Compare the nature and impact of nationalism in India and in Essay - 1

Compare the nature and impact of nationalism in India and in sub-Saharan Africa in the 20th century - Essay Example Cultural identities vanished, political identities and political discrimination done by governing body and economic deprivation are the problems faced greatly by these people. These people make different small social groups which result ultimately in the development of ideas providing basis for nationalism. Many movements which contain ideas based on the concept of nationalism (Pamir). British Empire ruled was ruling all over the world in the twentieth century. The main goals ought to be achieved by these rules were the total use of natural and human resources of the occupied countries. Sub-continent is still considered as â€Å"golden bird† by world was conquered by British Empire in 1857. British enter the sub-continent for trade. At that time the whole area of subcontinent was lacking in a strong centralized government. All regions of sub-continent consisted of small empires of different people and continuously fighting with each other. Trade factor used by the British†™s East India Company, acted as a good recon for British. Due to this recon British know nearly all about the strengths and weaknesses of the rulers of the area aiding in capturing of whole region. On the other hand in sub-continent rulers were engaged in mutual disputes and at the time of invasion did not helped each other, in-fact aided British in order to capture the land of enemies (Ganguly, 11-25.). Last rebellion movement that failed in 1857 the whole rule of the sub-continent was fallen into the hands of British. If we compare India with other colonies of British Empire at that time; there is a major difference between other freedom movements and movement that resulted in the independence of sub-continental region from British. Other freedom movements going on around the world were violent in nature (Ganguly, 11-25.). In sub-continent liberalization and democratic institutions were present in even at that time. Other movements of the world contained a considerable amount of violence in them while movement in sub-continent was based on laws and democratic ways. There was an agreed constitution of 1935 implemented all over the region. Yet social and economic discrimination was still faced by most of the part of sub-continent. The major cause of increase in amplitude of the independence movement happened due a small incident that happened in 1853. Cow was considered as a sacred element for both Muslim and Hindu soldiers; (in-fact some of the sectors in Hindu religion consider cow as goddess). Muslim and Hindu soldiers refused to use the skin of cow as a part of greasing material used for tearing off of the cartridge. All those soldiers were ordered to be killed by commanding officer on that place. At the start of 20th century nationalist parties gathered on a single platform in order to provide political impedance to already present movement of independence. At start of the 20th century both Hindus and Muslims were on a single platform regarding the issu e of getting independence of freedom from British Empire. Both big leaders of Hindus (Gandhi) and Muslims (Muhammad Ali Jinnah) now known as founders of independent states of Islamic Republic of Pakistan and biggest claimed democracy Republic of India respectively (Ganguly). But history repeated itself conflicts raised between Hindus and Muslims

An analysis of the current activities of Cherwell District Councils Environmental Services Department Essay Example for Free

An analysis of the current activities of Cherwell District Councils Environmental Services Department Essay 1.0 Background Cherwell District Councils Environmental Services Department is made up of two sections (Environmental Services and Amenity Services), which deliver a wide range of diverse services (see Table 1). Table 1. Services offered by the Environmental Services Department. Environmental Services Amenity Services Food Safety/Health and Safety in businesses Waste Collection/Recycling Animal Welfare/Dog Warden Service Street Cleaning Pollution Control/Noise Nuisance Pest Control Service Health Promotion and Disability Issues Environmental Strategy/Agenda 21 This report looks at some of the services provided by the commercial team within environmental services who are responsible for food/health and safety law enforcement, infectious disease control, food/water sampling, licensing/registration, complaint investigation and offering information and training. 2.0 Introduction The majority of the activities of the commercial team are mandatory imposed on the Council by statute such as the Food Safety Act and the Health and Safety at Work etc Act. The sections activities are also monitored through quarterly reports to the Chief Executive of the Council, the Food Standards Agency and The Health and Safety Executive. Despite the regulatory function of the section which is primarily the enforcement of the law, it none the less provides a service which is described as the combination of outcomes and experiences delivered to and received by a customer (Johnson Clark, 2001 p9). Figure 1 lists some of the aspects of the service experience, which can be used when assessing the quality of the service provided. * the extent of personalisation of the process * the responsiveness of the service organisation * the flexibility of customer-facing staff * customer intimacy * the ease of access to service personnel or information systems * the extent to which the customer feels valued by the organisation * the courtesy

Free Essays - The Significance of Sleep in Macbeth :: Macbeth essays

The Significance of Sleep in Macbeth The sleepless are affected by fear that kills those whom are close to the victim of sleeplessness. In the book of "Macbeth" it expresses the theme of death and fear by associating the character with the key word "sleep" and all of its associations. In "Macbeth" by William Shakespeare, various words are used that can be associated to different meanings through the different characters. The book talks about a great warrior during the medieval period that overcomes his adversaries through brutal military tactics and deceit. Macbeth stole the throne of Scotland from the rightful Prince Malcolm, and threw the country into chaos through his evil reign. His own conscious eats away at him until he reveals that he had murdered people to get to his position after which he is killed in a battle for control of Scotland and his reign ends. Through the actions and behavior of Macbeth and Lady Macbeth and their associations with fear, the reader learns that even the strongest of people have fears. Sleep is a word that is thought to be associated with rest, and being tired. But, when used through Macbeth it tends to take a whole new meaning. Macbeth is one of those characters that are violent by nature. He cannot live unless he is causing harm or death, but his own conscious eats away at him until he finally snaps, "Were the graced person of our Banquo present; who may I rather challenge for unkindness than pity for mischance!" (3.4.51-54, Macbeth p.99). After having Banquo murdered, Macbeth sees his ghost sitting at the dinner table. Macbeth grows impatient and worried, which reveals that he had a hand in Banquo's murder. Through Macbeth's actions, his wife Lady Macbeth begins to go crazy, "Out, damned spot! Out, I say! One; two." (5.1.34, Lady Macbeth p.155). Lady Macbeth is plagued with the guilt of those who have been murderd by here husband. She also realizes that she has set up her husband to die. In terms of sleep Macbeth refers to sleep as death. Which is so mething he does not fear until he realizes that he is not invincible, "I will not yield, to kiss the ground before young Malcom`s feet and to be baited with the rabble`s curse.

Analysis and History of Arianism :: Arianism Religion Religious Essays

Analysis and History of Arianism First among the doctrinal disputes which troubled Christians after Constantine had recognized the Church in A.D. 313, and the parent of many more during some three centuries, Arianism occupies a large place in ecclesiastical history. It is not a modern form of unbelief, and therefore will appear strange in modern eyes. But we shall better grasp its meaning if we term it an Eastern attempt to rationalize the creed by stripping it of mystery so far as the relation of Christ to God was concerned. In the New Testament and in Church teaching Jesus of Nazareth appears as the Son of God. This name He took to Himself (Matt., xi, 27; John, x, 36), while the Fourth Gospel declares Him to be the Word (Logos), Who in the beginning was with God and was God, by Whom all things were made. A similar doctrine is laid down by St. Paul, in his undoubtedly genuine Epistles to the Ephesians, Colossians, and Philippians. It is reiterated in the Letters of Ignatius, and accounts for Pliny's observation that Christians in their assemblies chanted a hymn to Christ as God. But the question how the Son was related to the Father (Himself acknowledged on all hands to be the one Supreme Deity), gave rise, between the years A. D. 60 and 200, to number of Theosophic systems, called generally Gnosticism, and having for their authors Basilides, Valentinus, Tatian, and other Greek speculators. Though all of these visited Rome, they had no following in the West, which remained free from controversies of an abstract nature, and was faithful to the creed of its baptism. Intellectual centers were chiefly Alexandria and Antioch, Egyptian or Syrian, and speculation was carried on in Greek. The Roman Church held steadfastly by tradition. Under these circumstances, when Gnostic schools had passed away with their "conjugations" of Divine powers, and "emanations" from the Supreme unknowable God (the "Deep" and the "Silence") all speculation was thrown into the form of an inquiry touching the "likeness" of the Son to His Father and "sameness" of His Essence. Catholics had always maintained that Christ was truly the Son, and truly God. They worshipped Him with divine honors; they would never consent to separate Him, in idea or reality, from the Father, Whose Word, Reason, Mind, He was, and in Whose Heart He abode from eternity. But the technical terms of doctrine were not fully defined; and even in Greek words like essence (ousia), substance (hypostasis), nature (physics), person (hyposopon) bore a variety of meanings drawn from the pre-Christian sects of philosophers, which could not but

