Women and Heart Disease :: essays research papers fc

Ladies AND HEART DISEASE      Heart assaults and coronary illness is not, at this point considered an infection that influences just men. Ladies are in danger for these ailments as well. Indeed, coronary illness is the main source of death among ladies. American ladies are bound to bite the dust from coronary illness than from bosom disease. It w3as said by the Texas Heart Institute that this infection executes a bigger number of ladies more than 65 than all diseases joined.      Many times ladies are more averse to endure a respiratory failure than men are. The purpose for this could be that coronary episode side effects in ladies are here and there unique in relation to those accomplished by men. A lady having a respiratory failure may just feel torment in the arm or back, they may have some sickness or wooziness. Brevity of inhale can likewise be a factor. Many hazard factors that add to coronary illness can be controlled. Stopping smoking, bringing down cholesterol and managing our circulatory strain are a few things we as a whole ought to consider.      Smoking is a main consideration for coronary illness. It brings down the great cholesterol, which thusly increases the danger of coronary illness. Albeit smoking in this nation has been on the decrease in the previous years, the quantity of ladies who smoke has expanded. Fortunately regardless of to what extent somebody smokes the hazard can be immediately diminished by stopping.      Cholesterol levels are additionally identified with a person’s danger of coronary illness. Commonly cholesterol can be kept up by diet, while others may need to take medicine to treat it. An examination detailed by the American Journal of Cardiology found that HDL (high-thickness lipoprotein) levels were the most significant indicator of your heart wellbeing. The higher a woman’s HDL is the more outlandish she is to have heart issues.      Hypertension likewise referred to just as hypertension is a typical issue identified with coronary illness. At the point when an individual has hypertension, the heart needs to work more enthusiastically. It additionally accelerates the solidifying of the corridors (atherosclerosis). Albeit hypertension can't be restored, it very well may be controlled with a solid eating regimen, practice and if important medicine      With momentum measurements uncovering huge contrasts among people with coronary illness ladies all in all, need to turn out to be progressively mindful.

Fast Advancement in the Technological Field-Myassignmenthelp.Com

Question: How to the Fast Advancement in the Technological Field? Answer: Introducation: With the headway in the mechanical field, terms and states of an agreement are not really perused by the individuals who get influenced because of it (QC, 2015). Agreements are marked and receipts are acknowledged or a tick-box on web-based interface is checked without thinking about the understanding necessities. In the article distributed in the Guardian in 2011, it was accounted for that terms and conditions are perused uniquely by 7 percent of the British individuals when they pursue any items or administrations online(Smithers, 2011). It might be because of a general misguided judgment among individuals that all customer contracts have same terms and conditions (TC) and there is no effect of these TCs on the people. The purpose for this was seen as the exhausting and long terms states of the agreement. Moreover, the agreements that are commonly marked without understanding the terms and conditions are well on the way to happen between the outsized organizations and explicit purc hasers (Menon, 2016). It may likewise be bantered to be thought about through check boxes the sites from where the items have been bought that terms are non transferable and firm since dealings had not been performed with an individual in genuine. The law really comprehends this circumstance of the purchasers in custom-based law just as in act (Woan, et al., 2015). According to the general law, the marking of the agreement indicates that the gatherings are consented to the terms and conditions which are remembered for the agreement (Consult Australia, 2017; Wiley, 2017; Australian Contract Law, 2016). After the turn of events and progress in the field of innovation, neighborhood just as global commercialization experienced gigantic extension and with numerous business exchanges, the necessity for legitimate assurance expanded especially for the exchanges the nation over. To empower the online arrangement of agreements, an extensive law may be required which could affirm the development of the agreement through electronic methods. Be that as it may, web based business law doesn't require guidelines and codes and there is no particular controller fundamental and accessible in the vast majority of the wards. All the gatherings to the agreement are required to have the limit and capacity to go into online agreements as per the law and doesn't require any enlistment or to get specific accreditation. The general court framework gives proper authorization and appropriate audit of the arrangement of agreements on the web. In any case, the courts require certain progressions to the princip les and methods with respect to the confirmation of proof affirmation and revelation techniques. Locale for the most part subjects as far as possible and that is the reason; its application to the web becomes flawed when there probably won't be any regional fringes and physical nearness in the discussion. Accordingly, the intercession of Parliament and court would be the most fitting approach to manage the use of agreement law to the online exchanges. The topic of ward despite everything emerges for online exchanges which can be partitioned into two sections for example the pertinent law under which online exchange related debate are required to be chosen and the area of the discussion, in which, the court is required to think about the contest. The event of a contest between the individuals who are agreeable to ward being in the area of the purchaser and the individuals who favor of being in the locale where the business is arranged has become an issue of contention. Various nation s bolster various tests for example some incline toward business area while some favor buyer habitation. In issues of internet business ward, laws of the nation don't assume a huge job as such yet open worldwide law and global and provincial understandings and different understandings with respect to bargains on a universal level assume a critical job. For this reason, guidelines and codes are additionally not required. Internet business or online exchange related lawful exercises don't require explicit controller and there is no accessibility of national or universal controller that could assume a critical job in the viewpoints identified with web based business law. There are sure worldwide guidelines that have just been created for the arrangement of ward in gets that are being made on the web. One such standard is the International Chamber of Commerce that has advertised model provisos to be remembered for e-business contracts which end up being gainful in advancing the prescribed procedures and improving consistency in web based business exchanges. The huge job of courts is in upho lding and with the end goal of audit of the reasonable ward if there should be an occurrence of debates in regards to online exchange or internet business. Without universal and provincial understandings and settlements, it turns into the obligation of the court to choose the locale of online business exchanges. Besides, the lawful foundation which is exceptionally noteworthy for global law requires compelling execution of laws which are surrounded by the Parliament of the nation itself. That is the reason; there is a necessity of successful enactment made by the Parliament and the courts to direct that the laws be executed by the nationals of the nation. If there should be an occurrence of internet business exchanges, the gatherings to the agreement never meet each other which make evident trust issues among them and furthermore make it hard to guarantee that the gatherings would act legitimately and the exchange would be considered as lawful. In nearness of inconsistent bartering power between the gatherings to the agreement, specific concern identified with such questions emerges. Online agreements are basic since it assumes a noteworthy job in web based business by determining the terms and conditions which administer the exchanges. In this manner, there is a necessity of a particular assortment of law so as to guarantee conviction in web based business and internet contracting process. For instance in Australia, Electronic Transaction Act 1999 has built up that electronic correspondence is passable for the agreement arrangement reason without understanding (Galexia, 2017). In Canada likewise, in electronic exchanges as the trading of offer and acknowledgment by the gatherings can't be resolved, in such circumstances, the agreement is said to have finished when affirmation of acknowledgment of the offer is imparted to the offertory. The execution of the law of agreement to the online exchanges is sensible adopting into thought this strategy of the administration of various states. The UCTA was additionally presented by the Parliament so as to control the combination and judiciousness of the avoidance provisions in the agreements and its specialists permit courts to express certain prohibition conditions inadequately (Erdle, 2001). Parliament has required reinforcing the courts capacity to change down to earth shamefulness essentially purchaser contracts (Queen Mary Law Journal, 2013). In this way, it very well may be presumed that the activity taken by the Parliament and courts of different countries during the time spent usage of agreement law to the online exchanges would be suitable. Realities Clover has been worried because of her weight that is the reason her better half Darren talented her a fresh out of the box new Pro Row machine. Clover turned out to be eager to such an extent that she chose to promptly attempt her new paddling machine. She read the Instruction Manuel cautiously and utilized the paddling machine according to the guidance. In spite of the fact that, due to some surrender in the rower, the link got separated on the machine because of which Clover trip off the rear of the paddling machine on the divider despite and fell seriously on her good faith because of which she endured broken tailbone and extreme wounds on her lower back. On account of the wounds, Cloverslower back must be operated.She was hospitalized for next hardly any months. After the activity additionally, she will require a mobile stick for rest of her life. Likewise, she won't have the option to lift or move without torment. Additionally in view of this injury, she has would not have the option to proceed with her activity as a medical attendant. Days passed by, because of diminishing deals, ElecPar advertised in various nearby and territorial papers with respect to the Pro Row available to be purchased at a markdown cost. The organization likewise promoted that it had restricted supply of Rowers at its stores and would be not able to asset the gear in any kind of sensible amount. Issues a) Will Clover be effective in a case for repayment of cost brought about because of her wounds and if so from whom would she make the case. b) Is there a chance of any move that could be made against ElecPar for the assertions which have been made in regards to the utilizations and points of interest of the Pro Row c) Is there a break or ridiculing of the ACL for deluding guarantee made in promotions that they have none or restricted stock. Appropriate laws Clover has gone into a legally binding relationship with the Gym G retailer and producer Elec Par Pty Ltd. As the organization in Australia collected the electronic rower under the brand name Pro Row with the parts imported from outside the nation (AustLII, 2017). There are not many basic prerequisites for an agreement to be substantial in Australia. There must be a finished up understanding between the gatherings which ought to include the acknowledgment of an offer. The gatherings to the agreement are required to have the aim to have the legitimately authoritative understanding. Segment 3 of ACL considers client as a person who acquires products or administrations for individual, neighborhood or household utilization or with the end goal of utilization that is estimated underneath or above $40,000. In this manner, Clover will be considered as a customer under the shopper law of Australia. Upper leg tendon arrangements with the buyer insurances which are appropriate for the most part to make expansive norms of direct in exchange or trade. As indicated by Section 55, merchandise are required to be reasonably appropriate for an assurance that a purchaser

Actor-Observer Bias in Social Psychology

Actor-Observer Bias in Social Psychology More in Theories Social Psychology Behavioral Psychology Cognitive Psychology Developmental Psychology Personality Psychology Biological Psychology Psychosocial Psychology The actor-observer bias is a term in social psychology that refers to a tendency to attribute ones own actions to external causes while attributing other peoples behaviors to internal causes. It is a type of attributional bias that plays a role in how we perceive and interact with other people. Essentially, people tend to make different attributions depending upon whether they are the actor or the observer in a situation. What Is Actor-Observer Bias? The actor-observer bias tends to be more pronounced in situations where the outcomes are negative. For example, in a situation where a person experiences something negative, the individual will often blame the situation or circumstances. When something negative happens to another person, people will often blame the individual for their personal choices, behaviors, and actions. For example, when a doctor tells someone that their cholesterol levels are elevated, the patient might blame factors that are outside of their control such as genetic or environmental influences. But what about when someone else finds out their cholesterol levels are too high? In such situations, people attribute it to things such as poor diet and lack of exercise. In other words, when its happening to us, its outside of our control, but when its happening to someone else, its all their fault. Researchers have found that people tend to succumb to this bias less frequently with people they know well, such as close friends and family members. Why? Because we have more information about the needs, motivations, and thoughts of these individuals, we are more likely to account for the external forces that impact behavior. Understanding the Actor-Observer Bias So what causes the actor-observer bias? One possible reason is that when people are the actors in a situation, they cannot see their own actions. When they are the observers, however, they are easily able to observe the behaviors of other people. Because of this, people are more likely to consider situational forces when attributing their own actions, yet focus on internal characteristics when explaining other peoples behaviors. For example, imagine that your class is getting ready to take a big test. You fail to observe your own study behaviors (or lack thereof) leading up to the exam but focus on situational variables that affected your performance on the test. The room was hot and stuffy, your pencil kept breaking, and the student next to you kept making distracting noises all throughout the test. When you get your results back and realize you did poorly, you blame those external distractions for your poor performance instead of acknowledging your poor study habits prior to the test. One of your friends also did quite poorly, but you immediately consider how he often skips class, never reads his textbook, and never takes notes. Now that you are the observer, the attributions you make a shift to focus on internal characteristics instead of the same situational variables that you feel contributed to your own substandard test score. What Impact Does This Bias Have? Obviously, the actor-observer bias can be problematic and often leads to misunderstandings and even arguments. In an argument, it may be common for both sides to see themselves as responding to what the other does. He started it! is a common complaint, often heard on both sides, because each side attributes its own behavior to the situation but the others behavior to their traits and other dispositions, authors Baumeister and Bushman explain in their book Social Psychology and Human Nature. It seems natural to infer that they are fighting because they are mean, whereas we are fighting because they attacked us. Or, in the simpler words of pro hockey play Barry Beck on a brawl that broke out in one game, We have only one person to blame, and thats each other!

