Mintzberg and Management Essay Example for Free

Mintzberg and Management Essay Throughout the 20th century a strong focus was placed on the principles behind management with Henri Fayols 1916 publication Administration Industrielle et Gà ©nà ©rale being one of the first books aimed solely at deciphering and understanding the intricate concepts of management. In his book Fayol presents his classical model of management from the perspective on an executive. Fayol lists and discusses fourteen principles of management which, although non-exhaustive, provides a guide on the execution of what he proposed to be the five elemental processes of management. These five primary processes consisted of planning, organizing, commanding, coordinating and controlling which advocated Fayols support of a dynamic system of management. In response to changing contexts, other new theories have been placed forward by other distinguished academia such as Henry Mintzberg (1973), John Kotter (1982) and C.P. Hales (1986) which offer more concurrent perspectives on the concept of management. Born in 1841 Henri Fayol had, after a three decade career as a mining practitioner, committed himself to the promotion of his theories on administration in 1916 through the publication of his book Administration Industrielle et Gà ©nà ©rale up until his death in 1925. Contextually influenced by the bourgeois environment of a post revolutionized France, Fayol advocated the notion of a flexible system of management which could be applied to more than just one setting. In his book, Fayol devotes more time and focuses on the five processes of management in contrast to the fourteen management principles as claimed by (Fells, M.J., 2000, p. 358). The first element, planning, is defined â€Å"both to assess the future and make provision for it† (Fayol, 1949, p.43). He goes on to describe that this dynamic plan must take into account a list of factors such as resources, work-in-progress, and future trends. Organizing considers the functional components of organizations along with the personnel and discusses the ideal conditions required of them. Commanding considers the responsibility that falls on every manager. The goal of managers is to achieve maximum contribution from personnel towards the welfare of the company through a number of factors. An example of these factors would be elimination of the unproductive, having a thorough knowledge of personnel and their respective binding agreements and an aim to be a role model. The third element of  management is coordinating which is defined as the harmonisation of resources in their optimum proportions in order to achieve results (Fayol, 1949, p. 103). The indicators of a well coordinated organization include efficient departments which harmonize well with the rest, are well informed of their responsibilities and also work to constantly adjusted schedules based on circumstantial demands. The last element, control, focuses on the timely verification of plan implementations. This element is applicable to all the other processes and its sole purpose is to identify any complications, amend any issues and prevent future recurrences. Due to their flexibility in implementation, the correlation between the introduction of Fayols model and the sharp rise in US productivity levels as well as living standards supports his approach to management (Fells, M.J., 2000, p. 348). Fayols approach is supported by another academic source (Hales, 1989, p. 12) which claims that â€Å"Fayol grasped the essence of management† through his classical formulation of the management functions. In 1973, Henry Mintzberg provided a new conceptualization about the roles of managers through his book The Nature of Managerial Work. Through his composition Mintzberg proposed and argued that the previously accepted role of managers which adhered to a systematic approach of planning, organizing, coordinating, leading and controlling were in fact false as through his diary analysis, Mintzberg was able to demonstrate that â€Å"the manager is not a planner in a reflective sense, and no amount of admonition in the literature will make him so. His milieu is stimulus-response.† (Mintzberg, 1973, p. 182). By performing an unstructured observation and interview procedure over a two week period, Mintzberg concluded the activities of his study managers could be categorized into three sets of behaviors or roles. He conceptualized these clusters of roles as: interpersonal, informational and decisions (Pearson et al, 2003, p. 696). Mintzberg also recognizes that all managers at some time exercise each of these rules but also that different levels of managers will give different priorities to them (Mumford, 1988, p. 3). In terms of contemporary management, Fayol and Mintzberg have contributed greatly to the understanding regarding the concept of management. However  both authors are not exempt from criticisms regarding their approaches. Fayols approach is widely considered to be too theoretical whilst Mintzbergs approach has been criticized for not being theoretical enough. Despite their differences in approach, fundamentally the two theories not only share the same elements under the guise of differently labelled terms, they compliment each other in terms of validity due to the strong correlation between results regarding the behaviour of managerial positions. (Fells, M.J., 2000, p. 359) supports this judgement as the journalist goes on to state that not only are Fayols principles still relevant, they are interrelated at an elemental level with the model of Mintzberg. (Lamond, 2004, p. 350) reinforces this argument through study conducted on a large sample of male and female managers of different ages and at different managerial levels. Not only did the survey confirm that there were indeed a central set of manager functions, as placed forward by Fayol, there were also a generic set of managerial behaviours as proposed by Mintzberg. In concluding despite their contextual differences, Henri Fayols Administration Industrielle et Gà ©nà ©rale and Henry Mintzbergs The Nature of Managerial Work fundamentally share the same innate elements. This is supported by the results which derived from studies conducted by academic sources such as (Lamond, 2004) as well as the research by other academic sources (Fells, M.J. 2000), (Pearson et al, 2003), (Hales, 1989) and (Mumford, 1988). Subsequently both approaches are considered valid and have without a doubt contributed greatly to contemporary management theory. Bibliography Fells, M.J. 2000 â€Å"Fayol stands the test of time.† Journal of Management History, vol 6, no.8, 345-360 Lamond, D. 2004, â€Å"A matter of style: reconciling Henri and Henry.† Management Decision, vol. 42, no.2 p. 330-356 Pearson, C.A.L. And Chatterjee, S.R. 2003, â€Å"Managerial work roles in Asia. An empirical study of Mintzbergs role formulation in four Asian countries.† Journal of Management Development, vol. 22, no. 8 p. 694-707 Hales, C. 1989, â€Å"Management Processes, Management Divisions of Labour and Managerial Work: Towards a Synthesis.† International Journal of Sociology and Social Policy, vol. 9, no. 5/6, p. 9-38 Mumford, A. 1988, â€Å"What Managers Really Do† Management Decision, vol. 26, no. 5, p. 28-30

