Wednesday, July 31, 2019

Conflict Reflection

University What makes an effective, moral, and efficient leader? Over the last several years in the workforce I have tried to learn what it takes to have strong leadership in the workforce. The way I see it leadership is made of many different parts which have been taken from many different areas. Things such as reading, training, and various programs that we have taken part in while in the workforce that are meant to enhance our leadership capabilities.Leadership from my perspective is made up of any different things such as being open minded, how we work and interact with others, being open to lifelong learning from any meaner, being a collaborator, having vision, and you must be willing to take risks when necessary. I have been working hard to become a better leader and feel like I make more and more progress all the time. I have learned that a key part of this is how you work with others. I have also learned that a definite key to to success it having characteristics such as inte grity, education, knowledge, skill, and determination.I am still learning and want to learn and improve more every day. Introduction: While preparing to do this paper I used a few different sources to complete the research that allowed me to complete this paper. I first read the text from the course, which lead me to the web sites kissers. Com and outfielders. Com/big five. I was able to take the information from these three sources to make a pretty accurate assessment of my leadership style, my strengths, and of my weakness. This information will help me to better understand and make a plan for me to become a better leader for the future.Test Result Kissers Style Sorter: When took the personality on the Kerrey website, my personality type was labeled as n idealist. I was not really sure that I agreed with this until I really sat down and read the assessment. When I reflected on what I though this meant I was not sure that this was a good or bad thing. I really though that this was not necessarily a good thing and was really beginning to doubt my abilities as a leader. After reading the assessment I realized that this was much more me that I ever really thought it could be.I believe that being an idealist can be considered and amazing strength. Being an idealist shows that I not only strive to develop myself but that I strive to be the best that I can be. In striving to be the best this also meaner wanting to help others. Others, and they want to help them reach their full potential in many area such as learning, counseling, social services, personal work, Journalism, helping others find their way, and helping them to reach their maximum potential. Idealists are also very ethical. In today's business environment all to often ethics continue to be an issue.It is very hard sometimes to determine the difference between right and wrong and choosing the hard right over the easy wrong. Idealists' still find a way to hold themselves to the highest standard of persona l integrity. Idealists are also very kind people who show love and good will to most all people. They believe in being warm and giving to others, this leads to good friendly and loving relationships. They are one of the smallest populations and a very rare group only making up 15 to 20 percent of the population.Big Five Personality Test When I took the Big Five Personality Test, one of the strengths that I found was in the area of conscientiousness. When I scored a 78 in this area and was very proud of that. There are many things that I would love to say that I have strengths in, and this is definitely one of them. I would to think that I and reliable and self-disciplined and this assessment showed me that I truly am. As I went through these assessments I realized that there are many areas that I could use some growth in.I will not say that I was not shocked by some of them but seeing as how I answered the questions very honestly I figure that they must be pretty honest results. I r eally had in some of the areas sort off hard pill to swallow but I have done so and hope to use forward and use this to my advantage. On the Big Five assessment the score showed I was extremely closed minded, and his came as a shock to me. I always considered myself to be a person who was open to new ideas and new experiences. I now can see with the way that answered these questions that that must not be the case.I now know that I need to start looking at things and thinking about them before I make a final decision. I need to learn that I should not Just have the attitude that it is my ideas or my way or nothing. This attitude can be a big turn of to all of those who I work with, whether they are above or below me. I also was truly shocked to find out that this assessment show me to be an introvert. I had always considered myself to be an extrovert, this is the third time I have taken an assessment that has show me to be Just the opposite.This is something that I definitely need to work on and I am not even sure how to fix it, as I don't really see it. I guess how I can grow in this and the previous area is Just to sit down and talk frankly with those that I work with. I can pose the issue to them and assure them that I would like them to address this subject freely so that I am able to correct the issue and move forward. If I do not find away to address and correct these issues it will have a great impact n how effective that I am in my Job. If people think that I am closed minded and introverted they will never want to approach me.If I people perceive me to be unapproachable and closed off this could lead to issues that need to be address being put on the back burner. This could lead too lack of productivity and an unhealthy work environment. Overall I found these results to be shocking. Some of the areas on the assessment ultimately I am happy with the results because I may have otherwise never seen where these weaknesses lie. This helped me to see that I have both strengths and knees and how I can impact both sides for the positive.

Education and Social Mobility Essay

Historically, due to our post-colonial background, that of the plantation society, education was only afforded to the white, upper class individuals. In order to establish and reinforce a hierarchy of power and ownership, wealthy capitalists ensured first-rate education for their children, while actively excluding members of the lower classes from this luxury. Due to the caste system, students or individuals are stratified, where individuals from non- traditional school have less opportunity for social mobility, solely due to fact that students or individuals from traditional schools are of such social class, that their opportunity is based on their ascribed characteristics, which influences them in a profound way. Nonetheless, it is my view that this is a fact, due to the differences in class and culture, students will have varied access to resources with regard to education, and therefore, there will be different opportunity for education and social mobility within our society. Firstly, while conducting the research on this thesis, it was found that the functionalist theory was not applicable, as the functionalist view studies the ways in which education aids society, as such, this sociological perspective did not support any of my points being made within this research paper. However, this research proved that the main views are supported by the Marxist conflict theory, which studies the ways in which education manages the imbalance of power in our society. Due to socioeconomic background of individuals, those from low-income backgrounds are less likely to graduate from high school, less likely to go to university and even if Comment [A1]: Very good they do graduate, they are less likely to complete university if they enrol. Consequently, the gap between children from the lower socioeconomic strata and those from the middle and upper strata tends to increase with the level of school. This relates to social class; where the higher the social class, the more likely parents are to hold high expectations, and positively influence the child to attain a high degree of education. This suggests that schools contribute to educational inequality, where children who are deprived by their social background when they enter school become even more disadvantaged as they progress through school, and as such at a greater difficulty for social mobility. Comment [A2]: Good This is supported by an article taken from the Jamaica Gleaner, by contributor Michael Waul, who agrees with this notion. Students from marginalised socio-economic backgrounds, giving rise to disparate educational experiences is greatly evident in the preparatory/primary and traditional/ non-traditional high-school divide. Where access to quality education remains largely determined by societal class, a fact evident not only in the differential resources available to schools but also the background of students entering better-resourced institutions. Comment [A3]: What does a conflict perspective say about this issue? This helps to perpetuates historical societal divisions, that of our post-colonial plantation society, where rewarding those from higher social classes while placing those from lower classes at an increasing disadvantage. This results in low CXC pass rates, increasing number of high-school dropouts in regards to non-traditional high schools, therefore leading to a decrease in the number of students attending university for tertiary education. Subsequently, with regard to primary and/or preparatory schools, a great majority of students are passing the GSAT examination; however with the majority of the passes, students are being placed into non-traditional high school, where only a minority of students are being placed in traditional high schools. This only proves to further the division between the upper class and the lower class, while other students are placed into non- traditional schools solely because of the environment in which they live. Even though some students may excel in their examinations, due to where they reside, they are placed in schools that are close to their homes, and as a result their chance for social mobility diminishes, as they are not able to have access to resources Comment [A4]: Issue of screening and facilities, that are available at traditional schools, and as such greatly disadvantage from the start of their education, and as such there is social inequality. This is supported from an article from the Jamaican Gleaner, by Michael Waul, noting that access to tertiary education is a difficult option for the poor. As such, poverty prevents economic freedom and choice, and so despite ones willingness, this circumvents many realities of their experience, where the poor is held in the vicious cycle of continuous poverty, and as such at a great disadvantage for social mobility for those students from non-traditional schools which are mostly individuals from the lower socioeconomic background. Another element which affects the social mobility of students from traditional school versus students from non-traditional schools is that of the neo-Marxist reproduction theory, which involves what is known as â€Å"tracking†. This involves the assignment of students according to class and basic work roles. This grouping by ability, or tracking of students, has been common in non-traditional schools. In fact, as students progress through school, they tend to take classes that ensure they will remain in the same track, where they are at a disadvantage for social mobility. So instead of promoting democracy, social mobility and equality, schools reproduce the ideology of the dominant groups in society. This is supported by theorist Pierre Bourdieu, where each individual occupies a position in a social space, by his or her habit, which include beliefs or mannerism and also by cultural capital, where belief and mannerism are in some cultural settings, however, not in some. This is evident between the cultures of traditional schools and non-traditional school. Similarly, another aspect which affects, and illustrates my notion of the inequality of traditional school versus non-traditional schools is referred to as the hidden curriculum. This system includes values and beliefs that support the status quo, thus reinforcing the existing social hierarchy, which include the books we read and various classroom activities that we participate in. On the other hand, theorist and other individuals will disagree with my argument, and contest that students from non-traditional schools do have a great opportunity for social mobility. Others believe tracking systems does allow for some mobility, and the effects of tracking depend upon the way the tracking is organised according to Gamoran. This view is supported by an article in the Jamaica Gleaner, by Micheal Waul where students in traditional schools, such as preparatory schools are not inherently more intelligent than the other students from non-traditional school. However, due to disparity in performance, what differentiates them is largely a matter of economics. This suggests that wealthier parents are better able to fund the private schooling of their children in institutions which are better equipped to meet the students’ learning needs. Likewise, parents who lack financial support are more likely to enrol their children in the non-traditional schools, which is limited to government-provided resources. However, this is not sufficient in allowing student from non-traditional school to acquire the necessary resources needed to be best able to perform at their maximum capacity. Contrary to this perspective, there are the rare occasions that occur when students from non-traditional schools strive against all the odds, and actually excel in their examination. Thus allowing them to be placed in traditional schools, which in turn provides them with the necessary resources needed to move upward on the social ladder. This is evident as I have read in the Jamaica Observer, that the top performing boy and girl in the GSAT examination in 2013, are from non-traditional schools, and as such are the rare cases. Another view, contrary to my belief, is from an article from the Jamaica Gleaner, by Robert Buddan, in which individuals from poorer or less-advantaged communities and households can achieve and while poverty hinders, as previously stated. Also individuals from lower class society and single-parent families can achieve given good personal and institutional guidance. However, the students have to be dedicated and committed, and teachers who have confidence in each other can make up for the lack of financial support and other disadvantages which may arise. This is evident in the case of traditional schools such as St. Georges College and Kingston College. The founders of the institutions could have established the school ‘uptown’ instead of ‘downtown’, as other institutions such as Campion and Ardenne High School have done. However, they built their school downtown, and as such the founders did the opposite in all respects. The schools were established downtown, and as such opportunities were offered to great numbers from all classes in order to make education affordable. However, contrary to the beliefs of the conflict theory, the interactionist theorists believe that students from non-traditional schools can achieve social mobility. This is possible through social interaction with peers. Due to the fact that not all upper class students are placed in traditional schools, there are the few that are placed non-traditional school. This allows a mix of social class, and as such, some children will push themselves to achieve more, to that of the standards of the upper class. This outcomes allow students from traditional school to be able to interact with other students from upper class society, thus the student would be shaped in such a manner. This intern allows the student to gather and grasps the different cultures and values from that of the elites of society, on how to behave in our modern society, and thus becoming more affluent in relating to individual from the upper class of society. This will allow them increased opportunity for social mobility, due the fact that student would interact with their peers from their school, allowing them the opportunity to different aspects of the social world, and thus have a different view from that of student from non-traditional school This is evident as students from a lower socioeconomic background, when placed in a traditional school, due to interaction with other students from that school, there attitude and values gradually tend to start changing. Due to this interaction, these individual strive to be similar to those higher economic background, and as such are at a greater position for social mobility. Nonetheless, it is evident that students from non-traditional school have increasing opportunity for social mobility, as our society is gradually changing, where the need for skilled labourer are becoming more necessary. It is in non-traditional school, where the more technical skills are being offered such as mechanical engineering and technical drawing. As such, these students from non-traditional schools are being offered more opportunities for social mobility, as the employment sector has become more diverse, and has changed from the past, where mostly teachers and government employees, had prominent positions for social mobility. However this has not bridged the gap in social classes in entering top level positions. In conclusion, with regards to my thesis statement, the most important sociological perspectives of this research are both the Conflict theory and Interactionist theory. The Functionalist theory did not support the points being made in this research, as the functionalist believe that education is equal, where my belief completely contradict this view. After detailed reading and research I found that the gap between social mobility between students from traditional school versus non-traditional school have greatly decrease over the last 40 years, and now traditional school, does not necessarily ensure social mobility of it students. However, there is still a great gap present, but it is gradually becoming closer. 12/15 While the functionalist theory does not support your point, it would have been good for you to mention some of their key issues and how education reinforces social norms and then you can then refute some claims. Very good attempt overall – very astute in your thinking and writing.