Descriptive Writing – Ayer’s Rock

As the cramped, stuffy minibus approached our destination, I could see the first rays of morning sun sparkle over the horizon. Against this blinding inferno an ominous shadow appeared. It grew as we drew nearer, the true size of it becoming clearer. Looking away briefly to swat at a fly, as I turned back I was hit by a surge of warmth as the sun rose higher. Transfixed I stared at the task before me; the other occupants of the bus seemed sombre and lifeless compared to the scenery. Glancing at my watch (5.00am) I slipped my hat over my eyes and attempted to sleep. A sudden jolt awoke me; a speed bump signalling our arrival at the monolith. The shade confused my dozing mind briefly as I looked left. Waking quickly I saw a vast expanse of orange-brown rock rising to the sky, ugly at a glance but beautiful in detail. Awe-struck, my eyes slowly surveyed the rock; tracking up I saw faint smears of colour moving towards the summit, and eventually clicked that these were people, dwarfed immensely by this foreboding thing. I managed to pull myself from my seat, grab my camera and head for this blister rising from the outback. My view had been that I was at the base of the rock already, and that my walk would be a short one, but the weathered lump continued to grow as I approached. More and more detail was becoming visible; small bushes surrounding the base from a distance were actually small trees, small cracks in the rock were the size of a block of flats, creating huge weathered tentacles reaching into the desert dust. I eventually reached the base, continually staring upwards and trying to take in the full magnitude of this place. Our groups guide appeared and gave us the go ahead to begin the climb to the summit of this red mountain. I began the climb optimistic; seeing the sloping pathway from the base made it seem an ascent of no more than 150 metres, and the help of a chain near the floor would make it short work. But as I climbed higher, I saw more pathways stretching off over the wasteland of the zenith. Already somewhat tired, I suddenly had a surge of energy and decided to press on fast. I motored up the remaining chained slope, ignoring the floods of Japanese tourists sliding slowly down. Reaching the barren plain, I saw it was not the flat desert I had imagined but was covered in deep furrows and potholes created by the millennia of exposure to the harsh outback elements. I groaned, but could now see the apex another 200 metres or so higher. The prospect of seeing the already magnificent view from that windswept pinnacle strengthened my resolve, and I set over this other worldly landscape As I continued to climb, and could see more of the pristine wilderness around me, I realised just how far from the hustle and bustle of the civilized world I was. No sound could be heard apart from the constant warm breeze whipping through the channels in the rock; after my push towards the top I had left the rest of the people heading up behind somewhat, and no other tourists had ventured this far. I had the pleasure of being completely alone to fully appreciate the beauty of my surroundings, and how disconnected from life I felt. I realised that in my mental wanderings, I had also wandered quite far, almost to the roof of this red world. The final chasm in the rock before my goal seemed nothing more than a ditch and the last few steps would be done in minutes. Rising over the final hill and out of the shadow, into the fierce morning sun was fantastic. Seeing the earth stretch out into infinity below me filled me with life. It was quite odd. Weary from the climb, I sat down to rest, still feeling this wonder that places this untouched still existed in the world. The inspiration to explore and find more of these areas of solitude was suddenly kindled in me, and started some ambitions flowing in my brain. Rested, I decided to use this short period of isolation to examine where I was. Although at a glance the summit seemed empty, on closer inspection there was life. In the pools of rainwater dotting the surface were ancient creatures, species of crustacean, with strange shrimps and strange prehistoric things I later found out were called triops; similar to the trilobites of the Mesozoic, yet still alive after the isolation on this rock. It was quite incredible; a glimpse into a life cycle that has been carrying in a single puddle for millions of years, completely ignorant of the rest of the world and completely unchanged. In the time I had been staring into the pool, my mum and sister had arrived and were admiring the view. I approached and told them about what I had seen and my amazement at this place. We explored some more, took some photos to remember what we had seen, and found the remains of a fire from an aboriginal fire, possibly hundreds of years old but preserved on this time stopping rock. Thinking of the ages that had been and gone while this single rock had stood frozen continued to amaze me. It was seen by some of the first human cultures hundreds of thousands of years ago, before dinosaurs would of swum around it during its time submerged in an ancient sea, before that who knows what might of seen it? If it could speak, what stories would it tell? Hours had passed since I first set off, and it was time to head back to the confines of the minibus. Coming back down, I didn't mind leaving as I felt as though no matter how much we are told about the world, no matter how much information we are fed through the media, television and how much our governments try to shrink our perception of the world, it is still a truly vast place that should be appreciated for its wonders and the ones it may still hold. Reaching the base again, and looking back at where I had been, I decided that I wanted to see these wonders in my lifetime.

Acct. Term Paper

Acct. Term Paper Acct. Term Paper Kelly Okamura U57912123 SM 323 (A4) Core Pre-Assignment Part I Health Consciousness We live in an entirely progressive generation where we are bombarded by a plethora of newly emerging social trends. In fact, it seems that as soon as we are made aware of what is currently â€Å"trending,† a new social trend is discovered. However, what has seemed to steadfastly hold as trends are the fitness and health related ones. A few years ago, Atkins and the South Beach Diet were the most promising diet regimens. Now, we hear the terms â€Å"paleo† and â€Å"raw vegan† being thrown around daily. While these diet regimens have certainly made some headway towards more restrictive and extreme measures, the underlying purpose remains unchanged; that is, Americans who follow these dietary trends do so as a means of weight loss or maintaining a healthy body weight. As of this year, as many as two-thirds of Americans are categorized as overweight, whereby a third are considerably obese. We, as Americans, are becoming increasingly aware of the dangers of ma intaining unhealthy body weights, thereby offsetting a surge of diet regimens, workout routines, and the like; each â€Å"scientifically proven† to restore your health and bring you back to a healthy weight level. For anyone who has gone forth with one of these health trends, they can attest to the fact that it is not, in fact, an easy feat. Had it been so, we would not be faced with this sort of epidemic of American obesity. That being said, weight loss is not something that simply happens at the snap of the fingers or on a whim: more so if our genetics are not wired in such a way. Bearing this in mind, I believe it is safe to conclude that the social trend of health consciousness and diet will remain intact for years to come. Something that many Americans consistently struggle with is the ability to exercise self-control, specifically when it comes to food. We’ve all been there: lurking in front of the snack cabinet, making compromises with ourselves and promis ing that we’ll stop after one cookie. Yet in most cases, stopping after just one morsel is simply wishful thinking. The product that I have thought up for the market for the health conscious is called the Moral Support. In essence, it is a contraption that helps to promote a healthier lifestyle by exercising self-control and portion control for those who need the assistance of an external factor. The Moral Support is a programmable food dispenser, whereby users would put their favorite junk foods in and set a time and day whence the Moral Support will dispense a single serving of the food item. Upon dispensing the snack, the container will lock itself so as to prevent binge eating. It would also have an air tight seal on the lid, which would help keep the food items from being exposed to excessive moisture and becoming stale. Grooming/Hygiene Many of us start our days off by washing our faces as a means to wake up. For those of us who do so, we have all experienced the inevitable annoyance that comes from washing our faces: the trickle of water that streams down our elbows, wetting our shirtsleeves and our countertops. However small this annoyance may be, it is still an undesirable experience the first thing in the morning. It doesn’t make sense, though, to do away with proper hygiene because of this. A product that may appeal to those who run into this problem is some sort of wristband or wrist attachment that catches water right at the bottom of the palm. The market for this is promising, as nearly everyone undertakes this simple act of good hygiene, and this product may also be used for dishwashing. Part II Williams Sonoma Location: 100 Huntington Ave, #9C Boston, MA 02116 Phone: (617) 262-3080 Clerk: Rachel Date: 08/01/2013 Many of the clerks at Williams Sonoma were stuck in the same conundrum, after I had approached them with this pre-assignment: most clerks were used to being asked very

Weapons of French Ind. War essays

Weapons of French Ind. War essays Weaponry of the French and Indian war Throughout the times of war there have been many weapons that have come and gone, but the weapons used in the French and Indian war are still in use today. Todays rifles are modified muskets, our machetes are swords, and the semi-automatic pistols are revised products of the ones used in the 18th century. This paper will show how and why the weapons of the time where used and generally what they where used for. The weapons this paper will touch upon are; the muskets, pistols, and swords used in the French and Indian war. The flintlock musket, was the main weapon of the British army from the 1730's past the end of the American Revolution. The first model Brown Bess or Long-Land Musket to use the proper name had a 46-in. barrel with a wooden rammer retained by three pipes of equal size and a tailpiece where it entered the stock. At this point the stock swells out and, generally speaking the bigger the swell the older the gun. One sling swivel is fastened to the front of the trigger guard bow and the other is screwed through the muzzle end The bayonet, which went with the musket had socket about four inches long and a triangular blade 17 inches long. Another pattern of which there is increasing mention from 1740 onwards is the Short Land musket, with the same style of stock lock and furniture as the Long model but with a 42 inch barrel. There were soon two standard pattern muskets in production the long land with steel rammers and the Short Land with wood rammers, a curious distinction between the tw o being that only the short pattern had a brass nose cap. By the middle of the century however an improved pattern noseband, or cap was fitted to both types of muskets. The handgun are pistols of the 18th century where used manly as a defensive weapon. This was do to their inaccuracy in battle. The inaccuracy was caused by the misshapen tendencies of the balls it fired and the shorte ...

