Design for sustainability Essay Example | Topics and Well Written Essays - 750 words

Design for sustainability - Essay Example Design for sustainability refers to the philosophy of designing products or objects that are environmentally friendly and conform to the principles of social, economic and ecological sustainability. Design for sustainability is also known as environmentally sustainable design or simply sustainable design The aim of design for sustainability is to completely get rid of negative environmental effects or impacts through skillful and sensitive design. Its manifestation does no want resources that cannot be renewed, has minimal impact on the environment and relate humans to the natural environment. Therefore, when designing a product, companies should incorporate environmental and social factors throughout the life cycle and supply chain of the product with respect to their socio-economic surrounding (McAloone and Bey, 2009). The life cycle of a product begins from extracting, processing and supplying of the raw materials and energy required for the product. It then proceeds to the produc tion, distribution, consumption (reuse and recycling) and ultimate disposal. It is important to note that sustainability has no absolute value; the sustainability of any product is an allusive quality that will differ from one product to another (McAloone and Bey, 2009). Due to global concerns over environmental and social problems such as climate change, biodiversity loss, poverty, health and pollution, most industries have improved their products to meet sustainability criteria or principles in order to out do or out shine their competitors. However, there are some companies that have not adapted this principles of sustainability and their products seem to be so unfriendly and unsustainable, for instance, the plastic bags (Diehl and Crul, 2007). The plastic bags were initially considered to be more sanitary and friendly to the environment as compared to the deforesting paper bag. They are cheaper to make, sturdy and easy to carry. However, with recent findings, they have proved to be very much environmentally unfriendly and unsustainable. Plastic bags are made from flimsy plastics which are not easy to recycle. They easily blow into trees and water bodies thereby killing marine life. They also take much of the required landfill space. In addition, plastics are made from polyethylene (a by product of oil refining) which is a non renewable resource. According to Mendis (2009), the oil used in making plastics is about 4% of the world’s total oil production. Plastics are also produced using a lot of electricity as compared to the paper bags; they require four times as much energy produce and 85 times as much to recycle (Mendis, 2009). The chemicals and inks used in making the plastics can also leak and pollute the environment, particularly the soil and water bodies. When burned, the chemicals and inks in the plastics produce noxious compounds that are a threat to the human life. Plastic bags are non biodegradable; they take about 400 to 1000 years to disa ppear. Plastic bags also have the tendency of causing suffocation among children. It is estimated that about twenty five children (below one year) in the US suffocate each year because of the plastic bags (Mendis, 2009). The plastic bags are also a threat to the life of most animals. About 105,000 sea animals such as dolphins, penguins, whales and turtles die yearly due to plastic bags. Most of these animals mistake the plastic bags for food, ingest them and eventually die (Mendis, 2009). For instance the turtles always mistake the bags for jellyfish. And since the plastic bag are non digestible, they will intact even after the animal dies and decomposes. Thus, it lies in the sea and gets ingested with another animal. Having mentioned the impacts of plastic bags on the environment and how it is unsustainable, it is wise to explore ways of making it environmentally friendly or give alternative for it. To protect the environment, it is therefore important to consider the following alt ernatives to plastic bags: use

How could the Holocaust have beet prevented Essay Example for Free

How could the Holocaust have beet prevented Essay You have probably heard about a period of time, not so long ago, known as The Holocaust. A holocaust, according to Websters dictionary, is a complete destruction by fire (Stadtler, 1). In Europe, during this period, there was a complete destruction by fire of Jewish homes, Jewish businesses, Jewish neighborhoods, and Jewish people. This destruction was carried out under the direction of Adolf Hitler, during the years 1939-1945, but it actually began earlier, in 1933, when Hitler came to power in Germany. In my opinion, the Holocaust, which was caused by ignorance, could very well have been prevented. There were many powerful nations, such as the United Stated, the USSR, and Britain, whose leaders and militaries could have stepped in and helped the Jewish people who were facing extremely brutal persecution. Throughout most of the war, the American government clung to the delusion that the Nazis were persecuting the Jews because of their political or religious beliefs. The U.S. closed its gates to emigration from Europe in 1940-1941, when Jews were still allowed to emigrate. Anti-Semitism in America actually increased during the war and started to decline only at the end of it (Bauer, 297). A Soviet attitude toward the murder of the Jews simply did not exist. While fighting a desperate battle for its own survival, Britain saved the Jews of Palestine, North Africa, and much of the British Empire from the fate of European Jewry. The British fought only for themselves, but the defense of their own interests coincided with the defense of civilized humanity, including the Jews (Bauer, 296). The May 1939 White Paper on immigration to Palestine stated that immigration to Palestine would end after 75,000 had been admitted between 1939 and 1944. When war broke out, the British decreed that no enemy nationals could enter Palestine, which in effect, closed the doors to those who needing rescue most, specifically the European Jews trying to escape the Nazis. At first, the thought of such destruction in Europe was incomprehensible to other Nations. They heard of what was occurring, but did not believe it, and therefore did nothing. The suffering of hundreds of thousands, soon of millions, was evident for consciences to be aroused, for steps to be taken.  Nothing was done (Bauer, 297). I feel the ignorance of these Nations was the cause of the loss of 6 million lives. Had these Nations not turned their heads away and ignored what was happening, they could have saved many lives and prevented the Holocaust. By allowing emigration from Europe into their countries, by trying to negotiate with Hitler, or if worse came to worse, assassinating Hitler, things might have been different. By not recognizing the events leading to the Holocaust and of the Holocaust, they also caused the Holocaust along with Adolf Hitler. The Holocaust could only have been prevented by the World Powers, but they failed to do so because they were so ignorant. During the 19th century, European Jewry was being emancipated, and in most European countries, Jews were achieving some equality of status with non-Jews. Nonetheless, at times, Jews were vilified and harassed by anti-Semitic groups. Indeed, some anti-Semites believed that Jewry was an alien race not assimilable into a European culture, but they did not formulate any coherent anti-Semitic campaign until Hitler came to power. Germany was defeated in World War I after a four year struggle that left its people exhausted and divided. The harsh peace terms of the Versailles Treaty placed a heavy economic burden on them. Before the war Germany had thought of itself as Europes greatest nation. Now it was confused, bitter, and economically crippled, its wealth drained to pay the vast sums demanded by the Versailles Peace Treaty. Rising inflation left many Germans poor and others jobless. Political differences exploded in assassinations and street fighting. The new democratic government of Germany, the Weimar Republic, was unable to prevent disorder and caused people to lose faith in democracy. With Germans of all outlooks desperately seeking solutions for the nations problems, Adolf Hitler and the Nazi Party began their climb to power. Hitler was gifted with effective political talents. He offered an explanation for Germanys defeat, and a vision of Germanys future destiny, that played upon the fears, prejudices, and hopes of many Germans. He promised to rebuild  Germanys power and restore its prosperity (Isaacman, 16). This won the support of many Germans. Hitler was such an effective speaker that anything he said was believed even if it was not true. Hitler believed that the German people were part of an Aryan race, a superior group that should be kept pure to fulfill their mission of ruling the world. He felt that the Jewish people were sub-human, when in actuality they were virtually the same as his Aryan race. Not only did Hitler have a personal hatred toward the Jewish people, but he also blamed them for stabbing Germany in the back after Germanys defeat in World War I. Hitler used them as scapegoats because they were a minority and were easy to put the blame on. Historians agree that the Holocaust resulted from a confluence of various factors in a complex historical situation. That anti-Semitism festered throughout the centuries in European culture is centrally important; the Jews were (and are) a minority civilization in a majority environment. In periods of crisis, instead of searching for the solution of such crisis within the majority culture, the majority will tend to project blame for the crisis on a minority which is both familiar and weak. As the originators and bearers of an important part of civilization, the Jews are a father civilization against which pent up aggressions are easily unleashed (Bauer, 330). Anti-Semitism had always played a role in Nazi propaganda, for Hitler blamed most of Germanys problems on the Jews. Anti-Jewish laws of every kind were passed. Jews could no longer be judges, lawyers, teachers, government officials, army officers. Jewish doctors could not treat non-Jewish patients, Jews could not employ non-Jews, and Jews and non-Jews could not have social relationships. Jewish property was taken by the government, Jewish businesses were closed down, Jewish children could not attend public schools. All the media were utilized to spread anti-Jewish messages. On the street, Jews were mocked, tormented, and even beaten for no other reason but being Jewish. Jewish people were forced to wear Star of David armbands and were often attacked by storm troopers. On November 9-10, 1938, known as Kristallnacht (Night of the Broken Glass), hundreds of synagogues throughout Germany were burned by Nazi mobs, windows of Jewish shops were smashed, and thousands of Jews were arrested. Kristallnacht was a signal to Jews in Germany and Austria to leave as soon as possible. Several  hundred thousand people were able to find refuge in other countries, but a similar number, including many who were old or poor, stayed to face an uncertain fate (Stadtler, 12). The countries of Europe and the United States too, only admitted a small number of Jews. Had these countries made an exception for these people who were being treated poorly in their home countries there would have been a smaller amount of lives lost in the years to come. Throughout the 1930s, conditions for the Jews in Germany worsened. Some people in the United States refused to buy German products in an effort to put pressure on Hitler, but it did not help. This was not enough, the United States was a strong world power and could have done more to aid the Jewish people of Germany. What could a small amount of people not buying German products do? Absolutely nothing because Germany was much stronger than these few people; the aid of an entire nation was needed, not the aid of a few people. Since no one was stopping Hitler, he proceeded to enlarge Germanys territory. Threatening to use force if he did not get his way, he gained control of Austria in 1938 and of Czechoslovakia in 1939. Later in 1939, when Hitler invaded Poland, World War II broke out. During the early years of the war, Hitlers armies conquered most of Europe. Millions of Jews were now under German rule, and Hitler felt he was at last in a position to solve the Jewish Question. As Hitler saw it, the Jewish Question was simply the fact that the Jews existed. Therefore, the final solution emerged as a way to destroy them. Throughout Europe, in all the countries under their control- Poland, Western Russia, Hungary, Czechoslovakia, Lithuania, Latvia, Bulgaria, Yugoslavia, Greece, Italy, France, Holland, Denmark, Norway- the Jews were rounded up and confined in concentration camps or ghettos. Stripped of their property, brutalized, terrified, and disoriented, they were forced to work as slave laborers in abominable conditions. Many died of starvation and disease. Others were shot or beaten to death. Before long, rumors of this brutality reached capitals of the world, but nothing was done. As the war against the Jews progressed, however, the Nazis turned to large scale centralized killing operations. Jews from all over Europe were loaded into trains and shipped to death camps, among them, Auschwitz, Treblinka, Sobibor. LOCATION OF GERMAN CONCENTRATION CAMPS In the death camps, human life was destroyed quickly and efficiently (Isaacman, 19). Under the whips of cruel SS guards, the Jewish victims were herded off the trains and into gas chambers, where they were exterminated by a poisonous gas. Millions of non-Jews were also systematically killed- political opponents, Slavic peoples, and other minorities. In the case of the Jews, the Nazis were determined to annihilate an entire people. Some Jews fought back at every possible opportunity. Some Christians, too, tried to help. Taking great personal risks, they hid Jewish friends in their homes or cellars. Many of these people were caught and killed by the Nazis. People willing to take such risks were few and far between in Europe. Had other nations of the world been as righteous and as brave as these people, and combined their efforts, this attempted annihilation of the Jewish people could have been prevented. To some Nazis the final solution was more important than anything else. Though Germany was hemmed in by enemies and fighting for its life, they diverted valuable resources to the extermination machine (Isaacman, 20). Trains that could have carried ammunition to the front were used to transport Jews to death camps. Soldiers who could have been defending their country were instead sent to round up and guard Jewish civilians. After several years of war, Hitler knew he could not defeat America and the other Allies, but he was determined to win at least one victory by wiping out the Jews (Isaacman, 20). The United States and other world powers were too focused on the war to maintain their pride. While in Germany Hitler was trying to wipe an entire people off the face of the Earth. If these other nations of the world were not so ignorant, the lives of six million people  could have been saved. Hitler and his Nazi Party treated the Jewish people so inhumanely. He and his party felt that the Jews were biologically different, when in fact they were and are not. Every human being is equal and should be treated equally. No one is superior to anyone else, even though some may have an egocentric attitude. In 1945, Hitler committed suicide. Rather than correcting his errors, Hitler took the easy way out by committing suicide. The ultraorthodox Jewish theology justifies the Holocaust as an act of God, a punishment for sins committed by the Jewish people against their God. Others feel that the Holocaust was a result of mans betrayal to God. I feel that the Holocaust is not at all justified. During the Holocaust, six million Jewish people died, that is more than one-third (about 34 percent) of the Jewish population. From the liberated Nazi camps, weeping skeletons of men and women emerged. Among them were 200,000 Jews. These have to be added to the 210,000 that survived in France, about 37,000 in Belgium, 20,000 in the Netherlands, about 1,900,000 in the Polish-Soviet area, 350,000 in Rumania, 130,000 in Hungary, and smaller numbers elsewhere. Including Soviet Jewry, part of whom were never under Nazi rule, about 3 million Jews were left in Europe out of the original 9 million Jews before the war (Bauer, 334). As I stated before, there is only one thing and one thing only that caused this horrid event called the Holocaust, ignorance. Not just ignorance of the United States and the other world powers, but the ignorance of Hitler and his Nazi Party as well. Had the U.S. and other nations offered aid to the Jewish refugees, and opened their doors to these refugees, they would have saved many lives. Instead, they were just as guilty as the Nazis by helping in the destruction of an entire race. WORKS CITED PAGE Bauer, Yehuda. A History of the Holocaust. New York: Franklin Watts, 1983. Chartock, Roselle, Jack Spencer. The Holocaust Years: Society on Trial. New York: Bantam Books, 1978. Des Pres, Terrence. The Survivor: An Anatomy of Life in the Death Camps. New York: Oxford University Press, 1976. Holocaust. Microsoft Encarta (CD ROM). 1993. Stadtler, Bea. The Holocaust: A History of Courage and Resistance. New York: Behrman House, Inc., 1973. Isaacman, Clara. Pathways Through the Holocaust. New York: Ktav Publishing House, Inc., 1988.

