Corporate Sponship in Event

Thanks to increases in leisure time and discretionary spending nowadays, community groups as well as individuals are becoming enthusiastic in events according to their interests. Events have occupy our newspapers and television screens as well as much of our free time and enrich our lives (Bowdin et al. , 2011). Moreover, events have a substantial contribution to the national economy. In UK, the event industry generates over ? 36 billion every year, which sustain at least 530,000 full-time jobs (Bladen et al. 2012). Under the trend, the business sector has take events and events’ sponsorship into consideration when making their marketing strategies. Globally, expenditure on event sponsorship has been escalating each year – from USD 44 billion in 2009 to an estimated USD 51. 1 billion in 2012 (IEG, 2013). The overall sponsorship spending in the UK each year is around ? 934 million, made up of sports (51%), arts and business (18%), broadcasting (20%) and others (10%) (Mer miri and South, 2009).Before analyzing the relationship between sponsorship and event, the two concepts should be clarified first. An event can be defined as â€Å"an organized occasion such as meeting, convention, exhibition, special event, gala dinner, etc. an event is often composed of several different related functions† (Getz, 2005, p. 16). According to International Events Group (IEG, 1995), sponsorship is â€Å"a cash and/or in-kind fee paid to a property in return for access to the exploitable commercial potential associated with the property†.In this essay, the scope of the event industry and main types of sponsorship will be introduced at first. Then, the importance of corporate sponsorship in the event industry will be examined by considering the benefits to both sponsors and events. Next, the essay will critically analyze the risks of corporate sponsorship and discuss other sources of event funding. Finally, the conclusion can be drawn as corporate sponsors hip plays a significant role in the event industry but potential risks such as ambush marketing should not be ignored.In addition, other sources of funding are essential to successes of events. The event industry has a large scope; here, only some key components will be presented. Event organisations, staging or hosting events, are core element of the event industry. Besides, professional groups or individuals who organize events on behalf of their clients are called event management companies are emerging with the event industry. There are also various suppliers covering staging, lighting , transport, accommodation and security of the event industry.External regulatory bodies and publications have tight relations with the event industry as well (Bowdin et al. , 2011). As for types of sponsorship, cash is the most common source provided by sponsors to support the event (Wagen & Carlos, 2006). Sponsors can also offer ‘value in kind’ by providing free goods and services t o events (Wagen, 2007). Other sponsorship may cover the media coverage, IT support, entertainment speaker sessions and etc.From the sponsor’s perspective, sponsors have objectives that fit into one or more of these areas: to increase product or brand awareness, to develop corporate image, to drive sales, or to develop market strategy (Yeoman et al. , 2004). To begin with, sponsors can gain benefits from marketing area through sponsoring the event industry. Sponsorship is acting as a more effective way of market promoting, sales driving and reaching the target market (Bowdin et al. , 2011).Among various traditional marketing promotion methods such as advertising or personal selling, sponsorship is argued to be one of the most effective means of communicate and form relationships with consumers and business partners (Grey and Skildum-Reid, 2003). Siegel (2001) investigated the sponsorship of tobacco industry and found that despite a federal ban on tobacco advertising on televis ion, tobacco companies achieve the equivalent of more than $150million in television advertising per year through their sponsorship of televised motor sports events.From 1997 through 1999, tobacco companies achieved 169 hours of television advertising exposure and $410. 5 million of advertising value for their products by sponsoring motor sports events. In addition, events provide sponsors with an environment where consumers are relax and better accept marketing message; therefore, sponsorship is key driver of product sales (Bowdin et al. , 2011). There are two main ways for companies with products achieve high sales goals including an exclusive in-game presence at sporting events or exclusive rights in their product ategory at a festival. For instance, Tiger Beer sponsors the Tartan Asian Extreme Festival and distributes samples of their beer to attendants as part of an integrated marketing campaign which also included the launch of The Tigers’ awards to celebrate Asian film s in the UK (Anon, 2005c). The Stongbow Rooms, an online game company, launched the Scottish Courage Strongbow Rooms concept resulted in an estimated increase in 12% monthly sales gain (Scottish Courage, 2005). The sponsorship of the event industry is an emerging new channel of sales driving for sponsors.Moreover, events also help sponsors get access to specific niche/target markets. For example, O2 sponsored music concerts to appeal to a youth market and establish itself as the biggest mobile network in the youth market (Carter, 2004). Saudia Private Aviation (SPA), an affiliate of Saudi Arabian Airlines, has renewed its sponsorship of the 6th edition of EXCS International Luxury Motor Show. The company believed that the event offer a platform for them to reach prominent people and the high-class segment of the community, who SPA targets through its marketing programs. (AMEinfo, 2012).Next, brand awareness and brand image of sponsors’ can also be created and developed throug h sponsorship, especially for companies expanding into new international markets (Noordin et al. , 2011; Bowdin et al. , 2011; Yeoman et al. , 2004; Aaker and Joachimsthaler, 2000; Cornwell et al. , 2001). Perceptions of a brand are increasingly linked to consumers’ experience with the brand. Thus, in brand strategy, delivering a comprehensive brand experience is becoming paramount, whereby ‘‘marketing and external communications help build the brand, but nothing is more powerful than the customer’s actual experience’’ (Berry, 2000, p. 36). The case of Vodafone entering New Zealand mobile telecommunications market is a suitable example to illustrate the effectiveness of brand awareness and image building in the new markets through sponsorship. The initial step of Vodafone setting into the New Zealand mobile telecommunications market was in 1998, and it had dominated 45% of the market until 2003. Sponsorship was an integral component of Vodafon e’s brand strategy. Vodafone sponsored Rugby, New Zealand’s national mass-audience sports, in order to quickly and effectively reated brand awareness among target groups when entering the new market. Then Vodafone use sponsorship as a platform to let customer experience products and develop emotional connections. Thus, it not only create broad awareness alone but also build brand personality among consumers and create links to popular youth culture, facilitating much closer bonds between customer and the brand (Cliffe & Motion, 2005). Besides obvious financial benefits, sponsorship allow sponsors to build up corporate images Bowdin et al. , 2011. Corporate image and brand image are two different concepts.Corporate image may or may not be related with its products or services and usually be associated with corporate social responsibility (CSR) (Godfrey, 2006). Usually, companies support charity events to create goodwill in the community. For example, NPower became headl ine sponsor for Macmillan Cancer Relief World's Biggest Coffee Morning improve to its brand perception (Anon, 2004). Wu (2002) added that companies such as petroleum, tobacco and weapon industries whose image need some polishing were likely to offer sponsorships to arts, culture and charity events to leave good impressions to the public.Furthermore, sponsorships are also used as incentives for a company’s workforce and create better employee relations IEG (2008). Companies often perceive event sponsorship as a way to offer their employees access to the events or corporate rewards to motivate them. For example, Royal Bank of Scotland’s and Edinburgh International Festival secured New Partnership funding from Arts ; Business which enabled the bank’s staff to take part in ‘Royal Bank Turn Up and Try It’ workshops.By involving staff in the arts sponsorship, the bank wanted to form more creative thinking, dealing effectively with customers or colleagues of their employees (Royal Bank of Scotland, 2003). The business involving staffs events aims to creating more intensive inter-staff relationships and loyalty to companies as well as staff moral and the like (Godfrey, 2006). From the event’s perspective, the financial investment, in-kind support and media exposure are three main benefits that event organizers seek from sponsors (Watt, 1998).Watt (1998) argued that events could not be successful happen without adequate financial support. Financial investment is the most obvious and direct income for events. The 2004 Edinburgh International Festival received around ? 1. 73 million from sponsors and donator, accounting for 27% of the total income (Bowdin, 2006). Except for cash, in-kind support is vital to event organizers as well. Crompton (1994) summarize four main types of in-kind services including product support, personnel support, communication resources and expertise and intangible benefit of â€Å"institutional cloutâ⠂¬  conferred on the event.According to the research done by Cultural Ministers Council (2002) on cultural sponsorship in Australia, in-kind support approximate 83% of organizations’ sponsorship commitment. Over 60% of respondents provide in-kind services covering legal and financial advisory services, IT support, auditing, marketing and management expertise and etc. (Richards ; Palmer, 2010). As for â€Å"institution clout†, if an event links to a sponsor with a strong, positive public image, then sponsorship may help legitimize the event and improve its public profile (Crompton, 1994).In addition, media exposure is also beneficial for events by not only promoting events to the public but also securing financial sponsorships easier (Crompton, 1994). In addition, media exposure is also beneficial for events by not only promoting events to the public but also securing financial sponsorships easier (Crompton, 1994). In 2000 Sydney Olympics, Nike, one of official sponsor s, launched its pre-Olympic advertising campaign, which not only promote its own brand but also the Sydney Olympic Games (Tripodi and Hirons, 2009).In spited of all the benefits brought to both sponsors and event organizers, there are still a number of potential risks associated with implementation of sponsorship, which should be paid enough attention to (Wagen, 2007). For the sponsors, first and the foremost is the â€Å"ambush marketing† issue. McKelvey (1994) describes it as â€Å"a company's intentional effort to weaken or ambush its competitor's official sponsorship and seek to confuse the buying public as to which company really holds official sponsorship rights. Ambush marketing reduces the effectiveness of the sponsors message as well as pose a threat to sponsorship agreements (Meenaghan, 1996). In the 2008 Beijing Olympic Games, the torchbearer was Li Ning, a former gymnast and now the chairman of Li Ning company, which easily made the greatest 2 or 3 minutes of fre e advertising for Li Ning company. Although Adidas was the official footwear sponsor other than Li Ning, 67. 4% respondents incorrectly recognized Li Ning as the official footwear sponsor (Pitt et al. , 2010). Moreover, the ‘fit’ between a sponsor and an event is vital for the success of the sponsorship (Wagen & White, 2010).Not every company is the potential sponsor for every enent (Decker, 1991). Inappropriate sponsorships not only cannot achieve the desired outcomes of sponsors’ but also waste time and money or may even negatively influence their brand images. For example, Southland Corporation, the former owner of 4,000 7-Eleven convenience stores, sponsored cycling events. There was no obvious link between the stores and cycling so that the target audience did not get the marketing information of the company thus no significant increase in sales(Crompton, 1994).For the event organizers, it is well worth remembering sponsors are temporary and unstable for var ious reasons such as economic recession or government ban. For example, the government ban tobacco sponsorship in sport; thus, event organizers will lose all sponsorship from tobacco companies immediately (Bowdin et al. , 2011). In addition, sponsors are a stakeholder that event organizers have to make additional efforts to satisfy their requirements (Crompton, 1994). Sometimes, sponsors can be more trouble than they are worth.Significant time can be spent in servicing sponsorship and sometimes this time would be useful to the event if it were devoted to other forms of support (Watt, 1998). Finally, the image of sponsors’ may also leave bad impression on audience due to unpredicted failure, which may result in jeopardize the event itself (Crompton, 1994; Walker et al. , 2011). Therefore, other types of funding are essential to success of events. Ticket sales are one of the major revenue generating strategies for the event organizer to adopt in the modern events market (Raj et al. 2009). In the 2012 London Olympics, the ticket sales was reached 587,294 million (London 2012 Organising Committee, 2012). Moreover, government grants are keen to provide support to events not only for financial reasons but also expert advice and information (Raj et al. , 2009). Selling merchandises, broadcasting rights, perceiving donations and other types of funding can also act as financial support for the event industry. In conclusion, corporate sponsorship is important in the event industry for both event organizers and sponsors receive benefit from it.On the one hand, event organizers gain finical support, in-kind services and media coverage from sponsor, which can secure the income of events. In addition, intangible benefits such as positive influence from sponsors’ brand images are also pointed out. On the other hand, sponsors invest on events in exchange of more effective marketing strategy for financial purposes, brand building, better corporate image and facil itating employee relation. However, some pitfalls associated with sponsorship for both sponsors and event organizers are also critically discussed.The ambush market and â€Å"fit† theory between sponsors and events are two main issues that sponsors should take into consideration before investing on events. The unstable feature and sponsors’ influence on events’ performances are critical to event organizers when seeking for corporate sponsorships. Last but not the least, other sources of funding such as ticketing and government grants are vital financial support for events. It can be conclude that corporate sponsorship is important in the event industry, but the drawbacks should not be neglected and other types of funding are also necessary.

