The Cuban Missile Crisis

The Cuban Missile Crisis Free Online Research Papers The Cuban Missile Crisis of October 1962 carried the world near an atomic encounter between the United States and the Soviet Union. The political positions embraced by the two sides almost forestalled a goals, yet at last, a trade off was found and atomic war averted.Putting ballistic rockets outfitted with atomic weapons into Cuba salved the instabilities of two men. Despite the fact that John F. Kennedy had guaranteed that the U.S. falled behind the Soviet Union in atomic capacities when he battled for the administration, Soviet Premier Nikita Khrushchev knew something else. By the mid year of 1962, Khrushchev likewise was sure that the Americans knew something very similar. Soviet rockets could arrive at Europe, however American rockets situated in Turkey could strike anyplace in the Soviet Union. Khrushchev expected that the irregularity would entice the U.S. to dispatch a first strike. Fidel Castro held his own interests. He had just withstood the Bay of Pigs Invasion in 1961 and President Kennedy put forth little attempt to disguise his proceeded with want to see Castro removed. Cuban insight had revealed records dating to April 1962 that portrayed an arrangement to attack Cuba and topple Castro through Operation Mongoose, which incidentally was planned for October 1962. In this manner when Khrushchev suggested that the Soviet Union ought to introduce rockets in Cuba focused on the U.S., Castro concurred. Development of rocket destinations started in mid-July 1962. By August, expanded delivery movement between the Soviet Union and Cuba had gone to the consideration of American knowledge. On August 10, John McCone, executive of the CIA, disclosed to Kennedy that, as he would like to think, the Soviets proposed to introduce medium-run ballistic rockets (MRBMs) in Cuba. On August 29, a U-2 government operative plane on surveillance over Cuba brought back proof that surface-to-air (SAM) rockets had been introduced at areas in Cuba. While not themselves hostile weapons, their establishment showed Cuba’s powerful urge to safeguard those areas. Soviet Ambassador Anatoly Dobrynin exhorted Attorney General Robert F. Kennedy, who was one of President Kennedys nearest counselors, that the establishments were totally guarded in nature. In any case, actually, MRBMs started to show up 11 days after the fact. Proceeded with reports of Soviet rockets in Cuba incited the choice to send another U-2 to investigate October 9. Terrible climate postponed the trip until October 14. The photographic proof was broke down and notwithstanding the SAMs, six bigger rockets, 60 to 65 feet long, were distinguished. It was obvious to experts on the fifteenth that those rockets were probably going to have atomic capacity. Kennedy was educated regarding the circumstance during his morning meal on the sixteenth. He immediately gathered the Executive Committee of the National Security Council (EX-COMM). That hand-picked gathering of 12 men would exhort Kennedy all through the unfurling emergency. They included Secretary of State Dean Rusk, Secretary of Defense Robert S. McNamara, CIA Director John McCone, Secretary of the Treasury Douglas Dillon, National Security Adviser McGeorge Bundy, Presidential Counsel Ted Sorenson, Undersecretary of State George Ball, Deputy Undersecretary of State U. Alexis Johnson, Joint Chiefs of Staff Chairman Maxwell Taylor, Assistant Secretary of State for Latin America Edward Martin, Adviser on Russian Affairs Llewellyn Thompson, Deputy Secretary of Defense Roswell Gilpatric, and Assistant Secretary of Defense Paul Nitze. Kennedy needed to keep up total mystery. He didn't need the Soviets to realize the amount he knew and he additionally didnt need to freeze the American open. So for the following four days, Kennedy kept up his declared calendar of open appearances. On the seventeenth, the president traveled to Connecticut on the side of Abraham Ribicoffs offer for a U.S. Senate seat. Around the same time, another U-2 flight uncovered the presence of moderate range ballistic rockets (IRBMs) that would have the option to strike almost anyplace in the mainland United States. On the eighteenth, Kennedy met with Soviet Foreign Minister Andrei Gromyko. The rockets were not straightforwardly brought into the conversations by either side. Gromyko again denied that the Soviet Union was doing anything in Cuba aside from aiding that countrys protection. Kennedy re-read his announcement from September 4, wherein he had said that hostile weapons in Cuba would not go on without serious consequences. That night, Kennedy got a suggestion from EX-COMM to bar Cuba as opposed to dispatch a military strike. Kennedy concurred, however trained his speech specialist, Theodore Sorenson, to get ready two talks: One would declare the barricade and the other an attack. Kennedy kept on showing up in broad daylight as if nothing were occurring. On the nineteenth, he traveled to the Midwest for a progression of battle appearances. In the mean time, back in Washington, his sibling Robert proceeded with exceptional conversations with EX-COMM. The Joint Chiefs of Staff needed to practice the military alternative, however consens Exploration Papers on The Cuban Missile CrisisAppeasement Policy Towards the Outbreak of World War 2Twilight of the UAWQuebec and CanadaOpen Architechture a white paperNever Been Kicked Out of a Place This NiceHonest Iagos Truth through DeceptionAssess the significance of Nationalism 1815-1850 EuropeEffects of Television Violence on ChildrenWhere Wild and West MeetGenetic Engineering

Skywest Cas

eSkyWest, Inc. case Analysis Written Case Analysis Table of Contents 1. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ pg. 2. Outside Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ pg. 3-10 3. Inside Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ pg. 10-14 4. Key Decisions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. pg. 14-15 5. Alternatives†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ pg. 15 6. Suggested Decisions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ pg. 16 7. Appendices†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. pg. 17-19 1-SkyWest Airline IntroductionSkyWest, Inc. was found in 1972 by Raplph Atkins in St. George, Utah. At first this was just a sanction kind of flight and was for the most part utilized by agent going between Salt Lake City and St. George, Utah. Be that as it may, with business associations and converging with organizations like Western Airlines and later with Delta carriers organizations the system of SkyWest aircrafts were a lot of expansive. Later in not so distant future with more associations with United Airlines and Midwest Airlines helped the organization to develop quickly and in 2005 SkyWest gained Atlantic Southeast Airlines.Currently SkyWest is working in abroad also for example Canada then it runs its activities in 34 states and about in 158 urban areas. Sky West case investigation report will assist the peruser with understanding particularly about the SkyWes t Inc. what's more, the general monetary states of the territorial aircraft industry of US at a smaller scale ecological level alongside certain presentations of market size and market development of the carrier business. The report is sorted out under the accompanying fundamental subjects as follows.External investigation, interior examination, Key choices, choices and suggested choices alongside certain outlines and tables that helps the contentions for better understanding. Proceeding onward when we consider the business in general it had a decay because of the financial downturn in 2009 that influenced the development pace of the carrier business and as far as market size the income from traveler per mile diminished in 2008 contrasted with 2007 and this is an early impact of the monetary downturn, we will talk about the dangers and choices as we go along.In multi year time frame from 2004 to 2008 the industry’s joined income has expanded nearly with a twofold impact from $4. 7 billion to $8. 4 billion (Please allude the epilog table # 1). As a feature of the presentation let’s distinguish the vision explanation and the organization system. Organization technique is low-cist system and its upper hand is accomplished by lower cost than its rivals. Vision articulation is â€Å"Atlantic Southeast Airlines is focused on interfacing more individuals, all the more regularly; to the spots they love, by turning into the world's first too local carrier. Proceeding onward we would focus on the outer investigation of this organization. 2-External Analysis Economic Factors The outer investigation evaluate the company’s outside condition by taking a gander at its Marco-ecological variables remembering the size of the market for terms of unit deal and deals volume just as the market development. It likewise inspects the number and size of purchasers and dealers in nature, the pace of mechanical change or development, the economies of scale, geograph ic limits, the market flexibly and request conditions, expectation to absorb information impacts of the market and the differential items available.We will presently assess SkyWest’s outer condition by first taking a gander at its monetary elements. Size and Market Growth rate: The primary financial factor tended to is the size of the organization and its development rate. SkyWest is the biggest autonomously possessed territorial aircraft that is cooperated with two of the significant carriers; United and Delta. Alone SkyWest has in excess of 11,000 individuals speaking to their organization none of which are unionized. Through the association with United and Delta, SkyWest was imited to the size of the airplane through degree provisions restricting seating of 76 with Delta and 70 with United. This would constrain the measure of business they could catch from their accomplices. So as to take favorable circumstances of their efficiencies SkyWest could have bought bigger airpla ne to grow its business had there been no confinements. All through the five years SkyWest contracted to Delta and United completion in December of 2008, their yearly development rate had expanded to an intensified 29. 6% with the quantity of flights expanding from 1,500 to 2,300.The size of the market as far as unit deal and deals volume will be examined in the following section characterizing its size of purchasers and venders. Number and Size of purchasers and dealers: The quantity of purchasers in the organization can be characterized by the quantity of clients the organization serves every year. SkyWest can serve more than 100,000 clients for every year because of the agreement with Delta and United. The quantity of dealers in the organization can be characterized as the collaborating carriers utilizing their local administrations to work their corresponding flights for a fixed cost.SkyWest is a local aircraft that works the corresponding flights of its significant accomplices Delta and United. The provincial trip just as the corresponding flights through Delta and United makes them serve 158 urban areas in 42 states and five Canadian territories and Mexico. Their Hubs are situated in Chicago O’Hare, Los Angeles, San Francisco, Milwaukee, Portland, Denver and Salt Lake City. So as to keep up these carriers they have upkeep situated in Atlanta, Chicago, Colorado Springs, Denver, Fresno, Los Angeles, Milwaukee, Palm Springs, Portland, Salt Lake City, San Francisco and Tucson.Through their agreement with Delta they have expanded their client base by working around 430 corresponding flights for each day between Salt Lake City and assigned outlaying goal which is around 59. 9% of the company’s limit. The other 40. 10% of limit goes to their agreement with United that makes them work around 900 booked flights for each day. In January of 2008 SkyWest took over Midwest permitting them to support 70 and 90 seating clients for every flight.When they c ooperated with these significant carriers there were a great deal of changes that occurred including specialized changes. We will currently talk about the pace of these specialized changes and development. Pace of mechanical change or development: Most of the innovative changes occurred after the 9/11 assault on the World Trade Center and the Pentagon. One of the progressions SkyWest had actualized was the Stetson Quality Suite. The Stetson Quality Suite is a portable information assortment and detailing programming SkyWest used to guarantee they were meeting or surpassing their wellbeing quality standards.SkyWest utilized this specific programming to stay aware of the Safety and support guidelines for the Department of Transportation and the Federal Aviation Administration. Since we have talked about the pace of mechanical changes or advancement we will currently proceed to examine the economies of scale. Economies of Scale: The economies of scale are the cost points of interest co mpany’s can get because of size, with cost per unit of yield diminishing with expanding scale as fixed expenses are spread out over more units of output.SkyWest had the option to gain by the economies of scale when it banded together with Delta and United which decreased the expense of offering the assistance over what others could do. Through these organizations SkyWest had the option to access a set up client base that would help increment their business in size and furthermore bring down the expenses through the agreements where the significant carriers were liable for all their fly fuel, ground taking care of and airplane support and possession. Given the accessed clients through the association made SkyWest vigorously subject to Delta and United.With the present downturn causing an emotional destruction in the financial condition put all aircrafts including the significant ones like Delta and United in danger to carriers misfortunes, insolvencies and unions because of th e reduction in working incomes by 87% with a 64% drop in salary, 77% drop in incomes and a 60% drop in working pay. Since we have talked about the economies of scale in the business we will proceed to examine the geographic limits. Geographic Boundaries: The geographic limits of an industry allude to the geographic limit lines that are drawn whether they are neighborhood, territorial, national or global.SkyWestâ?