Journeys End by RC Sheriff :: English Literature

Journey’s End R.C Sheriff wrote Journey’s end in 1928. The play was written 10 years after the war had finished to let people’s emotions feelings and emotions about the war settle down. The play is set near the end of the war, in 1918, along the western front in France. Sheriff set the whole play in one setting so it is easier to stage, it personalizes it, and it creates a sense of entrapment. The whole play is set in the trenches, which are very confined, damp and cold. They were most likely inhabited by rats and the dugouts most likely smelled. The final scene is set in the dugout, at dawn just before a German attack is expected. At he beginning of the scene â€Å"There is no sound except the distant mutter of the guns.† But later on in the scene â€Å"There comes the faint whistle and thud of falling shells.† Towards the end pf the scene the noise from the shells being dropped intensifies and continues like this until the end of the play. R.C Sheriff uses comedy in the play to lighten the mood and to add relief from the depression of war. The party scene was a scene where everyone forgot about the war and started to lighten up. At the beginning of this scene the audience most likely expects the mood to be unsettled and things to be tense between the characters, this is because of the arguments that happened between the characters the night before. â€Å"Towards dawn, the candles are no longer burning.† Mason is framed in the doorway against the very lights. â€Å"There comes the rasp of a striking match-a tiny flame- and a candle gleams.† Mason the wakes Stanhope up. This depicting the way he is breaking the tension from the previous night’s argument and how he is lightening the mood, be it with a hot cup of tea or with his tactful handling of Hibbert later on. In â€Å"Journey’s End† the lighting is very important because it outlines what kind of mood different parts of the scene are. For example, at the start of Act 3 Scene 3, it is half past five on the morning the attack is expected. The lighting would be very dark, creating a depressing atmosphere. Near the end of the scene, as Raleigh is dying, â€Å"The faint rosy glow of the dawn is deepening to an angry red.† At this point the lights would slowly turn red, representing death, blood and pain. The audience think Hibbert is a coward, mainly because he tried to o home, complaining of neuralgia, when he was fine at the party, and he takes his time over everything he does.

Computers And Strategic Games :: Technology Thinking Papers

Computers and Strategic Games We all know that computers can help a jumbo jet land safely in the worst of weather, aid astronauts in complex maneuvers in space, guide missiles accurately over vast stretches of land, and assist doctors and physicians in creating images of the interior of the human body. We are lucky and pleased that computers can perform these functions for us. But in doing them, computers show no intelligence, but merely carry out lengthy complex calculations while serving as our obedient helpers. Yet the question of whether computers can think, whether they are able to show any true intelligence has been a controversial one from the day humans first realized the full potential of computers. Exactly what intelligence is, how it comes about, and how we test for it have become issues central to computer science and, more specifically, to artificial intelligence. In searching for a domain in which to study these issues, many scientists have selected the field of strategic games. Strategic games requ ire what is generally understood to a high level of intelligence, and through these games, researchers hope to measure the full potential of computers as thinking machines (Levy & Newborn 1). From the beginning, some have argued that computers would never be good at strategic games until humans themselves understood how they themselves played and then modeled computers to play the same way. Most computer scientists felt that humans carried out highly selective searches, and programmers initially set out to have their programs do the same. It was believed that special-purpose computer languages in which gaming concepts could be easily expressed were necessary. There were some that argued that although human intuition could not be programmed, it was required for top-level play. Computers have improved gradually over the years from the point of barely making legal moves to the current state of being world-class players. On the surface, they do not seem to imitate the human thought process, but upon closer examination, one begins to sense that they do. How exactly do computers play strategic games? The best way of answering this question is to look at how computers play the g ame of chess, as this game in order to be mastered requires what we consider to be the highest level of intelligence. Among all the strategic games, the game of chess has been studied the most by AI researchers with the objective of making chess-playing machines that can defeat the best human players.

Written Questionnaires for Investigating Students’ Career Aspirations

A questionnaire is a set list of questions. Positivists see questionnaires as useful because they produce statistical data which correlations and cause and effect relationships can be drawn. Positivists in particular see questionnaires because they produce statistical data from which correlations and cause and effects relationships can be drawn. Advantages of using questionnaires are very useful for getting large quantities of basic information on career aspirations. The pupils are geographically scattered group.It is easier to research a large sample size of pupils. This can easily be done by posting the questionnaires to them, as Connor and Dewson did in 2001 when they posted 4,000 questionnaires out. Positivists see this as useful because they want to be able to make generalisation by using a representative group. It can be particularly useful when researching sensitive issues. Their anonymity may overcome pupils' embarrassment such as questions about financial support etc. As a r esult, the response may be more likely to be higher to reveal details of their experience.However, it depends on whether the pupils and parents are reassured that their anonymity will be safeguarded. Questionnaires are much better to find data which can be compared and analysed, and are therefore particularly useful for testing hypotheses about cause-and-effect relationships present in pupils’ career aspirations, such as correlation between family income and pupils aspirations. From this analysis, we can make statements about the possible causes of poor pupil aspirations and which children are most likely to have them. Positivists therefore favour this more compared to interpretivists.However there are also many limitations of using questionnaires for investigating pupils’ career aspirations. For example questionnaires are only snapshots of time. They give a picture of social reality at only one moment in time, and for something such as career aspirations which change constantly and are never really fixed always. Furthermore trends in career aspirations are always likely to be present; this means that information could possibly be biased or incorrect. This is why interpretivists tend not to use written questionnaires.Another limitation of using written  questionnaires for investigating pupils’ career aspirations is that they are a very inflexible method as argued by interpretivists. Once the researcher has found out the pupils career aspirations, no other areas of interests can be explored. This contrasts with more flexible methods of research such as unstructured interviews, which allows the research to go in different directions, as preferred by interpretivists. In conclusion, there are several strengths as well as limitations of using written questionnaires, however in the case of investigations pupils’ careers aspirations written questionnaires are useful and insightful.

