What Are The Drivers Of Organisational Change Commerce Essay

This assignment was undertaken with the purpose of analyzing what organizational alteration is within the concern universe, what are the drivers of organizational alteration and the different types of organizational alteration, it will look at four different schools of alteration in peculiar the classical attack, human dealingss, systematic attack, the eventuality attack and it will complete off with a decision. The undermentioned quotation mark identifies the grounds for alteration within the concern universe:â€Å" If the environment were absolutely inactive†¦ and if tomorrow were ever precisely the same as today, organizational alteration would hold small or no relevancy to directors † ( Robbins & A ; Judge 2008:280 )Change happens daily as the universe transforms and alters, because of this administration ‘s must be willing and able to alter along with the universe so to be in a place to be able to run into the outlook of everybody and everything linked with the administration in order to remain competitory within the concern universe, everybody in concern is affected by organizational alteration from the minor alterations such as the execution of a new type of package into the company to the bigger alterations such as a amalgamation with another company or a take-over which could affect the execution of new systems and protocols ( Senior, 2002 ) . Change is affected by drivers and drivers are affected by environmental factors which can be shown under the undermentioned degrees, the Macro degree besides known as the Far Environment which includes all outside influences upon which the concern operates in nevertheless, the concern has little or no control over these influences and as such can non place when or how alterations within these factors will happen. PESTEL is normally used to place factors within the Far Environment and this is broken down below. P – Political Drivers for Change hold alot of weight over the ordinances of a company as they form the foundation upon which a company must run within, these factors can include consumer, competition and employee Torahs, merchandise and service ordinances, besides these factors can be influenced by terrorist act such as the bombardments in London which brought about immense alteration with the air hose industry security such as the limitation of liquids on planes. E – Economic Drivers for Change are immense factors for administrations as they include the type of revenue enhancement within an country, involvement rates, exchange rates and rising prices. Economic factors will hold a immense impact on the type of work force available to a company as it can place how educated the population is, can providers be accessed and how clients will respond. An illustration of economic factors impacting concern can be the recent recession in which many builders went out of concern as people stopped purchasing and edifice houses. S – Socio-Cultural Drivers for Change vary from each state and must be recognised to place the cultural alterations in different societies, they can include altering tendencies within a specific society such as faith in India where people say prayer daily, how good educated the society is e.g. IT companies looking for a technologically educated population for their concern, the province of the wellness system and ethnicity. It is besides identified as how a company chooses to sell or market themselves E.g. Fair Trade non merely benefits the company who sells the merchandise but besides guaranteed work for people in hapless states from which the merchandise originated. T – Technological Drivers for Change define new and bing developments as engineering is now a cardinal constituent in the mundane activities of concerns as it helps the administration to work quicker e.g. the usage of electronic mail in communicating, alterations in engineering can be expensive as the buying of equipment is a factor and the preparation of employees. L – Legal Drivers for Change place the ordinances which companies must adhere to, what they can and can non make in order to obey the jurisprudence O matter the cost such as the smoke prohibition. E – Environmental Drivers for Change affect more concerns in recent times as more clients are going environmentally cognizant, demanding environmentally friendly merchandises and services, i.e. reduced C footmark, selling Fair Trade merchandises. On the other manus with the Meso degree besides knows as the Near Environment of the administration tends to hold more control over factors as it includes the Stakeholders of the concern who are better able to force alteration as communicating is much easier and more flowing, three groups are formed the first being Dependant Stakeholders which rely to a great extent on their connexion with the concern, Co-Dependent Stakeholders have a common association with the concern as it benefits both side for the house to win e.g. stockholders puting in a company to derive from its success, and eventually Independent Stakeholders being people on the exterior of the company that feel they need to step in to rock the determination of a concern e.g . Americans banding together in a command to forestall Wall Mart from puting up store in their towns as they felt the shop would negatively impact concerns in the country ( Wall Mart, the high cost of low monetary values ) . And in conclusion the Micro degree known as the Internal Environment which has to make with the concern itself and is chiefly dictated by direction within the concern, its identified by the relationship between employees, employers, concern construction, civilization, processes and systems