Process and Change Management DUCAB Manufacturing Company

The six-sigma technique as applied by DUCAB Company The six-sigma methodology is a structured procedure for change management that leads to the improvement of activities. It entails approaches of Define-Measure-Analyse-Design-Verify (DMADV) (Linderman 2006). The DUCAB Manufacturing Company is well known for its cable material manufacturing in the UAE region.Advertising We will write a custom assessment sample on Process and Change Management: DUCAB Manufacturing Company specifically for you for only $16.05 $11/page Learn More The company has been implementing the six-sigma technique in its change management and process. A six-sigma model is a system that is comprehensively used by most management to ensure sustainability and maximisation of operations. The primary aim of using the six-sigma model is to ensure the improvement of manufacturing quality for consumer satisfaction and reduction of the overall production costs. It also ensures that a company ga ins a competitive advantage in the market. The Phases of the Implementation of the six-Sigma Technique in DUCAB The DUCAB Company implements the six-sigma technique mainly in two phases. The first phase involves the training of the techniques and procedures that are required for the ‘black belts’. Another activity that is carried out in this phase is project improvement that can combine several projects at the same time. The definition of the project activities and identification of goals are also accomplished. The need for change is explained to the staff. Phase 2 involves the controlling and maintenance of the improvement levels that have been achieved in the first phase. Training is also done in details to ensure accuracy and quality improvement (Linderman 2006). The DUCAB Company’s management has ensured a twelve-stage procedure of the six-sigma approaches to ensure efficient implementation of the technique.Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The first stage is the development and composition of various teams of five or seven competent employees (Linderman 2006). The selected teams are trained in the second stage to master the Deming Circle of development methods, analysis procedures, and relevant tools that are required. The analysis tools are used for gathering information and bringing about solutions to any change issues that arise. The third stage is the identification of an opportunity for improvement. The opportunities are identified by determining the customer needs and preferences. Upon identification of such needs, the management ensures that the customer expectations are exceeded to ensure a repeat business. The fourth stage entails gathering information on the process that is to be accomplished. The company ensures that it establishes particular metrics to be used for obtaining the baseline information on the perfor mance of the process and problem identification. Next is the analysis stage. It clearly identifies the cause of an issue. The causes are then confirmed statistically to provide concrete evidences for the changes to be effected. In the sixth stage, the problems are brainstormed in details after which solutions are executed in the next stage. From the several solutions and interventions, the management ensures that a best option is adopted through efficient leadership practices and change guidelines. In stage nine, the management determines the suitable mechanisms and procedures for implementing the best option for change. If such option is applicable, the employees are trained thoroughly to ensure its effective implementation. The solution procedures are executed and documented for future reference.Advertising We will write a custom assessment sample on Process and Change Management: DUCAB Manufacturing Company specifically for you for only $16.05 $11/page Learn More A follow-up is also done to ensure the sustainability of the process. To ensure that the company delivers products of greater value to customers, the value chain is organised critically in manner that underpins the implementation process. Figure 1: The Company’s Value Chain The figure clear depicts that the process involved in the production and service delivery is longer and cumbersome. As a result, a straight process that is easier to handle is required to manage the company’s value chain efficiently. Problems and Weaknesses exhibited using the Six-Sigma Technique in the DUCAB Company Inadequate Technical Capacities The technical capacities that are implemented in the six-sigma technique are not up-to-date; hence, the strategy is seen as ineffective to execute change management successfully. This situation perceived in terms of the wastages that are incurred during training and delivery of products among others. Most researchers also attest that more t ime is spent in processes that bear insignificant profits. Employee Reliance on Reward System A gap is exhibited in the six-sigma methodology whereby employees’ motivation and promotion are done based on their hard work. The employees are motivated to work extra hard to meet their targets.Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More A problem of misunderstanding the six-sigma concept can arise amongst the employees. Some employees fail to deliver quality outcomes; hence, their promotion chances diminish (Linderman et al. 2006). Lack of Innovation The six-sigma methodology is viewed as simply a repackaging of the obvious quality management (QM) methods. This process normally leaves most managers in a dilemma. Upon failure to adopt the six-sigma model, the company risks losing the opportunity to gain more benefits and market shares. On the other side, if the six-sigma method is not considered in the QM technique, there will be absence of new practices that should be implemented by the DUCAB Company to improve the change processes and systems (NÃ ¤slund 2008). Addressing the Gaps that exist in the Six-Sigma Methodology Most managers need to understand the various techniques and procedures that are entailed in the six-sigma methodology deeply. Change management and processes need two major constructive decisions t o be in place. The first decision entails what is supposed to be done while the second encompasses what should be carried out (NÃ ¤slund 2008). The report outlines three crucial assumptions that should be implemented in the QM and change management processes. The first approach to the six-sigma model is that the methodology should be treated as a control program that has a wider base. The system is far greater than the mere traditional approaches of QM where the internal teams are used to solve daily problems within a department that solve single problems at a time. The methodology embraces the overhaul change of the entire process that covers productivity, communication, external services, and staff involvement. The second approach should be the combination of the six-sigma methodology with other approaches such as lean six-sigma and/or lean manufacturing techniques. The processes will ensure the effective reduction of wastages in terms of time and other resources. The combination also brings about improvement in the various processes (Arnheiter Maleyeff 2005). Many companies currently embrace the lean six-sigma approach to change management to ensure continuous improvement. Managers should further understand the interactions that exist between the six-sigma methodology and other techniques with a view of ensuring excellence (Davison Al-Shaghan 2007). Lastly, the methodology should be viewed as an approach to change management rather than the traditional approach to QM. This viewpoint can help managers ensure improved ways of its implementation and analysis of the necessities for change management processes (Zu, Fredendall, Douglas 2008). Although the company uses twelve stages to implement the six-sigma methodology efficiently, a proper four-step summary should be embraced as explained below. Creation of Awareness and Desire for Change The company should also offer training to the employees. The management should clearly define the objectives of the trai ning and reasons for such changes. It should further clarify the competencies that are required for the success of the change (Peppard 1995). To manage this stage effectively, the DUCAB Company should ensure the availability of an adequate budget and time for the implementation of the change process. Furthermore, the management should ensure that enough resources such as finance and human resources are in place (Zu, Fredendall, Douglas 2008). Development of Skills The company must constantly manage the training of employees to ensure learning processes in seminars, on-job training, and issuance of tutorials among others (Zu, Fredendall, Douglas 2008). Embracing Practices in the Premise Offering theoretical knowledge about the procedures and practices for change is not enough. Therefore, the company has to embrace practical techniques in the change processes. The management should also encourage the management and training of people in the usage of information technology among othe rs (Anupindi 2006). Reinforcement of change competencies within the group teams The DUCAB Company management should practice motivational leadership. The employees should be rewarded through recognition of their actions and valuable contributions towards change management (Al Sharif 2011). Impacts of the Changes that should be made in the Six-Sigma Methodology The processes implemented by the DUCAB Company in embracing change management by use of the six sigma methodology is cumbersome and leads to time wastages. Integrating lean manufacturing into the lean six-sigma approach will ensure the reduction of lead-time in the process of change management (Laguna 2004). This situation ensures an improvement in cash flows and time of delivery. It also reduces wastage of resources (Al Sharif 2011). In the processing companies, for instance, the lean manufacturing techniques ensures reduction of set-up time that ensures running of small batches, changes that are more and frequent as well as improvement of maintenance of the various appliances in the entity (Al Sharif 2011). The six-sigma methodology should also be implemented with the Plan-Do-Check-Act (PDCA) cycle to ensure a thorough check on QM technique. Lean manufacturing is majorly based on the speed, efficiency reduction of delivery and waste reduction while six sigma methodologies is based on continuous improvement and effectiveness. Combining the two approaches leads to improved performance of an organisation (Al Sharif 2011). Lean manufacturing also ensures a closure of gaps that exist between strategies laid down and performance. This situation brings about improved performance. The combination also minimises variations in processes and techniques and ensures that value addition is factored in the process of production (Al Sharif 2011). Factors that the management of DUCAB Company must consider in ensuring sustainability of the changes include continuous support by the top leadership from top to down levels, resource dedication, giving incentives, taking advantage of the nature of the premise that suits the six sigma methodology, quality in training, and proper alignment of projects (Al Sharif 2011). The Key Performance Indicators of Six-Sigma Methodology and Lean Manufacturing The DUCAB company is mainly manufacturing cables to the consumers thus its main KPI for the various processes it implements includes the efficiency of the processes, the resource allocation, effective methods of handling complaints, cost reduction, cycle time, and the overall quality outputs to the consumers among others (Al Sharif 2011). The recommended value chain that should be implemented mainly composes of four main stages that include order-taking, specification, scheduling of activities, delivery, and payment (see figure 2 below). Major resistance that can be encountered Rigidity of the Technique The six-sigma methodology clings on the rigid processes that contradict skills, innovation, and creativity th at are achieved due to technological advancements (Clifford 2001). A combination of both the manufacturing and six-sigma methodology can be difficult. Issues that pertain to production, studies, and other solutions and approaches cannot be factored in the six-sigma methodology because of its rigid nature. Most managers only have a tendency of rebranding products and outsourcing projects for improvements. Accounting for such practices can be clumsy (Clifford 2001). Executing the lean manufacturing technique will ensure flexibility. However, the employees will need thorough training in the application of the technique (Harmon 2007). Resistance to Change by Employees Most employees who are fond of the six-sigma methodology are trained inadequately. This state of affairs leads to difficulty in controlling such employees to ensure that they are dedicated to the full task. The accomplishment of the objectives is sometimes lengthy and intricate (Linderman 2006; Tan 2007). To manage such a problem efficiently, proper training that is frequent should be done to the employees to learn the lean manufacturing approach. Employees’ engagement should also be enhanced through proper motivation (Hammer 1995). Conclusion Proper change management requires pertinent understanding of the goal of change and methodologies that are executed for its implementation. The procedure for implementing the given technique should also be properly understood to avoid loss. It is clearly indicated that the DUCAB Company uses the six-sigma methodology to manage organisational change efficiently. Management dilemmas have been reported to arise due to the misunderstanding of the concept as a traditional QM technique. The six-sigma technique should be treated as a methodology that should only be applied to change management of every unit of the organisation. Further, the technique should be combined with other change management approaches such as the lean manufacturing methodology for its ef ficient application. However, the management must consider the key performance indicators (KPIs) of the processes to ensure the realisation of customer satisfaction and improved overall productivity. References Al Sharif, A 2011, Exploring the critical factors of the successful implementation of Six Sigma approach: a case study of Ducab, UAE’, Doctoral dissertation, Bournemouth University, vol. 1 no. 1, pp. 1-236. Anupindi, R 2006, Managing Business Process Flows: Principles of Operations Management, Prentice Hall, Upper Saddle River. Arnheiter, E Maleyeff, J 2005, ‘The integration of lean management and Six Sigma’, The TQM magazine, vol. 17 no. 1, pp.5-18. Clifford, L 2001, ‘Why you can safely ignore Six Sigma’, Fortune, vol. 143 no. 2, pp.140. Davison, L Al-Shaghana, K 2007, ‘The link between Six Sigma and quality culture: An empirical study’, Total Quality Management Business Excellence, vol. 18 no. 3, pp.249-265. Hammer, M 1995, T he Reengineering Revolution: The Handbook, HarperCollins, New York, NY. Harmon, P 2007, Business Process Change: A Guide for Business Managers and BPM and Six Sigma Professionals, Elsevier, New York, NY. Lean, Six Sigma and Lean Sigma: fads or real process improvement methods?’, Business Process Management Journal, vol. 14 no. 3, pp. 269-287. Laguna, M 2004, Business Process Modelling, Simulation, and Design, Pearson, London. Linderman, K, Schroeder, R Choo, A 2006, ‘Six Sigma: the role of goals in improvement teams’, Journal of Operations Management, vol. 24 no. 6, pp.779-790. NÃ ¤slund, D 2008, ‘Lean, six sigma and lean sigma: fads or real process Peppard, J 1995, The Essence of Business Reengineering, Prentice Hall, Upper Saddle River. Tan, A 2007, Business Process Reengineering, Prentice Hall, Upper Saddle River. Zu, X, Fredendall, L Douglas, T 2008, ‘The evolving theory of quality management: the role of Six Sigma’, Journal of operation s Management, vol. 26 no. 5, pp.630-650. This assessment on Process and Change Management: DUCAB Manufacturing Company was written and submitted by user Zackery Acosta to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Historical Art Periods A Critical Evaluation of Baroque and Rococo Artistic Styles