Cacti and Ice Cream

Cacti and Ice Cream Yes, Im in the American Southwest Yesterday, I had ice cream with some of the MIT Class of 2009 folks who are here for ISEF: From left to right: Nick, Peak, Jijun, Johann, Mike, Donald, Amber, Kenny (MIT 11?), Ilang (Wellesley 09) In case youre wondering, here are some of their project titles: Use of Homology Modeling and Molecular Docking to Map retinoid Binding Sites on Protein Kinase C A Practical Implementation of Gradient-Based Convolutional Neural Networks in Handwriting Recognition HiBridge: Bridging Multiple Hierarchies Through Structured XML Messages Factors Affecting Cooperative Robotic Behavior Novel genetic Analysis of Disease Susceptibility and Hereditary Patterns Using a Multi-Population Data Set Near-Infrared Albedo and Flux Variation of Saturns Rings at 2.00 Microns: 1995-2003 Digitally-Enhanced Thin-Layer Chromatography: An Inexpensive, New Technique for Qualitative and Quantitative Analysis Today, I get to browse some of the 1100+ projects, followed by the big lunch reception in the afternoon. Should be fun!

A Christmas Carol Quotations

Charles Dickenss novel, A Christmas Carol (1843), is the famous redemption tale of the wicked Ebenezer Scrooge. On Christmas Eve, Scrooge is visited by spirits, including his former business partner Jacob Marley, and the Ghosts of Christmas Past, Christmas Present and Christmas Yet to Come. Each ghost has a different message for Scrooge about how his penny-pinching and indifference has affected himself and others who care about him. By the end of the story, Scrooge has become enlightened and vows to change his mean, miserly ways before its too late.   Famous Quotations The Ghost of Jacob Marley Marleys ghost tells Scrooge why he has  appeared to him on Christmas Eve, wearing the chains he forged in life. It is required of every man, the ghost returned, that the spirit within him should walk abroad among his fellow-men, and travel far and wide; and, if that spirit goes not forth in life, it is condemned to do so after death. The Ghost of Christmas Past After reliving his past and seeing his kindly former mentor Fezziwig, Scrooge is overwhelmed. He tells the Ghost: Spirit! said Scrooge in a broken voice, remove me from this place.I told you these were shadows of the things that have been, said the Ghost. That they are what they are, do not blame me! Ghost of Christmas Present There are some upon this earth of yours, returned the Spirit, who lay claim to know us, and who do their deeds of passion, pride, ill-will, hatred, envy, bigotry, and selfishness in our name, who are as strange to us and all out kith and kin, as if they had never lived. Remember that, and charge their doings on themselves, not us.   The Ghost of Christmas Present is telling Scrooge not to blame his past bad behavior on anyone else or any divine influence.   Ebenezer Scrooge   Scrooge takes a long time to get on board with the spirits, but once he does, he panics that hes run out of time to redeem himself. You may be an undigested bit of beef, a blot of mustard, a crumb of cheese, a fragment of underdone potato. Theres more of gravy than of grave about you, whatever you are! Scrooge says this to the ghost of his late business partner, Jacob Marley. Scrooge is doubting his senses, and cant believe that the Ghost is real.   Ghost of the Future, he exclaimed, I fear you more than any spectre I have seen. But as I know your purpose is to do me good, and as I hope to live to be another man from what I was, I am prepared to bear you company, and do it with a thankful heart. Will you not speak to me? After visits from the Ghosts of Christmas Past and Present, Scrooge most fears the visit of the Ghost of Christmas Yet to Come. When he sees what this spirit has to show him, Scrooge begs to know whether the course of events can be changed: Mens courses will foreshadow certain ends, to which, if persevered in, they must lead, said Scrooge. But if the courses  be  departed from, the ends will change. Say it is thus with what you show me!   When he wakes up on Christmas morning, Scrooge realizes he can make amends for his past cruelties.   I will  honour  Christmas in my heart, and try to keep it all the year. I will live in the Past, the Present, and the Future. The Spirits of all Three shall strive within me. I will not shut out the lessons that they teach. Oh, tell me I may sponge away the writing on this stone!

Business Law Ch 1 Solutions 12e - 2134 Words

Chapter 1 Introduction to Law and Legal Reasoning Answers to Questions in the Reviewing Feature AT THE END OF THE CHAPTER 1A. PARTIES The automobile manufacturers are the plaintiffs, and the state of California is the defendant. 2A. Remedy The plaintiffs are seeking an injunction, an equitable remedy, to prevent the state of California from enforcing its statute restricting carbon dioxide emissions. 3A. Source of law This case involves a law passed by the California legislature and a federal statute; thus the primary source of law is statutory law. 4A. Finding the law Federal statutes are found in the United States Code, and California statutes are published in the California Code. You would look in these†¦show more content†¦Answers to Questions and Case Problems AT THE END OF THE CHAPTER 1-1A. Sources of law (Chapter 1—Pages 4–5, 7–8, 9 16) Common law developed in the judicial system of England and its colonies before 1776. Statutory law refers to the body of law that is enacted by state and federal legislatures. Common law is not in any particular form; it consists of quotable statements taken from relevant opinions by prior judges, as well as ancient statutes, and is often summarized in legal treatises. Statutory law is found in the current published laws of each jurisdiction and is relatively concise. Although most states have adopted common law by legislative decree, state legislatures do not feel obligated to pass statutes consistent with common law, and inconsistent statutes supersede common law. Only in areas in which the legislature has not acted does common law serve as the primary authority. For example, the adoption of the Uniform Commercial Code in each state changed some rules of common law previously in effect. 1-2A. Question with Sample Answer: Schools of jurisprudential thought At the time of the Nuremberg trials, â€Å"crimes against humanity† were new international crimes. The laws criminalized such acts as murder, extermination, enslavement, deportation, and other inhumane acts committed against anyShow MoreRelatedSolution Manual, Test Bank and Instructor Manuals34836 Words   |  140 Pagesneed any solution manual, testbank for testbooks from the list, do contact us anytime, we provide competitive prices and fast delivery after payment done. Contact us: smtbportal@gmail.com smtbportal(at)gmail(dot)com 2010 Corporate Partnership Estate and Gift Tax with HR Block TaxCut 4e Pratt Kulsrud Solution Manual 2010 Corporate Partnership Estate and Gift Tax with HR Block TaxCut 4e Pratt Kulsrud Test Bank 2010 Federal Taxation with HR Block TaxCut 4e Pratt Kulsrud Solution Manual Read MoreMonte Carlo Simulation218872 Words   |  876 Pagesessential to our topic, its technical subtleties are less so for purposes of computational work. My use of mathematical tools is often informal: I may assume that a local martingale is a martingale or that a stochastic diï ¬â‚¬erential equation has a solution, for example, without calling attention to these assumptions. Where convenient, I take derivatives without ï ¬ rst assuming diï ¬â‚¬erentiability and I take expectations without verifying integrability. My intent is to focus on the issues most important

Earthquake resistance design Free Essays

Columns can sustain two types of Damage, namely axial- flexural (or combined compression bending) Failure and shear failure. Shear damage is brittle and must be avoided in columns as by providing transverse ties at close spacing which carry the horizontal shear forces and hold concrete and vertical bars together. Horizontal Bands and its Role: Horizontal bands are the most important Earthquake-resistant feature in masonry buildings, since it holds a masonry building as a Single unit by tying all the walls together. We will write a custom essay sample on Earthquake resistance design or any similar topic only for you Order Now There are four types of bands in a typical Masonry building, namely gable band, roof band, lintel band and plinth band. Lintel band is the most Important of all, since it ties the walls together and also breaks the monotonous continuity of wall. The gable band is employed only in Buildings with pitched or sloped roofs. In buildings with flat R. C or reinforced brick roofs, the Roof band is not required. In buildings with pitched r sloped roof, the Roof band is very important. Plinth bands are primarily used where uneven settlement of foundation in soil undergoes bending and pulling actions. It will be better to use ARC bands Shear Wall: Reinforced concrete buildings often have vertical plate-like ARC walls called Shear Walls. These walls generally start at foundation level and are contain souse throughout the building height. Their thickness varies from mm to mm. Shear walls are usually provided along both length and width of buildings. Shear Core Shear walls are like vertically-oriented wide beams that carry earthquake odds downwards to the foundation. Just like reinforced concrete (ARC) beams and columns, ARC 6 shear walls also perform much better if designed to be ductile.. Shear walls, if provide around the elevator core or stair well is known as shear core. Boundary Elements: Under the large overturning effects caused by horizontal earthquake forces, edges of shear walls experience high compressive and tensile stresses. To ensure that shear walls behave in a ductile way, concrete in the wall end regions must be reinforced in a special manner to sustain these load reversals without loosing strength. End regions of a wall with increased infotainment are called boundary elements which have high bending strength. Boundary Elements (Design, Location) Short and Long Columns: During past earthquakes, reinforced concrete (ARC) frame buildings that have columns of different heights within one storey, suffered more damage in the shorter columns as compared to taller columns in the same storey. Short Column Behavior: Poor behavior of short columns is due to the fact that in an earthquake, a tall column and a short column of same cross-section move horizontally by same amount. However, the short column is stiffer as compared to the tall column, ND it attracts larger earthquake force. Therefore it cause X-shaped cracks. Short Column (Failure, Location with Mezzanine floor) Stiffness of a column means resistance to deformation -? the larger is the stiffness, larger is the force required to deform it. This behavior is called Short Column Effect. Design Phenomenon: 7 If it is not possible to avoid short columns, this effect must be addressed in structural design. As per Indian Standard the reinforcement must extend beyond the short column into the columns vertically above. In case of stone or brick masonry the width has to be increased accordingly for short column. BEAM COLUMN JOINT: The points where the beams and columns intersect is a beam column joint. Since they too made of same material we can’t expect to have more strength. So have to take care on these unavoidable joints. During earthquake the upper bars and lower bars act in a different direction causing elongation or damage of joint. Design Strategy: In design practice large column size, having large closed loops are placed inside. These should follow some design specification. Normally we will go for the anchoring of the bars at the ends. Micro concreting can be gone in the congested junction. Beam Column Joint (Location, Failure without proper anchorage) Hidden Beams: These are also called as concealed beams which have their depth equal to that of the slab. These can be provided either on longer or on the shorter span. When provided along longer span it is found that the load carrying capacity increase to 135% with an economical increase of just 0. 4 -? 0. 5%. These beams are designed for negative bending moment which is caused due to load reversal expected during earthquake. 8 Hidden Beam Plastic Hinge: As moment increases, the linear stress distribution form persists and the extreme fiber stress reaches the yield stress value. Further increase in the bending moment cannot produce any increased fiber-stress but causes yield to spread into the inner fibers. As the bending moment Increases more and more fibers reach the yield stress until the final state, the whole of the section will yield. The complete yielding across the section of a beam is termed as plastic hinge. The section now carries the maximum bending moment without strain hardening taking place. The beam can carry no further load. Any further load will only result in increased deflection. The beam will behave as if t is hinged at the plastic section and a condition of collapse has been reached. Reduced Beam Section: This is a section of beam which is provided along the length of steel beams. These will have their area of cross section lesser than the proceeding section to an extent that it will just act as a plastic hinge. In case of steel section also a circular arc will be cut in the required flange portion of span. Reduced Beam Section Pre tensioning Technique: In case Of domes and shell Structures, the lateral thrust experienced will be more. This fault is answered well by pre tensioned concrete. In case of huge trustees like nuclear 9 rectors, large spanning domes we will be having a thin walled cylindrical tube of diameter about 10 to 15 CM and steel rods will be packed tightly. Pre tension elements (After Before Concreting) Then stressing will be done as per design and then the micro concrete is injected in pressure into the tube. This setup is then done with normal concreting. It will resist the lateral thrust in an effective manner. Techniques to Adopt on Sky Scrappers: While speaking about large multistoried buildings we can’t simply go in for normal strengthening of beams, columns, and other structural elements. There we had an alternative to speak about some elements such as Bearing, Bracing, Friction pendulum and Dampers which are primarily meant to take Vibration produced by lateral force. Rubber Bearings: Rubber bearings are made from layers Of rubber with thin steel plates between them, and a thick steel plate on the top and bottom. The bearings are placed between the bottom of a building and its foundation . The bearings are designed to be very stiff and strong for vertical load to carry the weight of the building and designed to be much weaker for horizontal loads, so that they can move sideways due to lateral thrust. Rubber Bearing Viscous Dampers Viscous Dampers: Viscous fluid dampers are meant as shock absorbers. They consist of a closed cylinder containing a viscous fluid and a piston having small holes in its head. As the 10 piston move in and out of the cylinder oil is forced in and out causing friction. The damper is usually installed as part of a building’s bracing system using single diagonals. As the building sways to and fro, the piston is forced In and out of the cylinder. Friction Dampers: Friction dampers are designed to have moving parts that will slide over each other. The damper is made up from a set Of steel plates, with slotted holes in hem, and they are bolted together. At high enough forces, the plates can slide over each other creating friction causing energy dissipation. The plates are specially treated to increase the friction between them. Friction Dampers Cross Bearings (In foundation) Cross Bracing: These are very common in case of vertical load distribution. But we can also adopt this technique to foundation, in which the entire building will be laid in a cross horizontal bracing rather than placing it directly on foundation. It will distribute the load to joints and through foundation finally. Friction bearing (Location, Appearance) 11 Friction Pendulum: Considering about the large multistory buildings, we can always expect some appreciable movement in it base due to the vibration. Instead to resist against it completely we can allow the structure to deform at its foundation level by provision of friction pendulum without damaging the structural integrity. How to cite Earthquake resistance design, Papers