Great tips on deductive essay writing

Great tips on deductive essay writing Deductive essay It is known that possessing remarkable critical thinking skills is rather useful. As to students, they have a marvelous opportunity to apply them when producing a deductive essay. The process of deductive reasoning has a lot in common with doing jigsaw puzzles. If you want to write a paper properly, you should ask your professor about the way of presenting arguments. Note that there are two types of arguments: propositional and categorical. When the instructions are specified, you may begin producing your work. By the way, there is no need to divide your piece of writing into sections. The thing is that it may cause some problems with providing information logically. Learn the Peculiarities of Deductive Essay Writing What Is a Deductive Essay? A deductive essay is a form of an academic essay, in which the writer should present logical reasoning in a form of a deductive argument. The professors assign this task to check the student`s ability to think logically and be able to present the sound and reasonable arguments to support some position. The key principle of writing such an essay implies the student`s ability to build a logical conclusion having ample information regarding some issue or subject. Most people often use the deductive skills in everyday life. As such, to understand the essence of the problem, they need to gather a lot of arguments and evidence. Indeed, almost all daily decisions are made with the help of a deductive approach. In other words, every person is able to make a logical conclusion considering the information he/she possess. A deductive writing style has a few peculiarities. As such, it requires an in-depth research about the topic and cannot be based on mere writer`s observations, especially if he/she is not an expert in this particular area. Moreover, to write a good deductive essay, you need to choose one of the most effective deductive essay topics. If you experience some difficulties with choosing the topic, feel free to address your professor and he or she will gladly assist. To summarize, writing a deductive essay is impossible without the clear thinking and analytical skills. If you state something, do not forget to support it with the reasonable evidence and remember that as long as you can prove your argument, it sounds good. Tips Which Help you Write an Exclusive Paper Select a Subject There is a huge variety of deductive essay topics. Thus, you need to choose the most suitable for your paper. The next essential step is to formulate a key statement. Otherwise, you will not be able to write a unique work. Remember that it is a fundamental element of your piece of writing. It sometimes happens that students single out a few central points. However, it is very hard to join everything together and provide incontrovertible facts to support ideas. Sometimes professors give students topics which they have to cover. Furthermore, even the main idea of your work may be formulated. In this case, writing a reasoning essay becomes more difficult. You have to make sure that there is enough material on exploring the subject. By the way, if you have stuck and do not understand how to move on, you may browse the Internet to get fresh ideas. You should not worry about plagiarism. When using sources, you collect information about the topic. However, you should complete an assignment on your own presenting your personal opinion about the issue. Thus, you will not be accused of plagiarism. By the way, you can always order an authentic deductive essay online. Present Facts In this section, you need to provide readers with powerful arguments concerning the examined matter. Therefore, you should explain research results clearly. If you produce this part of paper in the right way, you will not face problems with writing a good conclusion. If you do not want to miss any points, which should be covered, you need to write a comprehensive essay outline. In order to make your work valid, you should also present vivid deductive examples, statistical data, and concrete facts. Thus, your professor will understand that you deserve the highest grade. For this reason, you should not leave your paper till the last minute. If you have enough time, you will complete this assignment successfully. Make Conclusion Your research may lead to writing a few clear summaries. The main conclusion should restate the thesis and summarize your paper. Remember that it is important to explore the subject in detail. Only then, you will be able to arrive at reasonable conclusion. Now, you know how to answer the question â€Å"How do you write an essay of this type?† Each paragraph of your paper should analyze one point. If you follow this rule, you will structure your work properly. Surely, writing an essay of this kind is not easy. However, if you take the above-mentioned steps into account, you will succeed. Reasons to choose our deductive essay writing writing service We are the best organization in providing writing papers, research papers, essays, dissertations or term papers at cheap prices which you all can afford. We have been doing this business for years now and no organization has this much of experience compared to us. Our writers are professionals who know most of the topics inside out and write some of the finest piece of writings that you can get. It will definitely meet every of your requirement. Suppose you like doing mathematics and not writing essays. So what happen when English teacher comes and tells you to write an essay and your grades will be determined by those essays? You dont want your grades to suffer just because you don’t like writing essays and other writings, do you? You shouldnt be forced to write essays otherwise it will be like forcing a crime on an innocent. Writing can be a hectic task for the students who are not just that into it or writing anything for that matter. But fortunately you have got the option of buying essays online from us. You can buy essays from an organization which particularly provides professional writing material or you can get it from a second grade organization and completely waste your precious money. People like us are here to help you in writing any piece of material of any level. We truly put people out of their miseries when it comes to providing written materials. Dont hesitate on buying essays from us and your grades will never be a problem.

A porters 5 forces analysis of Wipro Ltd (Indian IT Outsourcing) Essay

A porters 5 forces analysis of Wipro Ltd (Indian IT Outsourcing) - Essay Example The model specifically addresses competition concerns within and without the industry in a bid to evaluate and assess the profitability of firms prior to their competition strategies. The following is an analysis of Wipro Ltd in this regard: Competition is a crucial undertaking for any given business entity. For Wipro Ltd, rivalry pertains to countering forces of advancing technologies from time to time and ensuring that sit meets customer needs as they fall due. In so doing, new and existing firms in the same line of service offering are essential to consider. Wipro Ltd seeks to create customer value that remains competitive and reliable over time in order to keep its business aspect attractive to its customers both in the short run and long run. Entry of new firms in the industry poses threats to the revenue earnings and profitability of Wipro Ltd. Unlike other markets, the information technology is characterized by relatively low barriers to entry. The diversity and dynamism associated with IT services consistently lead to the emergence of new firms. To counter threats of new entrants, the company has diversified its service offering portfolio by establishing Wipro divisions which take advantage of new IT needs in the market. Rival firms offer similar but relatively differentiated IT and consultation services. This gives customers a variety of products and services to choose from. Maintaining high profitability in such an environment requires that the services offered be affordable to the customers. However, it is important that the firm observes its costs of operation in order to strike a balance between pricing and operational costs. To account for this scenario, Wipro Ltd evaluates the IT industry from time to time in order to determine factors that affect consumer behaviour, triggering demand for substitute services. This is a

International management Assignment Example | Topics and Well Written Essays - 2250 words

International management - Assignment Example Global strategy and entry modes have thus been number one priority for these large firms in emerging economies trying to make it in the global scene. This has been due to success in the global scene hence acquisition of competitive advantages. It has also been important for these firms to handle international market entry modes as the initial step in attaining their global mission. The decision and the mode of how a firm from emerging economy enters foreign market has had a significant effect on its overall productivity (John & Allen, 1998). This is because; the business environment that these new multinationals operate in is very competitive and dynamic. As such expansion into these new foreign markets is achievable through various strategies. The focus of this report is to give an account of the market entry strategy used by Bharti Airtel (formerly â€Å"Bharti Tele-Ventures Limited - BTVL†) while penetrating the foreign market. The report uses relevant theories and internat ional business literature concepts to evaluate and discuss the Bharti Airtel choice of entry mode(s) into the foreign market. Bharti Airtel(formerly â€Å"Bharti Tele-Ventures Limited - BTVL†is a multinational company founded in 1995. It is an Indian multinational in telecommunication industry. The company is primarily headquartered in New Delhi. Bharti Airtel got into the foreign market operations years ago and to date the company is actively operational in more than 20 countries cross Africa, South Asia and the Channel Islands among other global markets. The company is known for pioneering foreign business strategy of outsourcing most of its company’s operations apart from sales, marketing and finance and developing the minutes factory system of high cost and low volumes. The Bharti Airtel owes much of its accomplishment to its obliged to offering cutting-edge mobile services, while keeping low pricing strategies, an significant component in India. The

Human Resource Management history Assignment Example | Topics and Well Written Essays - 1500 words

Human Resource Management history - Assignment Example Academics have responded positively to meet the challenges raised by the globalization of business by investigating a number of issues and problems related to international business. They have attempted to examine management from a cross-national viewpoint. This comparison of HRM policies and practices at a national level helps to test the convergence-divergence thesis. The typical questions pursued by comparative researchers are: (1) how is HRM structured in individual countries. (2) What strategies are discussed (3) What is put into practice (4) What are the similarities and differences (5) What is the influence of national factors such as culture, government policy, and education systems This paper assumes that the team members are not in close proximity to each other and the team leader might not always be in the same place as the team. The cross-cultural team consists of at least three different nationalities, with one member from the UK, one from South Asia and one from Eastern Europe. This paper also assumes that members of the team will differ in the three major values of power distance, uncertainty avoidance and human orientation. Strategies Both tangible and intangible dimensions of human resources are essential in developing a global competitive personnel profile that is unique, valuable, difficult to replicate, and provides the organization with a sustainable competitive advantage. Tangible human resource dimensions relate to the process, procedures, and systems established to identify, select, train, motivate, and retain the most competent personnel in the organization. Alternatively, intangible dimensions of human resources include the culture, learning capability, innovativeness, and collective action of the employees. Leveraging a firm's internal resources across its global network requires competent boundary-spanning managers developed within the firm's strategic global human resource management (SGHRM) system. Performance management requires managers to review regularly, with their teams and the individuals reporting to them, performance in relation to agreed objectives, the factors that have affected performance and the development and training needs that emerge from this analysis. Expatriates, having been socialized and developed in the headquarters, possess an intimate knowledge of the firm's internal resources, both in terms of their tangible and intangible dimensions, therefore, it is proposed: Proposition 1. If the firm's internal resources are critical for creating and sustaining a competitive advantage against rivals in a foreign market, then the global organization will assign management of that

Management leadership and performance for new products Dissertation

Management leadership and performance for new products - Dissertation Example Based on this research it is through accountable leadership that the decisions on which technological advances are best to adopt in order to ensure improved production are formulated. However leaders should be encouraged to also seek the suggestions of their subjects as they could also be of help. The management of Clydesdale bank has to undertake a market analysis with which they can be able to establish their target group hence market segmentation. Counterfactual experiments are always a challenge for those who continue to practice them and they end up with complicated results. This can be illustrated in a nation that has been dominated by the need for balance of power to the extent that they do not consider alternative perspectives. Despite the fact that some of them go ahead to practice the issue of power transition, they still find themselves experiencing some of the past power stylistics which they thought would change through the transition process. This is attributed to the b elief that, equal distribution of power in a country is a driving force to the international politics. Economic wealth on the other hand, is viewed as a major source of power for many countries that can now be grouped as the developed nations. This is because, for a long period of time they have been able to immerse wealth that enables them to be independent. Through operations management, the organizational structure ensures that there is a flexible relationship between production and the amount of consumption by the consumers. Inputs should at the end of the day be processed into outputs. There has to be a frequent supply of labour to ensure consistency in production. The resources that are acquired have to be used skillfully in order to obtain maximum profit. Through operations the bank should be able to come up with social networks so as to facilitate acquisition of skills from other organizations. This encourages the process of induction in the companies in their endeavor to in crease productivity (Sang-hun 2010, p. 6).