The General Steps for Job Relocation Free Essay Example, 2000 words

The walkthrough of both the origin and destination facilities are extremely important for the relocation. I need to be prepared to present the mover at the time of the walkthrough with the three (3) inventories that I prepared, along with a summary of place of stay, any loading or delivery restrictions, and my ideal time for the move. The best way to plan the relocation would be to give the responsibilities to a movie company. I would acquire a minimum of three (3) estimates and a maximum of five (5) estimates. I need all companies to provide a list of places to stay in Thailand. Since the price of the move is a major consideration, it is a good idea to work through each of the estimates that are provided and break out the major cost components before beginning my final evaluation and selecting a place to stay. Today being, 28/01/2014, I have six from this day. So ideally my day of final relocation would be approximately 1st of August, 2014. Count Down to Move Day Six Months Prior t o Move Day (Prepare a budget and choose the available options of stay) Obtain all the available options for places to stay. We will write a custom essay sample on The General Steps for Job Relocation or any topic specifically for you Only $17.96 $11.86/page Three months Prior to Move Day (01/04/2014) (Insurance policies) Select the level of additional insurance or valuation coverage that will be needed to protect the place of stay or apartment during the relocation. Make lists of all equipment that will need special servicing prior to or following the move. Order new checks in case I need them later. Notify any county, state or federal agencies of your anticipated move; let them know the address and the anticipated effective date. Six Weeks Prior to Move Day (15/05/2014) (Alerting the relatives discarding unwanted items).

Essay about Schizophrenia - 1399 Words

Schizophrenia Child schizophrenia, like other psychopathologies has many documented, and several uncertain causes. Some scientists have evidence that pregnant mothers have experienced an immune reaction that present dangers to the unborn child. Schizophrenia is a disorder where the body=s immune system attacks itself. Schizophrenia is not present at birth but develops during the adolescence period or young adulthood. ASchizophrenia is a biological brain disease affecting thinking, perception, mood, and behaviour. Its exact cause is unknown but overwhelming evidence points to faulty chemistry or structural abnormalities in the brain. In some cases schizophrenia is generic. Schizophrenia strikes one in 100 people at some point in his/her†¦show more content†¦Schizophrenics thought process is very Aloose@. Their thought s may shift rapidly from one unrelated topic to the next. They may make up their own words or use sounds or grunts to substitute words. These symptoms do not mean that people with schizophrenia are out of touch with the world completely, they know that roads are used for driving cars, and that people eat meals three a day. Schizophrenia affect both men and women equally. Along with delusions, hallucinations, and thought disorders, they also suffer from paranoia, high anxiety , low stress tolerance, low motivation, lack of energy and the inability to feel pleasure. This makes work, leisure, relationships and even everyday tasks difficult, sometimes impossible. These are concerns not only for the people diagnosed with this psychopathology but for their friends and family. Family is looked upon for support in not only everyday tasks, but in dealing with this disorder whether its in remission or relapse. With schizophrenia there is the risk of suicide. ATen percent of all people with schizophrenia commit suicide. Either to escape the torment of their illness. Or because their gt;voices= command them to.@ (Compiled by Ontario Friends of Schizophrenics, Oct. 1994) Many schizophrenics also are incarcerated for crimes that they have committed while in a psychotic state, or are living on the streets, without any treatment. Schizophrenics may become violent while in a psychotic state, and may loseShow MoreRelatedSchizophrenia And Its Effects On Schizophrenia815 Words   |  4 Pagesand has schizophrenia. According to Mayo Clinic â€Å"Schizophrenia is a severe brain disorder in which people interpret reality abnormally. Schizophrenia may result in some combination of hallucinations, delusions, and extremely disordered thinking and behavior. Contrary to popular belief, schizophrenia is not a split personality or multiple personality. The word schizophrenia does mean split mind, but it refers to a disruption of the usual balance of emotions and thinking. Schizophrenia is a chronicRead MoreSchizophrenia And Its Effects On The Development Of Schizophrenia Essay2173 Words   |  9 PagesSchizophrenia Schizophrenia is a life-long disorder that affects about one percent of the population (Mueser McGurk, 2004). The cause of this mental illness is still unclear. Studies have suggested that Schizophrenia does not arise from one factor but from a combination of genetic, environmental, and social factors (Liddle, 1987). People diagnosed with Schizophrenia struggle to deal with a multitude of symptoms that make it difficult to function (Mueser McGurk, 2004). Antipsychotic medicationsRead MoreSchizophrenia Poster Research Topics : Schizophrenia1715 Words   |  7 PagesSchizophrenia Poster Research Topics K - What is schizophrenia? Schizophrenia is chronic, severe, and a brain disabling disorder; that has affected people throughout history. It also interferes with a person’s ability to think clearly, manage emotions, make decisions and relate to others. People with the disorder may hear voices other people do not hear. They may believe other people are reading their minds, controlling their thoughts, or plotting to harm them. This can terrify people with the illnessRead MoreSchizophrenia Essay949 Words   |  4 PagesSchizophrenia One of the major concerns of modern medicine is Schizophrenia. Frey defines schizophrenia as a group of disorders marked by severely impaired thinking, emotions, and behaviors (99). Straube and Oades incorporate more on its definition by saying this illness evokes a fundamental disturbance of personality (92). According to Gottesman, schizophrenia didn’t exist before the 19th century. He found many facts that lead to this hypothesis, finding no existence of this illness inRead MoreSchizophrenia Essay1411 Words   |  6 PagesSchizophrenia is affecting people more now than a few decades ago. This illness is across the US and is present in every culture. People are now aware and understand how the illness can be devastating to one’s life. Schizophrenia is a mental disorder of the brain but it is highly treatable. In the US the total amount of people affected with the illness is about 2.2 % of the adult population. The average number of people affected per 1000 total population is 7.2 % per 1000, which means a city thatRead MoreWhat Is Schizophrenia?1499 Words   |  6 PagesWhat is Schizophrenia? The study of schizophrenia dates back to the early 1800’s, when a guy by the name of John Haslam published a book called â€Å"Observations of Insanity†. In his book he goes into detail about the case studies or patents that show symptoms that we could categorize as schizophrenia disorder (John Haslam). By the end of the 19th Century the concept of schizophrenia was made known by a German psychiatrist by the name of Emil Krapelin. He basically took what he learned from HaslamRead More Schizophrenia Essay1017 Words   |  5 Pages Schizophrenia is a mental disorder that affects about one percent of the population. Generally if you have schizophrenia you cut out of contact with real world reality. The word Schizophrenia is Greek for â€Å"split mind†. It is common belief that a person with schizophrenia or a â€Å"schizo† has a split personality, but actually the person’s thinking, feelings, and behavior are so far from normal that they get to th e point where they interfere with their ability to function in everyday life. People whoRead MoreAbnormality and Schizophrenia1532 Words   |  7 PagesAccording to Mathers et al., (1996) â€Å"Schizophrenia ranks among the top ten causes of disability worldwide and affects one in one hundred people at some point in their lives.† (Cardwell and Flanagan, 2012). Schizophrenia is a severe mental disorder which is commonly diagnosed in 15-30 year old individuals. It disrupts a person’s cognition, perceptions and emotions, making it extremely difficult to diagnose. Bleuler (1911) introduced the term schizophrenia, which translates as ‘split-mind’ or ‘dividedRead MoreSchizophrenia Essay879 Words   |  4 PagesIt has been widely accepted that schizophrenia has a genetic component, with the relative lifetime risk of schizophrenia being reported at around 0.3-0.7% (McGath et al, 2008) although some studies have shown this to be much higher at around 3.5 % (Pedersen et al, 2014). Studies have shown the risk of relatives developing schizophrenia is correlated with the percentage of shared genes (Tsuang, 2000). Twin studies have been utilised to reveal a genetic component, as monozygotic (MZ) twins share 100%Read MoreSchizophrenia Essay1066 Words   |  5 Pagesis schizophrenia? Schizophrenia is a mental disorder characterized by irrational thought processes. A person dealing with this debilitating illness may think that people are going to kill them, or kidnap them. Some Schizophrenics often have â€Å"voices† in their heads telling them what to do. In some cases this has caused people to take their lives or try to. Schizophrenia is everywhere you look. Out of one hundred thousand people at least one hundred and fifty people have schizophrenia. Like