Nobody Like a Copycat free essay sample

Conveniently, while students are completing their research, many subjects have topics that represent their Houghton so perfectly that they can not put it in their own words. And instead of taking the effort to word the information differently or citing references correctly they are in violation of copyright laws, the act known as plagiarism. Professors and faculty members are faced with the need to Stop this unethical behavior by first coming to the realization that plagiarism is a problem in todays academic society and the reasons behind the students behavior and then deciding on the best way to stop plagiarism from getting out of control. The negative impact with the growing trend of plagiarism not only affects he faculty members in todays academic society but the students as well. According to a study conducted by Duke Universitys Center for Academic Integrity (Vincent, Overlord, and Adams, 2006), internet plagiarism has quadrupled in the past six years. The growing amount of information available for students to gain knowledge online is making it harder for professors to check references and possible plagiarism. In a 1999 survey, 10% of students admitted to popularizing off the Internet, that number rose to 41 % in 2001 (Toots, 2004).One could assume that the alarming rate of increase could possibly be due to the students lack of guilt in admitting to plagiarism instead of the overall increase in the amount of plagiarism itself. Whether this assumption is valid or not, the situation at hand is still a growing dilemma and is not committed primarily by the lower-achieving students but the high-achieving students that have the most to gain (Toots, 2004). The deterioration of ethics in the academic world cannot wholly be blamed on the students; fore the administration is responsible for taking actions against these methods. Collegiate studies showed that nearly 88% of faculty embers admitted they observed some form of cheating and that only 32% of those members did anything about the situation (Morales, 2000). Many professors rather have a favorable evaluation from students than to deal with the hassles of trying to prove that a student has committed plagiarism. These hassles include lack of support from the administration and fears of being sued by student who are acquitted of any charges (Morales, 2000). What good is to teach that plagiarism is ethically wrong when the professors who teach this fundamental value will not take the steps to correct the problem?These students who commit plagiarism whether it is from laziness or from not being taught correctly on proper citation are the leaders of the future. A very disturbing thought if one thinks about it. The World Wide Web with its vast and seemingly unlimited resources of knowledge harbor sites that make money for creating ideas and writing research and term papers for students. A student can easily purchase an original essay from Graveside. Com or have experts in India complete computer-programming homework from Orientated. Com (Vincent et al. 2006).With the wide spread use of the Internet throughout the campuses ND the pressures of deadlines on students, especially during then end of term, this booming business of buying and selling of popularized work is being used more often. Students only have to look to search engines such as Google to find sites like Appeasers. Com or Essayists. Com that offer thousands of subjects to relieve some of the pressures of college (Toots, 2004). For one day delivery, for the low price of 324. 95, a student can purchase an original essay including free bibliography and footnotes from schoolbooks. Mom (Mackerel, 2006). This price drops to $14. 95 if one would like three day delivery for their essay. Imagine, students price shopping for their original essays on the internet. I was going to go with Orientated. Com but schoolbooks. Com was offering free footnotes this month. You cant beat an offer like that. What has become of ethics in todays academic society? University of Central England found (McLeod, 2006) that the average student was posting four to seven assignments online to be completed by someone else.The study also discovered that companies, acting as middlemen, were bidding on assignments so that it is harder for students to be found out by faculty members. When your in the black-market or popularized assignments, one cannot be to careful. Sean Currie, a junior from the University of Marquette, Wisconsin was interviewed (Toots, 2004). He states that the reason he uses the products offered online is because Of the pressure to succeed. He goes on to say that, If you get a 4. 0 or a 3. 5, youre going to die old and lonely in a gutter. And in his wisdom he adds that the smartest cheaters do not copy or cut-and-paste but they steal others ideas. With that being said, would it not be scary to find out that he became your stock broker or your lawyer? He represents the voice of todays academic society and tomorrows ethical business man. While students have used the Internet to find various sites to have their assignments cultured for them; professors have an assortment of sites to submit assignments to check for plagiarism. Turning. Com is by far the most widely known web based plagiarism checker available for university faculty to use.The company was created by paradigms in the late 1 asss and represents clients from over 50 countries (Toots, 2004). Turning. Com has billions Of published papers and prior essays written by students to compare against the submitted material (McLeod, 2006). The database will then spot any suspicious information and present the professor with a side-by-side copy of both the submitted paper and the original work found. The professor can then determine if the student copied the information or if the information is just written fairly alike. This side-by-side copy of information is needed when presenting a case of plagiarism to the university administration. Another site available is authenticate. Com, created by John Barrier founder of and CEO of paradigms. authenticate is an offshoot of the Turning. Com technology that the company created and is used by 2,500 universities and gig schools nationwide (Berger, 2004). Clients of authenticate can be expected to pay a base fee of $1 ,OHO plus additional fees for every 500 words submitted. Mudroom. Com is also a plagiarism detection seems that was made available in the fall of 2003.Annual fees for this service range from $5,000 to $1 5,000 (Berger, 2004). Turn-around time for results through Mudroom is 12 to 24 hours. While many universities and newspaper companies use these anti-plagiarism sites there are those people in society that feel that the use of these sites are themselves using unethical behavior. Peter Levin, of the London School of Economics states (McLeod, 2006), Ironically, Turning is taking millions Of previously submitted papers, in each of which the copyright resides with the student author, and C without the freely given consent of the author C] using them to make money. Although the sites are not violating any copyright laws, the thought of a legitimate business making money off of the writings of others without consent could be questionable. Without these sites, teachers would be facing an unbearable amount of research to verify every students written paper s. Whether or not sing the plagiarism sites is thought of by some as unethical the alternative of not using them would be to ultimately let those already popularizing and many more to get away with it unchecked.With the rise of plagiarism in the academic society the university faculty and administrative body need to come up with ideas to keep plagiarism at bay. Some universities require all [plagiarism] cases to be reported to special committees while other universities tend to let the teacher deal with the offending student (Toots, 2004). Universities have to lay down rules and punishments for any academic conducts and be willing to follow through with their policies. Students and faculty members should be presented with a Code of Ethics that goes into detail of what is considered plagiarism and the punishments if one is caught.The teacher should not have to be the ones to carry out the investigations or hand out the punishments. Professors should also not be criticized or dismissed w hen they come to the school administration with a case of plagiarism. The school administration should conduct a formal investigation on the said student showing proof of innocence or guilt before coming to the punishment of the offense. Plagiarism should be considered a severe offense and thus have severe punishments according to the offense made.Minor offenses could be that the student did not site information obtained correctly or bits and pieces of information has been cut and pasted into the paper. The extreme offenses of plagiarism would include those students who cheat for their grade by coping papers written by others or buying their assignments through the Web. Various punishments for these said offences could mean: formal counseling from the administration; documentation of the offence to be placed in the students file; loss of credit for the assignment r the entire class; suspension; and/or expulsion.Professors should try to create a learning environment that prevents plagiarism from becoming a problem. The students should be taught thoroug hly on citing information and referencing material during writing so that simple mistakes of citing are not an issue. Assignments could be designed to have the students reflect on their own progress, or draw on personal experience. (McLeod, 2006) Doing so would make plagiarism harder because every student has different experiences that he or she can relate to for any given idea.Another idea to press plagiarism is to have the student discuss the material in class, like an oral exam (McLeod, 2006). If the student has to verbally explain the assignment and how one came to that conclusion then the student will have to have an understanding of the information being discussed. Other ideas are to have the students complete the assignment in stages (Puke, 2005). An example would be for the professor to have the outline, rough draft, and the final copy presented for credit. This proves a work in progress that would eliminate the possibility that the student purchased his or her assignment through a paper mill.

Sugar mama Review Essay Example

Sugar mama Review Paper Essay on Sugar mama For a long time, neither of which he could not say good things about Russian literature. Already ten years our absolutely nothing to show the world, even Limonov and Pelevin stopped writing at least that is more or less decent. And all because of a very terrible secondary of each new book. There is always the feeling that somewhere youve already read it all But not this time, the book is really worthy of translation into other languages. The action takes place in Havana, at the radio station, and then at the dacha outside Moscow. And constantly compares national mentalities. The book tells about the Russians inability to truly love and be truly happy, or about how Havana prostitutes ( rider) and local sorcerers are full-fledged members of the Cuban society. About how an art dealer and a school teacher can easily be also a pimp. Havana last place in the world where prostitutes are making love, not sex. And the protagonist of course the Marlboro Man, who has the biggest dick in the w orld, and with the help of his dignity, he decided no one dozen global political problems, having trained in parallel Carnegie art of communication. But Marlborough uchuvstvuet no visible effect, it hides behind the lines of the book in the dialogues of heroes, who love to mention it in various parables, with a hint of Zen Buddhism. Marlboro Man, that something in the nature of the new saint for our world, that he must save. He teaches us to listen to your inner voice and be in harmony with yourself.  «One day, when the Marlboro Man sold his calves, he was approached by Henry Ford, who worry the question of what should be the best in the American car. How much gobies, son? said Ford in Marlborough -. Tell this idiot that you have the largest penis prompted the internal voice We will write a custom essay sample on Sugar mama Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Sugar mama Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Sugar mama Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer -. I have the biggest penis in Texas said Marlborough Ford . So, Henry Ford made American cars the worlds largest  » and the moral is, if you have at least one advantage, that it is necessary to use it and then you will find your place in the world. and of course we can not forget about Hemingway, what a Havana without him. The entire novel imbued with the spirit of his books. The local bars are still lying branches of mint for mahito waiting for his return. The story comes from different persons, from bitchy Muscovite finishing angels destiny. This helps to more fully understand what is happening the action. In general, I advise everyone to this book. I do not think that in the near future in Russia will be more stories of this level.

