information as well as misinformation. The application of internet together with social Media  has the potential of accelerating and amplifying the public opinion. The aspect hence plays a vital role in impacting adverse effects in organizations, as a result, of crisis communication (Coombs, 2007). It has become to the consent of most organization’s stakeholders the modern media or simply social media is a double edged sword that create both opportunities and threats for the organizations. Social media as well as other web based Medias, have the potential of creating a crisis in an organization. Among the main factors as to why the social media causes crises in an organization is that it provides various means for stakeholder’s expression. It also lets the stakeholders move from a passive role to an active role. Being unfiltered channel, it provides employees, consumers and activists with an opportunity of voicing their concerns. The aspect easily finds people with similar mind and mobilizes them against the organization hence causing great crises in that organization (Coombs & Holladay, 2010). Currently, social media and other web-based Medias have also

Success Strategies Case Study Example | Topics and Well Written Essays - 500 words

Success Strategies - Case Study Example The structure of the organization revolves around the entrepreneur who started the business. He is the manager of the plant. From his managing mandate, the organization has several departmental heads. They consist of the operations manager, finance, manager and the human resource. The organization has a limited staff working from the premises since it does not conduct many inside operations. The majority of a human resource consists of the drivers and packages. In the structure, the manager has the final say in all decisions made by the department heads. The other menial staff consists of cleaners and record keepers. The strategies embraced by the organization revolve around increasing the customers who take up transportation services. The competitor issue is also on the top subject to strategize on. The strategy of the organization is based on satisfying the needs of its target market. On satisfying the customers, offers and packages options are also given. Offers include giving monthly packages for individuals using cab services. Apart from customer satisfaction the company also gives etiquette lessons to its taxi and cab operators. This increases the customer staff relation which in turn leads to customers having confidence in the organization. The strategy works in the organization’s favor since the number of customers has been increasing at the start of every financial year. In another strategy, the organization aims at dealing more in providing services based on long-term contracts.

SLP - 2 RECRUITMENT, SELECTION, AND RETENTION Essay

SLP - 2 RECRUITMENT, SELECTION, AND RETENTION - Essay Example The employees need to feel that they are part and parcel of the organization and to own its success as well as failures. This can be attained through sharing of bonuses or shares of the company in times of huge profits as well as increasing their remuneration and rewarding top performances in order to boost their morale. Making employees to own the organization will make them cautious on how they relate among each other and how they will handle the assets of the organization. Choosing the right reward for employees offers another approach to retention strategies (Dibble, 1999). The management needs to devise creative techniques of appreciating the performance of employees which is not only based on monetary terms but the inclusion of other incentives. Such may include time off, initiation of shifts, leave days or exclusion from work on certain occasions. It has been realized that some employees quit their jobs because of lack of proper treatment by their immediate managers who may not have the basic knowledge required to relate well with their juniors. Therefore another strategy of retaining employees is by investing in the line managers through training so that they can be well equipped to empower employees to success and growth. It is proper for the management to create more opportunities for the check-ins of employees with their respective managers as well providing avenues for both formal and informal interactions. Some of the retention strategies that are not appropriate for the organization to adopt include the use of strict supervision to ensure to ensure that employees comply with the laid down rules and regulations of the organization or setting stiffer penalties for employees who wish to resign from their positions. Some organizations do not allow their employees to exit at their own free will so that they can be retained in the organization which only serves to lower the morale of the employees thus reducing their performance. Another

Mngement of high performnce tems nd time limits Essay - 1

Mngement of high performnce tems nd time limits - Essay Example For Shiseido, its s 50th Ð °nniversÐ °ry wÐ °s one of the remÐ °rkÐ °ble events in the history of the compÐ °ny. The compÐ °ny mÐ °nÐ °gement hÐ °d limited time to prepÐ °re this celebrÐ °tion Ð °nd needed high performÐ °nce teÐ °ms for this project. Shiseido’s mÐ °nÐ °gement wÐ °s Ð °frÐ °id thÐ °t on bÐ °dly plÐ °nned projects this stÐ °ge often involved considerÐ °ble negotiÐ °tion Ð °nd Ð °lterÐ °tion to the plÐ °n. It wÐ °s likely thÐ °t Shiseido’s wild hÐ °ve lots of chÐ °nges to mÐ °ke to the plÐ °n Ð °nd thÐ °t the mÐ °nÐ °gers did not reÐ °lly understÐ °nd the plÐ °n (Shiseido Home PÐ °ge 2007). The problem wÐ °s thÐ °t the Ð °nniversÐ °ry wÐ °s coming but nothing wÐ °s reÐ °dy for the celebrÐ °tion (Burkun, 2005). 2. To Ð °void too much chopping Ð °nd chÐ °nging Ð °t this stÐ °ge, Shiseido decided to involve the mÐ °nÐ °gers so thÐ °t this Ð °pprovÐ °l stÐ °ge becomes Ð ° formÐ °lity. To improve the situÐ °tion Ð °nd ‘sÐ °ve’ the project, Shiseido motivÐ °tes its workers finÐ °nciÐ °lly Ð °nd personÐ °lly, Ð °nd sets reÐ °listic objectives. The new objectives hÐ °ve motivÐ °ted Ð ° teÐ °m running the project, Ð °nd motivÐ °tion wÐ °s creÐ °ted by setting reÐ °listic tÐ °rgets thÐ °t the project teÐ °m. Its executive teÐ °m spent time with the people involved getting them to tell how things will work (FrÐ °me, 2002). 3. This situÐ °tion provides the opportunity Ð °nd motivÐ °tion for the compÐ °ny Ð °nd its employees to think Ð °heÐ °d Ð °bout the project they Ð °re undertÐ °king. This process tends to reveÐ °l problems Ð °nd therefore helps find solutions to them. Problems get solved while they Ð °re still smÐ °ll, remote problems (GrÐ °y Ð °nd LÐ °rson 2003). Few problems Ð °re overlooked Ð °nd left until they loom lÐ °rge. The more people thÐ °t the compÐ °ny gets involved in this thinking-Ð °heÐ °d process, the better the project will be. Shiseido cÐ °nnot get someone else to do it.

