Life Cycle of a Butterfly Essay

Introduction Lifecycle refers to the stages of growth and development of a living thing. All living things go through different stages of development throughout their lives. Change in actions and behaviors are deeply associated with the changes in the stages of life. Butterfly is such an insect, which has a complete lifecycle consisting of four separate stages. In this paper, we will discuss the lifecycle of a butterfly in order to get an understanding of all stages of growth and development of a butterfly. Stages of Development A butterfly’s growth and development process is known as metamorphosis. There are four stages of development in the life of a butterfly. Each stage is unique and represents a different life structure of a butterfly. The four stages of development that a butterfly goes through include Egg, Larva, Pupa, and Adult butterfly. Egg is the very first stage of a butterfly’s life. A female butterfly lays 10 to 100 tiny eggs at a time on the leaves of the plants. Butterflies select the leaves for eggs based on the food choice of the caterpillars. A butterfly lays her eggs only on the leave, which caterpillars like to eat. Each type of butterfly has a different choice of leaves, which it uses to lay down the eggs. â€Å"The food source needed in a butterfly habitat varies among species† (Barrett, 2011). It takes nearly five to ten days for a caterpillar to emerge from an egg. The second stage of a butterfly’s lifecycle is one in which an egg hatches into a caterpillar. A butterfly, in the form of a larva or a caterpillar, eats the maximum amount of food in this stage. The stage of caterpillar is the primary growth stage of a butterfly. A caterpillar is a work-like form of butterfly with a pattern of beautiful stripes on its skin. Caterpillars have just one aim, which is to eat more and more food. It even eats the shell of the egg from which it comes out. â€Å"The caterpillar hatches from the egg and usually the first thing it does is eat the egg shell† (Ballard, 2009). There is no specific food, which a caterpillar eats. Different types of caterpillars eat different kinds of food. Each species of butterfly has a specific family of host plants from which caterpillars take their food (Ballard, 2009). Some caterpillars like to eat fresh leaves whereas some types of caterpillars prefer old leaves. There is a species of caterpillars known as Harvester butterfly’s caterpillars. Harvester caterpillars like to eat aphids that are present on different kinds of plants. The Harvester butterflies lay their eggs near aphid colony in order to provide a good amount of food to their caterpillars. This stage of a butterfly’s lifecycle lasts for two to five weeks depending on the living conditions and type of the caterpillar. Pupa is the third stage of a butterfly’s lifecycle. In this stage of life, the butterfly in the form of a pupa, hangs itself in an upside-down position to a twig. Another change, which occurs in this stage, is the growth of a tough flexible shell outside the body of the pupa. The structures of a caterpillar are deformed and a new adult butterfly’s structure is formed. This stage is also known as the resting stage of butterfly’s life. The habit of continuous eating goes away in this stage. A pupa appears to be dead but inside the shell, the process of transformation continues. â€Å"It is generally incapable of movement but is able to move certain body parts† (Kumar, 2011). This stage of a butterfly’s lifecycle lasts for one to two weeks. Adult butterfly is the last stage of a butterfly’s life. In this stage, a fully developed adult butterfly comes out of the shell. The head, thorax, legs, swollen abdomen, and wings come out of the shell one by one. A butterfly rests for a while in order to let its structures become dry and hard. Once the structures of a newly emerged butterfly become hard, it becomes ready to fly. A butterfly usually lives for two to three weeks. However, there exist some types of butterfly, which can live for months. Conclusion Summing it up, all living things go through different stages of development, which represent their lifecycles. A butterfly has four stages of life, which include egg stage, caterpillar stage, pupa stage, and the adult butterfly stage. A butterfly shows different nature and habits in each stage of life. An adult butterfly represents the last stage of a butterfly’s lifecycle in which a butterfly becomes ready to fly. References Ballard, K. (2009). Butterfly Life Cycle – The Caterpillar. Retrieved from http://ezinearticles.com/?Butterfly-Life-Cycle—The-Caterpillar&id=2005048 Ballard, K. (2009). What Do Caterpillars Eat?. Retrieved from http://ezinearticles.com/?What-Do-Caterpillars-Eat?&id=2133512 Barrett, M. (2011). What Is in a Butterfly’s Habitat?. Retrieved from http://www.wisegeek.com/what-is-in-a-butterfly-habitat.htm Kumar, M. (2011). Things To Know About Butterfly Life Cycle. Retrieved from http://ezinearticles.com/?Things-To-Know-About-Butterfly-Life-Cycle&id=6096961