Historical Art Periods A Critical Evaluation of Baroque and Rococo Artistic Styles It is of fundamental importance that the essential elements and characteristics of art periods be understood especially after the noteworthy realization that these periods marked or were caused by important social conditions and events in historical context.Advertising We will write a custom essay sample on Historical Art Periods: A Critical Evaluation of Baroque and Rococo Artistic Styles specifically for you for only $16.05 $11/page Learn More There exists numerous art periods in the history of civilization, with some evolving as a continuation of earlier art periods while others evolved as a response to preceding art periods (Minor, 1999). It is the purpose of this essay to compare two such art periods, namely Baroque and Rococo, with a view of establishing their characteristics, social triggers and the relationship between the two. Although no major contemporary books on the baroque artistic style and period has been released in the recent past, it still remains an important era in the historical calendar of art. Conceived in Italy in the late 16th century, the style was adopted by other European countries such as France, Germany, and Spain, culminating to its replacement by a subsequent art period in early 18th Century (Laurie, 2001). Baroque covers a broad spectrum of styles and artists. According to Minor (1999), Baroque art period was characterized by intrinsic artistic consistency, grandeur, and distinctiveness. It is imperative to note that the demands for new forms of art in 1600 led to what is now identified as the Baroque. As such, the Baroque artistic style and period was a reaction to previous artistic styles, specifically the Mannerist art of the 16th century, which appealed to the witty and intellectual qualities only (Laurie, 2001). Unlike its predecessor, the application of Baroque artistic style turned deliberately to an intuitive appeal designed for the senses. According to Laurie (2001), although Baroque artistic styles bears the characteristics of simplicity, sensuous richness, and obviousness on the outside, it is powerful, direct, awe inspiring, resplendent, and dramatic within. The art and architecture of this particular period echo an often peculiar style characterized by ornamental decorations and flamboyant concepts especially in churches and palaces. During the Baroque era, the aesthetic ideal penetrated practically all facets of the European way of life – from architecture to music, furniture designs and fashion (Laurie, 2001).Advertising Looking for essay on art? Let's see if we can help you! Get your first paper with 15% OFF Learn More Baroque artistic works generate a sentiment of movement, energy and tension. According to Palmisano (n.d.), the arts present strong contrasts of both light and silhouette, with an immeasurable amount of space being clearly manifest. In addition, Baroque art is characterized by passionate spirituality and realism. Paint ers during this art period used monochromatic color to draw paintings with an infinite distance to represent eternity. The Baroque period of art was initiated by a multiplicity of social conditions, namely â€Å"†¦the Protestant Reformation, the rise of the Mercantile System, absolutism or imperialism in government and advances in science (Palmisano, n.d., para. 1). The Baroque art faded out in late 1700 as it progressed into a more delicate Rococo artistic style. The superseding of Baroque by Rococo art began in France in the late 1720’s, particularly for interior decorations, paintings, and other forms of decorative arts (Laurie, 2001). Rococo period is thought to be one of the shortest in the history of art periods as it faded away in the late 1750’s, giving way to the neoclassic style. The short lifespan not withstanding, Rococo is broadly recognized a key period in the development of European art. This art style was particularly spread by French artists and imprinted publications, and readily found acceptance in catholic-dominated regions in countries such as Germany and Austria. The Rococo art period is characterized by many artistic styles and forms. Generally, â€Å"Rococo art and architecture are characterized by very ornate, fanciful themes and a light air†¦Ã¢â‚¬  (Smith, 2010, para. 1).it is also characterized by the use seashells, fussy detail, whimsical scrolls, complex compositions, playfulness and certain superficiality to generate a flowing artistic design. This particular style utilizes pastel colors to generate a light but decorative complexion. In addition, the Rococo artwork and style is characterized by shell-like shapes on a variety of architectural and artistic designs ranging from hotel suites to ballrooms and typical side tables (Laurie, 2001). Rococo art is known to incorporate the symbolic nature of plants, animals, and other related themes in its design. The social conditions prevalent in France during the 1720s, namely the rise of the middle class, deep consciousness for fashion, and the sudden death of Louis XIV initiated the Rococo art period There exist several similarities and differences between the two artworks. First, it is worth noting that Rococo art period came as a reaction to the Baroque art rather than a continuation of the former period. Other art historians view Rococo art as the degeneration of Baroque artistic period (Laurie, 2001).Advertising We will write a custom essay sample on Historical Art Periods: A Critical Evaluation of Baroque and Rococo Artistic Styles specifically for you for only $16.05 $11/page Learn More Both artistic styles attempted to express some form of authority or power, with Baroque art being used by the aristocracy to express imperialist orientations while Rococo was used by the French aristocracy and elite as a fashion statement. According to Marquit (2006), both styles were also characterized with elaborate design , more color and more feelings than preceding styles. There are, however, broad differences in the two art styles. First, while Baroque art works were both heavy and ornate, Rococo’s artistic designs were characteristically ornate, fanciful and light (Smith, 2010). Rococo art was known to utilize pastels and other elements to make the artworks extremely light and lacy while Baroque art employed dark, heavy colors. Second, Rococo art refers to capricious rounded lines that countered the heavy, straight lines prevalent during the Baroque period. Third, the Baroque art is much more religiously oriented than Rococo art owing to the social conditions prevalent during its initiation. Forth, â€Å"†¦Rococo art was on a whole more frivolous and optimistic than Baroque art† (Marquit, 2006, p. 2). Lastly, the Baroque artistic style was mainly focused in Europe while rococo art easily blend with other exotic artistic styles prevalent during the period. It is imperative to no te that social, political, economic and artistic factors informs the decision on whether to continue with a particular art period or deviate from it. The Baroque period evolved because of the existing social conditions especially in the Catholic Church and the Italian aristocracy. The church felt particularly threatened by advances in science that often contradicted its teachings. As Such, Baroque art was used by the church to reach out to the unintelligent masses in the hope of convincing them about Christianity (Laurie, 2001). But there was need to deviate from this form of art when attempts to convince the masses on Christianity were no longer tenable. There exists numerous works of art for each of the historical art period discussed above. For instance, Giovanni Bernini, undoubtedly the most outstanding sculptor of the Baroque era, came up with the famous sculpture known as the Ecstasy of St. Teresa (Marquit, 2006; Economic Expert.com, n.d.). His sculpted art pieces combined bot h the physical and the spiritual. This piece portrayed a religious theme as a direct result of both the inquisition and the Catholic Church spirited attempt to maintain its immense influence in the face of rapidly increasing scientific advances that seemed to contradict some of the teachings offered by the church.Advertising Looking for essay on art? Let's see if we can help you! Get your first paper with 15% OFF Learn More Jean-Antoine Watteau was perhaps the most prolific painters of the Rococo art period. His ‘fete galante’ painting, depicting delightfully dressed young individuals idling away their free time in a wonderful, idealistic, pastoral setting attracted many in the French aristocracy (Laurie, 2001). The relationship that exists between the two pieces of art discussed above is that of appeal to a certain group or class of people. The later piece of artwork follows in the footsteps of its predecessor in attempting to communicate the feelings and statuses of the French aristocracy. It should be remembered that the Ecstasy of St Teresa sculpture attempted to reach out to the uneducated masses during the reformation period (Laurie, 2001). As such, the relationship present is that of trying to communicate certain ideas, concepts, and world views as demanded by the existing social conditions. The Rococo art period had great historical significance although it was characterized by a v ery short tenure in the calendar of art periods. Rococo architecture, decorations, and designs are still used today, thousands of years after it was supplanted by neoclassic art period (Laurie, 2001). The physically lighthearted furniture, decorations and use of pastels that evolved during this particular art period changed the course of art in ways that had not been previously witnessed (Minor, 1999). Although Rococo art was received with skepticism in Britain due to the fact that it was largely French, it found its way into other civilizations where it was uniquely used or blended with other forms of art to produce masterpieces that were and still are major centers of attraction. In Germany, the Rococo designed Sanssouci Palace built in 1747 still remains a major attraction for tourists (Laurie, 2001). All in all, it can now be revealed that Baroque and Rococo are two distinct art styles even though former scholars believed that the latter was a refinement of the former. While the re exist several similarities as discussed in this essay, the themes and general perceptions of Rococo art style seems to insinuate that it is, indeed, independent of Baroque art (Marquit, 2006). However, both periods of art are important milestones in historical context since through them; art has been able to evolve to its present day state. Reference List Economic Expert.com. (n.d.). Baroque. Web. Laurie, S.A. (2001). A History of Modern Art. New York, NY: McGraw-Hill. Marquit, J. (2006). Style differences between Baroque and Rococo art. Web. Minor, V.H. (1999). Baroque and Rococo: Art and Culture, 1st Ed. Prentice Hall. ISBN: 0810941082 Palmisano, B (n.d.). The Baroque period of art. Web. Smith, S.E. (2010). What is Rococo Art? WiseGeek. Web.