Peer Review Of Diet Plan: Kill My Mother

`Diet Plan: Kill My Mother`; Maternal Responsibility in Enabling and Annihilating the Good Body is a skillfully written text that looks into the common perception of the position of women in the society in general. It should also be mention that the basic intention of this text is to enumerate the fundamental search of individuality of the modern women and thus it is written completely from the perception of the woman’s world.For the purpose of establishing the principal of individuality the writer incorporates examples from five major sources. These sources are Abra Fortune Chernik’s `The Body Politic, ` from Images and Realities: A Multicultural Anthology published in 2003 by McGraw Hill, Eve Ensler’s The Good Body published by Villard in 2004, Bell Hook’s `Talking Back` from Women Images and Realities: A Multicultural Anthology, Mai Kao Thao’s `Sins of Silence also from Women Images and Realities: A Multicultural Anthology and Naomi Wolf’s `The Beauty Myth`.All these texts deal with different aspects of the woman’s position in the society. It is an attempt to show the momentum of social perception that shapes up the basic formulation of a woman’s mind and the subsequent intentions to overcome it. It should be mentioned that the writer is very much successful in depicting the position of the modern woman amidst a society dominated by men.However, it can always be mentioned that the writer could have been more aggressive in the construction of the text by directing more personal opinions than presenting quotations and presenting the basic themes of the texts used. However, it can always be mentioned that apart from this weakness the text looks very convincing and fruitful in emphasizing on the basic intention of the writer.

