How to Use Italian Possessive Adjectives

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Compensation Strategy Challenges | * Human resource want to increase the performance, to retain key employees, bring new skilled talents to the company and they want to keep costs under a strict control. * Finding, motivating, developing and keeping employees is a key component of business success * The compensation components cannot be managed discretely, they have to be a part of the overall strategy - the company has to define the competitive compensation strategy.Compensation Strategy * Compensation systems in organizations must be linked to organizational objectives and strategies. But compensation also requires balancing interests and costs of the employer with the expectations of employees. * A compensation program†¦show more content†¦* Indirect Financial Compensation (Benefits) - All financial rewards not included in direct compensation such as paid vacations, sick leave, holidays, and medical insurance. * Nonfinancial Compensation - Satisfaction that person receives from job itself or from psychological or physical environment in which person works. | Motivating Employees through Compensation | 1. Expectancy Theory: * a theory of motivation that holds that employees should exert greater work effort if they have reason to expect that it will result in a reward that they value. Employees also must believe that good performance is valued by their employer and will result in their receiving the expected reward. 2. Pay Equity Theory: * Equity is balance between the inputs an individual brings to a job amp; the outcomes they receives from it. * Employees inputs includes experience, education, special skills, efforts and time worked. * Outcomes includes pay, benefits, achievement, recognitions, and any other rewards. * Inputs and outcomes are in different units, and are hard to compare to each other directly. * Equity theory suggest that individuals determine whether they are being fairly treated by comparing their own inputs/outcomes ratio to the input/outcome ratio of others. | Pay Equity Theory | * Three element of equity can be distinguished: external, internal amp; individual.1. External equity: refers to comparison of similar jobs in differentShow MoreRelatedDoc, Docx, Pdf, Wps, Rtf, Odt1501 Words   |  7 PagesWhat Is Arbitration? Arbitration is a fast way to get a decision when you are in a dispute. Arbitration is more flexible and less formal than court. Usually, an arbitration can be scheduled faster than a trial. Sometimes, if the parties want, arbitrators can decide things that judges are not allowed to decide. Arbitration is like a trial but less formal. In arbitration, two sides present their evidence to an arbitrator. The arbitrator decides who wins and who loses. An arbitrator does the jobRead MoreDoc, Docx, Pdf, Wps, Rtf, Odt6285 Words   |  26 PagesLetter of Transmittal Sep. 1, 08 Ms. ............... Lecturer Department of BBA Stamford University Bangladesh Madam, We are very glad to inform you that we are going to submit the study report titled Management Practices in Business Organizations based on the management practices in Taj King Industries (Pvt.) Ltd a reputed melamine wares manufacturer amp; exporter In this study report, we have tried to include all the factors we thought essential for previously mentioned title. We haveRead MoreDoc, Docx, Pdf, Wps, Rtf, Odt683 Words   |  3 Pages ------------------------------------------------- Top of Form Bottom of Form * * * ------------------------------------------------- Top of Form SignUp|Loginor use Bottom of Form * Home * Articles * Docs * Concepts * BrandGuide * Colleges * Forum * Careers * FunCorner * Quizzes * You are here:  Ã‚   Home BrandGuide FMCG Lifebuoy Lifebuoy lt; Lever Ayush.. |    | Liril 2000.. gt; | Lifebuoy | Parent Company | HUL | Category | Personal Care –Read MoreDoc, Docx, Pdf, Wps, Rtf, Odt3226 Words   |  13 PagesTAYLOR’S BUSINESS SCHOOL TU/UWE Dual Awards Business Programmes STA60104 Quantitative Methods for Business Formulae and Distribution Tables Mathematical Formulae 1. Simple Interest: A=P(1+rt) 2. Compound Interest: A=P(1+i)n ïÆ' © ï€ ¨1 ï€ « i ï€ ©n ï€ ­ 1ïÆ' ¹ 3. Future Value: FV=PMT ïÆ' ª ïÆ' º i ïÆ' « ïÆ' » 1 ï€ ­ (1 ï€ « i ) ï€ ­ n 4. Present Value: PV ï€ ½ PMT ï‚ ´ i or PMT= FV ï‚ ´ i (1 ï€ « i) n ï€ ­ 1 or PMT= PV ï‚ ´ i 1 ï€ ­ (1 ï€ « i ) ï€ ­n Statistical Formulae ïÆ' ¥x 1. Sample Mean: x ï€ ½ 2

Various Readings and Teaching for Diversity

Question: Discuss about the Various Readings and Teaching for Diversity. Answer: Introduction: I have researched about theories regarding the inclusion of students in the mainstream education which abound in the academic world. My investigations brought forth that various strategies and methods have been formulated to make sure that the all inclusive environment is maintained in the institute. According to my understanding, the role of the educators and school management in the maintenance of this tolerant setting is undeniable. Nevertheless, the schools have to walk the talk, that is, implement the policies and regulations in compliance with the national and the schools very own laws and convention. For instance, the Disability Standards for Education 2005 made under the Disability Discrimination Act 1992 makes it unlawful to discriminate on the basis of disability in a number of areas of public life, including education, employment, the provision of goods and services, and access to public buildings (Docs.education.gov.au, 2016). My previous readings: In the course of my previous readings, I came across the fact that the movement of people across the continents has increased in leaps and bounds since the last century. The major causes behind the migration of people are terrorism, social injustice, and disharmony and so on. Another burning issue of this era is the growing disproportion between the rich and the poor. According to my analysis of the article Supporting refugee students in schools: what constitutes inclusive education? by Taylor and Sidhu (2012), the growing influx of refugees has led to the implications for the institutions of human rights and citizenship. In this scenario, my belief is that the schools play a vital role regarding the refugee students and their inclusion in the mainstream education. However, Taylor and Sidhu (2012) highlighted the problem areas in the provision of schooling for refugee youth. Supporting refugee students in school education in Greater Western Sydney by Ferfolja and Vickers (2010) deals with the challenges that are faced by the refugee students in their transition from Intensive English Centre (IECs) to mainstream education since the schools mainly represent the mono-cultural nature of the population at large in Australia. I have discovered in the course of my evaluation that the linguistically, culturally students or even those coming from a socially disadvantageous position constitute the minority students (Ferfolja and Vickers 2010). Nonetheless, my readings indicate that the schools have to follow the rules and regulations as set down by the state and federal government. Different approaches have been discussed in the article Educating for Diversity and Social Justice by Amanda Keddie which, as per my opinion, are practical and constructive solutions to the problems of the immigrant students. She had highlighted the responsibility of the school in highlighting and addressing the inequities of the society by making sure that the participation of the so called minority students increases (Keddie 2012). Restriction of the school curriculum to management and basic skills rather than on pedagogies and learning, I believe, has been insufficient to address equity issues (Keddie 2012). One of the approaches that I find to be quite functional is the upgrading of the teaching staff to accommodate the concept of inclusive education in their mindset. Keddie (2012) has rightly suggested that the teachers have to ensure that the foreign students have settled in the classroom and they are participating in the class side by side with their English speaking counterparts. The teaching staff should also consist of representatives of the marginalized group that would enable the minority students to communicate and express themselves freely (Keddie 2012). Application of the theories in the school: The Wellington Secondary College is dedicated to creating an inclusive environment within the school. My personal analysis has shown that the school provides a supportive environment which stimulates the students positively by employing vigorous educational theory and practice (Wellington Secondary College, 2016). I have observed that the school emphasizes on the affirmative relationship among individuals through mutual respect and tolerance policy. In the school the students are empowered to take accountability for their own learning to ensure that in the long run they turn out to be good citizens of the country. I have discovered that the college motto reflects the philosophy of the school which is Caring, Striving, Learning (Wellington Secondary College, 2016). Caring refers to tolerance for others; Striving indicates the efforts of the students for determining their goals and working hard to accomplish them; Learning illustrates that education is the process that takes place from birth to grave. After a detailed observation of the school, I came to the conclusion that the school follows the qualities expressed in the College motto (Wellington Secondary College, 2016). Figure 1: The Wellington Crest Source: www.wellingtonsc.vic.edu.au As I have discussed in my previous assignment, the concept of inclusive education is very important in the current scenario due to more than one reason. I feel that every child has a right to learn to become capable and responsible citizens of the world (Hinchey, 2004). In the course of my journey as a teacher, I have faced various circumstances where I have seen that the children have suffered owing to a fault in his or her education. Hence it is the responsibility of every teacher like me to ensure that the children receive the correct education from us (Gay, 2013). I have been fortunate enough to come into contact with an institution like the Wellington College which is a fine example of how to equip the students with the appropriate philosophy of life instead of just making them memorize bare facts and data (Wellington Secondary College, 2016). The institution is notable for creating an inclusive environment and enabling diverse students to mix with each other without letting anyone feel left out. Keddie (2012) has shown a noble path for professionals like us as to how we should understand the diverse background of our students before acclimatizing them with the general school environment. The school honors the cultural and social difference among the students without giving due importance (or unimportance) to any student or group of students. My analysis has shown that the school also takes in to account the opinion and interests of its chief stakeholders. I have been quite satisfied with the amount of effort the school puts in its participation in the Program for Students with Disabilities (Education.vic.gov.au, 2016). Under this program the school gets resources for providing adequate and standard education to students with different abilities (Wellington Secondary College, 2016). Apart from the resources received, the institution also allots resources of its own to meet its ends. Apart from that, the school also boasts of an Inclusion Support Officers (ISO) (www.wellingtonsc.vic.edu.au, 2016). The ISO works with the class teacher who will assist the former in identifying the problems that the students are facing in the school. Another area of concern for me has been regarding the inclusion of the Aboriginals into mainstream education system of the nation (Wellington Secondary College, 2016). The school has lived up to its expectations by acknowledging the traditional owners of the land. Indigenous plans have been formulated which, according to me, has been successful in assimilating them in the classroom. The program has not been absolutely perfect and we had to face situations where the students had not been able to mix freely with the staff and other students and hence they have felt isolated (Benjamin and Emejulu, 2012). Nonetheless, we have been able to overcome the obstacles through patience and perseverance and in the end; we were successful in our efforts. Conclusion: The profession of teaching is noble indeed; at the same time, the path is beset with difficulties. The responsibility of a teacher is to facilitate the students in their process of learning and adapting themselves to the 21st century. It is our duty to include every child in the education system to make this world a better place for the future generation. I am of the opinion that children from diverse background help us to understand that the world is made up of different people. This difference has made our society unique; it is absolutely necessary to keep this difference of culture alive. Having said that, I want to clarify that the difference such that the uniqueness of our civilization exists, otherwise we are all human beings first, and citizens of different background second. The children are said to be the future of any nation and therefore a school plays an important role in shaping their prospects. References: Benjamin, S Emejulu, A 2012, Learning about concepts, terminology and theories: from ambiguity to clarity in R Arshad, T Wrigley L Pratt (eds) Social justice re-examined: dilemmas and solutions for the classroom teacher, Trentham, Stoke-on-Trent, pp. 33-47. Docs.education.gov.au. (2016). Final Report on the 2015 Review of the Disability Standards for Education 2005 | Department of Education and Training - Document library, Australian Government. [online] Available at: https://docs.education.gov.au/node/38936. Education.vic.gov.au. 2016. Program for Students with Disabilities. [online] Available at: https://www.education.vic.gov.au/about/programs/needs/Pages/disabilityprogram.aspx. Ferfolja, T Vickers, M 2010, Supporting refugee students in school education in Greater Western Sydney, Critical Studies in Education, vol. 51, no. 2, pp. 149-162, doi:10.1080/17508481003731034 Gay, G 2013, Cultural Diversity and Multicultural Education,Curriculum Inquiry,vol. 43, no.1, pp. 48-70. Hinchey, PH 2004, Becoming a Critical Educator: Defining a Classroom Identity, Designing a Critical Pedagogy, Peter Lang Publishing New York, US. Keddie, A 2012, Educating for Diversity and Social Justice, Routledge, London. Taylor, S. Sidhu, RK 2012, Supporting refugee students in schools: what constitutes inclusive education?, International Journal of Inclusive Education, vol. 16, no. 1, pp. 39-56. Wellington Secondary College. 2016. Home. [online] Available at: https://www.wellingtonsc.vic.edu.au. www.wellingtonsc.vic.edu.au. 2016. www.wellingtonsc.vic.edu.au. [online] Available at: https://www.wellingtonsc.vic.edu.au/wp-content/uploads/2013/02/CS-WSC-Inclusion-Policy-September-6-2016.pdf.