From Practical Knowledge To Practical Theory Education Essay Free Essays

string(98) " with justification for actions and for learning activities they choose in order to be effectual\." Several developments and worldwide alterations have begun to transform the nature of the workplaces and occupations in which they are performed ( Nankervis, Compton A ; Baird 2005 ; Seel 2002 ) . These developments include the influences of globalisation and technological developments every bit good as political, economical, and societal alterations that are associated with the amendments of the new industrial systems and competitory markets or what is called ‘Postmodernity ‘ ( Stoll, Fink A ; Earl 2003 ; Hargreaves 1994 ) . Postmodernity is defined as â€Å" a societal status in which economic, political, organisational, and even personal life comes to be organized around really different rules than those of modernness † ( Hargreaves 1994, p. We will write a custom essay sample on From Practical Knowledge To Practical Theory Education Essay or any similar topic only for you Order Now 9 ) . It is characterized by the demand of flexibleness and reactivity as reflected in decentralised decision-making, level organisational constructions, dynamic webs of collaborative reactivity, and increased personal authorization. In instruction, teacher ‘s engagement in the alteration procedure is considered critical, particularly if the alteration is complex and affects assorted educational scenes over a long period of clip ( Hargreaves 1994 ) . Teacher ‘s engagement is to be meaningful and productive when instructors get more than new cognition of teaching method and course of study. Teachers are non merely proficient scholars ; they are societal scholars who play an of import function in society and for society ( Beare 2001 ; Middleton A ; Hill 1996 ) . Schooling in the station modern age trades with personal formation, belief building, developing a universe position, civilization transmittal, and geting the utile cognition and enabling accomplishments ( Beare 2001 ) . Teaching is considered a complex undertaking that involves garnering out a set of specific activities, patterns, and resources in footings of several educational intents ( Sanders A ; McCutcheon 1986 ) . Furthermore, Sanders an d McCutcheon argue that successful instructors should form these multiple factors so that they are effectual in cultivating the acquisition of a peculiar group of students. The cognition which is considered utile for instructors in transporting out this undertaking is practical information organized in the signifier of repertory, thoughts, and schemes that are effectual for them in a specific scene. In the last 2 decennaries, research on instruction has progressively focused on the knowledges that underlie instructors ‘ schoolroom patterns, instead than on their behaviours ( Van Driel, Verloop A ; De Vos 1998 ) . This alteration in focal point was reinforced by developments in cognitive psychological science. These developments were based on the cardinal premise that instructors ‘ knowledges and actions influence each other, and, similarly, those instructors ‘ knowledges and their schoolroom behaviours reciprocally affect each other. These knowledges are referred to instructors ‘ practical cognition that underlies instructors ‘ actions. The term practical cognition is drawn from Fenstermacher, who described it as the cognition of instructors ( Husu 1999 ) . Fenstermacher distinguished this type of cognition from formal cognition, which he described as cognition for instructors. Practical cognition is the cognition that instructors generate as a con sequence of their experiences as instructors and their contemplations on these experiences. This cognition is anchored in schoolroom state of affairss ; it includes all the practical quandary that instructors encounter in transporting out purposeful actions ( Munby, Russell A ; Martin 2001 ) . Teacher ‘s Practical Knowledge Personal cognition is related to the experiences and thoughts that a individual draws upon in order to learn and germinate as a instructor, it relates to adult male ‘s action and behaviour ( Back 2002 ) . Beliefs, values, attitudes, prejudices, and temperament are footings that relate to this personal cognition. Connelly, Clandinin and He ( 1997 ) refer this pre-articulated sense of instruction as personal practical cognition. For personal cognition to develop, instructors need clip and infinite to reflect on past practical experiences that inform their positions on learning. Nevertheless, instruction is a dynamic procedure that is constructed and continuously re-constructed, as instructors frame new experiences into their personal practical cognition on instruction. Practical cognition is at the centre of a instructor ‘s professional pattern ( Munby, Russsell A ; Martin 2001 ) . There are four features of practical cognition. First, practical cognition is clip edge. Second, practical cognition is state of affairs specific and does non interpret easy to other, even in similar fortunes. Third, practical cognition is personally compelling. While information acquired in a professional development seminar might be interesting, it will non do the instructor to change pattern unless the particular job addressed is one that instructor is presently confronting in the schoolroom. Finally, practical cognition is directed toward action. The information is acquired ‘in usage ‘ with the professional giving significance to the new information even as he/she is make up one’s minding the following action to take ( Schon 1987 ) . From a reappraisal of surveies on instructors ‘ practical cognition, the undermentioned features are identified: Practical cognition is personal ; each instructor ‘s practical cognition is to some extent unique, it is defined and adapted to the schoolroom state of affairs, it is based on ( contemplation on ) experience. Practical cognition originates in, and develops through, experiences in instruction, it guides instructors ‘ pattern, and it is connected with the topic that is taught ( Munby, Russsell A ; Martin 2001 ; Schon 1987 ; Connelly, Clandinin A ; He 1997 ; Driel, Verloop A ; De Vos 1998 ) Practical Knowledge as Theory Marland ( 1998 ) argues that practical cognition serves some of the maps of theory. He asserts that practical cognition provides a footing for instructors to depict and explicate what they do in schoolrooms and why. Practical cognition aid instructors to foretell how pupils might respond, to make up one’s mind what is the best response to their reaction, and to bring forth effectual and feasible instruction programs and modify them when necessary or possible. Marland adds that practical cognition serves three standard maps of theory: description, account, and anticipation. Practical theories as Drum sanders and McCutcheon ( 1986 ) point out are markedly different from scientific theories. They lack the conceptual preciseness and generalizability of scientific theories, they have non been formulated in footings of a formal linguistic communication, so, can non be subjected to the same strict logical trials as scientific theories. Practical theories are the conceptual constructions and visions that provide instructors with justification for actions and for learning activities they choose in order to be effectual. You read "From Practical Knowledge To Practical Theory Education Essay" in category "Essay examples" They are considered the rules that guide instructors ‘ grasps, determinations, and actions. Teachers Practical Theories Marland ( 1998 ) argues that practical theories of instructors are impressions about how to learn. These impressions have been crafted by instructors from their ain experiences of learning for the intent of set uping their peculiar work scenes. Practical theories are hence individualized and context-specific. They are inexplicit in beginning and derived from the experience of learning. Drum sanders and McCutcheon ( 1986 ) specify practical theories as â€Å" the conceptual constructions and visions that provide instructors with grounds for moving as they do, and for taking the instruction activities and course of study stuffs they choose in order to be effectual † ( p. 54 ) . Practical theories are considered of import and of value for instructors because they offer their holders guidelines as to what be most effectual in a peculiar educational context. They are prized by instructors who see them as dependable and best ways to continue. For this ground, practical theories could be sometimes immune to alter ( Marland 1998 ) . Fenstermacher ( cited in Husu 1999 ) asserts that justification can take topographic point when logical thinking may demo that action is sensible thing to make, an obvious thing to make, and the lone thing to make under the fortunes. Each one of these is considered a part to the justification of a regulation of pattern. The regulations are justified because they have proven their worth and have hence been approved. Teachers think, both explicitly and implicitly, that their regulations of pattern work. This is why instructors act consequently. They believe that there is a connexion between the regulations of pattern and their intended results ( Husu 1999 ) . Practical theories draw on and incorporate cognition from assorted spheres of practical cognition, such as, cognition of ego, cognition of pupils, cognition direction, cognition of course of study, and cognition of context ( Elbaz 1983, cited in Reading Module 2 ) . Practical theories are considered critical to the success of learning because educational jobs encountered by instructors are normally practical jobs ( Sanders A ; McCutcheon 1986 ) . These jobs can non be solved by merely detecting or contriving new cognition or solution. Drum sanders and McCutcheon ( 1986 ) assert that in order to be effectual in work outing educational jobs, solutions must be put in action to suit in the peculiar fortunes of a specific educational scene. It is of import to detect here that practical theories are non ever consciously held, despite that instructors may frequently explain them. Sometimes, instructors may still move if they are non witting of the grounds for their actions. In this state of affairs, instructors ‘ actions themselves may be the lone manifestation of what Argyris called their ‘theories-in-use ‘ , which are realized by instructors through contemplation on their pattern ( Sanders A ; McCutcheon 1986 ) . Teachers in schoo lrooms use more than one theory, some theories could be known to them and some could be non. Whether or non instructors are witting of their theories of action, all what they enact during their Sessionss is rational in the sense that it is intended to carry through some intent and to bring forth a coveted effect ( Marland A ; Osborne 1990 ) . Every instruction pattern used by instructors is employed rationally because instructors are engaged in knowing and purposive action to make conditions suited and facilitate acquisition ( Sanders A ; McCutcheon 1986 ) . Teachers hold thoughts about what is of import to accomplish and what specific patterns they may utilize to learn in a peculiar state of affairs. All these thoughts as Sanders A ; McCutcheon assert might be incorporated into a individual practical theory of learning in the instructor ‘s head, but more frequently, theories are used together in sets. These theories are developed by instructors over their whole calling by reflecting on what they know of the purposes of instruction, through duologue with, and observation of, other instructors, and by informally detecting their pupils as they talk, write, act, respond, speak, and engage in other activities throughout the twenty-four hours. Schon ( 1987 ) argues that the capacity to develop these meta-structures of cognition can be developed through brooding pattern. Brooding pattern requires that professionals engage in a duologue with themselves and their environments in which they review the jobs that are portion of their day-to-day pattern. The professional, confronted with a surprise job, uses intuition and stored cognition to try solutions, with each effort going progressively closer to an appropriate solution. Throughout this procedure, the professional is forced to oppugn premises about the cognition base, doing a restructuring of schemes of action and apprehensions of the phenomena that occurred. Once the solution is reached, each episode of â€Å" reflecting in action † , causes the professional to change pattern behaviour by adding new information to the shop of professional cognition. This increases the organic structure of adept cognition and makes it less differentiated, leting the professional to r eassign cognition across practical state of affairss. Much of the acquisition that is acquired by instructors in the action context is mostly self-validating and self-confirming. Learning basically occurs in fortunes of hot action where determinations must be made rapidly and instinctively, chances to reflect and do significance of the experience are limited. The significance taken from these experiences tend to be self-validating and