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n k m Module Study Guide Global Business Practice West London International Business School West London International Business School Global Business Practice Module Study Guide |Module Code |MS70069E | |Level |7 | |Credits |20 | AY2012-2013 Version No 01  © UWL 2012 Global Business Practice Module Study Guide Contents |Page No. | |Module Leader and Teaching Team Details | | | | | |Facts and figures | | | | |Section A Overview and Content | | |1 Welcome and Introduction to the Module |5 | |2 Administrative and Technical Support | | |3 Timetable/Venue/Rooms | | |4 Student Support and Guidance |6 | |5 Content of the Module |8 | |6 Aims of the Module | | |7 Learning Outcomes | | |8 Learning Resources |10 | | | | |Section B Assessment and Feedback | | |9 Assessment: General Information |11 | |10 Details of Assessment | | |11 Summative Assessment Grid |14 | |12 Statement on Plagiarism | | |13 Evaluation of the Module | | |14 Personal Development Plan (PDP) | | |15 Frequently Asked Questions (FAQ) | | | | | |Section C Module Programme | | |16 Guide to Learning Sessions |15 | | | | Module Leader and Teaching Team Details Module Leader |Roger Cook | |Field and School |Strategy, Marketing & Supply Chain Management, | | |West London International Business School. | |Email |roger. [email  protected] ac. uk | |Phone |0208-231-2470 | |Location |Paragon – Annex | Module Tutor |Alex Dalzell | |Field and School |Strategy, Marketing & Supply Chain Management, | | |West London International Business School. | |Email |alex. [email  protected] ac. uk | |Phone |0208-231-2130 | |Location |Paragon – Annex | Module Tutor |Jessie Ren | |Field and School |Strategy, Marketing & Supply Chain Management, | | |West London International Business School. | |Email |[email  protected] ac. uk | |Phone | | |Location | | Facts and Figures Module Code |MS70069E | |Level |7 | |Credits |20 | | | | |Total Guided Learning Hours |200 | |Consisting of: | | |Teaching Contact Hours |42 | |Guided Independent Study Hours |158 | | | | | | | |Assessment: | | |Percentage of final marks assessed by: | | | | | |Coursework |100% | | | | Section A Overview and Content Welcome and Introduction to the ModuleWelcome to this Level 7 module: Global Business Practice. This is a core compulsory module for all the Business and Management Masters programmes within the West London International Business School. The module examines the shifts occurring globally in production patterns, economic activity, and industry evolution. The changing contours of the global economic map reflect new trends in production, trade and FDI and increasing complexity in the global economy. Much of this change is technologically driven which particularly impacts on financial services and flows of capital. This drives the need for businesses to innovate in production, supply, distribution and marketing processes.Corporate architectures are also shifting and the module examin es emerging transnational corporations, looking at why and how TNC’s develop and their relationship to the nation states in which they operate. The state’s role as competitor, collaborator, regulator and container is examined, together with the dynamics of the bargaining processes between the Nation State and the TNC. The module also develops an understanding of Governance issues and CSR for TNCs, and how issues of people, profit and planet interrelate. 2Administrative and Technical Support The administrators for the module are Jackie Forbes-Steers and Susan Broomfield. (TC375) 3. Timetable/Venue/Rooms Rooms as per Masters programme timetable. 4. Student Support and Guidance West London Online (Blackboard)All the key information you require to complete this module will be made available through West London Online (Blackboard). Please check the module site regularly for additional resources or information made available while the module is running. Updates or changes wi ll be communicated to you via Blackboard announcements and/or email – so please also ensure that you check your student email account regularly. Help and support There are Help Pages at http://uwl. ac. uk/westlondononline – these provide guidance for all students in making use of the University's online learning platforms. All technical issues with Blackboard, Turnitin and PebblePad should be reported to the IT Service Desk. You can do so by: †¢ Talking to staff in any IT Suite or Library Calling 0300 111 4895 (internal phone extension 4895) †¢ Emailing [email  protected] ac. uk Learning Support Learning Support is free and available to all UWL students. Your first point of contact for any enquiry about support available for writing, maths, structuring essays, revision techniques, or any other support you require with academic skills is learning. [email  protected] ac. uk . You will also find online self-help and self-tests on academic writing, plagiarism , grammar and punctuation and time management. This is available at Study Support Online. Look for the link to Study Support Online when you log on to West London Online (Blackboard) http://online. uwl. ac. uk .The University also offers you the opportunity to test and improve your own academic skills at leisure, in your own time. This test is free and available for the duration of the course. It can be found on the Study Support Online community inside West London Online (Blackboard). Look for the link to Study Support Online when you log on at http://online. uwl. ac. uk One-Stop-Shop Students can benefit from a variety of support services during their studies. The One-Stop-Shop offers professional services which are free, impartial and confidential. They offer information, advice and guidance to students in a variety of ways e. g. face to face, telephone, email, Skype.They aim to answer all your questions, or direct you to someone who you can talk to. They are located on Ground Fl oor, C Block, St. Mary’s Road, Ealing with a satellite service to Paragon and Reading, including drop-in sessions (these are advertised on each site). Opening hours:Monday to Thursday9. 00 to 5. 00pm Friday10. 00 to 5. 00pm For further information on each area go to: http://www. uwl. ac. uk/students/Support_for_students. jsp Email: [email  protected] ac. uk Telephone: 020 8231 2573 / 2991 / 2739 The University Library The University Library provides a wide range of services, resources, advice and help to support teaching, learning and research across the institution.There are two physical libraries: †¢ The main campus Library in St Mary’s Road, which comprises of four floors †¢ The Health Library on the second floor of Paragon House †¢ There is also a virtual library at the Berkshire Hub providing access to all our e-resources and which is fully supported with professional Library and IT help and advice. All students are automatically members of the Li brary. The Unique card is also the Library card, and borrowing rights are automatically set according to course and status. Self-service machines are available at all Libraries, allowing for independent borrowing when service desks are not staffed.The Academic Support Librarians provide help and support throughout the learner journey, running training sessions on a regular basis on topics such as Reworks and referencing, or database search strategies, and offering one-to-one advice on finding detailed resources for assignments by appointment. Further information including opening hours and contact details is available at: http://library. uwl. ac. uk/use/sites/opening_hours. html 5. Content of the Module 1. Global shift: Introduction to scope of the module Nature and scope of globalisation: Economic shifts, production patterns, and TNC activity. The role of information technology in economic transformation and product and process innovation. Geographies of technological innovation. 2 .Complexity in the global economy Features, actors and characteristics. Unravelling complexity Global shift: Changing contours of global economic map: production, trade and FDI. 3. Transnational corporations Why and how TNC’s develop. Internal and external networks. Structural types. Global and multinational business models. 4. Role of the state State’s role as competitor, collaborator, regulator and container. Bargaining processes between the State and TNC’s. 5. Governance and CSR for TNC’s States, Institutions, and issues of Corporate Governance. TNC’s and CSR. Ethics in International Business 6. International Trade Theory Benefits of Trade Patterns of Trade.Instruments of trade Policy 7. Foreign Direct Investment Trends, directions, shifting ideologies 8. Regional Economic Integration The case for / against its development. Implications for international companies. 9. Global monetary system Functions of foreign exchange market. Functions of Glob al Capital Markets 10. Global logistics and international trade Logistics and international trade. Procurement and outsourcing. 11. Global food industry Food supply and production processes. Corporate strategies in the food industry. 12. Production and Supply Chain Strategies Lean production. Supply chain strategies Agile supply chains / mass customisation. 13.Global fashion industry Clothing supply and production processes. Corporate strategies in the clothing industry. 14. Global car industry Car supply and production processes. Corporate strategies in the car industry. 6. Aims of the Module 1. Highlight a range of pertinent issues appropriate to the understanding and analysis of global business developments and shifting economic activity and power. 2. Examine the role of supply chain management within the global economy as a whole. 3. Examine the role of TNC’s supply chain management within the growth of the global economy. 4. Highlight the importance of sustainability wit hin global business models. 5.To explore issues relating to global institutional governance and corporate social responsibility and business ethics in the global economy. 7. Learning Outcomes 1. Critically evaluate key issues appropriate to the role and power of TNC’s. 2. Identify the main factors related to effective global supply chain management. 3. Conceptualise the role of sustainable business models in the global economy. 4. Debate the importance of CSR and ethics in international business. 5. Research the likely winners and losers in a shifting global business environment. 6. Critically evaluate key issues appropriate to global economic shifts. 8. Learning Resources Library Services (including e-resources)UWL’s Library Services offer the best possible learning environment, with one of the largest, electronic collections of resources in the higher education sector. We have invested heavily in updating our traditional library and computing facilities. They provide workstations offering full internet access. There is also an extensive collection of electronic databases covering virtually all subjects. The libraries hold a substantial stock of specialist books and journals, housed in a combination of open and private study areas. There is also a wireless network available for personal laptops within each library. Support staff at each library can help you get the most from the resources, and subject-specialist librarians can help with more detailed research queries.Self-issue machines for book loans in/out of service hours are available in Ealing and Brentford. UWL is a member of the Society of College, National and UK Libraries (SCONUL), and M25 Libraries consortia. These organizations allow access to other HE institutions’ libraries and specialist libraries within London and throughout the UK. Student learning resources Essential Reading: †¢ Dicken,P (2009) Global Shift, London: Sage †¢ Hill,C. (2012) International Business: Competing in the Global Marketplace Maidenhead: McGraw Hill Other recommended texts (Relevant chapters will be used in the module for specific topics): †¢ Crane and Matten (2010) Business Ethics, Oxford De Wit and Meyer (2010) Strategy, an international perspective, C-Engage †¢ Mangan et al, (2011), Global Logistics & Supply Chain Management, Wiley Other useful texts (these provide useful additional reading and plenty of examples): †¢ Christopher, Martin (2011), Logistics & Supply Chain Management, Prentice Hall †¢ Hargroves, K. C & M. H. Smith (2006), The Natural Advantage of Nations London: Earthscan. †¢ Malin, C (2010), Corporate Governance, Oxford: OUP †¢ Tricker, (2012) Corporate Governance, Oxford: OUP †¢ Sandel, M. J (2009), Justice, London: Allen Layne. †¢ Singer, P (2002), One World, Melbourne: Text. †¢ Starkey, R & R. Welford (2005), Business and Sustainable Development, Earthscan.Blackboard: The UWL e-learning platform contain s all the module material including the module study guide, lecture slides, tutorial commentary and links to useful websites. Section B Assessment and Feedback 9. Assessment: General Information Assessment for the module consists of coursework weighted at 50% and a final assignment weighted at 50%. The pass mark for the module is 50%; in addition a minimum of 50% must be obtained in both pieces of assessment. 10. Details of Assessment Assessment 1 Briefing: 1. The purpose of the essay is to ascertain how companies may best be structured and organised to conduct international business activities 2.Your work should evidence a clear understanding of the respective nature and roles of TNC’s and Nation states and the tensions that exist in their respective powers, influence and operations. 3. You should display evidence of current debates and also consider the changing contours of global business practice in coming years. 4. You should also make reference to the role and influence of global institutions ( such as WTO and the World Bank ) and C. S. O’s. 5. Your work should evidence an understanding of Institutional Governance and C. S. R. 6. You will be marked on your argument and on the quality of supporting evidence and examples, not on your opinion which may be freely expressed, but should be justified in your discussion. Assessment 2 Briefing: 1.Your work should evidence a clear understanding of international trade and supply chain management in your chosen transnational company. You will need to consider: a. The procurement of raw materials / materials / components / sub-assemblies / services. b. An overview of the production/ service processes used by the transnational company should make reference to lean production/ service techniques. c. You will also need to describe the distribution of finished products to the market. 2. Your report should be supported by appendices giving a supply chain diagram(s) and a table giving key economic / financial data relating to the status of your chosen transnational companies international trade. 3.You will be marked on your understanding and analysis of the economic and supply chain strategies employed by your trans-national company and also by the use of models and concepts to illustrate economic and supply management issues. ASSESSMENT GRID |Organisation / Coherence and Clarity of | | | | | |Expression |25 |0 – 8 |9 – 17 |18 – 25 | |Introduction. | |Poorly organised as well as |Reasonable structure with some|Very good structure with a clear| |Clear and logical structure. |broadly illogical structure |consistent and logical |and logical structure as well as| |Presentation. | |with unjustifiable |conclusions. Presentation of |reasonably deduced conclusions. | |Relevant issues discussed. | |conclusions. |a reasonable standard. |Excellent presentation. | |Soundly based conclusions. | | |Comments clear enough though |Fluent commentary with excellent| |References and qu ality of academic | |Poor spelling and grammar as |there remains room for |spelling and use of grammar. | |literature. | |well as vague comments with |improvement | | |Clear, articulate and fluent expression. |little or no insight into the | | | |Accurate spelling and grammar. | |real issues. | | | | | | | | | |Content |25 |0 – 8 |9 – 17 |18 – 25 | |The contents must be relevant | |Incorrect application of |Reasonable application of |Very good application of | |Application of theory to practice. | |concepts and principles. |theoretical concepts. |concepts and principles. | | | | | | | | | | | | |Level of Analysis and Synthesis |25 |0 – 8 |9 – 17 |18 – 25 | |Clear, critical, incisive analysis and | |Largely a descriptive exercise|Some evidence of critical |Clear evidence of critical and | |comment well integrated and evaluated as | |with little or no meaningful |analysis with some evidence of|incisive analysis well | |appropriate. | |analy sis. |evaluative and synthesised |integrated into the work as well| | | | |work. |as relevant evaluation and | | | | | |synthesis. | | | | | | |Application of Methodology |25 |0 – 8 |9 – 17 |18 – 25 | |Choice of models and concepts to | |Largely inappropriate choice |Reasonable choice of models |Excellent selection of models | |illustrate economic and supply management| |of models and concepts. |and concepts for the most part|and concepts, clearly and | |issues. | | |though not always convincing |convincingly applied and | | | | |in application. |explained. | 11. Summative Assessment Grid |Type of assessment |Module learning |Word |Due date (week |Threshold |Pass |Weighting | | |outcomes |count or equivalent |no. | |Mark | | |Individual management |2,3,5,6 |2,000 |15 |35% |50% |50% | |report: TNC economic & | | | | | | | |supply chain management | | | | | | | 12. Statement on Plagiarism Plagiarism is defined as the presentation by a student of work for asses sment which is not his/her own, in the sense that all or part of the work has been copied from that of another person (whether published or not) without attribution, or the presentation of another's work as if it were his/her own.Any student who knowingly permits another student to plagiarise his/her own work will also be regarded as having breached the General Regulations. Self-plagiarism can also occur if a student does not reference their own, previous, work. See also: Student Handbook Section 3. University Regulations and Student Code of Conduct For further advice on plagiarism go to the UWL website: http://www. uwl. ac. uk/students/current_students/Advice_to_students_on_plagiarism. jsp As detailed in Section 4 above, the Learning Support Team are available to help with any issues you may have with academic writing and referencing. 13. Evaluation of the Module The module will be evaluated on line by students. 14. Personal Development Plan (PDP) Not relevant to postgraduate stude nts 15.Frequently Asked Questions (FAQ) This is a new module, any queries to be answered in seminars Section C Module Programme 16. Guide to Learning Sessions |Theme Number |1 | |Theme |Introduction | |Key concepts / issues |Overview of global business development: economics, | | |production patterns, CSR and TNCs. | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assignments | |Essential Reading |Dicken – Chapters 1, 4 | |Background Reading |Hill – Chapter 1 | | |De Wit & Meyer – Chapter 10 | |Independent Study |Read in Hill: Starbucks( p. 36,7) | | |Healthcare (p. 2) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |2 | |Theme |Global Shift | |Key concepts / issues |Changing contours of global economic map: Features, actors | | |and complexity | |Delivery metho d |Lecture/Tutorial. | |Formative assessment opportunities Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assignments | |Essential Reading |Dicken – Chapter 2,3 | |Background Reading |De Wit & Meyer – Chapter 1 | |Independent Study |Read in Hill:Indonesia (p:64) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |3 | |Theme |Transnational corporations | |Key concepts / issues |Why and how TNC’s develop. Internal and external networks. | | |Structural types. Global and multinational business models. | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Dicken – Chapter 5 | |Background Reading |Hill – Chapter 14 | | |De Wit & Meyer – Chapter 10 | |Independent Study |Read in Hill:Microsoft (p. 484,Tata:615) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | Theme Number |4 | |Theme |Role of the state | |Key concepts / issues |State’s role as competitor, collaborator, regulator and | | |container. | | |Bargaining processes between the State and TNC’s. | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Dicken – Chapter 6 | |Background Reading |Dicken – Chapter 7 | |Independent Study |Read in Hill:Japan (p. 5) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |5 | |Theme |Governance and CSR for TNC’s | |Key concepts / issues |States and issues of Institutional Governance. TNC’s and | | |CSR. Ethics in International Busi ness | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to summative assessment |Final assessment. | |Essential Reading |Dicken – Chapters 15,16,17 | |Background Reading |Hill – Chapter 5 | |Independent Study |Read in Hill:Etch a Sketch (p. 72) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |6 | |Topic |International Trade Theory | |Key concepts / issues |Benefits, Trends, directions, political economy and | | |instruments of policy | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Hill – Chapter 6 | |Background Reading |Hill – Chapter 7 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |7 | |Theme |Foreign Direct Investment | |Key concepts / issues |Trends, types ,and theories | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Hill – Chapter 8 | |Background Reading |Hill – Chapter 15 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |8 | |Theme |Regional Economic Integration | |Key concepts / issues |Case for and against further integrations – implications | | |for TNC’s | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Readi ng |Hill – Chapter 9 | |Background Reading |Dicken – Chapter 14 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |9 | |Theme |Global Monetary system | |Key concepts / issues |Functions of foreign exchange market | | |Functions of Global Capital Markets | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Hill – Chapter 10 | |Background Reading |Hill – Chapter 12 | |Independent Study |Practice tutorial questions. | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | Theme Number |10 | |Theme |Global logistics | | |and international trade | |Key concepts / issues |Logistics and international trade. | | |Procurement and outsourcing. | | Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment | |Essential Reading |Mangan – Chapters 1, 2, 3 | |Background Reading |Hill – Chapters 16, 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |11 | |Topic |Global food industry | |Key concepts / issues |Food production processes. Corporate strategies – food | | |industries | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment | |Essential Reading |Dicken – Chapter 9 | |Background Reading |Hill – Chapter 15, 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |12 | |Theme |Production and Supply | | |Chain Strategies | |Key concepts / issues |Lean production. Agile supply chains and mass | | |customisation. |Delivery method |Lecture/Tutorial. | |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment. | |Essential Reading |Mangan – Chapter 4 | |Background Reading |Hill – Chapter 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |13 | |Theme |Global fashion industry | |Key concepts / issues |Clothing supply and production processes. Corporate | | |strategies in the clothing industry | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessm ent |Final assessment. | |Essential Reading |Dicken – Chapter 10 | |Background Reading |Hill – Chapter 5, 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |14 | |Theme |Global car industry | |Key concepts / issues |Car supply and production processes. | | |Corporate strategies in the car industry | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment | |Essential Reading |Dicken – Chapter 11 | |Background Reading |Hill – Chapter 17 | |Independent Study |Practice tutorial questions. | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | ———————– Assessment task: †¢ Essay: ‘The Nation State is d ead, long live the TNC’. Critically assess the changing relationships between TNC’s and nation states. Weighting: 50% Date/time/method of submission: Week 9 Word count or equivalent: 2,000 wordsAssessment criteria & marking grid: see below. Timing of feedback: Week 12. Students will be given written feedback. There will also be verbal collective feedback for the whole group. Assessment task: †¢ An individual Management Report: Analysing how international trade and supply chain strategies are implemented, supported, delivered and developed in a chosen trans-national company agreed with your tutor. Weighting: 50% Date/time/method of submission: Week 15 Word count or equivalent: 2,000 words Assessment criteria & marking grid: see below. Timing of feedback: After Module Assessment Board. There will be an opportunity for students to prepare for the re-sit assignment.