Nutritional Knowledge amongst community pharmacists Dissertation

Nutritional Knowledge amongst community pharmacists - Dissertation Example Appendix 3: Results of Reliability Analysis 57 Acknowledgment Nutritional Knowledge amongst Pharmacists Abstract This study ventured to examine the nutritional knowledge and awareness among community pharmacists in the West Yorkshire region in the United Kingdom, to find ways by which the potential of this group of health care professionals can be harnessed to advance health promotion and disease prevention in the neighbourhood. Descriptive research was adopted in the conduct of the study, utilizing quantitative techniques and survey methodology. A 37-item researcher-constructed questionnaire was developed and piloted to establish stability reliability using the pre-test - post-test procedure. Respondents were selected by way of simple random sampling, where a total of 84 respondents voluntarily participated in the study. Results of the study were presented using both descriptive and inferential measures. Key findings revealed that the respondents are most knowledgeable in the areas of pregnancy and elderly and general nutrition and that these pharmacists are taking an active stance in their expanding role as nutrition counsellors. However, 87.5% of the pharmacists admitted they do not have sufficient nutritional background. The nutritional assessment showed that the mean overall percentage score was 62.81%. Only the scores in the areas of general nutrition and drug – nutrient interactions showed significant relationship with nutritional background. Among the recommendations formulated to support the counsellor role of the community pharmacists are: incorporation of substantial modules in nutrition in the pharmacy curriculum, institution of formal mechanisms to foster interest among pharmacist to hone their expertise in nutritional counselling, and encouraging research in the field of nutrition in the pharmaceutical context. 1.0. Introduction and Literature Review The role of a professional pharmacist was depicted by Reeves (2005) as one which â€Å"has fitted itself and its practitioner to the needs of the public health and welfare, whatever they might be and regardless of mode or pattern ... [one] who holds dear the glorious heritage of the thousands of years† (p. 175). The task of pharmacists may be traced back early in history to be of common ancestry with a physician in general practice as apothecaries. As recalled by Bond (2009), apothecaries used to dispense medicines prescribed by doctors, and / or recommend medications for those members of the population who can not afford to consult a physician. In the modern era, pharmacists are health care professionals whose specialty includes the actions, use and chemistry of drugs, as well as their formulation into medicines, and the methods by which these are utilised in the management of illnesses. The main function of a pharmacist is, therefore, to apply such expertise to enhance the efficacy of patient care. Another role of a pharmacist is to guide patients in deriving the greatest benefit from their prescribed medication and in offering advice to the general public regarding the management of the so-called self-limiting and minor conditions (Bond, 2009). Pharmacists also help consumers in the selection of effective medications from a range of over-the-counter drugs or as members of a team of health care professionals. Traditionally, pharmacists practice their profession in association with a health care facility or either as independent or salaried

Management leadership and performance for new products Dissertation

Management leadership and performance for new products - Dissertation Example Based on this research it is through accountable leadership that the decisions on which technological advances are best to adopt in order to ensure improved production are formulated. However leaders should be encouraged to also seek the suggestions of their subjects as they could also be of help. The management of Clydesdale bank has to undertake a market analysis with which they can be able to establish their target group hence market segmentation. Counterfactual experiments are always a challenge for those who continue to practice them and they end up with complicated results. This can be illustrated in a nation that has been dominated by the need for balance of power to the extent that they do not consider alternative perspectives. Despite the fact that some of them go ahead to practice the issue of power transition, they still find themselves experiencing some of the past power stylistics which they thought would change through the transition process. This is attributed to the b elief that, equal distribution of power in a country is a driving force to the international politics. Economic wealth on the other hand, is viewed as a major source of power for many countries that can now be grouped as the developed nations. This is because, for a long period of time they have been able to immerse wealth that enables them to be independent. Through operations management, the organizational structure ensures that there is a flexible relationship between production and the amount of consumption by the consumers. Inputs should at the end of the day be processed into outputs. There has to be a frequent supply of labour to ensure consistency in production. The resources that are acquired have to be used skillfully in order to obtain maximum profit. Through operations the bank should be able to come up with social networks so as to facilitate acquisition of skills from other organizations. This encourages the process of induction in the companies in their endeavor to in crease productivity (Sang-hun 2010, p. 6).

Systems of New Knowledge Production and Management of Innovative Research Paper

Systems of New Knowledge Production and Management of Innovative Development - Research Paper Example The term "lifelong learning" reflects hopes, which society assigns to education, and also opportunities, which should be necessary given to every single person for the development of his/her potential. Notwithstanding the long evolution of the concept of â€Å"lifelong learning†, there is no one general definition of this term. This notion can be defined as the realization of purposeful actions on learning, both formal and informal, undertaken continually with the aim to improve own knowledge, skills, and competencies. According to Edwards, Miller, Small, & Tait (2002), the life-learning concepts advocated today have grown out of the â€Å"lifelong education’, ‘permanent education’, and ‘recurrent education’ plans proposed in key documents several decades ago, many of the principles espoused still apply today, even though the contexts and the concepts themselves have changed in certain ways (see e.g. Tuijnman, 1994; Hasan, 1996). Nowadays huma nkind has become a witness and a direct participant of great changes. The development of communication networks, digital technologies and genetics, trade and culture connections, and general globalisation of civilization give everyone a variety of possibilities on the way of self-improvement. People get more and more freedom in choosing their behaviour and the way of life in general, however, everyone should understand that such freedom involves certain responsibilities. In such circumstances, the distance between those, who do first-rate on the labour market, and those, who have hopelessly fallen, behind become more and more obvious.

Themes in Kafkas Essay Example for Free

Themes in Kafkas Essay Themes in Frank Kafkas â€Å"Metamorphosis† Franz Kafkas â€Å"Metamorphosis† is a story about a man who awakes one morning to find himself transformed into a giant bug. This metamorphosis causes a clash between the main character Gregor Samsa and his family which in turn creates major changes in all characters. Kafka utilizes many themes in the story including change, isolation, power and money. These themes aid in making the story vague, while retaining a sense of lucidity. One main theme in the story is change. Gregor Samsas reality changes only mildly, despite his radical physical transformation. Prior to his mutation, Gregor’s life was consumed with his work as a traveling salesman in addition to taking care of his family. A boring life, dominated by providing for his family, much like a bug provides for his nest or hive. He describes his life as the plague of traveling: the anxieties of changing trains, the irregular, inferior meals, the ever changing faces, never to be seen again, people with whom one has no chance to be friendly (Kafka 13). The real metamorphosis occurs when he realizes his present situation, and his role in his household. Gregor does not change into a bug; he simply recognizes that he has been one for quite some time. This sudden epiphany could certainly send him into a shock that causes a mental sickness, eventually leading to his death. From the very beginning the setting creates an atmosphere of isolation, a major theme in the story. â€Å"Gregor’s room is at the center of the Samsa family’s apartment, with one wall facing the outside, the opposite wall bordering on the living room, and the two side walls shared with the bedroom of Gregor’s parents and his sister respectively. Each of these walls has an egress onto the world: the outside wall has a window, and the other walls have doors leading to the adjacent rooms. These doors, however – and in particular the double-door that opens into the living room – are not simple entranceways into the communal realm of the family; rather, they symbolize precisely that contradictory complex of merger with and separation from the family that each section of the narrative enacts. These doors function not only as passageways but also as barriers – indeed, ultimately they are impenetrable barriers. (Gray 286) After his transformation, Gregor is completely isolated. He realizes that it’s not much different than his life previous life, as the job to which he has been so dedicated, shows their disloyalty to him. â€Å"Moreover, it turns out that Gregor works for a firm that does not trust its employees at all: because he is late this one day, the chief clerk shows up to check on him and begins hinting that he is suspected of embezzling funds and may very well be fired† (Smith 193). His family alienates him as well. Grete, his younger sister, is the only one who helps him. She was scared but managed to put her apprehensions aside, even getting angry with others for trying to help. After her acceptance as role of caretaker, the other members of Gregors family do not associate with him. No one attempted to understand him, no one, not even his sister, imagined that she could understand him(Kafka 45). As an insect, he can still hear, however, so he knows what others want, but they cannot know what he wants. This seems an apt situation for Gregor to end up in, because his life even before his transformation seems to have been one of catering to others’ needs while suppressing his own. Before long, Gregor settles on the fact that throughout his metamorphosis he has neither lost nor gained anything. Even his unsettling dreams the morning of his mutation symbolize a troubled life before his metamorphosis. He is expressing his feelings of a lack of fulfillment and it shows a layer of him otherwise hidden. The actual metamorphosis symbolizes a rebellion assertion of unconscious desires and energies (Eggenschwiler 203). His mother and father treat him as a monster, instead of their son who is in need of help and support, just like they neglected their parental roles before his transformation, allowing him to take on all of their responsibilities. Although in some ways the transformation reinforces Gregor’s alienation from the world, in other ways becoming an insect is a way for him to escape his unhappy life. No longer will he have to work at his burdensome job, or care for his family who do not return the same care or respect. Gregor is not the only one to go through a drastic change in the story. His mother, sister and father also transform in ways not easily defined by outward appearance. This leads to the second major theme of the book, power. Power is both gained and surrendered by all members of the Samsa family at different points in the story. Before his transformation, Gregor holds the power as the man of the house. He earns the money to pay rent, provide food, and dig his family out of the overwhelming debt his mother and father have gotten into. After his transformation, Gregor loses this authority, basically imprisoned in his room, unable to attend to the responsibilities he once had. Gregor’s humanity, to the extent that his parents and sister acknowledge it, is inextricably tied to his function as economic provider† (Bloom 60). His father, however, gains power as he takes on the role as head of household. He is consumed by the family’s financial burden from the first day after Gregor’s mutation. He now finds the strength to find employme nt, something he was too ill to do while Gregor provided for the family. Interestingly, he can only regain his power after Gregor himself, the self-sacrificing, downtrodden one, is dead. This suggests that the presence of a self-sacrificing person drains those around him. Gregor sees his father after some time has passed since his transformation and asks, â€Å"Was this the same man who in the old days used to lie wearily buried in bed when Gregor left on a business trip; who greeted him on his return in the evening, sitting in his bathrobe in the armchair, who actually had difficulty getting to his feet† (Kafka 36)? Although Gregor has the most obvious transformation, it seems Grete, his younger sister, changes the most throughout the story, many of these changes involving her own power and standing in the family. At first she takes on the role as his caretaker, bringing him food, cleaning his room and trying to make him as comfortable as possible in his room. She is his only tie to his family and really his only link to humanity. She gains the consideration of her parents, who once considered her quite useless. â€Å"Often he heard them say how much they appreciated his sister’s work, whereas until now they had frequently been annoyed with her† (Kafka 29). She however takes on her own transformation, from girl to woman. With this change, her pity for Gregor diminishes. When at first she had helped Gregor out of kindness, eventually she comes to regard the job as a chore. She doesn’t always enjoy it, but it serves to define her position in the family, and she becomes territorial about this power she has gained, not wanting her mother to be involved. As she matures and takes on more adult responsibilities, most notably getting a job to help provide for her family financially, her commitment to Gregor diminishes. Grete tells her parents, â€Å"We must try to get rid of it† (Kafka 49). Eventually she comes to resent the burden of what Gregor has become and it s Grete who decides they must get rid of â€Å"it†. While not as prominent as the other themes, but in correlation with power, the theme of money weaves a path through the story. Gregor is enslaved to his family because he is the only one who makes money. With the exception of his sister, the family seems to treat him not as a son, but as a source of income. When Gregor is no longer able to work after his metamorphosis, he is treated with revulsion and neglect. Once the family begins working, they also find difficulty communicating with each other, eating dinner in silence and fighting amongst themselves. The exhaustion brought on by dehumanizing jobs and the recognition that people are only valuable so long as they earn a salary keeps them isolated from one another and unable to create real connections. This story has limited depth if the reader only takes it for its literal meaning and fails to read between the lines to discover the themes included. The reader must delve deeper into the story in order to understand it completely. Kafka kept this story compelling with the inclusion of these themes and other symbolism.