How to Change The world

How to Change The world Free Online Research Papers According to some management guru’s change is a permanent feature in our lives or in the life span of organisations. Change is an inevitable phenomenon. There is no choice in having change. You may choose to have change in your personal life. You may be forced to change in your life patterns. Change may happen to you when you are unconscious. Changes take place in organisations; it may be as a result of premeditated and pre-planned actions. Change may come due to natural phenomenon, for example through a volcanic eruption. All what is acceptable is that change takes place always, either through conscious planning or through evolving conditions. Jackson and McKergaw (2002:3) say, â€Å"Change is happening all the time: our job is to identify and amplify useful change.† This quotation shows how permanent change is to us and the world we live; and how it is necessary to initiate change in the world. In this discussion the writer focuses on planned changes in our organisat ions or communities, changes that affect a large scale of people, change whose impact affects many people and last long, whose effect may take generations while still being felt. The change to be discussed is not due to scientific innovations or through natural experimentation but through social innovation. It is the change that affects our patterns of thinking and our ways of doing things. It is a change that affects the fabrics of our social existence. Some scholars have come to call it social entrepreneurships. By social it means it affects the way people live and the way people do things. According to Wikipedia.com says † a social entrepreneur is some one who recognises a social problem and uses entrepreneurial principles to organize, create and manage a venture to make social change.† It seems as if this discussion is drifting in void. To end this void let us put practical examples of social problems which could be solved through social innovations. Examples of social problems are poor accommodation or non-availability of accommodation, existence of diseases in our community, HIV/AIDS pandemic, non-availability of water and other sanitation problems, shortage of food, poor communication system, illiteracy, lack of clothing, poor road systems, poor sporting and recreational facilities. Let us consider an example of a social innovation that could have been used to solve a social problem. The emergence of HIV/AIDS disease means a break down in family structures. In some cases both parents die, and a family is left being headed by the eldest child. The elde st child could be a fifteen year old school boy. How could such wide spread social problem be solved? The creation of a net work to assist child-headed family can be instituted. For example a trust fund could be introduced to assist such families with food, clothes and school fees. That is a social innovation. What is the aim of social entrepreneurship? The aim according to Wikipedia.com is to meet social and environmental goals. Whereas we have looked at an example of a social problem we can now, give an example of an environmental goal. An environmental goal could be to eradicate or reduce land pollution in a certain community. Let us take an example of a work community where plastics are an end product and below standard plastics are thrown away. What could be down as a solution? The solution could be recycling such a waste product. The local residents could be paid for collecting such waste paper, what could be termed waste paper vending. Such plastics could be sold to other industries that mostly use waste plastics. Another example of environmental management goal could be the planting trees in water ways. If water ways are left unattended gullies could develop and valuable soil washed away. These are examples of social goals and social entrepreneurship. Most of the work done by non- governmental organisations (NGOs) is viewed as social entrepreneurship. Probably it could be wise to look at an example of a renowned social entrepreneur. One of them is mother Theresa. She is renowned for championing the cause of children and humanity by her invention. She did all she could do to advance the interest of the poor. Organisations such as the international Red Cross are a product of social entrepreneurship. United Nations and its agencies is a by-product of social entrepreneurship. So far we have looked at examples of social problems and examples of innovative solutions, but we have to look at what is called social innovation. According to the Wikipedia.com, a social innovation refers to,† new strategies, concepts and organisations that meet the social needs of all kinds.† Again the Wikipedia .com sited the following as social problems: â€Å"working conditions, education, community development, health, micro-credit and distance learning.† In this particular instance and according to the Wikipedia.com, an example of a s ocial innovation is distance education. So, for example, the existence of AIU is as a result of social innovation. And all students like me are gaining from a social innovation. What could the world be without distance and currently on line education? Why was distance education and on line education introduced? It was out of a need to meet the education demands of the financially disadvantaged population of the world, probably what CK Prakalad would call â€Å"Bottom of the Pyramid (BOP).† Probably one more concept we need to dwell on is the one of capital venture. Social Venture capital, according to the Wikipedia.com, means, â€Å"capital investment that provides capital to businesses deemed socially and environmentally responsible.† In simple terms it means money and resources that are set aside to be used to solve social and environmental problems. The problem with many people is to think that it is only the duty of rich multi-national companies or billionaires to assist in this respect. No! It should be a challenge and a concern of every citizen and corporate organisation of the world. A lot of individuals could donate whatever they can to assist in the achievement of such noble goals. There are a lot of trust funds that are created, where individuals could contribute. We look forward to the future where every one must be socially responsible. If every citizen of the world could set aside US 1$dollar per month towards averting the impact of global warming, what could the impact be in a year’s time? The idea of social responsibility should permeate within the mind of every one and all of us whether we are the poor, the rich or the CEO of rich multinational companies. With that the world will be a better place, should I borrow Michael Jackson’s own words. Let’s look further at the impacts and aspects of social entrepreneurship in more detail than before, point by point. The visible impact of social change must transcend over large areas, being it geographic, ethnic or racial. In other words the impact must affect a large cross-section of the population. It must affect a reasonable segment of a targeted group. By the term targeted group, we refer to the people in the same or similar circumstances who need assistance in a certain way. An example could be people between the age of eighteen years and twenty-four who may need to attend undergraduate courses. Among this target group there are many people who need financial assistance to further their studies irrespective of their race, place of origin, place of residence, among other considerations. Unaffordability of education presents a big social problem. Global sponsorship may be an innovation that is large enough in scale to be a social innovation. Almost all reputable universit ies offer either grants or scholarship as a means of assisting the socially- disadvantaged group. For example AIU has assisted many such needy students over the years. In the same area there is the new innovation of The University of The People. The University of the People based in the United States is an innovation targeted at the said target group. It is the first tuition free university. It was founded under the guidance and assistance of GAID-an arm of the United Nations. The scope of this innovation is international. This fulfils what Briskin (2009) talked about when he/she described the effect that people need to be part of settings where kindness towards other needy people is cultivated; to give others consideration and helpful hand. The other aspect of social innovation is caring. A social problem is identified. A solution is sought because you care about those affected. Caring and concern are the key concern of social entrepreneurs- others choose to call them philanthropists. These are people who are there to assist others not because they need to gain anything out of it, but to assist others. The underlying motive of care and concern is towards other fellow human beings ‘problems and plights. This should never a concern of a few richest people. Many people must be involved. Heath (2004: 4) says, â€Å"Social reality is construed by many voices† again there is a need for social entrepreneurship in corporate organisations. This has called for the creation of the Welfare Departments, community development projects and safety, health and environmental management (SHE) departments. As responsible social and human resources practioners, in particular we must be highly motivated and responsible for the s ocial problems our workers face. As a human Resources Manager I must not assist the workers because it is my duty, but because they are fellow human beings who are vulnerable and who need help. At enterprise level the introduction of a revolving fund; catering for loans, sickness, among other social problems is a social innovation. At Chipinge Banana Company, located in Zimbabwe we introduced many welfare projects. These projects are co-funded by the company and the workers. The workers are the share holders in these projects. What it means is that the workers have a big say in running the projects and in the use of the funds. Therefore, the company becomes more responsive to the needs of the workers. This is currently a unique innovation in our province. And several companies have followed our example. Again the creation of the posts such as Community Liaison Officer, Safety, Health and Environmental Manager; and Safety, Health and Environmental Committees at the workplace is a soc ial response to social problems. As human resources professionals we must champion the causes of social entrepreneurship. Other senior personnel such as the General Managers, Directors, production Managers must get seriously involved at a corporate level. After discussing caring as a characteristic of social entrepreneurship, let’s shift our attention to shift in government patterns. There is need to shift government patterns. By this we mean the way things are being run. There is need to adopt newer systems of doing things. Bureaucracy is a disease that affects may institutions. There is need to decentralise decision making and operations if institutions have to respond urgently, effectively and efficiently to current challenges in the social field. The motto â€Å"That’s what we used to do† must be changed. The world is dynamic and that’s why the way we govern or do things must change. One way in which the world has evolved greatly in the twenty-first century pertains to democracy. In Change your Operational System(2010) the writer says about democracy,† Today’s leading management espouse the need to give employees more autonomy, more opportunities to fully engage in their work, and more cho ice about how they want to work in order to benefit both the employee and the employer.† The principles of democracy have encroached all spheres of our lives. The patriarchal period is over. The period of dictatorship in national governance is over. There is now participative management and governance. In the country there are now elections to choose the leaders we want. There are constitutional procedures for removing despots. A leader must be responsive to the needs of the people. Even in the family the time for the father to dictate every thing is over. The father has to consult. At work the manager has to consult, has to survey and respond accordingly. So to respond to the needs of those people involved we need to consult and involve them. With that, positive and meaningful change takes place. I am a typical fan of AIU’s policy and system of andragogy. The student is the master choice maker in what he/she wants to study. That has been a shift from the traditional an d that underlines a shift in government of education. So, in order to achieve social solutions there is need for flexibility in the way we run and do business, including the ways we respond to social problems. No wonder why the Writer of Change your Operating System says,† Democracy is what creates the optimal conditions for learning, motivation, self-direction and a sense of ownership.† The sense of ownership makes everyone involved in introducing a social change to give everything in terms of effort and dedication. About the power and effect of democracy the writer of Change your Operating system gives the case study of DaVita. The writer says,† DaVita’s management team understood the power of employee voice in creating lasting transformation and a sense of ownership.† It is not only the shift in governance that is vital, but a shift in behavioural patterns is also necessary in order to have meaningful social change. There is an old adage that says:† You can take a horse to the river but you can not force the horse to drink.† This saying emphasis the need for change in behaviour. It is the horse at the river which should drink the water. The horse must be willing. If it is not willing no drinking can take place. The effort is wasted. So the people involved must have an attitude that is suitable for change, certain willingness. The willingness to change must be based, as well, on motivation. As a leader motivate your subordinates to change. If you are the community leader is as persuasive as possible if you need to achieve a social innovation. You need not to think and behave in a straight line. You do not need to wear a straight jacket. Be ready to change as the weather changes. We have one social challenge the writer talked about at th e beginning of this discussion that is the HIV? AIDS pandemic. The answer to curb this problem is in behaviour change .If you used to have unprotected sex; you need to change to use protection such as condoms. The willingness to change and the actual behaviour change is a requisitive in social innovation. Let us look at a particular example. Let us say you are in the business of making charcoal from timber. Your current site means that the smoke goes to the nearest residential area. However it is expensive to relocate the factory. What should a social entrepreneur do? Is he worried about the cost or be worried about serving the affected people? Although it is expensive to relocate, the willingness to change is based on your perception of the problem at hand. A social responsive manager will change the location of the plant. He must not only make the plans to change, or calculate the cost, he must implement the change at all cost. A social entrepreneur must have the guts to change be haviours that he or she feels must be changed to meet the people’s needs. The willingness to change and the actual behaviour changing action is important. Gallan (2010:1) says,† Transformation can only occur through behavioural evolution.† The word evolution implies a slow pace at which changes is cemented until the solution becomes a norm. Once a solution has been implanted, soon it will become a norm and it becomes cost-effective. Gilboa (2010) says that once a changed phenomenon becomes a norm it lasts and it becomes much lower in cost. Making a social change is not a simple task. It takes time. It needs patience. Change must be made in manageable steps, not in large leaps at a time. For real change to evolve there must be a suitable time frame. Such a concept is also found elsewhere in nature. If you are a builder and you want to build a strong concrete, you do not applied excessive heat so that the concrete dries quickly. If there is, much heat the concrete cracks. Even in normal room temperature a good builder puts water on the concrete so that, the concrete dries slowly. The slower it takes the stronger the concrete becomes. That is what happens in introducing a social change. The social entrepreneur needs to take ample time to time out and implement the change. In due course the change becomes a norm. A social consultant or a social entrepreneur must possess certain fundamental attributes or dispositions. Such an attitude or disposition must not be purely a borne in thing. Some people are born social entrepreneurs but many others are taught and conditioned to be such. Educational programs such as those undertaken at AIU can assist people to be socially responsible, and responsive to the needs of other fellow human beings. It is a core duty of educators, activist, philosophers, psychologists and writers to disseminate the awareness and consciousness of the necessity to assist to others. Just like how an individual is taught the skills and resilience needed in writing or creative work, people can be trained and conditioned to be social entrepreneurs. One essential thing for a person to assist others to have proper vision. Answers.com defines vision as,† unusual competence in discernment or perception, intelligent foresight.†So the ability to focus on what best to do in the future is important. Focus on the problem, focus on how the problem could be solved, focus on the impact of the solution to the beneficiary; and act according to that focus. The vision can be expressed explicitly through a statement of the vision. Most companies and organisation write down their vision. Vision can also be shown through the organisation’s mission. We have an example of a social program that was put up to find solution to specified social problems. Empowerment prog.org says about their mission, â€Å"The mission of The Empowerment Program is to provide education, employment assistance, housing referrals and support services to women who are in disadvantaged positions due to poverty, incarceration, homelessness, HIV/AIDs infection or involvement in criminal justice system†. Here the vision of the linked organisation is clearly spelt. In this mission the scope of social problems that needs solution has been named as abject poverty, criminal justice system among others. So the social entrepreneur must have a vision and capacity to assist humanity through the provision of needed facilities or the improvement and maintenance of sustainable ecological system. A personal social background can make someone such an entrepreneur or an educational background and awareness is needed. A person can be conditioned to have a feeling of empathy towards others. This could be done through awareness campaigns or creative artistic work such as films, poetry or music. There are different ways in which awareness can be done. Awareness through education, through face to face discussions. Awareness through creative work. Gallan (2010) talked about the importance of education in order to assist in effecting change. There may be need for educational and training background for some to be an entrepreneur. A detailed course work, theoretical and practical assignment can assist. The AIU vision and tutorial programs have such an objective. The power of media and awareness prog rams are vital. Human rights activists and other non-governmental organisation have a role to spread such awareness. The writers have also a role to play in creating awareness. It is therefore a role that must be played by various parties to assist in development of social entrepreneurship. Managers can create awareness programs and assign certain personnel with the responsibility to conduct training sessions to conscientise the other workers on the aspect of social responsibilities. Involvement on a corporate level on social programmes and social activities will assist employees to be socially responsible citizens. Through that organisations can mentor people who will assist in changing the world for the better. The other characteristic of social entrepreneurs is a life commitment to initiate social solutions to mankind‘s social problems. If an individual has identified a social problem he wishes to solve he/she must be dedicated to deal with that problem not for a short space of time, but for a long period and ideally his entire life. An example could be the story and struggle of Martin Luther King who gave his entire life to make needed social and religious change over a long period of time. What he achieved has affected the lives of many people down to our times. Mother Theresa was a dedicated nun who worked tirelessly for her entire life to assist the poor. These people were sensitive to the people’s needs. Citing similar example of sincerity and consciousness for humanity, Rundle (2010) expressed himself as having been sensitive to what the community would enjoy. Another important attribute of a person who is truly devoted to assisting in changing the lives of people through identification of social problems and then come up with lasting solutions is willingness to self-correct. When you have started on a long journey sometimes you will have to discover ways of dealing with challenges that you come along on the way. You should not wait for other people to correct you all the times. You may have to discover short cuts or you may have to discover ways of conserving the resources that you have. The ideas are that you have to observe things that around you, and take advantage of them so that you will afford to reach your destination. You may need to discover the right pace to travel so that you do not easily get tired. The idea is that you do not need just to be told everything, but you need to discover on your own and make rightful decisions and changes so as to suit to the conditions around you. The scientists would use the terms observe and a dapt in order to survive. In this discussion we can call this self-correction.Encyclopedia.com defines self-correction as, â€Å"correcting oneself without external help.