Academic performance of disabled students and their general education peers Essay Example for Free

Academic performance of disabled students and their general education peers Essay Calls for the evolution of the educational system to maintain an inclusive program for mentally, financially and physically disabled students have been supported by the arguments that inclusion will greatly benefit the academic and social performance of children with disabilities. This is true since academic learning is enhanced when a program expecting higher output and reinforcing higher standards exists for students. These opportunities allow them to work and study harder as it exposes them to what many believe are normal real-life standards. Friendly and Lero (1993) stress that a motivation to keep up and progress without outside assistance is a driving force of enhancing performance. They also note that the labels in homogeneous or ability groupings negatively affect student potential. Contrastingly, although the effects of the inclusive system of education are favorable for non-general students, Brackett (1994) stresses that the opposite might take effect for general education students. These children might experience boredom due to the considerations given to disabled students in terms of pace and activities. Special or disabled children may also experience frustration as they try to keep up with the normal learning pace in a heterogeneous mix of students. Despite these contentions, several studies also note the positive effects of inclusion to the academic performance of both general education children and special needs education students. Hines and Johnston (1997) reported that disabled students in an inclusive set up showed academic progress and performance and improved their behavior as well. Schattman and Benay (1992) attribute this to the wide exposure of the disabled children, in an inclusive set up, to creative teachers and the nature of the inclusion strategies to expose the children to social interactions with other students. The marks and learning abilities of disabled students on specific subjects were also positively affected by being in inclusive classroom situations (Barbetta et al, 1991). The effect of inclusion to regular classroom students has been extensively studied and Staub and Peck (1995) list the general outcomes of the exposure of this group to this new learning environment. It has been noted that regular class students, after being exposed to an inclusive situation, become more aware of existence of human diversity and have reduced fear of human differences. They have more social interactions which results in a keener awareness of self knowledge. In addition, they also learned to develop their personal principles at an early age and the increased frequency of social relationships allowed them to create more friends. Hollowood et al. (1994) also answers a thriving concern about the imbalance of time allotment for students by teachers when exposed to an inclusive environment. It has been observed that the presence of special needs students in a class does not interfere with the allocated time of teachers to regular class students. And although, interruptions have been observed in some cases, the downtime did not significantly alter the average instruction hours when compared to general education classes. Similarly, in a study of primary and secondary schools that adopted inclusion, Idol (2006) reports that in a four-year study of four elementary and secondary schools, most students are generally not affected by the presence of students with disabilities in their classes. Statistics on these schools show that the elementary students surveyed registered a 68% approval rating on student performance and the respective elementary and secondary students show a 36% and 24% rating that student performance in inclusive situations was higher. 32% and 34% of elementary and secondary students also agree that academic abilities remained constant. In the four elementary schools considered, only 6% of the educators responded that there were negative reactions brought out by the presence of disabled students in class, while the statistics in the secondary schools surveyed did not vary much at 8%. The teachers also reported that a larger chunk ( 50% ) of the students increased or retained their statewide test scores. Requirements for an effective strategy Dugan et al. (1995) reviewed several studies which have been published regarding the methods and strategies used in inclusive education. According to this paper, improved academic performance is assured (Kamps et al. , 1992; Madden and Slavin, 1983; Noonan Hemphill, 1984; Shores et al. , 1993; Stainback et al. , 1981) if the program consists of a 1. method to encourage and guide interaction among students with disabilities and their peers; 2. scheme where teachers employ adaptive measures of instruction for students with disabilities; 3. program of study that enjoins both disabled and normal children to equally participate in activities; and 4. training to improve the social interactions and abilities of a child that prepares him for the real world environment. One aspect of inclusive education that employed cooperative learning groups is also effective in enhancing the performance of students. Johnson et al (1990) notes that cooperative learning results in improved academic performance of children from different cognitive levels to be in a heterogeneous educational environment that promotes the mediation of groups for maximal learning. Inclusive education programs and strategies like the cross-age tutoring also resulted in improved performance of both students with and without disabilities (Barbetta et al. , 1991) and increased the reading and comprehension abilities of both normal children and children with autism (Kamps et al., 1994). Kamps et al (1994) also note that because of the drastic improvement in the confidence of the children in a cooperative learning set up, the time for interactions and social activities between children with autism and their peers also increased and adds to their improved learning abilities. According to Dugan et al (1995) cooperative learning groups improved student interaction through increased frequency of social activities. The effectivity of student learning also increased due to tutoring events and research activities. Hawkins et al (2001) explained that early social interactions between children create a deeper bond that acts as a defense for behavioral problems and, thus, strengthens the relationships of students. Strategies for improved academic performance Academic performance in an inclusive set up uses contemporary schemes in order to teach the lessons to students. Learning is boosted through techniques such as teams games tournaments or TGT, which allows the teacher to teach the lessons to students through games. The teams cooperate and learn from other group members by peer tutoring in order to increase their chances of winning in the tournaments. Another scheme called student teams and academic divisions or STAD allows individual members of a team to score points by adding their individual written scores, like in a quiz for example, to the total accumulated team points (Slavin, 1990). Another inclusion strategy that shows very promising results in increasing the academic fervor of children involves the use of class wide peer tutoring (CWPT). In a study of the performance of heterogeneously grouped children under the subject of reading and reading comprehension, CWPT was observed to increase the ability of students to read and pronounce words accurately and answer reading comprehension questions correctly. The technique was also found to improve the cognitive skills of elementary students with autism. It was also a tool for social