The Countries Involved in World War I

The Countries Involved in World War I The relevance of world in the term World War I  is often difficult to see, because books, articles, and documentaries generally concentrate on Europe and America; even the Middle East and Anzac forces (Australian and New Zealand) are often glossed over. The use of world isnt, as non-Europeans might suspect, the result of self-important bias toward the West, because a full list of the countries involved in WWI reveals a picture of global activity. Between 1914 and 1918, more than 100 countries from Africa, the Americas, Asia, Australasia,  and Europe were part of the conflict. Key Takeaways: Countries Involved in World War I Although most of the battles of World War I occurred in western Europe, many other countries were involved in the events.  Some, like Canada and the U.S., declared war, sent troops, and manufactured armaments.Other countries kept prisoner of war camps or sent infrastructure workers.  Many countries in Africa and Asia were colonies of the large empires and were coerced to help with the war effort.   How Involved Were Countries? The levels of  involvement differed hugely. Some countries mobilized millions of troops and fought hard for more than four years; some were used as reservoirs of goods and manpower by their colonial rulers, while others simply declared war later on and contributed only moral support. Many were drawn in by colonial links: When Britain, France, and Germany declared war, they also committed their empires, involving most of Africa, India, and Australasia, while the 1917 entry of the U.S. prompted much of central America to follow. Consequently, the countries in the following list didnt necessarily send troops, and few saw fighting on their own soil; they either declared war or were considered involved in the conflict, such as being invaded before they could declare anything. Its important to remember, though, that the effects of WWI went beyond this global list. Even countries that remained neutral felt the economic and political effects of a conflict that shattered the established global order. Africa In 1914, 90 percent of the continent of Africa were colonies of the European powers, with only Liberia and Ethiopia retaining independence, and so much of Africas participation was enforced or conscripted. All told, about two million Africans served as soldiers or laborers, and half that total was coercively recruited as carriers or other workers, used to build transportation and other infrastructure projects or perform auxiliary services. The only regions to remain neutral in Africa were Ethiopia and the four small Spanish colonies of Rio de Oro (Spanish Sahara), Rio Muni, Ifni, and Spanish Morocco. Colonies in Africa that were involved in some manner included: AlgeriaAngolaAnglo-Egyptian SudanBasutolandBechuanalandBelgian CongoBritish East Africa (Kenya)British Gold CoastBritish SomalilandCameroonCabindaEgyptEritreaFrench Equatorial AfricaGabonMiddle CongoUbangi-SchariFrench SomalilandFrench West AfricaDahomeyGuineaIvory CoastMauretaniaSenegalUpper Senegal and NigerThe GambiaGerman East AfricaItalian SomalilandLiberiaMadagascarMoroccoPortuguese East Africa (Mozambique)NigeriaNorthern RhodesiaNyasalandSierra LeoneSouth AfricaSouth West Africa (Namibia)Southern RhodesiaTogolandTripoliTunisiaUganda and Zanzibar Americas When they finally joined the war effort in 1917, the United States sent four million men to the Allies. As a dominion of the United Kingdom, Canada sent 400,000 enlisted men, and, like the United States, manufactured armaments, aircraft, and ships. Latin American governments seesawed between neutrality and entry into the war, and Brazil was the only independent South American country to declare war in WWI; it joined the Entente countries- Great Britain, France, and Russia- against Germany and Austria-Hungary in 1917. Other South American nations severed their relations with Germany but did not declare war: Bolivia, Ecuador, Peru, and Uruguay, all in 1917. BahamasBarbadosBrazilBritish GuianaBritish HondurasCanadaCosta RicaCubaFalkland IslandsFrench GuianaGrenadaGuatemalaHaitiHondurasGuadeloupeJamaicaLeeward IslandsNewfoundlandNicaraguaPanamaSt. LuciaSt. VincentTrinidad and TobagoU.S.AWest Indies Asia Of all the Asian countries involved in World War I in some manner, India, a colony of the British Empire at the time, sent the most: 1.3 million troops and laborers went to the imperial war effort. China was officially neutral but provided about 200,000 laborers to the Allied forces to repair tanks. Japan sent 14 destroyers and a flagship cruiser to assist British ships in the Mediterranean Sea. Tiny Siam stayed neutral until mid-1917 and then sent about 1,500 men as pilots, aircraft mechanics, automobile drivers and mechanics, and medical and support staff. Regions in Asia contributing to the war effort were: AdenArabiaBahrainEl QatarKuwaitTrucial OmanBorneoCeylonChinaIndiaJapanPersiaPhilippinesRussiaSiamSingaporeTranscaucasiaTurkey Australasia and Pacific Islands The largest contributors to the war efforts were the large Australian Imperial Force (Australia still being a colony of England at the time), 330,000 soldiers sent to aid the Allies in the Middle East and Germany. Other contributing countries included: AntipodesAucklandAustral IslandsAustraliaBismarck ArchipelagoBountyCampbellCaroline IslandsChatham IslandsChristmasCook IslandsDucieElice IslandsFanningFlintFiji IslandsGilbert IslandsKermadec IslandsMacquarieMaldenMariana IslandsMarquesas IslandsMarshal IslandsNew GuineaNew CaledoniaNew HebridesNew ZealandNorfolkPalau IslandsPalmyraPaumoto IslandsPitcairnPhilippinesPhoenix IslandsSamoa IslandsSolomon IslandsTokelau IslandsTonga Europe Map of military alliances of Europe in 1914. historicair Most of the battles of World War I took place in Europe, and willingly or not, the people of most of the countries were somehow active in the conflict. For the Allies, 5.2 million British men served in the conflict, just under half of the available pool of men aged 18-51; 7.9 million French citizens were called to serve. A total of 13 million German citizens fought in the war between 1914 and 1918.  In the occupied territories, Germany and its allies also coerced civilians into labor: citizens from Italy, Albania, Montenegro, Serbia, Romania, and Russian Poland all had conscripts fighting or assisting with the Entente efforts. AlbaniaAustria-HungaryBelgiumBulgariaCzechoslovakiaEstoniaFinlandFranceGreat BritainGermanyGreeceItalyLatviaLithuaniaLuxembourgMaltaMontenegroPolandPortugalRomaniaRussiaSan MarinoSerbiaTurkey Atlantic Islands AscensionSandwich IslandsSouth GeorgiaSt. HelenaTristan da Cunha Indian Ocean Islands Andaman IslandsCocos IslandsMauritiusNicobar IslandsReunionSeychelles Sources Beauprà ©, Nicolas. France.  International Encylopedia of the First World War. Eds. Daniel, Ute, et al. Berlin: Freie Universitt Berlin, 2014. Web.Badsey, Stephen. Great Britain.  International Encylopedia of the First World War. Eds. Daniel, Ute, et al. Berlin: Freie Universitt Berlin, 2017. Web.Boissoneault, Lorraine. The Surprisingly Important Role China Played in WWI. World War I: 100 Years Later. Smithsonian.  2017. Web.Granatstein, J.L. Canada. International Encylopedia of the First World War. Eds. Daniel, Ute, et al. Berlin: Freie Universitt Berlin, 2018. Web.Johnston, Eric. Japans Little-Known, but Significant, Role in World War I. The Japan Times  (2017). Web.Koller, Christian. Colonial Military Participation in Europe (Africa). International Encylopedia of the First World War. Eds. Daniel, Ute, et al. Berlin: Freie Universitt Berlin, 2014. Web.Rinke, Stefan and Karina Kriegsmann. Latin America.  International Encylopedia of the First World War. Eds. Daniel, Ute, et al. Berlin: Freie Universitt Berlin, 2017. Web. Strahan, Hew. The First World War in Africa. Oxford: Oxford University Press, 2004. Print.