Tuesday, July 30, 2019

A Beautiful Mind takes place over the course of forty seven years in John Nash’s life

A Beautiful Mind takes place over the course of forty seven years in John Nash's life. It is based on a true story. The film begins with John Nash as he is entering into graduate school at Princeton in the late 1940's and lasts through the reception of his Nobel Prize in 1994. During his schooling he lives on campus alone, but a few years after he graduates, he meets Alicia Larde. Eventually he marries her, and they move in to together and have a son. Throughout the span of the film he develops schizophrenia and his condition progresses, until he is diagnosed, after which treatment is implemented. He seems to suffer from schizophrenia paranoid type, because of the prominence of his delusions, as well as his numerous interpersonal problems. The first symptom that John Nash displays which can be used to classify him clinically as schizophrenic is disturbance of language. When he is working on a difficult mathematics problem, or walking from one place to another, he mutters unintelligible things to himself. Often when coming out of one of his hallucinations he is under a lot of stress and begins talking nonsense, such as when he was giving his infant son a bath. When his wife returned to find the baby nearly drowning, John Nash insists, even though he is alone in the room, that his old college roommate, who doesn't exist, was watching the baby. Further, he claims that Charles was injected with a sort of serum that made him invisible. The meaning of his claims doesn't make sense within the context of the situation. Also, at the beginning of the movie, in response to a challenge, he tells his classmate that he is â€Å"terrified, mortified, petrified, and stupefied,† by him, which could be a form of clanging, although it actually makes sense. His disturbance of language mainly results from his disruption of perception, which includes rather complex hallucinations. The first hallucination he has, which follows him for the rest of his life, is his roommate, Charles Herman, whom he ‘meets' in graduate school. Soon after, John Nash is introduced to six year old Marcee, Charles' niece. After graduating, and being appointed to a position at Wheeler Lab, his work with the government prompts another hallucination-this time of a top secret government investigator, a William Parcher, who goes on to give Nash an assortment of ‘assignments. The many delusions that he suffers can be classified under disturbance of thought. First of all he exhibits delusions of grandeur. He estimates himself at such a high importance level that he feels as though he is invincible, and should not be capable of losing-even in a board game. Also after doing minor work with the government, he thinks he's a spy, allowing him to work with top secret government documents, but that is just a part of his delusions of grandeur. Really believing he is a spy has to do with his confused sense of self. Being a spy is a position he has created for himself. Even after being forcibly admitted to the psychiatric hospital, he continues to believe they are his enemies, that they hospital staff are merely Russians trying to trick him into divulging his secrets. He's so paranoid, that when his wife, Alicia, comes to visit at the hospital, he warns her that ‘they' may be listening through microphones. John Nash feels persecuted by his friends and the doctors. He thinks they are simply out to get him, because he cannot realize the condition he is in. There are two clear examples of inappropriate emotion that Nash exhibits in this film. When he is studying in the library at Princeton, he casually mentions how he watched a woman get mugged, and then continues to display the mathematical equation he drew depicting the event. As his hallucination of Charles Herman points out to him, it's not normal to sit by calmly and watch as a woman's purse gets stolen. Second of all, when his baby nearly drowns because of his carelessness, he does not seem very upset, and cannot understand why his wife is so distraught. John Nash can be considered abnormal by evaluating him under several characteristics. All of these symptoms that he displays throughout the movie fit the criteria perfectly. First off he shows a deviation from normal and ideal mental health. People in his life began to notice that something is just not right with John. His wife finds herself in denial, but near the end she sees it, too. Because of his condition he suffers from nearly constant personal distress and discomfort. His classmates taunt him, and even losing a simple game with one of them upsets him and sends him off running, mumbling to himself in a disturbed way. His frustration with himself at not being able to solve math problems or come up with a topic for his doctorate thesis, interfere with his functioning in everyday life. He spends the majority of his time obsessing over his work-real and imagined. Hours and hours every night he pores over magazines for his government â€Å"boss† (one of his hallucinations) trying to discern top secret codes and patterns, but in reality he is just idling away his time that should be spent with his family or performing his job. He can't seem to control his obsession with following the instructions his hallucinations give him to the point where it impairs his functioning as an instructor, a husband, and a father. He's a danger to himself, as well as to others. In graduate school in a fit of frustration he cracks his head against a glass window, cutting his head open, and once committed to the psychiatric hospital he digs a hole in his arm until he starts bleeding, trying to find the secret code he believes is implanted in his skin. Dr. Rosen, the psychologist, after a careful examination of John Nash, gives him the professional diagnosis of schizophrenia. Of the two types of schizophrenia, reactive and process, John Nash is most likely suffering from process schizophrenia, because of factors involving the way the disease progressed. His symptoms developed gradually, beginning as early as graduate school in Princeton, when he first started ‘seeing' his college roommate, Charles Herman-rather than resulting from a specific precipitating stressor. The symptoms began, as noted, supposedly close to the time when he begins graduate school, and continue to get progressively worse as time passes, lasting throughout his entire life. This type of schizophrenia has a poorer prognosis compared to the sudden-onset Reactive schizophrenia, and even though the doctors administer insulin shock and prescribe pills for John Nash, his symptoms still persist into his old age. This film begins simultaneously with John Nash's entrance into graduate school, and that is also when development of his schizophrenic symptoms began. Despite the fact that the film does not give evidence of his pre-morbid personality, it can be inferred that Nash has always had social problems. At one point he informs his ‘roommate' that he doesn't much like people, and neither do people much like him, which leads the audience to believe that he has struggled with social relationships for most of his life. In the several bar scenes, he attempts conversations with women, but finds himself lacking the social skills necessary to keep any of their favors the moment he opens his mouth to speak. In his opening line to one girl he proposes â€Å"intercourse,† in addition to mentioning something regarding â€Å"the exchange of fluids. † And his best friend in the world turns out to be a hallucination. John Nash manages to maintain only one close relationship during the entire film, and that is to his wife, Alicia-and even that tie becomes stressed when his symptoms began to increase in severity. To put John Nash's behavior into a theoretical framework, both of his methods of treatment can be taken into account. His doctors at the psychiatric hospital administer him a vigorous program of insulin shocks to begin treatment. After which he is put on a prescription of drugs to control his symptoms. According to the Biological theory his schizophrenia had to be caused by some abnormality in his genes, resulting in either a dysfunction in his nervous or endocrine systems. To correct for this Dr Rosen, his doctor, prescribed a course of medical treatments, which seemed to work, because Nash's hallucinations, as well as other symptoms, went away. The medicine had unpleasant side effects for Nash-interfering in his work because he could not focus on equations, and disrupting his personal life, because he could not respond to his wife sexually, nor interact with his son-so he decided quit taking the medication and to try a different method. John Nash's personal opinion was that he could learn to control his symptoms on his own. He felt that life wasn't worth living if he couldn't do it on his own terms, if he couldn't work, relate to his wife, or raise his son. He took on an Existential perspective, holding to beliefs that he had the freewill to be responsible for his own condition. He decided that he did not have to pay attention to his hallucinations, and while they never left him completely, he was able to live day to day without getting caught up in them to the point where it would interfere with his functioning. He chose to get better, and thought the symptoms did not go away, he was able to develop discipline on his own to ignore them. My question is how the lack of social skills is related to his development of schizophrenia. Did he suffer from poor social skills, and as a result, his condition was catalyzed by the consequential lack of meaningful relationships? Or were his poor communication proficiency and lack of perception early warning signs of the disease to come? For the paranoid type of schizophrenia, there are automatically interpersonal problems taken into account, because of the bizarre behavior, regarding interaction with their hallucinations. People suffering from negative symptoms-and thus having few social skills-tend to have a smaller social network to support them throughout the difficulty of their disease, which deprives them of the ability to function independently (Macdonald, 1998, p. 275). Lack of social skills and appropriate social responses has been determined to be caused by the slowing down of visual processing in schizophrenics. By administering a test of visual apprehension, it was shown that schizophrenics take longer to visually register gestures and facial expressions, and often the social clue lasts too briefly to be understood (Sergi, 2002, p. 239). John Nash, to begin with, has a very difficult time operating in social situations. Even his third grade teacher commented that he was give two brains, and only half a heart, so apparently his lack of social skills stems from his childhood. Since he was not able to build up a social support network prior to the development of his disorder, it was more challenging for him to be able to function normally within society again on his own. Eventually, though, it is his relationship with his wife, and his desire to be there for her, which helps him in dealing with the ongoing symptoms so that he can survive from each day to the next without giving in. Research has found that neurocognitive functioning, or a dysfunction in neurocognitive functioning-due to a biologically based disorder, like Schizophrenia-may have an effect on specific social skills. In turn, the hindrance of those skills could then indirectly affect the level of social functioning in an individual (Addington, 1998, p. 65). Thus, the disorder is not the cause or the social dysfunction, but neither is the lack in social skills a risk factor for developing Schizophrenia. While these two factors do not have a causational relationship, they do seem to have a correlational relationship-meaning the presence of one would indicate a higher probability of also detecting the other.