Regulation of the Citric Acid Cycle by NADH Essay Example

Regulation of the Citric Acid Cycle by NADH Essay Example Regulation of the Citric Acid Cycle by NADH Paper Regulation of the Citric Acid Cycle by NADH Paper Regulation of the Citric Acid Cycle by NADH The Citric Acid Cycle is regulated mainly by the availability of substrates and by feedback inhibition by its products (http://en.wikipedia.org/wiki/Citric_acid_cycle). One such example of product inhibition is the regulation of the cycle by the reduced form of nicotinamide adenine dinucleotide (NADH), three molecules of which are formed in one turn of the cycle. NADH –specifically, a high [NADH] / [NAD+] ratio – also inhibits pyruvate dehydrogenase, which is the enzyme that converts pyruvate to the acetyl-CoA that enters the cycle in its first step. This ratio increases in conditions of fatty acid oxidation, for example, during starvation. The increase in the [NADH] / [NAD+] ratio inhibits the pyruvate dehydrogenase complex, which will then effect into a sparing of carbohydrates. In conditions such as starvation, this sparing of carbohydrates makes sense. Moreover, NADH inhibits the enzymes isocitrate dehydrogenase and ÃŽ ±-ketoglutarate dehydrogenase, which catalyze two of the reactions in which NADH is formed. Along with ATP, which also inhibits the two enzymes, levels of NADH increase when the cell has abundant energy stores. Increased NADH levels, therefore, serve to signal the cell that it does not need to produce as much energy through the citric acid cycle (Champe, Harvey, Ferrier, 2005). Regulation of Fatty Acid Catabolism The catabolism of fatty acids is regulated by several factors, depending mostly on the nutritional status of the individual. This is because fatty acids serve as the body’s major fuel storage reserve (Champe, Harvey, Ferrier, 2005). In starvation states, the low insulin/glucagon ratio favors degradation of fatty acids, usually in the muscle and in the liver. Once the fatty acids are fully oxidized, they yield acetyl-CoA, which are then further processed by the citric acid cycle to yield the energy especially needed by the body during timesof starvation. On the other hand, after a carbohydrate-rich meal, the insulin/glucagon ratio increases. This stimulates fatty acid synthesis, as a way of storing excess energy. When fatty acid synthesis is occurring in the cytosol of the cell, levels of malonyl CoA increase, and this compound inhibits the carnitine shuttle that transports long-chain fatty acids into the mitochondria. Without the carnitine shuttle, fatty acid oxidation cannot proceed and is therefore inhibited (Champe, Harvey, Ferrier, 2005). This is only logical, since the body still has enough energy derived from the carbohydrate-rich meal and does not need the acetyl-CoA that would otherwise have been formed from fatty acid catabolism. Regulation of the Urea Cycle Urea is the form in which amino groups that are derived from amino acids are disposed. When an individual ingests a protein-rich meal, levels of glutamate and arginine increase. Glutamate is added to acetyl-CoA to form N-acetylglutamate, in a reaction that is activated by arginine. In other words, a meal rich in proteins results in increased levels of N-acetylglutamate. N-acetylglutamate, for its part, is an essential activator for carbamoyl phosphate synthetase I, which is the enzyme that governs the rate-limiting step in the urea cycle. It therefore increases the production of urea. In short, a meal rich in proteins – of which amino acids are the building blocks – stimulates, through N-acetylglutamate, the production of urea. This is necessary since urea is the form in which these amino acids are disposed by the body. Thus, this helps maintain the nitrogen balance in the body. References Champe, P. C., Harvey, R. A., Ferrier, D. R. (2005). Lippincott’s Illustrated Reviews: Biochemistry. Philadelphia: Lippincott Wiliams Wilkins. Citric Acid Cycle. (2008). In Wikipedia, the free encyclopedia. Retrieved October 7, 2008, from Wikipedia: http://en.wikipedia.org/wiki/Citric_acid_cycle

Free Essays on River Blindness

In 1978 William C. Campbell approached Roy Vagelos his laboratory director for approval to develop a drug that similar to Ivermectin that would be acceptable for human use, used to kill worms in cattle and other types of animals that could kill the microorganism that causes River Blindness. Vagelos knew that by approving this project he was exposing Merck and its share holders to a drug that could not be sold, because the majority of people who needed the drug could not afford it. He also knew if he did not approve the project he would be standing in the way of perhaps wiping out a dreadful disease. Vagelos was staring a major moral dilemma right in the face. River Blindness was immediately identified in 1893 but, by the 1970’s more than 85 million people were at risk to be infected in 35 developing countries Africa, Latin America, and Mexico. The World Health Organization (WHO) was already taking measures to try and control the humpbacked Black Fly which is the carrier of the disease. The Black Fly carries the disease much like a mosquito with malaria, it bites a person infected with malaria and then bites an uninfected person thus spreading it through the bite. Even though fleets of trucks, helicopters and airplanes spraying insecticide were used the size of the area made it nearly impossible to try and destroy an animal that is so deeply entrenched in an eco system larger than France. Two of the drugs that were being administered were diethycarbamazine and suramin but the administration of the drug was too difficult in the areas in which they were treating and sometimes the reactions were lethal. Campbell with the go ahead given by Vagelos began research into a drug called ivermectin it was used as a heart worm for horses, dogs and cats. He found further that in the horses it destroyed a parasite called Onchocerca cervicalis which was very similar to Onchocerca volvulus the parasitic cause of river blindness. He studied with... Free Essays on River Blindness Free Essays on River Blindness In 1978 William C. Campbell approached Roy Vagelos his laboratory director for approval to develop a drug that similar to Ivermectin that would be acceptable for human use, used to kill worms in cattle and other types of animals that could kill the microorganism that causes River Blindness. Vagelos knew that by approving this project he was exposing Merck and its share holders to a drug that could not be sold, because the majority of people who needed the drug could not afford it. He also knew if he did not approve the project he would be standing in the way of perhaps wiping out a dreadful disease. Vagelos was staring a major moral dilemma right in the face. River Blindness was immediately identified in 1893 but, by the 1970’s more than 85 million people were at risk to be infected in 35 developing countries Africa, Latin America, and Mexico. The World Health Organization (WHO) was already taking measures to try and control the humpbacked Black Fly which is the carrier of the disease. The Black Fly carries the disease much like a mosquito with malaria, it bites a person infected with malaria and then bites an uninfected person thus spreading it through the bite. Even though fleets of trucks, helicopters and airplanes spraying insecticide were used the size of the area made it nearly impossible to try and destroy an animal that is so deeply entrenched in an eco system larger than France. Two of the drugs that were being administered were diethycarbamazine and suramin but the administration of the drug was too difficult in the areas in which they were treating and sometimes the reactions were lethal. Campbell with the go ahead given by Vagelos began research into a drug called ivermectin it was used as a heart worm for horses, dogs and cats. He found further that in the horses it destroyed a parasite called Onchocerca cervicalis which was very similar to Onchocerca volvulus the parasitic cause of river blindness. He studied with...