Racism in Having Our Say Essay Example

Racism in Having Our Say Paper Having Our Say â€Å"The truth is you’re born a certain way and there’s some things you can change and some things you can’t† One of the many smart truthful things that Elizabeth Delany (Bessie) said. As Bessie and Sarah Delany (Sadie) grow up, the book Having our Say by Amy Hill Hearth and the two sisters follows every bit of the sisters lives through their own eyes just as they remembered it. As the two â€Å"colored† women are born and raised in the south they are raised on the campus of Saint Augustine’s school so they are well educated. Bessie and Sadie both had two very different ways of reacting to the racist treatment. Bessie would always make a stand and speak her mind, Sadie would sit back and ignore it or act like she didn’t know what to do in both was the two sisters won the fight. Bessie and Sadie both are very different from each other even though they lived together from the day they were born until the day they died. The two varied in many things from the way they handled racist treatment to how they lived their lives to even the color of their skin. We will write a custom essay sample on Racism in Having Our Say specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Racism in Having Our Say specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Racism in Having Our Say specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Bessie being darker got more and harsher racism than Sadie being lighter so Bessie always had more to deal with and tougher racism. Though the two sisters are different in many ways they are also similar in many. Some being they came from the same family, they both were sisters. They never married, the both had nice respectable jobs, they went to college, and they are extremely well educated. Bessie always made her point known, she was never quiet about standing up for herself and people of her kind and she always stood up against racism and to white people. Once when she was walking back from a hotel a drunk white man came up to her and grabbed her arm and she yelled at him and told him to back off or she would get the police. Sadie may have ignored the man or removed his arm and kept walking. Though it is a serious case where she may have reacted in a similar way. Another time when Bessie was in a colored waiting room another drunken man came in and started mumbling random things when Bessie told him to shut up and go back to the white waiting room. Sadie later said she would have ignored the man. Finally the last example of how Bessie reacted was when she was working as a dentist and one of her classmates called her up and said he was going to send over a patient, at first she thought he was doing her a favor then he mentioned that it was his maid, his colored maid. Bessie worked on her out of sheer kindness but she never spoke to that man again, after yelling at him of course. Sadie would have forgiven the man for not being seen working on his â€Å"colored† maid and she certainly wouldn’t have yelled at him. Sadie has very different reactions but she also had different forms of racism to deal with. Once Sadie had a friend that invited her swimming and when her friend showed up with some white friends she just walked right by her and acted like she didn’t exist, but Sadie looked past that and forgave that friend. Bessie later said that she would never have forgiven the friend. Another time when Sadie was getting her teaching job she didn’t want to go to the meeting because she knew she wouldn’t get the job because she was â€Å"colored† so she just sent a letter back saying that she never got the letter and she showed up on the first day of school knowing it was too late to send her someplace else. Bessie would have gone to the meeting and asked why she didn’t get the job and prodded until she got the job or until she got thrown out. And finally during the Jim Crow days when Sadie was in a shoe store the â€Å"colored† folks had to go to the back to try on shoes and when the owner would tell her to go to the back she would say â€Å"where? Back where? † until the owner finally let her sit anywhere she wanted. Bessie would have fought back and just wouldn’t move from where she wanted to be. So Sadie and Bessie Delany both fought back against racism and won. Sadie won by faking stupid and ignoring it and Bessie won by standing up and acting out. The two women were very smart despite the character they played. So as growing up â€Å"colored† life was very difficult for these two women to grow up and lead a problem free life despite how hard they tried. Though they were very high status colored people and they had a lot of white people they were still judged as blacks so even though they moved to the north to get rid of some racism they could never actually get away from it.

Learn the pH of Common Chemicals

Learn the pH of Common Chemicals pH is a measure of how acidic or basic a chemical is when its in aqueous (water) solution. A neutral pH value (neither an acid nor a base) is 7. Substances with a pH greater than 7 up to 14 are considered bases. Chemicals with a pH lower than 7 down to 0 are considered acids. The closer the pH is to 0 or 14, the greater its acidity or basicity, respectively. Heres a list of the approximate pH of some common chemicals. Key Takeaways: pH of Common Chemicals pH is a measure of how acidic or basic an aqueous solution is. pH usually ranges from 0 (acidic) to 14 (basic). A pH value around 7 is considered neutral.pH is measured using pH paper or a pH meter.Most fruits, vegetables, and body fluids are acidic. While pure water is neutral, natural water may be either acidic or basic. Cleaners tend to be basic. pH of Common Acids Fruits and vegetables tend to be acidic. Citrus fruit, in particular, is acidic to the point where it can erode tooth enamel. Milk is often considered to be neutral, since its only slightly acidic. Milk becomes more acidic over time. The pH of urine and saliva is slightly acidic, around a pH of 6. Human skin, hair, and nails tends to have a pH around 5. 0 - Hydrochloric Acid (HCl)1.0 - Battery Acid (H2SO4 sulfuric acid) and stomach acid2.0 - Lemon Juice2.2 - Vinegar3.0 - Apples, Soda3.0 to 3.5 - Sauerkraut3.5 to 3.9 - Pickles4.0 - Wine and Beer4.5 - Tomatoes4.5 to 5.2 - Bananasaround 5.0 - Acid Rain5.0 - Black Coffee5.3 to 5.8 - Bread5.4 to 6.2 - Red Meat5.9 - Cheddar Cheese6.1 to 6.4 - Butter6.6 - Milk6.6 to 6.8 - Fish Neutral pH Chemicals Distilled water tends to be slightly acidic because of dissolved carbon dioxide and other gases. Pure water is nearly neutral, but rain water tends to be slightly acidic. Natural water rich in minerals tends to be alkaline or basic. 7.0 - Pure Water pH of Common Bases Many common cleaners are basic. Usually, these chemicals have very high pH. Blood is close to neutral, but is slightly basic. 7.0 to 10 - Shampoo7.4 - Human Blood7.4 - Human Tears7.8 - Eggaround 8 - Seawater8.3 - Baking Soda (Sodium Bicarbonate)around 9 - Toothpaste10.5 - Milk of Magnesia11.0 - Ammonia11.5 to 14 - Hair Straightening Chemicals12.4 - Lime (Calcium Hydroxide)13.0 - Lye14.0 - Sodium Hydroxide (NaOH) Other pH Values Soil pH ranges from 3 to 10. Most plants prefer a pH between 5.5 and 7.5. Stomach acid contains hydrochloric acid and other substances and has a pH value of 1.2. While pure water free of undissolved gases is neutral, not much else is. However, buffer solutions may be prepared to maintain a pH near 7. Dissolving table salt (sodium chloride) in water does not change its pH. How to Measure pH There are multiple ways to test the pH of substances. The simplest method is to use pH paper test strips. You can make these yourself using coffee filters and cabbage juice, use Litmus paper, or other test strips. The color of the test strips corresponds to a pH range. Because the color change depends on the type of indicator dye used to coat the paper, the result needs to be compared against a chart of standard. Another method is to draw a small sample of a substance and apply drops of pH indicator and observe the test change. Many home chemicals are natural pH indicators. pH test kits are available to test liquids. Usually these are designed for a particular application, like aquaria or swimming pools. pH test kits are fairly accurate, but may be affected by other chemicals in a sample. The most accurate method of measuring pH is using a pH meter. pH meters are more expensive than test papers or kits and require calibration, so they are generally used in schools and labs. Note About Safety Chemicals that have very low or very high pH are often corrosive and can produce chemical burns. Its fine to dilute these chemicals in pure water to test their pH. The value wont be changed, but the risk will be reduced. Sources Slessarev, E. W.; Lin, Y.; Bingham, N. L.; Johnson, J. E.; Dai, Y.; Schimel, J. P.; Chadwick, O. A. (November 2016). Water balance creates a threshold in soil pH at the global scale. Nature. 540 (7634): 567–569. doi:10.1038/nature20139