Monday, July 29, 2019

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).

Sunday, July 28, 2019

8 keys Research Paper Example | Topics and Well Written Essays - 500 words

8 keys - Research Paper Example The arrow pointing upwards represents the market direction while the horizontal arrow is the product. The company needs to make development strategies by using the internet and targeting geographic markets and customer segments that are new. The company can enhance its service delivery by recruiting more skilled personnel and trying to work on reducing the process of their products slightly in order to ensure that it attracts more customers into their products. The management can also think about incentives that are attractive to loyal customers and make proper product promotion. The company can also decide to reduce or cut out some intermediaries in the chain of supply in order to ensure that the structure of their business is conducive and in line with the market place. However, they can also weigh and see if they can consider reintermediation to enhance the chain of supply of their products in some areas. I would suggest that the company decides on countermediation to have a position of enhancing their operation when it comes to e-business. The company has to come up with a mechanism of ensuring that knowledge sharing systems are installed in their appropriate positions and are functioning at all times. Internet connected computers, phones and bells must be installed at every desk and room where operation takes place. Employees must also work according to their qualifications and areas of expertise to ensure that there is free flow of relevant information and perfect instruction following. The management of the company plans for staff meetings three times in a week or any other time that need arises. It is significant to deduce a way of emphasizing the company’s strengths and ensuring that weaknesses are minimized in order to ensure that there is a future in the flow of the entire system. For instance, the company needs to maintain the quality of its products, keep on motivating its workers and staff for

Saturday, July 27, 2019

Case study Term Paper Example | Topics and Well Written Essays - 500 words - 1

Case study - Term Paper Example idemiologically, modifying hypotheses, if needed, comparing and reconciling with laboratory and/or environmental studies, implementing control and prevention measures, monitoring, and publishing or presenting findings In cases of gastrointestinal illness, such as the one given, there are a lot of differential diagnoses. Esophageal symptoms, although commonly due to gastroesophageal reflux disease and large idiopathic ulcers, can also be caused by Candida, Cytomegalovirus or Herpes simplex infection. Diarrhea, on the other hand, is usually by idiopathic/HIV enteropathy, or infection by Cytomegalovirus, Salmonella, Shigella, Campylobacter, Clostridium difficile, and Giardia lamblia. Meanwhile, hepatic disorders are caused by drug toxicity, hepatitis A, B or C infection, syphilis, Mycobacterium avium, Cryptococcus neoformans, Cytomegalovirus, Bartonella henselae, and Mycobacterium tuberculosis. Biliary disorders can result from infection by Cryptosporidia, Mycobacterium avum, Microsporidia, and Cytomegalovirus, while pancreatitis can be due to drug toxicities or opportunistic infections (Marriot & Post, 2009). If an infection has occurred, the likely source of infection must be identified. modes of transmission: the possible ways, such as direct contact, inhalation, vehicle-borne, fecal-oral, and vector-borne, by which the pathogen is spread to one susceptible person to another. A vehicle is a mode of transmission using a non-living thing, in this case either water or food, which carried the bacteria, and led to its inoculation of susceptible individuals, while a vector is an organism, usually an insect such as mosquito, that carries the pathogen that causes the disease. Contact with a vector, like getting a mosquito bite, transmits the microorganism to an individual. If he or she is susceptible, development of disease ensues (Centers for Disease Control and Prevention, 2012). To identify the most likely mode of transmission and the most plausible cause of the

Friday, July 26, 2019

Cultural immersion Essay Example | Topics and Well Written Essays - 1750 words

Cultural immersion - Essay Example The contrasts were deliberately sharp and well-defined: I was an international student mingling with American citizens; I was Muslim whereas I chose to attend a Baptist church; I was white whereas much of the congregation was black; and, I was an "outsider" in nearly each and every respect. From a cultural point of view, this was stretching the differences rather tightly. As an initial matter, I must admit that I was very nervous and a bit uncertain. As I was driving to the church, a million different things went through my mind. I was often hesitant and excited at the same time. I was hesitant because I felt quite awkward attending a religious service so different than my own. I have heard many things about Christianity and I have had many Christian friends; despite this superficial familiarity, I didn't know whether I would be welcome at the church. I wondered whether people might ask me personal questions, such as whether I had been baptized a Christian, and I wondered whether I ought to answer truthfully that I was a Muslim or whether I ought to simply lie and try to be accepted. More confusing was the fact that I didn't really understand the different nuances of the Christian religion. I knew that there were many different branches, such as Protestants, Catholics, Methodists, Episcopalians, and Baptists, but I didn't know how these different rel igious branches differed in terms of doctrine or behavior. More, these were black Baptists, and I wondered why blacks went to a different church than other Baptists. I wondered whether I would be the only Muslim or the only light-skinned person. Despite these fears, I imagined that the people would not be hostile. This is because I had telephoned in advance, and I was told that I would be more than welcome to attend. The church employee had given me directions and suggested that I attend the morning service rather than a workshop. In short, I approached the experience with a cautious optimism. The actual experience was both illuminating and a bit humbling. It was illuminating because I witnessed a true community of people, brought together by a common set of beliefs, and a people whom appeared extraordinarily conservative and possessed of pride and self-esteem. Three things, I think, struck me most about the people that I observed and met. First, everyone was well-groomed and the worship service seemed as much a fashion show as a religious event. Whether it was the young children or the older adults, everyone was dressed in fine clothes. Darker colors prevailed, though there were brighter accessories. There seemed to have been an unspoken dress code, and although I had dressed politely, I felt that my clothing was slightly out of place. This was something I had not anticipated; I had been worried about being a Muslim and a foreign citizen, but I hadn't even considered how to dress beyond being polite. I felt, as I entered the church, that my clothing identified me as an outsider. Second, everyone was quite friendly and everyone seemed to know everyone. I was struck by the hugs and the handshakes. People smiled and greeted their fellow worshipers with big smiles. Their interaction was both formal and informal at the same time; more particularly, they spoke very

Assignment 6 Essay Example | Topics and Well Written Essays - 1500 words

Assignment 6 - Essay Example It is for this reason that Liberal philosophers should support exemptions to the rules and norms of society for minority cultures: by promoting cultural exemptions, they will also support autonomy and equality. Before proceeding further with an argument for the importance of cultural exemptions to Liberalism, it is probably a good idea to define some terms and make sure that the concepts of Liberalism, autonomy and cultural exemptions are fully understood. Liberalism, as describe above, basically espouses the idea that everybody should be treated equally. As we saw in earlier chapters, like the one on the art of Benin, this is not always the case. In regards to Benin, they were seen as less â€Å"civilised† than the British, and this led to their being abused and mistreated when the two cultures clashed. This would not have happened if the British at the time had followed Liberalism, because it accepts that different cultures have â€Å"differences in moral values; different tastes in art, literature or music; differences in social customs and traditions; and differences in belief† (Pike 97). However, Liberalism itself has varying traditions. Two of those which are discussed in this chapter are difference-blind Liberalism and the Liberalism which accepts â€Å"rule and exemption approach† (Pike 106). The first of these seems fairly straight-forward. It basically means that the philosopher ignores any sort of difference whatsoever between any two people. The â€Å"rule and exemption† idea, on the other hand, involves creating rules for all people and then giving people exemptions based on cultural, social, or religious differences. In this case, then, the philosopher would acknowledge some that differences are important and need to be taken into account. On the surface, difference-blind Liberalism seems perfectly reasonable when your philosophy is â€Å"that every human being is of

Thursday, July 25, 2019

Nationality and ethnic characteristics Essay Example | Topics and Well Written Essays - 250 words

Nationality and ethnic characteristics - Essay Example One is often inclined to tag a person through his or her unique attribute like appearance, nationality, eccentricity, accent etc. Nationality and ethnic characteristics are most frequent way of defining a person. In my neighborhood, there is Mexican person who is very jovial but he has an irritating habit of shaking his head and laughing at silly jokes. So we often refer to him as ‘mover and shaker’ and like to interact with him because he gives such unique perspective to serious and non serious issues. Unfortunately, he is also a crooked old bachelor of seventy years and his crusty ribald jokes sometimes become irritating. He thinks the world is a merry go round and we must enjoy every moment. But perhaps, he is right because we are living in a fast paced time where we often forget to interact with nature or even enjoy the leisure time. The competitive world has made us more selfish and less prone to enjoy our success lest we may lose it to our competition. Our mover an d shaker makes us laugh. His silly jokes make us forget our sorrows and tensions of the day. Whenever we are angry at someone or something, he would jokingly tell us to imagine that person as a stone. Then he would pick a stone and ask us to throw it away. With him we would often throw away our tensions just like stones. His unique way of looking at things has made us wiser and a better person. We have learnt from him that love and laughter must be cherished as life is too short to waste it away on hate, jealousy and rivalry.