and is the get downing point of organizational alteration as this is where people start desiring alteration, development and betterment within the concern nevertheless, alteration in one country of the administration will hold a direct affect on another portion of the concern and this must be taken into consideration when doing a determination on alteration ( Price, 2009 ) . Due to outside influences driving alteration administrations are forced to maintain up to rush with these alterations and have administrations in a place whereby if alteration is required the appropriate alterations are implements to reflect these external environmental factors in a timely and smoothly mode so as non to set any added force per unit area on the company ( Price, 2009 ) . Grundy identified that tonss of directors viewed alteration as being all the same whilst others viewed it as holding a negative impact on the administration, he identified three types of alteration as is shown in â€Å" Grundys ( 1993 ) three assortments of alteration † , the first being â€Å" smooth and incremental alteration † which is alteration that is implemented bit by bit, continually and in an orderly manner, Grundy states that this type of alteration was more so typical in the UK during the 1950s and 1970s and would be seldom seen in the concern universe of today, the 2nd type o f alteration is recognised as â€Å" rough incremental alteration † which identifies infrequent phases of certainty within the external environment but in no manner uninterrupted plenty to enable the measuring of the alteration involved hence doing sporadic alteration which upsets the administration, and in conclusion â€Å" discontinuous alteration † is due to a immense displacement in the environment internally or externally, this can be due to such things as chances within the market like merger/take-over or a big alteration in the external environment such as the presently economic recession which has forced many administrations to implement alterations to counter the effects of the recession. This type of alteration demands to be implemented rapidly and is instructed to staff instead than being discussed as it is normally implemented in an exigency state of affairs ( Senior, 2002 ; Price, 2009 ) . Burnes ( 2004 ) besides identifies another two type of alteration the first being Punctuated Equilibrium, this recognise that fact that alteration can happen at fickle explosive periods and secondly is Continuous Transformation which identifies the demand for regular dramatic accommodations in administrations change such being regular preparation for staff ( Senior, 2002 ; Price, 2009 ) . Traveling on to Schools of Change it should be noted that at nowadays there is no 1 â€Å" attack to alter that is theoretically holistic, universally applicable, and which can be practically applied † , the undertaking for a concern is to happen a theory and place the strengths and failings of that theory in order to recognize how it can be best implemented into the concern. This assignment will look at four of these attacks get downing with the Classical attack which was developed in the 19th century and works off the thought that there is merely â€Å" one best manner † to execute a undertaking â€Å" portraying administrations as machines, and those in them as mere parts which respond to the right stimulation and whose actions are based on scientific rules. † The attack is wholly geared towards direction doing all determinations in the concern and employees being viewed as merely a portion in a on the job machine. This attack is besides known as the Scientifi c-Rational attack and has three similar constructs: to see an administration as a machine that one time set in gesture will prosecute and accomplish its ends, the administration is merely interested in workers that can help the company in accomplishing its ends, people are motivated to work merely by money and direction must remain in control at all times. The most of import theoreticians of the classical attack were Fredrick Taylor, Frank and Lillian Gilbreth, Henri Fayol and Max Weber. Taylor ‘s rule of scientific direction is based on the thought of efficiency and is deemed to be the get downing point of the â€Å" development of administration and direction theory † . Taylors theory focused on making the best and manner to make a occupation and that workers are money motivated with direction detailing what each occupations is, the result expected from each place within a specified timeframe, workers have to be micro managed to guarantee the work is being completed w hilst being motivated by money ( fillips ) , more work peers more wage and as with the classical attack workers are merely viewed as objects and non valued by the administration that can be replaced at any clip ( Burnes, 2004 ) . Deems taylors theory worked off of three parts: gather all cognition about the occupation to enable elaborate â€Å" occupation regulations, Torahs and expression † to be drawn up that must be adhered to by each worker, restricting worker engagement to the extent of really physically making the work and directors micro managed to guarantee the work was being done the clip allocated, this theory take all duty off from the worked and topographic points it with the director â€Å" each adult male receives in most instances complete written instructions, depicting in item the undertaking which he is to carry through, every bit good as the agencies to be used in making the work ( Taylor, 1911a: 39 ) † . Taylor besides believed in engaging the best worker for each specific occupation and merely by making this would the administration acquire the best consequences, this farther solidified