The 8 ACT English Tips You Must Use in Your Prep

The 8 ACT English Tips You Must Use in Your Prep SAT / ACT Prep Online Guides and Tips The ACT English section can feel a bit overwhelming. You have to answer 75 questions in 45 minutes. You have to know and understand grammar rules. You have to analyze phrases, sentences, paragraphs, and whole passages. It can be scary stuff. If you can focus on a few basic tips, you can simplify the ACT English section and feel more confident when attempting to slay the ACT English beast. Whether you spend ample time diligently studying for the ACT or start your ACT preparation the night before the test, remembering these tips for the ACT English section will be beneficial on test day. In this article, I'll give you the top 8 tips for ACT English success. Using these tips willraise your score and prevent you from making careless mistakes: Read the Whole Sentence Don't Be Afraid to Pick NO CHANGE Don't Rush Rely on Rules, Not Your Ear BeSure You Know the Easy, Common Rules Eliminate Identical Answers Pick the Clearest Answer Answer the Question that You're Asked General ACT English Tips Let's start with some strategies that apply to the ACT English section as a whole. #1: Read the Whole Sentence This tip is vital for the ACT English section. Most of the questions will ask you how to change the underlined portion of a sentence. Don't just read the underlined portion. Reading the whole sentence is imperative to correctly answering the questions. The phrases that are not underlined in the sentence often provide essential information to determine whether there is an error in the underlined portion. Here is an example question from a real ACT to illustrate this point: If you just look at the underlined portion, you probably won't think there is anything wrong with the word "consecutively." It's an adverb and it modifies the verb "speak." However, when you read the whole sentence, you should notice that "consecutively" is redundant due to the phrase "for twelve hours straight." In this context, consecutively means without stopping, and the phrase "for twelve hours straight" implies that she could speak that long without stopping. Therefore, the word "consecutively" is superfluous. If you don't read the whole sentence, you might not notice the error and most likely select A. However, because the word "consecutively" is unnecessary, the correct answer is D. Additionally, some questions require you to read multiple sentences to correctly answer the questions. For example, you need the context provided by multiple sentences to answer some verb tense and paragraph order questions. Remember to do enough reading. #2: Don't Assume That There Must Be an Error Do not fear the "NO CHANGE" option. If a sentence seems fine, look at the differences between the answer choices to understand what concept the question is testing and determine whether that error is present in the original sentence. The NO CHANGE answer tends to be more common than expected if all answer choices were distributed evenly. #3: Don't Rush This tip may seem obvious, but it's important to think about as you're taking the test. Make sure you read and understand the relevant sentences and questions before marking your answer. It's better to have to guess at the end or skip the more time consuming big picture questions than to rush through questions and make careless mistakes. Check out this question that you could easily miss if you were to rush: If you're going too quickly, you may miss this relatively easy question. Perhaps you won't notice that the apostrophe comes before the "s" in "girl's" and select NO CHANGE, or you may not recognize that we're dealing with a plural possessive noun. The plural noun "faces" suggests that we're talking about more than one girl, and if you read the passage carefully, you'll know that the sentence is referring to the faces of Elsie Wright and Frances Griffiths. Therefore, the apostrophe should come after the "s" to indicate plural possession. The answer is G. This question is testing a somewhat basic rule, but if you're not paying close enough attention, you can miss a question like this that you should be getting right. Make sure you identify the type of question you're being asked, and go through all the necessary steps to find the correct answer. Refer to our ACT English articles in this blog for strategies for answering every type of question that appears on the ACT English section. Grammar Tips Here are some tips that focus exclusively on the grammar questions. #4: Rely on Grammar Rules to Answer Grammar Questions On the ACT English section, you should primarily use your knowledge of grammar rules to answer the grammar questions. Don't rely on your ear for what sounds right, except on idiom questions. Many correct sentences may sound wrong to you, and the ACT tests rules that are often broken in spoken and written English. Take a look at this official ACT example: If you attempt to answer this question by relying on what sounds right, you probably won't notice the error. The sentence sounds fine (at least it did to me when I first read it). However, if you rely on grammar rules to answer this question, you should first identify the underlined word as a pronoun. Whenever you see a pronoun underlined, you should check to see if there is an error in pronoun agreement. In the sentence, the pronoun "them" doesn't have a clear antecedent. The only answer choice that corrects the error is G. Here's an overview of all of the grammar rules that are tested on the ACT. #5: Some Common Errors Are Relatively Simple to Fix Some of the most common grammar errors on the ACT English section are fairly easy to fix. If you're able to identify these errors, often you can correct them with simple changes. Redundancy/Wordiness Redundancy and wordiness errors can be fixed by eliminating words or by making a sentence more concise. If a sentence makes sense without some of the underlined words, get rid of them. Here is an example: I think maybe I might possibly have met them all. F. NO CHANGE G. perhaps I've H. I've possibly J. I've By just looking at the underlined phrase, you should be able to determine that this is a redundancy question because "might" and "possibly" are synonyms, and therefore, both words aren't necessary. Additionally, the word "maybe" makes both "might" and "possibly" superfluous. All you have to do to eliminate the error is to get rid of "might" and "possibly." The correct answer is J. Unnecessary Commas Some of the comma questions on the ACT can be a little tricky and require you to know your comma rules well, but many comma questions simply require you to get rid of unnecessary commas. If you're unsure if a comma is needed, the general rule is to go with no comma. Take a look at this question: The sentence works just fine without the comma. On the ACT, if the sentence doesn't require a comma, there shouldn't be one. All you have to do to fix the error is get rid of the comma after "value." The correct answer is H. Dangling Modifiers If you start a sentence with a descriptive phrase, the word following the comma has to be the noun the phrase is describing. Any time you see an introductory phrase that describes a noun, the described noun should come right after the comma. This is an example of a dangling modifier: A writer for PrepScholar, Justin's goal is to help prepare students for ACT success. The introductory phrase is describing "Justin," not his goal. This sentence would fix the dangling modifier: A writer for PrepScholar, Justin hopes to prepare students for ACT success. #6: Eliminate Identical Errors If two answers are functionally identical, they must both be wrong. For example, if there is a question about transitions and two of the answer choices are "furthermore" and "moreover," you can determine that both are wrong because there is no way to differentiate between the two options. If you notice that more than two options are functionally identical, it will be a "Which of the following would not be acceptable?" question. Let's take a look at one of our previous examples: I think maybe I might possibly have met them all. F. NO CHANGE G. perhaps I've H. I've possibly J. I've If you didn't initially notice the redundancy error, you could have started going through the answer choices. Look at choices G and H. There is no real difference between the phrases "perhaps I've met them all" and "I've possibly met them all." Therefore, you would be able to determine that they must both be incorrect, and you can eliminate them. Then, you can compare the two remaining choices. Answer choice J is more concise, maintains the meaning of the original sentence, and it's grammatically correct, so it's the right answer. Rhetorical Skills Tips Now, here are some tips to use for the rhetorical skills questions. #7: All Prose Should Be as Clear as Possible Focus on picking the answer choice that provides all the necessary information and nothing more, in the most straightforward way possible. Here is an actual ACT example for you: While the phrase "being the place in which" doesn't contain a specific grammatical error, it's unnecessarily wordy. Every word or phrase in the passages on the ACT English should serve an essential purpose. This sentence can be more straightforward and concise. The correct answer is C. If we change "being the place in which" to "in which," none of the information in the sentence has changed, but the prose is more clear. #8: You Must Answer the Question You're Being Asked This tip may seem fairly obvious, but thinking about it is helpful when answering rhetorical skills questions. Each question asks you for specific things. Focus on selecting the answer choice that best answers the question instead of picking an answer choice that just seems plausible or sounds right. Here is an example for you: Many students will be stumped on questions like these. Since all the answer choices are true, they'll just randomly pick the choice that sounds formal and complex. Focus on the wording of the question. The correct answer should be the most specific and vivid. The answer choice that paints the clearest image of the underwater terrain will be the right answer. By focusing on what the question is specifically asking, you should be able to determine that the correct answer is A. None of the other answer choices vividly describes the underwater terrain. What's Next? Review the posts on the five critical concepts you must understand to ace ACT English and formality on ACT English. Both offer some helpful insight into the English section of the ACT. Also, read the article on how to approach ACT English passages. Make sure you have a systematic approach to these passages that works for you and will enable you to reach your target score. Aiming forthat elusive perfect 36? Tryour guide to getting a 36 on the ACT Englishfrom a perfect scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this English lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Case study- social commerce creates new customer relationship Study

- social commerce creates new customer relationship - Case Study Example Best Buy maintains a very large following in social media, actually using all of the data gathered from customer sentiment and question/answer opportunities with dedicated response staff as an evaluation tool. Best Buy conducts analytical research using social media data to determine whether its promotions are meeting with success. The article warns, however, that there are difficulties to using social media as a promotional tool, citing Starbucks as an example. This company received many photos chastising Starbucks for its labor practices, rather than delivering photos of advertising posters mandated by the contest. 1. Assess the people, organization, and technology issues for using social media to engage with customers. Pornpitakpan (2003) identifies the importance of using celebrity endorsers for improving a product brand position. Consumers find that a brand is more credible when an attractive and trustworthy celebrity endorses the product. When using social media, the people wit hin the organization become a type of celebrity endorser (such as Steve Jobs at Apple, Inc.), thus the information being provided to customers must be considered credible. Companies such as Best Buy, with their Twelp Force responders, become the face of Best Buy and therefore their behaviors must be controlled, the depth of their competence must be evaluated, and the content being transmitted over the social network must be relevant to consumer needs. From a people perspective, it would add risk by having employees represent the company and a potential cost burden. The company would also have to organize social media activities within the value chain, ensuring supervision, control systems, and those responsible for developing creative Web content. Using social media might require a more decentralized organization. In relation to technology, the brand using this platform for promotion or customer relationship management would need to ensure they have staff trained in gathering analyt ical online data and transforming it into useful information. 2. What are the advantages and disadvantages of using social media for advertising, brand building, market research and customer service? There are many advantages for using these sites. Apple, Inc., as one example, often uses social media to gain more presence with customers. Apple has the highest brand loyalty of any technology company, according to JD Power (Info Tech, 2007). Apple has conducted considerable market research about the lifestyles and attitudes of customers and is able to generate content that is relevant to these beliefs and lifestyles. Thus, what social media does for Apple is create real-time relationship development and interactivity with the Apple brand in a way that is not met by competitors. Social media sites also fit under the psychological theory of social learning. When people look toward their peers about product purchasing, they will often emulate these behaviors. Thus, the social media sites provide meaningful peer feedback that in turn changes attitudes about a brand. Best Buy, as illustrated in the case study, is a benchmark of using real-time response units to provide better customer service. Social media serves as a platform for engagement in a way not seen traditionally. Disadvantages can be illustrated by companies like