Wednesday, July 24, 2019

IT Systems Case Study Assignment Example | Topics and Well Written Essays - 1000 words

IT Systems Case Study - Assignment Example The institutional archives manager at Campus A learned the tough way that he could not inactively wait till electronic records were conveyed to his office for long-standing access and retention. A research of the records at the campus, aided by the National Historical Publication and Records Commission grant, discovered that over 90 percent of the data sets did not have adequate documentation, hence making archival evaluation impossible (Kahn, 2000, 332). Campus B The archives department at Campus B opted for a method to handling electronic records, which was extremely diverse from Campus A’s. Rather than working with groups all through the university system, the archives department opted to work with a minute group of mainly external experts on creating an electronic-record policy (Kahn, 2000, 336). The challenge to this is that it left out vital departments of the institution meaning that the final policy did not incorporate every department’s view about the endeavor (Kahn, 2000, 337). Also, the campus had limited resources unlike Campus A, which opted to use all the resources they could together for the endeavor. Unlimited resources translated into unlimited support for the system. Strategic Responses to the Challenges Campus A In response to the campus’ IT report, the institution archives director begun by strengthening internet record management in his office and also by seeking the assistance of relevant and significant offices and departments all round the institution. He also started to make use of a new budget-management scheme, which rewarded record-management endeavors all through the university system (Kahn, 2000, 334). The director’s initial move to deal with this problem was to add the role of electronic-record management to the archives department. The appointment of the electronic-record administrator in the archives department was a departure from normal practice whereby record management was housed in an administrat ive scheme. Campus B The archives department allocated a majority of its internal budget resources and a US$130,000 national grant for creating a conceptual strategy for managing electronic records (Kahn, 2000, 335). The money was largely used to recruit a small team and pay faculty to oversee pilot record-management plans and create policy. The archives department director also hired a counseling board which included national specialists in the field of electronic-record management. Just two people in the institution’s hierarchy—a university personnel director, as well as a university information resources administrator—were included on that board (Kahn, 2000, 336). This would assist the campus to come to grips with the policy and management concerns surrounding electronic records. Social Action Theory Social action, in sociology, is an act that considers the actions and reactions of people (or 'agents'). Max Weber considers that "an Action is 'social' if the p erforming person considers the behavior of others and is thus oriented in its course. Campus A Campus A’s archives department is situated at the library adjacent to the geographic center of the main campus. The department is in walking distance to several university

Tuesday, July 23, 2019

Conflict in Sri lanka Essay Example | Topics and Well Written Essays - 2250 words

Conflict in Sri lanka - Essay Example Recent absence of a full scale war and ceasefire had been of great value in this direction resulting in Government's concentrating on welfare measures and popular policies, much needed by the island country. It has also achieved the greatest goal of safeguarding quite a few innocent and misled lives. Unfortunately the violence has increased since then threatening to spread and spill over. When all other countries are marching towards better reforms, Sri Lanka had been languishing in civil war without any end or peace in sight and this aspect has literally put a stop to its further growth as a welfare state. The tropical island considered to be a paradise once is like a death trap today.. There were no doubt other players earlier in the Tamil insurgency and most of them were only demanding a better deal for the Tamilians, for which they were definitely entitled to. Today, Jafna area has only tamilians, while Srilankans avoid the region for fear of LTTE. The entire region is cordoned o ff by LTTE and is literally ruled by them. LTTE is facing the international accusation of recruiting children to its ranks, which is true. It is either feared or loved by local Tamilians and they help LTTE, willingly or under duress, by giving them information, saving them, running errands, keeping them informed of the army movements and thus, protecting them from every disaster. It is not easy to point out an exact date for the commencement of genesis of Tamil militancy. Tamil militancy in Srilanka has taken many forms and hues. Apart from a small minority of local Tamilians, a large number of Tamils migrated from the Southern Indian State of Tamilnadu (erstwhile Madras State) during British rule to work in the tea plantations of Ceylon (now Srilanka) and over the years, there set in a feeling that they had been conveniently and systematically ignored by the Government and rest of Srilankan population, politically and socially. Srilankan population had been predominantly Buddhists, a peace loving, friendly and cooperative lot, not very prone to frequent conflicts. With the tamilian youth being frustrated and disheartened, it was left to a charismatic leader to establish his sway over them and mould them not only into a fanatic fighting group, but also to establish personal supremacy and power and this is exactly what Vellupalli Prabhakaran did. There were cr ies and demands for a separate Eelam and Srilankan Government had put down such demands in a rather clumsy way earlier. When a terrorist movement was launched in 1970s, Srilankan Government was short-sighted enough to inflict loss of life, property, and atrocity on not only fighting Tamilians, but also on the innocent people, who had no aspirations of political supremacy. Tamilians were a minority, asking for their rights from the majority population of the country. Government was a bit undecided on the issue, as till then, Tamilians were seen more as a lower working class, than equal partners. Understandably, their demand for a sovereign region was put down. Tamilians made the mistake of asking for their legitimate demands mixed with a free Eelam. They would have been definitely successful, if they had asked only for the right to be considered and treated in par with the rest of the population. Government, disturbed by the Eelam demand, hesitated to give in, thinking if small deman ds were granted, bigger ones, especially the Eelam demand would follow and this

Monday, July 22, 2019

In what ways did World War II end the problems of World War I Essay Example for Free

In what ways did World War II end the problems of World War I Essay In the days prior to World War Two, the First World War was referred to as â€Å"the War to end all Wars†. (Devine, 14) Despite this name, only twenty-odd years had passed before the nations of the world once again engaged in armed conflict. The treaty of Versailles and the conditions in Europe precipitated a second large-scale conflict in Europe. (Devine, 16) The conclusion of WWII ended the problems that derived from WWI by ending the Fascist dictatorships of Europe, ending European and Asian imperialism, and shifting military power out of Europe. The Treaty of Versailles created tremendous pressure on Germany, Austria-Hungary, and other nations who bore the blame for the conflict. (Morgan, 18) The economic depression in these nations that resulted from their attempts to pay reparations led to a political climate ripe for the rise of Fascism. (Morgan, 27) The people of nations such as Italy, Germany and Spain were willing to embrace this hyper-nationalist form of government, giving up their freedoms in exchange for the promise of better economic conditions and a return of their respective nations to international prominence. Morgan, 30) The rise of hyper-nationalism in Fascist Germany and Italy was one of the precipitating causes of the Second World War in Europe. Hitler’s Germany began to militarize and â€Å"reclaim† areas of Europe that Hitler declared to be part of the rightful German empire. (Morgan, 108) These regions included all of Austria, and part of the nation of Czechoslovakia, referred to by Hitler a s the Sudetenland (southland). When Germany invaded Poland to return the land to Germany, France and Britain declared war. The results of WWII ended the reign of fascism in Europe. ( Morgan, 117) The personalities around whom the fascist governments were built, Hitler in Germany, and Mussolini in Italy, were killed in the war effort, and their philosophies discredited when the atrocities they committed became public knowledge. (Morgan, 197) Of the Fascists of Europe, only Francisco Franco of Spain, which had remained neutral in the war, survived. (Morgan, 201) After WWII, Germany was divided into a Soviet-controlled Eastern half, and a Republican western half. Nationalist efforts were turned to reunification, rather than conquest. (Morgan, 203) The destruction of the German War machine was absolute, eliminating them as a future threat to stability in Europe. (Morgan, 205) Italy and Japan were similarly disarmed at the conclusion of WWII, making future threats to world stability from these powers unlikely in the extreme. (Morgan, 206) The end of WWII also marked the end of the naked Imperialism that characterized all the major European nations since WWI. Betts, 113) Britain, France, Germany, Japan and other nations granted independence, or protectorate status to their imperial holdings, making self-sovereignty the â€Å"new† goal of international foreign policy. (Betts, 127) Japan was forced to give up the Pacific Islands they had occupied, and withdraw their invasion of China. (Betts, 128) Germany similarly ceded their occupied territories and permitted free choice for the subsequent governments. Betts, 133) One of the world powers that emerged from WWII, the United States, embraced self-determination as the ideal for nations of the world, and began to fight against efforts to engage in imperialist activities on the parts of other nations. (Betts, 144) The conclusion of WWII marked a shift in the dynamic of world conflict. (Levering, 18) During WWI and WWII, dominance on the seas determined a large part of military control. After WWII, nations who had access to weapons of mass destruction became the powers of the World. Levering, 22) For the first time in modern history, the central conflict of the world was not between Britain and Germany or France, but between the United States and the Soviet Union. European powers became pawns in a worldwide power struggle between opposing ideologies. (Levering, 27) The United States used war reconstruction money as a lure to the nations of Europe to shun Communism in favor of republican government. (Levering, 34) After WWII, armed conflict was limited to third-party wars w here one side or the other effectively acted as a proxy for one of the Superpowers. Levering, 46) This was managed to avoid direct conflict between the Superpowers, which could have led to destruction of the entire world through nuclear annihilation. (Levering, 55) As a result, dozens of minor conflicts and a handful of major wars were fought after WWII by indigenous people with military and economic support from the USSR and the United States. (Levering, 58) This scenario played out in countries such as China, Korea, Vietnam, Nicaragua, Cuba, Afghanistan, and many others. (Levering, 75) It is clear that the effects of WWII resolved many of the issues that resulted from WWI. WWII ended European Fascism, eliminated European and Asian imperialism, and permanently shifted the balance of World Power away from Europe. The Treaty of Versailles produced conditions in Europe that made Fascism an attractive and popular option, which played a great role in precipitating WWII. As a result of the unresolved issues of WWI, WWII became the latest â€Å"war to end all wars†. It is hoped by the nations of the world that conflict on the scale of WWII never be repeated in the history of mankind.