Protecting Children from Internet Risks

Protecting Children from Internet Risks Risk and consequences of the internet and mobile phones The Internet can be a wonderful tool for learning, but as well as accessing educational information also has the possibility those children may access inappropriate information whilst online. Within the school setting children will have some protection, as school networks will have specialist software to block inappropriate websites. Mobile phones There will be some children within the school setting who have access to the Internet at break and lunchtimes on their phones without censored search engines and it is important to be vigilant for any pupils who may be accessing and sharing inappropriate content with other children (children are more likely to be warned about bringing mobile phones on to school premises). Children are becoming more and more interested in IT by using mobile phones, laptops, iPods, computers etc and should be monitored in and out of the school. Mobile phones can be used appropriately rather than inappropriately as they could be used to communicate with their parents for forgetting work, PE clothes, school bags etc, but can also have devastating consequences for children if they are used inappropriately. Mobile phones can be used as a forum of bullying, both inside and outside the school setting. The support assistant needs to be watchful and should monitor mobile phone use in the classroom, at break ti mes and lunchtimes to see what children are using them for. Most school’s have a policy for no mobile phones to be used or brought onto the school premises, as they can be sued to send abusive and threatening text across the classroom to bully and intimidate others. Children sometimes hide their mobile phones in their pencil cases, up their blazer sleeves or under jumpers and will take any opportunity to get them out quickly when they think they are not being watched, so it is important to be vigilant at all times. The table below shows the risks and consequences of mobile phones and then Internet. Mobile phones Internet Can issue inappropriate content, pornography, cyber chatting (can lead to meeting strangers online and sharing of personal information)-paedophiles and other strangers could take advantage. Online harassment, through e-mails, chat rooms, face book and other files that can be accessed. This could lead to suicide, self harming, mental breakdown etc. Text messages- can be used to torment victims and at any time of the day or night. Cyber bullying to hurt, upset, harass or embarrass others (could lead to suicide as a result) Images or videos can be taken without others consent or knowledge and can be posted online. Identity theft- could lead to a child’s or adult’s identity being stolen as personal information has been shared. Texting- sexually suggestive or explicit messages or photographs (could lead to the victim self harming or committing suicide) The child could be located in the real world by paedophiles etc which could lead to murder, rape and other upsetting factors. Late night texting- can lead to tiredness, lack of concentration, and an inability to function in normal day to day activities at school. Pornography can be easily located through the Internet, and misleading young girls to do things like stripping, prostitution, drug taking, alcohol consumption etc Theft of expensive mobile phones could cause upset. Chat rooms- could be chatting to the wrong person and leading them to run away from home (could lead to murder) Health issues of long term usage of mobile phones. Could get involved with gambling online which could be addicted in the long term. All these negative risks and possible consequences can be controlled by positive parenting strategies for the use of the Internet and mobile phones. The following could be used to control this. Talk often to the child about their safety Set ground rules for using the Internet and mobile phones (have penalties if this is abused) When and where the mobile can be used Do not let other children use your mobile phone for the use of the Internet No sending of mean or unkind messages via mobile phones or email on the Internet Think carefully about what you search for on the Internet, once shared images they cannot be reversed Be discreet in your use of your mobile phone; do not flash it around as it is a target for thieves. Monitor your child’s Internet sites they have looked at Be a good role model Have some daily routine by only using the Internet for one hour a day Take sensible precautions Online bullying and social networking The popularity of social networking sites increase year on year, and although the minimum age to hold an account is 13 years of age, children younger than this are creating accounts or getting family members to make accounts for them. Children are being bullied when using social networking and are suffering at the hands of bullies that are now finding that there is no respite at home as bullying becomes more of a cyber issue. Social networking and cyber bullying has massive consequences for some children, with suicide as the most dramatic consequence. Social networking not only involves one or two bullies, but could also involve a wider range of children that a child is connected with. Social networking also has the possibility of adult contact or content. Support assistants should be vigilant at all times at school to listen out for any comments at school amongst the children. Schools may also give advice and briefings about staying safe online and the dangers of social networking. Cyber bullying is a form of harassment that makes use of the latest electronic technology. Primarily the harassment occurs on the web, but today’s smart phones are being used to harass people too. Cyber bullying differs from the more traditional forms of bullying in that it can occur at any time 24 hours a day. E-mail messages, videos and images can be distributed instantaneously to a worldwide audience with the perpetrator remaining anonymous, often making them difficult to trace. Children and teens are rarely concerned about Internet