Paradigm Positions Essay Example | Topics and Well Written Essays - 2000 words

Paradigm Positions - Essay Example Shawer and â€Å"Digital natives: where is the evidence?† by E. J. Helsper and R. Eynon yielded ample amount of information to me. The overall purpose of the articles, their theoretical framework and methodologies used were relatively conveyed in the first encounter itself. While the former article sought to eliminate the unempirical demarcation between the young and adult users of technology by offering scientific evidence in support, the latter looked forward to establishing the utility of communicative-based techniques in teaching and learning through analysis of data collected in a survey. However, a certain degree of ambiguity and obscurity persisted in the proper understanding of few terms and jargons used in the articles But a second reading enabled a better understanding of those explicit terms and jargons used by the authors. For instance, the meaning and significance of the terms like â€Å"digital native†, â€Å"digital immigrants† and â€Å"breadth o f experience† used by Helsper and Eynon and acronyms like â€Å"CLT† and â€Å"EFL† used by Shawer became clearer following the second reading. The second reading thus helped in closing the gaps that were created in the first reading. Both the articles deal with the interaction of learners with technology and the extent to which technology plays a role in their learning process. Helsper and Eynon’s study attempts to challenge the popularly held belief that people’ ability to engage with technology is a function of generational differences. They assert that the previous researchers had not considered the influence of social and cultural factors on learning. But Helsper and Eynontake into account these influences as part of their ontological and epistemological position. Their work seeks to defy the premise of correlation between age and technology use by establishing the fact that there are

Motivation As A Contributing Factor In Second Language Acquisition Essay

Motivation As A Contributing Factor In Second Language Acquisition - Essay Example However, the issue is that there is no singular, fundamental model of motivation as it pertains to second language acquisition (SLA) that can guide instructors of a secondary language or provide further guidance to students in this domain. Therefore, it is necessary to compile the findings of several notable researchers on the subject and determine if there is a best fit model to understanding the motivational variables that contribute to SLA and long-term success after the learning has completed. It is hypothesized that it is externally-driven motivations that contribute the most influence on whether or not an individual remains motivated in this particular task, rather than inherent or intrinsic motivators related to personality, culture, or needs. However, in order to justify this hypothesis, it is necessary to view a cross-section of research findings and expert analyses on the subject to gain perspective on what drives success in SLA as it pertains to motivational stimulus. This literature review provides research data on the educational environment, personality traits in the individual learner, social constructs, and personal attitude components related to cultural values and beliefs. 3. Definitions Before discussing motivational stimulus, it is necessary to define key terms and concepts on the subject: †¢ Motives – A specific need or desire that will prompts goal-directed behaviour† ... These operational definitions will guide the premise of the literature review on each subject pertaining to motivational constructs. 4. External motivators VanTassel-Baska, Feng, McFarlane & Heng (2008) offered results of a research study involving 100 teachers from Singapore and the United States to determine their level of instructional effectiveness as it relates to second language acquisition. The study measured variables on educator competency such as differentiation strategies, critical thinking and metacognition, a form of self-awareness and knowledge of one’s own cognitive processes. In relation to second language acquisition, it was determined that all three factors related to instructional effectiveness impacted motivation in SLA (VanTassel-Baska, et al.). Teacher competency was measured by the ability to create unique classroom curriculum and assist students in understanding their own legitimate limitations as well as talents related to the task. Why is this data im portant? The methodologies employed by teachers related to their creativity and support (humanistically) in helping students identify with their weaknesses and strengths directly impacted whether or not students in SLA were successful at completing the programme. Achievement levels increased based on the differentiation strategies employed, suggesting a positive correlation with the external environment as a predictor of higher motivation. Gardner (2006) supports this assessment, offering that it is the educational context that determines whether or not students are motivated to learn a second language. The educational context involves the system where the student registered, the classroom environment, quality of the programmes offered, classroom

Risk and resilience Assignment Example | Topics and Well Written Essays - 750 words

Risk and resilience - Assignment Example Childhood resilience is, therefore, the phenomenon of positive adaptation despite significant lifes adversities. The topic of risk and resilience in children is important and should be understood by people of all lifestyles. This is because it is a menace affecting children and adolescents in India, China, United States, Malawi, South Asian Countries, sub-Sahara countries of Africa among others. Most of these risks are unavoidable because they are unpredictable such as death of parents/guardian, forced migration and armed conflicts (Boyden and Mann 3). Although some of them are for a good course, for example, parents migrating with or without their families in search of greener pastures. It behooves such parents to explain in depth their reason for migration, so that their children can understand their parents perspective and so that they can adapt to the situation easily. Additionally, parents and older individuals should try to talk to children about real life in order for them to strike a balance between their imagination, the elders experience and real life situations when they are faced w ith challenges now or even in the future. Children who have had good interactive conversations, relationships and understanding with older people are able to adapt despite lifes adversities. This is because, they have been able to relate to the experiences of others and they are able to hope for a better tomorrow despite their current situations. In some instances, children and adolescents who have grown up in the streets and/or in the settlement schemes/slums, those who have lost their parents and/their guardians and those who have had bitter experiences such as war are able to adapt positively although some might suffer greatly from posttraumatic stress disorder. The disorder might be long term, but others get over it and lead a normal life. Therefore,

Comparison of training and development programs implemented in Research Proposal

Comparison of training and development programs implemented in National Oil Corporation & Arabian Gulf Oil Company for the fresh graduate nationals - Research Proposal Example The research is intended to be a qualitative one that will answer the research question based on focused group interviews with the respondents. The answers obtained from the primary research will be compared and contrasted with the previous research work of other researchers to improve the validity of the results. This research will be helpful for both the oil and gas companies of Libya by allowing them to understand the effectiveness of the training programs in terms of improving performance of the employees. Broadly speaking all the companies of the energy sector in Libya can benefit from this research. Human resource challenge remains one of the most pertinent challenges faced by developing countries and hinders their progress and growth relative to developed countries. Researchers have pointed out that the industrial sector of the developing countries is characterized by lower levels of productivity and efficiency compared to the developing countries. The works of Agnaia (1996) had revealed that developing countries are in extreme need of training and development programs of management. Training and development programs help in improving the skills and knowledge of employees and enhance their productivity levels. This paper deals with two major oil corporations of Libya. The National Oil Corporation is a part of oil and gas industry and is an oil company of Libya. The oil industry of Libya is dominated by this company and even along with its small subsidiaries accounts for almost 70% of the total oil production of the company. The company recruits qualified and bright candidates to form a part of their executive cadre (Inkpen and Moffett, 2011). The Arabian Gulf Oil Company is another company in the oil and gas industry which have their operations in Benghazi, Libya. The company mainly deals with natural gas and crude oil. The operations they include are production, exploration and refining. It is a subsidiary of the

Risk and resilience Assignment Example | Topics and Well Written Essays - 750 words

Risk and resilience - Assignment Example Childhood resilience is, therefore, the phenomenon of positive adaptation despite significant lifes adversities. The topic of risk and resilience in children is important and should be understood by people of all lifestyles. This is because it is a menace affecting children and adolescents in India, China, United States, Malawi, South Asian Countries, sub-Sahara countries of Africa among others. Most of these risks are unavoidable because they are unpredictable such as death of parents/guardian, forced migration and armed conflicts (Boyden and Mann 3). Although some of them are for a good course, for example, parents migrating with or without their families in search of greener pastures. It behooves such parents to explain in depth their reason for migration, so that their children can understand their parents perspective and so that they can adapt to the situation easily. Additionally, parents and older individuals should try to talk to children about real life in order for them to strike a balance between their imagination, the elders experience and real life situations when they are faced w ith challenges now or even in the future. Children who have had good interactive conversations, relationships and understanding with older people are able to adapt despite lifes adversities. This is because, they have been able to relate to the experiences of others and they are able to hope for a better tomorrow despite their current situations. In some instances, children and adolescents who have grown up in the streets and/or in the settlement schemes/slums, those who have lost their parents and/their guardians and those who have had bitter experiences such as war are able to adapt positively although some might suffer greatly from posttraumatic stress disorder. The disorder might be long term, but others get over it and lead a normal life. Therefore,

African American Philosophy Essay Example | Topics and Well Written Essays - 1250 words

African American Philosophy - Essay Example Various theories have offered explanations of social phenomena, such as Durkheim, Weber, Conflict Theory and Feminist Theories to enlist just a few. According to Durkheim, â€Å"the totality of beliefs and sentiments common to average citizens of the same society forms a determinate system which has its own life, one may call it the collective or common conscience.....† (Durkheim 1997:79-80). The collective conscience is significant because it determines the relationship between society and the individual and forms the basis upon which the values of that particular society are set out and also the basis upon which the individual can be coerced into a particular lifestyle. Max Weber’s theory on the other hand, is based upon the distribution of tangible and intangible , both symbolic and material, in society and such a distribution is inevitably unequal. This causes the emergence of classes and parties within society based upon the distribution of labour. (Weber, 2000 :92 7). Another theory relevant in the African American context is the conflict theory, according to which different individuals and groups in society have different amounts of material and non material resources, especially monetary resources. As a result, the groups with greater material and other resources are likely to exploit those who are poor or have less power and this could be the source of conflict. 2. As Philogene (1999) points out, the transition that has been made from â€Å"black† to â€Å"African American† in referring to this particular racial group in American society in itself demonstrates a transition of Americans who are of African descent from race to culture. She states that the use of the term â€Å"African American† has become synonymous with the manner in which the social status of Americans of Africa descent has improved, because they are no