† So as you try to find a solution to a social problem, you come against some challenges, and most of these challenges require you to find solutions yourself. Why this is important is because on such issues you may not have many people who initially support you. If you rely mainly on outside help you may be discouraged by other people, who may be pessimistic or who may not see your vision at the start of your project. An example where self correction is vital is when we set out a revolving fund at Chipinge Banana Company. The revolving fund was used to start fundraising projects. When the idea was borne and put forward to other people many people were against the idea of employees having to contribute towards their own welfare. In this project every interested employee was supposed to pay $1 per, month. A revolving fund committee was put in place. Initially, about 10% of the employees were interested and subsequently got involved. About 98% of other senior management staff was against this idea. At first they said that it was not a working idea, and suspected that the person who had started the project had a hidden agenda either to defraud the people or to have a personal financial gain. And that is the idea that can be found if a person wanted to solve a critical social problem. When the problem took off the ground those who were initially against, when they saw that it seemed to have been succe ssful they became jealousy and tried to influence most employees against it. So where a new idea is implemented there is usually resistance. Instead of people assisting with ideas and resources they resist the purported change. That is the reason why a social entrepreneur must correct himself or herself; relying on outside help may lead to resistance and criticism that can ultimately lead to failure. Many people will only assist you or join you when they are convinced beyond doubt that the innovation is definitely helpful. In the example sighted above of the revolving fund, many of the people who initially resisted later supported the idea and rendered assistance. So self-reliance and self-correcting are vital attributes of the people who want to initiate and institute change. Another essential attribute of people who want to bring social innovation is that of wishing to share credit. To be able to succeed in introducing change one needs as much support from as many people as possible. The people who get involved need credit for their support. In order to succeed in introducing change you have to be self-less or selfish-less. You need to consult widely; you need encouragement and support. For you to be able to achieve this you really need to make people to feel that the project is theirs and that their involvement is vital. So the credit needs to be shared. The success needs to be shared as much as you share the problem. One of the principles of change management is to involve as many people as possible, as long as those people are willing and committed. To achieve this some people who create change make use of committees. In order to share the credit and involve as many people as possible, in the introduction of the revolving fund, a commit was selected. Hitchcok (2008) emphasized the need to create self-directed teams and to consult as much as possible in order to implement change that affect and benefit many people. The principles of using committees and people participation were taken seriously at Chipinge Banana Company when they introduced the revolving fund. These committees brought about a lot of involvement. No wonder why Degraff (2007) emphasised that there is always need to select diverse and insightful individuals to join the leadership teams as participants in the† think tank† process Most people who were represented in the committee became committed to the change. In the committee, a cross-section of the employees was involved; women of various ages and from various work departments, men were recruited from various backgrounds, age and professions as well as from various work units. This brought up a big sense of ownership and the credit was not brought to the person who brought the idea, but to all the peo ple who were involved including a lot of the workers who were willing to part with their money. The idea is that those who are involved in social changes must do it to help the communities where they stay, not to help themselves materially or otherwise .On this Heath (2004:4) says,† analysis of dialogue surrounding a crisis can be sharpened by giving attention to the narrative elements that emerge as various groups interpret the crisis† When a person wants to initiate and develop a solution to a social problem, that person must be able to borrow ideas from different fields and interact with people of various backgrounds, profession and trades. For example to implement successful social change you need to have a rich background on various fields. You may need to understand accounting principles because you shall deal with finances, you need knowledge of economics because you may need investment to fund the projects, you may need to have knowledge of legal issues, and you need principles borrowed from sociology and psychology to deal with people. You must be a mult-disciplinarian. Robinson (2008) explained that learning should transcend across various disciplines for it to be most beneficial. Not that you have to study all these subjects at University but you need to consult. I attended a certain seminar that was based on environmental management one year. I was a teacher and a participant in the seminar. The first p rinciples that people were taught there was the principle of de-roling. By De-roling it means people need to stop considering the positions in the companies or institutes where they come from. Some people were teachers, others were students, others were managers, and others were simple people from the community. People, who were there had to ignore their roles. So in other words there were no longer managers, teachers, students or community members. All those who were there were the same. That was important and that is still important. If there is no de-rolling students would not participate actively they would leave everything to be done and said by influential people such as managers. Failure to de-roll would mean very little involvement. This all calls for a mult-disciplinary approach to solving social problems. I saw people involved in social issues such as HIV/AIDS. This needs people who have an open view and who apply knowledge and skills gained from various areas. At a corpor ate level when you want to introduce social changes you need to stop thinking that you are a manager and that your decision – as a manager- are better than the decision of a general hand worker. Where committees work it has been seen that brilliant ideas may not come from CEOs, or Managers, but some times from general workers. In the revolving fund committee that has been discussed earlier on a number of brilliant ideas came from the general workers. Those ideas were implemented and the results were excellent. This however does not suggest that good ideas come from uneducated, simple people only. The point is that in brainstorming and surfing ideas we have to open and not accept ideas on the consideration of a person’s qualifications or position in the society. The other essential aspect of introducing successful social change is to involve those whom are affected by the change or the program. What we are talking about here is empowerment of those who are affected by the proposed changes. Give the people involved the power to make their own decisions and to get actively involved. According to Joe.org, â€Å"empowerment is a social a multi-dimensional process that helps people gain control over their own lives. It is a process that fosters power in people for use in their own lives, communities and in their society.† So people must make decisions their own decisions where the proposed changes affect them. This brings on to them a sense of ownership. Even in the event of things not working according to the plan, these people will not shift the blame on the person proposing the change. The difficulties faced will be solved as a group again. This will also foster a spirit of resilience. A sense of ownership is a very powerful motivating factor to people. No one wants to see what she/he has worked for to fail. As many people are involved in a project there is going to be a lot of brainstorming and innovation when a problem presents itself before them. No projects or changes are without challenges. However the power of togetherness will make it easy to overcome difficulties. In the case of the earlier quoted revolving fund, at one time there was problem when we ran out of funds, but because we engaged many people from the onset, those who were involved worked hard so that we had increased membership and subsequently improved inflow of income. In this discussion there has been the example of the revolving fund. This example is suitable as it meets the criteria of a social change. Firstly the vision for the introduction of the fund was to assist all employees of Chipinge Banana Company who at one time have problems that the company could not provide assistance towards. This involves assisting parents with fees for their children, assistance towards bereavement, assistance towards any social problems the committee feels it warrants assistance .The focus of the fund is that, the fund shall run as long as the company exists and will assist workers for generations. It is a change that affects many people. This innovation has already been applied in companies that are around the place. Despite the fact that the fund was introduced about a year ago it is being a case study for many companies and even communities around. The other essential thing is that there has been a fundamental paradigm shift. It was unheard of in our country that workers would champion their own welfare through a common fund. The fund can also be used to sponsor training workshops especially in issues of HIV/AIDs and safety issues at the work place. So it is a typical example to use in this discussion to exemplify the practicality of what is discussed here as it relates to the planning and implementation of social change. Although this is a small scale social change it is a sample for other major social changes. As for the Human Resources Manager in the said company and for the other managers and personnel it has been an n essential hands-on example of how to institute change. For the proposer of this innovation there has been a conscious way to follow the learned parameters and theories of managing change. The knowledge and skills acquired will be essential for future consulting in change management. In the video watched there has been a case study of empowerment of the participants involved in the introduction and evolvement of the proposed changes. In this case the empowered people were the children that were the beneficiary of the child line service in India. That practical case brought a significant impetus on the idea of managing a social change. If in this project the affected children were greatly involved, what about circumstances in which we introduce changes that affect the adults or the educated population. It clearly demonstrates the importance and practicality of involving the affected people, no matter who they are, what their status is, where their live and what their backgrounds might be. This involvement is important in work place settings as well. The management team must involve the grassroots workers to be involved; their views on matters that affect them must be taken into consideration, and be greatly applied. It is great learning to us Human Resources perso nnel to involve the workers in issues that affect them. This has a big impact not only in motivating the workers but in creating a loyal, reliable, responsible and stable work force. At Chipinge Banana Company, a very stable company in terms of employee relations, the workers are highly involved. In most issues that affect them there is the use of committees. There are committees in sports teams, health and safety, HIV/AIDS awareness programmes, during end of year parties, among many other such instances. And the great results are that you create a stable work force. Again in the same company there is the open door policy on dealing with employee problems. The managers, the supervisors and forepersons are taught to deal with employee problems at any time and at any place. Employees must not wait to come to the offices assistance. The Human Resources Manager moves from place to place during the work days to hear the workers’ grievances and problems. I know the system is unique but it has also a unique way of making the workers happy and the work force stable. Social innovations by their nature must not be very expensive. These must be cost effective. The reason is that there might be very few people who are willing to put in their monies there, just for the sake of assisting others. The issue here is to have small investments that sustain some social projects, rather than waiting for a time when there is a large sum of money. However with this small investment there must be great courage to ensure that the projects or changes succeed. It is the power of vision, courage and resilience that must be at work most in order to achieve and sustain a social innovation. Penton.com (2010:1) emphasised that the key to change is the nature of the innovation, its scope and applicability rather than the amount of funds required to invest in it. In its explanation it says,† innovation of your products, processes and services will be key to delivering results.† In the example of The Revolving fund, under discussion, the amount of initial capi tal injection was very small. For the first three months there was a cash inflow of US $80 per month only; however that amount kick started a project that is now after about a year has a capital of about $8000.00 and which has assisted more than 500 people in all. So it is the vision and courage that is of great essence to achieve great social innovations. The video demonstrated the importance to impart and use soft skills. Soft skills are qualitative aspects that are essential for the success of projects. These are qualities that are not measurable but are essential .These are opposed to aspects of projects that are quantifiable. Money used to effect change can be quantifiable, the number of people involved in the projects is quantifiable, some resources such as motor vehicles involved can be quantifiable, but there are certain traits and characteristics that are essential for success of the innovations that are not numerable. In the video presentation, listening skill has been identified as a soft skill that is essential for social innovation to succeed. People involved in the projects must listen carefully to different points of view that come from the people involved. From listening then the people involved deduce the implication then later apply what is implied. Other soft skills which we can talk about include the communication s kills, interpersonal relations, mutual trust among others. Heath (2004:4) says, â€Å"Communication is a corporate strategy for dealing with a major business interruption.† In this case Heath emphasizes the importance of communication in business and social spheres. The change agent must also have core value that globally acceptable. Such values as integrity, creativity, multi-skilling, problem solving, inquiry, flexibility accountability and transparency among others. He/she must be able to use the principles of good governance. The innovators and consultants must have such basic skills in order to be able to implement the proposed changes. Another essential aspect is of ethical considerations. If you want to implement social changes you must have a high sense of ethics. You have to know what is just to the people and the community. Know what is good to all and what is acceptable. It is not considering the legal and economical aspects only that are important. Have a wider understanding of the community around where you are making the change and what is moral and acceptable to that area. This again calls for an interdisciplinary approach to introducing social innovations. Ethics are associated with certain disciplines which a social entrepreneur must be acquainted with, such as public relations, religious orientation or understanding social science principles. If you introduce something that is not morally acceptable in that area you wont succeed. If you introduce something that is a taboo in that area then you can not succeed. This calls for a lot of research before you come up with your innovations. The idea of consult ing and empowering the people affected come handy in this regard as well. So on the other hand the social consultant must develop a lot of research skills and knowledge and use that before introducing any changes or programs in a certain area. The other essential aspect is the willingness to work quietly. This means that although you work very hard, the intention is not to show people that you can come up with something spectacular. You work hard to achieve the mission you set out to achieve. It is not you who go about advertising how hardworking you are, but the community will observe that for itself and come in and join to assist you. There is need for humility in order to achieve the mission. Then there is the idea of social blue print. That is need and ability to come up with innovative solutions to social problems that haunt the community. For the problems bedevilling the people a home grown solution should be devised fast enough to avert any catastrophe. This, however, also calls to adopt new ways and to adapt to other conditions for survival. Adaptation is another way that is used to solve social problems, especially problems that arise from perceptions. For example there is a perceived problem in Africa, the problem of homosexuals. To many people this is a problem that is causing sleepless nights to religious leaders, politicians, HIV/AIDS activists and human rights activists. But what is the solution the community is searching for? Will the community able to eradicate homosexuality? What real harm can homosexuality cause? It is a problem-yes. But it is a perceptional problem, and the only sure, cheap and easy solution is there- the community has to adapt to this new phenomenon, since it can not cause any catastrophe to the human race. Adaptation is a solution, and an added way to overcome this is through awareness programs so that the community come to accept the new phenomenon. The ideas discussed in the video on how to change the world are very essential and practical. These aspects have a global focus and can be applied anywhere where change or innovation has to be made. The fact that in this discussion the writer based in Africa finds the suggestion applicable shows the universality of what was discussed in the video. The example of India shows that the ideas can not only apply in America, but also in Asia. When the writer followed the discussion on how to change the world he was able to give practical example from Africa to exemplified how useful the suggestions are and how applicable the recommendations are. The example from Brazil also shows the practicality of the ideas. The example of the revolving fund brings Europe into the picture. The idea of the revolving fund that is now being used across Africa has its beginning in Canada, which is a European Country. The implementation of the revolving fund was done after studying the Canadian example. So fo llowing the discussion on how to change the world, the description equally fits the change that started in Canada; the issue of the revolving fund. It is therefore important to note that the innovation, implementation and evaluation measures applicable in the first word countries can be done in developing countries. With this in mind it is easy to conclude that if we apply the concepts and philosophies explained and expanded in the video How to Change the World, surely the world can be changed, and together we can change it for the betterment of mankind. BIBLIOGRAPHY McAdam, R and Moffett, S(2010)University Of Ulster Innovation. Shirley Ann Hazzlet: Belfast Rundle,C.R(2010)Communication problem Solver: Simple Tools and Techniques For Business Managers. AMACOM books: New York Robbin,S(2008)Spirituality, Ethics and Care.Kingsley:london Heath, R.C(2004)Responding to Crisis.A Rhetorical Approach to Crisis Communication. Lawrence Erlbaum Associates: Mahwa Jackson, P.Z(2001) The Simple Way to positive change.Nicholas Brealey Publishing:London. Hitchcok, D.E and Willard, M.L (2008) step by step Planning: How to Create and implement Sustainability Plans in Any Business Organ.Va Earthscan Ltd:London. Maser, C(2009).Earth in Our Care: Ecology, Economy and Sustainability. Rutgers University Press:New Brunswik. Lenner, P (2009) Environmental, Law, and Non profits: How NGOs Shape our Laws, Health and Communities. Pace Environmental review 26 No 1. Wint 2009 MAGAZINES Brunchhorst, D.J: landscapes Shaped by People and the Place institutions Require A new Conservation Agenda. BioScience 60 No 8 (2010) Nigg, J.N et all. Measured Gene-By-Environment Interaction In Relation to Attention- Deficit /Hyperactivity Disorder. Journal of the American Academy of Child and Adolescent Psychology 49 No(Sept 2010 Raudsepp,H et all. Untangling The environmentalists paradox: Why is Human Well-being Increasing as Ecosystem Services Degrade. BioScience 60 No 8 Sep 2010. Singer,J and Helfrich C. Supporting RD support Groups. Research Technology Management51 No1 Jan/Feb (2008) Allen, S.M .Missed Connections. Social Forces 79 No 4 (2001) Karen,H(2008)Care Sociacultural Practice , Aesthetic Experience in the Art Clasroom: Visual Arts Research 34 No 1 Atkins, M. Five Key Concepts For Suitanaible Innovation. Industry Week 259 No.7. J1 2010. Mansdorf, Z. Sustainability-EHS Challenge . EHS Today 3 No1 Jan 2010. Penton Media Inc. Cleveland. WEB PAGES Nature versus Nurture www.wikipedia.com Research Papers on How to Change The worldEffects of Television Violence on ChildrenRelationship between Media Coverage and Social andInfluences of Socio-Economic Status of Married Males19 Century Society: A Deeply Divided EraAssess the importance of Nationalism 1815-1850 EuropeThree Concepts of PsychodynamicGenetic EngineeringCapital PunishmentHip-Hop is ArtAnalysis Of A Cosmetics Advertisement