Implementation plan of ethic Essay

Understanding Business Ethics, Corporate Social Responsibility and their relationship; and examine their importance; b. Investigating different perspectives of business ethics theories; c. Understanding the roles of corporate culture and corporate leadership in business ethics; d. Understanding the concepts of ethics in the working place; e. Applying an ethical framework to business fields: Marketing, Corporate Governance, Accounting, and Finance; f. Describing business environment responsibilities. 2) Course Textbook(s)/ Resources: a) Main books: Laura Hartman and Joseph DesJardins, Business Ethics: Decision-Making for Personal Integrity and Social Responsibility, McGraw-Hill/Irwin, 2nd edition, 2010. Or Laura Hartman and Joseph DesJardins, Business Ethics: Decision-Making for Personal Integrity and Social Responsibility, McGraw-Hill/Irwin, 3rd edition, 2013 b) Reference books or resources: †¢ Harvard Business Review †¢ John D. Ashcroft, Jane E. Ashcroft, 2010, Law for Business, 17th edition, Cengage Publication, ISBN 13 9780538749923 3) Implementation plan in details For class scheduled at Tuesday and Thursday ***QUIZ 3 is incidental to the class and has a focus on any of Case assigned in advance for Exercise. Topics/ Chapters/Unit Week Date Slot Number/ Session Content Category Lectures: 15/ Tutorials: 15 Student’s task before class Teacher’s Material Student’s task after class Introduction to the course and Guideline of Individual Assignment 1 Tue 7/1 1 INTRODUCTION to the course Introduce Textbook, studying method and particular for Exercises during Tutorials class. GUIDELINE: Individual Assignment. Instructor will assign one topic among below three to students (subject to be changed by Instructor) Topic 1: The factors influencing corporate culture; Topic 2: The relationship between business ethics and corporate social responsibility. Topic 3: The relationship between business ethics and employee integrity Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 1 2 CHAPTER 1: Ethics and Business Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 1 3 EXERCISE 1: Applied skill based Debate (focus on Chapter 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part I Thur 9/1 4 CHAPTER 3: Philosophical Ethics and Business (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part II 5 CHAPTER 3: Philosophical Ethics and Business (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 2 6 EXERCISE 2: Applied skill based Debate (focus on Chapter 3-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part III 2 Tue 14/1 7 CHAPTER 3: Philosophical Ethics and Business (PART 3) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part IV 8 CHAPTER 3: Philosophical Ethics and Business (PART 4) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 3 REGISTER: Topic of Individual Assignment 9 EXERCISE 3: Applied skill based Debate (focus on Chapter 3-part 3, part 4) REGISTER: Topic of Individual Assignment Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 4- Part I Thur 16/1 10 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS 11 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS 12 EXERCISE 4: Applied skill based Debate (focus on Chapter 4-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part I 3 Tue 21/1 13 CHAPTER 5: Corporate Social Responsibility (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part II 14 CHAPTER 5: Corporate Social Responsibility (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 5 15 EXERCISE 5: Applied skill based Debate (focus on Chapter 5- part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 6 QUIZ 1 Thur 23/1 16 CHAPTER 6: Ethical Decision-Making: Employer Responsibilities and Employee Rights Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 6 17 EXERCISE 6: Applied skill based Debate (focus on Chapter 6) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 7 Submission of Individual Assignment Report 18 CHAPTER 7: Ethical Decision-Making: Technology and Privacy in the Workplace SUBMISSION: Individual Assignment Report Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 7 4 Tue 11/2 19 EXERCISE 7: Applied skill based Debate (focus on Chapter 7) Tutorials Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 1 20 CHAPTER 8: Ethics and Marketing (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 8 QUIZ 1 21 EXERCISE 8: Applied skill based Debate (focus on Chapter 8- Part 1) QUIZ 1: Chapter 1,3,4,5 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 2 Thur 13/2 22 CHAPTER 8: Ethics and Marketing (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource and quiz handouts Main textbook, CMS Exercise 9 23 EXERCISE 9: Applied skill based Debate (focus on Chapter 9- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 9 24 CHAPTER 9: Business and Environmental Sustainability Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 10 5 Tue 18/2 25 EXERCISE 10: Applied skill based Debate (focus on Chapter 9) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 26 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 11 27 EXERCISE 11: Applied Case based Activities (focus on Chapter 10- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 Quiz 2 Thur 20/2 28 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 12 29 EXERCISE 12: Applied skill based Debate (focus on Chapter 10- Part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Course review QUIZ 2 30 COURSE REVIEW QUIZ 2: Chapter 6,7,8,9 and 10 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS FINAL EXAM 3. 2. For class scheduled at Monday, Wednesday and Friday ***QUIZ 3 is incidental to the class and has a focus on any of Case assigned in advance for Exercise. Topics/ Chapters/Unit Week Date Slot Number/ Session Content Category Lectures: 15/ Tutorials: 15 Student’s task before class Teacher’s Material Student’s task after class Introduction to the course and Guideline of Individual Assignment 1 Mon 6/1 1 INTRODUCTION to the course Introduce Textbook, studying method and particular for Exercises during Tutorials class. GUIDELINE: Individual Assignment. Instructor will assign one topic among below three to students (subject to be changed by Instructor) Topic 1: The factors influencing corporate culture; Topic 2: The relationship between business ethics and corporate social responsibility. Topic 3: The relationship between business ethics and employee integrity Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 1 2 CHAPTER 1: Ethics and Business Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 1 Wed 8/1 3 EXERCISE 1: Applied skill based Debate (focus on Chapter 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part I 4 CHAPTER 3: Philosophical Ethics and Business (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part II Fri 10/1 5 CHAPTER 3: Philosophical Ethics and Business (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 2 6 EXERCISE 2: Applied skill based Debate (focus on Chapter 3-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part III 2 Mon 13/1 7 CHAPTER 3: Philosophical Ethics and Business (PART 3) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part IV 8 CHAPTER 3: Philosophical Ethics and Business (PART 4) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 3 REGISTER: Topic of Individual Assignment Wed 15/1 9 EXERCISE 3: Applied skill based Debate (focus on Chapter 3-part 3, part 4) REGISTER: Topic of Individual Assignment Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 4- Part I 10 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 4- Part II Fri 17/1 11 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 4 12 EXERCISE 4: Applied skill based Debate  (focus on Chapter 4-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part I 3 Mon 20/1 13 CHAPTER 5: Corporate Social Responsibility (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part II 14 CHAPTER 5: Corporate Social Responsibility (PART 2) Lectu re Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 5 Wed 22/1 15 EXERCISE 5: Applied skill based Debate (focus on Chapter 5- part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 6 QUIZ 1 16 CHAPTER 6: Ethical Decision-Making: Employer Responsibilities and Employee Rights Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 6 3 Fri 24/1 17 EXERCISE 6: Applied skill based Debate (focus on Chapter 6) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 7 Submission of Individual Assignment Report 18 CHAPTER 7: Ethical Decision-Making: Technology and Privacy in the Workplace SUBMISSION: Individual Assignment Report Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 7 4 Mon 10/2 19 EXERCISE 7: Applied skill based Debate (focus on Chapter 7) Tutorials Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 1 20 CHAPTER 8: Ethics and Marketing (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 8 QUIZ 1 Wed 12/2 21 EXERCISE 8: Applied skill based Debate (focus on Chapter 8- Part 1) QUIZ 1: Chapter 1,3,4,5 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 2 22 CHAPTER 8: Ethics and Marketing (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource and quiz handouts Main textbook, CMS Exercise 9 5 Fri 14/2 23 EXERCISE 9: Applied skill based Debate (focus on Chapter 9- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 9 24 CHAPTER 9: Business and Environmental Sustainability Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 10 5 Mon 17/2 25 EXERCISE 10: Applied skill based Debate (focus on Chapter 9) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 26 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 11 Wed 19/2 27 EXERCISE 11: Applied Case based Activities (focus on Chapter 10- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 Quiz 2 28 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 12 Fri 21/2 29 EXERCISE 12: Applied skill based Debate (focus on Chapter 10- Part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Course review QUIZ 2 30 COURSE REVIEW QUIZ 2: Chapter 6,7,8,9 and 10 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS FINAL EXAM 4) Training activities: a) Class-based activities – Lectures: 17 slots (slot=90’) -Tutorials: 13 slots (slot=90’) c) Self-study d) Consultation – Email, cms, face-to-face 5) Usage of Information Technology in/during the course a) Provide information or materials through the internet. b) Use online materials : Harvard review c) Information exchanged between lecturers and students: email, CMS d) Specific technical requirement for the subject. 6) Soft skills and personal development throughout the course a) Exercise skills: followed by skills obtained through Discussion performance. b) Team work skills: Group assignment is exercised in form of DISCUSSION 1. GROUPS FOR EXERCISE AND REQUIREMENTS OF ROLES Each exercise will be in form of a Discussion. The class divided into 08 groups (G1,G2,G3,G4,G5,G6,G7, and G8 respectively) by Instructor to hold a game of â€Å"Ethical CEOs† through 12 exercises of tutorials. Each Group will carry out 03 exercises with â€Å"Discussion† role in below fixed order. Each exercise or each Discussion will be participated by 02 groups. The non-discussion groups will give Feedback. 1. 1. Order and Role of Discussion (1 group plays as Present side and 1 group plays as Rebut side) G1-G2 (exercise 1); G3-G7(exercise 2); G4-G5(exercise 3); G6-G8(exercise 4); G1-G3(exercise 5); G2-G5(exercise 6); G4-G6(exercise 7); G7-G8(exercise 8); G1G4(exercise 9); G2-G6(exercise 10); G3-G8(exercise 11); and G5-G7(exercise 12). 1. 2. Requirements of different roles in the Discussion: Discussion activities in 40 minutes and in English: Present group plays a role of CEOS to analyze the ethical problems, present solution, defend or give a model of decision making. Rebut group plays a role against or clear down or specify or supplement the decision of Present group by making questions and statement. Non-discussion groups: 1 group will be enacted by both of Discussion groups to play as â€Å"Chair† of the Discussion. The others have to give feedback which is in a fixed form *** below after the Discussion. Anyone fails to follow control of the Chair or fail to answer any questions will be deducted at least 1% 2. CASES FOR EXERCISES: Cases will be assigned to Students by Instructor at least 01 days in advance (CMS/Email†¦ ) 3. PREPARATION PLAN BEFORE EXERCISE (taken by non-discussion groups only: A preparation plan for the Discussion will be submitted to Instructor via email or CMS depend on Instructor by 5. 30 pm the day before. Format: from 1 page only . Language: English; Margin: Left: 2 cm; Right: 1. 5cm; Upper :1. 5; Bottom: 1. 5cm; Font/ Paragraph: double-spaced with 14-point font. Personal information (Role in debate, name of teams, class, order of exercise and the topic for debate) Content: (i) Background of concerned firms in the case, (ii) Ethical issues, (iii) Analysis and (iv) Solution/ proposed module of decision. Further guidance, please refer to Course Implementation plan of Business ethics Anyone fails to submit this plan will be deducted at least 2% Evaluation of Group assignment: (Total: 30%) 1 group will be evaluated during 15 exercises (5 times of taking charge of 5 discussions, 10 times for being Chair or giving feedback in the remaining 10 exercises). Feedback, preparation plan or performance of discussion during the exercise will be taken into consideration to give score. The score will be allocated within an amount of fixed percent of each exercises mentioned below. Skill application Exercise: 30% (Exercise 1: 2. 5 % The team must assume the role of a consulting firm called in to solve that identified specific problem of ethics in the chosen organization. The problem must be related to a 3 topics mentioned in the Syllabus- Appendix 1 (subject to be changed by the Instructor if any). Instructor will decide which one works on which topic among 3. TOPIC REGISTER: All projects’ subjects must be submitted to Instructor via email or CMS depend on Instructor no later than 5. 30 pm of deadline (session 8). FINAL REPORT: must be submitted to Instructor via email or CMS depend on Instructor no later than 5. 30 pm of deadline (session 18). Format: at least 03 pages and no more than 5 pages for main Body at least depends on teacher’s request; Language: English; Margin: Left: 2 cm; Right: 1. 5cm; Upper :1. 5; Bottom: 1. 5cm; Font/ Paragraph: double-spaced with 12-point font. Structure/ content: Group content, Cover Letter, Reference, Main Body: (i) Nature and background of firm; (ii) Ethical Issues; (iii) Analysis of problems/ issues (interview with the manager is integrated) (iv) Proposed remedy/ solution; and (v) Plan for implementation. Evaluation of Individual Assignment: (Total: 15%) Lack of manager interview part will be only given up to 5% for individual assignment credit at maximum. A deduction of 5% of the total score of the assignment will be applied for each day of late submission (for both Register and Final Report) Any plagiarism more than 30% will be resulted in a failure of assignment e) Content for personal development f) Final examination (FE): 30% 1. Date: TBA 2. Total weight: 30% 3. Structure: (total: 60’) Multiple choice: 20 questions (25†²) Essay and case: 01 essay (short answer/ case) (35†²) 7) Assessment Scheme: Quizzes (3): 15% Exercises (12): 30%

Use Michael Porters Diamond Model of International Competitiveness to Assignment

Use Michael Porters Diamond Model of International Competitiveness to analyse the business structures and competitiveness of Brazil - Assignment Example The government has promised sufficient security system and proper infrastructure for both events. Corruption in the government hamper the economic stability in the country and in 2013 there has been nationwide protests and roadblocks because of inadequate public services and inefficiency in the political and institutional sectors. In Brazil, contracts are usually considered secure but the justice system is corrupt as it gets influenced by political and economic power. The average tariff rate in Brazil is 7.9 percent. The country is not permitted to import used clothing and cars. In many economic sectors, the foreign investment is limited by the government. However, there is a constant diversification and growth of the banking system and capital markets. There has also been a steady growth of government’s involvement in credit market with public banks accounting for 50 percent of total loans to the private sector (Brazil, 2014). This paper sets out to analyze the business struc tures and competitiveness of Brazil in the context of Michael Porter’s ‘Diamond’ Model of International Competitiveness. According to Vision 2050 which is WBCSD’s (world business council for sustainable development) project, the goal is that the world population will lead sustainable life within the resources of this planet (Vision 2050: Overview, n.d.). Based on the eagerness and abilities of the companies, Brazil strives to hold fourth position in world economy by 2050 while being able to provide good and sustainable living conditions to its population of 260 million (Vision 2050: A new agenda for business in Brazil, n.d.). Brazil’s economy is currently going through an extremely positive phase. However, its constant growth leading to social and economic developments is also having an adverse effect on the country’s environment. The rate of

American Foreign Policy Assignment Example | Topics and Well Written Essays - 2000 words

American Foreign Policy - Assignment Example With the current state of international instability, the United States is more likely to venture successfully in protecting its global interests both in economic and political benefits. Discussion The approach of protecting the United States global interest is more likely to succeed in the future given the Americans strong believe that their country should take the leadership position in the world. Even though this does not necessarily mean that the United States should take the watchdog role over the world, the support and conviction of American citizens is likely to create an internationally active united states that is capable of effectively pursuing its global interests. Additionally, scenarios taking place in other nations and in fact the whole world are cable of affecting the United States and indeed the interests of its citizens. This approach is more appreciated now more than ever especially after the 9/11 terrorist attacks (Bartholomees, 2006). In addition, it is quite evide nt that the United States prefers multilateralism rather than unilateralism. To Hough, (2008), Americans have a strong conviction that it is more effective and certainly better to boost cooperation with other nations of the world in an effort to realize the nations’ (US) interest than it could be to work against these nations the rationale behind these approach is that it is more cost effective considering that the united states partners in the globe can willingly share the burden. Thus whilst the invasion of Iraq drummed overwhelming support from the American citizens, their willingness to bear the burden of rebuilding that nation is unclear and this necessitated the assistance of other states. Generally, the United States is known to support the promotion of other nations market based economy or capitalism, free trade and democracy. This is a clear indication that America is more likely to succeed in future through this approach even though as a matter of fact, other values may be prioritized in certain instances, and even though these values may generally serve the united states global interest, the united states national interest takes priority. Consequently, these values perused by the United States are the core values and embracing of these values by other nations is perceived as a positive development. These make the protection of US global interest approach more likely to succeed in future. Furthermore, with the Americans believe that confrontation of international terrorism ought to be prioritized; the country’s global interest is more likely gain momentum if future as more nations in the world are coming up in support of this policy. Conclusion Indeed, even though there are generally four assumed future scenarios for the United States protection of the United States among these four assumed futures is more likely to succeed in future. This approach is supported by Americans strong believe that their country should take the leadership po sition in the world, the country’s preference of multilateralism rather than unilateralism, and Americans believe that confrontation of international terrorism ought to be prioritized. Part 2 Question 2 of 4. Assess what type of structural constraints - if any - the US Congress imposes upon the presidency in general and