interaction and learning with their classmates and showed better reading proficiencies for most students because of the relative ease in adapting this program to a normal classroom set up (Kamps et al.,1994). CWPT can also be incorporated in a team games tournament (TGT) scheme and are collectively referred to as class wide student tutoring teams (CSTT). This method employs tutoring and tests individual learning progress by competitions where individual scores comprise team scores. Reading can also be taught to elementary students through a cooperative integrated reading and composition technique or CIRC. In this strategy, students are paired and are allowed to read stories to each other while practicing and honing their reading abilities (Jenkins et al., 1991). Johnson et al (1984) reports that role playing is also a learning strategy to be employed, this technique, called circles of learning, employs group dynamics and allows students to complete assigned tasks and evaluate their performance through worksheets. In addition, the competitive atmosphere is reduced because of the nature of the activity. These techniques have been shown to improve the academic performance of a heterogeneous mix of students with different baseline aptitudes. The case of employing inclusion to disabled children and high-level students with autism can also be employed to children who are sickly, obese or those with high risks of cardiovascular diseases. Van Sluijs et al. (2007) have observed that the method of inclusion to obese adolescents shows strong evidence of improvement and increased physical activity. The effective strategies employed actively involve the school, the community and the student’s family in order to improve the physical disposition of the individuals in the study. Studies show that a key factor in the improvement of students in inclusive setups is the competency of educators handling the classes. However, every teacher has his own techniques, experiences and teaching strategies that he has developed over time. This difference in experience is especially large between teachers who handle exclusively special classes for disabled students and those who handle general education. Thus, in an inclusive setting, in order to expand the exposure of students to different teachers, collaborative teaching has been developed as a strategy for effective learning. This method is a big deviation from the previous pull-out system for partial inclusive settings. In co-teaching, both teachers complement and co-teach both disabled students and their peers (Gerber and Popp, 2000). Rea et al (2002), in a study on the teaching practices of Enterprise Middle School which handles grade school students at levels 6 to 8, show that co-teaching is an effective strategy for educating students. This mechanism involves daily class rotations with different teachers. Co-teaching also requires careful and synchronized planning on the part of the educators. Teachers actively and regularly discuss their activities and lessons and share methods of evaluating the progress of students. This way, different instructional objectives are met although by different individuals. This is necessary to coordinate and pace teachers in their work and lessons with their students as well as to share information on student development. Different schemes characterize the co-teaching method. Rea et al (2002) note that interactive teaching or taking turns observing and lecturing may be employed. The class may also be divided for parallel sessions or one teacher may be assigned for catch-up classes for some students. Nonetheless, any form taken by the co-teaching scheme aims to provide for the needs of the children, supplied variation in teaching techniques, and was seen as a healthy environment for student growth and learning. Many researchers have expressed support to the principle of including disabled students in general education practice. Among them, Villa et al. (1996) have observed that educators preferred teaching disabled students along with their non-disabled peers. This factor may have contributed to the increased academic progress of students within the inclusive education set up. On the other hand, Thousand and Villa (2000) stressed that teachers are not the only major contributing factor to student progress. In fact, they highlight the observation that inter-student relationships while in the confines of the classroom play a big role during learning, emotional and social development. As the needs of the children in an inclusive set up are congruent to the skill that must be possessed by the educators handling the classes, teacher training (Porter, 2001) is an essential part of the process that makes an inclusive set up work. Daniel and King (1997) refer to this skill as training for inclusionary practices and is a characteristic of teachers that must be developed in order to function effectively in an educational system following heterogeneous groupings. It should, therefore, be apparent that these special skills allow educators to adapt to the wide needs of different types of students and allow them to be creative in forming strategies for an efficient and effective learning experience for both disabled students and their peers. However, the great demands of the inclusive educational practice oftentimes result in work pressure among teaching personnel. For example, studies on all elementary physical education instructors from Israel show that the episodes of burnout in faculty members are related to the number of special or disabled students in their classes and the amount of assistance they get conducting these classes (Fejgin et al. , 2005). This relates the demanding work that is put in by the educators in order to make an inclusive program work. This study also stresses the chief role played by government support in the educational system, where episodes of teacher burnout are also dictated by poor quality of the workplace and inadequacy of the institution to provide sports facilities for the needs of the students, especially the disabled or special cases. Despite episodes of burnout, most teachers have expressed their support for inclusion as an appropriate program to teach disabled children (Idol, 2006) the statistics is expected to improve if more educational personnel were available to answer to the needs of all students. The necessity for improved and evolving programs that would answer the needs of students in inclusion also requires the involvement of many organizations, individuals and different types of educators, resulting in interdisciplinary interactions to improve current conditions (Robertson and Valentine, 1998). This brings about an atmosphere of community and exposes the teaching skills of effective teachers and allows room for growth and improvement. Equally important to the instructors are the provision of adequate health care safety facilities for different types of students which should be provided by the government and their policy makers. It is consequently very crucial that an educational program should be backed-up by community and policy driven education reform for a successful advocacy. Porter (2001) expresses that there is a need for legislators who understand that an inclusive community school is a method of reform that should be supported. For cases of students with severe autism and retardation, however, further studies both on the effective procedures that should be employed and on the qualitative measures of investigating the effects of peer-mediated activities and cooperative learning also require continuous evaluation (Kamps et al. , 1994). Nonetheless, Kamps and Carta (1989) note that strategies are successful if these improve or maintain the skills of non disabled students without compromising the learning of their disabled peers.