Btec Business Essay Example for Free

Btec Business Essay Im not sure about this figure, with th0d Returned on capital employed Net profit (after appropriations) X 100 = 44160 = 29. 61% Capital employed 149160 This figure shows you how much money will be returned back into the business depending on how much they have invested. Not investing money into the business means you will not be making profit. I am not sure if 29. 61% is a good figure but it must be a good figure if the capital employed is ? 149,160. Maybe if the percentage is higher they employ more capital and they can re-invest more. Liquidity ratios-Current ratio Current assets: 1 = 70160 = 4. 53:1 Current liabilities 15500 Every ? 1 that they owe they own ? 4. 53 worth of assets. For SIGNature ltd the ratio is good, meaning not too much stock or owing too much to debtors. Acid test ratio Current assets assets: 1 = 70160 1200 = 4. 4:1 Current liabilities 15500 Every ? 1 they owe to suppliers or banks they will have ? 4. 41 of current assets. This means they have enough money to pay for costs like heating, lighting, telephone, courier charges and insurance. Average stock Kept over the year X 365 = 6000 = 9. 3 days Cost of goods sold 521700 Efficiency Ratios-Rate of stock turnover Every 9 to8 days they make a sale; this figure is not good because when running a business like SIGNature ltd you would like to be making sales more often. Debtors X 365 = 41000 = 28. 69 days Credit sales 521700 Debtor’s payment period A debtor’s payment is just about monthly meaning credit customers pay them every 28. 69 days, SIGNature should monitor their debtors and check how much they buy, when they pay back the full amount and which debtors are not paying in the 30 day period. Creditors X 365 = 15500 = 24. 11 days Credit purchases 234675 Creditor’s payment period 24 days is how long SIGNature takes to pay for credit purchases and they do pay their credit in good time. If you dont to your credit suppliers respond you may be charged additional interest, penalties and surcharges. Your debt may be referred to a private debt collection agency. Conclusion In this task I have performed ratio analysis and measured the profitability and efficiency of SIGNature and analysed the performance of a business using suitable ratios.

Logistics network design

Logistics network design LOGISTICS network design is concerned with the purpose of the number and site of warehouses and manufacturing plants, allocation of customer demand, distribution of warehouses to production plants. The best configuration must be able to deliver the goods to the customers at the least cost (commonly used objective) while satisfying the service level needs. In most logistics network design models, the customer demand is exogenous and defined as a consistent quantity for each product. Such a uniform demand value does not take advantage of the possibility that different customers have different sensitivity to delivery lead-time. Logistics network design is a vital strategic decision for Audi. It is very important to allocate the customer demand points to warehouses, and allocate products from warehouses to production plants. As Audi have become more global, there has been a trend towards outsourcing the logistics function to third-party logistics (3PL) firms, so that manufacturing companies can focus their efforts on their core competencies. Thus, 3PL companies must have the capability to design efficient and effective logistics network so as to add value to their clients business. Audi is excellent in this. In Audi Company, we see three new models for logistics network design with special focus on the perspective of 3PL companies. The chief objective of these new models is to increase the effectiveness of the resulting network design and the utilization of facilities in the network. The three models encompass the following areas: Logistics network design with differentiated delivery lead time, Logistics network design with price discount, and Consolidated logistics network design using consolidation hubs. A new perspective of Audi that incorporates into logistics network design are, two factor namely delivery lead time and price discount that are usually not considered. This shows that designing network with differentiated delivery lead time can reduce the network cost, while the other shows that combining pricing decision and demand management can result in a network design with higher net profits, combines tactical decision for inventory replenishment policy with strategic decision for consolidated network design. These shows by adding consolidation hubs at suitable locations near to the suppliers, we can leverage on concave Audis cost to reduce the overall network cost. Network design and inventory replenishment policy simultaneously our findings provide managerial insights into how 3PL companies can and their results to improve their business. Audi design more effective logistic networks to support their clients and Audi is applicable to the order fulfilment business process and managing suppliers for manufacturers. As every part is made by Audi but work is divided into different department, for example tyre, machine etc are produced in different plant. Audi is designing a network according to demand classes segmented according to their sensitivity to delivery lead time. This shows that potential network cost savings can be achieved by designing a network with segmented customer demand as compared to a network without segmented demand. For the segmented demand case, the short LT demand customers are served from their local warehouse or a nearby warehouse which can satisfy the delivery lead time requirement; while the long LT demand customers are served directly from the hub which is located further away. In addition, the model explored the multiple facilities grouping method which groups facilities which can serve the same customer location within the short LT requirement. It was shown that multiple facility grouping can reduce the network cost, especially for networks with lower inventory holding cost and high fixed facility cost. Network Design: Key Issues Pick the optimal number, location, and size of warehouses and/or plants Determine optimal sourcing strategy -Which plant/vendor should produce which product? Determine best distribution channels -Which warehouses should service which customers? Data for Network Design A listing of all products Location of customers, stocking points and sources Demand for each product by customer location Transportation rates Warehousing costs Shipment sizes by product Order patterns by frequency, size, and season, content Order processing costs Customer service goals

A Critique of Compulsory Schooling :: Education

â€Å"The knowledge of the world is to only to be acquired in the world, and not in a closet.† Thus said Lord Chesterfield, who understood the fact that locking children away is not the best way to teach them. It is a painful reality that students are not being educated, but rather simply being schooled, and most people who understand street slang know that â€Å"to be schooled† is to be beaten down. This terminology is not a coincidence. Compulsory schooling is eliminating society of its most vibrant sources of variety, and teaching children that no work is worth finishing, and that they must depend on someone else’s word in order to survive. John Taylor Gatto, NY State Teacher of the Year in 1991, describes how society is slowly becoming sterile due to a lack of variety – when children are locked away in their classroom prison cells, and senior citizens are locked away in retirement homes, there is no one from which to find an alternating viewpoint. Schools tear children away from their families when they could be using the time to learn something from their parents, or their grandparents. There is a reason why mythological wise characters are always aged, and children are tragically missing prime opportunities to spend time with these experienced individuals. God forbid they should actually learn something that might be applicable to them later in life, as opposed to the standardized material that will be forgotten as soon as the next test is turned in. Schools tear at the very source of variety – the family. If all children are herded up into a single institution, they are less likely to think critically enough to recognize oppression or hypocrisy from the higher-ups (the ones making money). For example, drivers constantly relay stories about how traffic cops have tried to take advantage of them by making up laws and assuming that the offender is not critical enough to question his authority. Tickets are given and fines are paid over false premises, and no one wonders why. People like traffic cops feed off of the ignorance that is pumped out of these schools – indeed, it is often their best source of monetary gain. The victims in these situations always feel absolutely betrayed. However, schools often play out similar scenes, and yet it is rare to find a student who understands this betrayal. They are placed under the supervision of strange adults – many of whom simply go through the motions in order to earn their paychecks – and are expected to place unbending faith in the words that these adults utter.

Band of Brothers and Eagles Nest. Easy Company

Military strategists in the 1920s thought that soldiers could surprise their opponents by jumping out of planes flying over enemy territory. Germany, Britain and the U. S. formed their own airborne divisions in the early 1940s. E Company known as Easy was one of four companies within the 2nd Battalion, 506th Parachute Infantry Regiment, 101st Airborne Division of the United States Army. All of the members in this company volunteered to be trained in parachuting, a risky operation. Paratroopers were paid bonus and had greater honors than other soldiers.The â€Å"Band of Brothers† is the name acquired by these members and they played a vital role during World War II. They came together in the summer of 1942 and they suffered together in hunger, cold, and foreign lands. This brought about a special camaraderie that lead to the name â€Å"Band of Brothers†. The major exploits of the Band of Brothers include the story of how they routed two full companies of Germans and thei r night rescue of British paratroopers. They were known for their bravery in parachuting into France early on D-Day morning, fighting in the Battle of the Bulge and capturing Hitler's Eagle's Nest at Berchtesgaden.They were also a unit that suffered enormous casualties, and whose lives became legend. The leading authorities of the 101st Airborne Division were Major General Maxwell D. Taylor (101st Airborne Division CO), and Brigadier General Anthony McAuliffe (101st Airborne Division XO). Herbert Sobel was the first man assigned to Easy Company (Time, 2001). At approximately 1:30 a. m. on June 6, 1944, the commander of the 101st Airborne Division landed heavily in a French pasture near the village of Ste. Marie-du-Mont in Normandy.Major General Maxwell Taylor had no time to reflect on the fact that he was the first United States general ever to parachute into combat, as well as the first American general on enemy soil in Operation Overlord, the Allied invasion of France. The 101st w as one of three Allied airborne divisions supporting the amphibious assault on Normandy. It was planned that the 101st was to secure the exits of four causeways behind Utah Beach, Exits 1, 2, 3, and 4; destroy bridges over the Douve northwest of Carentan; and capture two bridges northeast of the town.These objectives were quite ambitious especially in the light of the fact that the plans for air attacks were made at the last minute. The main airborne advocates were Generals Matthew B. Ridgway, James M. Gavin, and Taylor. Sixty-six hundred men in three regiments had to paratroop to land in darkness and secure the four causeways leading inland from Utah Beach. The 101st Airborne Division was one of them. It was a vital assignment, for the Germans had occupied most of the low lying areas along the coastline. Overlord would be primarily a parachute operation for the 101st.In this context, it must be remembered that Army airborne divisions were elite units, and paratroopers were voluntee rs. Most officers were in their twenties, and many enlisted men were no more than seventeen or eighteen. The 101st Division was fresh and inexperienced. During the first hours of D-Day, many paratroopers were dropped wherever it seemed most convenient. American paratroopers were directed that if a unit did not reach its drop zone, it should carry out those missions assigned to the area where it found itself. The men of the 101st had had little time to get to know their commanding general.Forty-three years old and a graduate of West Point, Taylor was given command of the division in March. He had told his men: â€Å"All paratroopers are hell-raisers. During the first 24 hours after you jump, raise all the hell you can† (Taylor, 2006). The initial German reaction to the airborne landings was confusion and uncertainty. By quickly securing the invasion causeways, the 101st had made a major contribution to the success of Overlord. Moreover, they helped the 82nd force to capture St e. Mre-Eglise shortly after dawn on D-Day.The 101st's role in Operation Overlord was over and then, on June 29 the division was withdrawn from Carentan and moved north for occupation duty near Cherbourg. Since D-Day the division had suffered more than forty-six hundred casualties, over one-third of its strength. Bradley, who had told Eisenhower that he could not order landings at Utah Beach without the airborne operation, was elated. As for Eisenhower, asked many years later what had been his most satisfying moment in the war, he replied that it was when he heard that his two airborne divisions had reached Normandy (Taylor, 2006).Thus we find that the most visible benefit had been the 101st's contribution to the almost bloodless landing at Utah Beach. D-Day showcased the courage of the brave young soldiers who brought with them the innocent belief that all things were possible. After being in France for 33 days, they returned to Aldbourne, England where their replacements came in. A fter 3 months, they paratrooped into Holland by Operation Market Garden. It was a successful jump with no casualties, but after coming out of Eindhoven they came into the town of Nuenen which was full of Germans and their armor.They ended up retreating with many casualties. Then they came to Bastogne in Belgium where they went into the woods with inadequate ammunitions, food and warm clothes. They were attacked by German artillery and there were some casualties. Later General Patton's men broke through behind them and they got their necessary resources. As the Battle of the Bulge continued, Army press releases described the great bravery of the 101st Airborne soldiers and the press named them the â€Å"Battered Bastards of the Bastion of Bastogne† (Time, 2001).Easy Company then moved into the woods near the town of Foy where they eventually made their assault on Foy. Easy Company moved back into France and then pushed the Germans into Germany where they came across a concentr ation camp. Later, they reached Hitler's Eagle Nest which had been previously captured with little resistance. Finally, they moved into Austria where the war in Europe and against Japan ended. Easy Company was said to be one of the best units in the history of the US Armed Forces.Like all units in the American airborne divisions, they had been trained as a light infantry assault outfit. Hence the men in Easy Company were trained to move quickly, maneuver fast and fire small arms. During the World War II, from the beginning of October until almost the end of November 1944, however, there were involved in static, trench warfare. The achievements of the Band of Brothers of Easy Company stands out in history mainly because they achieved success in military actions that they were not trained in.They relied upon their courage and strength.Bibliography:Taylor, M. John (2006). World War II: 101st Airborne Division Participate in Operation Overlord. http://www. historynet. com/air_sea/airbor ne_operations/3036676. html.The Battle of Bastogne. http://www. army. mil/cmh-pg/books/wwii/7-8/7-8_19. htm#p473.Parachute Infantry Regiment in Normandy Drop. Regimental Unit Study: Number 3. http://www. army. mil/cmh-pg/documents/WWII/506-Nor/506-nor. htm.Time (2001). Band of Brothers. http://www. time. com/time/teach/brothers/pdfs/magazine. pdf.