7 Simple Ways To Improve Your Email Open Rates

7 Simple Ways To Improve Your Email Open Rates Do you know what your email open rates are? Think about it: youve put the work into the email youre sending. Wouldnt it be nice if people actually opened it and read it? According to Campaign Monitor, a  20 40% open rate for email is typical, depending upon who your audience is.  Higher open rates are associated with religious or sports content (dedicated followers), while e-commerce and marketing tend to hover around 20%. If your emails are less than the average 20% email open rates, what can you do to bring that up and get more eyeballs reading your email content? 1. Treat Subject Lines Like Headlines Creating the subject lines of your email follows similar rules as making great headlines. Like a blog post headline, your email subject line bears most of the responsibility of getting your email open rates up where they should be. Good subject lines have a few characteristics: 1. No trickery.  Your subject line should tell your reader what theyll read, and not use subterfuge to trick them into opening an email. Remember the boy who cried wolf? That kind of email subject line will only work once, if they dont unsubscribe. 2. No yelling.  It should go without saying that using all caps in your subject line is a poor idea. However, both title case and sentence case can work magic. Title case works when you are using a shorter subject line which has headline-like quality (e.g. The 5 Most Important Email Tips Ever). Sentence case works when you have a longer or more conversational subject line (e.g. Have you made these 3 blogging mistakes?) 3. Numbers do work. Using numbers in your headline has shown to increase reader engagement. The same can be said for your email subject lines. Dont shy away from a subject that contains a number. 4. Some words dont work. There are words you should avoid using, even if you arent using them in a scam way. Spam filters are already working overtime to protect inboxes. You dont want to give them something to work with on your emails. There are also words that spam filters leave alone, but so do your human readers. For these,  MailChimp identifies their three worst offenders as Help, Percent Off, and Reminder. Spammers have unfortunately desensitized a lot of readers; be sure you dont sound anything like spam. 5. Hit the ideal length. The general rule of thumb is that your subject line should be around 50 characters. Thats not to say 40 wont work, or that 65 is a bad idea. The key is that you must be aware some email programs might cut characters off and if you have your most important word at the end of a long subject you might lose them. Keep important words at the beginning if you have a longer subject line. 6. Story wins. Whenever possible, approach your subject line as a story. In other words, pique your readers curiosity in your email and get their emotions (fear, humor, curiosity, anger, joy, gain, logic) involved; anything that suggests there is more to be read gets readers to open your email. Our Latest Newsletter is much less interesting than Have You Missed The Biggest News Yet? Sometimes a statement-type subject line is necessary, but do try to ping emotions in the subject line when possible. 2. A/B Test Your Subject Lines We regularly test the subject line of our weekly Content Marketing Update. We do this to find out which subject line will get the most opens and perform the best for a limited number of random users before sending it out to our entire list. In the example below, using A/B testing, our sample group helped us select the most successful headline of the two wed come up with, and increased our open rate by an estimated 70%. Version A carried the subject line of Are You A Content Hacker? which forced the reader to ask themselves a question they likely didnt know the answer to, since it is a new term. They clicked to find out. Its similar to the quizzes we get sucked into in magazines or online; were curious to find out who and what we are. Version B carried the subject line of How To Make A Living Blogging which is a helpful topic with a very specific audience of those who actually wanted to make their living blogging. A/B test your email subject and let your readers tell you what works best.I was the one creating the email, and I thought that Version B would be the more popular option. After all, there seems to be a spate of people concerned about making a living and our list was likely filled with people who wanted to do it with writing and blogging. But I was mistaken. Our list has a broad readership, with many of them serving in professional content marketing and social media marketing capacities. They were less interested in making a living blogging than they were to find out about what a content hacker might be.  The email with Are You A Content Hacker was the winner of our A/B test, and it sent out to our entire list with good success. A/B is based on the very simple idea of having two ideas, and letting your audience tell you which one they like. Most email providers, such as MailChimp and AWeber, offer A/B testing that makes it simple to test your subject lines. 3. Consider The First Sentence Its easy to forget that some email programs show the first few words of the first sentence in the inbox. My Gmail doesnt show me the first sentence and I forget that other email software, such as Sparrow and Outlook, does. Why should that matter? Because some of your readers are going to use both the subject line and the first line to give an indication on whether its worth opening or not. The first line of your email will show in some email software. In the example above, you can see that our recent Content Marketing Update email, in this view, had a truncated subject line and the first sentence had to help sell it. How many bloggers use email software that places a notice at the top that says the reader can click here if the email does not appear correctly? The first words of your email should help sell the email, not take care of maintenance.  This particular situation is the case for my personal blogs RSS-driven email, and that means the great headlines I might come up with are followed by a mundane message that suggests theres a chance my email wont look correctly and might not be worth the hassle. Thats not very enticing.  Maybe it doesnt hurt, if your headline is unbelievably superb, but it certainly doesnt help. Think of the opening line of your email like the next level headline. Do what you can with your template so that the first words are valuable. Change your email template to reflect something that feeds the curiosity that the subject line started. 4. Make Email Personally From You The from portion of your email is a way to humanize your email. When we send out our weekly email, we send it from Garrett, not from . Why? Our emails are by people, from people, for people. They arent from vague brands, apps, or objects with a possible nefarious agenda against humans. People connect with people, not with inanimate objects.

Cultural Diversity - action plan Essay Example | Topics and Well Written Essays - 500 words

Cultural Diversity - action plan - Essay Example The society must, therefore, strive to enhance cultural proficiency through the adoption and implementation of an effective action plan. The creation of cultural awareness, self and societal, is critical for the development of cultural proficiency. People should be enlightened on the need to understand and appreciate their culture, beliefs, and values, knowledge, and interests, from the individual level to the community level (Lindsey, Robins, & Terrell, 2009). Accepting the cultural differences that exist and respecting them is important for the enhancement of cultural proficiency. The society should be educated on the need to appreciate each other despite the cultural differences. The society should also be enlightened on the need to values the different cultural practices, values, and ways of communication, which exist because of diversity (Leavitt, 2010). The promotion of cultural knowledge in institutions can work towards the development of cultural proficiency. Therefore, it is important that institutions like schools work towards the promotion of cultural knowledge, and consequently, cultural proficiency (Lindsey, Robins, & Terrell, 2009). All the members in the society and the authorities that govern the society should join hands in the promotion of cultural proficiency. The participation and cooperation of every individual will be vital in the implementation of the cultural proficiency action plan. The government, local authorities, educational institutions, and all other institutions should ensure the implementation of the action plan for the enhancement of humanity (Leavitt, 2010). While some issues deemed important for the promotion of cultural competence demand for specific resources, others require the commitment of the society only. For instance, the creation of cultural awareness and the institutionalization of cultural

Humanism in Utopia Essay Example | Topics and Well Written Essays - 750 words

Humanism in Utopia - Essay Example He was born in London to Sir John More who was a famous judge. He studied at St Anthony's School in London and as a teen he served as a page to Archbishop Morton who said that More would be a great man. More went to  Oxford  to study under William Grocyn and  Thomas Linacre. During his stay, he made comedies and focused on Greek and Latin literature. He translated the Latin biography of the famous Italian humanist  Pico della Mirandola. Afterwards, More returned to London to pursue law and he was admitted to  Lincoln's Inn as a barrister. Despite of that, he did not automatically follow his father’s shadow. He was confused between a religious life and a life as a civil servant. During his stay at Lincoln's Inn, becoming a monk was in his mind and studied the the  Carthusian discipline. The religious habits were permanently became part of his life. Later on he decided to take the path of a civil servant and a married life (Luminarium). He married Jane Colt and they had four children but Colt died young. He remarried for the sake of his children to Alice Middleton who was six years older than him. Middleton became a good housewife although she was different from More. More then became a famous judge, lawyer and a personal secretary to Henry VIII. He was then executed when he did not sign the oath making the king as the supreme head of the church in England. He still left a legacy and one of his famous works is Utopia (Liukkonen and Pesonen). His idea on Utopia was greatly influenced by the concept of humanism. The broad concept of humanism is concerned with the what aspects to become a human or human-being centered (Fowler 5). Humanism can also be defined as the term pertaining to a famous social philosophy and intellectual and literary currents from 1400 to 1650. The concept favor the classical pagan beliefs revolving around the philosophy of secularism or the appreciation of worldly pleasures. It also promoted individualism. Prosperity and gr owth in trade increased the interest in materialism or worldly pleasures even though people formed allegiance to the Catholic Church. Humanism therefore pushed forth the ideas of classical writers on social values and secular attitudes. Humanism embraced the mystical and aesthetic aspects of the period before the development of science. People were not free from the ancient authority. They transferred authorities instead of removing them. The humanists followed and read their authorities due to aesthetic pleasure and moral uplift (Kreis). The characters of the book Utopia were Thomas More, Peter Giles and a fictional character named Raphael Hythloday. More was a London public servant who wrote a letter to his friend Giles in Belgium who was an editor and clerk. The story was divided into two books. In book one, the background of Hythloday was introduced and More met Hythloday because of Giles. Hythloday was a Portuguese explorer who sailed to the New World with the Italian explorer, Amerigo Vespucci. He traveled in the New World and became close to the Utopians. The conversation of the three men revolved around the existence of the New World and compared it to the European political and economic issues. Book two unfolded the information regarding Utopia as Hythloday revealed it to More and Giles. The history, geography, social customs, legal and political systems, economic structures, religious beliefs and philosophy of Utopia were all tackled. Utopia started when General Utopus civilized the area and turned it into an