safety. Cyber bullying can have devastating effect on them. Suicides have been linked to the Internet. Social media sites can be sued for positive activities, like connecting kids with friends and family, helping students with school work and for entertainment, but these tools can also be used to hurt other people. Whether done in person or through technology, the effects of bullying are similar. Children who are cyber bullied are more likely to do the following. Use alcohol and drugs Skip school Experience in person bullying Be unwilling to attend school Receive poor grades Have low self esteem Have low self belief Feel worthless Have more health problems Depression Anxiety And many more Reference/bibliography www.safenetwork.org.uk www.safeinternet.org.uk (7.2) Ways of reducing risk to children and young people from the following. Social networking Internet use Buying online Using a mobile phone The following table shows ways of protecting children and young people from harm and abuse. Protection from harm and abuse Social networking Should not be able to create accounts until the child is older and wiser. Family members friends should not create accounts for the children. To be aware of the sites children young people are using. Make the child understand the risks report anything they are worried about. Understand safety messages. Keep personal stuff private. Block people who send nasty messages. Monitor sites thy have accessed. Internet use Enable confidence in the Internet through training positive experiences. Do not accept E-mails, messages or open files. Encourage children to talk to you if they experience cyber bullying. Use ground rules for using the Internet. Speak to the child to deliver positive safety messages. Talk to the child regarding inappropriate behaviour and sites. Use parental controls- safety blocks etc. Keep the computer in the family room so you can keep an eye on the child. Set Internet rules. Keep personal information private do not share anything with strangers (address etc). Teach children about cyber bullying. Buying online Be careful not to sign up to any sites do not give any personal information. Children should not be allowed to have a debit card so this would stop them from buying online. Secure your own cards, so your child cannot use it to buy goods (only register ion sites with passwords). Encourage children to speak to you if they want to buy anything online. Using a mobile phone Risk to the child’s health. They can reduce the risk by using landline phones, hands free, loud speakers etc. Buy a cheap phone, less risk of it being stolen. Know your child’s phone functions (ask company what safety measures can be put in place). Block certain sites on the Internet avoiding the child to access. Use rules, where, when how mobile phones can be used (not at mealtimes, not at school or during lessons). Do not let other children use your mobile phone. Do not send mean upsetting messages. Think carefully what you share (images) from your phone once sent it cannot be reversed. Be discreet of your mobile phone. Reference/bibliography www.socialnetworking.org.uk Guided learning activity E-safety leaflet Children today are increasingly using ICT at school and at home. It is not just about using computers and the Internet, but includes a huge range of devices, such as cameras, videos, video cameras, remote control devices, DS games, mobile phones and much more. This is often a huge worry for parents but there are many things that can be put in place to help keep children safe online. However supervision and keeping on open dialogue with the child about what they are doing is the most important thing. Many Internet providers offer systems to help keep children safe at home, but it can still be easy for children to stray onto inappropriate material, whether texts or images. One of the ways of protecting children is to place the computer in a family area of the home and not in a bedroom; this will help to monitor what the child is doing when they are using the Internet. The Internet can be an amazing resource, fun and informative. You do not need to stop the child from using the information and games available on it, but you can set simple rules for keeping them safe, make sure they understand the rules and know why they are necessary. Do not reply to nasty messages you receive Do not reply to texts from someone you do not know Keep the message you have received so you can show them to a trusted adult and make a note of the time and date you have received them Do not answer calls from a withheld number that you do not recognise Block numbers from people who are sending you nasty messages Change your number if you are being bullied Do not give your number to someone you do not know Do not send pictures to someone you do not know If the problem is serious you can report it to the police, cyber mentors or child line, parents or teachers Safety concerns regarding Internet usage and use of mobile phones Internet usage Use of mobile phones Inappropriate material (pornography) Sex ting (sending inappropriate texts that make the victim uncomfortable) Cyber bullying Inappropriate images (pornography) Online predators (strangers wanting private information- paedophiles) Strangers calling (with held numbers) Sharing personal information (could be involved in online fraud) Internet access (could access any site in the Internet) E-mail and chat rooms (chatting to strangers about inappropriate material) Video game safety (could play games designed for older children) Sharing pictures and videos Bullying (could be bullied using texts and calls) Social networking sites (accessing inappropriate sites) Harassment (constantly phoning and texting victim 24 hours) Online gaming (gambling) viruses Could be stolen if expensive S- SAFE Keep safe by being careful not to give out personal information when you are chatting online. It includes your E mail address, phone number, school address, home address and password. M- MEETING Meeting someone you have only been in touch with online can be dangerous. Remember online friends are still strangers even if you have been talking to them for a long time. A-ACCEPTING Accepting E-mails, instant messages, or opening files, pictures or texts from people you do not know or trust can lead to problems. They may contain viruses or nasty upsetting messages. R-RELAIBLE Someone online might lie about who they are and might give information that is not true. It is best just to chat to your real world friends and family. T-TELL Tell your parents or carer if someone or something makes you feel uncomfortable or worried, or if you or someone you know is being bullied online or by phone.