Human Resource Management Outsourcing Adoption Among Chinese SMEs Dissertation

Human Resource Management Outsourcing Adoption Among Chinese SMEs - Dissertation Example All four objectives have been achieved. The study finds that the drivers of HRMO adoption at the Chinese SMEs include lack of expertise, cost savings (although they lack the in-depth knowledge of cost calculations), political factors such as labour laws, and lack of internal capability. Basing their decisions on the transaction cost theory, the SMEs recognize that outsourcing offers advantages such as economies of scale and access to expertise. This has enhanced the adoption of HRMO among the Chinese SMEs. However, despite some amount of adoption, the SMEs in this study demonstrate their incapability and inefficiency in managing HR outsourcing and in HRMO adoption. They acknowledge that they lack the resources and capabilities which also reflect in the vendor selection process. Those that have not outsourced express lack of confidence on the vendors’ quality or their firm size does not justify the costs of outsourcing. The SMEs are unable to anticipate their needs as well as t he contingencies. The SMEs are reluctant to outsource because of lack of trust on the vendors’ abilities, firm-specific knowledge (which gives rise to lack of trust), fear of opportunism, and lack of negotiating skills. The SMEs do not have the expertise to evaluate the contractors; they do not appear to have the expertise to evaluate the risk-bearing costs, essential to managing contracts of outsourcing. The study suggests that the cultural influence has been the biggest barrier to HRMO adoption among the Chinese SMEs but along with it political and economic factors are equally responsible. With the western influence, SMEs in China do recognize that they need to change their strategy but appear to be unsure of their decisions. Or they may be reluctant to accept responsibility for their decisions. In light of the above, recommendation for an HRMO strategy for the SMEs in China has been made. The model suggests initial identification of needs, assessing and comparing of intern al and external capabilities are ore-requisites. Recruitment and selection being the key concern of the SMEs, these should be outsourced to POEs or head hunters who have the necessary skills. Another key criterion that SMEs have to focus on is on evaluating the agent prior to signing the contract. Support of government should be taken to identify the right agent. Before signing the contract cost evaluation is vital which includes costs not just related to the actual work but unforeseen costs such as monitoring costs, termination costs, control costs. The agent should function as an extension of the organization and work in cohesion with the principal. The relationship should be build with a long-term focus which also helps control costs. The study concludes by highlighting the limitations and recommending areas for further study. Table of Contents Chapter One: Introduction 1.1 Research Background 1 1.2 Rationale for the Study 2 1.3 Research objectives 2 1.4 Organization of the Study 3 Chapter Two: Literature Review 2.1 Introduction 4 2.2. Definitions and Background Overview 2.2.1. Definition of SME 4 2.2.2. SMEs’ in China 5 2.2.3 HRM Functions (Human Resources Management) 6 2.2.4 Outsourcing 6 2.3 HRM Outsourcing 7 2.3.1 Rationale for HRM outsourcing 8 2.4 Economic Theories underpinning Outsourcing 2.4.1 Transaction Cost Economies 9 2.4.2 Principal-agent Theory 11 2.4.3 Porter’s Value Chain Framework 12 2.5 SMEs and HRM outsourcing 13 2.6 Advantage

PATIENT SAFETY CULTURE Essay Example | Topics and Well Written Essays - 1000 words

PATIENT SAFETY CULTURE - Essay Example At the same time, there are self-practicing doctors who provide independent medical services to patients who visit them on a regular basis and have less purchasing power. The issue of patient safety arises when the doctor wrongly prescribes a medicine to a patient which gives rise to further complications of the case. Likewise, in hospitals, the doctors wrongly input the data of the patient by way of non-standardized abbreviations that are against the rules of the hospital. These risks taken with a patient’s life can be life-threatening. Particularly, when a patient's record is mixed with another patient due to the use of non-standardized writing. In the recent decade, the issue of patient safety has been debated in the developed countries. In United Kingdom, the National Patient Safety Agency (NPSA) has been established to oversee the issue of patient safety and to develop tools to implement a patient safety culture in the hospitals and on individual basis. The NPSA aims to b ring into alignment the safety of patient with the objectives of the organizations (NPSA, 2012). To achieve this NPSA provides awareness sessions that focus on the developing capacity of the medical staff and doctors in each organization. Likewise, they create public awareness among the patients to understand the importance of patient safety and its impacts on their lives. ... information about the drug, directions for use, its side effects and any other important information that if not disclosed may result into serious situation for the patient. Claridge and Sandars (2007) highlighted that the hospitals can implement patient safety by giving due consideration to the patient’s history and other particulars before prescribing a drug. The decision to prescribe a particular drug to a patient should not be based upon precedent. Each patient is different and so is their medical history. Therefore, each patient should be prescribed a drug depending upon one’s disease, side effects, interactions, age and sex, etc. Likewise, Claridge and Sandars (2007) highlight that in case where the patient has been given a drug based on long-term should be regularly reviewed for any possible changes in their effect and dosage. Also, they recommend that in order to reduce the threats to the patient safety, it is important to provide proper education of such threat s to the patients. Thus, empowering them with the knowledge about how to ensure their safety. Spath (2002) argues that the patient safety culture is a part of every hospital and medical facility. The norms and conduct of the employees of the facility show the patient safety culture they exercise. However, Spath (2002) highlights that the culture is an on-going process which takes effect in the long-term and has a long-lasting impact. It takes time to change the culture and this culture change in the medical facilities can also be achieved with a proper procedure and systematic method. For instance, Spath (2002) postulated that the first step towards bring a culture change in the medical facility is through empowerment of the staff members instead of ensuring their involvement. For instance, the

Preparing and Electronic Portfolio Essay Example | Topics and Well Written Essays - 500 words

Preparing and Electronic Portfolio - Essay Example They include; 1. Definition of portfolio context and goals-this is the step whereby the purpose of the portfolio is defined. It’s important to ask oneself what is it that you are trying to show with this portfolio. For instance are there any goals, outcomes or standards that are being exhibited using this portfolio? You will realize that you are prepared for the following stage when; firstly, you have been able to identify the purpose as well as the primary addressees for your portfolio. And secondly when you have identified the standards or objectives that you will be utilizing in organizing your portfolio. And finally, you have been able to select the development software you will be making use of as well as completed the initial stage using that specific tool. 2. Classification/Collection –Some of the questions one needs to ask here include; what type of artifacts will be included in the portfolio and how are such entries going to be classified? This stage therefore involves identification of various portfolio items which may be determined by assessment context as well as the kind of evidence that is to be collected. Selection of the most suitable software development tools for the portfolio context together with available resources. This stage also involves identification of the storage together with presentation medium most suitable for the given situation. 3. Reflection-Reflection generally is the soul and heart of any portfolio. It provides the basis for why these artifacts symbolize attainment of a specific result, objective or standard. The excellence of the learning that comes out of the process of portfolio development will be directly proportional to the excellence of the self-reflection put on the work. 4. Interaction/connection/feedback/dialogue-this is the step that offers an opportunity for not only interaction but also feedback on the kind of work placed in the portfolio. Apparently, this is

Art History Movie Review Example | Topics and Well Written Essays - 500 words - 1

Art History - Movie Review Example The movie flashes back to 1941; nine years earlier. During this time, Pollock was often drunk and made a living by displaying his paintings in the infrequent group art shows. He was struggling to make a mark in the 1940s New York. As cited Boddy-Evans, this struggle made Pollock to suffer from depression, volatile temper, alcoholism, and self-doubt. The film provides glimpses of the New York art world. The viewers note that the war between creativity and vulnerability to impotent rage, self-doubt, and drunkenness. and alcohol destroys Pollock. He later meets artist Lee Krasner (Harden) and Jackson takes interest in her. Lee Krasner is also a painter and later became his wife and the most tireless champion. Krasner rescues Jackson from his struggles helping him to win the patronage of a rich Peggy Guggenheim. He gives him painting contract worth $2,400. However, his fame results in a wedge between himself and Lee. The casting is excellent as to appear inevitable from the stare of the silent challenge, to the virile baldness, and the manner in which Pollock handles a cigarette like a throwaway extension of his will. The studio scenes are rooted in the moment when Jackson drips pain on the floor accidentally and finds out that his revolutionary controlled splatter technique is everything most people hope for. In its execution, Pollock’s style was singular and joyfully athletic. This makes the viewers believe that they are witnessing the creation of the actual works. The most eye catching sequences demonstrate the manner in which Jackson works on his populous drip paintings, invoking dense disordered patterns with a combination of skill and gravity, along with luck. Harris is comfortable portraying the self-destructive streak of Pollock and its impacts on Krasner. However, his wife, Lee shows the will of iron under her unshakable compassion and

The threat of terrorism warrants the curtailment of civil liberties Essay

The threat of terrorism warrants the curtailment of civil liberties (Persuasion ) - Essay Example These terrorist groups also have the latest in satellite imaging, in weapons technology, in biological and chemical weapons capability, and even cyber-terrorism. And they are not afraid to use these weapons and technological advancements on as many people as possible. They are not bound to honor the laws of man and of God in unleashing these weapons; but the different countries and governments trying to counter these terrorist attacks and weapons are pressured to abide by their laws. And because of terrorists’ disregard for laws coupled with their potential to wreak havoc on people’s lives, I believe that stronger means must be employed in order to protect and ensure our safety and security. There are necessary measures, like the curtailment of civil liberties, which have to be employed in order to counter the threat of terrorism. An opinion survey conducted by YouGov in the UK sought people’s perception or opinion about the government’s proposal to control civil liberties and the survey revealed that a great majority of respondents believe that it is appropriate to curtail the movements of terrorist suspects even if the usual trial policies cannot be applied to them. The survey also revealed that most people favored preemptive actions to be taken by the government in order to control or address the threat of terrorism (2). Majority of the respondents also set forth that they do not accept the idea that government authorities can never curtail anyone’s civil liberties, especially when it is essential to their national security (2). In the same survey, the respondents were asked if they rated national security as more important than the protection of their civil liberties. Again, majority of the respondents believed that national security is more important to them, and only about 3% answer ed that their civil liberties were more