Baroque Opera Development and Cultural Values Essay Example for Free

Baroque Opera Development and Cultural Values Essay â€Å"Derived from the Portuguese barroco, or â€Å"oddly shaped pearl,† the term â€Å"baroque† has been widely used since the nineteenth century to describe the period in Western European art music from about 1600 to 1750† http://www. baroque. org. Following the Renaissance, the baroque period was known for its expressivity of boldness, extravagance, overall balance, and use of heavy use of ornamentation. These features can be seen in everything from the clothing styles, to the architecture, and in particular the arts. The baroque period is generally divided into 2 timeframes, the early baroque period (1600-1680) and the late baroque period (1680-1750). In terms of music, the early baroque period notes a new interest in the use of monody. Monody is the use of one voice or instrument, typically accompanied by basso continuo. The Renaissance period is known for its use of polyphony. In the late baroque period, concerto grosso became the more popular style written. Concerto grosso shows two groups of instruments or voices in contrast to each other singing or playing lines back and forth, thus introducing the first melody and harmony performances. The key instrumental form of the late Baroque period was the concerto grosso, which reflected the contrast between two groups of instruments. The two groups either alternated with one another or play together. A majority of the baroque music composed was for the church, royalty, and the social elite. This may have clouded the composer’s true vision for their music, as their works were dictated by the payer’s taste. â€Å"The greatest legacy by the late Baroque period was the creation of operas and oratorios, considered greatest and most magnificent is Handels Messiah, and J. S. Bachs St Matthew Passion† http://www. usicedmagic. com. An opera is a story that is performed by singing. The plot is expressed by speech-like songs called recitatives and arias which are more indicative of the mood or feeling at that particular moment in the performance. â€Å"The first surviving opera was Jacopo Peri’s Dafne, based on a libretto by Ottavio Rinuccini and performe d in Florence in 1598; the earliest opera still performed today is Claudio Monteverdi’s Orfeo (1607). The subjects of the first operas are all taken from Greek myth, reflecting the genre’s close alliances with attempts to recreate the music and drama of ancient cultures, nd were performed solely in aristocratic circles for invited guests† http://www. baroque. org. In the 1630s the first opera houses were opened in Venice, Italy. The audience dictated what the performers would sing and how it was performed. The crowds typically liked the arias, so that is what was primarily performed during that time. This led to a decline in dances and choruses in Italian opera. By the early 1700s, two styles became prevalent, operas with a serious tone (da capo aria) and operas with a comedic tone (opera buffa). As the baroque period and its operas progressed, the styles became more dramatic. This led to the changes and popularity of the oratorios and the cantatas. Oratorios began as small religious-based operas and ended up being huge productions mixed with non-religious texts. The cantatas began as very small secular operas performed as duets, trios, and quartets. They were performed by amateurs and professionals. As time went on, they became incorporating orchestral accompaniments and primarily performed by professionals. â€Å"Essays in classical oratory by Quintillian and Cicero provided a model for Baroque actors, as did posture and gestures taken from both classical and contemporary paintings and sculpture. Rhetorical gesture was designed to accompany individual words of text, rather than to display the pervading emotions† http://www. operaatelier. com. Baroque operas were difficult to perform due to the density of the text to be performed. To effectively convey the emotion to the audience the performers had to vividly perform to evoke emotion from the audience while maintaining the structure of the baroque style. This proves a challenge even for today’s performers. The singing style was heavily ornamented and exaggerated by the use of vibratos, dynamic changes of volume, and many other techniques. Not only was the introduction of the opera a demarcation of the baroque, but the instrumental solos and orchestral pieces as well. Johann Sebastian Bach and George Frideric Handel were great composers of instrumental masterpieces. Handle’s music for the royal fireworks is a great example of the baroque style orchestra. The instruments are played with staccato (short â€Å"poppy† style with a hint of separation between notes), lots of variation of volume, trills, etc. These all are methods used by the musicians to ornament the song. There were also layers of different instruments at varying times, and a contraposto style expressed between the different sections of the orchestra. It’s almost as the different sections are talking back and forth to one another. Another great example of a baroque masterpiece is Bach’s Toccata Fugue in D minor. This was written for the pipe organ by Bach, but there is no surviving copy in Bach’s own handwriting. Several masters have rewritten the work and that is how it survives today. The piece begins with a few short notes followed by a single long note. The sounds are soon followed by the accompaniment of long deep bass tones. Throughout the song there are arguments and accompaniments between the harmony and melody of the deep rumbling bass and the high shrills produced by the pipe organ. At times the song is soft and beautiful, other times the song is strong and loud, displaying aggressive dissonance. This truly is a magnificent piece displaying all of the classic signs of the late baroque evoking emotion from all listeners. The song is still very popular and used in many ads and movies today. As listeners’ tastes grew and changed, so did the style of music. Audiences began to prefer a new melodic expression of clean musical architecture which is quite different from the heavily ornamented and opulent baroque style. This new preference ushered in the new classical style and the age of Hyden and Mozart. â€Å"Although the baroque period ended over 250 years ago, vestiges of the era can be heard everywhere. Some of the most influential and beloved compositions are regularly performed in concert halls, and a wealth of recordings make the baroque available on demand. Many of the musical genres still in use today, like the oratorio, concerto and opera, originated in the period. Twentieth century composers such as Ralph Vaughn Williams, Igor Stravinsky and Benjamin Britten paid homage to the baroque in their works. Its influence can even be heard outside the realm of art music: the free movement between solo and group in jazz is sometimes compared to baroque music, and snippets of Bach and Vivaldi frequently appear in the solos of heavy metal guitarists. And the spirit of the baroque—an unwavering belief in the power of music to touch people’s lives—changed music history forever† http://www. baroque. org.

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Unsupervised Neural networks A neural network is a system composed of many simple processing elements operating in parallel whose function is determined by network structure, connection strengths, and the processing performed at computing elements or nodes. Neural networks are commonly known as "artificial neural network" (ANN). An Artificial Neural Network (ANN) is an information-processing system that is evolved by the way biological nervous systems works, such as the human brain. Neural networks have broad applicability to real world business problems. In fact, they have already been successfully applied in many industries. Since neural networks are best at identifying patterns or trends in data, they are well suited for prediction or forecasting needs including: Sales forecasting Industrial process control Customer research Data validation Risk management Target marketing These neural networks are also used in the following specific paradigms: recognition of speaker s in communications; diagnosis of hepatitis; recovery of telecommunications from faulty software; inte...