Preventing Effects of Global Warming

Preventing Effects of Global Warming Rachel Tomsett How can we as a species prevent the continued effects of global warming and to what extent has irreversible damage already occurred? Global warming, also known as climate change, describes the rising temperature of the atmosphere and ocean. Throughout all of earth’s history climate has been a very fluctuate factor (for example the ice age). However if you take into account how much organisms on earth have evolved into their stable habitats and how each one depends on their habitats to survive, fluctuations will be much more harmful now, especially to humanity and the animals humanity relies on e.g. Honeybees. The main cause of global warming is thought to be the result of humanities actions, for example; Co2 emissions (from cars and other transport) interfering with the O-zone layer causing, Deforestation in rainforests (from workers creating space for cattle grazing) and Farming (many fertilizers contain nitrous oxide which is harmful to the O-zone layer, and sheep/cattle produce large amounts of methane which is also a harmful greenhouse chemical). In the century atmospheric temperature has risen ~1à ¢-à ‚ ¦ F and Oceanic temperature ~0.18à ¢- ¦F (1). Whereas this may not have an immediate effect; in the future this will cause extreme weather conditions such as droughts, wildfire and mass flooding/intense rainstorms. Although to an extent we can already see this beginning to happen, for example if we look into the statistics of how many acres of land per year are destroyed by wildfire (see figure 1) we can clearly see an incline in the more recent years as Co2 emissions and temperature also increase( see fig. 2). This would make sense as dryer conditions make an easier/quicker path for fire to spread. However looking into the source of figure one we can see updated statistics which indicate a drop in the number of wildfires after this graph was made, although this could be due to human intervention and preservation methods. As well as being a mass inconvenience for humanity these effects could also be very damaging to other species on earth, this is why scientists are focused on looking into/exploring alternative methods to try and lessen the rate of climate change. If conditions were to change too much or too rapidly many species would not be able to survive or adapt into this new climate and in relation we may see a mass bottle neck in species, or in the most extreme cases; extinction. On the other hand we may see a certain species flourish and grow in this new environment which may lead to a tip/collapse in an eco-system which would cause other species to suffer. Not to mention if climate change carries on at the rate it’s climbing earth may soon be inhospitable to humanity, our future generations. Although scientists know global warming is irreversible there are still certain methods humanity can adapt to lessen the rate. For example scientists have been looking into alternate energy to try and encourage more people to switch from fossil fuelled energy to a more eco-friendly and renewable energy sources. 21.3 billion tons of CO2 (carbon dioxide) are produced by the burning of fossil fuels per year (2), which obviously contributes to the concentration of CO2 in the atmosphere and in turn further damages the O-zone layer but these new energy sources use natural methods which are easily replenished such as; solar energy, wind energy and hydro energy which do not produce any harmful emissions. This is obviously a great solution to lessen the rate of climate change; if more people started using these methods of energy we could cut emissions down by the masses and slow the rate of Global warming a considerable amount. These solutions are relevant in the fact that they don’t r elease greenhouse gases and harness natural power without any mass destruction and harm to the environment and habitat around it.   However methods such as these are expensive and aren’t as cost effective as non-renewable sources, so economically it is not the best choice, especially for poorer countries. On the other hand because non-renewable sources are coming close to running out (unless new sources/mines are found), the price for nonrenewable energy is beginning to climb higher and higher (due to less availability and more demand), which in turn (and partly due to advancing technology) basic renewable energy sources are becoming cheaper and more obtainable, for instance towns people may choose to have a certain number of solar panels on their roof due to the declining prices (see fig 4). In just one year the price for 16 solar panels to be installed has gone from  £15000 to  £7500 which is a 50% saving (see Fig. 3). However methods on a larger scale, for example wind farms, (to generate a substantial amount of energy) would need anywhere between a dozen or hundreds (see fig. 5). Which obviousl y, again, would costs a great amount and not many countries could afford them leading to more economical problems; especially since sometimes they come with instillation prices and taxes. One environmental problem that would face the panels is in countries like the UK. The weather is extremely variable and sunlight is at its most intense in summer when less energy is needed, say for heating because the weather is warmer and for lighting because the days are longer in summer. ‘The ratio between summer and winter inputs is unfavorable’. However other countries like France and USA have a much more constant input. (3). A social/economic problem with solar panels is that if one would want to produce energy on a larger scale the panels would need to be in a very large place with access to sunlight. These are called Photovoltaic power stations (or solar farms). The placing also contributes to how much power these panels generate; the slope of the location, the axis in which the panel is mounted on, hemisphere, ect. This of course will take up large amounts of field space that may have been previously used for farming (see fig 6) or recreation. In which case the farmer of company could see a loss in profit from the missing land (as farming can’t be done under these panels unlike wind farms) and the civilians could argue that the land is being wasted. As far as the panels effect on human life, past the implications, are next to none. However, other wildlife which may have resided in the open space before it became a solar farm will have had their habitat destroyed and would have had to migrate so mewhere else, which would cause a disturbance to the wildlife. Another implication of renewable energy is a social issue based around Wind farms, many people oppose having wind farms/ turbines around their homes/towns. Theresa Groth and Christine Vogt have done a study (4) in which they mailed a questionnaire to different town and counties to gather an idea of what