A Review Of Rabies Virus Biology Essay

A Review Of Rabies Virus Biology Essay Imagine a disease which had no treatment option once you felt its symptoms. Unless you had suspicion that you were potentially infected, you would get misdiagnosed and you would die in isolation, restrained, and heavily drugged (3). Unfortunately such a disease is a reality. Rabies virus results in nearly 100% fatality if not treated, and is responsible for over 55,000 human deaths every year, which is likely a conservative estimate due to under reporting and misdiagnosis (3). Rabies is caused by a Baltimore Class 5 virus in the order Mononegavirales. Rabies virus is in genus Lyssavirus, and its species designation is Lyssavirus rabies (4). Rabies virus is pathologically characteristic in its neuroinvasiveness and neurotropism, traveling up the nervous system from the wound site and into the brain where it causes severe neuropathology and death (1). This paper aims to explore the major components and mechanisms of Rabies virus, the disease caused by this virus, its treatments, and t he public health impact of the disease. Rabies virus is characterized morphologically under an electron microscope by its â€Å"bullet† shaped dimensions, densely studded with glycoprotein projections in the membrane. The virus itself is fairly simple, being composed of only five proteins and its single-stranded, antisense, RNA genome 12 kb in length. The most important protein pathogenically is the glycoprotein encoded by the virus. This glycoprotein forms roughly 400 trimeric projections on the surface of the envelope, and is a major contributor in the virus capability to spread cell-to-cell (1,4). The glycoprotein is also highly antigenic and may be responsible for the triggering of apoptosis in neural tissue. The apoptotic cells are thought to be very slowly cleared from the CNS, and result in the necrosis of the tissue in that area (1). Matrix protein is produced by Rabies virus and essentially holds the envelope containing glycoprotein to the core of the virus (3,4). It is also matrix protein that is responsi ble for bullet morphology of rabies virus and its budding capability from host cells (4,3). The core of the virus is composed of the (-) RNA genome bound by nucleoprotein which coils it into a helixed ribonucleoprotein core or RNPC. Phosphoprotein and polymerase associate with the RNPC and form the remainder of the virus core contained inside of the matrix protein capsid (4). Rabies virus has a similar life cycle to typical Baltimore class 5 enveloped viruses. Replication takes place in the cytoplasm, in specialized compartments known as Negri bodies. These areas were previously the most effective characteristic in diagnosing rabies histologically. The cycle begins with the binding of the virus envelope to the host cell, most likely through the glycoprotein trimers found on the surface. Rabies virus shows a cellular tropism for nerve cells, but can also utilize muscle cells. The virus enters the cell by pinocytosis. The virus then fuses with the endosome due to the change in pH and injects the RNPC into the cytoplasm. The RNA dependent RNA polymerase that the virus brought with it goes to work, transcribing the antisense RNA into sense RNA for use by the host cells ribosomes. The viral polymerase attaches 5 caps and poly-adenylate tails to the RNA before translation into the five viral proteins. The glycoprotein made by the host ribosomes undergoes modif ication by the Golgi complex and endoplasmic reticulum before migrating to the plasma membrane of the cell. The concentration of nucleoprotein versus the concentration of leader RNA triggers the shift from protein production to genome replication. Genome replication occurs in the same manner as other Baltimore class 5 viruses. The replicated (-) RNA genome is bound by nucleoprotein which creates the helixed ribonucleoprotein core, after which phosphoprotein and polymerase bind and complete the core of the virus. Matrix proteins then bind around the RNPC and forms the bullet shaped capsid. The M-RNPC then travels through the cytoplasm and buds from areas of the plasma membrane that have high concentrations of glycoprotein. The complete rabies virus is then capable of infection (4). Rabies is transmitted by an infected animals saliva getting into the tissues of a healthy mammal. Rabies is unable to penetrate intact skin, therefore most cases of infection occur following a bite or scratch from an infected animal (3). The virus enters the body through the wound and travels from the wound site to the brain by using the hosts nerves. Rabies virus is capable of this retrograde axonal transport because it can combine cell-to-cell spread and trans-synaptic spread, although we are unaware of how trans-synaptic spread is carried out (1). There is evidence that these methods of movement are made possible, and are controlled by, the glycoprotein that coats the Rabies virus membrane (1). The virus replicates within the nerves, slowly making its way to the brain and salivary glands at the rate of 15-100 mm per day (2). As the virus makes its way up the nerves, it causes no symptoms and is not transmissible through saliva. This period is known as the incubation period and ca n last from 3 weeks to 6 years (2,4). The rate of spread in the nervous system depends on the virus uptake rate by the nerve cells, the speed of axonal transport, the rate of replication, and the strains capacity for trans-synaptic spread (1). Rabies virus typically has a low replication rate, and experimentally this has been seen to have an inverse relationship with pathogenicity, possibly due to the evasion of the immune system through low viral load. The low replication rate could also be beneficial to pathogenicity by preserving the nerves used to travel into the CNS (1). Once in the CNS, the virus can follow the facial and glossopharyngeal cranial nerves to the salivary glands, which it infects and buds virus into the acinar lumen (5,4). The virus continues to travel up into the brainstem and brain where it causes the first of the clinical symptoms. There are several theories as to how rabies virus conducts its neuropathogenesis, the first being that the virus shuts down host m aintenance genes and reduces protein production in neural tissue. The second theory proposes that the virus interferes with serotonin binding and release. The third theory is that glycoprotein pushes neurons into apoptotic pathways and the resulting dead cells do not get cleared from the CNS and cause necrosis of the surrounding cells. The remaining theories center on inactivation of voltage gated ion channels (1). The neuropathology of rabies results in quickly progressing and devastating symptoms. Upon experiencing the first clinical symptom, the individual typically has 1-7 days before death and has no chance of recovery. The first clinical symptom is neuropathic pain and tingling at the wound site after healing (4). This is caused by viral replication in the dorsal root ganglion of the afferent sensory nerve from the wound site causing action potential generation (2). The major clinical symptoms: fever, headache, fatigue, anxiety, agitation, confusion, hallucinations, and insomnia are not unique to rabies and cannot be used as a diagnostic tool. These symptoms are likely caused by an inflammation of the brain, spinal cord, and nerve roots (2,4). Clinical progression usually follows one of two routes: furious rabies in which there is extreme agitation and aggression, or dumb rabies in which there is early onset paralysis and decreased activity (3). Both eventually lead to paralysis, coma, a nd the shutdown of the respiratory system, resulting in death (3). The aggression caused by furious rabies as well as the heavily salivation, and saliva transmission all combine into a very effective transmission strategy for the virus (4). Treatment of rabies virus infection must be done early and aggressively. Immune response to rabies virus is much lower than comparable diseases, which is surprising considering that glycoprotein is highly antigenic. In addition, compromised immunity had no effect on rabies pathogenesis, which means the pathology we see in healthy humans is as bad as the disease can get (1). Treatment must be carried out before clinical symptoms set in, as the treatment only acts to stop the virus from reaching the brain. Post-exposure prophylactic treatment regimens consist of cell-cultured vaccine administration, and in dire cases, administration of immunoglobulin upstream of the wound to stop disease progression and also at the local wound site to stop infiltration (3). Preventative treatment consists of a course of vaccines and the irrigation of potential infected wounds with a povidone-iodine solution (4). With early post-exposure prophylactic treatment, recovery is nearly 100%. However, if post -exposure prophylactic treatment is started after invasion of the CNS and presentation of clinical symptoms, treatment is usually ineffective (3). If clinical symptoms begin, treatment paradigms shift to a supportive role, usually consisting of isolation to prevent transmission, heavy sedation to avoid awareness and agitation, and IV morphine to alleviate clinical symptoms (2). Rabies virus has caused disease on every continent except for Antarctica (3). The disease claims at least 55,000 human lives each year, with untold numbers of wild animals. The heaviest disease burden is in developing countries in Africa and Asia, with these two continents accounting for 95% of the total deaths recorded each year. It is therefore apparent that rabies case numbers are capable of being sizably reduced, but a lack in infrastructure will always be the biggest obstacle. There are several factors to consider when questioning why rabies is so prevalent in developing countries, the first of which is that rabies is under reported, and frequently misdiagnosed unless a post-mortem diagnosis is made, therefore the data concerning rabies health impact is lower than actual. The second cause of high rabies burden in developing countries is directly related to the last; low estimates of the disease cause a lack, or disproportionate level, of support and attention on a governmental level. The third cause is that rabies disease loads are not equally distributed across society. As we frequently see in disease of the developing world, the rural poor are most likely to get infected and die from this disease. In the case of rabies, rural children from poor families are at highest risk of the disease not only due to their lack of education about rabies and lack of money for full treatment, but also because children are more likely to play with stray dogs, the main carrier of rabies from animals to humans and seen as the source in 30-60% of rabies cases in children under 15 years old. Animal workers are also very likely to be exposed, as are those who spend a significant amount of time outdoors, whether for work or leisure (2). While dogs are the most common source of rabies transmission to humans, the main reservoirs of the disease are wild animals. Raccoons, bats, wild foxes, skunks, and wolves are the largest reservoirs of disease and their transmission to dogs accounts for the resulting human infection. Therefore, the most cost effective rabies containment program is centered on dog vaccination, although it is still a heavy financial drain on society. The estimated cost in the United States for rabies prevention and treatment each year is $300 million (2). However, cost depends on many factors including the characteristics of post-exposure prophylactic treatment (PEP). The cost for PEP can vary depending on the vaccine used, the regimen of the vaccine administration, the type of immunoglobulin used, and the route by which all of this is administered. In Asia and Africa the estimated cost of PEP treatment annually was $583 million. The bulk of the cost was incurred by Asia due to its heavy use of PEP tr eatment. On African and Asian continents the annual estimated cost of lost livestock due to rabies was $12.3 million, while a 1985 estimate by Latin American countries estimated their annual lost cattle at 100,000 head, with a total cost of $30 million per year. On the local level, a course of PEP is roughly $40 in Asia and $49 in Africa. While this may not seem like much, when annual income is only a few hundred dollars per year per person, the cost becomes roughly 30-50 days of work per adult. Many infected people do not want to go to the hospital for treatment due to the amount of missed work, and some of the more archaic vaccines still used in some developing countries can cause side effects lasting up to six months. However, even with the high cost treatment still saves tens-of-thousands of lives each year. The estimated number of deaths if PEP treatment was not used is approximately 330,000 in Asia and Africa (2). Rabies virus causes tremendous, fatal disease in the developing world and its presence is far too common for the level of effective prevention and treatment available. Rabies still claims over 55,000 lives each year, largely in developing countries in Africa and Asia. This simple Baltimore Class 5 virus packs quite lethal punch in its ironically bullet shaped capsid, and shows incredible tenacity in its host (4). Although it is unlikely due to the heavy wild animal reservoirs, ridding the world of this disease would be a tremendous removal of burden from mankind and animals. References: 1) Dietzschold, Bernhard, Jianwei Li, Milosz Faber, and Matthias Schnell. Concepts in the pathogenesis of rabies. Future virology. 3.5 (2008): 481-490. Print. 2) United Nations. WHO Expert Consultation on Rabies. Geneva: World Health Organization, 2005. Web. 30 March 2010. 3) United Nations. Human and Animal Rabies. Geneva: World Health Organization, 2010. Web. 31 March 2010. . 4) United States. Rabies. Atlanta: Centers for Disease Control and Prevention, 2010. Web. 31 March 2010. . 5) Waxman, Stephen. Clinical Neuroanatomy. 25th ed. New York: Lange Medical Books/McGraw-Hill, 2003. 113,119. Print.