Growth Monitoring Of Preterm Infants Health And Social Care Essay

Monitoring growing is of import in preterm babies as they are at a high hazard for postpartum growing limitation and impaired long term growing and neurodevelopment. In the absence of better charts, intrauterine growing charts recommended by taking professional pediatric administrations can be used for supervising the growing of preterm babies. The purpose when caring for preterm babies is to at least fit the growing speed from published best postpartum growing charts and strive towards making ideal growing speeds from intrauterine growing charts. The Fenton chart appears to be suited for supervising growing of preterm babies during their stay in the neonatal intensive attention unit ( NICU ) . Recently, Fenton charts have been updated utilizing the WHO 2006 charts for the 40-50 hebdomads ‘ station construct age group. Once a post-conception age of 40 hebdomads is reached, the WHO 2006 growing charts can be used for supervising on-going growing. The on-going â€Å" Intergrowth -21st survey † has the possible to get the better of the lacks of all current growing charts. It will enable the constitution of normative growing charts for supervising the growing of preterm babies during and beyond their NICU stay into early childhood. Care should be taken to avoid inordinate gimmick up growing which is associated with increased hazard of diabetes, high blood pressure, and fleshiness in ulterior life.Key pointsGrowth charts are indispensable for dei ¬?ning wellness and nutritionary position and early sensing and direction of growing upsets in babies and kids. Growth monitoring is particularly of import in preterm babies as they are at a high hazard for postpartum growing limitation and impaired long term growing and neurodevelopment. A ‘standard ‘ chart that represents the ideal healthy growing of a population is normative whereas a ‘reference ‘ chart that describes the population without doing claims about the wellness of its sample is descriptive in nature. In the absence of ideal growing charts, intrauterine growing charts are considered suited for supervising the growing of preterm babies until they reach term. In the absence of ideal charts, the WHO 2006 growing charts may be used for supervising the growing of ex-preterm babies. The International Fetal and Newborn Growth Consortium survey is designed to bring forth a set of international criterions ( normative charts for foetal growing, birth weight for gestational age and postpartum growing of preterm babies ) for clinical applications and supervising tendencies in populations. Perturbations in wellness and nutrition, irrespective of their aetiology, about ever affect growing ( 1 ) . Hence, growing appraisal utilizing growing charts is a utile tool for dei ¬?ning wellness and nutritionary position in kids ( 2 ) . Growth monitoring helps to better nutrition, educate the attention givers, and enables early sensing and referral for conditions manifested by growing upsets ( 3 ) . The most common measurings for measuring growing are weight, length/height, caput perimeter and organic structure mass index. Growth monitoring of preterm babies is even more of import because, as described below, many surveies have shown that ( a ) preterm babies suffer from postpartum growing limitation and ( B ) postnatal growing limitation is associated with long term inauspicious neurodevelopmental results.1. Preterm babies suffer from postpartum growing limitation:1.1 In a retrospective longitudinal cohort survey, Horemuzova et Al ( Sweden ) evaluated the physical growing of al l babies born before 26+0 hebdomads of gestation and lasting to full-term age ( n=162 ) , admitted to the NICU of Karolinska Hospital between January 1990 and December 2002 ( 4 ) . Body weight was recorded daily, caput perimeter ( HC ) hebdomadally and length twice a month. The bulk of the babies showed a marked postpartum growing limitation for all growing variables with increasing divergence from the mention with age. At discharge from NICU, 75 % of those initially appropriate for gestational age ( AGA ) babies were below -2 standard divergence tonss for at least one of the organic structure size variables ( 4 ) . 1.2 In a retrospective cohort survey ( 5 ) , 101 kids with a BW a†°Ã‚ ¤ 750g, born between 1996 and 2005 in the University Hospital Utrecht, The Netherlands, were followed until 5.5 old ages. Height, weight, occipital-frontal perimeter at birth, 15 months and 2 old ages corrected age and 3.5 and 5.5 old ages were measured. Between birth and 5.5 old ages catch-up growing in tallness, weight for tallness, weight and OFC was seen in 72.2 % , 55.2 % , 28.6 % and 68.9 % severally of the little for gestational age ( SGA ) babies. For AGA babies they found significant catch-down growing in tallness ( 15.4 % ) and weight ( 33.8 % ) .2. Physical growing and neurodevelopmental results in preterm babies:2.1. Association between postpartum growing during NICU stay and neurodevelopmental results:1. Ehrenkranz et Al. ( USA, 2006 ) ( 6 ) assessed the prognostic value of in-hospital growing speed on neurodevelopmental and growing results at 18-22 months post-conceptional age among highly low bi rth weight ( ELBW ) babies ( 501-1000 g ) . Of the 600 discharged babies, 495 ( 83 % ) were evaluated at a corrected age ( CA ) of 18-22 months. As the rate of weight addition increased from 12.0 to 21.2 g/kg per twenty-four hours, there was lessening in the incidence of intellectual paralysis, Mental Developmental Index ( MDI ) & lt ; 70 and Psychomotor Developmental Index ( PDI ) & lt ; 70 on Bayley Scale of Infant Development ( BSID ) , unnatural neurologic scrutiny, neurodevelopmental damage, and need for rehospitalisation. Similar i ¬?ndings were observed in relation to the rate of caput perimeter growing. They concluded that the growing speed during an ELBW baby ‘s NICU hospitalization exerts a signii ¬?cant and perchance independent consequence on neurodevelopmental and growing results at 18-22 months of CA. 2. Franz ( Germany, 2009 ) ( 7 ) et al evaluated the neurological results of a sum of 219 of 263 ( 83 % ) long-run subsisters at a average corrected age of 5.4 old ages. Increasing SD tonss for weight and caput perimeter from birth to dispatch were associated with a reduced hazard for an unnatural neurologic scrutiny. 3. Shah et Al ( 8 ) ( Canada, 2006 ) aimed to place step of postpartum growing failure associated with long-run result in preterm babies born at & lt ; 28 hebdomads ‘ gestation. Four steps of specifying postpartum growing failure at 36 hebdomads corrected gestational age: ( 1 ) weight & lt ; 10th centile, ( 2 ) weight & lt ; 3rd centile, ( 3 ) omega mark difference from birth & gt ; 1 and, ( 4 ) omega mark difference from birth & gt ; 2 ; were compared for their prognostic values and strength of association with inauspicious neurodevelopmental results at 18-24 months. Postnatal growing failure defined as a lessening in omega mark of & gt ; 2 between birth and 36 hebdomads corrected gestational age had the best prognostic values compared to other postpartum growing failure steps. However, it was significantly associated with PDI ( p=0.006 ) but non with MDI ( p=0.379 ) . Postnatal growing failure defined by omega mark alteration influenced psychomotor but non mental undertakings in this cohort.2.2. Association between post-discharge growing and neurodevelopmental results in preterm babies:1 ) Ramel et Al ( USA, 2012 ) ( 9 ) reported that pre- and post-discharge additive growing suppression in really low birth weight ( VLBW: Birth weight & lt ; 1500g ) babies was negatively associated with developmental results at 24 months CA. In their retrospective survey, weight, accumbent length and caput perimeter were recorded at birth, infirmary discharge and at 4, 12 and 24 months CA in 62 VLBW babies. Standardized Z-scores for weight ( WZ ) , length ( LZ ) and caput perimeter ( HCZ ) were calculated. Twenty-four-month neurodevelopmental map was analysed as a map of growing position. Controling for WZ and HCZ at each age, lower LZ at 4 and 12 months CA was associated with lower cognitive map tonss at 24 months CA ( p a†°Ã‚ ¤ 0.03 ) . 2 ) Ghods et Al ( 10 ) ( Austria, 2011 ) conducted a retrospective cohort survey to find whether caput perimeter ( HC ) catch-up is associated with improved neurocognitive development. 179 preterm really low birth weight ( VLBW ) ( Birth weight a†°Ã‚ ¤1500 g ) babies were followed to the age of 5.5 old ages. The association between HC catch-up and neurodevelopmental result was assessed and perinatal hazard factors, infant features and nutritionary patterns associated with HC catch-up were determined. HC catch-up occurred in 59 ( 34 % ) babies and was positively correlated with neurodevelopmental result. They concluded that among preterm VLBW babies, there is a close relation between HC growing and neurodevelopmental result. 3 ) Powers et Al ( 11 ) ( USA, 2008 ) assessed the post-discharge growing and developmental advancement of 135 VLBW preterm babies in a preponderantly Latino population and reported that failure to boom and microcephaly increased neurodevelopmental damage hazard at 3 old ages of age regardless of gestational age. 4 ) Kan et Al ( Australia, 2008 ) ( 12 ) aimed to find the associations between weight and caput perimeter, at birth and postnatally, with cognitive, academic and motor results at age 8 old ages for really preterm kids free of neurosensory damage. 179 really preterm babies ( gestational age & lt ; 28 hebdomads ) born in 1991 and 1992 who were free of neurosensory damage were included in the survey. At 8 old ages of age kids had cognitive, academic and motor appraisals. Weight and caput perimeter informations were collected at birth, at the clip of discharge ( weight merely ) , at 2 old ages of age and at 8 old ages of age, and growing limitation was calculated utilizing Z-scores ( standard divergence tonss ) relative to the expected mean for age utilizing the British 1990 growing mention charts ( 13 ) . Weight at any age was largely unrelated to any results. While caput perimeter at birth was non related to school-aged results, smaller caput perimeters at ages 2 and 8 old ages were a ssociated with poorer public presentation in most outcome steps. Catch-up growing in weight in early childhood was non associated with 8-year results. 5 ) Latal-Hajnal ( Switzerland, 2003 ) ( 14 ) studied the significance of growing position at birth and postpartum growing on neurodevelopmental result in VLBW babies. Growth and neurodevelopment were examined in 219 VLBW ( & lt ; 1250 g ) kids, 94 little for gestational age ( SGA ) ( & lt ; 10th percentile ) and 125 appropriate for gestational age ( AGA ) ( & gt ; 10th percentile ) . Result at age 2 was assessed with the Bayley Scales of Infant Development MDI, PDI and a standardised neurologic scrutiny. After accommodation for carbon monoxide variables including intellectual paralysis ( CP ) , SGA kids with weight & lt ; 10th percentile at age 2 had lower mean PDI than SGA kids with catch-up growing to burden & gt ; 10th percentile ( average [ SD ] , 89.9 [ 17.4 ] versus 101.8 [ 14.5 ] ; p & lt ; .001 ) . AGA kids with catch-down growing ( weight & lt ; 10th percentile at age 2 ) were, independent of CP, more likely to hold lower mean MDI ( 94.9 V 101.7, p=.05 ) and PDI ( 81.9 vs 9 5.1 ; P & lt ; .001 ) than AGA kids staying & gt ; 10th percentile at age 2. They besides more often had terrible CP ( 22.9 % vs 1.2 % ; p=.008 ) . They concluded that in VLBW kids, the class of postpartum growing instead than the rightness of weight for gestational age at birth determines later neurodevelopmental result. 