the general opinion is on Wind turbines and their usefulness, many responded to the questionnaire by saying turbine placement near their residence increased uncertainty and concern of them, next to no one focusing on the positive outcomes like clean energy/no emissions. Others claim that the visual appearance of the turbines ruins the landscape. As for the actual risk to humans from these wind farms a report was published in 2007 by the U.S. National research Council (5),  it concluded that although low-frequency vibrations are not well understood in their relation/effect on humans, and that of course sensitivity to the vibrations varies greatly among people, wind turbines would not be a major concern/threat to people beyond a half-mile. Of course there are still people/scientists who disagree but further research need to be done on Humans and their sensitivity to low frequency vibrations/noise. And for the effect on other living organisms beside humans; ground animals such as cattle and grounded wildlife (deer/badgers) do not seem to mind the turbines and carry on with grazing/hunting (see fig. 6). However, flying wildlife e.g. birds and bats seem to have a higher mortality rate around areas with wind turbines, presumably due to flying into the structure or spinning blades. However according to studies and surveys birds have the ability to detect the wind turbines and anyway more research shows wind turbines have not reduced bird populations so much so that there will be a noticeable effect (unbalance in the food chain/eco system.). To get a further understanding of how the climate is changing scientists use a number of methods to obtain data they can evaluate and compare for more answers. For example the US Global Change Research Programme (USGCRP) publishes a National Climate Assessment which looks into how climate affects different regions of the US. It also observes the long/short term changes in climate and the ozone layer using satellites and monitoring icecaps melting and sea levels. It also aids scientists in predicting any future changes to the environment and if we are at risk of being vulnerable to natural disasters. For example; by studying these satellites that collect all this data scientists can observe change in conditions such as the rising of waters upstream to a village in Bangladesh. The satellite will take pictures from space and use their altimeter to measure the distance between itself and the river surface revealing the change in height of upstream locations and seeing as the data is near ly instant allows scientists to look at potential flooding risks downstream closer to the village ect. (6).  This recent method of using advanced technology is much more reliable and quicker than using a ground based network, taking into account how the ground network doesn’t extend as far upstream as the satellite and information isn’t as instant as the satellite. An example of a ground based network is the Flash Flood Early Warning System which was introduced in 2013 to give warnings to locals about an upcoming flash flood. However this service only provided a small amount of warning time (~3 hours) which is a very small amount of time compared to that the satellite can provide. Although this is not a prevention method it is the best scientists can do without interfering with the local towns or river path. Which would have an effect on the locals and their crops as the water source would either be diverted or be behind flooding barriers. An alternative method to renewable energy and a disaster forecast is the reconstruction of forests. Trees are responsible for absorbing Carbon Dioxide and converting it to Oxygen which then is released back into the atmosphere. However, in these past couple of decades deforestation has become a major industry and 12-15 million hectares of forest are lost each year  (7).  There are a number of reasons for this; making space for cattle farming, harvesting wood for fuel and illegal logging. This isn’t just harmful for our atmosphere but lots of animals are in danger or threatened because of their habitat being destroyed. So as an alternate method I think that scientists should look into claiming more forest as protected/private land and look into the replantation of forests where ever possible. Not to mention looking into cracking down on illegal activities in the forests (logging/hunting) and enforcing punishment. Although this may create a social implication, more so in tro pical isolated regions, as some small villages believe certain animal skin to be medicine and use the wood for heat and fuel, also only surviving on cattle and crops in the spaces where trees used to grow. Perhaps another suggestion would be roof top gardens in cities, which will create space for plants to photosynthesise and exchange carbon dioxide for more oxygen. Although the building would have to approve planning permission and would take a certain amount of time to grow, and would need a lot of care I think it would be an interesting method to try and reduce the carbon concentration in the atmosphere, interfering with the O-zone layer. Another alternate method that would greatly help with cutting humanities carbon emissions is if more people purchased and used electric cars. Electric cars do not produce tailpipe emissions and are much more eco-friendly, they have been introduced before but never really caught on as technology was lacking and there were limited charging places. Even now the battery life does not last as long as say a petrol fuelled car and the charging time takes so much longer than a simple refuel, but if scientists were to look into and experiment more with the concept and perhaps have a charging station at every petrol station people might begin to adapt to the idea and in turn lessen their carbon emissions. Although battery powered cars are considerably more expensive than the usual petrol/diesel ones, battery prices are beginning to decline, much like the solar panel prices. So maybe in the future it will catch on just as well as the panels. Bibliography 1)  http://ocean.nationalgeographic.com/ocean/critical-issues-sea-temperature-rise/ Sea Temperature Rise-National Geographic-Unknown author-Unknown date published- Date used 20/3/15 2) http://www.environmentlaw.org.uk/rte.asp?id=192 Human activities-Environment Law-Unknown author- Unknown date published- Date used 20/3/15 3) (Book) Man and The environment-Cambridge Social Biology Topics-Alan Cornwell-First published in 1983-date used 20/3/15 Because this book is quite old I can’t find much information or the book it’s self-there for I’m beginning to question its reliability mainly for the fact it’s 32 years old and a lot of advancement has been made in the past thirty years and climate and attitudes have also changed. However after lots of searching I found that the author was Head of the Science Division at Bulmershe College of Higher Education in Reading, Berkshire. It was published by the Press Syndicate of the University of Cambridge which leads me to believe that even though it is old it is accurate of its time and was valid and maybe still is valid today, as the author clearly had scientific knowledge and access to studies and information. It has lots of picture evidence as sources to back up their points and is very in depth, including diagrams of cycles and chemical equations of relevant reactions. Whilst researching and validating a table they had used in the Air pollutant section (pa ge 37) ‘Deaths Due to Urban Smog’ I decided to research the numbers and dates to see if they were similar. Looking at figures it is clear to see they were rounded to the nearest thousand (Place: London) and again London had many more deaths than New York or Belgium, which supported the table in the book. Over all I can conclude that this is quite a reliable source. 