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Business IT - Essay Example This lowered entry barriers has led a flood of new entrant to enter into this online industry (the latest high profile entrant being Groupon.com). Secondly, the Internet widens the geographic market which implies a wider market but also, considering the low barriers to entry it means more competitors to contend with. With many competitors and the disintermediatory effect of the Internet, bargaining power shifts to both buyers and suppliers. Nevertheless, Amazon.com has been able to propel itself to market leadership through the development and adherence to a strong strategic positioning. This is manifested through its customer value proposition, distinctive value chain and continuity of direction. Amazon.com has relentlessly focused on providing its customers a strong value proposition that is characterized by convenience, low prices and an extensive selection of merchandise. This competitive advantage has been achieved through heavy investment in information technology (IT) and a di stinct value chain. Amazon’s IT has empowered it to support its â€Å"Culture of Metrics† which has enabled it to profile its consumers and thus customize their pages and offer suggestions on what to purchase when they go back online via Amazon’s web portal.

COMPETITIVE FORCES AND SWOT ANALYSIS Essay Example | Topics and Well Written Essays - 1250 words

COMPETITIVE FORCES AND SWOT ANALYSIS - Essay Example strengths of offering wonderful services to the clients as well as its opportunities where it can harness the use of the Internet to market its products. Specially designed websites are very important in marketing the organic foods since information disseminated using the internet can reach a wide area of geographical space instantly. 1. Whole Food Market is the world’s best retail store that specializes in retailing purely organic foods and has stores in America, Canada and the United Kingdom. Thus according to Whole Foods Market, Inc. (n.d), â€Å"the organisation owns and operates a chain of natural and organic foods supermarkets and its product categories include, but are not limited to, produce, seafood, grocery, meat and poultry, bakery, prepared foods and catering, specialty (beer, wine and cheese).† It can be noted that the trends in organic foods mainly depend on consumer spending. The demand of organic foods is a matter of personal choice and it wholly depends with the needs and interests of the individual. It can be noted that no one is compelled to buy organic foods since the other traditional foods are readily available in the conventional supermarkets. People with special health related issues comprise the bulk of consumers of organic foods and these are fewer compared to those without special health cases who can consume any kind of food of their choice regardless of it being organic. Most of the organic foods are regarded as specialty foods and in most cases, these are often regarded as luxury items that have comparatively higher prices than other conventional grocery items. The fact that organic foods have a premium price can deter the customers from purchasing the products where they can resort to the other traditional, less expensive items when they have limited disposable money to spend. It can be noted from this argument that the market for organic foods is not very stable which can negatively impact on Whole Foods Market. Another

Reflective journal Essay Example | Topics and Well Written Essays - 2250 words

Reflective journal - Essay Example The chapter focuses on the post-menopausal syndromes and myths. The chapter also deals with the concepts of rape and its causes, the causes and tendency for child molestation and reason for impotency. The rate of sexual desire in men and women and the myth regarding it is also cured and discussed. The name of the chapter suggests that the chapter is an explicit delineation of sexual tendencies and various problems, myths and irregularities attached with it. The chapter focuses on the myth regarding the loss of sexuality or desire in women during their menopausal phase. It also delineates with the myths regarding the major sexual desire in men than women and that rape is the resultant phenomena for some men having strong sexual urge. The myth regarding the psychological domination and importance regarding the concept of impotency and that the exceptional case is those of the old man who do not face it at all as it is evident in them. The concepts and myths regarding child molestation that most of them falls prey in the hands of older men are also discussed thoroughly and properly. The chapter undoubtedly cures many narrow and parochial thoughts regarding the sexualities of older men. The very normal and the subtle relations that appear as a transition in the relationships prevailing amid men and women is discussed explicitly which acts as an eye-opener for any reader unknown to all these delicacies of relationship. The common tendency of people misinterpreting and misunderstanding the reasons associated with rape and child molestation also widens our perspective regarding sexual subtleties. The ideas regarding impotency and the knowledge that allows an individual to accept the limitation called impotency is a milestone for the general thought and perception regarding sexual life. The chapter unfolds many unknown avenues pertaining to human relations based on the realm of sexuality. It throws light on the dark abbeys of narrow thoughts

Critique of a given research article Essay Example | Topics and Well Written Essays - 500 words

Critique of a given research article - Essay Example He evaluated the motivation of first year junior high learners in Indonesia in learning English. The researcher intended to conduct a longitudinal evaluation extending for two years. He attempted to identify changes in motivation and what learners do in and out of class (Lamb 2003, p. 5-6). To do this the researcher combined survey questionnaire with semi-structured interviews. The focal group comprised of 12 individuals. The researcher, additionally, interacted with the learners to obtain qualitative data (Lamb 2003, p. 6-7). Lamb finally concluded that as English becomes adopted by many people, its learning becomes allied to conformity to globalization. Hence the motivation to learn it is dependent on identification. The extensive consultation of up to date literature enables him to evaluate relevant facets of the question. The use of focus group was prudent in finding a solution to conduction research in a multicultural context. Focus groups are an efficient qualitative method providing access to information unavailable without interactions. It provided an avenue to discover indigenous language in order to decipher the learners understanding of phrases used in the questionnaire. However, he fails to identify the variation of focus group employed. Additionally, the researcher did not highlight the guidelines utilized in the selection of members, raising the issue of external validity. Without a representative selection, the results may be invalid. The researcher identified the problems resulting from culture when administering a questionnaire in that they may not interpret the questions as intended by the researcher, he therefore responded to this by gathering qualitative data (Lamb 2003, p. 7). The interaction with the students helped increase the validity of the quantitative data collected through augmenting with qualitative data. From the responses on the liking of the learning of English, the