6 ) Casey et Al ( USA, 2006 ) ( 15 ) assessed the 8-year growing, cognitive, behavioral position, wellness position, and academic accomplishment in low birth weight preterm babies who had failure to boom merely, were SGA merely, had failure to thrive plus were SGA, or had normal growing. A sum of 985 babies received standardised ratings to age 8 ; 180 babies met the standards for failure to boom between 4 and 36 months ‘ gestational corrected age. The undermentioned result variables were collected at age 8: growing, cognitive, behavioral position, wellness position, and academic accomplishment. Multivariate analyses were performed among the 4 growing groups on all 8-year result variables. Children who both were SGA and had failure to boom were the smallest in all growing variables at age 8, and they besides demonstrated the lowest cognitive and academic accomplishment tonss. The kids with failure to boom merely were significantly smaller than the kids with normal growing in all growing variables and had significantly lower IQ tonss. Those who were SGA merely did non differ from those with normal growing in any cognitive or academic accomplishment steps. There were no differences among the 4 groups in behavioral position or general wellness position. They concluded that low birth weight preterm babies who develop postpartum growing jobs, peculiarly when associated with antenatal growing jobs, show lower physical size, cognitive tonss, and academic accomplishment at age 8 old ages.3. Types of growing chartsA ‘standard ‘ chart represents the ideal healthy growing of a population and hence is of normative nature. To deduce such ideal healthy growing charts, the survey population should be from a cohort of babies born to healthy female parents with unsophisticated gestation and bringing. In add-on, the survey babies should be raised under optimum environmental conditions including breastfeeding, immunizations and follow recommended dietetic pattern s. The survey babies should be free from any disease that could impede growing. Longitudinal follow up and measuring of anthropometry of such babies will assist deduce the ‘standard ‘ growing charts which will be of normative nature. The WHO 2006 growing charts ( term babies ) are standard growing charts. In contrast, a ‘reference ‘ chart describes the population without doing claims about the wellness of its sample and hence is descriptive in nature ( 16-18 ) ( Table 1 ) . The ‘reference ‘ charts are derived by mensurating the anthropometry of a sample of babies and kids at assorted ages and plotting them on graph. The sample is therefore cross-sectional instead than longitudinal. In add-on, wellness of the kids in the survey population is non taken into consideration. Majority of the presently available growing charts in full term babies and kids are mention ‘charts ‘ .4. Types of growing charts presently available for preterm babies during stay in the neonatal unit.4.1. Standard charts:At present, there are no normative criterion growing charts available for preterm babies. Theoretically talking, babies born prematurely should go on to turn at intrauterine rates until they reach term. The American Academy of Pediatrics ( 17 ) and Canadian Pediatr ic society ( 18 ) recommend intra uterine growing rates as the ideal growing of preterm babies.4.1.1. Considered being, but non truly â€Å" intra uterine growing † charts ( Table 2 )There are more than 25 surveies describing on ‘intrauterine growing charts ‘ . These have been best summarized by Karna et Al ( 19 ) . Until late, Lubchenko ( 1963 ) ( 20 ) and Babson/Benda ( 1976 ) ( 21 ) charts were normally used in many neonatal units around the universe. Fenton et Al ( 22 ) updated the Babson and Benda growing charts to develop modern-day ‘intrauterine growing charts ‘ . Using predetermined standards, three recent big population based studies of birth weight for gestational age were identified. The Canadian survey by Kramer ( 23 ) which had a sample size of 676,605 babies delivered between 22 to 43 hebdomads was used for updating the intrauterine weight subdivision. Two big surveies from Sweden ( 24 ) and Australia ( 25 ) were used to update the intrauterine caput perimeter and length subdivision. The informations were averaged together utilizing a leaden norm based on entire sample size to deduce the 3rd, 10th, 50th, 95th and 97th percentiles and make one growing chart. CDC 2000 growing charts were used to bring forth the growing charts from corrected gestation of 40 hebdomads ahead . The Fenton chart appears to be utile in supervising the growing of preterm babies during their NICU stay. It is used by many North American, European and Australian Centres. Recently Olsen et Als have published growing charts for New intrauterine growing charts based on United States informations ( 26 ) and it will be utile if Fenton charts are updated integrating this new information from USA. The latest updated Fenton charts have used WHO 2006 growing charts alternatively of CDC 2000 charts to bring forth growing charts from post-conceptional age of 40 hebdomads until 10 hebdomads post term ( personal communicating with Tanis Fenton ) . Built-in issues with intrauterine growing charts: Even though they are called â€Å" intrauterine † charts, they are in fact cross sectional informations derived from anthropometry measured at birth on preterm babies delivered at assorted gestations. It is good known that foetuss delivered prematurely may non hold reached full growing possible due assorted maternal/fetal morbidities and therefore make non reflect the â€Å" ideal † growing. Besides, these charts do non take into consideration, the normal 5-8 % weight loss that occurs in healthy preterm babies in the first hebdomad of life.4.1.2 ‘Fetal growing charts ‘ ( Table 2 )Strictly talking, merely charts derived from longitudinal surveies should be called growing charts, growing being a procedure extended over clip ( 27 ) . Hence it may look logical that ideal ‘intrauterine growing charts ‘ should be derived from consecutive and longitudinal appraisal of physical parametric quantities of we ight, length and caput perimeter utilizing foetal ultrasound technique ( 28 ) . However, the drawback of this method is that foetal ultrasound is non really accurate in foretelling the foetal weight. A systematic reappraisal which analysed informations from 58 articles over 28 old ages found broad variableness in diagnostic truth of ultrasound scrutiny in foretelling the foetal weight. Overall merely 62 % ( 8895/14,384 ) of the sonographic anticipations were within 10 % of the existent weight. The truth was affected significantly by the clip interval between scrutiny and bringing, individual making the echography ( registered diagnostic medical sonographers had better truth than doctors or occupants ) , and the gestation at appraisal ( assessment closer to term were more accurate compared to preterm patients ) ( 29 ) . Another systematic reappraisal came to similar decisions. The referees searched four of import databases ( MEDLINE, EMBASE, ZETOC, and The Cochrane Library ) . Studies including the appraisal of foetal weight by 11 different research groups utilizing different expressions were included in the reappraisal. No preferable method for the ultrasound appraisal of foetal weight emerged from their reappraisal. They found that the size of the random mistakes was rather broad, with 95 % assurance intervals transcending 14 % of birth weight in all surveies. They concluded that the truth of EFW utilizing foetal ultrasound is compromised by big intra- and inter-observer variableness and attempts must be made to understate this variableness if EFW is to be clinically utile ( 30 ) . In add-on, maternal morbidities can ensue in foetal growing limitation, which in bend can ensue in non- ideal growing charts. In position of such restrictions, foetal weight charts derived from the presently available u ltrasound engineering may non be appropriate for usage as ideal postpartum growing of preterm babies. In position of such restrictions, foetal weight curves derived from the presently available ultrasound engineering are non appropriate for usage as ideal postpartum growing of preterm babies. However, recent progresss in engineering have resulted in more frequent usage of 3-D ultrasound for foetal biometrics measurings. Chan et Al. ( 2009 ) in a prospective survey compared the inter- and intra-observer fluctuation of foetal biometric measurings using planar ( 2D ) and 3-dimensional ( 3D ) ultrasound imagination ( 31 ) . Three braces of physicians trained in echography evaluated singleton gestations in the mid-trimester. Measurements of the biparietal diameter ( BPD ) , head perimeter ( HC ) , abdominal perimeter ( AC ) , and femur length ( FL ) were taken in extra by each physician utilizing 2D imagination and so once more utilizing 3D volume informations sets. Each set of mated phy sicians evaluated 12 patients. Inter- and intra-observer fluctuations were calculated as the SD of the difference between paired measurings performed by the physician braces and by the single physicians, severally. Bland-Altman secret plans were used to visually compare measurement prejudice and understanding by 2D and 3D methods. The intra-observer fluctuation of HC, AC, and FL was significantly lower for 3D compared with 2D ultrasound. Inter-observer fluctuation was non significantly different when measured with 2D and 3D ultrasound, with the exclusion of FL, which was lower when measured with 3D ultrasound. They concluded that the usage of 3D ultrasound significantly reduces intra-observer fluctuation for HC, AC, and FL and reduces inter-observer fluctuation for FL ( 31 ) . Schild et Al. ( 2008 ) in a prospective cohort survey, obtained biometric informations of 150 singleton foetuss weighing a†°Ã‚ ¤1600 g at birth by sonographic scrutiny within 1 hebdomad before bringing ( 32 ) . Exclusion standards were multiple gestation, intrauterine decease every bit good as major structural or chromosomal anomalousnesss. Their new expression was compared with presently available equations for gauging weight in the preterm foetuss. They concluded that in foetuss weighing a†°Ã‚ ¤1600 g at birth, the new expression utilizing 3D ultrasound is superior to burden appraisal by traditional expression utilizing 2D measurings ( 32 ) . These informations indicate that 3D echography may hold the possible to be a more accurate step of foetal anthropometry than the traditional 2D ultrasounds. If these preliminary promising findings are proved correct in multiple big surveies, intrauterine growing curves derived from such method may hold the possible to be used as ideal growing curves for supervising preterm babies after birth.4.2 Postnatal ‘reference ‘ Growth charts ( Table 2 )Many mention charts that describe the existent longitudinal growing of preterm babie s during the class of their stay in the NICU have been published ( 33, 34 ) . If these mention charts are used to supervise the on-going growing of preterm babies, extra-uterine growing deceleration would be considered as normal. Hence they are non ideal for supervising the growing of preterm babies. However, these charts give an thought of what can be achieved with the available resources and bounds set by the morbidities of prematureness and can be used to compare the growing of preterm babies between different units.5. A note of cautiousness while taking to accomplish the perfect intrauterine growing ratesEven though the intra uterine growing charts may look idealistic ends, one needs to make up one's mind if it is truly executable and safe to achieve those parametric quantities. Any efforts to advance physical growing by aggressive enteric and parenteral nutrition may potentially harm the ill preterm baby. Rapid additions in enteric eating are known hazard factor for necrotising enterocolitis ( NEC ) ( 35 ) . In ELBW babies, higher fluid consumption and less weight loss during the first 10 yearss of life are associated with an increased hazard of decease and BPD ( 36, 37 ) . In add-on inordinate gimmick up growing in early neonatal period for may ensue in inauspicious cardiovascular results later in life. Finken et Al ( 38 ) and Euser et Al ( 39 ) found that in topics born really preterm, rapid babyhood weight addition until 3 months was associated with tendency towards higher insulin degrees at 19 old ages. They besides concluded that rapid weight addition in both babyhood and early childhood is a hazard factor for grownup adiposeness and fleshiness. Similar concerns have been raised by other research workers ( 40, 41 ) .6. Growth charts to supervise preterm babies from post-conception age of 40 hebdomads into early childhoodUntil late, many states used the growing charts released by Centers for Disease Control and Prevention ( CDC 2000 ) for supervising the growing of term babies and kids. The same charts are normally used for ongoing growing monitoring of preterm babies after making station ideational age of 40 hebdomads. The built-in job with the CDC 2000 and similar charts is that they are ‘reference ‘ charts, which merely describe the sample population without doing any claims about the wellness of the sample. Because of assorted environmental