Order and Good vs Chaos and Evil in a Moral Perceptive Assignment

Order and Good vs Chaos and Evil in a Moral Perceptive - Assignment Example These two types of alignments give the extremities for every society. This is why each society must have a set of rules to govern the code of conduct. Law in a society is an indication that everything should follow a specific order and the opposite of this is chaos. G- The Station, February 20, 2003, West Warwick, Rhode Island is regarded as one of the deadliest nightclub fires that killed about 100 people. The fire was caused by pyrotechnics that ignited flammable sound insulation foam in the ceilings and walls. C- The first 72 hours following the landfall of Hurricane Katrina in New Orleans, Louisiana. This is regarded as the deadliest and destructive Atlantic hurricane. At least 1,833 people died and property worth $ 81 million was destroyed. D -New Year’s Eve, Times Square, New York City, New York. This is a date where people all over the world to admire the dazzling lights from the Times Square. It is a symbolic center of this city and regarded as a global tradition. H- Kiss, January 27, 2013, Santa Maria, Brazil this was a fire that started between 2:00 and 2:30 that killed at least 239 and injured 169. It is regarded as the most devastating fire disaster in the history of Brazil. A- The execution of Timothy Mc Veigh – Timothy Mc Veigh was a domestic terrorist who detonated a truck bomb in Oklahoma city that killed 168 people and injured over 800. It is one of the deadliest act of terrorism within the United  States.

Article 2 (Economics) Why Knockoffs Can Help a Strong Brand

2 (Economics) Why Knockoffs Can Help a Strong Brand - Article Example o the article has been provided by Renee Gosline’s study in Massachusetts Institute of Technology and also by Yi Qian of the National Bureau of Economic Research. According to the research findings of the two above mentioned researchers, counterfeits serve as a passage to the original products and have positive effects on the sales of the original brand products. The counterfeits brands therefore according to the article can be said to have more advertising effect than substitution effects and therefore pose no much danger to the original brands. They actually save them from more advertisement charges since sooner or later the consumers realize the difference between the original and the counterfeit and move to the original. This knockoff effect does not however affect only the formal brands which have trademarks and are protected by law. The article further explains that even individual creators with their own unique line of designs and creativity can have copies of their work being reproduced. The overall effect and outcome is however the same as that of the formal brands since the consumers will realize the difference of the original and the counterfeit and move to the original. Raustiala, Karl and Springman, Chris. â€Å"Why Knockoffs Can Help Build a Strong Brand.† Freakonomics 9/5/2012. Retrieved from:

Adventures of Huckleberry Finn Essay Example for Free

Adventures of Huckleberry Finn Essay The Adventures of Huckleberry Finn touches upon controversial racial issues that many people believe are not appropriate for young children. Understanding the novel’s satirical aspects requires a certain amount of intellectual maturity. Students below this level of aptitude may misconstrue the novel’s vulgar comments as racist, rather than an ironic portrayal of slavery. Some people feel that the elementary and secondary school students that read the book will only recognize the prominent issues of the novel and will overlook Mark Twain’s depiction that slavery is morally wrong. It is a fallacy that junior high students would be blind to Twain’s underlying references. The renowned literary work should be used as a way to educate students about the cruelty that occurred in our nation’s past. Confronting these deep racial issues could enlighten students and ease existing race relations. Huckleberry Finn should be read in schools prior to high school to familiarize students with important social issues. Those that oppose Huckleberry Finn’s presence in elementary and secondary school curricula claim that its advanced material is not suitable for children of those ages. At this point, they argue, students have not matured enough to form their own views and are susceptible to negative influences. Reading Huckleberry Finn would expose students to acts of prejudice and belittlement of the black population. For example, the repeated use of the word â€Å"nigger† is disrespectful and students should not hear it used so frivolously. This word not only has a negative connotation, but it is a reminder of the inequality that once existed and alienates blacks. Furthermore, Jim, the black protagonist of the novel, is ridiculed and reduced to less than human by the novel’s conclusion. Jim’s character starts out as an enslaved black man oppressed by the white population. As he and Huck travel down the river, Jim gains confidence and the reader sees his true intelligence and compassion for Huck. Only shortly later, Jim gets drawn into Tom Sawyer’s extravagant plan to â€Å"free† him, where he is once again at the mercy of others’ cruelty. This vicious degradation of a human being far too advanced for young children to comprehend. Black students specifically may find this material embarrassing and discomforting. Young students of other ethnicities may have not yet had experiences that teach them the effects of this chauvinistic mentality and may see this behavior as acceptable. The Adventures of Huckleberry Finn uses language that is offensive and contains subject matter that illuminates the separation between races. Twain purposely shares these truths in order to denounce and ironize the entire institution of slavery. The belief that elementary and secondary school students cannot understand Twain’s underlying intentions completely underestimates their mental capacity. Discussing these issues could shape students’ ideas and thwart any preconceived derogatory notions. Leslie Fiedler, an advocate of Huck Finn praises the novel for, â€Å"enabling us finally—without denying our horror and guilt—to laugh therapeutically at the ‘peculiar institution’ of slavery† (Fiedler, 1984, Huckleberry Finn: The Book We Love to Hate, p. 6). He sees the novel as a way to objectively address slavery and free our nation of its lasting burden. In a classroom setting with the help of an instructor, every element of the story would be explained. Teachers are important mentors that can guide each student to an understanding of the evolution and importance of human rights. Descriptive Outline Proposition: Huckleberry Finn should be read in schools prior to high school because it is informative about important social issues. Plan: Present the argument. Take a position. Provide a concession to my position. Confirm my position with specific reasons. Paragraph 1: Says: Huckleberry Finn is a complex novel, yet young children would be able to understand and benefit from reading it in a classroom setting. Does: Sentences 1 introduces the topic. Sentences 2 and 3 further develop the issue. Sentence 4 gives one view of the argument. Sentence 5 disproves the previous sentence. Sentences 6 and 7 support the latter side of the argument. Sentence 8 is the proposition of the essay. Paragraph 2: Says: Elementary and secondary school students will misinterpret the purpose of the racial slurs in Huckleberry Finn. Does: Sentence 1 states the topic of the paragraph. Sentence 2 supports clarifies the preceding sentence. Sentences 3 says the ultimate reason for this position. Sentences 4 and 5 state one reason that backs up this claim. Sentences 6, 7 and 8 state another reason for this claim with specific evidence from the novel. Sentence 9 connects these reasons to the proposition. Sentences 10 and 11 explain further the effects of this side of the argument. Paragraph 3: Says: Students are entirely capable and should read Huckleberry Finn in schools at an age before high school. Does: Sentences 1 and 2 acknowledges the opinion in the former paragraph as a transition into the opposing view point. Sentence 3 challenges the concession in the preceding paragraph. Sentence 4 gives a general reason supporting the first sentence. Sentence 5 is a direct quote from an advocate of Huck Finn that supports the proposition. Sentence 6 explains the quotation. Sentences 7 and 8 state two benefits of adhering to the proposition. Kaila McDonnell Concession Essay Second Draft February 19, 2010 Moral Education through Literature The Adventures of Huckleberry Finn touches upon controversial racial issues that many people believe are not appropriate for young children. Understanding the satirical aspects of the novel require a certain level of intellectual maturity. While the book is read in many elementary and secondary school classrooms, some people feel that these students will only recognize the prominent issues of the novel and will overlook the inherent moral value that Mark Twain wishes to convey. If only the immediate context of the novel is interpreted, the book could be perceived as a sanction of racism. Students should be aware of the cruelty that occurred in our nation’s past. It is a fallacy that students in junior high would be blind to Twain’s underlying references that denounce slavery and discrimination. Confronting these deep racial issues could enlighten students and ease existing race relations. Huckleberry Finn should be read in schools prior to high school because it educates students about important social issues. Those that oppose Huckleberry Finn’s presence in elementary and secondary school curricula claim that the advanced material in the novel is not suitable for children of those ages. At this point, students have not matured enough to form their own views and are susceptible to negative influences. Reading Huckleberry Finn would expose students to acts of prejudice and belittlement of the black population. For example, the repeated use of the word â€Å"nigger† is disrespectful and is not something students should hear used so frivolously. This word not only beholds a negative connotation, but it is representative of blacks’ entire brutal struggle with inequality. Further, Jim, the black protagonist of the novel, is ridiculed and reduced to less than human by the end of the novel. Jim’s character starts out as a typical enslaved black man oppressed by the white population. As he and Huck travel down the river, Jim loses his slave persona as he gains confidence and the reader sees his true intelligence and compassion for Huck. Shortly after, Jim is involved in Tom Sawyer’s extravagant plan to â€Å"free† him, where he is once again at the mercy of others’ cruelty. This vicious degradation of a human being is far too advanced for children of a young age to comprehend. Black students specifically may find this material embarrassing and discomforting. Young students of other races may have not yet had experiences that taught them the effects of this chauvinistic mentality and may see this behavior as acceptable. The belief that students in elementary and secondary schools cannot handle the messages present in Huckleberry Finn is a complete underestimation of their mental capacity. Discussing these issues could shape students’ ideas and thwart any preconceived derogatory notions. Leslie Fiedler, an advocate of Huck Finn praises the novel for, â€Å"enabling us finally—without denying our horror and guilt—to laugh therapeutically at the ‘peculiar institution’ of slavery† (Fiedler, 1984, Huckleberry Finn: The Book We Love to Hate, p. 6). He sees the novel as a way to objectively address slavery and free our nation of its lasting burden. In a classroom setting with the help of an instructor, every element of the story would be explained. Teachers are important mentors with their guidance each student could reach a full understanding of the evolution and importance of human rights. Descriptive Outline PROPOSITION: Huckleberry Finn should be read in schools prior to high school because it is informative about important social issues. PLAN: Present the argument. Take a position. Provide a concession to my position. Confirm my position with specific reasons. PARAGRAPH 1: Says: Huckleberry Finn is a complex novel, yet young children would be able to understand and benefit from reading it in a classroom setting. Does: Sentences 1 and 2 introduce the topic. Sentences 3 and 4 give one view of the argument. Sentence 5 serves as the link to the next idea. Sentences 6 and 7 state the other side of the argument. Sentence 8 is the proposition of the essay. PARAGRAPH 2: Says: Some believe that students are not mature enough at an elementary or secondary school level to see Huckleberry Finn for what it’s worth. Does: Sentence 1 states the topic of the paragraph. Sentence 2 supports clarifies the preceding sentence. Sentences 3 says the ultimate reason for this position. Sentences 4 and 5 state one reason that backs up this claim. Sentences 6, 7 and 8 state another reason for this claim with specific evidence from the novel. Sentence 9 connects these reasons to the proposition. Sentences 10 and 11 explain further the effects of this side of the argument. PARAGRAPH 3: Says: Students are entirely capable and should read Huckleberry Finn in schools at an age before high school. Does: Sentence 1 disproves the concession in the preceding paragraph. Sentence 2 gives a general reason supporting the first sentence. Sentence 3 is a direct quote from an advocate of Huck Finn that supports the proposition. Sentence 4 explains the quotation. Sentences 5 and 6 say exactly why the proposition is true. Kaila McDonnell Concession Essay Draft February 16, 2010 Moral Education through Literature The Adventures of Huckleberry Finn touches upon many racial issues that many people believe is not appropriate for young children. Understanding the satirical aspects of the novel require a certain level of intellectual maturity. While the book is read in many elementary and secondary school classrooms, some people feel that these students will only recognize the prominent issues of the novel and will overlook the inherent subject matter that Mark Twain wishes to convey. If only the immediate context of the novel is interpreted, the book could be perceived as a sanction of racism. However, now over a century since the first emancipation of slaves, the enactment of slavery should not be forgotten. Students should be aware of the cruelty that occurred in our nation’s past. It is a fallacy that students in junior high would be blind to Twain’s underlying references that denounce slavery and discrimination. Confronting these deep racial issues could enlighten students and ease existing race relations. Huckleberry Finn should be read in schools prior to high school because it is informative about important social issues. Those that oppose Huckleberry Finn’s presence in elementary and secondary school curriculums claim that the advanced material in the novel is not suitable for children of those ages. At this point, students have not matured enough to form their own views and are still susceptible to negative influences. Reading Huckleberry Finn would expose students to situations that are prejudice and belittling to the black population; for example, the repeated use of the word â€Å"nigger† in reference to blacks. This word not only beholds a negative connotation, but it is representative of blacks’ entire brutal struggle with inequality. Further, Jim, the symbol of the black community in the novel, is ridiculed and reduced to less than human by the end of the novel. This subject matter is far too advanced for children of a young age to understand its significance. Black students specifically may find this material embarrassing and discomforting, while students of other races may see this chauvinistic behavior as acceptable. The belief that students in elementary and secondary schools cannot handle the messages present in Huckleberry Finn is a complete underestimation of their mental capacity. At a young age, students should not learn to be blind to important issues, such as race relations. Leslie Fiedler, an advocate of Huck Finn says that he would have parents, â€Å"prize Twain’s dangerous and equivocal novel not in spite of its use of that wicked epithet, but for the way in which he manages to ironize it; enabling us finally—without denying our horror and guilt—to laugh therapeutically at the ‘peculiar institution’ of slavery. † Prior to high school is when students are developing their own opinions and need to be guided to proper moral judgment. Huckleberry Finn addresses many relevant moral issues. In a classroom setting with the help of an instructor, every element of the story would be explained and each student could reach a full understanding of the evolution and importance of human rights. Descriptive Outline PROPOSITION: Huckleberry Finn should be read in schools prior to high school because it is informative about important social issues. PLAN: Present the argument. Take a position. Provide a concession to my position. Confirm my position with specific reasons. PARAGRAPH 1: Says: Huckleberry Finn is a complex novel, yet young children would be able to understand and benefit from reading it in a classroom setting. Does: Sentences 1 and 2 introduce the topic. Sentences 3 and 4 give one view of the argument. Sentence 5 serves as the link to the next idea. Sentence 6 states the other side of the argument. Sentences 7 and 8 state and verify the proposition of the essay. PARAGRAPH 2: Says: Some believe that students are not mature enough at an elementary or secondary school level to see Huckleberry Finn for what its worth. Does: Sentence 1 states the topic of the paragraph. Sentence 2 supports clarifies the preceding sentence. Sentences 3, 4 and 5 say why this position is plausible with specific evidence from the novel. Sentences 6 and 7 state the importance and relevance of the prior examples. PARAGRAPH 3: Says: Students are entirely capable and should read Huckleberry Finn in schools at an age before high school. Does: Sentence 1 disproves the concession in the preceding paragraph. Sentence 2 expands upon the first sentence. Sentence 3 is a direct quote from an advocate of Huck Finn that supports the proposition. Sentences 4, 5, and 6 say why in fact the proposition is true.