Psychology in Julius Caesar Essay -- Psychology Analysis

The Psychological Approach analyzes characters based on Freud’s conception of the human psyche-- id, ego, superego-- as well as relationships and conflicts within the story. In Julius Caesar, Shakespeare develops Marc Antony and Brutus using these two methods; Marc Antony convinces the town people to revolt by controlling his id and ego, while Brutus is developed as honorable through his relationship with Cassius, his reputation, his progression from being manipulated to standing up for himself, and the choices he makes in difficult positions, such as whether or not to kill Caesar After Marc Antony’s speech, he convinces the town people to revolt against the conspirators by controlling ego and not letting his id overrun him. â€Å"The id is the primitive urge to seek pleasure without concern for boundaries† (Losh). The conspirators killed Caesar, who Antony loved very much. It is possible that his id compelled him to want revenge on the conspirators. The ego, which deals with the part of the mind interacting with the environment and people, would make Antony rationalize and realize that he couldn’t kill the conspirators, but he could get other people to, like the mob. Knowing this, Antony could have intentionally convinced the mob to revolt against the conspirators, but he couldn’t just come out and tell them to. He had to make them want to kill the conspirators, and think that it was their idea by addressing their ids. If Antony got the mob on his side about Caesar, they would feel betrayed by the conspirators and their ids would make them want immediate revenge. By convincing the townspeople that Caesar was a great man and leader, and that he didn’t deserve being killed for the reasons that the conspirators gave, Antony got the mob... ...very noble Roman bears of you† (II, i, LINEE!!!!). It is possible that he wants to maintain this reputation so that he is well liked, and can have some control over the people. Works Cited Heller, Agnes. "Julius Caesar." The Time Is Out of Joint: Shakespeare as Philosopher of History. Lanham, Md.: Rowman & Littlefield Publishers, 2002. 311-335. Rpt. in Shakespearean Criticism. Vol. 115. Detroit: Gale, 2009. Literature Resource Center. Web. 16 Dec. 2010. Losh, Elizabeth. "Sigmund Freud." Twentieth-Century European Cultural Theorists: Second Series. Ed. Paul Hansom. Detroit: Gale, 2004. Dictionary of Literary Biography Vol. 296. Literature Resource Center. Web. 3 Jan. 2011. O’Dair, Sharon. "Social role and the making of identity in Julius Caesar." Studies in English Literature, 1500-1900 33.2 (1993): 289+. Literature Resource Center. Web. 7 Dec 2010.

El Nino :: science

El Nino El Nino has been a reoccurring phenomenon for centuries. Man has only started to realize how much of the worlds weather is effected by it. The term El Nino refers to an irregular warming of the seas surface. During the last 40 years there have been 10 significant El Nino occurrences. Most affecting the coast of South America. Water temperatures increase along the coast as far as the Galapagos islands. Weak events will raise the water temperature 2 to 4 degrees Celsius and will have minor impact on fishing. However strong events such as the 1982-83 event will disrupt climate conditions around the world as well as local conditions. It has been linked to floods and droughts all over the world. Hurricanes and tropical storms are also altered in their numbers by El Nino. Therefore it would be very helpful for people if El Nino could be predicted and prepared for in some form. During a El Nino cycle there are many biological changes. Due to a depressed thermocline there is less photosynthetic activity resulting in a decrease in the primary life forms that form the beginning of the food chain. The warmer waters that are brought by these changing cycles hold less dissolved oxygen forcing fish to go deeper or venture elsewhere. Due to a lack of data during El Nino occurrences it is not fully known if fish populations are depleted solely due to exposure to El Nino. A decrease in their growth and reproductive success has been observed by many surveys in coastal waters. The link between climatic effects around the world and El Nino is now well established. It has taken many years of studying to understand how the pieces of the puzzle, from ocean currents to winds and heavy rains fit together. During the 1920s a scientist was on assignment in India trying to predict the Asian monsoons. As he sorted through his records he discovered a connection between barometer readings at stations on the eastern and western sides of the Pacific. He noticed that when pressure rises in the west it usually falls in the east and vice versa. He coined this term Southern Oscillation. When it is on its high index state pressure is high on the eastern side of the Pacific and low on the western side (figure 1). The east west pressure contrast drives easterly surface winds.