Question 1 If you want your employees to increase their level of Essay

Question 1 If you want your employees to increase their level of performance, you must create high levels of job satisfaction - Essay Example The main focus of the myriad of researches that have been conducted in relation to this subject has been on attempting to identify exactly what is the main factor that causes employees to increase their level of performance. The relationship between job performance and job satisfaction has not been an easy one for most researchers to establish, although the relationship between the two variables is often seen to be quite logically convincing due to fashion in which it fit into the human relations value system, it was not always easy for some researchers to exactly define what exactly job satisfaction and performance were. This is mainly due to the established fact that if organizations intend to generally improve their employee performance, it is vital that they first ensure that they first create some degree of job satisfaction in order to satisfy their employees, on the other hand, performance is an integral requirement for the creation of job satisfaction. ... Job performance essentially consists of a set of three key interrelated elements, these elements are mainly the context, the activity and the individual. In order for one to effect some degree of improved job performance, it is essential that change takes place in one or a combination of these three elements (Rothswell and Kazanas, 2003). In order to establish what job performance is; it is of critical importance to first have an appropriate conceptualization of what exactly is performance. Without the establishment of what does or does not happen to rightfully constitute of job performance in any given context, it will not be possible to provide any job performance ratings. Some of the more historical pointers used in rating an individuals job performance have been seen to include diverse judgments on aspects such as job behavior, job outcomes and results as well as the person’s own individual traits. In the establishment of a persons job performance ratings, the use of behav ioral measures has been proposed by several researchers providing the most accurate results for the proper indexing of an individual’s job success as compared to the use of results measures (Hersen and Thomas, 2003). Although the establishment of performance ratings has long been mainly based on the rater’s personal judgment of the perceived typical or average performance of the target, it has been noted by some appraisal scholars that performance can be regarded as a dynamic criterion that tends to exhibit various intra-individual variables over a given time (Hersen and Thomas, 2003). When establishing an employees job performance ratings, it is possible to obtain more information if the rating

Maximus and Aquinas Essay Example | Topics and Well Written Essays - 3750 words

Maximus and Aquinas - Essay Example Thomas Aquinas and St. Maximus the Confessors input on this issue. Will can be defined as choice or determination. Divine will is what a Divine being, God, chooses or determines. Even though it sounds clear enough, the question then becomes; who is God or what components make up God? This leads to a discussion on knowledge about God, including what is the true knowledge. Then influences on mens perception of true knowledge, like Plato or Aristotle need to be examined. Human will, or human choice or determination, appears less complicated, but in reality is not. The reason human will is not clear cut comes down to how much Divine will influences mans thoughts. This factor is unknown. Opinions range from human will that is totally free to human will being guided by completely by Divine will. Aquinas and Maximus agree that humans have a will, or choice when dealing with issues of God. Aquinas asserted â€Å"that for the knowledge of any truth whatsoever man needs Divine help, that the intellect may be moved by God to its act.†1 Despite this statement, Aquinas thought that humans have a natural instinct to have knowledge without Divine revelation. Aquinas also acknowledged that Divine revelation occurs from time to time, "especially in regard to faith.†2 This means that true knowledge comes from God, but humans can also reason things out with and without Divine revelation. Through the working out of the commandments the mind puts off the passions. Through the spiritual contemplation of visible realities it puts off impassioned thoughts of things. Through the knowledge of invisible realities it puts off contemplation of visible things. And finally this it puts off through knowledge of the Holy Trinity.3 Maximus felt that knowledge comes in an abstracting from the realm of the senses into one of intellect.4 Maximus thought that any projection onto an thought of possible apprehension makes out perception of this object false.5 This

Technological advancements for identification Essay Example for Free

Technological advancements for identification Essay The Platypus was first described in 1799 in Shaws naturalists Miscellany along with the koala, Kangaroo, wombat and emu. The most curious was the platypus. Since its first discovery there has been much debate as to whether it is a mammal and how it should be classified. The platypus is a primitive mammal that has many features that separate it from other mammals-it lays eggs, there is an absence of true teeth and an absence of mammary glands, although it has special glands that secrete milk. It has fur like other animals, but it has a beak like the bill of a duck, webbed feet and a tail like a beaver. A dried platypus skin has been sent to England in 1798 and was considered to be fake. Up until 1884 there was uncertainty about how the platypus reproduced. In 1884 Caldwell solved the problem by capturing a female with eggs. About 1904 the scientific American reported that there are many mammals that do not possess teeth when adults. Up until 1973 there was uncertainty about the platypus being able to regulate its body temperature like other mammals. Recent research shows that it can regulate body temperature but the mechanism is underdeveloped. There are two living groups: The platypuses and the echidnas. The only Cretaceous mammal known for Australia is also a monotreme, Steropodon galmani, a platypus-like animal that might be more appropriately placed in a family of its own. Until 1971, an understanding of the history of Australias platypus was non-existent. Apart from the fact that it was a monotreme and only known from Australia, all else was mystery. Then three major discoveries were made: two molar teeth of Obdurodon insignis, a 25 million-year-old platypus from the Tirari desert; a jaw fragment with three teeth of sterepodan galmani a 110 million year old monotreme from opal deposits at Lightning  Ridge, New South Wales; and, from 15-20-million-year-old Riversleigh deposits, a complete skull as well as a nearly complete dentition of a second species of Obdurdon. In 1971, while one puzzled group of Palaeontologists stared in confusion at a strange tooth found in the late Oligocene deposits of Lake Frome Embayment. These were the first teeth of a fossil platypus to be found and were named Obdurodon insights. Naturally, these central Australian discoveries caused a great deal of delight as well as anticipation but despite many tonnes of processed matrix later, central Australia has failed to produce more than a few isolated teeth, a fragment of a lower jaw and a portion of a pelvis. Discovery of the opalised jaw of Steropodon galmani in the dinosaur rich early Cretaceous deposits of Lightning ridge was one of the most exciting moments in the history of Australian palaeontology. It was the first and so far only known Mesozoic mammal from Australia. It may also have been the largest Cretaceous mammal anywhere in the world, overlapping in size some of the smallest dinosaurs, although less than twice the size of the living platypus. It had well developed teeth whose shape indicates that even by this early date monotremes has achieved many of the distinctive dental features that distinguish them from other groups of mammals. When we first discovered Ringtail Site at Riversleigh ,one of the system C localities in Rays Amphitheatre, apart from the ringtail possum jaw and some bats, we saw little in the way of mammals. But in the lab we were delighted to find isolated molars of the first fossil platypus from riversleigh. In the 1985 expedition a whole, perfect skull, the first and only ornithorynchid skull known apart from that of the modern Platypus. It was spotted as a braincast, complete with fosslilsed blood vessels when pieces of the skull were broken away in the course of fracturing blocks of limestone. After recovery and restoration of the broken pieces and dissolution of the surrounding limestone in dilute acetic acid,  the skull that emerged took their breath away. The Riversleigh material has provided a great deal of new information about the structure, relationships and paleobiogeography of platypuses in general. At this point besides the complete skull there is a complete dentition and partial lower jaw. So far, specimens of the riversleigh Obdurodon have come from the so called aquatic sites. Discovery in 1991 and 1992 of Obdurodon like monotreme teeth in 61-63 million year old sediments in Patagonia, Southern Argentina, has shocked everyone who thought platypuses were uniquely Australian. Clearly they were once part of a Gondwanan fauna that must also have been present on Antarctica, but survives today only in Australia. Because the living platypus, the only surviving descendant of Obdurodon, has become highly specialised with loss of its functional teeth, overall reduction in body size simplification of most of its cranial anatomy, we are concerned that all the lineage is in decline. When a group looses its generalised body form and edges to far out on its evolutionary limb in terms of specialisation, that limb is in increasing danger of falling off. The fossil record of rapid decline over just the last 15% of its known history suggests a less optimistic view. This is an animal just surviving in the twilight of a long and remarkable history. To add to these concerns, todays platypuses persist only in the permanent river systems of eastern Australia, sometimes in remnant rainforests but more often in the rivers that drain the open forests of the great divide. With humans abusing their the chemistry of the waterways with fertilisers and other noxious substances and deforestation and pollution of the rivers watersheds its candle may be in imminent danger of going out.

My Skills and Talents Essay Example for Free

My Skills and Talents Essay Listening to advice from others will play an important part as it helps to get an outside point of view. It could save me from making decisions which may not be in the best interest of my business, as well as allowing me to use the advice I have been given to improve on any problems I may have or ways to bring more customers. If I were to stick to my own ideas all the time then and follow them through I could end up with a big loss if something goes wrong. Being persuasive is important in a business as it would allow me to convince people so buy/sell certain things. I may feel I am paying too much for my stock in that case I can try and convince my supplier to give me a better deal possibly allowing me to buy more. Being persuasive my also help if there is any completion and I can try and find out what their business plan is and then find a way to attract more customers then them. One way to go about this is to be friendly and to just really try and get the information you are looking for or convince people to give me what I am looking for. I need to be pretty ill before I take time off. No This can be positive or negative, if I am not feeling very well I can not work as hard as I normally would or I could cause further problems for my self if the illness does not go away. On the other hand taking time off work every time I feel a bit sick will end up causing a larger work load for my return and a loss of sales for that day. I must make sure to only take time off work when it is 100% necessary so as to avoid increasing my work load for the day in which I return back to work. I will be looking at all of my skills and talents which I could use to affect my business. This will allow me to see the problems and advantages each of them will cause to my future business, after this I will then look at situations in which they can be used to aid me with my business and for solutions for the problems that they may cause. This skill can aid me with my business as you learn to get along with others and how to work as a team, as playing doubles requires very good communication in this particular sport. This can aid me in my business as I know how to work with others and communicate with them, it will allow me to hopefully get alone with my employees and communicate with them, it also allows for a company team for example which would help build a bond between me and my employees. On the other side it could have negative affects on me and my business because I may spend too much time focused on playing or arrange to go play a game when I should be concentrating on work that I have to do, as a result it may lead to work being done late or not up to a certain standard. It may also cause me to be tired when going into work if I went to play a game late in the night so during that day I wont be as focused as normal and it will cause my work to suffer. To avoid these problems I should always make sure that my work is done before I decide to make time recreational activates and to make sure I get to sleep at a certain time everyday so as to avoid being tired during work. Good knowledge of Microsoft Office programs. This an important skill as it is needed to run a business, knowing how to use programs such and word, excel, PowerPoint are needed to make presentations send letters and crate accounts. I can also teach my employees how to use these programs so I can delegate work onto them if I feel I have too much work to do. The negative side to this is that if I teach another of my employees these skills and them leave them with work that needs to be done they may run into difficulties thus resulting in work not being done properly or being done late, it also takes a lot of time to teach someone full use of these programs time of which I may not have enough of. To make sure I do not come across these problems I should make sure I only give my employees work which I know they can get done in time and properly, and I should also make sure I have time to teach them how to do new things with these programs as sometimes it may just be faster if I just do it myself and delegate something know they can do upon them as this will give them a sense of responsibility and possibly motivate them to learn other skills on their own. I like to keep up to date with new technology. This is an advantage as knowing the new technology out there is important for the business to survive, as most of them time it allows the business to achieve greater economies of scale and become more efficient. They also may be able to carry out certain tasks which in turn will allow me to save money by replacing employees whose jobs these new machines take over. The down side there is the risk of these now technologies do not work out as expected or there are problems with them which cannot be solved easily thus resulting in a large loss for my business. To make sure these problems occur I can look into new machinery to make sure no problems can occur that could lead to problems for me and my business. I enjoy talking and meeting with new people. These very important as I will have to handle customers, it will also help me communicating with my employees old and new as this is needed to get work done and can help with getting new idea for my business which could allow me to improve. The downside is some people may find I come across to strong and this may push them away or not want to speak at all. To avoid this I must make sure that I know when someone is willing to be willing to speak and when they rather be left to themselves and not be bothered by others.