Essay --

â€Å"Please don’t kill me!† No, No don’t hurt me! Ahhhhhhhh ! â€Å"Someone help me!† I quickly jumped up out of my bed as my alarm almost gave me a mild heart- attack. I was drenched in sweat. It looked as if I had been running a marathon. â€Å"Good Morning sunshine, wake up sleepy head,† my Aunt Erica announced, waking me up. My Aunt Erica and Uncle Freddie took me in because my parents,younger brother and sister were killed in an accident. The autopsy showed that the Porsche they were riding in burst into flames. I find the accident quite odd, because my Dad always took care and monitored his car. The detectives said it was an accident but I believe someone had something to do with it. My Dad owned one of the largest companies in Los Angeles. We were well known in California. The night my parents died, I was at home studying for my mid-term, with my boyfriend. They left to go attend a press conference and my brother Dylan and sister Marissa went with them. A few hours later, the police showed up at my house three hours later and broke the news to me. I was devastated for weeks. I would cry every second of the day. It was really hard, I still don’t think I will ever get over it. The adoption case was very short. Because my father was such a wealthy man, his half his fortune would pass down to me when I turn 16†¦ The adoption process went by rapidly. In the spam of two weeks, I lived with my aunt and uncle. I was a nervous wreck to go back to school. I haven’t been since my parents died. Everyone in the world heard about my dad’s death, so I know that the kids in my new school have. I rolled out of bed to endure my delicious breakfast that mu uncle made. I glanced at my face as I passed by the mirror. My eyes were swollen... ...o a man and Jason was coming to his office. I sent the notes to my email address and hurried out his office. I ran to Nicole’s car and she sped off. â€Å"What happened?† It was him he did it. I can’t go to the police. I want to have my party before my life gets worse. I will do it tomorrow, I promise. I went home and went straight to sleep. My aunt and uncle woke me up with a huge cake that said HAPPY BIRTHDAY in white sweet frosting. I woke got out of bed around 10:00 am. My party started around 8:30 so I needed to go, because I had a lot of stuff to do. My old and new friends came over my house and we all got our hair, nails, eyebrows, and hair done. We got to my party and there he was trying to kill me. That was the tragedy of my sweet 16. The man that my family trusted was the same one that killed my parents, brother and sister just for my dad’s inheritance.

Development as a Dynamic System

The dynamic systems theory in development explicated by Thelen and Smith conceptualized the process of development as a process of change. In the theory, the authors explained how the development of human occurred. The concept of the theory greatly uses the experiments and study on motor, perceptual and cognitive development. The dynamic system theory is considered as a new scientific paradigm that is continuously evolving from the concept of development as a dynamic, non-linear, self-organizing or even chaotic system.The dynamic system theory of development encompasses different principle widely used and accepted in different fields such as in physics, chemistry, and mathematics. (Stolorow, 1997) Thelen and Smith concerned with the explanation as to how development occurs in humans proposed a radical alternative to the exiting cognitive theory. (Storolow, 1997) Their emphasis on dynamic representation of the process and the process evoking the concept of change is also stressed.As a n alternative to the traditional cognitive theory existing at the time the theory was developed, it attempt to apply the complexity theory to psychology as they reinterpret several traditional concepts used in the cognitive development theory in psychology. In this approach, the theory started with fundamental questions with regards to the cognitive theory.As the new theory of dynamic system of development revealed, it is regarded as a theory of development of cognition and action, at the same time unifying the recent advances in their conceptualized theory and the current research findings and analysis in the neuroscience and neural development field. The dynamic system of development theory shows how the processes governed by principles of exploration and selection and multimodal experiences form the bases for self-organizing perception and action categories. (Thelen, 1994) The theory became a powerful source of new metaphors for the field of psychoanalysis.The theory includes ana lysis of phenomena like conflict, transference, resistance and the unconscious intertwined with the perspective of the development process as dynamically emergent properties that elucidate the process of pattern formation and the process of change. The theory is useful in understanding the complexity of the development process. As a function of the theory, it permits theoretical statements about development of societies and groups but also the individuals within the societies and the entities that govern the group.The dynamic system approach attempts to answer the different levels of problems and at some point avoids it by defining the process of development being multilayered. The theoretical assumptions of the dynamic system theory tries to avoid the concept of stages in outward behavior because the concept of the theory acknowledges the fact that outward behaviors that appears to be staged-like is or can be explained through the occurring continuous changes in the components gove rning those behaviors.  (Thelen, 1994)The theory stresses the importance of the concept of change and transition, and attributes the process of development in the mechanisms of change that has a process of the first step towards the last. The theory focuses on the concept of change, and limits its regards to change being time-bounded or as a series of stages with transitions. Dynamic systems being self-organizing are a consequence for the idea that development is a result of spontaneous emergence of higher-order structure.The emergence of higher-order structures contributes to the recursive interactions among the simple components included in the process. Essentially connected with human development is the concept of human individuals being developing organisms having continuous and numerous genetic, physiological and psychological attributes. In turn this results to behavioral changes which include the interaction between the individual and its environment. In turn the dynamic sy stem theory of development is given less of the credit it deserves as a theory that explains further the human development of an individual.The concern of the theory is to stress the value of the concept of change and how it is important in the understanding of development and other factors that surrounds the concept of development. The dynamic system of development in humans greatly contributes to the fact that behavior is the outcome of the interaction between the individual and its environment. Thelen and Smith objectively presented a new theory that governs the principle of development being a process of change, which includes the transitory and stages in resulting to development. Reference: Stolorow, R. D. (1997). A Dynamic System Approach to the Development of Cognition and Action: By Esther Thelen and Linda Smith. The International Journal of Psychoanalysis 1(78), 620-622. Storolow, R. D. (1997). Dynamic, Dyadic, Intersubjective Systems: An Evolving Paradigm for Psychoanalysis. Psychoanalytical Psychology, 1(14), 337-346. Thelen, E., & Smith, L. B. (1994). A dynamic systems approach to the development of cognition and action. Cambridge, MA: MIT Press.   