self-confirming. Components of Practical Theories Literature on instructors ‘ practical theories depicts most of the constituents of these theories. However, practical theory does non merely consist of constituents but of links among, or inter-relationships among, the constituents. These links or relationships among constituents give the theory its construction or form and find how good it fulfils its map. Footings that are normally appear in the literature in histories of instructors ‘ practical theories are as follows: instructors ‘ values, beliefs, rules, regulations, ends, tactics and schemes, normal desirable provinces and pupil provinces, cues, properties, contextual variables, images, metaphors, and pedagogical content cognition ( Marland 1998, 2007 ; Connelly A ; Clandinin 1988 ; Marland A ; Osborne 1990 ; Connelly, Clandinin A ; He 1997 ) . Marland ( 1998 ) argues that instructors are keenly cognizant of how one constituent influences others. Teachers offer accounts for why they adopt different schemes with different categories at the same twelvemonth degree, why they spend more clip with some groups than with others, how their beliefs about pupil larning affect their pick of rules of instructor behaviour and instruction schemes, and how they use the pupil cues to place that provinces of head of pupils. Marland adds that the constituents of practical theories are non isolated, independent, and free-floating units ; they are linked together in a quite important manner. The constituents within a practical theory must complement and back up each other because a practical theory is a program for action. It is directed at accomplishing some ends. In other words, all constituents in a specific lesson program need to work good together in order for the ends of the lesson to be achieved. It is the links between constituents tha t give coherency and integrity of intent to a practical theory ( Marland 2007 ) . The linkages among constituents of a theory are like linkages among words in a sentence. To ease their communicating with each other, the words have to be presented in a peculiar sequence. This careful sequencing of words would give the set of words a significance. In a similar manner, learning becomes meaningful when instructors can do mention to the interactions among the assorted constituents of their theories ( Reading Module 3 ) . Teachers ‘ Rules Rules are the clear statements used by instructors in schoolrooms to bespeak to pupils what represents appropriate behavior or action ( Marland 2007 ) . Elbaz uses the term, ‘rule of pattern ‘ and defines it as â€Å" a brief, clearly formulated statement of what to make or how to make in a peculiar state of affairs often encountered in pattern † ( Elbaz, cited in Connelly A ; Clandinin 1988, p. 63 ) . Classroom regulations are normally used by instructors to set up forms of behaviour that facilitate a societal order and productive working scenes, guarantee effectual usage of clip, and facilitate bend taking in treatment and purposeful motion by pupils ( Marland 2007 ) . Rules may hold two signifiers, they could be brief statements or drawn-out description of pattern from which a figure of related regulations may be inferred ( Connelly A ; Clandinin 1988 ) . For illustration, when the instructor provinces at the beginning of twelvemonth to the pupils that he/she will listen really carefully to them, promote them to rephrase, and let them to show their feelings, sentiments, and concerns without judging them. This statement expresses a figure of regulations, such as, listen carefully, encourage pupils to rephrase, let express of feelings, do non judge. All these regulations taken together will organize an attack of communicating in the schoolroom that can be expressed in the statement of a rule. They are called as regulations because they make mention to what and how of the state of affairs with the intent being taken for granted ( Connelly A ; Clandinin 1988 ) . Rules may be suggested by the instructor or formulated jointly by the instructor and pup ils. Seeking pupils input in the preparation of regulations will make a democratic ambiance in the schoolroom and will promote pupils engagement, which increases pupils understanding and committedness. Husu ( 1999 ) argues that regulations are normally justified by instructors because they have proven their worth and have hence been approved. Teachers think implicitly and explicitly that the regulations of pattern used in classrooms work efficaciously. And because they work, instructors act consequently. This type of concluding would warrant a connexion between the regulations of pattern and their intended results in schoolrooms. They are justified because they have met the criterions of the smooth practical action held by the instructor. Rules of pattern are socially constructed ; they emerge from old ages of experience in school scenes. It is a manner instructors found to be effectual in work outing debatable state of affairss. They set a strong organisational power to frequently helter-skelter patterns in the schoolroom. Teachers ‘ Metaphors Marland ( 2007 ) argues that instructors sometimes refer to learning as mothering, coaching, or horticulture, each one of these descriptions draws attending to some similarities between learning and other activities. This pulling attending to similarities between two things is what a metaphor does. Analysis of these metaphors about learning reveals much about the ways instructors think about learning and how they conceptualize of import facets of their work and how they believe schoolrooms map best. Teacher ‘s behaviour in schoolrooms is normally consistent with the metaphors used in their negotiations about learning. For this ground, metaphors used by instructors are considered as supplying valuable penetrations into their practical theories. Metaphor is a constituent of personal practical cognition. It can be identified when listening to the instructor ‘s address ( Connelly A ; Clandinin 1988 ) . It gives inventive look to this cognition that makes it possible for a individual to research concealed rational avenues contained in a metaphor ‘s frame ( Connelly, Clandinin A ; He 1997 ) . A individual metaphor can be used to depict how instructors view their work in the schoolroom. It can be used to convey cardinal facets of the instructor ‘s position of instruction and acquisition ( Korthagen A ; Lagerwerf 2001 ) , covering such constituents as ends, tactics, schemes, values, and pupil provinces. Deductions of Teachers ‘ Practical Theories Marland ( 1998 ) argues that a successful alteration in the instruction perspectives requires developing a committedness to follow new values and beliefs. This hard and time-consuming activity is considered critical because values and beliefs are cardinal to instructors ‘ impressions about learning. Valuess and beliefs are considered the cardinal constituents of the moral models that instructors hold, which besides influence their decision-making about learning. This moral model motivates and gives purpose and way to believing about learning. Teacher pedagogues that intend to do the displacement need to value practical cognition about learning that pupil instructors develop within their classs. They besides need to value the procedures such as those built-in in critical thought and contemplation that contribute to the acquisition and alteration of practical cognition and theories. Accepting these values would do instructors pedagogues review their beliefs about pupil instructor s, how they learn to learn, the function of the instructor pedagogue, and the nature of cognition. Alliance with the position that instruction is shaped by the practical theories of instructors requires that teacher instruction aid pupil instructors to develop practical theories that are personally meaningful and relevant to the contexts in which they pattern. This end emphasizes the importance of valuing personal liberty, critical thought, and diverseness of learning manners. This end besides requires careful attending to the schemes used in teacher instruction to guarantee that they are effectual in advancing personal and context-specific practical theories to the pre-service instructors. The schemes selected should be influenced by the nature of the topic for which the instructor pedagogue has duty. Besides make up one’s minding the appropriate schemes, pedagogues should seek to bring on through their classs the provinces of pupils in order to ease end attainment. Students need to be inquiry-oriented and self-evaluative, to take enterprises and to be originative, and to demo readiness to be brooding and unfastened to other possibilities in order to construct their ain practical theories. Furthermore, pedagogues here play an of import function in easing pupils ‘ provinces by honoring enterprise, commending soul-searching, back uping flexibleness and bring forthing options, constructing self-pride of pupils, and promote hazard taking. It is imperative for instructor pedagogues to reflect on the rules which they build into their actions to guarantee that they reflect the values, beliefs, schemes, and pupil provinces that facilitate pupil teacher theory-building. Teacher pedagogues need to guarantee that they know plenty about the pupil instructors they are working with in order to be able to polish other characteristics of their practical theories, such as schemes, rules, pupil provinces and ends, and to personalise these in the involvements of maximising benefits for pupil instructors ( Marland 1998 ) . Decision This paper presented an overview of instructors ‘ practical theories. Practical theories are considered critical to the success of learning because educational jobs encountered by instructors are normally practical jobs ( Sanders A ; McCutcheon 1986 ) . Practical theories are impressions about how to learn, these impressions have been crafted by instructors from their ain experiences of learning for set uping their peculiar work scenes. Practical theory does non merely consist of constituents but of links among, or inter-relationships among, the constituents. These links or relationships among constituents give the theory its construction or form and find how good it fulfils its map. They serve as the background to much of the instructors ‘ decision-making and action, and therefore represent what has been termed the civilization of instruction. Mentions Back, S 2002, ‘The Aristotelean challenge to teacher instruction ‘ , History of Intellectual Culture, vol. 2, no. 1, pp. 1-5. Beare, H 2001, Making the future school, Routledge Falmer, London. Connelly, FM A ; Clandinin, DJ A ; He, Ming Fang 1997, ‘Teachers ‘ personal practical cognition on the professional cognition landscape ‘ , Teaching and Teacher Education, vol. 13, no. 7, pp. 665-74. Connelly, FM A ; Clandinin, DJ 1988, Teachers as course of study contrivers, Teachers College Press, New York. Hargreaves, A 1994, Changing instructors, altering times: instructors ‘ work and civilization in the postmodern age, Cassell, London. Husu, J 1999, ‘How instructors know and know about others? ‘ paper presented at the 9th Biennial Conference on International Study Association on Teachers A ; Teaching ( ISATT ) , Dublin, Ireland, July, 25 pages. Korthagen, FA A ; Lagerwerf, B 2001, ‘Teachers ‘ professional acquisition: how does it work? ‘ , in FA Korthagen ( ed. ) , Associating pattern and theory. The teaching method of realistic instructor instruction, Lawrence Erlbaum Associates, London, pp. 175-206. Marland, P 2007, Learning to learn. A primer for pre-service instructors, Pearson, Gallic Forest, NSW. Marland, PW A ; Osborne, AB 1990, ‘Classroom theory, believing and action ‘ , Teaching and Teacher Education, vol. 6, no. 3, pp. 93-109. Marland, PW 1998, ‘Teachers ‘ practical theories: deductions for pre-service instructor instruction ‘ , Asia-Pacific Journal of Teacher Education A ; Development, vol. 1, no. 2, pp. 15-23. Middleton, M A ; Hill, J 1996, Changing schools: ambitious premises and researching possibilities, Hawker-Brownlow, Melbourne. Munby, H, Russell, T A ; Martin, AK 2001, ‘Teachers ‘ cognition and how it develops ‘ , in V Richardson ( ed. ) , Handbook of research on instruction, 4th edn, American educational Research Association, Washington, pp. 877-904. Nankervis, AR, Compton, RL A ; Baird, M 2005, Human resource direction: schemes and procedures, 5th edn, Thomas Nelson, Melbourne. Drum sanders, CP A ; McCutcheon, G 1986, ‘The development of practical theories of learning ‘ , Journal of Curriculum and Supervision, vol. 2, no. 1, pp. 50-67. Schon, D 1987, Educating the brooding practician, Jossey-Bass, San Francisco. Seel, R 2002, ‘The nature of organisational alteration ‘ , viewed 15 November 2006,. Stoll, L, Fink, D A ; Earl, L 2003, It ‘s about acquisition ( and it ‘s about clip ) . What ‘s in it for schools? , Routledge Falmer, London. Van Driel, JH, Verloop, N A ; De Vos, W 1998, ‘Developing scientific discipline instructors ‘ pedagogical content cognition ‘ , Journal of Research in Science Teaching, vol. 35, no. 6, pp. 673-95. How to cite From Practical Knowledge To Practical Theory Education Essay, Essay examples