Prudhoe Bay Oil Field: Discovery, Formation and Impacts

Prudhoe Bay Oil Field: Discovery, Formation and Impacts The Prudhoe Bay oil field: The largest oil discovery in the USA The Prudhoe Bay oil field is located in Alaska on the North Slope. The onshore field spans 214,000 acres. Due to the immense size, satellite fields are established within the field. These extract smaller quantities of oil and gas. In total, there are an estimated 24 billion bbls of OOIP and 40 tcf of OGIP (BP, 2006). The National Petroleum Reserve in Alaska (NPRA) is also in the North Slope, which is owned by the federal government. In 1944 the U.S Geographical Survey conducted an extensive exploration program on behalf of the U.S navy costing over $55 million (Morgridge, 1969). Seismic, gravity and magnetic surveys were completed and 3 oil and 6 gas reservoirs were found. Without this survey, there is little doubt this field would have been discovered so soon by ARCO and Exxon in 1968. This was followed by 8 years of legitimacy issues where surrounding lease owners including BP and Exxon resolved their equity participation for the future oil extractions. Production then began in 1977. Currently, BP is the operator of the Prudhoe Bay field and all satellite fields on the Prudhoe Bay unit. ConocoPhillips and ExxonMobil have the highest joint percentage ownership of 36% each followed by BP (26%) and lastly Chevron (1%) (BP, 2013). The stratigraphy and structural formations made it possible for the reservoir to form. During rifting, rocks were uplifted which gave rise to an unconformity; these rocks were buried again, giving rise to an unconformity trap. Figure 1 shows the cross section of the field and the most important reservoir is found in the Sadlerochit group. The western boundary of this reservoir is sealed by the structural straddle in the upper surface on the reservoir. A stratigraphic trap seals the reservoir; this is an unconformable layer composed of a cretaceous mudstone. At the start of production the depth of oil bearing sandstone was 600ft, recently the thickness average is 60ft. (Jamison, Brockett and McIntosh, 1983, pp. 279–302) The deposition of the sadlerochit layer occurred under 2 separate conditions giving rise to an upper and lower sequence, containing different compositions. The main composition of the lower sequence ranges is clastic sediments, such as sandstone. This was derived through a northerly source, and crucially deposition occurred in a shallow-marine environment – the believed source of the petroleum. The sediments from the upper layer were derived from the south where non-marine alluvial complexes were present. Figure 2 shows the age of the reservoir is the Triassic age and visually shows the sadlerochit group and the different rocks present including the dipping that occurs. The Ivishak layer contains sandstone and has a slight dip of 2O south; this layer produces the largest proportion of the oil in the field (Erickson and Sneider, 1997, pp. 18–22). The permeability varies across the field. The Ivishak layer is subdivided into 8 vertical zones and in descending order these zones are 4B, 4A, 3, 2C, 2B, 2A, 1B, and 1A. Zones are defined by the individual petrophysical properties of each vertical section. The permeability in each individual zone varies considerably, for example in zone 2A there is a 100-fold difference in minimum and maximum values- 25md to 2500md. This difference implies that there is a vast change in the pore system, not the magnitude of porosity (Sneider and Erickson, 1997, pp. 23–30). Figure 4 shows the varying rock type and thickness, as well as the geophysical properties. For example, the low gamma ray count indicates the presence of silt and shale. Development of the field has been hugely successful. There were 25 billion bbls of oil, of which only 9.6 billion bbls was initially thought to be recoverable. This estimate has increased to 13 billion bbls due to technological advances in enhanced oil recovery (EOR) and through gas reinjection programs (ConocoPhillips, 2006). Of these 13 billion bbls, 11.3 billion bbls of oil has been extracted. Production rates of oil began to exceed one million bbls in 1969 and peaked in 1987 to 1.6 million bbls a day (Alaska Department of Administration, 2013). Since 1991 daily output began to decline annually at a rate of 7-12% a year; this is shown through Figure 5 (Standing, 2000). Nowadays, the Prudhoe Bay field produces 271,000 bbls of oil a day. Miscible gas injection is a successful EOR method used in Prudhoe Bay. Miscible gas acts as a solvent, vaporizing the oil from the residual oil content, thus more oil reaches the producing wells (BP, 2006). Once miscible gas is injected, water is then pumped into the reservoir. This method increases efficiency by preventing gas channeling within the reservoir. This EOR method is known as water-alternating-gas. In 1983, the Prudhoe Bay miscible gas project began. The project aimed to optimise the oil recovery of the field by carrying out a number of trials where the amount of miscible gas injected was varied. Each trial was ranked in order of efficiency in terms of produced oil and in respect to the amount of solvent retained in the reservoir (Alaska Oil and Gas Conservation Commission, 1983). The most efficient injection ratio remained which is one of the reasons the ultimate recovery is around 60% of the initial