Acid Rain: the Southern Company (a) Case Analysis Essay

Acid Rain: The Southern Company (A) Case Analysis | Production Processes and Costs| Executive Summary In the year 1992, the Southern Company that held the Bowen plant, a coal-fired steam electric plant had to decide on the various options available to comply with the amendments in the Clean Air Act, effective 1995. The Bowen plant was an unusually large plant with a capacity to serve the residential, commercial and industrial demands of 1 million people. The Bowen generators consumed 8.338 million tons of coal and generated 21,551 million kilowatt-hours of electricity. During 1990, Bowen plant emitted over 30 tons of sulfur dioxide per hour, an important precursor of acid rain. In 1990, Congress passes the Clean Air Act that aimed at controlling acid rain. As per the Clean Air Act, beginning 1995 (Phase 1) all the coal-fired utility plants would be receiving allowances to emit 2.5 pounds of sulfur dioxide per million British Thermal Units (MMBtu) of coal consumed. In the year 2000 (Phase 2), all coal-fired utility plants, would get allowances worth 1.2 pounds per MMBtu of coal. The plants either had to reduce their emissions or purchase additional allowances from other firms. The Bowen plant received allowances for 254,580 tons of sulfur dioxide for each if the five years, from 1995 till 1999. From year 2000, it would receive allowances worth 122,198 tons per year. To comply with this new law, Southern Company had the following options: * Burn high sulfur Kentucky coal without scrubbing the exhaust gases, as in past, and buy the allowances from other firms. * Install scrubbers to remove sulfur dioxide from the exhaust gases of the generators. There were further two options available to be considered * Scrubbers could be installed from 1992 to 1994, to be ready for Phase one. * Install scrubbers from 1997-1999 and be ready for Phase 2. * Switch to low-sulfur coal from Kentucky or West Virginia. The emissions would be lower than the amount permi tted in Phase One, but in  Phase Two they would have to buy allowances. As a result of the analyses, Option 3 : burning low-sulfur coal seem to be the best fit in this situation, because it has the minimum cost involved and thereby, generates the maximum profits for the company. PROBLEM STATEMENT The Southern Company, is trying to figure out the best option available, the one with the minimum costs involved, to comply with the amendments in the Clean Air Act, effective 1995. The main issue was the amount of sulfur dioxide emitted each hour by the plant, which was 30 tons in year 1990. As per the amendments in the Clean Air Act, the amount of sulfur dioxide was regulated to 2.5 pounds per MMBTu of coal from year 1995 and further reduced to 1.2 pounds per MMBtu of coal from year 2000. The regulated amount was the total emission allowed by all the coal-fired utility plants in the country. As a result, Bowen plant would receive an allowance for 254,580 tons for each of five years beginning 1995 and 122,198 tons per year starting 2000. The company could either buy extra allowances from other firms or reduce the emission amount by either scrubbing off the sulfur dioxide from exhausted gases or use low-sulfur coal. METHODOLOGY The case presents three main options which were analyzed to make an informed decision about the choice to be made. I have calculated the net present value of the costs involved in each of the three methods and recommend the option one with minimum net present value of cost to be used for complying with the Clean Air Act amendment. The three available options are: * Burn high sulfur Kentucky coal without scrubbing the exhaust gases, as in past, and buy the allowances from other firms. * Install scrubbers to remove sulfur dioxide from the exhaust gases of the generators. There were further two options available to be considered * Scrubbers could be installed from 1992 to 1994, to be ready for Phase one. The Bowen plant would then be generating lower sulfur dioxide emissions that could be sold to other firms * Install scrubbers from 1997-1999 and be ready for Phase 2. In this, they will be generating excess of allowed emission level  in Phase 1 (1995-1999) and would have to buy those allowances. Starting Phase 2 (year 2000), they would be in a state to sell the allowances. * Switch to low-sulfur coal from Kentucky or West Virginia. The emissions would be lower than the amount permitted in Phase One, but in Phase Two they would have to buy allowances. To calculate the total costs involved for each of the three options, I have considered only those factors that are not common in all. I have calculated only the excess of cost that might be required to deploy an option. The current operating costs and all costs that do not change amongst the options have been left out as these costs would remain same and will have no effect on the decision. Data Requirement or Sources The data used to perform analysis has been taken from the case study only. The factors available are: * Switching cost of coal: switching from high sulfur to low sulfur. * Costs or revenue involved with buying or selling, respectively, the sulfur dioxide emission allowances. * Depreciation on capital costs * Capital costs involved to upgrade the plant with scrubbers or existing machinery. * Additional operating costs * Energy consumptions (Revenue lost) when using scrubbers. * Federal and state taxes involved * Discount rate used by the company to evaluate investment opportunities. Key Assumptions To determine the costs involved in the given three options, following assumptions have been made: * There is no available evidence that the cost of coal may deviate from the given amounts, or the company seems to have contracts with the coal vendors and so the values are constant. * The electricity generated by the plant remains constant throughout the operation of the plant, that is, amount of electricity generated is 21,551 million kilowatt hours every year. * The amount of coal required to  generate the electricity amount remains fixed to 8.338 million tons when high-sulfur coal is used and 8.391 million when low-sulfur coal is used. * In 1990, the revenue generated by electricity is $5.6 cents per kilowatt hour on an average, and will more or less the same. * The rate of buying or selling allowances is estimated to be $250 in year 1995 and will increase at a rate of 10% every year till 2010. After 2010, the rates will remain constant. * As per the amendments in the Clean Air Act, in Phase One, Bowen plant will be allowed to emit 254580 tons of sulfur dioxide and in Phase Two, 122198 tons of sulfur dioxide. * There are firms ready to sell or buy the allowances for sulfur dioxide emissions. Analysis Option 1: Burning High-Sulfur Coal without Scrubbers; Purchase Allowances In this option, we consider using the existing infrastructure. Since, the companies are allowed to buy extra emissions from some other firms, we will consider that. The information that is available to analyze is: * Cost of coal from 1992-1995 is $41.46 per ton and is expected to fall down to $29.82 per ton from 1996. * The amount of sulfur dioxide emitted is 266550 tons for burning 8.338 million of high-sulfur coal. * The first and only cost in this method will be the cost to buy emission allowances for sulfur dioxide from other firms. The costs will vary every year because of the difference in allowance prices as shown in Exhibit â€Å"Option1†1. * There is no capital costs involved in this method as there we are not investing in machinery required. Also, since there is no capital costs involved, there is no depreciation. * The additional operating costs are also zero. After, adding the tax benefits to the total cost, the net present value of cost in this method is $266,379,610. The advantages of using this approach are that there will be no costs to add or upgrade machinery. Also, since the plant will be operating as it currently is, there are least chances of unexpected malfunctioning of the plant. The issue with this approach is that we are assuming that there are firms willing to sell their allowances. But, since it is known that the Bowen plant is comparatively cleaner than  the other coal-fired steam electric plant, finding the firms willing to sell involves risk. And in-case, if we are not able to find firms ready to sell allowances, it will put the plant into a risk of shutting the operations and pay fines, or decrease the amount of electricity generation to emit the allowed sulfur dioxide levels. Also, it is a greater threat to the environment to emit such large numbers of sulfur dioxide when there are methods available to decrease those numbers. Option 2: Burning High-Sulfur Coal with Scrubbers; Sell Allowances In this option, we consider adding scrubbers to the plant. Scrubbers will help reduce the amount of sulfur dioxide emissions by 90%. In this option, the plant will be able to sell allowances as very low amounts of sulfur dioxide will be emitted by the plant. The information that is available to analyze this option is: * Cost of coal from 1992-1995 is $41.46 per ton and is expected to fall down to $29.82 per ton from 1996. * The amount of sulfur dioxide emitted is 26655 tons for burning 8.338 million of high-sulfur coal, once the scrubbers are installed * The first cost in this method will be the cost of installing scrubbers. The scrubbers are highly expensive and so can be considered to be installed and ready to use either by the beginning of Phase 1 (year 1995) or by the starting of Phase 2 (year 2000). The total capital costs including the 10% capital interest for installing scrubbers is $719,430,000. The cost is spread over three years, $143,850,000; $503,610,000; $71,970,000. * There is depreciation amounts involved for the investments in installing scrubbers. * The additional operating cost is $0.0013 per kilowatt hour that amounts to a total cost of $28,016,300 per kilowatt hour for each year * Also, the operation of Scrubbers uses 2% of the total electricity generated, which means 2% of the total revenue generated every year which has the value of $24,137,120. After adding the benefits of tax deductible expenses and depreciation values, the net present value of cost in this option is $451,531,619 if the Scrubbers are ready to be used in Phase 1 (as shown in Exhibit â€Å"Option2A†). If the Scrubbers are ready to be used in Phase 2 the net present value comes out to be $293,959,184 (shown in Exhibit â€Å"Option2B†). The advantages of using this approach are that there is a very low emission level of sulfur dioxide, and we can earn revenue by selling allowances. Also, we are sure that there will  be firms ready to buy those allowances. This option also is beneficial for the environment. The issue with this approach is that we are the net present value of the cost is high. Also, we will be investing atleast $293,959,184 in the plant which we are sure will be operational for only a few more years, till 2016. With the advancement in technology, there are higher chances of new more efficient plants to come on stream even earlier. Option 3: Burning Low-Sulfur Coal In this option, we consider changing the type of coal that is burnt in the plant. We can switch to low sulfur coal which contains 1% sulfur by weight and so will reduce the emission of sulfur dioxide in the environment. The information that is available to analyze this option is: * Cost of low- sulfur coal from 1996 is $30.37 per ton and is expected to rise to $34.92 per ton from 2000. In years 1992-1995, coal used in the plant will be high-sulfur coal which has the cost of $41.46 per ton * The amount of sulfur dioxide emitted is 16750 tons for burning 8.391 million of low-sulfur coal starting 1996 and so we would have to buy emission allowances for the years 1995, 2000-2016 and we will generate revenue in years 1996-1999 by selling the excess of emission allowance. * The first cost in this method will be the cost of switching from high-sulfur coal to low-sulfur coal. The amount and cost of high-sulfur coal required to generate 21,551 million kilowatt hours every year is different from the low-sulfur coal rate and quantity. There is an overall increase in the cost when operations are switched from high-sulfur coal to low-sulfur coal as shown in Exhibit â€Å"Option3†. * Switching to low-sulfur coals also need changes in the existing electrostatic precipitators used to control airborne particulate matter as it is currently designed for operating with high-sulfur coal. The costs for upgrading the electrostatic precipitators for low-sulfur coal is $22.1 million * There is depreciation amounts involved for the investments for upgrading electrostatic precipitators. After adding the benefits of tax deductible expenses and depreciation values, the net present value of cost in this option is $176,919,328 (as shown in Exhibit â€Å"Option3†). The advantages of using this approach are that the net present value of the costs is the lowest and so is most beneficial for the  Southern Company. There is relatively lower emission level of sulfur dioxide. Although we have to buy allowances in most of the years, still the lower levels are better for the environment. The issue with this approach is that we are the investing a $22.1 million in the plant and we are depending on the new type of coal whose cost is expected to rise over the years. Conclusions and Concerns: After analyzing all the three available options, I would conclude that the best option to be deployed is Option 3: Burn low-sulfur coal. This option does not only have the least cost but is also beneficial for the environment. The option will generate higher profits for the company and we can have even a lower cost, if the price of the low sulfur coal does not rise and is negotiable. Also, there can be a possibility that the changes in the electricity precipitator for low-sulfur coal could decrease the emission levels. The major concern with this option is that we have to either find firms willing to sell their allowances (although a small amount) or would have to decrease the amount of electricity generated to adjust the sulfur dioxide emissions which will impact the revenues but since the amounts are low, the revenues will not be affected adversely.