Critical Incident Assignment Essay

In this assignment, I will analyse and reflect on a critical incident that I was confronted with during school experience A (here after will be referred to as SEA). I will reflect on the implications that my critical incident has had on my practice and I will relate it to theory. In addition, I will make reference to four approaches of analysis which have been outlined by Tripp (1993). Tripp’s four approaches focus on the why challenge, personal theory, thinking strategies and dilemma identification. I will examine these four approaches and discuss the ways in which I can develop my teaching practice. Moreover, I will outline further recommendations for my future practice which will be suggested throughout this assignment. Pollard (2008) points out that reflection can help to develop the quality of teaching and it provides children with valued learning experiences. In addition, being reflective allows one to analyse and consider ways to improve their professional development. Nonetheless, Cottrell (2005) argues that there can be barriers to critical thinking because some may assume that it is a negative activity. Therefore, one may feel that it is only necessary to make positive comments rather than seeking for areas of development. Consequently, this does not lead to or provide constructive criticism for areas to become a better practitioner (Cottrell, 2005). However, in my opinion, I think that it is important to reflect on and be critical of my teaching practice for the reason that I can learn from what I have done, and consider ways to progress in my future practice. Tripp (1993) advocates that reflective teaching is crucial because it enables one to evaluate the decisions that they have made, and consider ways to develop and progress in their professional development. During my first placement, I was confronted with a critical incident which led me to make a decision based on my professional development. During my maths lessons, child x (an English as an additional learner) continuously shouted out without putting his hands up whenever I asked the class questions. His disruptive behaviour unsettled my teaching as well as the children’s’ learning which I found quite difficult to deal with. Every time that he shouted out, I immediately informed him that I would not accept his answer because he did not have his hand up. Nonetheless, he would take that opportunity to continue to shout out without putting his hands up. This limited their ability to focus and listen to the lesson that I was teaching. Consequently, to minimise the possibilities of child x disturbing further lessons, I decided that he would sit with the teaching assistant (who spoke the same language as child x) so that he would become less disruptive. Upon reflection, I think that I should have firmly implemented the behaviour management strategy by being stricter. In addition, I could have immediately given child x a warning for shouting out. Nonetheless, I have realised that I did not have as much confidence during my first placement as I would have desired. During my dilemma, it was at that point that I had think about and question my teaching strategies to consider reasons behind child x’s disruptive behaviour during my lessons. Thinking strategies Tripp (1993) highlights that thinking strategies help reflective thinkers to gain a deeper understanding of a critical incident. When we think about critical incidents, we must consider non-events which reinforce the idea that when something has happened, this usually means that other things have not happened. In relation to my critical incident, I considered what had happened with child x rather than reflecting what had he did not do. Nonetheless, as I reflect on this critical incident, I have realised that if I thought about what did not happen with child x, it may have revealed why he was being disruptive during my lessons. In addition, the thinking strategy helps me to reflect upon the good and bad points of my critical incident. I was pleased to see that child x was optimistic to participate in my lesson as he showed great enthusiasm. Nonetheless, my incident also reveals the pessimistic point of my incident. Although child x was engaged in the lesson, his behaviour was disruptive and he interrupted my teaching which did not benefit the pupils learning. Due to the fact that I am a reflective thinker, I could have thought about possible alternatives and considered the incident from the child’s point of view. For instance, rather than moving child x next to the teaching assistant, I could have considered how he felt and the reasons why he did not put his hand up during class discussions. If I chose to make an alternative decision, what would the outcome be? I continue to ask myself a series of questions. After my maths lessons, I proposed a series of questions to myself: why does he call out during my lessons? Why do I have the expectation that he should put his hand up? Should I have imposed a different solution rather than have child x sit next to the teaching assistant? Could I have handled the situation more effectively? I continued to ask myself a series of questions which enabled me to reflect on what I did and why I did it. Although I may not be able to find a solution to my critical incident, I aim to explore and analyse it by reflecting on my teaching practice. Dewey (1933) in Pollard (1998) highlights that reflective practice enables teachers to constantly monitor, assess and review their own practice which allows teachers to learn from what they have done and develop in their professional skills. In addition, as previously outlined, my array of enquiries fits in with one of Tripp’s (1993) approaches which is called the ‘why challenge’. This form of analysis allows one to continuously ask questions: ‘why? ’ (Tripp, 1993, p 46). The ‘why challenge’ Tripp (1993) conveys that the answers to questions that practitioners have, does not necessarily reveal or lead to a conclusion that one is seeking for. Nonetheless, asking ‘why’ allows one to reflect and think about their practice and consider possible outcomes that could have arisen. Moreover, Tripp (1993) points out that when we ask questions, our ideas or actions can create either some form of reification or a normative statement which underpins a subjective point of view based on personal beliefs and opinions. ‘We are operating from a deeply held belief which may not be appropriate to our or consonant with our other beliefs’ (Tripp, 1993, p. 46) When we enquire about a particular situation, we tend to build our answers based on our former beliefs. With regards to the critical incident which took place between child x and I, I had to explore why I expected him to put his hands up to answer my questions? I expected that all children should put their hand up during class discussions because my former experiences in the classroom led me to the assumption that it was the norm for children to do so. Additionally, I think that the ‘hands up’ policy maintains order in the classroom rather than permitting all children to shout out all at once. My rules and beliefs, reinforces a normative statement because it is what I believe ‘is necessary’ (Tripp, 1993, p. 8). On the other hand, current research and ideas have opposed to children putting their hands up in class. Professor Dylan William (The Telegraph, 2010) advocates that asking children to put their hands up isolates other students during class discussion. However, School X highlights that no child is excluded and that they are all encouraged to move toward their full potential (School Policy 2011). Moreover, my beliefs and opinions led me to believe that all children should put their hands up and must not shout out in the class which led to a dilemma that I encountered during my teaching. Dilemma Identification Tripp (1993) conveys that incidents contain dilemmas that teachers are frequently confronted with. In his reading, Tripp recommends Berlak and Berlak as they propose that the great stress in teaching is having to make decisions throughout their teaching career. Pollard (2008) continues that teachers use their professional judgement to determine the most suitable form of action to take in any particular situation. During my critical incident (at SEA), I found myself in a predicament when child x constantly shouted out in class. When he disrupted the other children’s learning, I had to immediately decide on how I would deal with this situation. My immediate response was to have him sit next to the teaching assistant. My reason for placing child x with the teaching assistant, was because English is an additional language for him, therefore, I thought that it would be easier to place with an additional adult that spoke the same language as him. Nonetheless, reflecting back on this critical incident, there were many alternative routes that I could have taken rather than moving child x. I could have given him a warning to ensure that he was aware that I would not tolerate his disruptive behaviour. Moreover, I could have removed child x from the classroom in order for me to continue with my lesson. Nevertheless, being faced with a dilemma does not allow much time to contemplate, particularly within a class of 28 pupils. I did what I thought was the ‘right’ thing at that point which was to have him set next to another adult in the classroom. The series of dilemmas that I was confronted with was a emanding experience which I expressed within my reflective journal: ‘I found it difficult to deal with child x, he does not put his hands up during classroom discussions†¦ I need to decide how I am going to deal with his behaviour’ (U1100711 Reflective Journal, 24th November 2011). Upon reflection of my dilemma, I made a decision based on my values. This relates to Tripp’s (1993) ‘Personal Theory Analysis’. ‘Dilemma identification is useful†¦ because why we chose one resolution rather than another enables us to identify the values inherent in our professional judgement’ Tripp (1993, p. 9) Personal Theory Analysis Tripp (1993) proposes that teachers use their professional judgement to deal with dilemmas that they are constantly confronted with. My personal beliefs and values encouraged me to make the decision to move child x nearer to another adult. I thought that if child x sat next to an adult that he is more familiar with, he will be less disruptive in my lessons. Tripp (1993) conveys that teacher’s should also make decisions based on what is best for that child’s well-being. Therefore, I believed that rather than shouting at this child for being disruptive, my values and professional judgement assumed that it was beneficial for child x as well as the class if I remained calm and placed him with the teaching assistant. In addition, I had to consider the reasons as to why child x thought that it was necessary to distract his peers in the classroom: he was doing it to gain attention; he was trying to prove that he knew all of the answers; English is an additional language for him, and so on. All of these possible reasons must be taken into consideration rather than just assuming that he is a ‘naughty’ child. As confirmed by Tripp (1993), these examples convey that teachers are challenged with a series of dilemmas and decisions that they must make based on personal theories and professional judgement (1993, p. 53). Although I was faced with a number of challenges during my critical incident, it was crucial for me to make a decision based on my theoretical and moral judgement. To conclude, it is apparent that teachers are commonly confronted with critical incidents which consequently place them in a dilemma that is often dealt with based on professional and personal judgement. As formerly outlined, the critical incident and dilemmas that I was faced with, allowed me to reflect, analyse and critique on my teaching practice. Consequently, I have found that reflective teaching has enabled me to think about the decisions that I have made and contemplate ways in which I can become a better and effective teacher. After my first placement, I have learnt that I should enforce different teaching strategies to deal with a child’s behaviour rather than placing with another adult in the class straight away. For my future placements, I aim to enforce the behaviour management strategies more rigidly. Moreover, I intend to be more of an assertive and effective teacher in the future. Commentary – â€Å"Reflecting on what we do is essential to the development of professional judgement, but unless our reflection involves some form of challenge to and critique of ourselves and our professional values, we simply reinforce existing patterns and tendencies† (Tripp, D. , 1993, p. 12) The purpose of this assignment is to explore the implications of critical reflection within the context of my critical incident. I will analyse a range of relevant literature, national strategies and theories which will be used to critically evaluate the significant issues in relation to my teaching practice. Moreover, I intend to engage in a wider reading surrounding my critical incident in order to progress my professional development and to subsequently become a more effective teacher not only during my teaching practice, but throughout my teaching career. Tripp (1993) states that it is crucial to challenge and be critically reflective of one’s practice as it is enables us to improve and progress in our professional development. Moon (2004) contributes to Tripp’s theory as she claims that our thinking allows us to learn from our previous experiences. In addition, this theorist (2004) points out that we can improve our professional development as a result of thinking critically. Nonetheless, the aforementioned theories have been challenged as Zeichner and Liston (1996), suggest that reflective teaching can be considered as an idealised and unrealistic practice due to the high demands and heavy workload that teachers are confronted with on a daily basis. They continue that teachers do not often have the time to critically reflect on their practice for the reason that the classroom environment is fast-paced and busy which can make it difficult for teachers to reflect. On the other hand, I believe that critical reflection is essential for practitioners. This is because as I continue to engage with a wider reading of critical reflective activity, I have gained a greater understanding of how to deal with complex situations more efficiently within the classroom. My practice has enabled me to critically reflect on a variety of teaching styles that I adopted during my first placement. For example, I encouraged ‘talk partners’ during carpet time, reinforced children to work collaboratively, modelled examples on the interactive whiteboard and encouraged the pupils to display their work to the rest of the class. Adopting different teaching strategies has given me more confidence to develop my teaching practice and become more self-assured in some aspects of my teaching. Nonetheless, upon reflection of my first school placement, I found it quite difficult to deal with challenging behaviour whilst I was teaching. Pollard (2010) suggests that trainee teachers find it quite challenging to maintain discipline and order in the classroom, particularly if the children have established a relationship with their own teacher from the beginning of the year. Subsequently, it is essential for me to explore behaviour management theories in order to reflect and consider ways to progress in my professional development and be able to effectively deal with challenging behaviour in the future. Moreover, throughout my placement, I found that my reflective journal has been a useful tool as it has enabled me to reflect on ways to develop my classroom practice and improve my professional development: â€Å"Working in an inner-city and multi-cultural school has been a positive and challenging experience for me. I have been exposed to different teaching strategies and have witnessed various ways that the pupils respond to the staff which is useful for my professional development. † (U1100711, UEL Reflective Journal, 22 October 2011). Ghaye (2011) conveys that reflective practice is a purposeful and meaningful activity because it reinforces us to gain better knowledge and understanding of our practice. Moreover, although I was faced with many challenges throughout my first school placement, my reflective journal enabled me to consider reasons why I made the decisions that I chose to make during my critical incident. In addition, whilst on my placement, it was crucial for me to familiarise myself with the School X’s behaviour policy so that I was aware of what was expected of me during my placement. The School’s behaviour policy underlines the consequences of inappropriate behaviour and points out that there are five levels of intervention. School X uses a staged approach which is recorded on a stage chart in each classroom from Years 3 to 6. In their response to poor behaviour, this approach is variable, depending on the age of the pupil. Pollard (2010) points out that behaviour management is a continual concern for teachers due to the large numbers of children in the classroom. Furthermore, teachers constantly have to make quick decisions based on their professional judgement. Likewise, Roffey (2011) suggests that many teachers (particularly teachers with limited teaching experience) may not have much confidence when confronted with complexities within the classroom. She conveys that some teachers may not know what to do when they are placed in challenging situations which in turn, can have a negative effect on the children’s learning in the classroom. On the other hand, school and government policies emphasise the significance of the holistic approach to teaching and they have highlighted the importance of good behaviour in schools.