the thought of workers being classed as â€Å" human machines † and of no value to the administration as their cognition was limited to the specific occupation they held in the administration, undertakings became limited which in bend made it easier to learn to new workers and hence the demand for a skilled work force was reduced and this lowered rewards. This theory is still really popular in big administration such as mills like Dell where employees are required to work off lines nevertheless ; this theory would non be possible in smaller administrations such as enlisting bureaus as this function required a high input from the work force in order for the concern to win ( Burnes, 2004 ) . The following attack to be looked at is Human Relations which was developed in the 1930 ‘s as a reaction to the â€Å" de-humanised † attack of classical. Theorists to develop the attack were Myers in the 1920 ‘s and Mayo in 1933, in their hunt they recognised workers had more to offer an administration that the classical attack let its work force proving that administrations were societal Mecca ‘s and therefore required input from the work force, it was about completed different to the classical attack in that it viewed employees demands as holding great influence on the administration compared to employees merely being offered pecuniary inducements, that workplaces are non merely machines but societal countries where employees form relationships with others and insouciant activities are the norm compared to the formal activities of the classical attack, where as classical is a predictable machine driven by regulations and clip frames, human dealingss is a m ore insouciant and laid back attack best suited in little administrations such as the enlisting industry where it will gives advisers the freedom to work on their ain virtue and accomplish their ain marks. Similarities do be in that both attacks believe in being immutable entities one time constructions have been out in topographic point and that they are both the best manner frontward. Elton Mayo is famed for his word on â€Å" The Hawthorn Experiments † on Western Electric during the 1920s and 30s, these experiments identified workers need to be recognised as it showed it was non the alterations in the construction of their work that saw an addition in productiveness but the fact that they were being singled out to be surveies that gave the workers a sense of duty and utility. Mayo identified two nucleus facets that would come to organize the footing of the human dealingss attack, one being the demand for societal groups within the work force and for employees to work toget her instead an as persons, the 2nd being the demand for employees to be recognised for their work, this attack shows that actuating employees and sing employees as a valued portion of the administration benefits the concern which is wholly contradictory to what Taylor viewed in the classical attack ( Burnes, 2004 ) . The Contingency theory attack was developed during the 1960 ‘s and works on the footing that there is more than one best was frontward for an administration as all administration face different uncertainnesss so the theory needs to be tailored for each administration individually and non be viewed every bit one as the classical and human dealingss approached show, it proves that administrations are non closed systems but are reliant on external environmental factors such as engineering placing all administrations have different constructions, three of the most of import eventualities are the capriciousness of environmental factors to the administration whether internal or external, the usage of engineering as it has become a core portion of the activities of administration in the modern universe and the size of the administration being a important variable, Tom Burns and George Macpherson conducted the first surveies in 1961 that identified a nexus between administrations envir onmental factors and constructions and proved that â€Å" one best manner † as identified by the classical and human dealingss was in fact non the best manner frontward, their research identified five environment types that affected the administration on different degrees and two types of construction they names as Mechanistic ( similar to classical ) which worked positively in stable conditions and Organic ( similar to human dealingss ) in un-predictable conditions, their research does non confute the classical or human relation but identifies the dependence on the type of environment in which they will be applied to ( Burnes, 2004 ) . And eventually the Systems attack which was besides developed in the 1960s viewed â€Å" administrations as both a whole, and as portion of a larger environment † made up of a figure of different sub-systems that in times of alteration will impact other parts of the administration and alternatively of being classified as closed and cut off from the external environmental factors, as shown in the classical and human dealingss attacks, administrations are in fact â€Å" unfastened systems † within the internal and external environments. This system is used in placing these sub-systems hence recognizing if there is a demand for alteration to better public presentation on an overall degree. Miller ( 1967 ) identified four organizational sub-systems as organizational end and values, proficient, psychosocial and managerial with Burke ( 1980 ) as stated in Burnes ( 2004 ) placing when taking an over all position of the administration the undermentioned factors need to be looke d at, sub-systems are mutualist as a alteration in one country is traveling to impact the administration in another country. Decision