4) http://www.sciencedirect.com/science/article/pii/S0960148113004370 Rural wind farm development: Social, environmental and economic features important to local residents-Science Direct-Theresa M. Grotha and Christine A. Vogtb- Date Published 23/9/13 –Date used 20/3/15 5) http://books.nap.edu/openbook.php?record_id=11935page=158 Environmental Impacts of Wind-Energy Projects (2007) (4 Impacts of Wind-Energy Development on Humans)-National academic press- Us Research Council-Date published ~2007- Date used 20/3/15 I believe this to be a very reliable sauce for my discussion. It is a legal document put together by scientists from the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine and is sponsored by the Executive Office of the President. It is a thorough document recording individual’s research and findings. Each department is tied to global warming in some way, the sciences exploring how climate is changing, engineering exploring ways to combat the speed of climate change and professors of medicine dealing with those affected by climate change, eg. Pollution sickness and short term treatments. Looking into some of the individual members who participated I can clearly see a range of people from different states which shows that their findings aren’t exclusive to just one area and aren’t biased from one person but have a range of opinions and points to discuss . The purpose of this report is to give an idea of the impact wind turbines have on the surrounding environment, in great detail. In checking the facts of the paper I came across this fact ‘In recent years, the growth of capacity to generate electricity from wind energy has been rapid, growing from almost none in 1980 to 11,603 megawatts (MW) in 2006 in the United States and about 60,000 MW in 2006 globally’ after a thorough search many other websites seemed to also have this data so I conclude that is a reliable source. 6) http://www.globalchange.gov/news/preparing-for-floods-satellite-data-servir-bangladesh preparing for Floods with Satellite Data: SERVIR in Bangladesh- globalchange.gov-Unknown author- 16/3/15 published- date used 20/3/15 7) http://wwf.panda.org/about_our_earth/about_forests/deforestation/ Deforestation-WWF-Unknown author-Unknown date published-Date used 20/3/15

Essay example --

The NFL contract was pretty reasonable but indeed long. It states various considerations of promises for each party before a signing shall take place. It is enforceable because it states promises, valuable consideration, and offer and acceptance. As a member, you must meet all promises stated on contract. Your responsibilities are such things as obeying rules, maintaining performance/skills, and maintain physical conditions. Also, some damages/liabilities could be injury, deductions and termination. I felt that the contract states possible damages clearly to all parties. If these were not states clearly, and agreement between the two parties would not have been reached. Breach of contract can be defined as a broken contract, stemming from failure to fulfill any term of a contract without a justifiable, lawful excuse. A possible breach can result in a possible law suit or even a termination. That is why it is important for both parties to understand all promises and to reach an understandable agreement between the two parties. Contract breaches have a bad impact on small busi...

Psytrance and the Spirituality of Electronics :: Electronic Music

Psytrance and the Spirituality of Electronics Electronic music is generally broken into techno, house, trance, hardcore, breakbeat, and ambient music, along with affiliated smaller genres that float between categories, like trip-hop, electro, IDM, and others. Ambient is easily recognized by its separation from dancing, which is normally manifested in slower tempos and less distinct rhythms. Breakbeat (of which drum'n'bass makes up most of the faster genres, while there are slower genres as well) is distinguished by an emphasis on ways of dividing a bar of 4/4 time other than the standard one. (Notably, there is a focus on the second half of the third beat, though this comes about in various different beat patterns.) Hardcore (an important subset of which is called â€Å"happy hardcore†) is distinguished by its extremely fast tempos (generally over 160 bpm) in 4/4 time. House is distinguished by its focus on the second and fourth beats of 4/4, though it also shares many stylistic characteristics with disco, funk, and other popular musics, that help distinguish it from trance and techno. Of these, techno is generally not as fast (around 100-120 bpm) and tends to be more minimalistic, while trance is more melodic. House and trance are by far the most popular genres of electronica, though house tends to be more popular in clubs and trance more popular at the parties often known as â€Å"raves†.1 Within trance, psytrance is distinguished by its generally higher tempo (135-145 bpm), more focus on sixteenth notes and exotic scales, and most noticeably, through the use of general sounds other than percussion and pitched sounds. Stylistic traits2 Formal features: Tracks tend to be between 6 and 12 minutes long, with most clustering around 7 or 8 minutes. Most of the tracks begin with about 30 seconds of very atmospheric sounds. These introductions convey some suggestion of the beat (but definitely not the bass drum), but in the tracks I have analyzed here, they are more beat-less than usual, and last much longer than usual, since several are the first tracks of their albums. Sometimes, there is a return to this ambient sound at the end of the track, but it is generally not as long. Between this introduction and conclusion, the body of the track has two halves. The first introduces the major thematic material, while the second rearranges it, sometimes altering the bass. Most of the themes are eventually layered onto one another at the end of each of these halves, creating two climaxes.