How Organized Sports Affect Academics

Most countries in the world have facilitated sports for extra-curricular activities in schools. Sports provide an opportunity for which students can develop their physical fitness, mental stability, leadership qualities and teamwork skills. Sports play an integral part in the development of children. It teaches them how to compete fairly and how to handle pressure. Balancing sports and academics properly also teaches children proper time-management skills and balance of their activities. Organized sports can, however, also have negative effects relating to students’ academic load. Purpose of the research The assignment is a mandatory component of the Caribbean Advanced Proficiency Examination (CAPE) Caribbean Studies course, in which a research project that addresses social issues must be carried out. This research is intended to explore the effects that organized sports have on students’ academic performance. The results from this research can prove useful in informing students that participating in organized sports can aid in their academic performance. Significance of the research Previous studies have shown that organized sports do indeed affect academic performance in schools. This study differs from others as it intends to outline the positive effects of participation in sports, and to show how they significantly outweigh the drawbacks of such activities. Research questions This research intends to find out: * What percentage of students do involve in sports as an extra-curricular activity? * What sports do students generally participate in? Definition of Technical Terms Cognitive Skills and Attitudes – Attention, concentration, memory, verbal ability. Academic Behaviors – Conduct, attendance, time on task, homework completion. Academic Achievement – Standardized test scores, grades. Literature Review This review will bring further clarity on what is being researched, and show the effectiveness of the sources in providing timely, relevant and reliable information. Some say the impact of the involvement of students in extra-curricular activities of a sporting nature on their academic performance is quite positive, others disagree. This issue has been debated by researchers, students and parents for many years. Extracurricular Activities and Academic Performance Numerous studies have been conducted concerning the relationship between extracurricular activities and academic performance. Total extracurricular activity participation (TEAP), or participation in extracurricular activities in general, is associated with an improved grade point average, higher educational aspirations, increased college attendance, and reduced absenteeism† (Broh, 2002). Many extracurricular activities have proven to be beneficial in building and strengthening academic achievement, even if the activities are not obviously related to academic subjects. Guest and Schneider (2003), in looking at the previous research on this subject said, â€Å"Researchers have found positive associations between extracurricular participation and academic achievement†. Although researchers agree that extracurricular activities do, in fact, influence academic performance, the specific effect that various activities produce is debated. One study, conducted by the National Educational Longitudinal Study, found that â€Å"participation in some activities improves achievement, while participation in others diminishes achievement† (Broh, 2002). Formal versus Informal Extracurricular Activities Some researchers have divided extracurricular activities into informal and formal activities. The formal activities include activities which are relatively structured, such as participating in athletics or learning to play a musical instrument. Informal activities, on the other hand, also known as leisure activities, include less structured activities, such as watching television. The Relationship between Athletics and Academic Performance Some research indicates that physical activity not only improves academic performance, but has an actual physical benefit for the mind. Shepard, a world renowned neurologist said, â€Å"Regular physical activity might influence cognitive development by increasing cerebral blood flow, altering arousal and associate neruohormonal balance, changing nutritional status, or promoting the growth of interneuronal connections†. * U. S. Department of Health and Human Services Centers for Disease Control and Prevention National Center for Chronic Disease Prevention and Health Promotion Division of Adolescent and School Health www. cdc. gov/HealthyYouth Revised Version — July 2010 (Replaces April 2010 Early Release) Results: Nineteen studies (reported in 14 articles) focused specifically on the relationship between academic performance and activities organized through school that occur outside of the regular school day. These activities included participation in school sports (interscholastic sports and other team or individual sports) as well as other after-school physical activity programs. All 19 studies examining the relationships between participation in extracurricular physical activities and academic performance found one or more positive associations. The evidence suggests that superintendents, principals, and athletic directors can develop or continue school-based sports programs without concern that these activities have a detrimental impact on students’ academic performance. School administrators and teachers also can encourage after-school organizations, clubs, student groups, and parent groups to incorporate physical activities into their programs and events. Children and adolescents engage in different types of physical activity, depending on age and access to programs and equipment in their schools and communities. Elementary school-aged children typically engage in free play, running and chasing games, jumping rope, and age-appropriate activities that are aligned with the development of fundamental motor skills. The development of complex motor skills enables adolescents to engage in active recreation (e. g. , canoeing, skiing, rollerblading), resistance exercises with weights or weight machines, individual sports (e. g. , running, cycling), and team sports (e. g. , basketball, baseball). Most youth, however, do not engage in the recommended level of physical activity. For example, only 17. 1% of U. S. igh school students meet current recommendations for physical activity (CDC, unpublished data, 2009). In addition to school-day opportunities, youth also have opportunities to participate in physical activity through extracurricular physical activities (e. g. , school sports, organized sports, recreation, other teams), which may be available through schools, communities, and/or after-school programs. Seventy-six percent of 6- to 12-year-olds reported participating in some sports in 1997, and in 2007, 56% of high school students reported playing on one or more sports teams organized by their school or community in the previous 12 months.

Plc Assignment Example | Topics and Well Written Essays - 250 words

Plc - Assignment Example To be able to work, the PLC first monitors different conditions. Basing on these conditions, an outcome is determined. The next step of PLC operation is the creation of logical rules by use of programmable software which allows for adaptability. The final is decision-making depending on logical rules. Decisions are determined by logical rules that the PLC is taught by way of its programming software. 3. The PLC functions by observing the interaction of four internal areas. The four internal areas of the PLC are the Central Processing Unit, CPU, the memory, the communication ports, and the Input/Output devices (AutomationDirect.com, 2010). 4. The CPU is the place where decision-making in the PLC takes place. It also has a memory, where the CPU stores the user’s control programme, the Input/Output (I/O) status, and data. Communication ports make up the third internal area, and these allow for the user’s programme to be loaded into the memory from a personal computer (PC). It also facilitates the communication with other external memories including other PLCs in order to exchange data. The fourth internal area is made up of Input/Output devices 5. Why were PLC’s were invented/developed - PLCs were initially developed to meet specifications that were developed by General Motor’s Hydra-matic division to replace relay-based machine control due to their use of latter logic programming. PLCs would, therefore, help to allow for quick changes and reduction in wiring, and troubleshooting time. This was a huge development from the older rely-based control systems. 8.What makes a PLC very versatile is the ability to programme and re-programme it. Re-programming makes it possible to change the outcome when, and if, the future conditions change, so as to meet the changing