Sunday, July 21, 2019

Multi Agency Benefits For Children And Families

Multi Agency Benefits For Children And Families †¦ there appears to be a dearth of evidence to support the notion that multi-agency working in practice brings about actual benefits for children and families The local authority and government agencies have been working together for a long time and not entirely new practice. Jones and Leverett quote However, the drive towards integrated working which includes the entire childrens workforce (that is, every individual who works, on an employed or voluntary basis, with children and their families across sectors such as health, education, early years and childcare, play work, social care, police, youth support and leisure services) under the interagency umbrella is a more recent and ambitious innovation (Jones and Leverett, 2008 pg 123) Multi-agency working can be analysed using three primary policy contexts. First, the context of influence, where policy discourses are constructed and key policy concepts for example, partnership or multi-agency working are established. Second, the context of policy text production, or the documents that represent policy (Jones and Leverett, 2008 pg 125). These are usually expressed in language which claims to be reasonable and for the general public good (Bowe et al., 1992). They include texts such as the SEN Code of Practice (DfES, 2001) or the new Working Together to Safeguard Children guidelines (HM Government, 2010). Such texts are then responded to within the context of practice, or what actually happens on the ground for example, schools, childcare or health settings as a result of a particular policy. (Jones and Leverett, 2008 pg 125) Jones (2000) added a sixth context, the context of hidden values. This means positive effect outcomes on policy; such as, legislation that promotes interagency cooperation in childrens services. They aim to protect childrens welfare and improve wellbeing. However, Jones suggests that there may be a range of hidden meanings and outcomes. At a central level, policy can be cleverly constructed to disguise a particular set of intentions, values and beliefs. Intentionally or otherwise, policy may be a wolf in sheeps clothing (Jones, 2000) There is also evidence that practitioners construct their own meanings related to policy, whether these are intended or not. Commenting on the tendency of policy makers to centrally design forms, e-templates and assessment tools. (Jones and Leverett, 2008 pg 126) Both, Garrett (2006) and Axford et al. (2006) note how these are sometimes resisted by practitioners because they are perceived as exerting central control over hitherto fairly autonomous areas and suspected of being a cost-cutting device (Axford et al., 2006, p. 172). Consequently, policy could actually sustain or create circumstances that maintain or exacerbate problems. Rather than being a solution to the perceived problem, the interaction between policy and practice may cause a new set of problems. (Jones and Leverett, 2008 pg 126) The key point is that policy is at three levels local, front line and central. At central level the ideas are made concrete and then articulated nationally and locally. At the time the policy enters the workforce such as schools, practitioners perceptions can consequently be affected. The question is: to what extent is the vision enshrined in central policy on multi-agency working likely to change as it travels on its journey from central government to individual practitioner? (Jones and Leverett, 2008 pg 126) Governments have a tendency to construct their vision for policy as a statement of aims or intended outcomes. Sometimes the vision is embedded within a wider framework; for example, governments in Scotland, Wales and Northern Ireland (Jones and Leverett, 2008 pg 126) In England, childrens wellbeing was defined as the five mutually reinforcing outcomes originally presented in the Every Child Matters Green Paper (DfES, 2003, p. 6): SHEEP is an acronym that stands for: S Stay safe H Healthy E Enjoy and achieve E Economic wellbeing P Positive contribution The next steps is to translate these visions into learning which can be implemented into practice by people working in such sectors. The five outcomes were integrated into the development of the common core skills and knowledge for the childrens workforce (DfES, 2005) consisting of: Effective communication and engagement with children, young people and families Child and young person development Safeguarding and promoting the welfare of the child Supporting transitions Multi-agency working Sharing information. (DfES, 2005) Despite variations, the UK government agreed that all children will benefit from closer working between practitioners and agencies. The Common Assessment Framework (CAF) is a key part of delivering frontline services that are integrated and focused around the needs of children and young people. The CAF will promote more effective, earlier identification of additional needs, particularly in universal services. It is intended to provide a simple process for a holistic assessment of a childs needs and strengths, taking account of the role of parents, carers and environmental factors on their development (ECM, 2008). The CAF form is designed to record and, where appropriate, share with others, assessments, plans and recommendations for support. Section 11 of the Children Act 2004 places a statutory duty on key people and bodies to make arrangements to safeguard and promote the welfare of children. (HM Government, 2004) The ECM states all agencies are required to have: Senior management commitment to the importance of safeguarding and promoting childrens welfare A clear statement of the agencys responsibilities towards children, available for al staff Safe recruitment procedures in place Effective inter-agency working to safeguard and promote the welfare of children Effective information sharing (ECM, 2008) The rationale for the CAF is to help practitioners develop a shared understanding of children, which avoids families repeating themselves to all other agencies. The CAF helps to develop a common understandings of what needs to be done and how. Do not reassess when the information is already there (Parents in consultation about assessment, in Scottish Executive, 2005b, p. 23) The argument is simple and on the surface persuasive, the impetus based on helping individual children. But the relationship between assessment procedures, their purpose and their outcomes is rarely straightforward (Jones, 2004). Assessment is a lifelong process with social consequences and may be influenced by contextual factors and professional value positions. It is literally a point at which certain children are judged to be different (Tomlinson, 1982, p. 82). Some parents and childrens views of their services have highlighted their wanting a coordinated service that is delivered through a single point of contact, a key worker, named person or link worker (Sloper, 2004, p. 572). Within the CAF, a similar role was produced, the lead professional (LP) who takes responsibility for coordinating the action identified as a result of the CAF process and will support the child and their family as necessary. One of the daunting aspects of the CAF is the number of professionals that practitioners will engage with, such as health, education, social services and voluntary agencies. It can be also quite daunting in finding out who the support services are and their contact details. However, with the CAF process it can be away of overcoming tension previously encountered around multi agency working and sharing information. Just as children and their families have a contribution to make to shape the services they receive through the various forms of partnership discussed in previous chapters, so they can contribute to the development of practice and practitioners. This can happen at many levels through evaluation, feedback, consultation and research, as well as direct involvement in training. Practitioners and the organisations they work for need to recognise that children and their families have specific knowledge that cannot be learnt from anywhere else. (Rixon, 2008) Children are party to the subculture of childhood which gives them a unique insider perspective that is critical to our understanding of childrens worlds. (Kellett, 2005, p. 4) Like many who regularly consult children and young people, we find that their views are always serious, concise, thoughtful and highly relevant and cut through the pre-existing agendas and diplomatic avoidances that beset many consultations with professional adults. We find that even very young children are more than able to analyse and give clear views on many issues within their experience. (Morgan, 2005, pp. 181-182) How is the success of more integrated ways of working to be judged? One element of evaluation might be to consider to what extent integrated teams or new initiatives or structures have overcome obstacles and enabled more positive ways of working. (Stone and Rixon, 2008) As we have discussed, government policy and the literature on childrens services all emphasise the importance of agencies working together and the value of partnership structures, yet: Despite such exhortations, there appears to be a dearth of evidence to support the notion that multi-agency working in practice brings about actual benefits for children and families. (Townsley et al., 2004, p. 6) However, Michelle Warren quotes According to Consultancy 4Children (Policy into practice, 4Children, 2009) consistent evidence indicates that parents and children are best served if the support on offer is joined up and well coordinated. It would be appropriate to recognise that although services may be provided in one setting, there is still a risk of services not being joined up, because of different agencies (and competing interests/perspectives) involved. (Warren, 2010) However, Howell states Previously we actually made it incredibly difficult by making children and parents and carers make their own way through the services all being assessed quite separately and getting very mixed messages. So multi-agency working is essential where a child needs it. We mustnt get confused and think multi-agency working has got to be the only way of working. In some cases its actually the school that will make the difference and thats the agency where the vast majority of children will achieve the best outcomes. (Howell, 2008) However, Townsley highlights the actual benefits for families and children. Howell states There are tensions between agencies, some of them driven by the different starting point that different agencies have. So the nature of the targets that agencies are measured by are actually quite different. The health targets that health services are measured by are significantly different from the kind of targets that schools work to and particularly are quite distant from the outcomes of Every Child Matters. (Howell, 2008) As with any Multi agency working, it is crucial to assess whether any new projects or initiatives have been set targets against criteria that can be measured. This is particularly a reflection for evidence based interventions which have been associated with issues, such as value for money. In relation to this, many have targets which have been set and inevitably raise questions whether it is the correct one to be assigned with a particular target. Practitioners recognise that targets can enable clarity and equity, and focus attention on important areas of practice (Banks, 2004). However, Townsley et al. (2004) states review a number of studies that reveal little evidence of improved outcomes of multi-agency working across a range of services and settings. Their review also makes clear that the task of evaluation itself is a complex one. Inherent problems include: difficulties in generalising from individual case studies; diverse views of different stakeholders as to what counts as success; the length of time needed to evaluate change; and causality and attribution. (Glendinning, 2002, cited in Townsley, 2004, p. 6) Consequently, Howell states Childrens participation and engagement is fundamental to the redesign of services particularly with a multi-agency perspective. Its part of the learning about what makes a difference the whole issue around personalisation puts the client, the person receiving the services, as the co-designer of their solutions. (Howell, 2008) To conclude, A formative approach to evaluation that encourages dialogue and ongoing improvements to both policy and practice would appear to offer a positive way forward. However, this is not without its challenges and there are still issues to be addressed, not least training and clarification of roles and responsibilities. It is up to individual practitioners to promote an inclusive approach to professional difference and to develop a range of different models enabling collaboration, respect, reciprocity, realism and risk-taking. (Leverett and Jones, 2008)