Food Chemistry Options Report Essay Example for Free

Food Chemistry Options Report Essay Food Chemistry What is food chemistry? Food chemistry is the application of the actual science that goes into the production, development, and actual creation of the foods we frequently consume. In reality, much more thought as well as actual science goes into the food production and consumption that we as a society divulge in so regularly. It is up to the food chemists to design the most efficient and fastest way to make and preserve both the appeal as well as the nutrition of the food. With that being said, not only must the food meet the standards of the consumers, but the chemistry behind it must also be in line with the guidelines set up by organizations such as the FDA. Perhaps the most important factor when looking into a food is its chemical composition. For example, typical lipids include phospholipids, sterols, and vitamin D which because of their structures remain soluble in organic solvents but insoluble in water. A common lipid makeup of a fatty food contains an intricate mixture of many different molecules. A large part of these lipid makeups are usually a good amount of triacylglycercols which are literally the esters of three fatty acids bonded to a glycerol molecule. Variation in fatty foods are then caused by differences in chain length, degree of unsaturation, and position on the glycerol molecule(ACS). Another prominent factor when considering the different types of fats is that the unique profile of lipids present determines the exact nutritional as well as physiochemical properties. As the discussion of food fat and oils continues, it is important to distinguish that the difference between the two is that a â€Å"fat† is a lipid that is solid at room temperature whereas an â€Å"oil† is a lipid that is liquid at that same temperature. Along with lipids, carbohydrates also have a very different chemical structure that contributes to their unique qualities. Carbohydrates exist in combinations of carbon, oxygen, and hydrogen which really shows how simple the base structure of a carbohydrate is. In the presence of animals, carbohydrates can be seen as starches whereas in plants they are most commonly noticed as cellulose. Carbohydrates can be most commonly identified in their base state as simple sugars but they can quickly combine to form complex structures as more of the simple sugars combine. A common structure for a simple sugar or monosaccharide is a carbon chain ending with a carbonyl group that also has hydroxyl groups spread out over the molecule. The main difference from some simple sugars to others is the specific orientation of the hydroxyl groups around the simple sugar chain. As the talk of lipids goes more into depth, it is important to distinguish between the different types of fat and in this case the differences between saturated and unsaturated fats. It has long been common knowledge that unsaturated fat is better for you and that saturated fat is just horrible for you but it has never really been explained at all. However, when examining into the actual chemical effects that these two fats can have, it becomes much easier to see why one would be considered so much healthier over the other. As the chemical structure of saturated fats are examined it can be seen that since the molecule is so concentrated with hydrogen atoms, there is no double bonds contained between the atoms. These saturated fats have been known to raise cholesterol levels because of the more dense fat that must be consumed. When the structures of unsaturated fats are looked at, it can be seen that there is a huge difference between its chemical structure and that of the saturated fat. This difference is shown by the presence of double bonds between some of the atoms. This presence of double bonds then shows that the atom has a much less concentrated state in comparison to the saturated fats which also explains why it remains at a liquid at room temperature instead of a more dense solid. As a result, these unsaturated fats take much less of an effort by the body to consume since they are less dense which is really what helps them in being considered so much healthier. Shelf life, the length of time a product can be stored without becoming unsuitable for use or consumption(Gyesley S. . There are many factors that go into the preserved shelf life of foods and many of which that have to do with the actual chemical composition of the food in question. These factors include the foods exposure to light, heat, water content, as well as exposures of the food to air in general which can lead to slow but actual chemical changes over time. The main problem associated with the exposure of light onto foods is how strong the affect of light can manage to be. Too much light will cause a loss in the presence of vitamins as well as the overall appearance since the excess of light can lead to a much faster deterioration of the food. There can really be a problem with the amount of water content in packaged foods today too, as that can affect the rate at which that food undergoes chemical changes however if the food comes dry and then begins to pick up moisture it can drastically change the rate at which microbial spoilage will take place. These chemical changes in the food is really what leads to the sharp decline in shelf life as well as the quality of the food and it is influenced in a very strong way by the temperature at which the food is stored. A gallon of milk left out at room temperature spawns microbial growth much faster than one that is left in the refrigerator. It is important to realize how important the preservation of food becomes after reading about how easily food can spoil. The first of these is one of the most obvious that involves storing dairy products at low temperatures which usually encompasses using a refrigerator. There are also some techniques that change the packaging such as many foods these days that are packaged in reduced oxygen. The growth of the traditional spoilage organisms can be prevented by the application of this new method at a higher rate than ever before. The use of these new packaging techniques really differs from the past when one of the most common forms of preservation in meats was to salt them very heavily. As that is now still an option, it is used way less often because of how unhealthy that has become to be considered by our society today. What is sometimes simply overlooked in foods is the appearance by which they come. Foods have color because of their ability to reflect and absorb the different wavelengths of visible light. When considering where these colors actually come from the answer usually involves one of the natural pigments of either anthocyanins or carotenoids. Anthocyanins are more commonly known to be present among plants. The colors they produce range from pink, red, and purple to blue. Carotenoids are considered to be more of a general igment as they are virtually found everywhere. These colors involve red, orange, and yellow which are typically most seen through nature. As to the presence of Anthocyanins in plants, it is important to realize that along with it comes the commonly known natural pigment of chlorophyll that is typically found in any plant that shows green. As the conversation onto the appearance of food continues, another aspect of food that would have to be considered is the texture of f oods. In liquids, one of the most common ways that is used to change texture or the look is through the process of emulsion. This involves combining two liquids that would normally be insoluble to each other by means of adding one to the other drop by drop. This process of emulsion can really be sped up by the addition of an emulsifying agent as well which allows for the two liquids to combine faster. When the actual term of â€Å"emulsifier† is used, this just describes the actual substance that allows small droplets of one liquid to become suspended into the other. In conclusion, food chemistry involves a large amount of organic and chemical structure knowledge in order to maintain and improve upon the food production and processing techniques that are already out there. Much more thought is often put into food chemistry then most people would think which shows why it is often not known or understood by the common person. However, as food development and preservation becomes even more prominent in our society today, common food chemistry knowledge should become more well known.

Holocaust Museum Essay Example for Free

Holocaust Museum Essay The scary and historical holocaust museum in the United States gives a memorable and unforgettable lesson in the fragility of freedom. During World War II,where the time of which the Nazi Germany operate and murdered all European Jews because of their sense of racial inferiority. The word holocaust derived from the Greek word meaning sacrifice by fire. In January 1933, the Nazis came to lead the Germany. And they used different terms to hide the true nature of their crimes. Moble killing units also called Einsatzqruppen operated mass murder to European words,Roma and Soviet state and communist party officials through mass shootings. The wars ending Europe with the unconditional surrender of German armed forces in 1945. Holocaust museum prevent mass killing, promotes leaders, and strengthen democracy. It is used for educational activities and global outreach program. which headed and supported by pubic partnership and federal support. Holocaust museum with its unique power and authenticity its educate millions of people regarding the dangers of very strong dislike and the need to prevent mass killing. It encourage to act and develop a sense of moral responsibility among every citizens so that they will react to the monumental challenges to face the world. The horror of Holocaust was the unforgettable memory of American people. The site of Auschwitz,Dachau ground wet because of the rain and other death camps,shards of bone and layers of ash work their way to the surface. This process is at work in the memory of the Holocaust. The national institution condition in a well known location near to the National Mall in Washington, DC is the United States Holocaust Memorial Museum. It is supported by the government of United States by giving funds for the constructiion of the building and for the continous operations of the museum. Jewish movie director Steven Speilberg contribute lot for the museum. It is located in the Raoul Wallenberg Place, after the Swedish diplomat who saved 100,000 Jews in Hungary during World War II. The land which the museum was build was owned by the United States Department of Agriculture and which the two of the three annex buildings of this prosperity was demolished in order to build a museum whose design was patterned or more about holocaust. Progressively more, discriminatory measures in Nazi Germany led many Jews and others targeted by the Nazis to try to leave their country. Between the 1933, Nazi party lead and 1939, more than 300,000 Jews migrated from Austria and Germany. However, for many, finding a safe haven proved difficult. Western nations feared an influx of refugees, especially in the wake of the Kristallnacht (Night of Broken Glass, November 9-10, 1938) pogroms. Although 85,000 Jewish refugees reached the United States between March 1938 and September 1939, due to American immigration Evian \ Conference restrictions on the number of immigrants this level of immigration was far below the number seeking refuge. At the 32-country convened in 1938 to consider the plight of refugees, no country except the Dominican Republic was prepared to increase immigration quotas. In 1939, both Cuba and the United States refused to admit over 900 Jewish refugees who had sailed from Hamburg, Germany, on the St. Louis. The ship was Progressively more, discriminatory measures in Nazi Germany led many Jews and others targeted by the Nazis to try to leave their country. Between the 1933, Nazi party lead and 1939, more than 300,000 Jews migrated from Austria and Germany. However, for many, finding a safe haven proved difficult. Western nations feared an influx of refugees, especially in the wake of the Kristallnacht (Night of Broken Glass, November 9-10, 1938) pogroms. Although 85,000 Jewish refugees reached the United States between March 1938 and September 1939, due to American immigration Evian Conference restrictions on the number of immigrants this level of immigration was far below the number seeking refuge. At the 32-country convened in 1938 to consider the plight of refugees, no country except the Dominican Republic was prepared to increase immigration quotas. In 1939, both Cuba and the United States refused to admit over 900 Jewish refugees who had sailed from Hamburg, Germany, on the St. Louis. The ship was forced to return to Europe where, ultimately, many of the passengers putrefied in concentration camps or killing centers forced to return to Europe where, ultimately, many of the passengers putrefied in concentration camps or killing centers. EXPERIENCE IN THE MUSEUM As I went in on the museum ,I felt so emotional because I cant believe that in the old generation,they can kill as many people as they want I felt sympathy to the Jews. I cant understand why they have to kill the people, because for me as a Christian believes that God our creator is the only one who have the right to get back our lives. I was also impressed because as the years passed by ,many historical buildings can be take care and supported by the government and the citizens of our community. And as I went out of that museum,theres a hope that as a new generation comes,life would be meaningful and all of the people would respect the life of each other . It will serve a big lesson to each and everyone who think negative to others. It shows how it was happened and the unjusticed action of Nazi for the Jews. Because of this,it helps individuals realized that there is no good effect in having a negative perception to other people it may caused war and violations . Always think positive ,communicate well to others and avoid any inferiorities. In preventing Holocaust museum in the present time gives a big contribution specially in the teen agers mind, they can avoid violence and know how to show kindness to other people. It can build a harmonious relationship to each other. And they can act as good human beings ,with fear to GOD and concern to the feelings of others. This historical museum is a very good symbol to end wars and to avoid violence. It is very impressive that American government support the funding for the museum in order to preserve ths documentary and historical event that is very useful in showing to people the importance of human relationship and useful value of this Holocaust museum. It is a very good place to visit by different schools for their educatinal activities and their outreach programs. BIBLIOGRAPHY Shandler Jeffrey,1999 While America Watches: Televising the Holocaust,New York Saidel,Rochelle G. ,1996 Never Too Late to Remember: The Politics behind New York Citys Holocaust Museum, New York