Introduction to Entrepreneurial Finance

Entrepreneurial Finance Philippe Gregoire Louvain School of Management – Universite catholique de Louvain Reference book : Entrepreneurial finance, a casebook. Paul A. Gompers and William A. Sahlman. John Wiley & Sons, Inc. 2002 1 Entrepreneurial finance Project assessment (POCD) Funding (amount, firm’s value, best partner) Deal (ownership / control / incentives) Exit (IPO) Project Assessment †¢ 4 critical success factors for entrepreneurial ventures ? ? ? ? People Opportunity Deal Context 3 People I’d rather back a ‘A’ team with a ‘B’ idea than a ‘B’ team with an ‘A’ idea †¢ Who are the key players What is their experience †¢ How does this experience prepare or not prepare them for the opportunity that exists †¢ What are strengths and weakness of the people involved on all sides of the transaction †¢ Are there key individuals that the company should add or replace 4 Opportunity †¢ New product / service ? Smartphone, †¢ New method of delivery ? Amazon. com †¢ New production technique ? Ernest Solvay patent (1861) to manufacture soda ash (enter in detergent, glass, †¦) †¢ Is there a sustainable competitive advantage †¢ Must the opportunity be exploited immediately †¢ Are there intermediate milestones 5Deal †¢ Spending money is not enough. Incentives and contingencies are important considerations. ? Key to all these structural features is the concept of the entrepreneur earning his/her equity through value creation. †¢ Moral hazard and adverse selection ? Entrepreneur bear the downside risk †¢ Choice of appropriate investors ? for whom you raise capital is often more important than the terms †¢ Selection of the proper financial instrument ? ? ? Debt Equities Convertibles / preferred convertibles 6 Securities held by Venture Capitalists †¢ (Source: Kaplan-Stromberg, 2003) Context †¢ Competition †¢ R egulation †¢ International environment †¢ Economic conditions 8 Introduction to entrepreneurial finance †¢ Finance ? Study of value and resources allocation (capital budgeting) †¢ †¢ †¢ Value of cash stream = f(magnitude, timing, riskiness) Economic value = Expected return = PV ? ? T t ? 1 E? Rt ? ? rf ? Risk premium CFt ? 1 ? E ? Rt t ? Cost of capital †¢ Capital rationing †¢ Entrepreneurship ? Focus on opportunities rather than controlling existing resources †¢ Entrepreneurial finance ? ? Financial management within entrepreneurial firmsStudy on both sides of the balanced sheet 9 The Balance Sheet of a Corporation Assets = use of funds Current (Short-term) assets Cash Accounts receivable Inventories Others (various claims) Fixed (long-term) assets Land Buildings Machineries & Equipment Liabilities = sources of funds (Capital structure) Current (Short-term) Liabilities Accounts payable Short-term debt †¦ Long-term Liabilities: Equi ty: Provided by shareholders (= owners of the company) Long-term Debt: Provided by creditors such as banks 10 Others Accounting Income versus Cash Flow †¢ Cash income ? ccounting income †¢ Whereas accountants try to match revenues with expenses, managers and investors focus on the difference between cash inflow and cash outflow. †¢ Cash flow = the amount of cash income (= inflow – outflow of cash) that is generated in any period †¢ Formally, 11 The Cash Cycle of a Firm †¢ Cash cycle: average time between when a firm pays for its inventory and when it receives cash from the sale of its product 12 Sources of Entrepreneurial Finance Bootstrapping Stock markets (IPO) 3Fs Leasing Governmental organizations 13 Section 1. Investment analysis Module 1. A : Source of value ? ? Introduction to entrepreneurial finance Case study †¢ Module 1. B : Financial statements and pro forma models ? Case study †¢ Module 1. C : Purchasing firms, buyouts, and valua tion ? ? Valuation in entrepreneurial finance Case study †¢ Additional (Optional) Reading and References: Smith/Smith: Entrepreneurial Finance, Wiley Edition. Sahlman/Stevenson/Roberts/Bhide: The Entrepreneurial Venture, HBS Press. 14 Section 2. Financing the entrepreneurial firm †¢ Module 2. A : Venture capital ? ? Private equity Case study †¢ Module 2.B : Angel financing ? Case study 15 Section 3. Harvesting †¢ Module 3. A : Initial Public Offerings ? ? IPO process Case study †¢ Module 3. B : Acquisitions ? Case study 16 Module 1A. Sources of value †¢ 4 stages of entrepreneurship ? ? ? ? Identifying opportunities Acquiring the financial, professional, and productive resources Implementing a plan of actions Harvesting the rewards †¢ 4 critical success factors for entrepreneurial ventures ? ? ? ? People Opportunity Deal Context 17 The Knot – People – Opportunity – Valuation – Deal structuring – Source of capital 1 8 Business Case Success as one of the