Professor Notes about Lululemon Athletica Competitive Environment

Question: Discuss about the Lululemon Athletica Competitive Environment. Answer: Introduction: The current business environment is highly competitive especially for firms operating in the same industry. The management of companies strives to come up with strategies for creating a competitive edge against the competitors. Having a competitive advantage ensures a sustainable development for a company in the market. Understanding both the internal and external environmental factors helps managers in driving effective strategic management approaches that suit the current market demands. Lululemon Athletica, a Canadian technical athletic apparel retailer for yoga wear, running, training, and among other many sweaty pursuits. Lululemon offers high-quality clothes to the guests who act as a marketing channel in informing their friends about the excellent offers in by the enterprise (Lululemon Athletica, 2012, p. 283). Having an idea of the surrounding environmental factors affecting the retail industry assists the company efficiently in developing strategic management approaches for sustainable development in the highly competitive market. The following essay provides a critical evaluation of Lululemon's competitive environment in its attempt to gain a sustainable competitive environment in the market. Further, the article analyses both the internal and external environmental factors facing Lululemon's operations as well as their effects on the company's set goals. Lululemons Competitive Environment Lululemon Athletica offers high-quality athletic attire and apparel at affordable prices, yoga pants being the company's prime product. The competitors of Lululemon sell the yoga apparel at a price range of between $25 to $ 50. Surprisingly, the yoga pants available in Lululemon stores are priced almost two or three times more than the rivaling firm's prices, with the costs ranging from $78 to $ 128 per yoga pant (Lululemon Athletica, 2012, p. 285). The ability of the competing firms to sell the same product to the customers at a lower price than that of Lululemon creates pressure on the company's sustainability in the market. However, Lululemon's product sell fast in the market, and this high demand for the business's products creates pressure in its stores when it comes to keeping new lines in stock. Lululemon's has an excellent source of sustainable competitive advantage in the market. The evidence to this argument is that, despite the fact that the company sells its products at high prices, the customers and guest for Lululemon keep on referring other clients to the enterprise. The competitor's approach to reducing down prices does not seem to affect the company's sales. The chief product officer report that the "Paris Pink" product launched in 2011 to last for approximately 60 days sold completely in the first week of December. According to Admson, (2015, p. 50), Lululemon's ability to connect with its guests on a deeper level than just establishing productive customers relationship creates an opportunity for a competitive advantage in the market for its products over the rivaling enterprises. The direct and close competitors for Lululemon are Nike, Adidas, and Under Armour. These competitors, together with Lululemon use the same cotton feel, four-way stretch, and moisture wicking technology. As per Casteneda, (2014, p. 880), on top of producing high-tech yoga clothes, Nike, Adidas, and Under Armour sell at a cheaper cost for their clients and yet they have failed to position themselves in the market firmly as Lululemon has done. However, Lululemon's culture of understanding its target market has been difficult for the competitors to duplicate. Lululemon's ability to remain loyal to the clients and the close relationship it commands is inimitable for likes of Nike, Adidas, and Under Armour. Internal Environmental Factors Impacting Lululemons Ability to Compete in the Future The internal environment of Lululemon refers to the factors that the management can control in their attempt to create a competitive advantage. Usually, the company aims at creating a committed brand suiting the shopper's demands. The following is ana analysis of the effects of internal environmental factors to Lululemon's capabilities and core competencies both in the present and in the future endeavors of the company. Financial Resources Lululemon Athletica is firmly financially positioned in the economic environment. Unlike the other competing firms, namely Adidas, Nike, and Under Armor having debts with the financiers, Lululemon has no debt with any firm. According to Ganin, (2014, p. 937), in the last few years, Lululemon has experienced a consistent growth rate in both the sales and returns. For example, the financial statements of Lululemon from the year ended 2009 to 2012, the company's revenues grew at an average rate pf 41.47 percent. Due to this high amount of capital, this increases Lululemon's ability to compete effectively in the future since its competitors cannot demand the premium yoga apparel lines that Lululemon employs on its products. Target Customers The management of Lululemon recognizes the target audience as the most valuable asset of the organization. Lululemon creates technical fabrics that work for the clients instead of against their demands. Lululemon recognizes the physical and economic aspects of the market in an attempt to achieve a balance between the client's needs and those of the company, and this enables the company to remain competitive (Lululemon Athletica, 2012, p. 290). Lululemon's offers high-quality products for the existing niche market through a combination of a high-performance material with attractive product design features for their customer brands. Employees The management considers all the staff in Lululemon's retail stores as a steward of the company's culture. For enhancing the creativity of new innovative measures for gaining a competitive advantage, the company hires qualified employees. Further after recruitment, all employees undergo a training and development process that induces them to the enterprise's mission and vision. Lavrence and Lozanski, (2014, p. 80) argues that the future success of Lululemon depends on the firms ability to employ experienced personnel in its retail stores. The company's employees share their knowledge of the clothing and culture of the enterprise with the clients who physically visit their store or who interact online with the customer service personnel. Trends in the External Environment Demographic Factors The external environment over which Lululemon operates is particularly interesting due to the niche of the products it offers. The primary target market for Lululemon is female customers aged between the age of 15 to 65 years. However, the company offers some products for the men and even for the children whose age do not exceed four years. With this broad target over the female population, Lululemon commands over 105 million customer base of the US ladies population alone. The evidence that men, children, and international customers offer a substantial profit to the firm, Lululemon should make a change in its strategy of targeting females only. The company should come up with marketing strategies that seek to offer products at an equal measure to all the gender irrespective of age. Economic Factors The economic downtowns limit the consumer discretionary spending in the world market. Over the last three years, the companys sales have continued to grow despite this fact. However, Lululemon does not lower its prices even under situations of economic depressions and downturns, and this may act as a tool for the competitors to compete Lululemon in the future(The context of Business: Understanding the canadian business environment, 2015, p. 220). The management of Lululemon assumes that the effects of changing global economies affects the firm's profitability and cannot be predictable. However, Lululemon should price its yoga clothes according to the economic changes in the marketing environment for this shows its value to the customer's needs and thereby ensuring a firm position in the market. Political and Legal Environment The future uncertainties in the political and juridical measures also affect Lululemon's performance. Both the domestic and international business regulations play a significant role in getting Lululemon's products to the market promptly. Lululemon manufactures its facilities in the US and is mostly based on global factories found in countries like Peru, China, Thailand, Vietnam, and others. The changes in international tax laws bring variability of the company's earnings. Therefore, to ensure a sustained development in the competitive environment, the management should make sure total compliance with the law. Technological Factors The changes in technology have made Lululemon develop strategies of coping with the changes, something that has contributed a lot towards its success. The product attributes of Lululemon are technology driven. For example, the IT personnel uses silver thread in selecting the right brand of products. Further, technology has played a great role in Lululemon's expansion to the international markets. For example, the e-commerce model adoption in 2009 has enabled the company to reach more customers in global locations. Advantages of Lululemons Business Strategy Lululemon's ability to deliver high-quality products that are carefully and successfully tailored to meet the client's tastes and preferences leads to the company's success. The management offers the products at the right time to the customers. The administration of the company uses a marketing strategy that focuses on all clients in all localities by utilizing its ambassadors such as local athletes and yoga instructors; this intensifies the company's customer base in the markets. Through effective communication and establishment of symbiotic relationships between the company's staff and their guests, this fosters a historical success support for the enterprise. The ability to identify markets sharing the common business language such as the United States, Australia, and New Zealand has made it easy for Lululemon to expand its operations and grow internationally. The unique capability of Lululemon in designing and creating technologically advanced products and the approaches for marketing these products to the target market enables the market to make high profits. Business Risks Facing Lululemon Every business remains surrounded by risks that create challenges to its success. The risks facing Lululemon Athletica company operations include: The threat of new entrants who may pose competition in the market. Government regulations, political factors, and economic crises. Technological changes in the business environment. Pressures from the market who may demand more than the companys ability to produce. Potential Challenges for Lululemon as it Expands Internationally A possible problem for Lululemon in its steps to grow internationally remains to be the regulatory frameworks employed by the multinational companies by the targeted state (Lululemon Athletica, 2012, p. 293). The law requires licensing of global players who are expensive for Lululemon to comply. Further, the corporate tax rate applied domestically use for Lululemon as it tries to operate in the international markets. The threat of new entrants in the market also creates pressure for Lululemon since the new entrants in the retail industry bring competition for the available markets in the global world. The continuous efforts of the company to succeed in future on the international market are threatened by the similar firms entering the market(Casteneda, 2014, p. 880). Notably, the leading competitors of Lululemon, Nike and Adidas have also made steps to invest globally where Lululemon still targets. The high cost of conducting market research in the international market is another challenge that Lululemon is likely to face. Before going internationally, companies need to understand the culture, language, and demands of the target market so that they may establish a suitable location for the firm; this may be costly for Lululemon (Roy Banerjee, 2014, p. 219). Since the company seeks to offer high standards products for its suppliers, this requires a significant investment. Therefore, the cost may act as a challenge for Lululemon to expand internationally. Recommendations for Reducing the Potential Risks The management should conduct a thorough environmental scanning so as to identify the most less costly strategies of conducting global market research. Lululemon should efficiently monitor its product lines and manufacturing capabilities in an anti-competitors oriented direction, and this will limit the threats from new entrants. The management of Lululemon should ensure total compliance with the legal requirements when seeking to venture into international markets. Compliance with the international business law will make the company succeed in the foreign market. Lastly, the company should venture its business operations internationally in only locations where its products get demanded and where the people's culture are in conformity with the firm.' Conclusion The business environment affects the performance of an organization. Understanding the environment surrounding a business enables practitioners to design applicable management strategies for gaining a competitive advantage against the rivals. Companies cannot venture their operations in the international market without having succeeded in the domestic market. For a firm to thrive in its performance, the business culture must suit the tastes and preferences of the customers. However, the business environment gets faced with numerous challenges that may hinder a firm from succeeding. These problems include; technological changes, market demand changes, stiff competition, and inadequate finances. Therefore, companies must ensure that they are capable of coping with the business environmental changes before deciding to venture their operations in a particular market, be it domestically or internationally. References Casteneda, C., 2014. America the yogi fun: Insights into American yoga culture today. pp. 880. Ganin, C., 2014. American Apparel, crumbs, cupcakes, and Lululemon: Oh my examples of why increased shareholder involvement will not fix corporate America. Ariz. L. Rev, 56(2), p. 937. Lavrence, C. Lozanski, K., 2014. This is not your practice: Lululemon and the neoliberal government of self. Canadian Review of Sociology, 51(1), pp. 76-94. Retrieved from:https://scholar.google.com/scholar?=Lavrence%2C+C.+%26+Lozanski%2C+K.%2C+2014.+This+is+not+your+practice%3A+Lululemon+and+the+neoliberal+government+of+self.+Canadian+Review+of+SociologybtnG=hl=enas_sdt=0%2C5 Lululemon Athletica (2012) Jenna, Beyer; Leon, Firfman; Eric, Ho; Miso, Kezunovic; Lance, Olian. pp. 283-294 The context of Business: Understanding the Canadian business environment (2015) Karakowsky, Len and Guriel, Natalie. pp. 220. Retrieved from: https://www.pearsoncanada.ca/media/highered-showcase/multi-product-showcase/showcase-websites-4q-2012/karakowsky-preface.pdf