Analysis of Pepsi Co in India

Analysis of Pepsi Co in India PepsiCo is the largest snack and non alcoholic beverage manufacturing company in the world. Its product range includes grain based snacks, carbonated and non- carbonated beverages and foods. It operates through four operating segments: Frito-Lay North America (FLNA), PepsiCo Beverages North America (PBNA), PepsiCo International (PI) and Quaker Foods North America (QFNA).It sells its products in 200 countries with major operations in the US, Canada, Mexico and the UK. It distributes its branded products through multi channels such as direct stores, broker warehouses, food service centers and vending machines. PepsiCo in India PepsiCo entered India in 1988 and concentrated on three focus areas soft drink, snack foods and food processing. PepsiCo got permit to import cola conecnterate and to sell soft drink under Pepsi label in Indian market and in return to export juice concenterate from Punjab. Main objective put forward was To promote the development and export of Indian made and agro based products and to foster the introduction and development of PepsiCo products in India. Pepsico entered in India in the form of joint venture with PAIC holding 36.11%, voltas 24%, PepsiCo holding 36.89%. ISSUES: PepsiCo was coupled with the punjab card. They made certain commitments to Indian cental government.PepsiCo specifically supported national priorities in area like export and agriculture. Some of the commitments are as follows: 1) the project will create employment for 50000 peope nationally, including 25000 jobs in Punjab alone. 2) 74% of total investment will be in food and agro processing. 25% will be in manufacturing of soft drinks. 3) PepsiCo will bring advanced technology in food processing and provide thrust by marketing Indian products abroad and giving them global market. 4) 50% of total production will be exported. 5) an agro research center will be established by PepsiCo with ICAR and PAU. 6) no foreign brand name will e used for domestic sales. 7)export import ratio will be 5:1. FAILED COMMITMENTS: Within few years pepsi was recorded as one of non compliance companies that did not fulfill the commitments it made to Indian government. The company nowhere met its obligations. On September 4,1991 george fernandes said that Pepsi co has failed to meet its commitments and the company became a challenge to the government. The failed commitments are as follows: 1)EMPLOYMENT COMMITMENT: Employment generated by PepsiCo 1990-91 1991-92 direct indirect direct Food processing 169 9903 170 Administration 117 432 179 Bottling 497 15115 560 Total 783 25450 909 Source: data taken from balance sheets of pepsi foods ltd. Pepsico by 1996 increased the employment figure to 2400 which was just 3% of the commitment made. Branch name commitment Pepsi committed not to use its brand name pepsi in india. During first year pepsi used Indian brand name Lehar pepsi bt with the introduction of new policy in 1991 pepsi immediately changed its drink name from lehar pepsi to pepsi. Export commitment: Pepsi commited that 50% total product will be exported but instead of exporting its own products it exported basmati rice, tea, leather products Agro research center: No agro research center was established. PepsiCo, Inc., SWOT Analysis Strengths Weaknesses Strong Growth Prospects Efficient Use of Resources Expanding Operating Margin Declining Market Share in Sector Overdependence on Few Customers Geographical Concentration Opportunities Threats Huge Potential in the Emerging Markets Increasing Bottled Water Market Growing Organic Foods Market Highly Competitive Market Private Label Brands Gaining Momentum Global Economic Conditions PepsiCo, Inc. PepsiCo, Inc.- Financial and Strategic Analysis Review Reference Code: GDCPG35119FSA Page 2 PepsiCo, Inc. SWOT Analysis SWOT Analysis Overview PepsiCo, Inc. (PepsiCo) is one of the leading snack and beverage companies in the world. Dominant market position and diversified brand portfolio are its strengths. Further, the rising demand for bottled water and strategic acquisitions could ensure a strong future. However, poor profitability and overdependence on a few customers are areas of concern to the company. Highly competitive market and growing demand for private label products coupled with global economic slowdown could also impede the companys growth. PepsiCo, Inc. Strengths Strength Strong Growth Prospects The company was trading at a price/earnings (P/E) ratio of 16.16 at the end of fiscal year 2009. This was above the SP 500 companies average* of 9.2. A higher than SP 500 companies average P/E may indicate that the company may have high growth prospects which is reflected in its stocks premium pricing. Investors may be expecting higher earnings growth in the future compared to other companies in the SP 500 index. Strength Efficient Use of Resources The companys return on equity (ROE) was 35.4% for fiscal year 2009. This was above the SP 500 companies average* of 12.9%. A higher than SP 500 companies average* ROE may indicate that the company is efficiently using the shareholders money and that it is generating high returns for its shareholders compared to other companies in the SP 500 index. Strength Expanding Operating Margin The companys operating margin was 18.61% for the fiscal year 2009. This was above the SP 500 companies average* of 14.7%. A higher than SP 500 companies average* operating margin may indicate efficient cost management or a strong pricing strategy by the company. The companys operating profit was USD 8,044.00 million during the fiscal year 2009, an increase of 15.59% over 2008 while the net profit was USD 5,946.00 million, an increase of 15.64% over 2008. The operating margin has increased 252 basis points (bps) over 2008, which may indicate managements high focus on improving profitability. Strength Strong RD Activities PepsiCo has a strong RD arm that focuses on various activities, which could help the company in cost reduction and process improvement, quality assurance, process control, and system development. The company also places emphasis on developing new manufacturing methods, improving on the existing manufacturing processes, new product developing and improving the existing products. For the fiscal year 2008, the company spent USD 388 million on its RD initiatives, against USD 364 million in 2007. Thus, such a strong focus on RD activities provides the company with an edge over its competitors in generating higher operational performances. New product and technology innovations also strengthen the companys innovating capabilities and provide a source of future revenues for the company. Strength Diversified Brand Portfolio PepsiCo boasts of a broad brand portfolio in the beverages and snacks categories, which helps it cater to the diverse needs of its customer base. The top 18 brands of the company generate USD 1 billion or more each in annual retail sales. Some of the major brands offered by the company include Pepsi, Mountain Dew, Diet Pepsi, Gatorade, Tropicana Pure Premium, Aquafina water, Sierra Mist, Mug, Tropicana juice drinks, Propel, SoBe, Slice, Dole, Tropicana Twister and Tropicana Seasons Best. This diversified brand portfolio of the company provides it with the economic stability and an edge in attracting and retaining a diverse customer base. It also helps the company to mitigate the risks associated with overdependence on a particular brand or product category. Strength Dominant Market Position PepsiCo enjoys a leading market position that helps it attract and serve a diverse customer base. The company is one of the leading snack and beverage companies in the world. It is engaged in manufacturing, marketing and sale of a variety of salty, convenient, sweet and grain-based snacks, carbonated and non-carbonated beverages and foods. The company sells its products in more than 200 countries. It is the market leader in the US savory snacks market with a market share of about 39%. It is also the leader in the US liquid refreshment beverage category with a market share of 25%. Furthermore, the company occupied 52nd position in the Fortune 500 rankings in 2009. The Frito-Lay brand is the worlds leading manufacturer of snacks. This dominant market position helps the company diversify its risks associated with the cyclical nature of most of these markets and puts the company at an advantage over its rivals while expanding its product lines. PepsiCo, Inc. PepsiCo, Inc.- Financial and Strategic Analysis Review Reference Code: GDCPG35119FSA Page 3 PepsiCo, Inc. Weaknesses Weakness Declining Market Share in Sector The companys compound annual growth rate (CAGR) for revenue was 7.34% during 2005-2009. This was below the SP 500 companies average* of 11.1%. Further, the company reported revenue of USD 43,232.00 million during the fiscal year ended December 2009, a decrease of 0.04% from 2008. A lower than SP 500 companies average* revenue CAGR may indicate that the company has underperformed the average SP 500 companies growth and lost market share over the last four years. The companys underperformance could be attributed to a weak competitive position or inferior products and services offering or lack of innovative products and services. Weakness Overdependence on Few Customers Overdependence on a few customers has been a major area of concern to the company. A significant portion of the companys revenues are generated from few customers. For instance, in 2008, sales to Wal-Mart and Sams West, Inc. represented 12% of the companys net revenue. The top five retail customers represented about 32% of its 2008 North American net revenue, of which Wal-Mart (including Sams) accounted for about 18%. The loss of one or more of the top customers in any of these segments could have a material adverse effect on the results of these segments. Due to overdependence on a few customers, the company may not be able to find suitable alternatives to sell its products in time if any of these customers is unable to buy the products on terms favorable to the company. Weakness Geographical Concentration PepsiCos overdependence on the US market for its revenues exposes the company to various risks associated with geographical concentration. Though PepsiCo has operations in various geographic regions, a majority of its revenues still comes from the US. During the fiscal year 2008, the company generated 52% of its total revenue from the US region. Further, during the fiscal year 2009, PepsiCo generated over 71% of its revenues from North America. This dependence on the US could impact its operational and financial performance in the event of any economic, political or climatic change. It also could restrict its market share and growth opportunities. PepsiCo, Inc. Opportunities Opportunity Huge Potential in the Emerging Markets The company could benefit from the growing markets in the Asia Pacific region. According to the World Bank, the GDP growth rate of high income countries came down from 2.6% in 2007 to 0.4% in 2008. The economies of these countries are expected to have contracted by 3.3% in 2009. Despite the global economic slowdown, the emerging and developing economies recorded a GDP growth rate of 8.1%, 5.6% and 1.2% during 2007, 2008 and 2009, respectively. Growth in the East Asia and Pacific region (especially China) as well as in South Asia (especially India) has been resilient. This was mainly due to the massive fiscal stimulus package in China and Indias skillful macroeconomic management. Chinas GDP grew at 9% in 2008 and 8.4% in 2009, while Indias grew at 6.1% and 6% respectively, during the period. The growing economy in these countries has generated new employment opportunities for the residents and has provided a boost to their earnings. Rise in disposable income has changed their buying behavior. Now more and more people are buying luxury and lifestyle goods unlike in the past when they used to confine their spending to basic necessities. Customers in the emerging countries are becoming more brand conscious and prefer to buy branded goods. With competition at its peak and markets getting saturated, the company can look out for new growth avenues in these regions. Opportunity Increasing Bottled Water Market The strong growth in the bottled water market is emerging as a major boon for the company. The global bottled water industry has been witnessing strong growth over the past few years, especially in the US. Bottled water is sold mostly in the industrialized countries where it costs between USD 500 and USD 1,000 per cubic meter, compared to USD 0.50 for municipal water in states such as California, US. With the strong profitability offered by the segment, many players have started foraying into the bottled water business. The demand for bottled water has also been on the rise in emerging countries. PepsiCos established presence in the bottled water segment, along with its strong brand image puts the company at a competitive edge over its rivals in attracting and retaining a loyal customer base. The strong distribution network also helps the company to cater to a geographically diverse customer base. Opportunity Growing Organic Foods Market The company has a significant opportunity to grow as the demand for organic food is set to rise by an average of 18% in the US by 2010, according to the Organic Trade Association (OTA). Rising Health consciousness in the US has made the organic foods segment one of the fastest growing segments in the food retailing industry. Though, the organic food segment represented a mere 2.8% of the US food and beverage market, the organic food market in the region generated USD 21.2 billion in 2007. According to a recent report from the OTA, the global demand for organic products has been growing at USD 5 billion a year. PepsiCo offers its all natural and organic product line under the Tropicana and Quaker brands in the US. The company can thus capitalize on its distribution network and organic food offerings to increase its market share and revenues. PepsiCo, Inc. PepsiCo, Inc.- Financial and Strategic Analysis Review Reference Code: GDCPG35119FSA Page 4 Opportunity Strategic Acquisitions Strategic acquisitions offer a strong growth opportunity for the company, especially while foraying into new markets or launching new products or services. The company has grown over the years by acquiring or merging with some of the major brands like Frito Lays, Quaker Oats, Gamesa and Sabritas. Further, in October 2009, the companys Pepsi Bottling Ventures, LLC signed a Letter of Intent to acquire the assets of Pepsi Cola Bottling Company of Conway-Myrtle Beach, Inc., the Pepsi-Cola franchise bottler based in Conway, South Carolina. Earlier, in August 2009, PepsiCo Inc. entered into definitive merger agreements with its two largest bottlers, The Pepsi Bottling Group, Inc. (PBG) and PepsiAmericas, Inc. (PAS). Under the agreement, PepsiCo will acquire all of the outstanding shares of common stock of these two bottlers. Currently, the company owns 33% and 43% of the outstanding shares of PBG and PAS respectively. During the same period, the company also announced an agreement to acquire Brazils largest coconut water company, Amacoco Nordeste Ltda. and Amacoco Sudeste Ltda. (Amacoco). Earlier, in April 2008, PepsiCo acquired the UK based vitamin water brand, V Water. These mergers and acquisitions offer a steady revenue source, apart from geographical expansion for the company. PepsiCo, Inc. Threats Threat Highly Competitive Market Growing competition could impact the business operations of the company. The company faces stiff competition from the various companies that are in the business of beverages, snack and food products. Key competitors include General Mills, Inc., Groupe Danone, Hershey Foods Corporation, Nestle S.A., Coca-Cola Company, The Procter Gamble Company, The Kraft Foods, Inc., National Beverage Corp., Jones Soda Co. and Kellogg Company. Apart from the established players in the developed countries, the players from emerging countries too are competing hard to garner maximum market share in their respective regions. If the company fails to maintain product quality and consumer loyalty, this intense competition could reduce the sales volume of the company, thereby hampering its market position. Threat Private Label Brands Gaining Momentum The growing demand for private label products has been a major area of concern to the company. According to a report by the Confederation of the Food and Drink Industries of the EU (CIAA), there is a shift in the consumer spending towards private label products. Also, it is observed that the private label products have reached as high as 48% in traditional retailers and 94% in discounters. In the UK, almost all the top 30 retailers witnessed an increase in the private label share in 2008. Private labels may become even more popular due to the current economic slowdown. Apart from low prices, the increasing quality of private label products has been driving away the sales of branded products. Thus PepsiCo faces a major challenge from these private label manufacturers in sustaining its growth. Threat Global Economic Conditions The company faces a major challenge in sustaining its revenue growth due to the slowdown in the global economy, especially the US. The banks have tightened their credit lending process thereby affecting the consumers shopping ability. Even the market volatility concerns have made them shop only for basic and essential goods, thereby creating a major challenge to the goods manufacturers whose sales have been on the decline. According to The World Bank, overall global GDP contracted by 2.2% in 2009, with 1.2% growth rate in the developing economies well below the 5.6% growth rate in 2008. In 2009, the GDP growth in the US weakened to -2.4% while in the Eurozone, GDP contracted more sharply by 3.9% from 0.5% in 2008. Further, the global output is expected to expand by 2.7% in 2010, and 3.2% in 2011 still below the 5% generated in 2007. Thus, adverse economic conditions could adversely affect the demand for the companys products, which poses a major challenge to the company in sustaining its revenue growth. Growth strategies Transforming its beverage portfolio PepsiCo sought to transform its beverage portfolio by increasing the health and wellness quotient of its products through RD. It has strengthened. its carbonated soft drinks (CSDs) segment, comprised of Pepsi, Diet Pepsi and Mountain Dew. In 2007, it launched Diet Pepsi Max in the US. It is a zero calorie energy drink and targets young men. It also introduced the high caffeine Mountain Dew Game Fuel in 2008, aimed at video gamers. PepsiCo has also introduced new carbonated juice drinks such as Izze, which is free of caffeine, refined sugars and artificial ingredients and is naturally sweetened with fruit juice. Izze fruit juices primarily targets carbonates customers who want alternatives to artificially sweetened soft drinks. Growth through partnerships PepsiCo concentrates on partnerships and joint ventures to expand its operations. In 2007, it extended the scope of its partnerships with Starbucks and Unilever on RTD beverages, and is expanding into other categories through acquisitions. In January 2008, it announced plans to acquire Penelopa nuts and seeds in Bulgaria, and in 2006, it purchased Duyvis nuts business. Also In 2006, the company entered the salted snacks business in New Zealand with the acquisition of Bluebird Foods, and expanded its snacks business in Brazil with the purchase of Lucky snacks.