Can the government pla essays

Can the government pla essays Court challenge to order on brain-damaged woman expected this week by the associated press is an age old story in it self. About a women named Terri Schiavo whom which is in what doctors call a persistent vegetative state otherwise known as a coma, which has not changed in the last decade, due to heart failure from a chemical imbalance in early 1990.The battle between two sides of her family one who wants to take Shiavo off of life support and let her die a peaceful death. While the other side wants to keep her alive because they believe she is still going to wake up. Who is right and who is wrong? Well according to the Florida Supreme Court Shiavos husband is right and her feeding tube was removed and doctors said she should pass painlessly and without trauma in a matter of weeks. Well days later the Florida legislature Jeb Bush ordered the reinsertion of the feeding tube, clearly a violation of Shiavos constitutional right to fefuse medical attention. Additionally it shows a breach of conduct in the checks and balances of the United States. After all who is to say the legislature has the power to break a court order deciding whether or not a family member has or does not have the right to decide their own families demise in this situation and what will stop it from happening again. As a result Shiavos parents and husband are now once again involved in a debate whether or not to keep their daughter and wife on life support. It all began back in early 1990, when Terri Shiavo suffered heart complications due to a chemical imbalence. Well since that day she has been in a vegetable like state. Doctors say she has no brain activity and no signs of ever regaining conciousnes and Shiavos husband agrees with them on the removal of her feeding tube. However, Shiavos parents are a different story, they do not ...

Learn Ten Facts About Washington, D.C.

Learn Ten Facts About Washington, D.C. Washington, D.C., officially called the District of Columbia, is the capital of the United States. It was founded on July 16, 1790, and today has a city population of 599,657 (2009 estimate) and an area of 68 square miles (177 sq km). It should be noted, however, that during the week, Washington, D.C.s population rises to well over one million people due to suburban commuters. The population of the Washington, D.C. metropolitan area was 5.4 million people as of 2009. Washington, D.C. is home to all three branches of the U.S. government as well as many international organizations and the embassies of 174 foreign nations. In addition to being the center of U.S. government, Washington, D.C. is known for its history, many historic national monuments and famous museums like the Smithsonian Institution. The following is a list of ten important things to know about Washington, D.C. Inhabited by the Nacotchtank Tribe of Native Americans When Europeans first arrived in what is present-day Washington, D.C. in the 17th century the area was inhabited by the Nacotchtank tribe of Native Americans. By the 18th century though, Europeans had relocated the tribe and the region was becoming developed. In 1749, Alexandria, Virginia was founded and in 1751, the Province of Maryland chartered Georgetown along the Potomac River. Eventually, both were included in the original Washington, D.C. District. The Residence Act In 1788, James Madison stated that the new U.S. nation would need a capital that was distinct from the states. Shortly thereafter, Article I of the U.S Constitution stated that a district, separate from the states, would become the seat of government. On July 16, 1790, the Residence Act established that this capital district would be located along the Potomac River and President George Washington would decide exactly where. The Organic Act Officially Organized the District of Columbia Initially, Washington, D.C. was a square and measured ten miles (16 km) on each side. First, a federal city was constructed near Georgetown and on September 9, 1791, the city was named Washington and the newly established federal district was named Columbia. In 1801, the Organic Act officially organized the District of Columbia and it was expanded to include Washington, Georgetown, and Alexandria. The War of 1812 In August 1814, Washington, D.C. was attacked by British forces during the War of 1812 and the Capitol, Treasury and White House were all burned. They were quickly repaired however and governmental operations resumed. In 1846, Washington, D.C. lost some of its area when Congress returned all District territory south of the Potomac back to the Commonwealth of Virginia. The Organic Act of 1871 then combined the City of Washington, Georgetown and Washington County into a single entity known as the District of Columbia. This is the region that became known as todays Washington, D.C. Washington D.C. Is Still Considered Separate Today, Washington, D.C. is still considered separate from its neighboring states (Virginia and Maryland) and it is governed by a mayor and a city council. The U.S. Congress, however, has the highest authority over the area and it can overturn local laws if necessary. In addition, residents of Washington, D.C. were not allowed to vote in presidential elections until 1961. Washington, D.C. also has a non-voting Congressional delegate but it does not have any senators. Economy Focused on Service and Government Jobs Washington, D.C. currently has a large growing economy that is mainly focused on the service sector and government jobs. According to Wikipedia, in 2008, federal government jobs made up 27% of the jobs in Washington, D.C. In addition to government jobs, Washington, D.C. also has industries related to education, finance, and research. D.C. Is 68 Square Miles The total area of Washington, D.C. today is 68 square miles (177 sq km) - all of which formerly belonged to Maryland. The area is surrounded by Maryland on three sides and Virginia to the south. The highest point in Washington, D.C. is Point Reno at 409 feet (125 m) and it is located in the Tenleytown neighborhood. Much of Washington, D.C. is parkland and the district was highly planned during its initial construction. Washington, D.C. is divided into four quadrants: the Northwest, Northeast, Southeast, and Southwest. Each quadrant radiates out from the Capitol building. The Climate Is Humid Subtropical The climate of Washington, D.C. is considered humid subtropical. It has cold winters with average snowfall at about 14.7 inches (37 cm) and hot, humid summers. The average January low temperature is 27.3ËšF (-3ËšC) while the average July high is 88ËšF (31ËšC). The Population Distribution As of 2007, Washington, D.C. had a population distribution of 56% African American, 36% White, 3% Asian and 5% other. The district has had a significant population of African Americans since its founding largely because of the freeing of slaves in the southern states following the American Revolution. Recently, however, the percentage of African Americans has been declining in Washington, D.C. as more of the population moves to the suburbs. Cultural Center of the U.S. Washington, D.C. is considered a cultural center of the U.S. because of its many National Historic Landmarks, museums and historic places such as the Capitol and White House. Washington, D.C. is home to the National Mall which is a large park within the city and it contains museums like the Smithsonian and the National Museum of Natural History. The Washington Monument is located on the west end of the National Mall. Sources: Wikipedia.org. (5 October 2010). Washington Monument - Wikipedia, the Free Encyclopedia. Retrieved from: http://en.wikipedia.org/wiki/Washington_MonumentWikipedia.org. (30 September 2010). Washington, D.C. - Wikipedia, the Free Encyclopedia. Retrieved from: http://en.wikipedia.org/wiki/Washington,_D.C.

Women and honor Essay Example | Topics and Well Written Essays - 500 words

Women and honor - Essay Example What is clear about this is that women need a new path of ethics and morality. The problem that stands in the way is speech or language that prevents us from putting an end to our silences and â€Å"liberating ourselves from our secrets.† Speaking on the subject of truth, Rich tells us that women tell lies in order to survive. They lie to most people they come across especially people who legally have power over us such as a husband or a lover. Lying is used as weapon of false power that is wielded to get our own way. In a culture that validates only male power, women use lying as a potent tool to gain control of different situations. In order to justify our lies we use phrases like –â€Å"nobody’s business but my own† or â€Å"my privacy† etc...Rich compares lying to living a life â€Å"in the closet†, because it becomes more a necessity to lie to friends, family, bosses, colleagues or even clients. According to her, a liar leads a life of fear and loneliness which is self- destructive. It creates a kind of void within the woman and she tries to fill this barrenness by getting children. The lies she uses is more like a denial of the fear she feels. A liar always resists confrontation because she lives a cowardly life- one that has no truth in it. The author emphasizes that truth and honor are not things that just spring to life, they have to be created and nurtured between people. When truth prevails, the possibilities between people are endless and life becomes all the more interesting; but the liar loses sight of all these possibilities and continues to live in fear and loneliness. Graham Greene’s narration shifts between the past -of the events leading to Pyle’s death and the present reality that exists after the death of Pyle. The Quiet American is set against a backdrop of Vietnam during the latter part of the First Indo- China war. The story revolves around love of a young and beautiful Vietnamese girl