Critically analyse the ways in which the personalisation agenda might impact on the protection of vulnerable adults.

Abstract Personalisation has been described as a â€Å"cornerstone of the modernisation of public services† (Department of Health, 2008: 4); however there has been much discussion as to how this impacts upon the protection of vulnerable adults. Thus, it seems as though the current practices employed by social workers will have to be adapted in order to integrate personalisation into their agenda’s. This is likely to prove extremely complex given the conflictions that are likely to arise. This study will thus discuss such difficulties in more detail. Introduction The ways in which the personalisation agenda might impact on the protection of vulnerable adults will be critically discussed in order to consider the difficulties that are likely to be associated with personalisation. This will be done by firstly looking at social work practice implications, ethics and values. This will allow a determination to be made as to whether changes to such practices will need to be made. The effect personalisation has on anti-oppressive and anti-discriminatory practices will then be discussed followed by a review of the current HCPC standards, legislation policy and guidance. Once all of the applicable information has been gathered a conclusion will then be drawn. Social Work Practice Implications, Ethics and Values In improving social care standards in England, the Government published the personalisation agenda in their ‘Putting People First’ (Department of Health, 2007: 1) report. This is a shared commitment and vision that seeks to ensure all adults can have control over their own lives and thus live independently. This is likely to have a significant impact on the protection of vulnerable adults since the main objective of the report was to ensure vulnerable adults have the best quality of life. It was also made clear that the â€Å"quality of independent living is fundamental to a socially just society† (Department of Health, 2007: 2). A Local Authority circular; ‘Transforming Social Care’ (Department of Health, 2009: 4) strengthened this vision further by placing additional responsibilities on Local Authorities. Accordingly, it was noted in the circular that Local Authorities must take a more pro-active role when dealing with vulnerable adults and that the y must make applicable steps towards re-shaping their adult social care services, which was also supported by the Secretary of State for Health (Lansley, 2010: 5). In spite of such governments’ policies, it is questionable whether vulnerable adults will be better safeguarded since there appears to be â€Å"little guidance into how this agenda sits alongside that of personalisation in practice† (IPC, 2010: 3). In addition, it has been argued that both personalisation and the protection of vulnerable adults, although share the same end goals, their approaches actually conflict (Gray and Birrell, 2013: 207). Thus, personalisation is generally about enabling individuals to live their own lives, whilst the safeguarding of vulnerable adults is about ensuring the safety of such individuals by conforming to a set of policies and procedures that have been created specifically for this purpose. Arguably, by giving vulnerable adults the ability to control their own lives is likely to undermine the safeguarding principles that currently exist. This carries a significant risk since vulnerable adults may not actually have the ability to take co ntrol, and this may subsequently expose them to harm and impact the protection that they are to be afforded. Whilst personalisation encourages independence, safeguarding is about acting on behalf of vulnerable adults. Personalisation and Anti-oppressive and Anti-discriminatory Practices It remains to be seen how personalisation can be implemented, whilst ensuring that the protection of vulnerable adults is maintained, yet noted by Carr (2010: 2); â€Å"The goal is to get the balance right, moving away from being risk averse while still having appropriate regard for safeguarding issues.† It is questionable whether a balance is easy to achieve since personalisation is all about reducing the levels of control Local Authorities place upon vulnerable adults, yet higher levels of control are needed to protect such adults from harm. This can be extremely difficult for social workers who must employ anti-oppressive and anti-discriminatory practices by developing an understanding of structural inequalities so that they can be pro-active in their work with vulnerable adults (Hopton, 2012: 47). As personalisation is contrary to this, problems are likely to arise since social workers are required to â€Å"develop creative ways of working† by a â€Å"critical, pol iticised and geographical view of our culturally plural society† (Gardner, 2011: 30). This is much more difficult to achieve when adopting the personalisation agenda as social workers are required to take a step back and allow vulnerable adults to take control. HCPC standards, legislation policy and guidance The current HCPC standards that are required of social workers are also likely to conflict with the personalisation agenda since social workers are required to act in the best interests of their service users (HCPC, 2012: 3). Accordingly, enabling vulnerable adults to live independently may not be acting in their best interests as certain individuals will require constant supervision and will need the help and support from social workers. Hence, even if it appears as though a person is capable of taking control of their own life, this may not always be the case and so it is important that social workers continue to take a pro-active role in the lives of vulnerable adults. Thus, under the ‘No Secrets (Adult Protection)’ guidance managers with the responsibility of overseeing and supervising the investigation of, and response to, adult abuse are required to ensure that â€Å"all appropriate agencies are involved in the investigation and the provision of support, and that good standards of practices are maintained† (Department of Health, 2000: 16). However, personalisation is likely to have an impact on such responsibilities as it will require a change in the way welfare services are being delivered and the ways vulnerable adults are being supervised. Direct Payments, Exploitation and Fairer Charges As personalisation allows the individual to have a greater choice, the government will have less control over individual budgets. Accordingly, those in need of care will thus have a choice whether to accept direct payments in order to purchase their own social care services or allow local authorities to arrange their care (MNDA, 2010: 2). Whilst it has been said that this new approach helps those in need of care to attain a program suited to their individual needs (Age UK, 2013: 1), this can actually have dangerous consequences. This is because the service user may be at risk of abuse and exploitation by family members and unscrupulous carers (8). However, provided that this risk can be managed appropriately it has been said that the personalisation agenda may actually provide individuals with a fairer charging system (Duffy, 2011: 4). However, this will not be the case for everyone and whilst some individuals may end up with a better deal, others may be expected to meet the costs o f their care themselves. Arguably, whilst this system is workable in meeting the needs of certain individuals, it may actually penalise others. In addition, as put by (The Policy Press, 2011: 96) â€Å"it increases the costs of disability, encourages institutionalisation and works against independent living and person-centred support.† This is not what was intended by the establishment of the personalisation agenda and unless these inherent risks can be managed, it is likely that vulnerable adults will suffer. Conclusion Overall, it is evident that the personalisation agenda is likely to have a significant impact upon the ways in which vulnerable adults are likely to be protected in the future. This is because, the main objectives of personalisation are to enable vulnerable adults to take control of their own lives and live independently. This agenda, nevertheless, conflicts with the current practices that are being adopted by social workers in protecting vulnerable adults and as a result of this many changes are likely to be required. Whilst it is clear that a balance needs to be struck, it is likely that this will prove extremely complex when trying to put this into practice. Yet, it remains to be seen, if any, what measure will be taken by social workers in ensuring that the personalisation agenda is being employed, whilst at the same time maintaining the protection of vulnerable adults. References Age UK. (2013) Personal Budgets – More control over Your Care, [Online], Available: http://www.ageuk.org.uk/home-and-care/help-at-home/self-directed-support/ [13 January 2014]. Carr, S. (2010) ‘SCIE Report: Enabling risk, ensuring safety: Self-directed support and personal budgets’ Enabling Risk and Personal Budgets, Social Care Institute for Excellence. Department of Health. (2000) ‘No Secrets: Guidance on developing and implementing multi-agency policies and procedures to protect vulnerable adults from abuse’ Home Office. Department of Health. (2007) ‘Putting People First; A shared vision and commitment to the transformation of Adult Social Care’ HM Government. [Online], Available: http://www.cpa.org.uk/cpa/putting_people_first.pdf [10 January 2014]. Department of Health (2009) ‘Transforming Adult Social Care’ Local Authority Circular. Duffy, S. (2011) A Fair Society and the Limits of Personalisation. Sheffield: Centre for Welfare Reform. Gardner, A. (2011) Personalisation in Social Work, SAGE, Social Science. Gray, A. M. and Birrell, D. (2013) Transforming Adult Social Care, The Policy Press. HCPC. (2012) ‘Standards of Conduct, Performance and Ethics’ Health & Care Professions Council, Your duties as a registrant, [Online], Available: http://www.hpc-uk.org/assets/documents/10003B6EStandardsofconduct,performanceandethics.pdf [10 January 2014]. Hopton. J. (2012) ‘Anti-discriminatory practice and anti-oppressive practice; A radical humanist psychology perspective’ Critical Social Policy, volume 17, no. 52. IPC. (2010) ‘Safeguarding vulnerable adults through better commissioning’ A Discussion Paper for Commissioners of Adult Social Care, Institute of Public Care. Lansley, A. (2010) ‘Speech to the 5th International Carers Conference’ The Royal Armouries, Leeds. MNDA. (2010) Direct Payments and Personalisation, Information Sheet No 22B, [Online], Available: http://www.mndassociation.org/Resources/MNDA/Life%20with%20MND/Information%20sheet%2022B%20-%20Direct%20payments%20and%20personalisation.pdf [13 January 2014]. The Policy Press. (2011) Supporting People: Towards a Person-centred Approach, Social Science.