early AOL Greenhouse companies – 3-book deal with Bantam Doubleday – Strong interest from advertisers – Significant traffic at its website 2 issues – Out of cash within 3 months – Race for scale economies on the internet To build the country ‘s number-one wedding resource, Liu needs 10 millions 19 People (Core founding team) †¢ †¢ All media people with experience in software, video, etc. Good understanding of design and presentation †¢ Lack of operational expertise, retail experience, and marketing 20 Opportunity †¢ †¢ †¢ Stable number of weddingRecessions have very little impact Event tied to significant expenditures ? ? Wedding party Guests †¢ †¢ †¢ †¢ Size of the market (35 billion) High advertising rate Stagnant competition, lethargic and not very innovative Couples planning to get married ? ? ? have relatively high income Are fairly young plan major l ife purchases ? are not very price sensitive 21 Opportunity ? Cash Flow Transformed the opportunity into cash flow = Business model = set of factors that together determine the cash flows a company can generate and create value The Knot : registry / advertising / merchandise / publishing and others 2 22 The Knot – People – Opportunity – Valuation – Deal structuring – Source of capital 23 Valuation †¢ Cash flow is the source of value †¢ To date, the Knot has posted losses and is expected to post losses for at least 2 more years †¢ It is difficult to use earnings to estimate the probability of generating future cash flows. †¢ Revenues and mix of revenues appear to be a better measure †¢ Multiple of revenues method. Compare to firms on the basis of ? ? ? ? Stage of development Business model Target market size Size of the investment round 24 List of comparable transactions 25Discount cash flow analysis Most forecasts are widel y optimistic. Discounted cash flow valuations only work when one gets an estimate of the expected CF 26 Actual income statement 27 Split of Revenues 28 Forecasted statement of cash flows 29 Actual statement of cash flows In Millions of USD (except for per share items) Net Income/Starting Line Depreciation/Depletion Amortization Deferred Taxes Non-Cash Items Changes in Working Capital Cash from Operating Activities 2011 5. 99 3. 74 0. 96 2. 78 11. 89 -1. 31 24. 05 2010 3. 65 3. 43 1. 78 2. 3 8 -8. 11 11. 06 2009 -4. 87 4. 75 5. 09 -1. 6 13. 83 -4. 92 12. 33 2008 4. 13 4. 84 3. 98 0. 56 6. 16 0. 2 19. 87 30 The Knot – People – Opportunity – Valuation – Deal structuring – Source of capital 31 Initial deal †¢ Initial investment : strategic partner ? Expect from AOL money, exposure and distribution  « more than just dollars to the deal  » AOL invested 1. 85 million in return for 45%, for royalties amounting to 20% of ad revenues on The Knotâ₠¬â„¢s AOL site and a lesser % of ad revenues on The Knot’s internet site. ? †¢ The deal with AOL provided instant reach and credibility to The Knot †¢ Is the deal expensive for The Knot? 32Ownership after AOL deal 33 Financing the Knot (new deal) 34 Convertible preferred †¢ Preferred has higher priority than common stock ? In the event of a firm’s sale or liquidation, holders of preferred stock get paid before common stockholders do. Entrepreneurs have greater incentive because if things don’t go well, the investor will be paid first Downside risk is borne by the entrepreneur ? ? †¢ Tax considerations ? Entrepreneurs pay taxes on the value of common stock that they have received. ? Investing in preferred stock does not change the price of common stocks. 35 Financing the Knot Why should they invest? To develop The Knot brand, to build out the technological infrastructure, to develop the gift registry business ? Practically, The Knot needs capi tal to fund the payroll and pay for day-to-day operating expenses †¢ How much money? Forecasted statement of cash flow †¢ Who should invest in The Knot? Business Angel, Venture Capitalist, Strategic Partner †¢ How should they value The Knot? Comparable deals on the market, multiple of revenues 36 Investor’s profile †¢ Angels + Higher valuation + – Someone with an experience in the registry business Limited capital ? ay not be able to provide capital in the future if needed Less helpful in recruiting others to the team †¢ Venture Capitalist + + – Large pools of capital and make multiple rounds of investment Network of contacts in the management and financial community Lower valuation †¢ Strategic partner + + – Experience in the business (retailer, wedding registries,†¦) Provide distribution and name recognition Conflicts of interest 37 What happened? May 1998, Venture Capitalist invested $3m for 22% ? $10. 6m pre-money va luation (3/(10. 6+3)=22%) April 1999, Venture Capitalist invested $15m December 1999, IPO 38