The Success Story of Toyota Comapny in Qatar Essay

The Success Story of Toyota Comapny in Qatar - Essay Example Current paper focuses on the performance of Toyota in Qatar. Toyota is one of the major competitors in the global automobile industry. The success of the firm has been highly related to its supply chain management system. The relatively low prices of the firm’s products, compared to the products of competitors, is another factor that has highly benefited the performance of Toyota worldwide. In Qatar, Toyota has followed similar goals and strategies. The history of Toyota in Qatar are presented and evaluated. Also, reference is made to the automotive industry of Qatar, at the level that the external environment can highly influence organizational performance. It is revealed that the prospects for Toyota in Qatar are significant. However, it is necessary for the organization to review its strategic framework periodically ensuring that the competitiveness of the firm towards its rivals is kept at high levels. A brief history of Toyota Toyota Motor was established in Japan in 1937 (Toyota Corporation 2012, History). Toyota Motor Corporation has resulted from the merge between Toyota Motor Co and Toyota Motor Sales Co in 1982 (Toyota Corporation 2012, History). Through the decades the firm established production units worldwide; still, the firm’s critical strategic decisions have been traditionally developed in Japan. Of particular importance have been the organization’s production units in USA, established in 1988, in UK, established in 1992 and in China, established in 2000 (Toyota Corporation 2012, History). Toyota Corporation focuses on the ‘Motor Vehicle Production and Sales’ (Toyota Corporation 2012, Overview). In 2011, the firm’s employees worldwide were estimated to 317,716 (Toyota Corporation 2012, Overview). In 2011, the firm’s profits reached the 18,993.6 (in billion yen), slightly increased from 2010, when the firm managed to achieve a profit of 18,950.0 (in billion yen, Toyota Corporation 2012, Overview). In 2009 the firm’s profits were estimated to 20,529.5 (in billion yen, Toyota Corporation 2012, Overview). In other words, the firm faces delays in regard to its profitability. This problem is made clear by reviewing the firm’s performance for the years 2006 to 2010 in US and Europe (Graph 1). Still, the performance of the firm in other markets is quite encouraging. For example, reference can be made to the case of China and Brazil (Graph 2). Graph 1 – Toyota Corporation in USA and Europe, for 2006-2010 (Source: Toyota Corporation 2012, Figures) Graph 2 - Toyota Corporation in China and Brazil, for 2006-2010 (Source: Toyota Corporation 2012, Figures) How it all started in Qatar The presence of Toyota in Qatar is closely related to Abdullah Abdulghani & Bros. Co. (AAB), a firm that was established in 1958 (Qatar 40 Years Organization 2012, Attendees).

Reserach Report and Problem Analysis Report Essay

Reserach Report and Problem Analysis Report - Essay Example The audit led to a loss of a lot of money for Mrs. Roadway because she did not have any paperwork like a VAT invoice from the supplier to substantiate that she had paid VAT. The legal representatives for the Jeffersons Company maintain that she does not have the right to ask for a VAT invoice but they were willing to give her their VAT number. The reason given to Mrs. Roadway by the legal representatives for not providing a VAT invoice (i.e. no other customer has ever requested for a VAT invoice) is not sufficient enough to deny her the invoice. For Mrs. Roadway’s business proposal to be financially viable, she has to be able to reclaim this VAT from HM Revenue and Customs (HMRC) because the repayment will reduce her borrowings to a manageable level. However, without a valid VAT invoice from Jeffersons, reclaiming the VAT might become problematic. As a corollary this research report will cover the issues of whether a supplier is required to issue an invoice, when it should be issued and what it must contain. CONCLUSION: Value Added Tax (VAT) can be defined as a category of consumer tax charged for any manufactured consumer product. A VAT invoice is usually dispensed to purchasers who give substantial statistics and details to prove that they have an intention to claim back the VAT paid to the government. In order to acquire a VAT invoice there are a set of some very precise pre-details which must appear on the VAT invoice such as the name, address and VAT number of the company or enterprise that provided the merchandises. For continuous and excellent book-keeping, accurate VAT calculations and invoices are required (Ebrill, et al 2001)1 Mrs. Roadway has already made strides to hire a Private Wealth team which has handled her application to HMRC so that she can charge VAT on the leases and reclaim the VAT that she will pay to Jeffersons. As a result, she has the right to request a VAT invoice from Jeffersons solicitors so that she can have the right paper work to help her with the process of reclaiming the VAT. Mrs. Roadway had to needed a VAT invoice from Jeffersons’ solicitors because she had previously gone through problematic experience which was brought about by lack of a VAT invoice. The fact that Jeffersons’ solicitors has never issued a VAT invoice to any of their consumers, will help Mrs. Roadway and build up her case against Jeffersons’ solicitors. The pre-requisites put in place to guide the process of dispatching an invoice for purchases as denoted in Article 33 of the VAT Directive2 might make the process of acquiring a VAT invoice frustrating but it is considered important for regulation purposes. In Mrs. Roadways case, the guidelines denoted in the VAT Directive will help Mrs. Roadway show that she deserves to be issued with a VAT invoice from Jeffersons’ solicitors because as per the VAT Directive a potential beneficiary of VAT refund should be issued with a VAT invoice. REPORT: Primary Sou rce: Staatssecretaris van Financien v Stadeco BV, 2009: A primary ruling in relation to the explanation of art21 (1) (c) of the 6th Council Directive was offered. The ruling was that a VAT invoice should be issued to a potential beneficiary of VAT refund. This was in line with Article 33 of the VAT Directive. HMRC concisely states that a registered VAT member has an obligation to provide any VAT-registered clients with a VAT invoice