and lifestyle influences, the prevalence of corpulence in kids and striplings has increased markedly over the past few decennaries. Hence, any new mention charts, which are derived from such population of fleshy kids, would accept these abnormally high weights-for-age as normal ( 42, 43 ) . Use of such charts would besides ensue in more kids being wrongly and often diagnosed as scraggy ensuing in unneeded nutritionary supplementation and may lend to fleshiness and associated morbidities. To some extent, the CDC 2000 growing charts addressed this by excepting the informations derived from the National Health and Nutrition Examination Survey ( NHANES ) III for kids 6 old ages of age for weight-for-age and organic structure mass index ( BMI ) – for-age charts. This was carried out because they had identified that compared with the NHANES II ( 1976-1980 ) , the NHANES III ( 1988-1994 ) kids were of higher weight-for-age ( 44 ) . Despite this accommodation, the 97th and the 99.9th percentile charts ( +2 and +3 z-scores ) are located really high on the CDC weight-for-age and BMI-for-age charts, intending that fewer corpulence and corpulent kids and striplings are identified as such because the norms have been raised. The lower centiles have besides been shifted upwards, taking to overestimate of under nutrition, and therefore advice taking to overfeeding ( 45 ) ; besides, safeguards that were taken by the CDC can non be confidently expected from countless figure of ‘reference ‘ charts which are being published on a regular basis from different states all over the universe. To get the better of the jobs built-in with ‘reference ‘ charts, with a complete alteration in doctrine, the World Health Organization ( WHO ) conducted the Multicentre Growth Reference Study ( MGRS ) in order to set up the ‘standard ‘ growing charts for kids between 0 and 6 old ages ( 46 ) . The MGRS was conducted between 1997 and 2003 in 6 states from diverse geographical parts: Brazil, Ghana, India, Norway, Oman and the United States. The survey combined a longitudinal followup of 882 babies from birth to 24 months with a cross-sectional constituent of 6669 kids aged 18-71 months. The survey populations lived in socioeconomic conditions favorable to growing. The single inclusion standards for the longitudinal constituent were: no known wellness or environmental restraints to growing, female parents willing to follow MGRS feeding recommendations ( i.e. sole or prevailing breastfeeding for at least 4 months, debut of complementary nutrients by 6 months of age and continued suckling to at least 12 months of age ) , no maternal smoke before and after bringing, single-term birth and absence of important morbidity. The eligibility standard for the cross-sectional constituent were the same as those for the longitudinal constituent with the exclusion of infant eating patterns. A lower limit of 3 months of any breastfeeding was required for participants in the survey ‘s cross-sectional constituent. Weight-for-age, length/height-for-age, weight-for-length/height and body mass index-for-age percentile and Z-score values were generated for male childs and misss aged 0-60 months. The pooled sample from the 6 take parting states allowed the development of a truly international mention. The criterions explicitly identify suckling as the biological norm and set up the breastfed kid as the normative theoretical account for growing and development. They besides demonstrate that healthy kids from around the universe who are raised in healthy envir onments and follow recommended eating patterns have strikingly similar forms of growing. In add-on, to set up ‘standard ‘ normative charts for older kids and striplings, the WHO reconstructed the 1977 National Center for Health Statistics ( NCHS ) /WHO growing mention utilizing state-of-the-art statistical methods. The 1977 growing mentions were used because they were from a population prior to the happening of the current epidemic of childhood fleshiness. These new charts were released by the WHO in 2007 for general usage ( 47 ) . These charts are recommendations for how kids should turn. More than 125 states including UK, USA, Canada and New Zealand have started utilizing the WHO growing charts for full term babies ( 48 ) . The full set of tabular arraies and charts are available on the WHO website ( www.who.int/childgrowth/en ) together with tools such as package and preparation stuffs. Since their publication, many surveies have shown the utility of WHO growing charts in foretelling fleshiness and other cardiovascular morbidities. De Onis et Al ( 49 ) examined the association between cardiovascular hazard and childhood corpulence and fleshiness utilizing the BMI cut-offs recommended by the WHO. Children were classified as normal weight, corpulence and corpulent harmonizing to the WHO BMI-for-age mention. Blood force per unit area, lipoids, glucose, insulin, homeostasis theoretical account assessment-insulin opposition ( HOMA-IR ) and uric acid degrees were compared across BMI groups. The topics were kids ( n 149 ) aged 8-18 old ages. About 37 % , 22 % and 41 % of kids were classified severally as normal weight, corpulence and corpulent. Corpulent kids were 10A ·6 times more likely than normal-weight kids to hold high blood pressure ; OR for other associations were 60A ·2 ( high insulin ) , 39A ·5 ( HOMA-IR ) , 27A ·9 ( TAG ) , 16A ·0 ( low HDL-cholesterol ) , 4A ·3 ( LDL-cholesterol ) and 3A ·6 ( uric acid ) . Fleshy kids were more likely than normal-weight kids to hold high blood pressure ( OR = 3A ·5 ) , high insulin ( OR = 28A ·2 ) , high HOMA-IR ( OR = 23A ·3 ) and high TAG ( OR = 16A ·1 ) . About 92 % and 57 % of the corpulent and fleshy kids, severally, had one or more hazard factor. They concluded that fleshiness and corpulence defined utilizing the WHO BMI-for-age cut-offs identified kids with higher metabolic and vascular hazard. Shields et Al ( 50 ) compared prevalence estimations of extra weight among Canadian kids and young person harmonizing to three sets of organic structure mass index ( BMI ) mention cut-points. The cut-points were based on growing curves generated by the WHO, the International Obesity Task Force ( IOTF ) , and the CDC ( USA ) . Prevalence estimations of corpulence and fleshiness were produced for 2- to 17-year-olds utilizing the three sets of BMI cut-points. Estimates were based on informations from 8661 respondents from the 2004 Canadian Community Health Survey and 1840 respondents from the 1978/79 Canada Health Survey. In both studies, the tallness and weight of kids were measured. They found that 2004 prevalence estimation for the combined overweight/obese class was higher ( 35 % ) when based on the WHO cut-points compared with the IOTF ( 26 % ) or CDC ( 28 % ) cut-points. Estimates of the prevalence of fleshiness were similar based on WHO and CDC cut-points ( 13 % ) , but lower whe n based on IOTF cut-points ( 8 % ) . In the absence of other ideal growing charts, it is appropriate to utilize the WHO growing charts to supervise the on-going growing of preterm babies after making post-conceptional age of 40 hebdomads.6.1 Evidence back uping the usage of WHO 2006 growing charts for supervising preterm babies after discharge ( Table 3 ) :Nash et Al ( 51 ) aimed to find whether the form of growing of really low birth weight ( VLBW ) babies during the first 2 old ages, assessed utilizing the WHO-GS or the traditional Centers for Disease Control and Prevention mention growing charts ( CDC-RGC ) , is associated with neurodevelopment ( 51 ) . Pattern of weight, length, and caput perimeter addition of appropriate-for-gestation VLBW preterm babies ( n = 289 ) from birth to 18-24 months corrected age was classified, utilizing the WHO-GS and CDC-RGC, as sustained ( alteration in Z-score a†°Ã‚ ¤1 SD ) , decelerated ( diminution & gt ; 1 SD ) , or accelerated ( incline & gt ; 1 SD ) . Development was assessed utilizing the Bayley Scales of Infant and Toddler Development ( BSID ) -III at 18-24 months corrected age. Using the WHO-GS, kids with a decelerated form of weight addition had lower cognitive ( 10 points ) , linguistic communication ( 6 points ) , and motor ( 4 points ) tonss than babies with sustained weight addition ( p & lt ; 0.05 ) , even after accommodation for morbidities. No association was found utilizing the CDC-RGC. They concluded that a decelerated form of weight addition, determined with the WHO-GS, but non the CDC-GRC, is associated with poorer neurodevelopment tonss on the BSID-III than a form of sustained growing ( 51 ) . Belfort et Al ( 52 ) aimed to place sensitive periods of postpartum growing for preterm babies relative to neurodevelopment at 18 months ‘ corrected age. They studied 613 babies born at & lt ; 33 hebdomads ‘ gestation who participated in the DHA for Improvement of Neurodevelopmental Outcome ( DINO ) test. They calculated additive inclines of growing in weight, length, BMI, and caput perimeter from 1 hebdomad of age to term ( 40 hebdomads ‘ postmenstrual age ) , term to 4 months, and 4 to 12 months utilizing the WHO growing charts, and estimated their associations with Bayley Scales of Infant Development, 2nd Edition, MDI and PDI in additive arrested development. The average gestational age was 30 hebdomads. Mean A ± SD MDI was 94 A ± 16, and PDI was 93 A ± 16. From 1 hebdomad to term, greater weight addition ( 2.4 MDI points per omega mark [ 95 % assurance interval ( CI ) : 0.8-3.9 ] ; 2.7 PDI points [ 95 % CI: 1.2-.2 ] ) , BMI addition ( 1.7 MDI points [ 95 % CI: 0.4-3.1 ] ; 2.5 PDI points [ 95 % CI: 1.2-3.9 ] ) , and caput growing ( 1.4 MDI points [ 95 % CI: -0.0-2.8 ] ; 2.5 PDI points [ 95 % CI: 1.2-3.9 ] ) were associated with higher tonss. From term to 4 months, greater weight addition ( 1.7 points [ 95 % CI: 0.2-3.1 ] ) and additive growing ( 2.0 points [ 95 % CI: 0.7-3.2 ] ) were associated with higher PDI. From 4 to 12 months, none of the growing steps was associated with MDI or PDI mark. They concluded that in preterm babies, greater weight and BMI addition to term were associated with better neurodevelopmental results. After term, greater weight addition was besides associated with better results, but increasing weight out of proportion to length did non confabulate extra benefit.7. Future researchAs discussed above, neither â€Å" intrauterine growing charts † nor â€Å" foetal growing charts † nor â€Å" postpartum growing charts † are suited for supervising the growing of preterm babies till they become term. Similarly, CDC 2000 and WHO 2006 growing charts are besides non ideal for supervising the growing of ex-preterm babies. In order to set up normative growing charts, the Inter Growth 21st survey has been commenced by the International Fetal and Newborn Growth Consortium ( 53, 54 ) . The end is to develop new â€Å" normative † criterions depicting normal foetal and preterm neonatal growing over clip and newborn nutritionary position, and to associate these to neonatal wellness hazard. The primary aim is to bring forth a set of international Fetal and Newborn Growth Standards ( foetal growing, birth weight for gestational age and postpartum growing of preterm babies ) for practical applications in clinical usage and for supervising tendencies in populations. The survey aims to enroll 4500 healthy adult females aged 18-35, who had regular catamenial rhythms and conceived spontaneously and do non hold major wellness issues and pattern healthy life styles. Study participant adult females are being recruited from 9 states across five continents. They undergo 6 scans in add-on to the initial dating scans. They are scheduled at 5 hebdomadal intervals: 14-18 hebdomads, 19-23 hebdomads, 24-28 hebdomads, 29-33weeks, 34-38 hebdomads and 39-42 hebdomads. Apart from the extra scans, they receive the standardised antenatal attention. Based on expected 9 % rate of prematureness, it is expected that around 360 babies would be born to these female parents ( 26-37 hebdomads gestation ) . Their longitudinal growing will be monitored for 8 months. This would include mensurating weight, length and caput perimeter every 2 hebdomads for the first eight hebdomads and so monthly until eight months after birth. Those enduring from decease or serious morbidities of prematureness such as NEC will be excluded. This will analyze will enable the derivation of normative intrauterine growing charts every bit good as postpartum growing charts from a diverse population across five continents.