Purpose of Criminal Laws Essay Example | Topics and Well Written Essays - 750 words

Purpose of Criminal Laws - Essay Example For example, a child that fails to clean their room would receive â€Å"punishment† in the form of extra chores or loss of other things they normally enjoy. For criminal law, it is no different, except that the consequences of their actions involve a loss of privilege on a greater scale, such as by imprisonment or fines (Banks, 2009). Again, if there were no punishments, there would be no reason not to commit crimes; therefore, some type of consequences must be handed out. Criminal laws seek to set consequences for and punish those that have carried out a crime by means of deterrence, as well as incapacitation, incarceration, restitution, and retribution. People are â€Å"deterred† from actions when they refrain from carrying them out because they fear or do not want the consequences that come with the action (Banks, 2009). Criminal laws aids in this because they not only define what the laws are that cannot be broken but also set out the punishment that each law brings with it. In a state with a death penalty, for example, if someone does not wish to be punished by death, they will not commit a crime that leads them down that path. Thus, the criminal laws have done their job both in setting out the action and the punishment for it, because it has kept people from committing crimes due to the consequences imposed. Though some question the validity of deterrence and call for stiffer penalties in certain laws (Banks, 2009), the fact remains that deterrence is a reason that criminal laws exist. Another reason that criminal laws exist is retribution. Simply put, retribution means that whoever has gone against the laws of society deserves to be punished, and it will bring a measure of peace, if not pleasure, to those that were wronged to see punishment happen. Systems of retribution for crime have long existed, with the best known being the Biblical proverb of â€Å"an eye for an eye† (Banks, 2009). While retribution is known to be confused with revenge, it has been pointed out in law and in argument that the difference between the two is very defined: retribution involves limits set according to the seriousness of the wrongs done to society, whereas there is no limit to revenge (Banks, 2009). Take again the case of the criminal who chooses to murder and take a life in a state that has the death penalty. If convicted, they will pay with their own life through execution. One cannot argue that this is, in fact, an example of â€Å"an eye for an eye† logic in punishing someone who has done wrong. Criminal laws also exist to provide incapacitation and incarceration measures for those that choose to go against the laws of society. Incapacitation is a theory of â€Å"incarceration†, arguing that some criminals need to be separated from society not only for what they might have done but also to protect those who have not done wrong from this individual. It is seen as a good punishment for those that commit crimes be cause while they are incapacitated, or incarcerated

Neuroscience Dissertation Introduction Essay Example | Topics and Well Written Essays - 2500 words

Neuroscience Dissertation Introduction - Essay Example Whenever we fall or cut ourselves we experience pain, sometimes unbearable. Hence, our body tells us to take adequate care of that part so that the damage is looked after. We take the help of various pain killers that are available in the market to control and get rid of the pain. Apart from the medicines, anesthesia is also used to numb the pain. People are given local anesthesia before an operation. These are medicines which mix in our blood and we don’t feel the pain. Thus, the basic purpose of the pain killers is to numb the problem organ so that we do not feel any pain. It is one of the pain killers, which is the application of electric current through our skin for pain control. This research will showcase the reasons behind its working. We will also notice the intensity and the duration of the current passed into our skin. The unit used for this is called the TENS that is Transcutaneous Electrical Nerve Stimulation. TENS is unlike any other pain killers as it does not penetrate into the body. It is a safe nerve stimulation intended to reduce pain, both acute and chronic. There are results to show that TENS can be used as the best pain killer. The constant mode of TENS is found to give a better post analgesic effect for TENS users with chronic pain in clinical trials. However no one has investigated how the harmless feelings can be affected by constant mode TENS. Harmless or non-noxious stimulation is generally used by the animal to make it aware of the state of its body and of its immediate environment. This can be tested by using a non-painful stimulation method, 2 point discrimination test. Any changes after the TENS treatment can affect the awareness of movements and relative position of body parts. This can be a potential issue for some TENS users with balance problem. An experiment was done on this and was found that constant mode TENS gives a higher pain threshold than frequency modulated TENS during

The American Civil War as a period of killing and loss for the Essay

The American Civil War as a period of killing and loss for the American nation - Essay Example The paper tells that losses were incurred on the population of the South, North as well as the African Americans during the Civil War. The experience of death and suffering spread as a plague during the period of war. The concept of dying in honor and killing was changed and it is for this reason that the American society and the government today place high respect for those who die in civil service. Before this war, most of the Americans had died at home with their families. When this war started, men mainly had to go to the fields preparing themselves to die in honor as their religion suggested. This led to a psychological adjustment of finding someone on the battlefield who could pass their message to the kin if they were to die a good death. The Civil War resulted in a large number of deaths and altered many important aspects of the life of the North, South as well as the African Americans. The present research has identified that the consequences of the American civil war were u nimaginable for both the sides that are the North, as well as the South but the people from the South, suffered greatly. This is because the Southern side did not have much of capacity both in terms of wealth and power. Despite its reduced strength, the Southerners initially thought that they were strong enough to take over North and would be able to conquer it easily. As a result of this lack of judgment, South lost more of its people. Â  