Actus Reus Paper Essays

Actus Reus Paper Essays Actus Reus Paper Essay Actus Reus Paper Essay ACTUS REUS: OMISSION CAUSATION The general basis for imposing liability in  criminal law  is that the defendant must be proved to have committed a guilty act whilst having had a guilty state of mind. The physical elements are collectively called the actus reus and the accompanied mental state is called the mens rea. It is the fundamental duty of the prosecution to prove both of these elements of the offence to the satisfaction of the judge or jury beyond reasonable doubt. In the absence of such proof the defendant will be acquitted. ACTUS REUS An actus reus consists of more than just an act. It also consists of whatever circumstances and consequences are recognised for liability for the offence in question in other words all the elements of an offence other than the mental element. The term actus reus has been given a much wider meaning by Glanville Williams in his criminal law. He says : When he use the technical tern actus reus we include all the external circumstances and consequences specified in the rule of law as constituting the forbidden situation. Reus must be taken as indicating the situation specified in the actus reus as on that, given any necessary mental element, is forbidden by law. In other words, acus reus means the whole definition of the crime with the exception of the mental element – and it even includes a mental element in so far as that is contained in the definition of an act. Actus reus includes negative as well as positive elements. For example, as stared earlier, the actus reus of murder is the causing of death of a person. It also includes circumstances, such as the person whose death has been caused was not as a consequence of a sentence or death given to him or that the death was caused within the territorial jurisdiction of the state. OMISSIONS IN CRIMES Omissions are controversial for two main reasons_ first, whether and to what extent it is justifiable omissions rather than acts; and secondly, whether liability for omissions rather than act requirement in criminal law. Pursuing the second point here, much has been made above of the importance f requiring proof that the defendant voluntarily did something to produce prohibited conduct or consequence. In so far as this can be termed an ‘act requirement’, are omissions a true exception to it? If they are, is this another argument against criminalizing them? One much-discussed preliminary question is the distinction between acts and omissions. Sometimes it is argued that certain verbs imply action and therefore exclude liability for omiss ions, and that the criminal law should respect. The distinctions flowing from this. English courts have often used this linguistic or interpretive approach. It has led to a variety of decisions in different statutes, without much discussion of the general principles underlying omissions liability. The law commissions considerably draft criminal code may be said to signal the continuation of this approach, by redefining the homicide offences in terms of ‘causing death’ rather than ‘killing’, and refining the damage offences in terms of ‘causing damage’, rather than ‘damaging’, so as ‘to leave fully open the courts the possibility of so constructing the relevant (statutory) provisions as to impose liability for omissions’. The draft cod would therefore remove any linguistic awkwardness in saying, for example, that a parent killed a child by failing to feed it; but it does so in this specific instance, and without proclaiming a general principle, that the act requirement may be fulfilled by an omission of a duty can be established. Attachment to the vagaries of the language is no proper basis for delineating the boundaries of criminal liability. In some situations the courts, following the linguistic approach, have nevertheless found themselves able to impose omissions liability. In Speck (1977)3 the defendant was charged with committing an act of gross indecency with or towards a child. The evidence was that an 8 yr old girl placed her hand on his trousers over his penis. he allowed that hand to remain there for some minutes, causing him to have an erection. The court of appeal held that the defendants failure to remove the hand amounted to an invitation to the child with the act, or it created a duty in an adult to put an end to the innocent touching of this kind, with omissions liability for not fulfilling the duty. The analysis is similar to that in miller (1983) where D fell asleep whilst smoking, woke up to find the mattress smouldering, but simply left the room and went to sleep elsewhere. He was convicted of causing criminal damage by fire, on the basis that a person who initiates a sequence of events nnocently and then fails to do anything to stop the sequence should be regarded as having caused the whole sequence. On this view the conduct constitutes a single, continuing act; Miller caused the damage because he took no steps to extinguish the fire he had innocently started. It must be doubted whether these efforts to find an act which then coincides in point in point of time with defendants knowledge and intentions are convincin g. surely the courts are imposing liability for an omission on these cases, by recognizing that a duty arises. Speck is a little different from miller since the original act of the speck was of the girl, and the duty must therefore amount the recognition of an obligation on an adult to put an end to the indecent yet innocent touching by a child. In so far as these decisions appear to extend the statutory wording, are they objectionable on grounds of retroactivity and lack of fair warning, or defensible as applications of existing common law doctrine to new situations? In other situations it seems possible to offer plausible reasons for regarding the same event as either an act or an omission, and in some cases the courts have sought to exploit this ambiguity when dealing with problematic medical issues. Yet it is one thing to say that a healthcare professional who decides not to replace an empty bag for a drip-feed has made an omission, whereas switching a ventilator off is an act; is another thing to maintain that the act-omission distinction should be crucial to any determination of the criminal liability in the two situations. In Airedale NHS trust v bland (1993)the house of lords held that it would be lawful for a doctor to withdraw treatment from a patient in a persistent vegetative state, even though death would inevitable be hastened by that conduct. The house held that the withdrawal of treatment would constitute and omission, and thus regarded the duties of the doctor as the central issue. The decision was that the doctor a doctor has no duty to continue life supplying treatment when it is no longer in the best interest of the patient, having regard to responsible medical opinion. However the court of appeal declined to adopt this subterfuge in Re A(conjoined twins: Surgical separation), holding that the surgical separation of the twins would undoubtedly an act, and subsequently deciding that carrying out an operation which would result in the death of one twin in order to save the life of other could be justifies on the grounds of necessity. This demonstration of the fragility of the act-omission distinction of the vagaries fthe English language indicates that it may be simplistic to oppose omissions liability in the principle. There are some clear cases of omission in which it is desirable to have criminal liability, such as the parent who neglects to feed her or his child or neglects to protect it from abuse. Omissions can be involuntary or not, in the same way as acts; and provided, that the harm resulted because D failed to intervene, it can be argued that omissions are also causes. Omissions liability ay therefore satisfy the principles that no one should be held liable for bodily movements that he or she did not or could not direct. It may also satisfy the principle that no person should be held liable for the conduct or consequences that he or she did not cause. But one point of the act requirement is to exclude liability for mere thoughts that do not result in some bodily movement, and omissions fall foul to that. They do so for a good reason – that certain positive duties to act are so important that they can rightly be made the subject of criminal liability. Of course, such a duty should also be defined with sufficient certainty and made known to those affected by it. So long as these formal requirements are fulfilled there can be no fairness objection to holding a person liable, provided that he or she is capable of taking some steps to carry out the duty. CAUSATION IN CRIMES An event is very often the result of a number of factors. A factor is said to have caused a particular event if, without that factor or, the event would not have happened. Thus, a man is said to have caused the actus reus of a crime, if, that actus would not have occurred without his participation in what was done. Some casual relationships has to be established between his conduct and the prohibited result. A man is usually held criminally liable only for the consequences of his conduct as he foresaw, (or is crimes of negligence, he ought to have foreseen). The act must be the causa causans, ie, the immediate or proximate cause of the effect. When the facts are direct and simple, then establishing the causal nexus between the act and the effect may not be difficult, as for instance in a case of person shooting another person and thereby killing him. The causation can also be without any direct physical act. if the victim asks his way on a dark night nd the accused with the intention of causing his death, directs him to a path that he knows will bring him to a cliff edge , and the victing suffers a fatal fall, this is clearly murder, though the accused has done nothing more than utter words. This can be true in cases of abetment, incitement and conspiracy. In the instances stated above, it is not difficult to establish the direct result between the cause and the effect. The difficulty ar ises only in cases of multiple causation, where it is difficult to establish the imputability. Example: A, intending to kill B but only wounds him very slightly. A clearly has the requisite mens rea for murder, that is, he foresees and desires B’s death. Not let us assume that on his being ta ken to the hospital in an ambulance, a piece of masonry from a building falls on the ambulance and kills B; or, alternatively, that B has a rare blood disease which prevents his blood from coagulation so that the slight wound leads to his death, which it would not have done if he had not been suffering from this disease; or, alternatively, that B refuses to have the wound treated and dies of blood poisoning, which would not have occurred if B had had the wounded treated. In all these cases, a problem of causation arises, i. e. , did A cause B’s death for the purposes of the criminal law so that he can be convicted of murder? If the result is too remote and accidental in its occurrence, then there is no criminal liability. CAUSATION AND NEGLIGENCE The difficulty of causation arises very often n cases of negligence. It has t be established that first, the conduct of the person was negligent and secondly, that but for the negligent act of accused, the accident would not have occurred. In other words, the actus reus should be causally connected to the act, which should be proved to be a negligent. In order to impose criminal liability under S 304A, IPC, it is essential to establish that death is the direct result of the rash or (and) negligent act of the accused. It must be causa causans – the immediate cause and not enough that it may be quasa sine qua non, ie, proximate cause. There can be no conviction when rashness or negligence of third party intervenes. In Suleman rahiman mulani v state of Maharashtra the Supreme Court has approved his rule. In Suleman rahiman mulani the accused who was driving the jeep struck the deceased, as a result of which he sustained serious injuries. The ccused put the injured person in the jeep for medical treatment, but he died. Thereafter, the accused cremated the body. The accused was charged under s304A and 201 of the IPC. As per s 304A, there must be direct nexus between the death of a person and rash and negligent act of the accused that caused the death of the deceased. It was the case of the prosecution of the accused had possesse d only a learner’s license and hence was guilty of causing the death of the deceased. The court held that there was no presumption in law that a person who possesses only a learner’s license or possesses no license at all, does not know driving. A person could for various reasons, including sheer indifference, might not have been taken a regular license . there was evidence to show that the accused had driven the jeep to various places on the previous day of occurrence. So before the accused convicted under s304A, there must a proof that the accused drove in a rash and negligent manner and death was a direct consequence of such rash and negligent manner. In the absence of such evidence no offence under s 304A was made out. The accused was acquitted of the charges. MINIMAL CAUSATION When death of a person is caused after medical treatment, it cannot be said that the treatment was not proper or inadequate, or had better treatment been given, the death would not have taken place. This is because, the intervention of the doctor is in the nature of minimum causation and hence its intervention would have played only a minor part, if any, in causing death. As far as the IPC is concerned, explanation 2 of s 299 specifically states that if an act causes death, even death could have been avoided by proper remedies and skilful treatment, the act shall be deemed to have caused death and the person will be criminally liable. If death results from an injury voluntarily caused, the person who causes the injury, therefore, is deemed to have caused the death, although the life of victim might have been saved if proper medical treatment, provided that it was administered in good faith by a competent physician or surgeon. In Moti singh v state of uttar Pradesh the deceased gayacharan had received two gunshot wounds in the abdomen which were dangerous to life. The injury was received on February 1960. There was no evidence when he was discharged from the hospital and whether he had fully recovered or not. He, however, died on march 1 1960. His body was cremated without post mortem being done. The supreme court held that the two gunshot injuries were dangerous to life were not sufficient for holding that gyancharans death, which took place about three weeks after the incident, was on account of the injuries received by him. The court observed that in order to prove the charges on gyancharans murder, it was necessary to establish that he had died on account of injuries received on him. Since, the was no evidence to establish the cause of death, the accused could not be said to have caused the death of gyancharan. A crucial aspect highlighted by the court in the case was that the connection between the primary cause and the death should not be too remote. CONCLUSION Causation is a complex topic, with which we have been able to deal only brief here. Proof of causation is often said to be an essential precondition of criminal liability, but there is reason to doubt the generality of that requirement, notably in respect of accomplice liability and vicarious criminal liability. Rather than insisting on a universal requirement of causation, it may be preferable to argue that liability should be negatived, in general, by the voluntary intervening act of another. Several criticisms of the judicial approach to three exceptional categories of case hace been advanced above. Often the explanations given by the courts are unconvincing. Whilst the traditional or standard causal theory emphasizes the significance of the last voluntary act, there is no reluctance to took wider or to massage the term ‘voluntary’ in certain situations, especially where D clearly stated that the sequence of events by doing a wrongful act. The challenge is to re-examine the intuitions that lead judges and others to their conclusions (the wrongful act theory, the approach to medical mistakes etc. ) with a view to constructing a law that ensures that the courts respect the various principles . BIBLIOGRAPHY 1. P. S. A. Pillai – Criminal law 2. Glanville Williams book on criminal law 3. www. lawteacher. com [ 1 ]. Page 427, principles of criminal law, Glanville williams [ 2 ]. Duff, criminal attempts, 317-20 Glanville Williams [ 3 ]. 65 CR App R 161. [ 4 ]. (1983) 2 AC 161 [ 5 ]. Criticisms by jc smith (1982) Crim LR 527 and 724, and D. Husak, philosophy of criminal law(1987), 176-8 [ 6 ]. See I. M Kennedy, Treat me right (1988) 169-74 [ 7 ]. (1993) AC 789 [ 8 ]. 4 ALL ER 961 [ 9 ]. Emery (1993) 14 Cr App R (s) 394, aand the new duty by the domestic violence, crime and victims act 2004. [ 10 ]. Glanville Williams, ‘criminal law- causation’) [ 11 ]. Rustom sherior Irani v state of Maharashtra(1969) ACC Cj 79 (SC) [ 12 ]. Md rangawalla v state of mahaarashtra AIR 1965 [ 13 ]. However a driver is expected to anticipate reasonably foreseeable negligent act to road users as contributory negligence has no application in criminal law. [ 14 ]. Re san pai (1936) 14 rang 643

Major General David B. Birney in the Civil War

Major General David B. Birney in the Civil War David Birney - Early Life Career: Born in Huntsville, AL on May 29, 1825, David Bell Birney was the son of James and Agatha Birney.   A Kentucky native, James Birney was a noted politician in Alabama and Kentucky and later a vocal abolitionist.   Moving back to Kentucky in 1833, David Birney received his early schooling there and in Cincinnati.   Due to his fathers politics, the family later moved to Michigan and Philadelphia.   To further his education, Birney elected to attend the Phillips Academy in Andover, MA.   Graduating in 1839, he initially pursued a future in business before electing to study law.   Returning to Philadelphia, Birney commenced practicing law there in 1856.   Finding success, he became friends with many of the citys leading citizens.   David Birney - The Civil War Begins: Possessing his fathers politics, Birney foresaw the coming of the Civil War and in 1860 began an intensive study of military subjects.   Though he lacked any formal training, he was able to parley this newly-acquired knowledge into a lieutenant colonels commission in the Pennsylvania militia. Following the Confederate attack on Fort Sumter in April 1861, Birney commenced working to raise a regiment of volunteers.   Successful, he became lieutenant colonel of the 23rd Pennsylvania Volunteer Infantry later that month.   In August, after some service in the Shenandoah, the regiment was re-organized with Birney as colonel.    David Birney - Army of the Potomac: Assigned to Major General George B. McClellans Army of the Potomac, Birney and his regiment prepared for the 1862 campaign season.   Possessing extensive political connections, Birney received a promotion to brigadier general on February 17, 1862.   Leaving his regiment, he assumed command of a brigade in Brigadier General Philip Kearnys division in Major General Samuel Heintzelmans III Corps.   In this role, Birney traveled south that spring to take part in the Peninsula Campaign.   Performing solidly during the Union advance on Richmond, he was criticized by Heintzelman for failing to engage during the Battle of Seven Pines.   Given a hearing, he was defended by Kearny and it was determined that the failure was a misunderstanding of orders. Retaining his command, Birney saw extensive action during the Seven Days Battles in late June and early July.   During this time, he, and the rest of Kearnys division, was heavily engaged at Glendale and Malvern Hill.   With the failure of the campaign, III Corps received orders to return to Northern Virginia to support Major General John Popes Army of Virginia.   In this role, it took part in the Second Battle of Manassas in late August.   Tasked with assaulting Major General Thomas Stonewall Jacksons lines on August 29, Kearnys division took heavy losses.   Three days after the Union defeat, Birney returned to action at the Battle of Chantilly.   In the fighting, Kearny was killed and Birney ascended to lead the division.   Ordered to the Washington, DC defenses, the division did not take part in the Maryland Campaign or Battle of Antietam. David Birney - Division Commander:      Rejoining the Army of the Potomac later that fall, Birney and his men were engaged at the Battle of Fredericksburg on December 13.   Serving in Brigadier General George Stonemans III Corps, he clashed with Major General George G. Meade  during the battle when the latter accused him of failing to support an attack.   Subsequent punishment was avoided when Stoneman praised Birneys performance in his official reports.   During the winter, command of III Corps passed to Major General Daniel Sickles.   Birney served under Sickles at the Battle of Chancellorsville in early May 1863 and performed well.   Heavily engaged during the fighting, his division suffered the highest casualties of any in the army.   For his efforts, Birney received a promotion to major general on May 20. Two months later, the bulk of his division arrived at the Battle of Gettysburg on the evening of July 1 with the remainder arriving the following morning.   Initially positioned at the south end of Cemetery Ridge with its left flank at the foot of Little Round Top, Birneys division moved forward that afternoon when Sickles advanced off the ridge.   Tasked with covering a line extending from Devils Den through the Wheatfield to the Peach Orchard, his troops were spread too thin.   Late in the afternoon, Confederate troops from Lieutenant General James Longstreets First Corps attacked and overwhelmed Birneys lines.   Falling back, Birney worked to re-form his shattered division while Meade, now leading the army, funneled reinforcements to the area.   With his division crippled, he played no further role in the battle. David Birney - Later Campaigns: As Sickles had been severely wounded in the fighting, Birney assumed command of III Corps until July 7 when Major General William H. French arrived.   That fall, Birney led his men during the Bristoe and Mine Run Campaigns.   In the spring of 1864, Lieutenant General Ulysses S. Grant and Meade worked to reorganize the Army of the Potomac.   As III Corps had been badly damaged the previous year, it was disbanded.   This saw Birneys division transferred to Major General Winfield S. Hancocks II Corps.   In early May, Grant commenced his Overland Campaign and Birney quickly saw action at the Battle of the Wilderness.   A few weeks later, he was wounded at the Battle of Spotsylvania Court House but remained in his post and commanded his division at Cold Harbor  at the end of the month.       Moving south as the army advanced, Birney played a role in the Siege of Petersburg.   Taking part in II Corps operations during the siege, he led it during the Battle of Jerusalem Plank Road in June as Hancock was suffering the effects of a wound sustained the previous year.   When Hancock returned on June 27, Birney resumed command of his division.   Seeing promise in Birney, Grant assigned him to command X Corps in Major General Benjamin Butlers Army of the James on July 23.   Operating north of the James River, Birney led the successful assault on New Market Heights in late September.   Falling ill with malaria a short time later, he was ordered home to Philadelphia.   Birney died there on October 18, 1864, and his remains were interred in the citys Woodlands Cemetery. Selected Sources David Birney - III CorpsLest We Forget: David BirneyFind A Grave: David Birney