Gendered Toys And The Perceptions Children And Young People Essay

Gendered Toys And The Perceptions Children And Young People Essay The focus of this research was gendered toys and the perceptions children and their parents hold about these types of toys, it aimed to investigate childrens reasoning about gendered toys and looked to establish if a link exists between the perceptions of parents and the toy preferences of children. Gendered toys can be described as being toys which are generally thought of as being suitable for one gender over the other, for example wheeled toys for males and dolls for females (Pleil and Williams, 2008; Francis, 2010). Throughout this research the term gender typical toys will be used to describe toys which are traditionally considered most appropriate for the sex choosing them, the term gender atypical is used to describe toys traditionally thought of as being suitable for a child of the opposite gender to the sex of the child selecting them. This subject is especially significant today, as it appears that the manufacturing and marketing of toys is more gender stereotyped now than previously; with the vast majority of toy stores having aisles, or even entire floors dedicated to a specific gender (Francis, 2010). Therefore, todays children are being exposed to gender stereotyped toys to a greater degree than their counterparts would have been in the past (Francis, 2010). Looking at research which sought parents experiences of what toys their children preferred has demonstrated that young children vary vastly when it comes to their choice of toys and that they have very clear opinions of what toys are most suited to each gender (Pleil and Williams, 2008). Furthermore, research has demonstrated that children develop mental schemas of objects, which are gender stereotyped from a very young age (Ruble, Martin and Berenbaum, 2006). The gender stereotypes and gender stereotypical behaviour that forms during early childhood are an interesting and important issue, as it has been established that these gender notions can influence a childs career choices as adults (Cherney and Dempsey, 2010; Francis, 2010). Furthermore, toy choice in itself is an important issue research has shown that toys teach children vital life skills, however, these skills vary depending on which gender the toy is stereotypically aimed at (Fagot and Leinbach, 1983; Francis, 2010). It ha s been argued that the toys stereotypically aimed each gender foster totally different social and cognitive skills, with boys toys developing problem-solving skills whilst girls toys develop nurturing and caring skills (Cherney and London, 2006; Francis, 2010). Therefore, the toys children play with, along with childrens gender stereotypical views of them are important and valid issues to research as the impact is long term and has implications in adulthood. There are several theoretical perspectives on how children come to acquire gender stereotypes and gendered behaviours. The social cognitive theory of gender development postulates that children learn gender norms and gendered behaviours through observing their environment and the people within it; children observe the behaviours of people in their environment and replicate them. Gendered behaviours are reinforced through the reward and punishment of behaviour, considered appropriate or inappropriate by others that the child experiences (Bussey and Bandura, 1999). Therefore, according to this standpoint the concept of gender and the acquisition of gendered behaviour is a socially constructed phenomenon. However, research conducted on Verve and Rhesus monkeys has established that young primates display the same gendered behaviours observed in their human counterparts (Alexander and Hines, 2002; Hassett, Siebert and Wallen 2008). This research suggests that gender stereotypical toy pref erences may be a reflection of the biological differences between males and females rather than being a direct result of socialisation (Pleil and Williams, 2008). Therefore, according to this standpoint gendered behaviour is as a result of biological differences between the sexes. Despite this evidence, suggesting that children may be biologically predisposed to being gender stereotypical in their toy preferences, this paper is underpinned by the hypothesis that childrens social interactions, especially with their parents, are influential on their perception and choice when it comes to toys. The overarching approach of this research was a case study, employing document analysis, questionnaire and interview techniques of data collection. The central research question for this study was How do children and their parents perceive and reason about gendered toys and what, if any, connection exists between these perceptions in relation to childrens toy preferences. Four aims were identified and addressed by formulating four research questions, in order to answer the central research question. These research questions were: What are childrens toy preferences and how, if at all, are these preferences interrelated to the gender of the child? How do children reason about their toy choice when deciding which toys they wish to play with? What are parental perceptions of the suitability of gendered toys? How, if at all, are parental perceptions of toys interlinked with toy choice and the reasoning behind toy choice, of children? Chapter 2: Review of the Literature Introduction This review will examine issues relating to the perspectives held by children and parents on gendered toys. Firstly it will examine childrens toy preferences, exploring the gender dimorphic nature, which research has uncovered regarding childrens toy choices. Then the review will then explore the reasoning behind childrens toy choices, parental perspectives on the suitability of toys in relation to gender and finally the influence of parents on childrens perspective and choice. 2.1: Childrens Toy Preferences and Gender It has been put forward that the vast majority of experiments designed to assess childrens toy preferences were not true reflections of what children would choose in real life (Down, 1983). Down (1983) argues that prior experiments were too restrictive, only offering a very limited choice between small selections of typically male or female toys, which rarely offered a gender neutral choice. In his own research Down assessed elementary school aged childrens toy preferences by utilising childrens letters to Santa Claus, allowing for an unrestricted, ecologically valid method of ascertaining childrens preferences in a real life, naturalistic way. Down found that many of the toys selected by the children were not traditionally gendered toys, rather they were toys which could be considered gender neutral; girls were found to be especially likely to request gender neutral toys whilst boys requested gender typical and gender neutral toys in equal measure. Nevertheless, Downs research also demonstrated that boys and girls both prefer gender typical toys over gender atypical toys, a notion which has been supported through the findings of subsequence research (Carter and Levy, 1988; Martin, Eisenbud and Rose, 1995; Cherney et al, 2003). Recent research which, like Downs work offered a holistic insight into childrens toy preferences, was conducted by Cherney and London (2006). The child participants in this study were asked to list their favourite toys, the participants were free to choose whatever toys they wished. Considerable differences were found in the favourite toys that were chosen based on the childs gender, replicating the previous finding of Down; both boys and girls preferred gender typical over gender atypical toys. They also discovered that whilst boys preferences became slightly more masculine as the child aged, that in contrast girls toy preference became less feminine with age. More recently it has been discovered that even the youngest children, infants aged between 3 and 8 months, appear to show a preference for gender typical toys. Alexander, Wilcox and Woods (2009) investigated whether infants display a preference for gender typical toys, this was ascertained using eye-tracking technology to measure the time the infants spent focused on either a truck or a doll. It was found that girl infants showed a preference for the doll, whilst the boy infants spent more time focused on the truck. The research of Alexander, Wilcox and Woods, supports the notion of a biological foundation for gendered preferences of toys. The notion of a biological underpinning for childrens gender-based preferences has been highlighted through research conducted with infant monkeys (Alexander and Hines, 2002; Hassett, Siebert and Wallen 2008), as these preferences are being observed at an age before it is commonly accepted that children have established gender identity and gender t ypical behaviour. However, it cannot be ignored that some of the research discussed above (Alexander and Hines, 2002; Hassett, Siebert and Wallen, 2008 and Alexander, Wilcox and Wood, 2009), is guilty of the very criticism put forward by Down (1983). These studies only offered the participants a choice between limited arrays of gendered toys with none offering participants a gender neutral option. Therefore, it could be argued that these studies do not demonstrate well-rounded picture of childrens toy preferences and therefore the validity of these findings could be called into question. Nevertheless, the findings of these studies, when considered alongside the more well-rounded research discussed above (Down, 1983; Cherney and London, 2006) clearly show that children, of both the human and primate variety, demonstrate a marked preference for gender typical over gender atypical toys, therefore providing a valid and important insight into childrens toy preference and the difference between the preferen ces of girls and boys. 2.2: Childrens Reasoning Regarding Toy Preference and Suitability Through previous research, several key factors have emerged that influence a childs reasoning about whom toys are suitable for. Several studies have found that childrens reasoning about who else would enjoy playing with a particular toy is often egocentric. It has been found that when a child likes a particular toy they often reason that other children of their own gender would also like the toy and conversely children of the opposite gender would not like it (Carter and Levy, 1988; Martin, Eisenbud and Rose, 1995; Cherney, Harper and Winter, 2006). These studies show that young children often used egocentric reasoning when thinking about what other children would like, they conclude that what they enjoy others of their own sex would also enjoy and those of the opposite sex would not. However, Martin, Eisenbud and Rose (1995) established that when toys are labelled as being for a certain gender, it is highly influential on childrens reasoning about who would enjoy that toy. They presented children with attractive, but unfamiliar toys and asked them to rate the toys appeal to themselves and other children, the results were concurrent with the previous research of Carter and Levy (1988), the childrens reasoning was egocentric; they concluded that what they liked other children of their gender would like. However, when they presented the children with another set of toys, applying gender labelling to them, they uncovered a very different reaction. The children used the gender labels to reason about their own and others preference for that toy, even with a very attractive toy, if it was labelled for the opposite gender the children were less favourable towards that toy and reasoned that other children of their own gender wouldnt like it either. Therefore, this researc h clearly demonstrates the power of gender labels to influence childrens reasoning and preferences when choosing what toys they themselves would enjoy as well as when considering what other children would enjoy. Another common influence on childrens gender-based reasoning uncovered by recent research conducted by Cherney and Dempsey (2010) is gender association; children would habitually reason that a toy was most suitable for a particular gender based on the gender of the toy itself. An example of this was when a swimming pool, a toy deemed to be gender neutral, was classified as being a girls toy because it featured Dora the Explorer whom is herself a girl. Furthermore, this research has also identified toy colour as being another factor which influences childrens reasoning and toy preferences. Using gender ambiguous and neutral toys, this research aimed to establish how young children classify toys with less notable gender typical features, finding that colour was commonly cited as a reason for the classification of toys by gender (Cherney and Dempsey, 2010). This finding could be due to the increasing trend seen in recent years for toy manufacturers to commonly market the same toy, which is often a gender neutral toy such as a camera, in gender typical colours. With the pink option being marketed at girls and the blue version marketed at boys. The studies outlined above demonstrate that childrens reasoning about toy preferences and suitability is influenced by a number of factors and is often egocentric. However the common thread running throughout all these studies is that outside influences, such a gender labels and colour greatly influences the toys children like. The personal, egocentric reasoning employed by children in the absence of outside influences, coupled with the change in childrens reasoning that comes with outside influences clearly shows that children are highly aware of societal and cultural norms and it would appear that, on the whole, children tend to conform to these gender norms when it comes to the toys they considered to be most appealing. 