William Barton and the Australian Youth Orchestra Assignment

William Barton and the Australian Youth Orchestra - Assignment Example The ranges of the instruments are also different: the didgeridoo is unable to reach high pitches and, therefore, has a low range, whereas the orchestra with its instruments has a rather high range. The music has a compound meter. The didgeridoo also has no regular accents, it is possible to say that it is used in an impromptu music performance, while the orchestra has some of them and something similar to a structural organization. There are also no repeating rhythms in the music video analyzed, it is developed without them.  The contour of the melody is both ascending and descending, therefore, the overall contour of the melody of the analyzed music video is undulating. The music is disjunct because it contains leaps and intervals. The noticeable leaps occur when the didgeridoo fades and the orchestra starts playing, and the intervals are generally wide. The melody is also a wide-range one, combining the above mentioned low range of the didgeridoo and the high range of the orchest ra instruments.   It is possible to state that there is some dissonant present when the orchestra and the didgeridoo play simultaneously due to their different ranges and the ability to produce sounds of different pitches. The melody is also loud in dynamics, especially when the didgeridoo starts and goes on playing. There are also decreases and increases in loudness, when the orchestra is fading, the didgeridoo is louder, and the otherwise situation is also observed. The tempo of the music may be characterizes as moderate as there is no too fast.

Who can enforce the articles of association Essay

Who can enforce the articles of association - Essay Example This sort of contract (statutory contract) has certain features distinct from an ordinary contract. These features were explained by the Court of Appeal in Bratton Seymore Service Co Ltd v Oxborough. These features include: i. Origin. The contract being a statutory one originates from the statute instead of an agreement between the parties. By virtue of the fact that it is statutory, it cannot be invalidated on grounds of misrepresentation, mistake, undue influence or duress. iii. Ammendment. The contract can only be amended by a special majority. This means that only a minimum of three-quarters of the members are required to vote in favor of the resolution. This is encapsulated under Sec. 21. With the contracts characterized by the above features the question of enforcement becomes a major issue mainly because of the last feature- Rights. Not all members of the company have the right to enforce rights contained in the articles. So this raises the question- who has such rights? The enforcement of statutory contracts has been the subject of constant academic debates due to contradictory case law. This will be illustrated by two cases. The following two cases illustrate the complexities that arise when a member tries to enforce a company’s articles. In this case, the articles contained a clause stating that a certain member would be appointed as the company’s solicitor. This member was not appointed as such and proceeded to unsuccessfully sue the company for breach. The court held that the member could not sue simply because there was no contractual relationship between a member as solicitor and the company. The company’s articles of association contained a clause stating that ‘no resolution of directors on certain matters would be valid if either of two named managing directors voted against the resolution’. The plaintiff was one of the managing directors and he voted against this resolution but the company

EU institutional law and policy Essay Example | Topics and Well Written Essays - 3500 words

EU institutional law and policy - Essay Example 10 new countries that acceded to the European Union in 2004 (Hungary, Poland, the Czech Republic, the Slovak Republic, Slovenia, the Baltic states of Estonia, Latvia and Lithuania, and the Mediterranean islands of Malta and Cyprus), all intend to join third stage of the EMU in the next ten years, though their precise timing depends on various economic factors. Similarly, those countries who are currently negotiating for entry will also take the euro as their currency in the years following their accession. Prior to adopting the euro, a member state has to have its currency in the European Exchange Rate Mechanism (ERM II) for two years. Cyprus, Denmark, Estonia, Latvia, Lithuania, Malta, Slovenia and Slovakia are the current participants in the exchange rate mechanism"(Economic and Monetary Union of the European Union, en.wikipedia.org, referred on 06.05.2006)1 The main objective of the euro is to maintain price stability within the European Union, and at the same time support EU general economic policies, such as the principle of an open market economy, with free competition. "Within fiscal policy, the euro area countries must manage public finances so as to guarantee a sustainable growth, as envisaged in the EU Treaty. A Stability and Growth Pact was adopted, through which all Member States acknowledged the need of a sound fiscal policy for the smooth functioning of the EMU. The Pact comprises three legally binding elements: A resolution passed by the European Council that lays down a firm commitment of its Member States, Commission and the Council to implement the Stability and Growth Pact. A Council regulation that calls for the strengthening of the surveillance of all budgetary positions and co-ordination of economic policies. The key features of these programmes are the specification of national medium- term budgetary targets set close to balance or in surplus. This allows countries to pursue anti-cyclical fiscal policies without breaching the 3% reference value of the deficit. The Stability and Growth Pact is a Council regulation on speeding up and clarifying the implementation of the excessive deficit procedure. If there are no exceptional circumstances and the deficit is considered excessive, the Council will immediately issue a recommendation to the Member State concerned. A maximum of four months is then allowed for the country to take effective action to correct the situation. If the Council considers that the measures are not effective, the next step of the procedure will be engaged" (Stability and Growth Pact, www.bportugal.pt, referred on 06.05.2006)2 As trade between the EU Member States mounted, the member states found EMU as the natural complement of the single