reserves. Of this 60%, the miscible gas injection contributes up to 10% of the recovery in certain areas. This project occurred early in the field’s production increasing the oil production from the onset. Oil extracted from the Prudhoe Bay field is transported along the Trans-Alaska Pipeline System (TAPS). The TAPS spans from the Prudhoe Bay field to the Valdez Marine terminal located 800 miles away; here up to 7.13 million barrels of oil can be stored which can then be loaded on tankers (Alyeska Pipeline Service Company, 2011). Without the pipeline, resources extracted from the North Slope cannot be monetised as the product cannot reach the market for sale due to the field’s location. The TAPS was the largest privately funded construction when built, costing $8 billion; since then, 16 billions barrels of oil has been transport to the Valdez Marine terminal (ConocoPhillips , 2014). However, the decline of oil output is soon to be an issue; with no investment, the minimum flow rate may occur as soon as 2045, which will lead to the shutdown of the TAPS. This is because, if flow rate is not achieved, corrosion and ice will occur to a greater extent causing the pipe to wrinkle and kink. Gas is just as important a resource as oil. Since a gas pipeline from the North Slope is non-existent; gas is not marketable as it cannot be transported away from the North Slope. Since startup, the majority of the gas extracted with the oil was re-injected into the reservoir to enhance oil recovery while some supports power the production plants. Gas and water are separated from the oil at a separation plant where the gas is then transported to the world largest central gas facility (CGF) that is located in Prudhoe Bay. The CGF can handle 9 bcf of gas daily and has the world largest smokeless flare where excess gas is burnt. The gas in the CGF is cooled and separated according to the size of the gas particles, the cooling facility alone costs $1 billion to build (BP, 2006). Most of the larger natural gas liquids are mixed with the oil and sent along the TAPS. The rest is mixed with methane giving a miscible gas, which is injected into the reservoir as an EOR method. The unused gas i s sent to the central compression plant (CCP), where it is compressed and injected into the reservoir to maintain pressure, which aids oil recovery. Consequently, since production the reservoir pressure has only declined by 1000 psi (4300 to 3300psi) (Weaver and Uldrich, 1999). The future prospects of the field are less promising due to the depletion of the oil. However, these prospects can be restored if the Alaskan gas pipeline is approved. The Alaska liquefied natural gas project (LNG) would be one of the world’s largest construction projects with estimated costs of $45 billion to $65 billion, funded by Exxon, ConocoPhillips and BP (Alaska Natural Gas Transportation Projects, 2014). The project includes an 800-mile pipeline shown in figure 6 spanning from Prudhoe Bay to Nikiski. LNG carriers would then transport the liquefied natural gas (LNG). The project includes a purpose built liquefaction plants and a gas purifying plant to remove carbon dioxide and other impurities. The pipeline will have the capacity to carry up to 3.5 billion cubic feet of gas, while the LNG plant will be capable of making up to 20 million metric tons of LNG a year (processing 2.5 billion cubic feet a day). This project would allow the gas extracted to be monetised and exp orted to countries with a free trade agreement with the United States. This includes South Korea, which is the second largest LNG importer (Hong, 2013). This project will increase the field’s economic outcome, attracting further investment. The productivity of the field is improved by establishing satellite fields. Figure 7 illustrates the 5 satellite fields. The Polaris and Orion satellite field produces the viscous oil in the formation that is difficult to extract at a depth of 4000-5000 ft. In comparison Midnight Sun extracts the hydrocarbon from a sandstone formation at a depth of 8000 ft. The Aurora and Borealis fields are established on similar formations. These fields combined contribute to around 30,000 barrels of oil a day (BP,2013). The satellite fields use existing infrastructure, which meant that the field was being optimised further by increase production while the initial costs were kept low. It is important to consider the impacts of oil and gas production in Prudhoe Bay. Approximately 2% of the land surface in the region has been altered due to the oil industry. Monitoring species diversity in the region has shown that there is little change due to this alteration. In fact, most animals use the oil field for nesting, breeding and summer forage. Some habitat has been lost which has resulted in some species being localised, however, there was no decline in population. This shows that the impacts of the oil industry on the North Slope are negligible showing sustainable development (Maki, 1992, pp. 1691–1707). Following the decline in production, exploration was renewed, which led to the discovery of two previously unutilised areas. The areas are in the west region of the field and the Sag River formation, which overlies the main Prudhoe Bay reservoir. Due to the potential of these new areas, BP has increased investment in Alaska by 25% to $1.2 billion. Part of this investment will be used to conduct a 190 square