Chemistry Report on Explosives

Chemistry Report on Explosives Chemistry Report on Explosives What is meant byoxidation and show how oxidation reactions are used to cause explosions. Oxidation is the term used for the combinationof a substance with oxygen, or in general any reaction where an atom ormolecule loses electrons. This can be shown as: C(s) + O2 (g)CO (g) S=solid, g=gas Gunpowderor black powder is the oldest explosive we know. It is made up of a mixture ofpotassium nitrate (also known as saltpetre or KNO3), charcoal, andsulfur in different proportions. When gunpowder is manufactured today, it ismade with the ratios 7.5:1.5:1 by mass (2). Bothgunpowder and dynamite have within them substances which are readily availableto oxidation. The oxygen which is used for the oxidation is an intrinsic partof the mixture, and is held within them in the same manner that oxygen isstored in the chemical potassium chlorate. Whengunpowder is ignited, this oxidation is extremely rapid, and a large volume ofgas is produced. The gasses are under extreme pressure, which causesthem to expand rapidly. Heat is produced causing the gas particles toaccelerate, creating even more pressure. If the gas expands faster than thespeed of sound, this creates a shockwave. The pressure produced by the gassesis what causes parts of the bomb (shrapnel) to be propelled far and wide atvery high speeds(1). Thespeed at which something oxidises is dependant on its potential to interactwith oxygen. The greater number of unstable electrons that a molecule or atomhas to lose, the quicker it will be oxidised (3). b)  Ã‚  Ã‚  Ã‚  Ã‚  Give an account of thedevelopment of chemical compounds for use in explosives. Describe theadvantages of each new chemical explosive over its predecessors, and describehow the explosives were adapted to make them safer and more effective. (9marks) It is thought that the firstexplosive discovered was black powder, originating in 10th Century China. Itwas used for ceremonial fireworks. In Europe, 1242 saw the formula for blackpowder being published by Roger Bacon. The refinement of the substance closelyfollowed after the gun was invented by Berthold Schwartz in 1300. Around thistime, black powder was being used for removal of rocks, the teqnique was knownas fire setting, but this was replaced with blasting at the beginning of the17th Century. There are records of blasting in America from 1773 (4). The production of black powderwas rapidly increased during the American Revolution. By the turn of thecentury, the commercial production of the explosive had grown from 25 millionto 100 million (2). In 1846, Nitroglycerin wasdiscovered by Ascanio Sobrero. Nitroglycerin plasticizes collodion which is aform of nitrocellulose to form blasting gelatin. This is a very powerfulexplosive. The discovery of this action led to the advancement of ballistite, thefirst double-base propellant and a precursor of cordite. Alfred Nobel built a factory toproduce it in 1861 in Sweden. An advantage of nitroglycerin was its massiveexplosive power, but it was very difficult to transport as it is a liquid,which used black powder to ignite it. It could also freeze and had toxic fumeswhich caused severe headaches (5). In 1867, Nobel accidentallyinvented Dynamite and he went on to patent his mixture. It was a greatdiscovery, being more powerful than black powder, with a higher detonationvelocity which made it much more effective breaking rock as it not only moved,but broke apart the rock Ammonium nitrate was initially synthesizedin 1659 by J. R. Glauber by blending ammonium carbonate and nitric acid. It wasmostly used for fertilizer and blasting and to replace a portion ofnitroglycerin in dynamite (1). Dupont introduced Nitramon in1935. This was seen as a breakthrough. They had safe handling, were inexpensiveand did not cause health problems. It was known as ANFO (AmmoniumNitrate Fuel Oil) when it was developed in 1955. During its production itcaused a large Texas City explosion. It was easy to load and transport andcheaper than dynamite, it is not a Class A explosive until mixed, but itsaction could be decreased by water. Over 2.2 billion pounds of it were producedin 1974. Water gels were developed from researchto solve the water problem with ammonium nitrate products (early 1940s). Themarket was small though as most applications needed a small product and therewas no economical sensitizer was not available. c)  Ã‚  Ã‚  Ã‚  Ã‚  Discuss, with reference to highand low explosives, the ideal features of an explosive reaction, explaining,with examples, how chemical reactions produce energy and how they causeincrease in pressure. (6 marks) There are three categories of explosives: high explosives,primary explosives and low explosives. Gunpowder is a low explosive so thereaction occurs slowly. Expanding gasses are used to propel, not destroy, suchas bullet propulsion from a gun (3). In high explosives, destruction is caused by the expandinggasses, and the extreme pressure causes a shockwave, if the gas expands morequickly than the speed of sound. The shockwave contributes to the demolitionpower of trinitrotoluene (TNT). Primary explosives are intended to explode not burn. Theyare used for fuses and blasting caps to initiate an explosion. Shockwaves are acrucial factor in explosions. It is a wave formed from a zone of enormously highpressure in a fluid, including the atmosphere that travels faster than the speedof sound. It moves from the point of the explosion carrying energy and has a severedamaging effect on solid objects it bounces off (5). In the chemical reaction of the explosion, compounds are brokendown to form various gases. The original chemical compounds (reactants) have muchenergy stored up as chemical bonds between atoms.When molecules break apart, the products (gases) may use some of this energy toform new bonds. Most leftover energy takes the form of extremeheat. d) Describehow UK methods of manufacture of propanone have changed since the beginning ofthe First World War. (3 marks) Propanone isalso known as Acetone, 2-propanone, methyl ketone and dimethyl ketone. It hasthe chemical formula: (CH3)2C=O. Prior to theFirst World War, it was manufactured by hydration of propene from crackedgases. This was revolutionized during WW1 when the chemist Chaim Weizmann showed that propanone could beproduced by the bacterium Clostridium acetobutylicum, this was acontinuation of the studies originally performed by Louis Pasteur showingfermentation was promoted by microbes in the 19th century (2). e) Discuss how attitudes to health and safety in chemicalresearch and industrial chemistry have changed over time. Use examples from thehistory of the development and manufacture of explosives and medicines.(4marks) In modern times, we have a numberof health and safety legislations which govern the manufacturing and use ofexplosives for their various purposes. One example is the 1996 USA Departmentof Commerce directive on the manufacturing of fireworks and explosives (6).There are now very tight regulations ensuring that everyone working in thesector is protected as far as possible. It is also accepted that the companiesinvolved have responsibility to protect their workers from harm and mustprovide safety equipment (3). Historically there have been huge numbers of accidentsduring explosive production. At one gunpowder mill in the early 19thcentury, situated in Roslin, Scotland, explosions killed two men shortly afterthe mill opened in 1805 and three more were killed by 1815. Many more followed.Deaths caused during the manufacturing process would have numbered greatly asthis was just from one of the thousands of mills worldwide during a shortperiod. Old attitudes focused on worker responsibility, were nowresponsibility should be shouldered by the company also. Conclusion Explosions are due to combustionwhich involves the use of the oxidation process. Depending on how available thesubstance is to interact with oxygen will depend on how quickly it is oxidised.The more quickly it is oxidised, the more quickly the gases will expand and themore devastating the explosion will be. References Chang, Raymond, General Chemistry: The Essential Concepts 4th Edition 2004 Kotz, John C., Paul M. Treichel, and Gabriela Weaver Chemistry and Chemical Reactivity 6th Edition 2003 Spencer, James N., George M. Bodner and Lyman H. Rickard Chemistry: Structure and Dynamics 3rd Edition 1999 Infelta, Pierre Introductory Thermodynamics 1st Edition 2005 Smith, E. Brian Basic Chemical Thermodynamics 5thEdition 2004 USA Department Commerce, 009, Manufacture of Fireworks June 2002

Lowering Tuition at Iowa State University Essay example -- Colleges Ed

Lowering Tuition at Iowa State University The Background of the Costs of Tuition at Iowa State University Iowa State University is a land grant school which, among other things, means that the university gets money from the state of Iowa from the taxes that residents pay to the state. Because of this in state residents who choose to go to the university do not have to pay a large amount of money while out-of-state residents have to pay almost twice as much. Iowa State University does not have reciprocity, meaning that even residents from the surrounding states, Minnesota, Illinois, etc., have to pay full out-of-state tuition. Out-of- state residents have to pay about $9000 a year for tuition, while Iowa residents pay only about $2500 per year. (See fig1 for semester costs) Undergraduate Cost of Attendence Fig1. Semester Cost Resident Non-Resident Tution $1393 $4673 Room/ Board $2085.50 $2085.50 Books/ Supplies $342 $342 Fees $109 $109 TOTAL $3,929.50 $7,209.50 Source: Iowa State University Homepage, www.iastate.edu/~fin_aid_info Tuition helps to pay for all of the services and programs of a University. However, some universities put more money into one or two programs or colleges to make them stronger areas of study within the university. Not all colleges or departments throughout a university have the same quality of classes or facilities. For example, Iowa State University invests a great deal of their money in the engineering and agricultural programs and so increases the quality of those programs. This is how students choose which university is best for them. A student bases his decision on what college to attend by looking at what programs a particular universit... ...more information and email addresses of the offices go to the Iowa State University web page at www.iastate.edu. From there you will be able to reach any office or department of the University. Just keep in mind that it is the student’s job to voice their opinions to the University, and it is the university’s job to listen. Without us, there is no Iowa State! Works Cited Hauser, Andrea. "Regents Increase Tuition by 4.3 Percent." Iowa State Daily 22 Oct. 1999: 1. Iowa State University Office of Financial Aid. (No date). How Much Does It Really Cost? [Online]. (1998). Available http: http://www.iastate.edu/~fin_aid_info/ General Topics/cost.html [1999, October 29]. Iowa State University Office of Institutional Research. (No date). ISU Fact Book [Online]. (1998-1999). Available http: http://www.iastate.edu/~inst_res_info/factbk.html [1999, October 29].