Saturday, July 20, 2019

Confessions For the Rest of Us :: Literary Analysis, God, Augustine of Hippo

Novels are written with the intent to entertain, textbooks to educate, and scripture to exhort. All writing has a purpose, intentional or otherwise. If this were not the case, writing would contain nothing of value. Autobiographies typically serve to inform the reader about the life of a specific person, yet, in Confessions, Augustine of Hippo displays loftier aims. Among other goals, he attempts to use his life story to indirectly guide others to God and truth, an objective to which he applies his considerable literary skill. Often famous historical icons seem to tower in the public eye, casting a shadow of influence that only increases through the ages; they seem somehow more than human. St. Augustine is just such a figure, yet his simple, candid commentary of his life in Confessions paints him as an ordinary man. Augustine went to great lengths to achieve this image, especially in the commencement of his narration. He begins by hyperbolizing his sin even in childhood stating, â€Å"At the time of my infancy, I must have acted reprehensibly† (Augustine 9), and continues this pattern of self-degradation throughout, not out of false humility, but to prove to his audience that he was not born a saint. Augustine spends greater time than necessary covering his ‘sin’ of stealing pears (Augustine 29-34), an act that most would consider a childish prank, and his sexual desires (in which he certainly was not the greatest sinner of his time) not only to explore the nature of transgression b ut also to build his reputation (or lack of it) with his reader (Augustine 24-28). Later in the narrative he describes what most would view as a moral triumph: I also recall how, when I had decided to enter for a poetry competition at the theatre, a soothsayer of some sort sent to ask what fee I would give him to ensure victory. But I replied that I hated and abominated those vile mysteries, and that even if the crown were immortal and made of gold, I would not allow a fly to be killed to bring about my success. For in his mysteries he would be going to kill animals, and by offering these creatures in honour of daemons, his intention was to gain their support for my winning. (Augustine 53-54) He then proceeds to condemn his intentions saying, â€Å"I refused sacrifice to daemons on my behalf; yet by adherence to that superstition I sacrificed myself to them† (Augustine 54).

Friday, July 19, 2019

Movie Essay - A Comparison of Satire in Voltaires Candide and the Film

Satire in Candide and Lexx Voltaire's Candide is a story about a young man learning about the realities of the world; realities he never could have believed to happen in life because his education heavily involves the idea that this is the "best of all worlds." Salter Street Films' Lexx is a story about a group of misfit adventurers and the calamity that befalls them after they steal the Lexx, a Manhattan-sized insect with the ability to destroy planets. Though the two stories have more in common than one might expect, given the difference of medium, much more is different between the two, even with satire present in both The first and most obvious difference between Candide and Lexx is the setting of the two. The Earth as visited by the Lexx is, in itself, unrealistic with its portrayal of everything we consider 'normal' being completely outlandish to the crew. It also follows that if the settings are drastically different, the characters must be as well. Kai is not only an assassin and last of the Brunnen-G, but he has been dead for six thousand years. Stanley Tweedle, captain of the Lexx, has seen enough while traveling on the giant insect to know that such is not the case. The characters between the two stories even journey with different methods; while the cast of Lexx travels through the Light and Dark Universes on an insect spaceship, the cast of Candide travels around the Earth on foot or by transportation such as boats. Even the crew of the Lexx travels around Earth not by such methods, but by using the giant Moths grown on their ship. The second, and perhaps most important difference between Candide and Lexx is the methods by which the two stories satirize things. As typical of most mode... ...asm comes when the Lexx has finished its meal and, on its way back to orbiting the moon, lets out a burp and licks its chops. The one exception to season four's satire is the series finale during which, among other things, 790 fools the now-senile Lexx into destroying the Earth. This is the ship's final shot before it passes on of old age. Satire is nothing new. Things have been wrong in the world since recorded history and there have always, and will always be people to criticize the flaws in the way things work. While satire today is often told differently then that of Voltaire's time, the principle is certainly the same. Works Cited Lexx. Screenplays by Paul Donovan, Lex Gigeroff, and Jeff Hirschfield. Sci-Fi channel. Produced by Salter Street Productions. 1997-2002. Voltaire. Candide. Trans. Lowell Bair. Bantam Books. New York, 1959.