Captivity Essay Example | Topics and Well Written Essays - 1000 words

Captivity - Essay Example luential individual or stratum upon the weak and helpless, so that the powerful could exploit the riches, belongs, talent, energies or qualities of the captive for his own purpose. As it has often been observed that the highly qualified professionals are confined to some specific task or job by the rich entrepreneur in the name of financial stability. Similarly, animals are made captive and confined into cages and snares for the entertainment of humans. But captivity is not restrained to encaging or physical confinement only. Rather, there are multiple forms of imprisonment and captivity. Renowned French philosopher of 18th century Jean Jacques Rousseau once said that man was born free, but everywhere he is in chains. The quote maintains depth of oceans in it due to the fact that man undergoes various kinds of captivities, which serve as great hurdles on his way to achieve his ultimate destination in this world as well as in the world Hereinafter. Hence, humans are captives of social norms, cultural traditions, historically existing conventions, religious beliefs, financial problems and statutes of prevailing law, and are bound to adapt their lives accordingly on the basis of all such norms, mores, traditions, beliefs and laws. Not only this that man is bound in the chains inflicted by others upon him, but also he is slave to his own wishes and desires, which make him their captive in the very sense and definition of the term. It is therefore it is aptly viewed that man is the captive of his own body. Hunger and thirst are basic human instincts and needs, without whi ch body stops working properly. If an individual is not offered bread for few hours only, he will start turning weak and fragile. Consequently, he becomes irritated and strives to get the same either in peaceful manners or by applying force. It brings uncertainty, disorder, chaos and turmoil in society. But it proves the very fact that man is captive of his body. Extraordinary change in climate, chilly

Decision questions Assignment Example | Topics and Well Written Essays - 250 words

Decision questions - Assignment Example A  fall  in sales volume may be because of poor advertising, competition, or reduced  production. Therefore, a  manager  who  is not committed  may be slow in identifying any  possible  problem that is causing the change in sales volume compared to a committed manager. Also, managers who are unable to combine analytical and creative thinking may not be able to handle complex, ambiguous operations, which require sophisticated techniques to identify any arising problems. The fundamental differences between Delphi process and nominal group are as listed below. In nominal group technique, members of the group form a list of ideas privately, then one member of the group present one item from the list and they are recorded publicly. Conversely, Delphi process is a process of decision-making which depends on a panel of experts who make decisions while in different locations. In nominal, decisions are made by a group which has a group leader who will present the ideas while in Delphi, every group member give ideas independently. In nominal, the ideas are exchanged verbally while in Delphi, the ideas are conveyed via electronic bulletin board, fax or in online discussion rooms (Whetten & Cameron, 1998). Finally, in nominal criticism of the presented ideas is not allowed while in Delphi it is allowed. Delphi would be better situated than nominal in the cases whereby the ideas needs expertise, while nominal would be better situated over Delphi in the situations exchange of the ideas verbally for convenience (Whetten & Cameron, 1998). The two processes would be controlled by consistent appraisals so as to get fruitful outcomes and get the best