Coastal Erosion :: science

Coastal Erosion With Reference to examples discuss the view that coastal erosion is caused by human intervention as a posed to natural processes. For many decades the approach to rapid coastal erosion was to build up sea defenses, to try and slow down or even stop the erosion. Initially the attempts were thought a success, however after some years it was realized that the power of the sea and waves could overcome human attempts. Only could protection be a success if huge costs were going to be involved. Many methods around the British Isles have taken place in he last 50 years with many failures occurring. It is very rare to find a coastline that shows a decrease in the rate of erosion over many years after defenses are in place. In fact in places the defenses seem to have speeded up the erosion process. Coastal erosion is a natural process of erosion, transportation and deposition, interfering with this balance could be to blame for the rise in erosion on the coasts of some areas. Groynes have been built out to sea in many areas of the British coastline. Their aim is to trap material and thus slow down the rate of long shore drift. However, these groynes in some areas are been blamed for the rise in erosion rates further down the coast. On the Holderness coastline in Humberside, erosion is taking place at a rate of about 2 meters per year. Along this coast there is a strong action of long shore drift taking place, which over centuries has produced a spit to form on the southern tip of Holderness, called Spurn Head spit. The spit is over 4km long and 100 meters wide. The majority of this coastline is glacial till, a soft fragile material, which is easily eroded. This however is not thought of as the only reason for the rapid rates of erosion. Human interference is thought to be another cause, as a result of the sea defenses put in place. A rock groyne was built at Mappleton, to create a wider beach. This in turn would help protect the coastline, by absorbing the wave energy. Then at Withernsea a concrete sea wall with a splash back and boulder rip-rap in front of it was created. These defenses were to cause great problems. The groyne meant that material moving down the coast by long shore drift would get stuck behind the groyne.

Duty of Care Essay

Introduction This unit will look at the importance of ‘Duty of Care’ within the health and social care area. It will aid in helping to identify standards of care required by carers and the actions needed to be implemented in order to maintain high quality care. The courts have identified what standards of care a person can expect from those providing it: i.e. what a ‘reasonable person would think is reasonable’ in the circumstance. In English Tort law a duty of care (or depict in Scots law) is a legal obligation imposed on the person requiring that they adhere to a standard of reasonable care whilst performing any acts that could foreseeably harm others. It requires that everything reasonably practicable be done to protect the health and safety and wellbeing of others. The standard of care an individual that you may care for or support is entitled to; Care that meets the persons identified needs Person centred planning around the person Support to maintain independence Well-trained staff Care that meets the minimum standards as set down in law Each person that we support has a right to expect a good standard of care which we need to uphold. By understanding and acknowledging people’s rights we gain greater awareness of circumstances which might give rise to concerns. Often it is when a person’s rights are breached that we become aware that we have a ‘duty of care’ to alert another person to a situation that may make a person we care for or support vulnerable or at risk. see more: explain what it means to have a duty of care in own work role There are a variety of terms that need to be understood in order to fully understand what constitutes ‘duty of care’, such terms include; ‘Duty of care’ is a requirement that a person act towards others and the public with the watchfulness, attention, caution, and the prudence that a reasonable person in the circumstances would. If a person’s actions do not meet this standard of care, then the acts are considered negligent and any damages resulting may be claimed in a lawsuit for damages ‘Reasonably practicable’ means that the requirements of the law vary with the degree of risk in a particular activity or environment which must be balanced against the time, trouble and cost of taking measures to control the risk. It enables the duty holder to choose the most efficient means for controlling a particular risk from the range of feasible possibilities. The duty holder must show that it was not reasonably practicable to do more than what was done or that he/she has taken ‘reasonable precautions and exercised due diligence’ ‘Public Interest’ is anything affecting the rights, health or finances of the public at large. It is something that is of general benefit to the public or to which the general public would feel a ‘need to know’ in the general populations best interests.    ‘Whistle blowing’ A whistleblower is a person who raises a concern about  wrongdoing occurring in an organisation or body of people. Usually this person would be an employee from that same organisation. The revealed misconduct may be classified in many ways; for example, a violation of a law, rule, regulation and/or a direct threat to public interest, such as fraud, health/safety violations, corruption. Whistleblowers may make their allegations internally (for example, to other people within the accused organisation) or externally (to service commissioners, social services, regulators, Care Standards, law enforcement agencies, to the media or to groups concerned with the issues). ‘Whistle blowing’ is technically known as ‘Public interest disclosure’. The Law guarantees you protection in reporting abuse and neglect, where to do so could cause you difficulties with your employer. We have a responsibility to the people we support particularly if those people are vulnerable. Listening and observation skills are especially important to develop when we support others. When considering safe practice we have to understand that care and support encompasses a wide area. If, for example; We fail to report that we have observed that a person has a sore spot on the base of their spine, in a short time, that could develop into a pressure sore. If we see a colleague shouting or treating a person they support harshly, could that lead to abuse if we fail to use our ‘duty of care’ and report it? Three criteria must be met for negligence to be proven and be actionable in the courts: The ‘duty of care’ must actually be owed to a person That ‘duty’ must have been breached Harm must have been suffered as a result Whether negligence has occurred is a matter of fact for the courts to decide. Where the ‘duty of care’ has been breached because the acts or omissions of a health or social care worker fell below those of the ‘ordinarily  competent’ health or social care worker, it is important to bear in mind that it will be no defence to argue: That the shortcomings in not acting occurred because of a person’s inexperience If the task or circumstances required a person of a particular skill or standard, then if someone was too inexperienced to practise safely, they should have made that clear to their line manager or senior professional. In turn the supervising professional should have taken responsibility for checking that tasks are only delegated to, or undertaken by, competent staff. Learning Outcomes & Assessment Criteria Mapping The questions below target the following assessment criteria: Learning Outcome Assessment Criteria the learner can Question 4222-204 (Diploma) Outcome 1. Understand the meaning of duty of care 1.1. Define the term ‘duty of care’1.2. Describe how the duty of care affects own work role 4229-205 (Tech Cert) Outcome 1. Understand the Implications of Duty of Care 1.1. Define the term ‘duty of care’1.2. Describe how the duty of care affects own work role Common Induction Standards Outcome 5.1. Understand how duty of care contributes to safe practice 5.1.1. Explain what it means to have a duty of care in your work role 2 5.1.2. Explain how duty of care contributes to the safeguarding or protection of individuals 3 4222-204 (Diploma) Outcome 2. Understand support available for addressing dilemmas that may arise about duty of care 2.1. Describe the dilemmas that may arise between the duty of care and an individual’s rights 4 2.2. Explain where to get additional support and advice about how to resolve such dilemmas 4 4229-205 (Tech Cert) Outcome 2. Understand Support Available for Addressing Dilemmas that may arise about duty of care 2.1. Describe the dilemmas that may arise between the duty of care and an individual’s rights 4 2.2. Explain where to get additional support and advice about how to resolve such dilemmas 4 Common Induction Standards Outcome 5.2. Know how to address dilemmas that may arise between an individual’s rights and the duty of care 5.2.1. Be aware of potential dilemmas that may arise between the duty of care and an individual’s rights 4 5.2.3. Know who to ask for advice about anything you feel uncomfortable about in relation to dilemmas in your work 4 4222-204 (Diploma) Outcome 3. Know how to respond to complaints 3.1. Describe how to respond to complaints 3.2. Identify the main points of agreed procedures for handling complaints 8 4229-205 (Tech Cert) Outcome 3. Know how to respond to complaints 3.1. Describe how to respond to complaints 5,7 3.2. Identify the main points of agreed procedures for handling complaints 8 Common Induction Standards Outcome 5.3. Know how to recognise and handle comments and complaints. How to record and report information 5.3.2. Know what you can and cannot do within your role in handling comments and complaints and how you should respond 4 5.3.4. Recognise the importance of learning from comments and complaints to improve the quality of service 9 Duty of Care Q1. Define the term ‘duty of care’ (Guidance SCILS Hand-out 1) Duty of care, in any setting, is the level of service that is expected, as a minimum, to be provided. In health care and social care, this may include: act in the best interests of individuals. Do not act or fail to act in a way that could cause harm, always act within your own competence and do not do something which you can not do safely. Q2. How does duty of care affect your work role Guidance: SCILS Hand-out How it affects work role It means the duty of care I have in my job is to keep yourself safe and the individuals safe. Keeping up to date on my training. Adhering to the policies and procedures that reflect the CQC Standards. Promoting health and safety regulations and ensuring these are adhered to, reporting and hazards or risks to my line managers Promoting personal hygiene to both individuals and team members. Provide an example Reflect over the individuals Care Plans and Essential Life style plans, ensuring these documents are updated accordingly. Reporting any health and safety issues to the health and safety rep or my line manager. Highlighting any new risks that have been identified to these can be minimised. Ensuing all policies and procedures have been read, understood and signed. Attending all mandatory training. Q3. How could your ‘duty of care’ contribute to†¦. (Guidance: SCILS Hand-out 3b) Safe Practice Unsafe Practice Ensuring when administering medication, the correct procedures are followed. Checking the individuals care plan as to what support is required. Ensuring the medications agrees with the mars sheets times, dosage and route of administration. Ensuring the correct individual is present and I have observed the medication being taken. Filling in the mars sheet according to the correct time and date. Not reflecting over the mars sheet details and care plan. Assuming not changes have been made and not checking. Not signing for the medication. Leaving medication out where it is accessible to others. Ensuing all documents are filled in accurately and accordingly. All changes are highlighted to all team members and the line manager. Updating risk assessments according to hazards identified. Not reporting hazards to the line manager of the health and safety rep. Not filling in documents of relevant changes or informing the team or line manager. Dilemmas and Support Q4. Describe dilemmas that may arise between the duty of care and an individual’s rights (Guidance: SCILS Hand-out 3c + 4) Dilemma What additional support and advice would resolve this dilemma? Refusing medication To explain to the individual why the medication needs to be take, risk to health and other implications. Speak to team member and line manager as they may provide support to speak to the individual with a more positive outcome. Speak to GP, Learning disability nurse or medical professionals. Ensure it is documented in case of further issues. This may lead to a Best Interest meeting. Activities that may cause harm Speak to the individual about the risks that have been identified. Discuss with them on how these risks could be minimised to ensure safety. Document in care plan and essential life style plan. Seek support from line manger on  how this can be effectively supported. Best interest meeting my be required to see if the individual has the capacity to make the relevant decisions. Complaints Q5. It is important to have a policy instructing on how to deal with complaints to ensure that everyone knows what to do and in what timescales. It is very important that you know the procedure for your work situation. These are legal and regulatory factors to consider and statutory bodies to be informed. Can you name some of these? (Guidance: SCILS Hand-out 4) Fylde Community link work in line with legislations- The Health and Social Care Act 2008 Regulated Activities regulations 2010 There a complaints process in place, complaints will be recorded for statistical purposes and communicated to the staff members concerned. The organisation welcomes complaints as the information from investigations will provided additional learning and help improve services. A complaint can be made to any staff member who will fill in a complaint form in order to record what has been said and immediately inform their line manager. Complaint regarding staff member should be made to the Chief Executive. If a complainant is not satisfied with the response the matter will be escalated to the Board of Directors/ Trustee’s. If still not satisfied with the outcome it can be taken to the Local Authority or the local government ombudsman. Q7. Describe how to respond to complaints (Guidance SCILS Hand-Out) A complaint can be made to any staff member who will fill in a complaint form in order to record what has been said and immediately inform their line manager. Feed back form can be obtained for relatives who wish to comment on any aspect of the service. Q8. Describe the process of handling complaints from a service user (Guidance SCILS Hand-Out) A complaint can be made to any staff member who will fill in a complaint form in order to record what has been said and immediately inform their line manager. Q9. How can complaints help your workplace learn and identify actions or changes that are needed after a complaint has been received? (Guidance SCILS Hand-Out) There a complaints process in place, complaints will be recorded for statistical purposes and communicated to the staff members concerned. The organisation welcomes complaints as the information from investigations will provided additional learning and help improve services.