mile seismic survey and a new well pad. It is estimated that the investment may increase production by 40,000bpd, thus reduce the likelihood of the TAPS shutdown as minimum flow rate is easily overcome (Platts, 2014). The Sag River formation is a thin unexploited reservoir in which a 15 well test program will be conducted during 2015 and 2016. The success of this could enable a future 200 wells being built, this may yield 200 million barrels of oil once developed. The Western part of the field hasn’t been fully exploited yet with only the Borealis satellite field tapping in to a reservoir that is in a lower position than the main reservoir. Continuing west, the oil column reduces in thickness at times being only 30ft, this is in the Northwest Eileen. Horizontal drilling will be needed to maximize extraction of the thin oil column; this comes with the associated risks of water encroachment on top of the increased cost due to horizontal drilling (Bailey, 2013). Due to these issues, the decision to develop the Northwest Eileen is still in the pipeline and if approved would further increase production rates. To conclude, the possibilities and the history of Prudhoe Bay make it attractable to investors. Prudhoe Bay is a giant field where majority of the oil has been extracted resulting in a decline in production rates. The TAPS is vital for the success of the field and if minimum flow rate is not achieved then the oil can no longer be transported and sold. Investments to the pipeline will mean that minimum flow rate can be lowered extending the life of the TAPS. There are no plans of abandonment due to the likelihood of future proposals being successful. The liquefied natural gas project alone would be highly profitable and successful for investors as around 40 tcf of gas is still present. If the future exploration projects are successful in areas such as the Sag River formation then oil production will begin to increase. A successful future of the field is dependent of these tests but if encouraging, investors will be in a privileged position. Bibliography: Alaska Department of Administration (2013)AOGCC Pool Statistics. Alaska Natural Gas Transportation Projects (2014)Alaska LNG project. Alaska Natural Gas Transportation Projects. Available at: http://www.arcticgas.gov/alaska-lng-project (Accessed: 6 December 2014). Alaska Oil and Gas Conservation Comnission (1983)PRUDHOE BAY MISCIBLE GAS PROJECT. Alyeska Pipeline Service Company (2011)The Valdez Marine Terminal. Alyeska 2011. Available at: http://www.alyeska-pipe.com/TAPS/ValdezTerminalAndTankers (Accessed: 6 December 2014). Arctic Gas (2013)Alaska natural gas pipeline projects guide, maps. Arcticgas.gov. Available at: http://www.arcticgas.gov/alaska-natural-gas-pipeline-projects-guide-and-maps (Accessed: 16 December 2014). Bailey, A. (2013) ‘BP looks to new development at Prudhoe Bay to help stem decline’, Petroleum News, August. BP (2013)Greater Prudhoe Bay. Available at: http://www.bp.com/content/dam/bp/pdf/bp-worldwide/prudhoe-bay-2013.pdf (Accessed: 6 December 2014). BP (2006)Prudhoe Bay factsheet. Available at: https://dec.alaska.gov/spar/perp/response/sum_fy06/060302301/factsheets/060302301_factsheet_PB.pdf (Accessed: 6 December 2014). ConocoPhillips (2006) ‘Viscous oil the Slope’s next major proven oil opportunity’,Arctic Energy: For today and tomorrow. ConocoPhillips (2014)Trans-Alaska Pipeline System (TAPS). Available at: http://alaska.conocophillips.com/who-we-are/alaska-operations/Pages/trans-alaska-pipeline-system.aspx (Accessed: 6 December 2014). Division of Oil and Gas (1996) ‘Generalised North Slope Stratigraphic column displaying oil and gas reservoirs and associated columns’. Erickson, J. W. and Sneider, R. M. (1997) ‘Structural and Hydrocarbon Histories of The Ivishak (Sadlerochit) Reservoir, Prudhoe Bay Field’,SPE Reservoir Engineering, 12(01), pp. 18–22. doi: 10.2118/28574-pa. Hamilton, J. (2007) ‘The challenge of depletion’. Holstein, E. D. and Warner, H. R. (1994) ‘Overview of Water Saturation Determination For the Ivishak (Sadlerochit) Reservoir, Prudhoe Bay Field’,SPE Annual Technical Conference and Exhibition. doi: 10.2118/28573-ms. Hong, C. H. (2013) ‘South Korea LNG Imports Climb 19 Percent on Higher Power Demand’, Bloomberg, November. Jamison, H., Brockett, L. and McIntosh, R. (1983) ‘Chapter 13 Palaeogeomorphic and Unconformity Traps’,Developments in Petroleum Science, pp. 279–302. doi: 10.1016/s0376-7361(08)70097-9. Maki, A. (1992) ‘Of measured risks: The environmental impacts of the Prudhoe Bay, alaska, oil field’, Environmental Toxicology and Chemistry, 11(12), pp. 1691–1707. doi: 10.1002/etc.5620111204. Morgridge, D. (1969) ‘Geology and Discovery of Prudhoe Bay Field, Eastern Arctic Slope, Alaska: ABSTRACT’, AAPGAAPG Bulletin. doi: 10.1306/5d25cc57-16c1-11d7-8645000102c1865d. Platts (2014) ‘BP to hike 2014 Alaska investment 25% to $1.2 bil, plans new projects’, Bradner, T., February. Sneider, R. M. and Erickson, J. W. (1997) ‘Rock Types, Depositional History, and Diagenetic Effects, Ivishak Reservoir, Prudhoe Bay Field’,SPE Reservoir Engineering, 12(01), pp. 23–30. doi: 10.2118/28575-pa. Standing, T. H. (2000) ‘Data shows steep Prudhoe Bay production decline.’,Oil Gas Journal. Weaver, J. W. and Uldrich, D. O. (1999) ‘Optimizing Solvent Allocation in the Prudhoe Bay Miscible Gas Project’,SPE Western Regional Meeting. doi: 10.2118/54615-ms.