Mixing Educator Basic Principle Engineering Essay

Mixing Educator Basic Principle Engineering Essay An educator is a device which mixes two liquids of different flow rates giving a solution of desired flow rate. Educators are made using a venturi design. It enables small pumps to circulate large volumes of tank solution. When pumping is used for solution agitation, the use of an educator will circulate four to five gallons of solution in the tank for every one gallon you pump. Fig 1.1: Mixing educator Basic principle It operates on the principle of flow dynamics pressurized fluid is accelerated through the nozzle to become a high velocity stream that entrains the tank content and intimately mixes with them. The combined stream exists the educator at a high velocity creating a flow field capable of causing additional agitation and mixing the tank contents. Tanks have used pumps without educators for solution mixing for years. Now with the usage of educators, the efficiency has been increased. Educators reduce the energy consumption of the pumps motors and will allow a smaller and less expensive pump to be used to perform the same job. Tank educators motive fluid may come from two sources. The tank liquid may be recirculated through the educator via and external pump or a secondary fluid maybe introduced into the tank. Secondary fluid can be liquid or a gas. Fig 1.2: Functioning of the Educator Usage Tank mixing educators are widely used in many applications to effectively and efficiently mix tank solutions. They offer many benefits over other approaches and are available in many different types of styles, sizes and materials. Tank Mixing Educators are used to agitate liquid, dissolve powdered solids in liquid, and to mix two or more liquids intimately within a tank or other vessel without the use of baffles or moving parts inside the tank. They are used to drain flooded cellars, empty tanks and sumps or bunds. Also used for pumping and mixing operations in oil treating systems. De-watering sand and coal barges, Introducing anti-knock fluids and colouring matter into gasoline. Continuous blending, Acidifying ,production of emulsions, Caustic zing of oils, Mixing drilling mud It can also be used to pump food products, sand and filter clay or activated carbon. Tank mixing. Educators are currently installed in the following types of re-circulating process tanks: Plating tanks Cleaning tanks Phosphate tanks E-coat paint tanks Sludge tanks Paint booths Anodizing tanks Cooling towers Fertilizer tanks Pulp tanks Decorative fountains Salt water aquariums Reef tanks Features As there are no moving parts in the educator, it minimizes the maintenance expenses. Optimum flow field enables more activity within the tank than competitive units without changing pumps. Compact design and ease of mounting prevents the educator from interfering with other tank equipment. The educator can be installed in a wide variety of open vessels or closed tanks.   It eliminates stratification and promotes a homogenous tank with relation to pH, temperature, solids or gas dispersion, and distribution of chemicals. As the educator can generate a directed flow field within the fluid being mixed including viscous fluids, slurries, and suspension ,it produces a unique agitation not available with other types of mixers. Liquids of different specific gravity can be mixed easily. It is excellent for scrubbing application. In-tank mounting eliminates the need for costly, complex mounting structures above tanks. Benefits Ensures homogeneous fluid mix throughout the tank. More thorough mixing results in solution uniformity such as temperature, pH level, solids/gas dispersion and chemical distribution which helps in ensuring product and process quality. Eliminates sludge build-up and reduces the tank cleaning time. Enables the usage of small pumps to circulate large volumes of tank solution. Smaller pumps are less costly to purchase- Units are small in relation to the work they do and cost is correspondingly low. Smaller pumps are less expensive to operate. Simplifies operation and maintenance as there are no moving parts it eliminates the need for compressed or blower air and the resulting oil contamination and/or ventilation problems. Self-Priming Educators are self-priming. They operate equally well in continuous or intermittent service. No Moving Parts Educators have a very simple design and are reliable. There are no moving parts to wear or break in a basic educator. Even when equipped with accessories such as regulating spindles, snap valves, float mechanisms only a little maintenance is required. Corrosion and Erosion Resistant Because they can be made of practically any workable material, or coated with corrosion-resistant materials, educators can be made highly resistant to the actions of the liquids handled or the environment in which located. Educators can be used in hazardous locations where electrically operated alternates would require explosion proofing at considerable cost .Hence they are very safe. Automatically Controlled Units can be adapted for automatic control by means of a pressure liquid regulating spindle or a snap-valve and float arrangement. Easy to Install Connections can be made to suit your piping requirements. Little space is required to accommodate units and they are normally so light in weight they can be supported by the piping to which they are attached. CHAPTER 2 TYPES OF EDUCATORS Water jet educators The Water Jet Educator is a type of ejector which utilizes the kinetic energy of a pressurized liquid to entrain another liquid, mix the two, and discharge the mixture against a counter pressure. These types of ejectors are used throughout industry for pumping, mixing and various other operations. During the operation, the pressure liquid enters the educator through the pressure nozzle producing a high velocity jet. This jet action creates a vacuum in the line which causes the suction liquid to flow up into the body of the educator where it is entrained by the pressure liquid. Both liquids are discharged against back pressure after being thoroughly mixed in the throat of the educator .The body with no pockets permits the pressure liquid to move straight through the educator and reduces the possibility of solids in the suction material collecting and clogging. In the suction chamber the pressure drop held to a minimum. Advantages: Low initial cost. Self-priming Easy to install Little or no maintenance required No moving parts No electrical connections required Fig 2.1: Water Jet Educators Automatic educators Automatic Water Jet Educators are used to pump out sumps where liquid accumulates slowly but must be evacuated when it has reached a predetermined level.As the liquid in the sump (basin, tank, cellar, bilge, etc.) is accumulated, it raises the ball float until the upward action of the float opens the snap-acting valve, admitting motive fluid into the pressure connection of the educator. The jet action of the motive fluid creates a vacuum in the educator and entrains the suction fluid, discharging both the fluids then. The sump level drops to a point where the snap acting valve shuts off ,as the suction fluid is pumped out. Pumping action does not take place until the sump again fills to the operating level. Advantages: Automatic operation. No electrical connection required. Only 2 moving parts- snap-acting valve and ball float. The full assembly is so compact it can be installed in tanks as small as 13 1/2 diameter. Condensate and mixing educator Fig 2.3: Condensate Educator These educators are designed to mix two liquids in various proportions in operations where the pressure liquid is the greater proportion of the mixture. In operation, the pressure liquid issues from the nozzle at high velocity and entrains the suction liquid. The high turbulence in the throat of the educator mixes the two liquids, blending and emulsifying thoroughly and completely. Colloidal suspensions are produced.. The pressure drop between the pressure liquid and the discharge should be at least 10 psi for adequate mixing, and the difference between the discharge pressure and the suction pressure should not exceed 75% of the difference between the operating pressure and the suction pressure. Applications: Removal of condensate Mixing gasoline Diluting acids and alkali Blending and proportionating chemical solutions Tank mixing educator It is done by mechanical agitation. They are used to agitate liquid, dissolve powdered solids in liquid, and to mix two or more liquids intimately within a tank without using baffles or moving parts inside the tank. Normally, the tank is filled by means of the educators. Mixing occurs as soon as the level of liquid in the tank covers the suction of the educator. In addition to the mixing obtained between the fluids in the educator, the jet action of the discharge from the educator serves to agitate the tank thus preventing stratification. Hopper equipped educator Hopper-Type Educators are made for handling slurries or dry solids in granular form and are used for ejecting sludges from tank bottoms, for pumping sand from filter beds and for washing and conveying granular materials. Typical materials handled include: borax, charcoal, diatomaceous earth, lime, mash, fly ash, rosin, rock and granulated salt, sand, dry sawdust, light soda ash, dry sodium nitrate, powdered sulphur, wheat and many others. Fig 2.5: Hopper Equipped Educator Advantages: no moving parts easy design (made from machine able or cast able materials) no maintenance required Water jet sand educator Water Jet Sand and Mud Educators are used in pumping out wells, pits, tanks, or sumps where there is an accumulation of sand, mud, or other material not easily handled by the standard educator. Heavy sludge residue can be handled easily from refining operations. They have an open suction and are designed to be submerged in the material being handled. The pressure liquid, passing through the nozzle, produces a high velocity jet which entrains the sludge or mud. Discharge then takes place through a vertical pipe or hose. Annular Multi-Nozzle Water Jet Educator Annular Multi-Nozzle Water Jet Educators are designed to handle solids and semi-solids. Water is introduced though the nozzles on the periphery. The pressure water creates a vacuum which draws in and entrains the material being handled. Fig 2.7: Multi -nozzle Water Jet Educator. Advantages: Highest efficiency Low discharge High air handling capacities. Plastic tank educators There are 2 types: PPL (Glass Reinforced Polypropylene) and PVDF (KYNAR ®). Educator circulation ratio of supply to discharge is1:5 Polypropylene (PPL) It is a polymer prepared catalytically from propylene which differs from HDPE by having an isotactic replacement of a hydrogen atom by a methyl group on alternate carbon atoms in the main chain. Although largely unreactive chemically the presence of the methyl groups makes Polypropylene slightly more susceptible to attack by strong oxidizing agents than HDPE. Quick Facts: Maximum Temperature: 275 °F 135 °C Minimum Temperature: 32 °F 0 °C Melting Point: 338 °F 170 °C   Tensile Strength: 4,500 psi   Hardness: R95   UV Resistance:  Poor   Translucent ,Rigid Specific Gravity: 0.90 Advantages: High temperature resistance Excellent resistance to dilute and concentrated acids, alcohols ,mineral oils . Good resistance to aldehydes, esters, aliphatic hydrocarbons. Limited resistance to aromatic and halogenated hydrocarbons. KYNAR (PVDF): Is a high molecular weight