Does the first Amendment affect your livelihood? Essay

Does the first Amendment affect your livelihood? Hmmm†¦I’m not sure†¦Is water wet? Is the grass green? Do skittles come in different colors? Do we even really need to ask? Of course it does†¦.The first Amendment is important for a lot of reasons, one being that it allows us to show our individuality and uniqueness. If we weren’t allowed to express ourselves, be it in writing dancing, comedy, and many other ways, then our individuality and uniqueness would never be seen. We might as well be mindless drones. We all need rights to live our lives the way we want. We could just go through life following whatever everyone else tells us to do, conform to what is the white-dominated government, or we can take a stand to protest our rights with the freedom of peaceably to assemble. This is what the African Americans did only a couple of decades ago, and if they hadn’t then the world we live in now would be completely different. I (being Asian) wouldn’t be going to the same school as my friend (which is white). They would separate us and discriminate again me; because I would be considered â€Å"colored†. Now that’s different I can be friends with whom ever I want, all because of the first Amendment. Without it if something bad was going on around you, you wouldn’t be able to do anything about it. Another reason why the first Amendment is important is because of the freedom of speech. Without freedom of speech we wouldn’t be able to express out feelings. And also I wouldn’t be here writing about it by now. Some might think that’s a good thing, but think of the alternative†¦if there was no first amendment I would be the person I am today, I would of never learned to interpret the world the way I wanted to, and analyze facts and data of everyday life the way I see fits. I personally, talk out of terms in many situations and say stuff that shouldn’t be said, but for my benefit the fact that I can say the stuff and not be put in jail for it is a good thing. I mean I could go around saying I hate the president if I wanted to and it would have been ok (by the way I in fact do believe the president is a complete fool but that’s beside the point). Just like the people do in shows like MAD and Saturday Night Live. And if they were ban then you know MTV and VH1 would be the next to go. Imagine a world where Tupac and Biggie never existed. They were inspiration to many people of today. Their songs and what they wrote about touched a lot of people, it would be terrible if there was a law preventing them from doing their thing. And freedom of speech goes along with freedom of the press. Where the media choose what they want to say and how they do it. We need the media to determine many things and the media gives us an insight on what’s happening around the world and allows us to put our own view on it. Also without freedom of the press we would have never gotten to read Huckleberry Finn. That book was very controversial and it was also banned from many libraries and school, but last year we still were allowed to read it and it has broaden our views on many subjects. Another right that the first amendment gives us is the freedom of religion. This particular right affects me very personally, because I have chosen not to have a religion. But even if I wanted to have one I could pick the one I choose and not have to stick with whatever was told to choose. Anyways, if I were to be told what my religion was odds are it would be Christianity, because most people in America is Christian. You see Christianity everywhere, even in our holidays! Christmas will never look the same again (doesn’t really matter though, I’m in it for the presents, as are most children). Above all in that particular religion you have to believe in God and the whole thing about Jesus, so that would be a problem considering I don’t believe in god. Now people may say that it doesn’t matter, they don’t watch TV anyways who cares. Or it’s not like the read the paper, so it doesn’t matter. And they don’t listen to music, never petitioned against anything, and blah blah blah†¦.They don’t realize that they are taking their rights for granted. What if that day comes where you need to speak out for yourself and you  can’t because there’s a law preventing it, what then I would just like to end this by saying without freedom of right we would not be able to live in this world. The conditions that would be the effects of no freedom would be unbearable. The first amendment affects our live in more ways than you think.

1.Why did Berkeley assert that the existence (esse) of the objects of Coursework

1.Why did Berkeley assert that the existence (esse) of the objects of knowledge consists in their being perceived (percipi) - Coursework Example Thus, an object cannot exist without being perceived. The act of perceiving on the other hand is the product of mind or spirit. It is the mind and spirit that generates ideas and perceive them. Since spirit perceives ideas, it is referred to as understanding. According to Berkeley, it is the understanding that results to the existence of matter. Therefore, what people consider as matter is only the idea that is generated from the sensory perception of physical characteristics of an object. Additionally, one can also deduce that Berkeley asserted that the existence of the objects of knowledge consists in their being perceived because ‘existence’ â€Å"consists of the state of actively perceiving or of passively being perceived† (Berkeley 5). According to him, if something lacks the ability to perceive or it cannot be perceived, then there is no need of claiming that it exists. Thus, Berkeley asserted that the existence of the objects of knowledge consists in their being perceived because he believed in any idea on what objects entail being the product of mind and

To what extent is it sustainable for countries to rely on the export Essay - 1

To what extent is it sustainable for countries to rely on the export of manufactured good to generate economic growth - Essay Example ce is mainly determined by two (connected) factors: its exchange rate and its growth rate in relation to those of its trading partners† (A special report on Americas economy: Export or die 2010). In other words, the currency value and the export growths are the major determinants of the economic growth of a country. This paper evaluates the importance of export of manufactured goods in sustaining economic growth of a country. China’s policies helped them to grow at the rate of 7%–8% per year which is sufficient enough to produce 15 million new jobs a year (THE â€Å"CHINA PRICE† AND WEAPONS OF MASS PRODUCTION, n. d, p.1). China is one of the prominent exporting countries in the world which exploited the possibilities of export of manufactured goods judiciously for their economic growth. In fact they taught the external world new export oriented economic lessons. While most of the countries tried to sell their products for maximum possible prices in global market, China adopted a different strategy of selling their products for maximum cheaper prices. Cheaper prices made Chinese products favorite in global market and they were able to generate big volumes of business in the global market. Bulk production helped China to sell their products for cheaper prices in global market. Mass production also helped China to reduce their unemployment problems up to certain extent. While most of th e other countries struggled to boost their economy through export of manufactured goods, China not only maintained a steady economic growth through export of manufactured goods, but also succeeded in reducing unemployment problems. It is not easy for other countries to follow the path of China blindly. For example, America’s manufacturing base is not much active currently because of the stiff competition from the Chinese products. Even American consumers became the fan of Chinese products because of the cheaper price and better quality compared to the American products. Under

A Simple Surgery Checklist Saves Lives Case Study

A Simple Surgery Checklist Saves Lives - Case Study Example They do not initiate for vital steps in the regular process but attempts to identify failures of the process. Based on the four flow charts, the system has much duplication of activities or redundancies in time especially on the number of times the patient has to give his consent. The patient consent is required in more in six scenarios in the system, from the holding room, anesthesiologist to the surgeon. The timing is such that they occur at a period when it is not late to correct the problem. This helps to ensure and further improve the safety of the patient. WHO Surgical Safety Checklist recognizes three stages of an operation, in each stage, the operation coordinator must check the completion of the task before embarking on the next stage (Szalavitz, 2009). The patient has three separate interactions with the health providers in the following phase of the WHO surgical safety checklist: During the Sign In stage (before the administration of anesthesia), the patient is identified, location, informed consent, and the procedure of operation are confirmed. The location/site marking is established and the finishing point of the anesthesia safety measure is done (Cavoukian, 2009). A confirmation of whether a functional pulse rate meter is present in the patient is done. Several other issues of concerns are addressed such as allergies, aspiration risk, air path risks, loss of excess blood, and the availability of effective tools and equipment for operation purposes. The Time Out stage is performed before the incision of the skin. Everyone involved in the operation introduces themselves to real names and their functions in the operation. They then confirm the patient once again, the identity/name of the patient, location/site, and procedure and deliberates on expected critical situations. Antibiotic prophylaxis, scheduling, and presentation of imaging studies are also confirmed at this stage.