Tolstoys Philosophy of Art Essay examples -- Visual Arts Paintings Ar

Tolstoy's Philosophy of Art Tolstoy approaches art with a very specific and narrow view of what is real and what is counterfeit in classifying artwork and what makes a work of art good or bad. Tolstoy believes that a work of art can be classified as "real" if and only if "one man consciously by means of certain external signs, hands on to others feelings he has lived through, and that others are infected by these feelings and also experience them" (10). He believes that art can only be defined as real by its ability to make the audience feel what the artist had intended to convey with his/her artwork. The feelings the artist intends to convey must also be sincere and true feelings based on personal experience, expressed to the audience in such a way that the viewer/listener feels as if the artist is merely expressing something he/she feels and has always longed to express. To offset this definition, Tolstoy defines counterfeit art as having "no impression on anyone" (513). He says that distinguishing real art from counterfeit art can be done simply by determining the "infectiousness of art" (514). Tolstoy claims that any piece of art, no matter how beautiful, intriguing, interesting, poetic, striking, or realistic cannot be defined as real unless it also maintains this quality of infectiousness. After defining the difference between real and counterfeit art, Tolstoy goes on to relay the difference between what classifies good and bad art. Tolstoy cl...

Hip Hop and Rap Music Essay -- Music Research Paper Rap Hip Hop Essays

Hip Hop and Rap Music Introduction Every so often a new style of music emerges that takes America by storm and comes to represent the generation that grows up with it. In the 50's it was rock'n'roll, followed by the Motown sound of the 60's. The 1970's brought folk music and disco, and in the 80's it was rap. Perhaps no other form of music has crossed as many boundaries and become a bridge between America's many cultures as rap has. Let's face it, if you listen to any current or some old rap/hip hop CDs in America there is always an intro which paves the way for the rest of the songs and gives you a taste of what the CD is going to be like. I am going to try to do that here, just like any rap CD. Although some might not know it, there is a difference between rap and hip-hop. Rap got started first and eventually hip-hop branched off of it. Rap music is more rhyming with more vulgar words with more raw beats, some examples of rap could be Dr. Dre, Tupac, Notorious B.I.G., Mobb Deep, Ice Cube, DMX, Wu-Tang Clan, Eminem, and Nas. Hip-Hop is more popular with not as much vulgarity and more up beat dance beats, some examples of hip-hop could be Nelly, Ja Rule, Outkast, P Diddy, Jay-Z, Busta Rhymes, and Ludacris. Hip-hop is a term that is defined as the backing music for rapping, which is composed of a collage of excerpts or "samples from other songs" (Glaser). The culture of rap is commonly made up of graffiti spraying, break dancing, and turntables. Hip-hop and Rap represent the culture of African Americans and Caribbean history, identity, and community. Rap evolved from African people in general and blacks born in the U.S. in particular. The origins of rap can be traced to West Africa where tribesmen held "men of words" in high... ...ir clothing lines http://www.etonline.com/celebrity/a2256.htm From the Ghetto †¦.. To the Runway http://rap.about.com/library/weekly/aa052501a.htm Hip Hop Meets Fashion http://www.citypaper.net/articles/111199/ae.pik.hiphop.shtml TMD 402G The Future of Fashion http://www.uri.edu/hss/tmd/tmd402G/sem.sum/subculturey.htm Urban Clothing Changes from East to West http://urbanclothing.netfirms.com/snoop_dogg_clothing.htm Teachout, Terry, National Review, Bad Rap February 22, 1999, Vol. 51, issue 3 Speerse Chris, Hip-Hop: Its Roots and Its Future March 30 2003, www.geop.itu.edu.tr/~onur/hiphop/rap_hh.html Hooks, Bell. 1993.Seduced By Violence no More In Transforming a rape culture Minnedapolis: Milkweed Editions American Academy of pediatrics, Impact of Music Lyrics and Music Videos on Children and Youth. April 1, 2003. www.aap.org/policy/01219.html