thermoplastic polymer with excellent chemical inertness. Quick Facts: Melting point : 352 ° F Heat deflection at 66 psi (ASTM D 648) : 300 ° F Heat deflection at 264 psi (ASTM D 648) : 235 ° F Maximum serving temperature for short term : 340 ° F Maximum serving temperature for long term : 285 ° F Thermal conductivity (ASTM C 177) : 1.32 Btu-inch/hr-ft~2-  ° F Specific heat : 0.23 Btu/lb-  ° F Coefficient of linear thermal expansion (ASTM D 696) : 7.110~5 Applicable temperature range for thermal expansion : 50-300 ° F Advantages: Highly resistant to oxidizing agents and halogens. Completely resistant to aliphatic aromatics, alcohols, acids and chlorinated solvents. Resistant to most acids and bases. Mechanically strong Thermally stable Resistant to low temperatures Self-extinguishing Non-toxic High dielectric strength Stable to ultraviolet and extreme conditions. CHAPTER 3 CUSTOM TANK EDUCATOR MANIFOLD DESIGN Manifold designs can be customized for various applications. Shown below is a type of design used by various industries for a number of applications. The main advantage of such a design is that it is highly efficient. Fig 31: Manifold Design CHAPTER 4 TYPES OF COATING 4.1 Fusion Bonded Coating A single coating offers excellent abrasion resistance that it can withstand the punishment of sand blasting.5-3 mils thick coating can be applied. Fig 4.1 Machine able Excellent Abrasion Resistance 300 ° F Continuous Service Impact Resistant Withstands Saltwater Environment Self-Lubrication Electrical Insulation 4.2 Edathon Coating This coating is applied by electrostatic powder spray or fluidized powder bed. Its strength, radiation resistance, wear resistance and creep resistance are greater than those of other fluoropolymers such as PTFF,FEP or PEA. Excellent Corrosion Resistance Excellent Abrasion Resistance 300 ° F Continuous Service Good Non-Stick Characteristics Excellent Dielectric Insulation Resistance to radiation High chemical and temperature resistant Fig: 4.2 Edathon Coating Edathon Coated Tank Nozzle CHAPTER 5 DESIGHNING OF AN EDUCATOR 5.1 Materials of Construction Carbon steel 316 SS Bronze PVC PPL PVDF Titanium Teflon Fiberglass 5.2 Design and Dimensions As it is one of the most cost-efficient and effective ways for manufacturers to get the best performance from their re-circulating process tanks, it is easy to see why tank mixing educators are the design of choice for all major manufacturers. To obtain optimal mixing performance, it is important to understand these product differences and how to specify and install educators. Liquid mixing educators consists of a nozzle, a venture and a body to hold parts in their relative positions and to provide a suction chamber. Additional accessories such as regulating spindles, snap values and floats for controlled agitation can also be added to the design. Liquid jet educators are manufactured in a variety of types and sizes as well as materials .The standard type are: 264 type-0.5 inch to 6 inch 266 type-0.5 inch to 6 inch 242 type-0.5 inch to 24 inch Before determining the correct type and size of the educator certain variables such as pressure, temperature, density required ,entrainment rates and operating conditions must all be considered. Fig 5.2 Design Fig 5.3: Dimensions of an Educator Table 1: Types of educators Dimension A Dimension B Dimension C Dimension D Size Max Free Passage IN (mm) IN (mm) IPS (mm) IN (mm) 3/8 0.2656 5.00 (127) 2.50 (64) 3/8 MNPT (10) .50 (12) 3/4 0.4062 7.25 (184) 3.69 (94) 3/4 MNPT (20) .81 (20) 1-1/2 0.5625 10.88 (276) 5.50 (140) 1-1/2 FNPT (40) 1.12 (28) 2 0.8125 14.50 (368) 7.69 (195) 2 FNPT (50) 1.62 (41) 3 1.1875 22.00 (559) 11.75 (298) 3 FNPT (80) 2.50 (63) 4 consult 25.00 (635) 12.00 (305) 4 FNPT (100) 3.00 (76) 6 consult 35.00 (889) 25.00 (635) 6 FNPT (150) 4.50 (114) CHAPTER 6 WORKING As the motive liquid enters the tank contents into the suction openings ,a thorough mixing takes place within the unit before being discharged. Further mixing and agitation is provided by the discharge flow within the tank. The motive fluid is drawn from the tank. Requirements for Mixing: Minimum inlet pressure 10 PSIG Maximum inlet pressure 100 PSIG For efficient operation the inlet pressure should be within the range of 20 to 70 PSIG. As the solution is pumped through an educators orifice, a low pressure area is created that acts to pull solution from behind the bell shape of the educator and direct the solution out of the bell end.  Ã‚  For each gallon of solution that is pumped through the educator, five gallons of additional solution is circulated within the tank. Fig 6.1: Working CHAPTER 7 GUIDELINES FOR SPECIFYING MIXING EDUCATORS Step 1: Determine the needed turnover rate: How many times per hour does the tank solution need to circulate through the educators? The answer is application dependent and based on solution viscosity and the number of particulates. A general rule of thumb is 20 turnovers per hour. Some typical guidelines are given below: à ¢Ã¢â€š ¬Ã‚ ¢ Plating and rinsing tanks: 10 to 20 turnovers per hour although (some plating tanks may require more than 30 turnovers per hour). à ¢Ã¢â€š ¬Ã‚ ¢ Cleaning tanks: at least 10 turnovers per hour à ¢Ã¢â€š ¬Ã‚ ¢ Heavily soiled tanks: up to 20 turnovers per hour à ¢Ã¢â€š ¬Ã‚ ¢ Critical cleaning tanks: more than 20 turnovers per hour. Step 2: Calculate the needed flow rate: Multiply the turnover rate by the tank volume and then divide by 60. Example: Let, turnover rate/hr. =10; Tank volume=800 gallons Then 10 x 800=800 gph Now 8000 à · 60 =133.3 gpm Step 3: Determine the needed inlet flow rate: As educators mix at a 5:1 ratio, take the gallons (litters) per minute and divide by 5. Example: 133.3 à · 5 = 26.7 gpm Step 4: Determine the educator size required with the help of the performance table. Step 5: Determine how many educators you need: Multiple educators may be used to obtain the needed flow rate or to prevent stagnation which is a common problem in square and rectangular tanks. In general, using multiple educators in larger tanks will provide more effective mixing than one centrally located educator. Step6: Determine the educator placement: As little agitation occurs below the level of the educator, in order to obtain maximum liquid turnover, the educators should be positioned as close as possible to the bottom of the tank. If settling cannot be tolerated, install the educators 1 (.3 m) above the bottom of the tank. Educators should be placed so the flow field will reach the farthest and highest liquid level at the opposite side of the tank. Mounting adapters are available to direct flow as needed. The educators should be placed 12 (.3 m) apart for uniform and even agitation. CHAPTER 8 OBSERVATIONS AND CALCULATIONS Mathematical Model The educator designed here is made up of fiberglass and is based on the operating data for type 264. For the test the eductant used is water and the suction fluid used is blue ink. Eductant pressure, suction head and discharge pressure were varied and the eductant and suction flows were measured. For example: The following table shows the values calculate when using a .48 educator, with 15 PSI pressure available. The flow rate through the nozzle will be 25 GPM-The total amount circulated will be 125 GPM. Table 2: Observations Size orifice and NPT connection Pressure (PSI) 8 10 15 20 25 30 35 40 Nozzle Flow (USGPM) .20 1/4 NPT 3.2 3.5 4.3 5.0 5.5 6.1 6.6 7.0 .30   Ã‚   3/8   6.2 7.5 9.2 10.7 11.9 13.1 14.1 15 .37 3/4 11.8 13.5 17 19 21 23 25 27 .48 1 18.7 21 25 29 33 36 39 42 .62 1 1/2 33 41 47 53 58 63 67 8.2 Graphical Analysis The graph for flow vs. pressure drop was calculated for different diameters is show below: Fig 8.2 : Graphical Analysis (Flow Vs Pressure Drop) 8.3 Performance Table Table 3:Performance and observation The values for the designed educator we measured and tabulated below: Size IPS Pressure Difference, PSI 10 20 30 40 50 60 70 80 90 100 120 140 Motive Flow (GPM) 7.1 10.0 12.3 14.2 15.8 17.4 18.7 20.1 21.3 22.4 24.6 26.5 3/8 MNPT Outlet Flow (GPM) 35 50 61 71 79 87 88 90 91 92 94 96 Max. Plume Length 4 8 12 16 22 29 36 43 50 58 72 86 Table 4:Performance Study The estimated values for the educators of various other sizes are tabulated below: 3/4 MNPT Motive Flow (GPM) 15.4 21.8 26.7 30.8 34.5 37.8 40.8 43.6 46.3 48.8 53.4 57.7 Outlet Flow (GPM) 77 109 134 154 172 189 192 195 197 200 204 209 Max. Plume Length (FT) 5 11 17 24 33 42 53 64 74 85 106 127 Motive Flow (GPM) 30.8 43.6 53.4 61.6 68.9 75.5 81.5 87.2 92.5 97.5 107 115 1-1/2 FNPT Outlet Flow (GPM) 154 218 267 306 345 378 384 389 395 400 409 417 Max. Plume Length (FT) 7.5 16 24 34 46 60 75 90 105 120 150 180 2 FNPT Motive Flow (GPM) 61.6 87.2 107 123 138 151 163 174 185 195 214 231 Outlet Flow (GPM) 308 436 534 616 689 755 767 778 789 799 818 835 Max. Plume Length (FT) 11 23 34 48 65 85 106 12 148 170 212 255 Motive Flow (GPM) 142 201 246 283 317 347 375 401 426 449 491 531 3 FNPT Outlet Flow (GPM) 708 1,003 1,228 1,417 1,585 1,737 1,764 1,790 1,815 1,836 1,880 1,920 Max. Plume Length (FT) 16 34 51 73 99 129 161 193 225 257 322 386 4 Flanged Motive Flow (GPM) 246 349 427 493 551 604 652 698 740 780 856 920 Outlet Flow (GPM) 1,232 1,744 2,136 2,448 2,760 3,024 3,072 3,112 3,160 3,200 3,272 3,336 Max. Plume Length (FT) 22 41 60 95 132 164 196 228 260 295 360 424 6 Flanged Motive Flow (GPM) 493 698 854 986 1,102 1,208 1,304 1,395 1,480 1,560 1,712 1,840 Outlet Flow (GPM) 2,464 3,488 4,272 4,896 5,520 6,048 6,144 6,224 6,320 6,400 6,544 6,672 8 Flanged Motive Flow (GPM) 986 1,395 1,709 1,971 2,205 2,416 2,608 2,790 2,960 3,120 3,424 3,680 Outlet Flow (GPM) (FT) 4,928 6,976 8,544 9,792 11,040 12,096 12,384 12,448 12,640 12,800 13,088 13,344 10 Flanged Motive Flow (GPM) 1,971 2,790 3,418 3,942 4,410 4,832 5,216 5,581 5,920 6,240 6,848 7,360 Outlet Flow (GPM) 9,856 13,952 17,088 19,584 22,080 24,192 24,576 24,896 25,344 25,600 26,176 26,688 CHAPTER 9 CONCLUSION This report consists of the basic principle, the design and a performance study of the mixing educator. Chapter 1 is basically an introduction to the topic and summarizes the principle, applications, features and advantages of the educator. Chapter 2 summarizes the different types of educators used in the industries today. Chapter 3 shows the different custom made designs. Chapter 4 shows the types of coatings used on the educators and its advantages. Chapter 5 summarizes the designing of the educator. Its consists of the educators of different dimensions and their construction. Chapter 7 summarizes the guidelines for specifying the educator. Chapter 8 consists the mathematical model and the performance study. Tanks have used pumps without educators for solution mixing for years .Now with the usage of educators ,the efficiency has been increased .Educators reduce the energy consumption of the pumps motors and will allow a smaller and less expensive pump to be used to perform the same job CHAPTER 10 REFRENCES Robert D. Blevins, Applied Fluid Dynamics Handbook, 1984. Crane Co., Flow of Fluids Through Valves, Fittings and Pipe, 1988 J. R. Lawson, Educator Testing for Waste Dilution, Dec. 28, 1981. Otis, R. H., Preliminary Design Study for an Enhanced Mixing Educator for Gas Turbine Exhaust Systems, Masters Thesis, Restricted Distribution, Naval Postgraduate School, March 1998. Stephen W. Dudar,Preliminary Design Study of an Enhanced Mixing Educator System for the LHA (R) Gas Turbine Exhaust  [Chapter 5]. Robert H. Perry, Cecil H. Chilton, Sidney D. Kirkpatrick, Chemical Engineers Handbook, Fourth Ehtion, 1963.