2.3: Parental Perceptions of Gendered Toys and Their Suitability During the late 1970s an observational study was conducted, which investigated how parents praise and punish childrens behaviour, it was found that the types of behaviours parents praise or punish differ for boys and girls. The study discovered that boys were punished when they played with gender atypical toys and praised when they played with gender typical toys, it also found that girls were punished for rough and tumble play (Fagot, 1978). Therefore, it would seem from this research that parents have clear views on what toys and play styles are suitable for either sex and that they actively discourage their children from engaging in play or using toys traditionally stereotyped as belonging to the opposite sex. This finding was supported by later research, investigating parental participation in childrens play (Roopnarine, 1986), which discovered parents most often participated when their children were playing with toys traditionally considered appropriate for their gender. Therefo re, these studies (Fagot, 1978; Roopnarine, 1986) suggest that parents, either directly through punishment or indirectly through their lack of participation, encourage their children to prefer gender typical toys and reject gender atypical ones. However, more recently a study conducted by Wood et al (2002) investigating parental views of gender stereotyped toys found that traditional gender categorisation of toys did not reflect the parents views on toy suitability. This study found that many toys traditionally considered to be either male or female, were categorised as being gender neutral by the parents. The physical features of the toys used in this study were controlled to limit factors, such as colour, from influencing gender categorisation. Therefore, the parents must have made their decision based on something outside of the physical features of the toys; the researchers believed this could be due to a shift in recent times of the typical gender role stereotypes (Wood et al, 2002). Nevertheless, this study discovered that parents believed gendered toys to be most desirable to the gender the toy is traditionally assigned to. This research also observed parents and children at play to ascertain which toys were utilised most often by each gender. While observing boys and parents typically masculine toys were played with the most, a finding consistent with previous studies however, when observing girls and parents there was more flexibility, playing with feminine and neutral toys equally which deviates from previous studies. Therefore the shift in how parents categorised toys uncovered by this research did not reflect in their real life play situations with their children (Wood et al, 2002). The findings of these studies (Fagot, 1978; Roopnarine, 1986) suggest that parents have differing views on what toys and activities are suitable for children based on their gender, and that they reinforce these views through their behaviour when interacting with their child. However, more recent findings (Wood et al, 2002) suggest that parents view of traditionally gender stereotyped toys is evolving and that modern parents are reinterpreting the traditional roles of gendered toys. Nevertheless, despite this shift in how parents are categorising childrens toys, Wood et al (2002) still found that parents believed stereotypically gendered toys to be most desirable to the gender typically associated to them, showing that there is still a gender division in children toys. 2.4: Parental Influence on Childrens Toy Choices and Reasoning It has been argued by Mischel (1966) that children learn gendered behaviours prior to realising that they belong to a particular gender, this occurs through a process of modelling and reinforcement by adults. Furthermore, as previously discussed the praise and punishment delivered by parents differs depending on the sex of the child, with girls and boys both being praised for gender typical behaviour and punished for gender atypical behaviour (Fagot, 1978). These two pieces of literature suggest that children learn gender labelling and gendered behaviours through the social interactions they experience in their early lives. This standpoint on childrens acquisition of gender labels and gendered behaviour is called social learning theory and opposes the cognitive-developmental theory of children acquisition of gendered behaviours as proposed by Kohlberg (1966). The cognitive-developmental theory argues that children develop an awareness of their own gender before developing an understa nding of the typical behaviour associated with each gender (Kohlberg, 1966). Through the lens of the social learning theorist gendered behaviours are viewed as being a precursor of the gender development process, whereas cognitive-developmental theorists sees gender development as being a causal factor in children acquiring gendered behaviours (Weinraub et al, 1984). Therefore from a social learning perspective parents, as young childrens primary socialiser, have a massive potential to influence the existence of gender behaviour in their child and therefore may influence the types of toys children choose to play with. Research conducted investigating young childrens gender identity, toy choices and family characteristics has found that parents do hold an influence over their childs toy choice (Weinraub et al, 1984). However, this influence was not universal for mothers and fathers. The study found that in the case of mothers it is their occupation, not their sex-typed personality traits, which affect childrens development of gender labelling and therefore their toy choices. On the other hand, the study found that in the case of fathers, sex-typed personality traits strongly influenced the development of gender labels in children, and their toy preferences, especially in the case of boys (Weinraub et al, 1984). However, another study conducted shortly after found that contrary to previous research suggesting fathers as being the primary force supporting the development of children learning gender labels, that mothers and fathers were equally involved (Roopnarine, 1986). The results of these studies (Weinraub et al, 1984; Roopnarine, 1986) demonstrate that parents, especially fathers of boys, can influence the gender labels that children develop, and in turn the choices children make about toys and support the hypothesis proposed by social-learning theorists. Chapter Three: Methodology 3.1: Research Methods The overarching research design of this research was that of the case study. This design was chosen as it enables real life participants to be examined in a real life situation, allowing for an in-depth insight into the phenomenon being investigated (Cohen et al, 2011). The phenomenon this research project examined was gendered toys; it investigated how children and their parents perceive and reason about such toys and aimed to establish whether there is a link between the perceptions of parents and the preferences of children. A further benefit of the case study approach is that it allows findings to be presented in a clear and concise manner, enabling the reader to have a clearer understanding of the ideas being presented (Cohen et al, 2011). Case studies have been defined as being the study of a single instance within a bounded system, for example a school, class, community (Adelman et al, 1980; Creswell, 1994 cited in Cohen et al, 2011). However, it has been put forward that such a tight definition is not an appropriate definition of the case study approach. Yin (2009) argues that the line between the phenomenon being investigated and the context where it is being investigating is not clear-cut; therefore it is important contextualise case studies by employing strategies such as rich descriptions and details. Nevertheless, this case study did investigate a phenomenon within a bounded system, focusing on families from within a community whose children all attend the same school. The case study approach was chosen for this research as the approach is particularly useful in establishing cause and effect, and the aim of this research was to establish if parental perceptions influence children choices. In addition, case stud ies allow the effects of a phenomenon to be observed within a real life perspective, allowing for a better understanding of how the context of a situation influences both cause and effect (Cohen et al, 2011). Case studies are excellent for providing both the researcher and the reader with an in-depth and rich understanding of the phenomenon being investigated. Nevertheless, as a case study is usually focused upon a fairly narrow line of inquiry, focused on a specific phenomenon or a single setting, it does have its limitations. A major, often cited limitation is the lack of generality; finding and conclusion drawn by a case study cannot be applied to a wider context than that within which it was conducted (Robert-Holmes, 2011). It is therefore of upmost importance that researchers conducting case studies do not attempt to make claims applying the knowledge obtained through a case study universally. This research employed three data collection methods within its case study research design, these were, questionnaires, documentary research and an interview. Three methods of data collection were employed in order to provide the study with triangulation. Triangulation is the process of employing two or more methods of data collection when researching an aspect of human behaviour, allowing the researcher to obtain a more comprehensive picture of the behaviour they are investigating (Cohen et al, 2011; Robert-Holmes, 2011). Triangulation is important as it provides the research with validity, which in turn makes the conclusions drawn by research more believable to the reader (Mukherji Albon, 2009). An overview of these methods and their benefits and limitations, will follow. Questionnaires can be a useful tool for gathering data for research as they quickly collect large quantities of data, and due to the standardised nature of the questionnaire the data collected is easily comparable (Willan, 2010; Robert-Holmes, 2011). However, it must be noted that questionnaire data lacks the depth and breadth of interview data, which offers a more in-depth insight of peoples thoughts, beliefs and attitudes (Robert-Holmes, 2011). Whilst questionnaires can be very useful, being easy to distribute and a comparatively cheap and quick method of collecting large quantities of data, they can prove problematic as getting responses back can often be challenging (Willan, 2010; Robert-Holmes, 2011). Furthermore, the formulation of a questionnaire can be difficult to get right requiring careful consideration; it is especially easy for questionnaires to lack clarity, be ambiguous and to be leading to its participants (Willan, 2010). Therefore, special consideration needs to be t aken to ensure the questions are formulated in a way to ensure the necessary data is collected, whilst making sure that the questionnaire itself is not overly long or complicated. An overly long or complex questionnaire can put off potential participants, which in turn may result in a low response rate which then effects the breadth of the data collected (Oppenheim, 1992; Foody, 1993). For this reason, the questions for this projects questionnaire were designed to be clear and concise furthermore, unnecessary questions were omitted from the questionnaire in an attempt to maximise participation. Documentary research can provide an insight into human social activity, briefly speaking a document can be describes as being a record of an event or a process, which is produced by an individual or group (Cohen et al, 2011). Documentary research can help researchers understand current practices; however through analysing historical documentation researchers can use this method to investigate how historical perceptions have influenced current thinking (Willan, 2010; Cohen et al, 2011). Documentary evidence can come in many different formats and is not merely the analysis of written documents, such as policy documents and letters; documentary evidence can be obtained from various multimedia sources such as radio, films and emails (Willan, 2010; Cohen et al, 2011). The documents analysed by this research were collages of favourite toys produced autonomously by the child participants; it was used to provide a current picture of the childrens toy preferences obtained with minimal adult i nfluence. However, documents do not provide information automatically, they require careful analysis and interpretation to reveal the information contained within them. Therefore, the worth of data obtained through documentary analysis is highly variable, depending on how able the person analysing it is to fully understanding its meaning (Cohen et al, 2011). The final method of data collection employed by this study was the semi-structured interview, employing the use of an interview guide which, while listing areas to be discussed was not a fixed, premeditated interview schedule as would be used in a structured interview (Robert-Holmes, 2011). The semi-structured technique was selected over the structured technique as it provides a good degree exploration whilst minimising the potential to wander from the intended area of discussion (Willan, 2010; Robert-Holmes, 2011). Semi-structured interviews centre firmly on the participant and their beliefs and opinions, rather than the researcher, which is the case in a structured interview; there is far more scope for the participant to influence the course the interview takes. When conducting a semi-structured interview the researcher acts as a facilitator encouraging the participants to vocalise their opinions about the matter being discussed (Robert-Holmes, 2011). The interviews for this study were conducted as a group in the childrens school environment, additionally the researcher was known to these children from their role as a volunteer in the class. These measures were taken to ensure that the children felt as comfortable as possible, as feeling intimidated or uncomfortable by the situation could potentially affect the success of the interview (Robert-Holmes, 2011). Furthermore, it was felt that building a good rapport with the children, through volunteering in their classroom before commencing the data collection was imperative. This was because children are generally not used to unfamiliar adults asking them about their thoughts, feelings or experiences, therefore good researcher-child relationships are fundamental for successfully interviewing children (Folque, 2010). 3.2: Ethical Considerations Before data collection commenced a letter explaining the aims and data collection methods of this research was presented to both the school and the parents of the children participating in the research. This was to ensure that all parties involved were aware of how and why the research was being conducted; a Criminal Records Bureau enhanced disclosure certificate was also shown to the school and made available for the parents to view to demonstrate that the research was being conducted by a suitable adult. Through giving participants transparent information on the aims and data collection methods of the research allowed the adult participants to give their informed consent to participate on the research. Parents were asked for their permission for the children to participate, additionally the children were briefed on their part in the research and it was made clear to all parties that their participation was in no way compulsory and that they were free to withdraw at any point. Copies of the letters sent to the school and parents, along with the ethical approval form for this research can be found in the appendices (See Appendix 2 and 3). Chapter Four: Results 4.1 Analysing Childrens Toy Collages Introduction In order to collect information about the toy preferences of the children participating the document analysis method of data collection was used, the documentary evidenced analysed was collages created by the children of their favourite toys. Full details of this method can be found in the methodology chapter of this research project (See 3.1). Aims The aim of using document analysis was to ascertain the childrens toy preferences in a naturalistic and unbiased way. It allowed the children to complete a collage of their favourite toys autonomously, with minimal outside influences. This information was required to determine to what extent, if at all, children prefer gender stereotypical toys. Procedures In total 31 families of Year 2 children at a West Midlands primary school were contacted with details the research and asked if they would be interested in participating. In total 10 families expressed an interest in taking part, giving a response rate of 32.2 %, 4 families were then selected to participate. The families selected were of white British background and from intact family units. These families were chosen because of the commonality of their backgrounds, in order to minimise variables due to ethnicity, culture and family dynamics. The sample group consisted of four children; 2 boys and 2 girls aged between 6 and 7years old. The children were provided with a toy catalogue, featuring a wide range of different types of toys. The children were also provided with a choice of coloured paper, scissors and glue. Adults were on hand to assist the children with cutting out and sticking if this was needed. The activity was child led but supervised by adults, this was to minimise adult influence on the childrens choices whilst ensuring the activity was safe. The activity was conducted in the childrens school environment, to ensure the children felt comfortable in order to minimise any negative effect on either the participants or the data collected (see 3.1). The children were told that they could browse through the catalogue, cut out the toys which they favoured and use them to make their collage. The children were also informed that if they could not find a toy they l