The Symbol of the Mockingbird Lies at the Heart of Harper Lee’s Novel to Kill a Mockingbird. Discuss.

Mockingbird's are not only symbols of innocence; they are also symbols of happiness and to kill them is evil. This concept, the senseless persecution of an innocent individual, is central to Harper Lee's novel. Boo Radley and Tom Robinson are both mockingbird figures, innocent yet condemned through the prejudices of society. The symbol of the mockingbird, with its associated ideas of a fragile, albeit beautiful innocence appears when Atticus tells Jem and Scout they may shoot all the bluejays they want, â€Å"but remember it's a sin to kill a mockingbird†.This is the first time Scout has ever heard Atticus say it was a sin to do something. The full significance of this remark is explained to Scout by Miss Maudie as she explains that mockingbirds â€Å"do nothing but sing their hearts out for us†, making music for the enjoyment of everyone in Maycomb. They represent a type of gentle and harmless creature. Throughout the text, Lee reiterates that to kill a mockingbird wou ld be wicked and spiteful, a senseless and pointless act of destruction. Boo Radley symbolises a beautiful, but tortured mockingbird that is misunderstood and ostracised by both his family and the wider community.He is kept as a prisoner in his own home, kept in confinement by his god-fearing Baptist family. Despite this treatment Boo remains gentle and harmless. However, people tell stories about how he eats squirrels and cats and poisons the pecan nuts in the school yard. To the community Boo is a â€Å"malevolent phantom†. Gradually Scout and Jem begin to see things from Boo's perspective. Like the mockingbird Boo gives pleasure and comfort: for example, the gifts in the tree, the blanket placed around their shoulders as they watch Miss Maudie's home go up in flames.Finally, he saves Scout and Jem's lives. In turn, Scout realises to drag Boo into the limelight would be like â€Å"shootin' a mockingbird† and a cruel betrayal of all the inherent goodness Boo symbolise s as a mockingbird. The mockingbird symbol also involves the broader themes of justice and how it can destroy an innocent person. Tom Robinson is an honest and principled black man who is accused of raping a white girl, Mayella Ewell. He explains he was only in the Ewell's house to help her; however, he condemns himself in the eyes of the jury when he says he felt sorry for her.This would be seen as the lowest class of citizen showing superiority towards a class above. The white community's fear of racial disturbance and their insecurity about their own position in society meant that Tom Robinson was found guilty. The prosecutor responds with feigned indignity â€Å"You felt sorry for her; you felt sorry for her? † Harper Lee uses rapid dialogue in the courtroom scene to emphasise the way the prosecutor attacks Tom, like an attack on an innocent mockingbird. Harper Lee exposes not just the prejudices of Maycomb but the ugly nature of such beliefs in society as a whole.Justice is betrayed when the jury ignore the evidence and destroy the mockingbird figure of Tom Robinson. It is evident that both characters have mockingbird traits. They both show kindness – Boo to the children, Tom to Mayella. They are both innocent – Boo of the evil persona with which he is associated and Tom of the crime of rape. Both are victims of prejudice. The significance of the mockingbird motif broadens out to contain many layers of meaning and is kept alive through the narrative continually reminding the reader of the theme of prejudice with which it is associated.