Effects of the Atomic Bombs on Hiroshima and Nagasaki :: history

Effects of the Atomic Bombs on Hiroshima and Nagasaki Ever since the dawn of time man has found new ways of killing each other. The most destructive way of killing people known to man would have to be the atomic bomb. The reason why the atomic bomb is so destructive is that when it is detonated, it has more than one effect. The effects of the atomic bomb are so great that Nikita Khrushchev said that the survivors would envy the dead (International Physicians for the Prevention of Nuclear War, 1982). These devastating physical effects come from the atomic bomb’s blast, the atomic bomb’s thermal radiation, and the atomic bomb’s nuclear radiation. An atomic bomb is any weapon that gets its destructive power from an atom. This power comes when the matter inside of the atoms is transformed into energy. The process by which this is done is known as fission. The only two atoms suitable for fissioning are the uranium isotope U-235 and the plutonium isotope Pu-239 (Outlaw Labs). Fission occurs when a neutron, a subatomic particle with no electrical charge, strikes the nucleus of one of these isotopes and causes it to split apart. When the nucleus is split, a large amount of energy is produced, and more free neutrons are also released. These neutrons then in turn strike other atoms, which causes more energy to be released. If this process is repeated, a self-sustaining chain reaction will occur, and it is this chain reaction that causes the atomic bomb to have its destructive power (World Book, 1990). This chain reaction can be attained in two different ways. The first type of atomic bomb ever used was a gun-type. In this type two subcritical pieces of U-235 are placed in a device similar to the barrel of an artillery shell. One piece is placed at one end of the barrel and will remain there at rest. The other subcritical mass is placed at the other end of the barrel. A conventional explosive is packed behind the second subcritical mass. When the fuse is triggered, a conventional explosion causes the second subcritical mass to be propelled at a high velocity into the first subcritical mass. The resulting combination causes the two subcritical masses to become a supercritical mass. When this supercritical mass is obtained, a rapid self-sustained chain reaction is caused (World Book, 1990). This type of atomic bomb was used on

Thursday, July 18, 2019

Chemistry Stpm Essay

A – Structural Questions: Question 1. (a)(i) The presence of isotopes 1M (ii) Let the abundance of 63X be a %. The % abundance of 65X. = ( 100 – a ) 1M Relative atomic mass = ( 62. 93 x a) + ( 64. 93 x ( 100 -a) ) 1M 100 63. 55 = 62. 93a + 6493 -64. 3a 100 6355 = -2a + 6500 a = 69. 0% 1M The % abundance of 65X = 100- 69. 0 = 31. 0 % Relative abundance 63X : 65X 1 : 2 1M (iii) Relative Abundance 63 64 65 Relative mass /m/e 2M SpeciesprotonsneutronsElectrons 20 Ne 10 10 10 10 16O2- 8 8 8 10 2 M The species have same number of electrons or isoelectronic. M —————- 10M 2. (a) (i) H2O2 + 2H+ + 2 I- > 2H2O + I21M (ii) Rate = k [H2O2] [I-]1M (iii) 0. 21M 0. 11M (iv) second order1M (b) (i) 121M (ii) 1s2 2s2 2p6 3s2. 1M (iii) +2 , X has two valence electrons2M (iv) X is a better electricity conductor. 1M —————- 10M 3. (a) Atomic size increases, screening effect increases with more inner shells of electrons 1M effective nuclear charge decreases, ionisation energy lowered, valence electrons are more easily removed. 1M (b) i. Be2+ (aq) + 4H2O (l) > [ Be (H2O)4 ]2+ (aq)1M ii. It is acidic, acting as a Bronsted-Lowry acid1M The Be2+ ion has a high charge density 1M and can strongly polarise large anions due to its smaller size. 1M The ions of other Group 2 elements have larger sizes and charge densities and weaker polarising power (d)i. platinum and rhodium1M ii. 4NH3(g) + 5O2(g) ? 4NO(g) + 6H2O (g)1M iii. low temperature1M low pressure1M ( Note : The reaction is exothermic reaction. According to le Chatelier principle, a low temperature will favour the formation of NO. For gaseous equilibrium, a decrease in pressure will favour the reaction which produces more gaseous molecules. Thus in the above equilibrium a low pressure will avour the formation of NO. ) ________ 10M 4. (a) i. A is CH3CH2CH2COOH1M B is CH3CH2CH2COCl1M C is CH3CH2CH2COOCH2CH 1M ii. butanoyl chloride1M iii. Formation of ester: CH3CH2CH2COCl + CH3CH2OH > CH3CH2CH2COOCH2CH3 + HCl1M (b) i. H3N+CH2COOH + H2NCH(CH3)COOH > H2NCH2CONHCH(CH3)COOH + H2O1M Glycylalanine1M ( Note: Alanylglycine can also be formed ) ii. The amino group –NH2 which is basic group reacts with hydrochloric acid to form the ammonium chloride salt of alanine1M HOOCCH(CH3)NH2 + HCl > HOOCCH(CH3)NH3+Cl- 1M ___________ 10 M SECTION B – ESSAY 5. (a) (i) Orbitals with the same energy1M Example : 2p or 3d s orbitals1M ii) Nitrogen atom has 7 electrons 1M Fill 1s orbital with 2 electrons1M Fill 2s orbital with 2 electrons1M Fill 2px,2py and 2pz orbitals with 3 electrons1M / 6 1M (b) Fe 2+ 1s2 2s2 2p6 3s2 3p6 3d4 1M Fe 3+ 1s2 2s2 2p6 3s2 3p6 3d5 1M In terms of electronic configuration, Fe 3+ is more stable than Fe 2+ 1M Because it has half-filled 3d orbital which is more stable1M. / 4 (c ) The valence electronic configu ration of the electrons for nitrogen atom is 2s2 2px1 2py1 2pz11M Nitrogen atom uses sp3 hybrid orbitals for forming covalent bonds between N and H atoms. Energy 2p sp3 hybrid porbitals N(ground state) 1M In sp3 hybrid orbitals of nitrogen atom,one of the orbitals Is occupied by a lone pair of electrons and three sp3 orbitals are half filled 1M Each N-H atom is formed by the overlapping of the s orbital of hydrogen atom with one of the half filled sp3 orbitals to give the ammonia molecule 1M Diagram of the bond formation in NH3 molecule. M /. 5 ——————- Total : 15 M 6. (a) Dyanamic equilibrium †¦. a reversible reaction , in a closed system forward and backward reactions have the same rate of reaction. 2M (b) (i) N2O4 – 2NO2 Kc = [NO2] 2 = [0. 12] 2 [N2O4] [0. 04] = 0. 36 mol dm-3 5M (ii) Using PV =nRT where n = 0. 12 +0. 04 = 0. 16 mol P = 0. 16 (8. 31) (383) 10 -3 = 509. 24 kPa. 3M (c) N2(g) + 3H2(g) 2NH3(g) – at low temperatures, % NH3 is higher – forward reaction is exothermic equilibrium position shifts to the right at higher temperature -forward reaction is accompa nied by a reduction in volume of gas -at higher pressures, equilibrium position shifts to the right -at high pressures, % NH3 is higher5M ————— Total : 15M No. 7 (a)(i) Aluminium metal is extracted by electrolysis The electrolyte is molten bauxite in sodium hexafluoroaluminate. The electroyte has aluminium ion and oxide ions. Anode : 2O2- — > O2 + 4e Cathode : Al3+ + 3e — > Al5M (ii) (Any 2 points) light Resistant to corrosion Strong alloy2M `(b)aluminium : A giant metallic structure, strong metallic bonf. Silicon : giant 3 D covalent structure. Strong covalent bond between silicon atomes. higher melting point Phosphorus and sulphur – Both are simple molecules. Weak van der waals between molecules Sulphur has a stronger intermolecular forces – S8 larger than P48M No 8. (a) chlorine – strong oxidation agent Bromide is oxidized to bromine E ° of chlorine is more positive than that of bromine. Cl2 + 2Br- —- > 2Cl- + Br24M (b)iodine forms triodes complex in KI. I2 + I- —- > I3- Iodine does not form any complex ions in water. I2 + 2H2O — > I- ¬ + HIO + H3O+4M (c)HCl is released in cold acid NaCl + H2SO4 a NaHSO4 + HCl If heated more HCl released. NaHSO4 + NaCl -a Na2SO4 + HCl4M (d) Iodide is oxidized to iodine Purple Iodine is released Pungent smell of H2S is detected3M ————– Total : 15M 9. ( a ) ( i ) order : W, Y, X W, Y, X act as Lewis bases. X is the strongest base because ethyl group is an electron donor by inductive effect. Y is more basic than W because the lone pair electron on the N atom is not delocalised. W is less basic than Y because the lone pair electron on the N atom is delocalised into the benzene ring. M ( ii ) pKb value > 9. 39 Z is a weaker base than W. Presence of Cl – an electron withdrawing group reduces the donating potential of lone pair electron on the N atom through inductive effect. 4M ( b ) Concentated H2SO4 and HNO3. , 550C Mechanism: HNO3 + H2SO4 NO2+ + HSO4– + H2O NO2+ is an electrophile. H + NO2+ NO2 H NO2 + HSO4– –NO2 + H2SO4 + HNO3 –NO2 + H2O 6M Total : 15 marks 0 . ( a ) ( i ) Terylene/Dacron ~~~~O – CH2 – CH2 – O – C – –C – O – CH2 – CH2 – O – C – –C~~~~ 3M || || || || O O O O ( ii ) Condensation polymerisation To make cloth/sleeping bags, etc 2M ( b ) ( i ) K: functional group : -OH isomers : CH3CH2CH2OH and CH3CHCH3OH arm isomers separately with alkaline iodine, CH3CHCH3OH gives a yellow precipitate but CH3CH2CH2OH does not. CH3CH2CH2OH + 4I2 + 6OH– CHI3 + 5I– + 5H2O + CH3COO– 5M (ii ) L : functional group : ? C = O | Isomers : CH3CH2CHO and CH3COCH3 warm isomers separately with Tollen’s reagent. CH3CH2CHO gives a silver mirror but CH3COCH3 does not. CH3CH2CHO + 2[Ag(NH3)2]2+ + OH– CH3CH2COO– + 2Ag + 2NH4+ + 2NH3 5M Note: Can also accept other suitable chemical test. Total : 15 marks