Course Notes on Principles of Management

The Global Environment In the past, managers have viewed the global sector as closed. Each country or market was assumed to be isolated from others. Firms did not consider global competition, exports. Today’s environment is very different. Managers need to view it as an open market. Organizations buy and sell around the world. Managers need to learn to compete globally. Tariff Barriers A tariff is a barriers to trade. Tariffs are taxes levied upon imports. These seek to protect jobs in the home country. Other countries usually retaliate.Free trade: in a free trade agreement, each country seeks to specialize in things they make most efficiently. If India is more efficient in making textiles, and the USA in making computer software, then each country should focus on these. Distance & Culture Barriers The second leading cause of trade barriers. Distance closed the markets as far as some managers were concerned. Communications could be difficult. Languages and cultures were differ ent. During the last 50 years, communications and transportation technology has dramatically improved.Jet aircraft, fiber optics, satellites have provided fast, secure communications and transportation. These have also reduced cultural differences. Effects on Managers Declining barriers have opened great opportunities for managers. Managers can not only sell goods and services but also buy resources and components globally. Managers now face a more dynamic and exciting job due to global competition. Free Trade NAFTA: North American Free Trade Agreement. Abolishes most tariffs on goods traded between Mexico, Canada and the U. S. Allows unrestricted cross-border flows of resources.Many U. S. firms have now invested in Mexico. This is a manufacturing opportunity. Wage costs are lower in Mexico. Can serve Mexico with a plant in Mexico and reduce freight. Managers face new opportunities and threats. Global Task Environment Suppliers & Distributors Managers buy products from global suppli ers or make items abroad and supply themselves. Key is to keep quality high and costs low. Global outsourcing: firms buy inputs from throughout the world. GM might build engines in Mexico, transmissions in Korea, and seats in the U. S. Finished goods become global products.Distributors: each country often has a unique system of distribution. Managers must identify all the issues. Customers & Competitors Formerly distinct national markets are merging into a huge global market. True for both consumer and business goods. Creates large opportunities. Still, managers often must customize products to fit the culture. McDonald's sells a local soft drink in Brazil. Global competitors present new threats. Increases competition abroad as well as at home. Forces in the Global General Environment Political-Legal ForcesResults from diverse and changing nature of each countries’ political system. Representative democracies: such as the U. S. , Britain, Canada. Citizens elect leaders who ma ke decisions for electorate. Usually has a number of safeguards such as freedom of expression, a fair court system, regular elections, and limited terms for officials. Well defined legal system and economic freedom. Totalitarian regimes: a single political party or person monopolize power in a country. Typically do not recognize or permit opposition. Most safeguards found in a democracy do not exist.Examples include Iran, Iraq, and China. These are difficult to do business with given the lack of economic freedom. Further, human rights issues also cause managers to avoid dealing with these countries. Economic Systems Free market economy: production of goods and services is in private ownership. Production is dictated by supply and demand. Command economy: decisions on what to produce, how much, done by the government. Most command economies are moving away from the command economy. Mixed economy: certain economic sectors controlled by private business, others are government controlle d.Many mixed countries are moving toward a free enterprise system. Recent Trends Current shift away from totalitarian dictators toward democratic regimes. Very dramatic example seen in the collapse of the former Soviet Republic. Also very pronounced in Latin America and Africa. With this shift, has come a strong movement toward free market systems. This provides great opportunities to business managers on a global level. Many businesses are investing millions in former totalitarian countries to seize these opportunities. Changing Political and Economic Forces Sociocultural ForcesNational culture: includes the values, norms, knowledge, beliefs, and other practices that unite a country. Values: abstract ideas about what a society believes to be good, desirable and beautiful. Provides attitudes for democracy, truth, appropriate roles for men, and women. Usually not static but very slow to change. Norms: social rules prescribing behavior in a given situation. Folkways: routine social co nventions including dress codes and manners. Mores: Norms that are central to functioning of society. much more significant that folkways. More examples include theft, adultery, and are often enacted into law.Norms vary from country to country. Hofstede’s Model of National Culture Individualism v. Collectivism Individualism: world view that values individual freedom and self-expression. Usually has a strong belief in personal rights and need to be judged by achievements. Collectivism: world view that values the group over the individual. Widespread in Communism. Prevalent in Japan as well. Managers must understand how their workers relate to this issue. Power Distance A society’s acceptance of differences in the well being of citizens due to differences in heritage, and physical and intellectual capabilities.In high power distance societies, the gap between rich and poor gets very wide. In low power distance societies, any gap between rich and poor is reduced by taxati on and welfare programs. Most western cultures (U. S. , Germany, United Kingdom) have relatively low power distance and high individualism. Many economically poor countries such as Panama, Malaysia have high power distance and low individualism. Achievement vs Nurture Achievement oriented societies value assertiveness, performance, success. The society is results-oriented. Nurturing-oriented value quality of life, personal relationships, service.The U. S. and Japan are achievement-oriented while Sweden, Denmark are more nurturing-oriented. Uncertainty Avoidance Societies and people differ on their willingness to take on risk. Low uncertainty avoidance (U. S. , Hong Kong), value diversity, and tolerate differences. Tolerate a wide range of opinions and beliefs. High uncertainty avoidance (Japan and France) are more rigid and do not tolerate people acting differently. High conformity to norms is expected. Long Term Outlook Long-term outlook is based on values of saving, and persistenc e.Taiwan and Hong Kong are cultures that are long -term in outlook. Short-term outlook seeks the maintenance of personal stability or happiness right now. France and the U. S. are examples of this approach. International Expansion Importing and Exporting: the least complex method of expansion. Exporting: firm makes products and sells abroad. Importing: firm sells products made abroad. Licensing: firm allows foreign organization to make and distribute goods for a fee. Helps the home firm since it does not have to set up a complete production and distribution network.Franchising: company sells a foreign organization the rights to use brand name and know-how in return for payment and profit percentage. International Options Strategic Alliances: managers pool resources with a foreign firm and both organizations share the rewards and risks. Allows firm to maintain control which is a problem with exporting, licensing, and franchising. Wholly-owned foreign subsidiary: firm invests in produ ction operations in a foreign country. Many Japanese auto firms have done this in the U. S. This is very expensive but can yield high returns. International Expansion

Are We More Free than We Were in the Past

Are We More Free than We Were in the Past Centuries ago, production was limited to long hours of manual labour, which yielded low output. Simple goods required a lot of man-hours to produce. The 18th century was accompanied by revolutions that changed man’s way of life. Machines were invented and production started growing. The labour intensive model that was used before the invention of the machines was replaced by the factory system.Advertising We will write a custom essay sample on Are We More Free than We Were in the Past? specifically for you for only $16.05 $11/page Learn More The use of machines replaced hand tools and most of the human labour was replaced by the power of the steam engine. This is what characterized the industrial revolution. Over a short time span, rural towns grew as more factories came up. There was increased movement from the rural areas to the fast growing urban centers (Amin, 1995). This further promoted the establishment of social classes; employers on one side and workers on the other. Britain was the first to enjoy the benefits of machine production; its economy grew and was the envy of the neighbouring European countries and the, the US Included. The inventions like the spinning jenny and the flying shuttle boosted the textile industry a great deal. Steam power was used in the manufacture of automobiles, leading to ease of transportation. It is important to note that the effects of the industrial revolution not only shaped the lives of people in the 18th century; but still develop the 21st century as newer technologies are applied. The growth of industries prompted competition amongst countries all over the world. Similar concepts started emerging in different countries. As production grew, there was a need to find new markets and places to establish industries. The US became a new ground for development and soon caught up with the competition. The concept of factory production became the primary focus of all businesses. The second indu strial revolution came with an increased production and an improvement on machines used in production. Machines that had been using steam power were replaced by those using electrical power; which proved more economical and easy to manage. Electricity could power huge mechanical plants in the factories, making arrangement of machines more flexible. As more machines were introduced into the factories, the need for human labour became less valuable. Factories made mass production a priority and in 1913 Henry Ford introduced a more effective way of production; using the assembly line to produce goods. This concept ensured the production of identical goods in huge numbers and within a short time (Gartman, 2009).Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More The assembly line used a conveyor belt which held components that would be put together to form the final product; as the conveyor belt moved from one work station to another. Henry Ford used this model of production to manufacture his Model-T Ford automobiles, which made him a market leader in the automobile industry (William, 1978). The assembly lines became popular and were adapted by other industries; and that process of production was referred to as fordism. Fordism introduced a system of mass production that was efficient and cost effective. Economies of scale were achieved by investing more on production plants thereby increasing output and reducing unit costs. With mass production came division of labour, workers specialized on specific tasks in different work stations. The remaining staff did the overhead work, which included procurement, marketing, accounting, repairs and stocking. Working on an assembly line had it merits and demerits. Workers routinely worked on the same stations for a long time, after a while those kinds of jobs became boring and saw a high number of staff quit their jobs. On the o ther hand skilled labour became highly paid. Management policies further ensured job securities and safety measures for workers. Though fordism grew economies, improved lifestyles and provided opportunities for highly paid jobs; it also led to the loss of numerous jobs that were previously held by the unskilled labourers. Rise of industries also made critical changes to the environment, in terms of pollution and exploitation of resources. As cities grew, the rural regions remained poor. It is about time we moved from mass production of goods to a system that advocated for transformation of institutions, which promote a flow of information (Giddens, 1990). Post-fordism is movement from the system of mass production to a just-in-time production model coupled with the flow of information and transportation to enable economic development. Markets became more liberalized and were not restricted by national borders. Trade agreements were signed to enable free movement of goods and service s to consumers wherever they were.Advertising We will write a custom essay sample on Are We More Free than We Were in the Past? specifically for you for only $16.05 $11/page Learn More Organizations targeted countries with competitive demand for their products; they also considered production costs in those new countries. Lower taxes also promoted migration of those corporations to their new destinations. While Fordism focused on mass production, Post-Fordism used a model that customized production to the customers’ needs. Relocations focused on areas with lower wage payouts, while exploiting a highly professional staff. The automation process and the use of information technology saw an increase in quality of production, as experts were hired to manage tasks at different levels of manufacture. Post-Fordism promoted a production process that constantly required the input of skilled labour and rotational work schedules. Although this model of producti on sought to maximize efficiency; corporations had to take advantage of short term contracts hence increasing the rate of job insecurity. Outsourcing became a popular concept, used by companies to deliver services at reduced wages. All these factors made Post-Fordism successful in delivering goods and services on time. It created disparities in incomes for its workers, in that different countries paid different wages for the same level of expertise. Profit margins were also high considering the low production costs. The major difference between the two systems is that, while Fordism produced a particular good in huge quantities for an undifferentiated market, Post-Fordism had an assortment of goods produced to satisfy diverse consumer bases that had different tastes and cultures (Harvey, 1989). Post-Fordism can be seen as a promoter of globalization, through liberalization of trade and division of labour across the entire globe. It also spreads modern cultures and technologies to di fferent countries (Koch, 2006). As the western countries grow their economies, part of their wealth also remains in the poorer countries; especially those in the developing world.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Post-Fordism can be viewed as a modern way of life, as people exchange ideas, cultures, traditions and do business with each other. Institutions that do not move with change, and those that do not consider customer satisfaction are bound to fail; in this consumer based system of production. (Becks, 2001) Although each system worked best during its era, both of them have had an adverse effect on the global society. So are we safe than we were in the past? This will depend on an individual’s view, as both systems had both advantages and disadvantages. Jobs were created and lost, there was economic and social growth across the board. If we compare the two systems carefully, Post-fordism seems to encompass the global demands of the employers, workers and the consumers. Development might be on different levels, but there is evidence that it is distributed to the most remote places on the globe. References Amin, A., 1995. Post-Fordism: A reader (studies in urban and social change). Oxford: Blackwell Publishers Ltd. Becks, U., 2001. Individualization: institutionalized individualism and its social and political consequences. London: Sage Publications Limited. Gartman, D., 2009. From autos to architecture: Fordism and architectural aesthetics in the twentieth century. New York: Princeton Architectural Press. Giddens, A., 1990. The consequences of modernity. Palo Alto: Stanford University Press. Harvey, D., 1989. The condition of postmodernity: An enquiry in to the origins of cultural change. London: Basil Blackwell. Koch, M., 2006. Roads to Post-Fordism: Labour markets and social structures in Europe. Hampshire: Ashgate Publishing Ltd. William, A., 1978. The productivity Dilemma: Roadblock to innovation in the automobile industry. Baltimore: Johns Hopkins University Press.