Medicalization of Childbirth

1. BACKGROUND In the 1700s, Barber-surgeons, predecessors of the obstetricians belonged to a low social standing, similar to that of carpenters and shoemakers, members of the arts and trade guild. In an attempt to create social mobility and improve social status, barber-surgeons saw the opportunity to expand their expertise and redefined the perception of their skill as life saving, a higher moral order. Soon, barber-surgeons gained a competitive edge over midwives to practise at difficult home-deliveries, through manual non-medical-instrumental extraction of fetus from the birthing woman (Dundes, 1987).Contrary to lay belief that fetal life began only at the point of â€Å"quickening† when expectant woman felt fetal movement (20 weeks), Obstetricians utilized their bio-scientific knowledge from the expertise of the microscope to claim that the start of perinatal life begins from the point of conception (Costello, 2006). This Interprofessional rivalry sparked resistance from t he displaced midwives. However, English midwives succeeded in certifying midwifery practice through the 1902 Midwifery act (Costello, 2006).This was an important step in establishing midwives not as physician-rivals, but as para-medical subordinates. In the same year, 1902, the Journal of Obstetrics and Gynecology of the British Empire was published (Drife, 2002). Early physician Mosher observed inverse relationship of declining birthrate and increasing abortion rate. He hypothesized that women opted for â€Å"criminal abortion† to avoid childbirth pain. This sparked widespread attention from society to reduce the disincentives of childbirth. Hence, obstetricians made claims to be able to alleviate childbirth pain, creating a market for obstetrics.In 1900s, only 15% of deliveries were in hospitals (Jones, 1994), after the ministry of health expanded maternal hospital facilities, hospital deliveries sored from 60% in 1925, to 70% in 1935 and 98% in 1950 (Loudon, 1988). This sh arp increase also correlates with the emergence of chloroform and ether as the first analgesics during the mid 1800s, followed by the Twilight Sleep consumer movement, of scopolamine and morphine, in the early 1900s, championed by middle and upper class women for fundamental rights to painless childbirth.Under the guise of these feminist efforts, medicalization of pregnancy and childbirth changed the orientation of childbirth to something unnatural, and created consumer demand for medical intervention. Finally, the formation of universal healthcare systems, such as the NHS, in an attempt to provide welfare-state equality to healthcare access, gained power over women’s reproductive status and decisions. 2. INTRODUCTION Medicalization occurs when a social problem is â€Å"defined in medical terms, described using medical language, understood through the adoption of a medical framework, or ‘treated with medical interventions† (Conrad, 2007).Pregnancy and childbirth has been subjected to the process of medicalization through increased medical jurisdiction and medical surveillance over these natural domains of life. There are three levels of medicalization: conceptual, institutional, and interactional (Conrad, 2007). This essay explores ways at which these three levels of medicalization have been applied to pregnancy and childbirth, and its consequences. 3. DISCUSSION 3. 1 Conceptual medicalization Pregnancy was an experience strictly confined to women, while childbirth was a domestic event attended by female relatives and midwives.This exclusive and empowering experience opposed and threatened patriarchy, the dominant culture of modern society, creating a social problem of female superiority. Hence, professional obstetricians emerged, eliminated midwifery, and created a medical model of practice that cast a disabling view on pregnancy and childbirth, allowing male participation as women’s salvation or at least, her equal. Medical authori ty and medical technologies attempt to reduce the private and individual experience of the women, and allow participation of men in the shared pregnancy and childbirth experience.One way of removing power from the female experience is to shift the focus away from adaptive bodily functions, to a desexualized and depersonalized birthing experience, with introduction of elements of patriarchy. The agency of the women was further removed through the application of the lithotomy (dorsal recumbent) position and epidural anesthesia. The lithotomy position has the woman lies on her back, facing the ceiling, with her legs separated and held by stirrups.She is given no visual or physical access to the birthing process, and no free access to movement. She merely allows. Epidural anesthesia removes bodily sensations from the waist down. Hence, the birthing woman does not receive contraction signals from her body to bear-down and expel the child. She has to depend on obstetricians for objective data on her delivery progress. Risks and choices are also presented in medical terms, hence, women are unable to understand and make informed choices or negotiate participation in their pregnancy and childbirth process.Then, the woman is stripped of her individual identity and given identities based on the age, maternal co-morbidities, number of pregnancy (Parity), and point of time in delivery (Gravid). These gives obstetricians biological information of the individual, allowing better assessment of the body and applying of the concept of risks to the management of care. Furthermore, the woman’s identity now revolves around the unborn child. Her choice of diet and lifestyle is now dictated by the risks she is willing to put on the unborn child.The rights of child over mother are highly contested in the literature. After depersonalizing the woman, weakening the gender ideology at birth, an attempt to desexualize the birthing process is done by creating taboo and discomfort to the sexual nature of childbirth. In Midwifery techniques, hands-on perineal massage, which involves preparatory stretching of the vaginal passage; and stimulation of the nipples and clitoris to elicit biological hormones that relaxes and lubricates the vaginal walls, supports natural delivery.However, obstetricians attempted to remove suggestions of female sexuality from the birthing process to allow involvement of a male-dominated profession. Substituting the natural, with artificial injectable hormones (Pitocin) to induce labor; cesarean sections to remove the child from an above-naval-abdominal surgery; and episiotomies (clean incision and straight reunion of the skin, as opposed to a irregular natural tear) as a mark of the obstetrician. This decreases the empowering experience of the body and increases the dependency on external medical interventions.They also offer episiotomies and cesarean sections to â€Å"intercede† for the husband, who assumes legal access and poss ession of the body and sexuality of the birthing woman who has been â€Å"destroyed† by the birth of her child. Another example to illustrate presence of patriarchy is how technology â€Å"reveals† and shares the individual pregnancy experience of the pregnant woman with her husband, is through ultrasonography-enabled-visualization of the child in formation. As such, he pregnant women no longer has authoritative knowledge over her pregnancy, but now engages in an more egalitarian relationship with her husband, an equal partner in the pregnancy experience. 3. 2 Institutional Medicalization Obstetricians became self-governing-businessmen through private practice. Their capitalistic motivations were achieved solely through their medical authority, and not through training in business management. They could determine the type of obstetrical interventions women of each social class deserved.A 75% cesarean section rate among private patients compares to 25% among general pat ients in New York (Hurst and Summey, 1984). This suggests a difference in professional accountability of physicians treating different paying classes. Private obstetricians receive out-of-pocket fees directly from their patients; maintain continuity of care, a personal doctor-patient relationship is expected. Obstetricians become â€Å"socially indebted† to direct-paying patients; hence they may exercise their skill of medical interventions in exchange for the fee, imposing medical procedures on women even in the absence of indication.Furthermore, the closer doctor-patient relationship of private practitioners allows the professional to better evaluate the emotion-translated financial willingness or financial ability to pay for additional cost of medical interventions. High information access through prenatal education and consultations positively correlates with high prenatal care and high cesarean rates (Hurst and Summey, 1984). Theoretically, increased prenatal care should decrease the risks of pregnancy and childbirth; hence less medical intervention should be required.Hence, it is suggested that with medicalized care expanding its surveillance to the prenatal period, there is increased awareness of the dangers of childbirth complication, and of alternate birthing methods, putting high SES New York women at risk for choosing medical intervention, which carries surgical risks on its own. Interestingly, women of lower SES in public hospitals in India were also subjected to more medical interventions and became targets of governmental missions of population control and subjected to pressure to undergo sterilization after delivery (Van Hollen, 2003).Another notable finding was the extensive use of drugs to induce labor, where drug-induced labor was a means of crowd-control, to free up maternity beds for new patients (Van Hollen, 2003). This infrastructure constraint defers from the picture of many modern western countries. In which extensive infrastruct ure was built in more fertile days, and with declining birth rates, more invasive medical procedures such as cesarean section ensures longer hospital stays, utilization of resources and sustaining jobs of healthcare workers in the maternal hospital (Hurst and Summey, 1984).By medicalizing pregnancy and childbirth, the state, through government hospitals and public policies can effectively control the rate of reproduction. Hence, it is seen in both social classes, obstetricians have different motivations for the medicalization of childbirth. Another factor fuelling the medicalization of childbirth is obstetrician’s fear of malpractice suits. Government employers indemnify obstetricians working in general hospitals, however private practicing obstetricians do not receive this privilege. Hence, private patients are able to bring malpractice suits directly to the practitioner, and his practice’s reputation.Fear of malpractice suits are frequently cited for the increase in cesarean rates in New York (Hurst and Summer, 1984). Hence, private practitioners reduce the risk of being legally liable for unsuccessful or complicated childbirth by relying on their skills and exercising authority to decide on medical interventions. Private practitioners also pay a huge premium for malpractice insurance to cover for themselves. In New York, malpractice insurance premiums have risen from $3,437 to $50,000 over three decades (Hurst and Summey, 1984). Application of costly medical interventions helps private obstetricians to cover this cost. . 3 Interactional medicalization Through the cultural interaction between obstetrician and his patient, obstetricians attempt to control culturally deviant behavior medical and intervene with obstetric medicine. Obstetricians routinize medical interventions as professional rituals to establish a sense of security and control over the unpredictable natural process of pregnancy and childbirth (Davis-Floyd, 2002). As part of the ob stetrician’s professional duty, they experience the agonizing prospect of the encountering a biological defect or a loss of human life or biologically defective.Hence, when in the power to establish control mechanisms over nature, obstetricians instate medical interventions to protect themselves from emotional distress, from disability, death or blame from their patients. However, Floyd fails to acknowledge the functionalist and symbolic interactionist perspective, where obstetricians may employ medicalization, not solely from the power of professional authority but for social service to women, and a social duty maintain society’s order.Simonds, 2002 points out that â€Å"as small durations of time become socially meaningful, the perceived scarcity of physical time increases, perceived control of events in one’s life decreases†. This rightly illustrates increased value and meaning of the period preceding childbirth, as social pressure to produce a new fun ctional member of the social group, on both women and obstetricians increases. Ultimately, medical interventions not only serve the interest of obstetricians, but also to women and society as a whole.For example, the change from trimester to weekly monitoring of pregnancy and the introduction of a scheduled hourly-charting at labor, does not merely enable increased medical surveillance and control, but also increases social contact which legitimizes woman’s gender role and addresses the valued significance of pregnancy and childbirth as social events. To the same effect, the medical category expansion to include prenatal screening at dated-pregnancy-checkpoints is also a social construction influenced by the 20th century eugenics project.Prenatal screening allowed in-utero detection of â€Å"biological defects† such as Cleft lip; Spinal bifida; Down’s syndrome, and determination of sex, this screening creates points of knowing for crucial decision-making. Throug h selective abortion another obstetric procedure, obstetricians and women â€Å"play God†, make choices on rejecting or accepting the child into the family and society. This stems from the desire to have a perfect child in a eugenic society. Next, risks is defined by obstetricians, whether a women is or not allowed to have a normal birth.Medical students are taught in terms of the very dichotomous high or low risk assessment of pregnancy. Obstetricians are able to develop diagnoses to categorize deliveries as high risk. Previously, due to poor nutrition, women suffered from a calcium deficiency known as rickets, hence malformed pelvis caused difficulty in vaginal delivery (Drife, 2002). Now, doctors socially construct small pelvis as a diagnosis of cephalo-pelvic disproportion (Beckett, 2005). Women then see themselves as defective, blame themselves, hile doctors use this emotional-blackmail, threatening women of her baby’s death, usually into submission, hence legitim izing his obstetric power. Hence, obstetricians attempt to use objective criteria to label the highly subjective definition of complicated or high-risk pregnancies. Another example is obesity. Women with obesity have higher rates of cesarean section (Beckett, 2005). Hence, these deviant behaviors are perceived as abnormal and have a higher rate of medical intervention.Obstetricians also exaggerate the dangers of childbirth (Cahill, 2001), implicitly suggesting the potential for complications and risks. It is suggested that women internalize gender systems such as knowledge, discourses and practices of the female norm and â€Å"acts† it out during childbirth (Martin, 2003). Middle-class women view themselves as relational, caring, selfless, and discipline their bodies to adhere to the prescribed gender identity. At childbirth, women may actively request for medical intervention, such as analgesia, epidural anesthesia, cesarean sections under general anesthesia, to prevent devi ant behavior.This social driver for medicalization of childbirth is also reflected in the increased risk of childbirth portrayed by the media. Media constantly focuses on exaggeration, creation of a medical crisis. The birthing women agonizing in pain, the use of machines to denote life or death, and the swarming of medical personnel at the birth bed portrays an increase tension and risks at childbirth. Also, news reports home birthing, and finding of abandoned newborns as irresponsible, and linked to pathological child-abusers (Craven, 2005). . CONCLUSION Medicalization of childbirth and pregnancy is an attempt by society to maintain hegemony over the female body and the family, to perpetuate patriarchy, capitalism, vigilance and risk-caution as the dominant culture. However, there is a vast difference in the motivations of this social process. Society sees inequality of gender as a social problem, hence it attempts to control female subordination through the medicalization of preg nancy and childbirth, experiences paramount of the female gender identity.Then, society attempts to control the reproduction of the population by structurally categorizing women according to their ability to access maternal facilities of care. The â€Å"ideal† childbirth experience was then linked to the idea of Socio-economic status. Women, who could afford medicalized care, received the most current and â€Å"advanced† technologies. While women who could not afford medicalized care often received less medical interventions, creating a subjective experience â€Å"lesser† than that of the already established norm of hospitalized painless childbirth.Also, the state could more effectively control population growth through the authority of the attending obstetricians. Lastly, society attempts to control the ideal construction of a society, seeing the unpredictability of childbirth as a social problem, hence attempting to control it with an expansion of medical cate gory to include risk assessments such as prenatal screening and intensive monitoring of delivery process at childbirth. Society also sees the unruly behavior of women at childbirth as deviant and attempts to control it with medicine and medical interventions.