Production and operations management

Production and operations management Production and Operations Management (POM) is about the transformation of production and operational inputs into outputs that, when distributed, meet the needs of customers. The process in the above diagram is often referred to as the Conversion Process. There are several different methods of handling the conversion or production process Job, Batch, Flow and Group POM incorporates many tasks that are interdependent, but which can be grouped under five main headings: PRODUCT Marketers in a business must ensure that a business sells products that meet customer needs and wants. The role of Production and Operations is to ensure that the business actually makes the required products in accordance with the plan. The role of PRODUCT in POM therefore concerns areas such as: Performance Aesthetics Quality Reliability Quantity Production costs Delivery dates PLANT To make PRODUCT, PLANT of some kind is needed. This will comprise the bulk of the fixed assets of the business. In determining which PLANT to use, management must consider areas such as: Future demand (volume, timing) Design and layout of factory, equipment, offices Productivity and reliability of equipment Need for (and costs of) maintenance Heath and safety (particularly the operation of equipment) Environmental issues (e.g. creation of waste products) PROCESSES There are many different ways of producing a product. Management must choose the best process, or series of processes. They will consider: Available capacity Available skills Type of production Layout of plant and equipment Safety Production costs Maintenance requirements PROGRAMMES The production PROGRAMME concerns the dates and times of the products that are to be produced and supplied to customers. The decisions made about programme will be influenced by factors such as: Purchasing patterns (e.g. lead time) Cash flow Need for / availability of storage Transportation PEOPLE Production depends on PEOPLE, whose skills, experience and motivation vary. Key people-related decisions will consider the following areas: Wages and salaries Safety and training Work conditions Leadership and motivation Unionisation Communication ++++++++++++++++++++++++++++++++++++++++++++++++++ production types of production method Definition In our introduction to production and operations management (POM) we suggested that there are several different methods of handling the conversion or production process Job, Batch, Flow and Group. This revision note explains these methods in more detail. Introduction The various methods of production are not associated with a particular volume of production. Similarly, several methods may be used at different stages of the overall production process. Job Method With Job production, the complete task is handled by a single worker or group of workers. Jobs can be small-scale/low technology as well as complex/high technology. Low technology jobs: here the organisation of production is extremely simply, with the required skills and equipment easily obtainable. This method enables customers specific requirements to be included, often as the job progresses. Examples include: hairdressers; tailoring High technology jobs: high technology jobs involve much greater complexity and therefore present greater management challenge. The important ingredient in high-technology job production is project management, or project control. The essential features of good project control for a job are: Clear definitions of objectives how should the job progress (milestones, dates, stages) Decision-making process how are decisions taking about the needs of each process in the job, labour and other resources Examples of high technology / complex jobs: film production; large construction projects (e.g. the Millennium Dome) Batch Method As businesses grow and production volumes increase, it is not unusual to see the production process organised so that Batch methods can be used. Batch methods require that the work for any task is divided into parts or operations. Each operation is completed through the whole batch before the next operation is performed. By using the batch method, it is possible to achieve specialisation of labour. Capital expenditure can also be kept lower although careful planning is required to ensure that production equipment is not idle. The main aims of the batch method are, therefore, to: Concentrate skills (specialisation) Achieve high equipment utilisation This technique is probably the most commonly used method for organising manufacture. A good example is the production of electronic instruments. Batch methods are not without their problems. There is a high probability of poor work flow, particularly if the batches are not of the optimal size or if there is a significant difference in productivity by each operation in the process. Batch methods often result in the build up of significant work in progress or stocks (i.e. completed batches waiting for their turn to be worked on in the next operation). Flow Methods Flow methods are similar to batch methods except that the problem of rest/idle production/batch queuing is eliminated. Flow has been defined as a method of production organisation where the task is worked on continuously or where the processing of material is continuous and progressive, The aims of flow methods are: Improved work material flow Reduced need for labour skills Added value / completed work faster Flow methods mean that as work on a task at a particular stage is complete, it must be passed directly to the next stage for processing without waiting for the remaining tasks in the batch. When it arrives at the next stage, work must start immediately on the next process. In order for the flow to be smooth, the times that each task requires on each stage must be of equal length and there should be no movement off the flow production line. In theory, therefore, any fault or error at a particular stage In order that flow methods can work well, several requirements must be met: (1) There must be substantially constant demand If demand is unpredictable or irregular, then the flow production line can lead to a substantial build up of stocks and possibility storage difficulties. Many businesses using flow methods get round this problem by building for stock i.e. keeping the flow line working during quiet periods of demand so that output can be produced efficiently. (2) The product and/or production tasks must be standardised Flow methods are inflexible they cannot deal effectively with variations in the product (although some variety can be accomplished through applying different finishes, decorations etc at the end of the production line). (3) Materials used in production must be to specification and delivered on time Since the flow production line is working continuously, it is not a good idea to use materials that vary in style, form or quality. Similarly, if the required materials are not available, then the whole production line will come to a close with potentially serious cost consequences. (4) Each operation in the production flow must be carefully defined and recorded in detail (5) The output from each stage of the flow must conform to quality standards Since the output from each stage moves forward continuously, there is no room for sub-standard output to be re-worked (compare this with job or batch production where it is possible to compensate for a lack of quality by doing some extra work on the job or the batch before it is completed). The achievement of a successful production flow line requires considerable planning, particularly in ensuring that the correct production materials are delivered on time and that operations in the flow are of equal duration. Common examples where flow methods are used are the manufacture of motor cars, chocolates and televisions. +++++++++++++++++++++++++ capacity management the meaning of capacity Introduction The capacity of a production unit (e.g. machine, factory) is its ability to produce or do that which the customer requires. In production and operations management, three types of capacity are often referred to: Potential Capacity The capacity that can be made available to influence the planning of senior management (e.g. in helping them to make decisions about overall business growth, investment etc). This is essentially a long-term decision that does not influence day-to-day production management Immediate Capacity The amount of production capacity that can be made available in the short-term. This is the maximum potential capacity assuming that it is used productively Effective Capacity An important concept. Not all productive capacity is actually used or usable. It is important for production managers to understand what capacity is actually achievable. Measuring capacity Capacity, being the ability to produce work in a given time, must be measured in the unit of work. For example, consider a factory that has a capacity of 10,000 machine hours in each 40 hour week. This factory should be capable of producing 10,000 standard hours of work during a 40-hour week. The actual volume of product that the factory can produce will depend on: the amount of work involved in production (e.g. does a product require 1, 5, 10 standard hours? any additional time required in production (e.g. machine set-up, maintenance) the productivity or effectiveness of the factory Constraints on capacity In capacity management there are usually two potential constraints TIME and CAPACITY Time may be a constraint where a customer has a particular required delivery date. In this situation, capacity managers often plan backwards. In other words, they allocate the final stage (operation) of the production tasks to the period where delivery is required; the penultimate task one period earlier and so on. This process helps identify whether there is sufficient time to meet the production demands and whether capacity needs to be increased, albeit temporarily. Production Scheduling A schedule is a representation of the time necessary to carry out a particular task. A job schedule shows the plan for the manufacture of a particular job. It is created through work / study reviews which determine the method and times required. Most businesses carry out several production tasks at one time which entails amalgamating several job schedules. This process is called scheduling. The result is known as the production schedule or factory schedule for the factory/plant as a whole. In preparing a production schedule, attention needs to be paid to: Delivery dates (when are finished products due?) Job schedules for each relevant production task Capacities of production sections or departments involved Efficiency of these production sections or departments Planned holidays Anticipated sickness / absenteeism / training Availability of raw materials, components and packaging There are two key problems with production scheduling: (1) Measurement of performance (e.g. should financial performance be most important (e.g. minimise the amount of stock), or are marketing objectives more important e.g. always produce enough to meet customer demand). (2) The large number of possible schedules often caused by too much complexity or variety in the production needs of the business. +++++++++++++++++++++++++++++++++++++++++++++++ introduction to break-even analysis Introduction Break-even analysis is a technique widely used by production management and management accountants. It is based on categorising production costs between those which are variable (costs that change when the production output changes) and those that are fixed (costs not directly related to the volume of production). Total variable and fixed costs are compared with sales revenue in order to determine the level of sales volume, sales value or production at which the business makes neither a profit nor a loss (the break-even point). The Break-Even Chart In its simplest form, the break-even chart is a graphical representation of costs at various levels of activity shown on the same chart as the variation of income (or sales, revenue) with the same variation in activity. The point at which neither profit nor loss is made is known as the break-even point and is represented on the chart below by the intersection of the two lines: In the diagram above, the line OA represents the variation of income at varying levels of production activity (output). OB represents the total fixed costs in the business. As output increases, variable costs are incurred, meaning that total costs (fixed + variable) also increase. At low levels of output, Costs are greater than Income. At the point of intersection, P, costs are exactly equal to income, and hence neither profit nor loss is made. Fixed Costs Fixed costs are those business costs that are not directly related to the level of production or output. In other words, even if the business has a zero output or high output, the level of fixed costs will remain broadly the same. In the long term fixed costs can alter perhaps as a result of investment in production capacity (e.g. adding a new factory unit) or through the growth in overheads required to support a larger, more complex business. Examples of fixed costs: Rent and rates Depreciation Research and development Marketing costs (non- revenue related) Administration costs Variable Costs Variable costs are those costs which vary directly with the level of output. They represent payment output-related inputs such as raw materials, direct labour, fuel and revenue-related costs such as commission. A distinction is often made between Direct variable costs and Indirect variable costs. Direct variable costs are those which can be directly attributable to the production of a particular product or service and allocated to a particular cost centre. Raw materials and the wages those working on the production line are good examples. Indirect variable costs cannot be directly attributable to production but they do vary with output. These include depreciation (where it is calculated related to output e.g. machine hours), maintenance and certain labour costs. Semi-Variable Costs Whilst the distinction between fixed and variable costs is a convenient way of categorising business costs, in reality there are some costs which are fixed in nature but which increase when output reaches certain levels. These are largely related to the overall scale and/or complexity of the business. For example, when a business has relatively low levels of output or sales, it may not require costs associated with functions such as human resource management or a fully-resourced finance department. However, as the scale of the business grows (e.g. output, number people employed, number and complexity of transactions) then more resources are required. If production rises suddenly then some short-term increase in warehousing and/or transport may be required. In these circumstances, we say that part of the cost is variable and part fixed. ++++++++++++++++++++++++++++++++++++++++++++++ quality management introduction One of the most important issues that businesses have focused on in the last 20-30 years has been quality. As markets have become much more competitive quality has become widely regarded as a key ingredient for success in business. In this revision note, we introduce what is meant by quality by focusing on the key terms you will come up against. What is quality? You will comes across several terms that all seem to relate to the concept of quality. It can be quite confusing working out what the difference is between them. Weve defined the key terms that you need to know below: Term Description Quality Quality is first and foremost about meeting the needs and expectations of customers. It is important to understand that quality is about more than a product simply working properly. Think about your needs and expectations as a customer when you buy a product or service. These may include performance, appearance, availability, delivery, reliability, maintainability, cost effectiveness and price. Think of quality as representing all the features of a product or service that affect its ability to meet customer needs. If the product or service meets all those needs then it passes the quality test. If it doesnt, then it is sub-standard. Quality management Producing products of the required quality does not happen by accident. There has to be a production process which is properly managed. Ensuring satisfactory quality is a vital part of the production process. Quality management is concerned with controlling activities with the aim of ensuring that products and services are fit for their purpose and meet the specifications. There are two main parts to quality management (1) Quality assurance (2) Quality control Quality assurance Quality assurance is about how a business can design the way a product of service is produced or delivered to minimise the chances that output will be sub-standard. The focus of quality assurance is, therefore on the product design/development stage. Why focus on these stages? The idea is that if the processes and procedures used to produce a product or service are tightly controlled then quality will be built-in. This will make the production process much more reliable, so there will be less need to inspect production output (quality control). Quality assurance involves developing close relationships with customers and suppliers. A business will want to make sure that the suppliers to its production process understand exactly what is required and deliver! Quality control Quality control is the traditional way of managing quality. A further revision note (see the list on the right) deals with this in more detail. Quality control is concerned with checking and reviewing work that has been done. For example, this would include lots of inspection, testing and sampling. Quality control is mainly about detecting defective output rather than preventing it. Quality control can also be a very expensive process. Hence, in recent years, businesses have focused on quality management and quality assurance. Total quality management Total quality management (usually shortened to TQM) is a modern form of quality management. In essence, it is about a kind of business philosophy which emphasises the need for all parts of a business to continuously look for ways to improve quality. We cover this important concept in further revision notes. ++++++++++++++++++++++++++++++++++++++++++++++++++ quality control Quality control is the more traditional way that businesses have used to manage quality. Quality control is concerned with checking and reviewing work that has been done. But is this the best way for a business to manage quality? Under traditional quality control, inspection of products and services (checking to make sure that whats being produced is meeting the required standard) takes place during and at the end of the operations process. There are three main points during the production process when inspection is performed: 1 When raw materials are received prior to entering production 2 Whilst products are going through the production process 3 When products are finished inspection or testing takes place before products are despatched to customers The problem with this sort of inspection is that it doesnt work very well! There are several problems with inspection under traditional quality control: 1 The inspection process does not add any value. If there were any guarantees that no defective output would be produced, then there would be no need for an inspection process in the first place! 2 Inspection is costly, in terms of both tangible and intangible costs. For example, materials, labour, time, employee morale, customer goodwill, lost sales 3 It is sometimes done too late in the production process. This often results in defective or non-acceptable goods actually being received by the customer 4 It is usually done by the wrong people e.g. by a separate quality control inspection team rather than by the workers themselves 5 Inspection is often not compatible with more modern production techniques (e.g. Just in Time Manufacturing) which do not allow time for much (if any) inspection. 6 Working capital is tied up in stocks which cannot be sold 7 There is often disagreement as to what constitutes a quality product. For example, to meet quotas, inspectors may approve goods that dont meet 100% conformance, giving the message to workers that it doesnt matter if their work is a bit sloppy. Or one quality control inspector may follow different procedures from another, or use different measurements. As a result of the above problems, many businesses have focused their efforts on improving quality by implementing quality management techniques which emphasise the role of quality assurance. As Deming (a quality guru) wrote: Inspection with the aim of finding the bad ones and throwing them out is too late, ineffective, costly. Quality comes not from inspection but from improvement of the process. ++++++++++++++++++++++++++++++++++++++++++++ total quality management tqm Total quality management is a popular quality management concept. However, it is about much more than just assuring product or service quality. TQM is a business philosophy a way of doing business. It describes ways to managing people and business processes to ensure complete customer satisfaction at every stage. TQM is often associated with the phrase doing the right things right, first time. This revision note summarises the main features of TQM. Like most quality management concepts, TQM views quality entirely from the point of view of the customer. All businesses have many types of customer. A customer can be someone internal to the business (e.g. a production employee working at the end of the production line is the customer of the employees involved earlier in the production process). A customer can also be external to the business. This is the kind of customer you will be familiar with. When you fly with an airline you are their customer. When Tescos buys products from food manufacturers, it is a customer. TQM recognises that all businesses require processes that enable customer requirements to be met. TQM focuses on the ways in which these processes can be managed with two key objectives: 1 100% customer satisfaction 2 Zero defects The Importance of Customer Supplier Relationships Quality Chains TQM focuses strongly on the importance of the relationship between customers (internal and external) and supplier. These are known as the quality chains and they can be broken at any point by one person or one piece of equipment not meeting the requirements of the customer. Failure to meet the requirements in any part of a quality chain has a way of multiplying, and failure in one part of the system creates problems elsewhere, leading to yet more failure and problems, and so the situation is exacerbated. The ability to meet customers (external and internal) requirements is vital. To achieve quality throughout a business, every person in the quality chain must be trained to ask the following questions about every customer-supplier chain: Customers à ¢Ã¢â€š ¬Ã‚ ¢ Who are my customers? à ¢Ã¢â€š ¬Ã‚ ¢ What are their real needs and expectations? à ¢Ã¢â€š ¬Ã‚ ¢ How can I measure my ability to meet their needs and expectations? à ¢Ã¢â€š ¬Ã‚ ¢ Do I have the capability to meet their needs and expectations? (If not, what must I do to improve this capability?) à ¢Ã¢â€š ¬Ã‚ ¢ Do I continually meet their needs and expectations? (If not, what prevents this from happening when the capability exists?) à ¢Ã¢â€š ¬Ã‚ ¢ How do I monitor changes in their needs and expectations? Suppliers: à ¢Ã¢â€š ¬Ã‚ ¢ Who are my internal suppliers? à ¢Ã¢â€š ¬Ã‚ ¢ What are my true needs and expectations? à ¢Ã¢â€š ¬Ã‚ ¢ How do I communicate my needs and expectations to my suppliers? à ¢Ã¢â€š ¬Ã‚ ¢ Do my suppliers have the capability to measure and meet these needs and expectations? à ¢Ã¢â€š ¬Ã‚ ¢ How do I inform them of changes in my needs and expectations? Main Principles of TQM The main principles that underlie TQM are summarised below: Prevention Prevention is better than cure. In the long run, it is cheaper to stop products defects than trying to find them Zero defects The ultimate aim is no (zero) defects or exceptionally low defect levels if a product or service is complicated Getting things right first time Better not to produce at all than produce something defective Quality involves everyone Quality is not just the concern of the production or operations department it involves everyone, including marketing, finance and human resources Continuous improvement Businesses should always be looking for ways to improve processes to help quality Employee involvement Those involved in production and operations have a vital role to play in spotting improvement opportunities for quality and in identifying quality problems Introducing TQM into a Business TQM is not an easy concept to introduce into businesses particularly those that have not traditionally concerned themselved too much with understanding customer needs and business processes. In fact many attempts to introduce TQM fail! One of the reasons for the challenge of introducing TQM is that it has significant implications for the whole business. For example, it requires that management give employees a say in the production processes that they are involved in. In a culture of continuous improvement, workforce views are invaluable. The problem is many businesses have barriers to involvement. For example, middle managers may feel that their authority is being challenged. So empowerment is a crucial part of TQM. The key to success is to identify the management culture before attempting to install TQM and to take steps to change towards the management style required for it. Since culture is not the first thing that managers think about, this step has often been missed or ignored with resultant failure of a TQM strategy. TQM also focuses the business on the activities of the business that are closest to the customer e.g. the production department, the employees facing the customer. This can cause resentment amongst departments that previously considered themselves above the shop floor. +++++++++++++++++++++++++++++++