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SCM Is the management of a network of Interconnected businesses Involved In the ultimate provision of product and service packages required by end customers. Mall activities of SCM are as follows: Execution Control Monitoring Leveraging worldwide logistics Synchronizing supply with demand and measuring performance globally.PLANNING: On the basis of above functions HRS department will make a plan to hire a best candidate for Finance, Marketing and Supply chain. HRS follow different criteria for different department such as: For Finance they require qualified person who can manage all procedure of accounting, arranging cash and credit as well as he knows how to raise the fund. For marketing they require experienced candidate because who provide create new ideas, Focus on to sustain the brand and to monitor competitors activities in the competitive market.For Supply Chain candidate must have experience of Logistics, Channel Management, operations and Risk Management. Suggestion: Gaston (Minds. ) has to follow three key elements of the HRS planning process to achieve best fit between Jobs and employees. Elements are as follows: Forecasting labor demand, Analyzing present labor supply, and Balancing projected labor demand and supply. RECRUITMENT: It is the overall process of attracting, selecting and appointing suitable candidates to a one or more Jobs within an organization.The term may sometimes be defined as incorporating activities which take place ahead of attracting people, such as defining the Job requirements and person specification. Recruitment can also refer to processes involved in choosing individuals for unpaid positions, such as voluntary roles or training programmed. Suggestions for Gaston (Minds) is in order to increase efficiency in hiring and retention and to ensure consistency and compliance in the recruitment process, it is commended the following steps be followed (also refer to Staff Recruitment Checklist).Details for each step include the min imum recommended best practice to attract a talented and diverse applicant pool: Step 1: Identify Vacancy and Evaluate Need Step 2: Develop Position Description Step 3: Develop Recruitment Plan Step 4: Finalize Recruitment Selection committees will consider all applications. The department uses a streamlined selection process and applications are rigorously short listed. Selection committees may then choose between a number of different assessment methods.These include, but are not limited to, contacting referees prior to assessment, making an assessment based on application and referee input alone, conducting interviews, examining work samples and conducting performance tests which could be both written or practical. All selections and employment decisions for the department are based on merit. And to ensure consistency and compliance in the selection process, it is recommended the following steps be followed: Step 1: Select Search Committee Step 2: Post Position and Implement Recr uitment Plan Step 3: Review Applicants and Develop Short List Step 4: Conduct Interviews

How to Write a Compare-Contrast Essay

How to Write a Compare-Contrast EssayThe Elements of a Compare-Contrast Essay What is comparison? Explaining the similarities or points of connection between two ideas, people, or things to give the reader a deeper understanding of eachWhat is contrasting? Explaining the differences or points of disconnection between two ideas, people, or things to give the reader a deeper understanding of eachAdapted from Webster’s Third New International DictionaryOn what subjects can I write a successful compare-contrast essay?Your subjects will need to each be significant in their own right to merit discussion. They will also need to have some sort of relationship to each other so that showing them side by side allows the reader to learn more about each. In other words, there must be a reason to compare them. Here are some reasons to compare and contrast. To consider two subjects side by side and show their distinctions. To choose between two things.To explain one subject in terms of anoth er.What are the types of compare-contrast essays?Writing Strategies for a Persuasive Essay1. Read the question or essay prompt. Identify your topics and be sure that you understand what each really is. You may need to do a little research to be clear on this. 2. Decide what your purpose for writing is (to show distinctions, to choose, to explain). 3. Develop a thesis statement. Remember that a thesis statement must be more than â€Å"X and Y have many differences and similarities.†Your thesis should reflect which purpose you chose. Example: â€Å"Examining the similarities and differences between the  work of Hemingway and Fitzgerald allows us to see how the contexts of their lives affected their work.† 4. Decide what your points of similarity (connection) and difference (disconnection) will be. 5. Research! Find relevant, credible publications, web sites, and individuals that offer evidence that supports your thesis and chosen points of connection and disconnection. 6. Write!The style in which compare-contrast essays are writtenCompare-contrast essays are similar to persuasive essays in a couple key ways:Point of view Level of personal voicePoint of View and Personal Voice in Persuasive Essays A compare-contrast essay is almost always formal academic essay in which the writer presents a thesis, or. In most formal academic writing, the proper point of view for the essay is third person (using the pronouns he, she, it, they). It is OK to use first person (I, me, we) in the conclusionINCORRECT: First Person I think that Fitzgerald and Hemingway share many similarities despite their very different use of descriptive language.CORRECT: Third Person Fitzgerald and Hemingway share many similarities despite their very different use of descriptive language.Evidence & Citations Compare-contrast essays rely on a lot of direct evidence from several sources. You will need to quote extensively to be successful.Why use quotes? 