Pharmaceutical industry

The purpose of this manual Is to guide undergraduate and postgraduate students In the Department of Business Administration at university of Asia Pacific (PAP) in writing up their internship report. It will also be used as a standard with which students will comply in preparing their reports. Thus both students and faculty members acting as supervisors/co-supervisors are advised/expected to be familiar with the guidelines as mentioned in the manual. The manual comprises: A. Formatting of the report B. Preliminary Pages C. Matt Text D.References and Appendices The details of each section are presented below: A. Formatting of the Report The formatting of the report In the mall text should be as follows: Font size: 12 Font type: Times New Roman. Paper: AY size Line spacing: Double. Paragraph: To be indented after the first paragraph; Page margin: Left -1. 25 Len. ; Right, Top and Bottom – 1 In. Each. Page number: To be at the bottom-mid (or at the top-right) of the page, (1, Tota l length of the report: Maximum 40 pages, with the main body of the report not exceeding 30 pages.There are a number of segments In this section; these are: (I) Title page it) Approval Page (iii) Declaration page (iv) Acceptance Letter (vi) Acknowledgements (vii) Executive Summary (viii) Table of Contents (ix) List of Tables (x) List of Figures (xi) Acronyms Title Page: The Title of the report should be in the top portion of the page to be followed by ‘BY and the name of the student. This should be followed by ‘An internship report†¦. For the degree of Business Administration', the name of the department and the university. At the bottom, the date should be mentioned, first, the month, and then, the year (for ex. September, 2010). Please see the format on the Title page on page no. 7. Approval Page: While it is the primary duty of the student to strictly follow the guidelines of writing his/her internship report, the concerned faculty members acting as supervisors a re requested to be involved and to guide the students to produce an authentic report free from ‘Plagiarism' as stated in the next section. Declaration Page: It is of paramount importance that students understand clearly, when they write on this page that the internship work is absolutely theirs.Normally, it is not allowed to copy and paste works of others from any Journal or proceedings, r working papers, or websites or from any other sources, without proper citation, which is termed as â€Å"Plagiarism†. There is, however, one exception: a maximum of 400 words can be copied in which case these must be presented in inverted quotations with the name(s) of the author(s) and page number included. The students also need to remember that it is not enough to state the source of information in the reference section only; rather, it has to be mentioned also in internal citation in the main text of the report.Here is an example: ‘Knowledge management encompasses a systemat ized and integrated managerial tragedy, which combines information technology with the organizational process'; it is ‘a managerial activity that develops, transfers, transmits, stores and applies knowledge, as well as provides the members of the organization with real information to react and make the right decisions, in order to attain the organization's goals' in an ever-changing competitive environment (Hung et al. , 2005, p. 165).Therefore, any student caught in plagiarism SHALL get an ‘F grade, in which case, s/ he has to redo the whole report. They, therefore, must put references/sources of information whenever they cite any numerical figure (for ex. GAP growth rate, or no. Of public/private universities in the country, etc. ), existing information, or any section. Acceptance Letter: Please see on page 10. Letter of Transmittal: The ‘Letter of Transmittal' in an internship report is a formal letter to the Supervisor informing him or her of the completion of the report.It contains the following items: Salutation Purpose of the letter Objectives/methodology/findings of the report Thanks Please see the sample Letter of Transmittal in Appendix-I on page no 13. Acknowledgements: Please see the acknowledgement section on page 10. Executive Summary: The executive summary is the snap shot of the whole report. It should be treated as a ‘stand-alone' section through which the supervisor/reader would get an idea about the overall work done during the internship period.While the length of an executive summary varies, for an internship report, it should not be more than 2 page-long. The content of an executive summary is given on page 1 1 . Table of Contents: In the Table of Contents, the preliminary pages should be stated first with page numbers to be in Roman letters ii. , iii. , etc. ]. This is followed by the main text here the page numbers are to be given as 1, 2, 3, etc. See the Table of Contents section on page 12. List of Tables: corr esponding page numbers. The tables should be numbered as 1 . , 1. 2, 2. 1, 2. 2, etc, as presented in each chapter. In the main text, the guidelines for presenting the ‘Tables' are as follows: There should be a double spacing between the text and the placement of the heading of the Table. Under the Table heading, the title should be written. Both the table heading and the title should be at the center of the page. Below that, there should be a blank single spacing for the table to be presented. After the table, again, there should be a double spacing for the next paragraph to start.In putting any table, the column grid lines are to be omitted; only the row lines are to be kept. No Table no. Should be presented without putting any reference of it in the main text. List of Figures: The list of figures should present all the figures chronologically with their corresponding page numbers. The figures should be numbered as 1 . 1, 1. 2, 2. 1, 2. 2, As in the case of a Table, there sh ould be a double spacing between the text and the placement of the Figure. Both the Figure number and the title should be at the center f the page, and written below the figure after a blank single spacing.After the figure title, again, there should be a double spacing for the next paragraph to start. No Figure number should be presented without putting any reference of it in the main text. For both Table and Figure, see sample Appendix 2 on page 14. Acronyms: All the acronyms should be presented chronologically in alphabetical order. In the main text, while stating for the first time, no abbreviations are allowed. For example, if in a sentence the word UN or SCARCE is mentioned, first time it has to be Ritter as United Nations (UN) or South Asian Association for Regional Cooperation (SCARCE).Subsequently, only the acronym or the abbreviated form UN or SCARCE is to be stated. C. Man-I Text: The main body of the report should contain the following chapters/sections as a general rule. However, it is up to the concerned faculty member(s) acting as deem it fit. For example, ‘Discussions' in the Chapter Three might be in the last chapter with the heading, like, ‘Discussions and Conclusions', or, the ‘Methodology section could entirely be a separate section, as the case may be.Apart from this, the reservation of the tables and the figures should follow the guidelines as specified in the ‘List of Tables' and ‘List of Figures' sections. Chapter One: Introduction (I) (Origin of the Report) Background of the Study (iii) Objectives of the Report (v) Scope of the Report (v) Limitations of the Report (v') Organization/Structure of the Report Here, the section ‘origin of the report' found in every report might be ignored since this information is to be written on the title page ‘†¦..An internship report submitted in partial fulfillment of the requirements for the degree of Bachelor of Business Administration'. This section thus seems to be an exercise in redundancy, and may be omitted. We therefore might start with the ‘Background of the study. Chapter Two: Overview of the Industry/Company This section may also be called ‘Literature Review/Survey. In this section, for an industry overview, there should be one/two introductory paragraph(s).This may be followed by an analysis of the application of Michael Porter's 5-forces industry framework that would shed light on the competitiveness of the industry. Here the analysis should illustrate the degree of the impact (high/ medium/low) of the 5 forces and discuss elaborately why it is so. As for the overview of the particular company/organization where the internship is carried out, it should comprise a number of issues, such as, the period of the operation of the business, its branches (if any), its competitors, its product portfolio, its sales/profits in the last few years with adequate analysis.It may present BCC matrix of a few products in the co mpany's portfolio arguing why those fall in a particular category of the matrix. It should present ratio analysis, where various ratios comprising the data of the particular organization must be compared with hose of the industry average / leading company / its main competitor over a period. The section might be cap with the SOOT analysis presenting the four components in Chapter Three: Methodology In this section, the students must mention the sources of their information, primary and/or secondary.If any particular method/technique is applied to analyses the findings, it should be discussed in detail. Chapter Four: Findings and Discussions In the ‘Findings' section, it is expected that the student displays a mastery of his/her analytical ability to analyses the findings. It is, therefore, not enough only to state the exult, rather, s/he is expected to come up with the arguments that can convince the readers (supervisor and/or examiner) of why it is so.For ex. , if in any part icular year, sales or profit goes up significantly compared to its previous or subsequent year(s), it should be adequately analyses by presenting probable reasons for being so.