An Overview of Bilingual Education Essay -- Teaching Education

Overview of Bilingual Education Is a second language a necessity in our world today? Should parents push for their child to learn two languages in elementary school? If we live in multicultural neighborhoods, trade with the global marketplace, and want to use all technology resources available, it is necessary to know two languages. Multilingual people and communities seem to have an edge over monolingual competition. This provides people of all ages an incentive to learn a second language (Genesee, 1998). In this research paper English and Spanish will be the languages referred to for bilingual education, although others are offered. The purpose of this paper is to compare the benefits and pitfalls of language immersion programs to the traditional classroom setting and the outcomes they produce. Bilingual education originating in Canada Language immersion programs now offered in the United States originated in Canada; they wanted English-speaking citizens to know French. Canadians realized English-speaking students were not acquiring enough French to attain satisfactory grades in school and to find jobs in French speaking parts of Canada. Around 1975 Canada’s first French immersion programs arose, and by the 1980’s such programs began in the United States (Martineau, 2002). Canadian programs are now facing problems with increased amounts of children with backgrounds other than English, which means they need to develop more specialty programs. Language immersion programs have grown in popularity since developing thirty years ago in Canada, but in the past 25 years they have increased rapidly in the United States. This development is due mainly to the melting pot effect in the United States; people from many dif... ...cial education degrees as well. Their main goal is to find the best and most efficient way to teach children with these problems. The instructions for these students were given in English and reinforced in Spanish until the child totally understood it in English. 31. Zehr, M. (2002). Bilingual Education Critic’s Research Sparking Debate. Education Week, 21(25), pp. 5. Retrieved March 12, 2002 from Internet. http://edweek.com/ew/ew_printstory.cfm?slug=25biling.h21 32. This article is about a political science professor named Christine H. Rossel who strongly apposes bilingual education. She debates that immigrant children should only be in English immersion programs for one year and students should leave bilingual education programs after two years. Apparently right now, this is an ongoing debate, and some states have already voted against bilingual education. An Overview of Bilingual Education Essay -- Teaching Education Overview of Bilingual Education Is a second language a necessity in our world today? Should parents push for their child to learn two languages in elementary school? If we live in multicultural neighborhoods, trade with the global marketplace, and want to use all technology resources available, it is necessary to know two languages. Multilingual people and communities seem to have an edge over monolingual competition. This provides people of all ages an incentive to learn a second language (Genesee, 1998). In this research paper English and Spanish will be the languages referred to for bilingual education, although others are offered. The purpose of this paper is to compare the benefits and pitfalls of language immersion programs to the traditional classroom setting and the outcomes they produce. Bilingual education originating in Canada Language immersion programs now offered in the United States originated in Canada; they wanted English-speaking citizens to know French. Canadians realized English-speaking students were not acquiring enough French to attain satisfactory grades in school and to find jobs in French speaking parts of Canada. Around 1975 Canada’s first French immersion programs arose, and by the 1980’s such programs began in the United States (Martineau, 2002). Canadian programs are now facing problems with increased amounts of children with backgrounds other than English, which means they need to develop more specialty programs. Language immersion programs have grown in popularity since developing thirty years ago in Canada, but in the past 25 years they have increased rapidly in the United States. This development is due mainly to the melting pot effect in the United States; people from many dif... ...cial education degrees as well. Their main goal is to find the best and most efficient way to teach children with these problems. The instructions for these students were given in English and reinforced in Spanish until the child totally understood it in English. 31. Zehr, M. (2002). Bilingual Education Critic’s Research Sparking Debate. Education Week, 21(25), pp. 5. Retrieved March 12, 2002 from Internet. http://edweek.com/ew/ew_printstory.cfm?slug=25biling.h21 32. This article is about a political science professor named Christine H. Rossel who strongly apposes bilingual education. She debates that immigrant children should only be in English immersion programs for one year and students should leave bilingual education programs after two years. Apparently right now, this is an ongoing debate, and some states have already voted against bilingual education.

Indecision, Hesitation and Delay in Shakespeares Hamlet - Procrastination :: GCSE Coursework Shakespeare Hamlet

Hamlet's Procrastination In William Shakespeare’s Hamlet, Hamlet’s tragic flaw is his procrastination. From the first time Hamlet was acted until now, critics have fought over the reason for Hamlet’s procrastination. Some say that the cause is due to Sigmund Freud’s theory that Hamlet has an "Oedipal Complex," which is his love for his mother. Others argue that he just never finds the right time to carry out the revenge of his father’s murder. The Oedipal Complex theory in regard to Hamlet’s situation seems more likely because of the amount of times Hamlet has to kill Claudius but always fins a reason not to kill him. If it is not the case, then the cause of the procrastination remains a mystery. There is no reason for Hamlet not to kill Claudius, whom he hates, and was ordered by a higher power to destroy, other than the fact that subconsciously, Hamlet needed Claudius to keep him away from his mother. Hamlet procrastinated only because of his fear of intimacy with his mother, knowing that Claudius was the only person separating he and Gertrude. Although Hamlet has a pious duty to avenge his father’s murder, his desire for his mother is too strong for him to leave an open pathway to her. He tries to find excuses to postpone his killing Claudius. First, he tries to discover whether or not Claudius really did kill King Hamlet, which gives him some time. After he has convinced himself that Claudius is to blame, he attempts to murder him just twice. The first time, he finds Claudius praying, and uses that as a scapegoat so he can again put off his pious duty. Later when he is alone with Gertrude, he thinks that Claudius is behind the curtains, and kills the man there. Unfortunately, Polonius becomes the victim of Hamlet’s dagger. The only time when Hamlet does not hesitate to carry out his pious duty is when he is in the bedroom with Gertrude. Unfortunately by mere coincidence, Polonius is the man behind the bedroom curtain, not Claudius. Hamlet stabs Polonius instinctively because he is where he truly desires to be, with his mother. This is the only time when Hamlet actually has the courage to try to kill Claudius, thus opening the path to Gertrude. All of the other times in the play, Hamlet is either alone or with people who he needs to hide his desire from.