1. They demonstrate you read the available information closely. 2. They serve as concrete evidence to support your position 3. They demonstrate a deeper level of understanding, which is persuasive to readers.Where can evidence come from? What can I quote from? Books, films, newspaper articles, credible websites, newscasts, etc.What can’t I use? Wikipedia, encyclopedias, other student essays, interviews with non-experts, etc.How should I weave in quotes and evidence?The S-C-C-C FormatThis is a very useful format for citations if you are not very familiar with citations and need to practice a tried and true method. As writers become experienced with citations, they can move away from this format and mix elements up as they see fit.1. Set it up. Set up the context that the quote is from, so that the reader knows when and where the quote is from and who is doing the speaking/writing.2. Citation. Write the quote out, in quotation marks.3. Commentary: Explain how the quote supports your argument. (Commenting on t he quote.)4. Commentary: further commenting on the quoteEXAMPLE:According to a recent article in the Seattle Times,† †¦[t]he seemingly sure bet that higher education will pay off can be upended by any number of factors: broken marriages, illnesses, lost jobs, substandard schools and unrealized dreams.† (With no way out of trouble, more students likely to default, October 6, 2008). Students used to feel that borrowing for college was always going to pay off, no matter what happened. Now, many are finding it harder to pay it back due to many factors.The Embedded CitationThis is useful when you would prefer to pick out very small phrases to prove your points. Write your own sentence beginning, include the quote, and write your own sentence ending. The quote flows into and out of the sentence.EXAMPLE: Borrowing to pay for higher education used to be seen as a â€Å"sure bet† but now some students are finding that their plans to repay student loans can be disrupte d by â€Å"†¦ broken marriages, illnesses, lost jobs, substandard schools and unrealized dreams.† (With no way out of trouble, more students likely to default, October 6, 2008). These unexpected obstacles may repayment difficult if not impossibleHow to Write CommentaryOf all the skills students must learn in writing, writing commentary is considered the most difficult. Writing commentary means giving your own opinion and interpretation about something, which requires a higher level of thinking than most students are used to using. Using commentary makes an essay interesting to read and shows that you can analyze and evaluate information.When you write commentary, you are commenting on a point you have made with evidence.Synonyms for commentary:analysis – breaking an idea into its parts interpretation – reading between the lines of an idea insight – adding personal experience to the explanation of an idea evaluation – judging the quality or val idity of an idea explication/explanation – explaining what an idea means discussion – – explaining what an idea means speculation – trying to predict what will happen if an action is taken or an idea is acceptedSource: Jane Schaeffer Publications, Style Analysis (1998)The Basic Outline for a Compare-Contrast EssayExample of a Subject by Subject Essay Introduction Thesis statement: Despite the fact that television and radio are distinctly different media, they use similar strategies to appeal to their audiences.Television Audiences Point One: Techniques for appealing to men Point Two: Techniques for appealing to women Point Three: Techniques for appealing to childrenRadio Audiences Point One: Techniques for appealing to men Point Two: Techniques for appealing to women Point Three: Techniques for appealing to childrenConclusion: Restatement of thesis or review of key points. Source: Kirszner and Mandell (1998).Example of a Point by Point Essay Introduction Thesis statement: While both Republicans, presidential candidate Mr. X is definitely more conservative than presidential candidate Mr. Y is.Fiscal Policy Mr. X Mr. YGun Control Mr. X Mr. YAbortion Mr. X Mr. YWelfare Mr. X Mr. YConclusion: Restatement of thesis or review of key points.TransitionsThink of a transition as a bridge from one thought or idea to another. It shows how one sentence or idea relates to another and also directs the thinking to a new focus. A transition may be one word, a short phrase, a sentence or entire paragraph. The following list cites several transition words and phrases and their meaning.Meaning Transitions Along the same direction of thought and, also, besides, furthermore, in addition, for the same reason, whereupon, moreover, whereby, indeed, similarly, likewise, butContrast but, yet, instead, nevertheless, notwithstanding, still, although, whereas, on the contrary, not only, but alsoComparison in fact, indeed, moreover, than, as†¦as, so†¦as .Affirmative alternative or, anyhow, moreover, still, else, whereas, whether, either†¦or.Negative alternative nor, neither, however, instead, otherwise, on the contrary, nevertheless, except that, only, whereas, neither†¦nor. Cause, result, reason for, so, accordingly, as a result, hence, as, consequently, thereby, therefore, thus, that, so that, inasmuch as, in order that, since, whereas, why.Condition although, as if, as though, though, provided, providing, unless, if, lest, once.Example for example, in fact, indeed, for instance, namelyException although, in so far as, though, unless, while, notwithstanding, in fact that.Time henceforth, meanwhile, than, next, once, as long as, as soon as, before, once, since, until, when, whenever, while, at length, first†¦second†¦third, till.