The Stereotype of Intolerance Essay Example for Free

The Stereotype of Intolerance Essay I have many international friends in my area, with whom I have shared good times and bad.   I have slept in their homes, and even been considered by their parents a genuine part of their families.   Yet I disliked the fact that Indian families may often act only the basis of emotions.   I blamed their emotionally charged natures on the Indian soap operas they watched day after day.   I disliked those Indian shows even though I had watched only two of them in my entire life.    Still, I knew that it was best not to feel negative emotions in myself.   I had to stop being stereotypically intolerant, after all, and love my friends as I loved my own family.   Ã‚  Ã‚  Ã‚   The Indian dramas that my friends’ families loved to watch daily were just slow motion pictures in my opinion.   Each moment of each drama focused on lethargic and unreal adventures in emotions.   Nothing went very far.   Crying; getting offensive about everything under the bright blue sky; and blaming one another were the themes of the shows.   I disliked them with all my heart.   And, whenever it was time for my friends’ families to watch those Indian shows, I found myself leaving their homes.   I was even uncomfortable leaving in those moments, given that my own negative emotions were obnoxious enough to seem to strangle me because I did not understand them at all.   Ã‚  Ã‚  Ã‚   In order to understand my emotions, in the face of the fact that I loved my Indian â€Å"families,† I made an effort to watch â€Å"Kyunke Saas Bhi Kabhi Bahu Thee† (2006) with my friends another time.   While watching the show this time, I was observant of my own reactions and feelings.   At the same time, I observed the others in the TV lounge watching the show with me.   Two of Vijay’s aunts sobbed during the show.   To my surprise, Vijay, his mom, and his dad also started to laugh during the show soon after I had witnessed the sobbing aunts.   I relaxed there and then, and from that point on, the show was a breeze.   Ã‚  Ã‚  Ã‚   Even though â€Å"Kyunke Saas Bhi Kabhi Bahu Thee† lasts only thirty minutes each time, five days a week, I disliked it the first two times I watched it.   I believed that it was the TV drama that had taught my Indian friends to overreact to certain emotional issues in the past.   I also believed that the emotional drama was a bad influence on me. Obviously, I was being oversensitive at the same time as I blamed the drama for teaching oversensitivity to its viewers.   Besides, I was not thinking that it is the individual himself with the prerogative to allow conditioning of any sort.   Nobody can force us to be influenced by anything.   Thus, being stereotypically intolerant is nobody’s problem except our own.   The good news is that it is possible for us to get rid of our stereotypes by analyzing them like I did.   Ã‚  Ã‚  Ã‚   Now I have stopped detesting the Indian shows that I previously could not digest.   I can stay in my friends’ homes as long as I please.   Apart from this, I have understood that my Indian â€Å"families† have a right to feel and believe whatever they do.   Choosing emotions over the intellect many a times is their choice and responsibility.   And if I love them, I must do so regardless of the different perspectives we have about dealing with ourselves and others. While I imagine that I am granting my Indian friends this â€Å"space to breathe,† in actuality this space is mine to occupy.   I give up my stereotypical intolerance today – and for ever – but only after realizing that I had adopted this stereotype subconsciously, or perhaps just by observing it in society.   After analyzing this stereotype, I feel like a different, freer person altogether.   For sure, it was difficult to breathe in negativity. References â€Å"Kyunke Saas Bhi Kabhi Bahu Thee.† Star Plus (30 December 2006). TV Series.

Kingfisher Beer Company Case Analysis Essay Example for Free

Kingfisher Beer Company Case Analysis Essay Kingfisher Beer Company (KBC) has enjoyed being in top position in premium beer segment for the past fifty years and is now facing a potentially identity–changing challenge: the traditional premium beer market has been declining due to changes in consumer preferences at a compound annual rate of 4% and KBC for the first time is experiencing a decline in revenue, whilst a change in leadership infuses new energy to bring a change in their product line. Jake Hope, son of the retired president and owner of KBC faces the challenge of whether to introduce a ‘light’ beer in a growing beer segment, as maintaining status-quo would no more be an option to sustain their existing position in marketplace in the next few years (see Exhibit 2). I recommend that Jake would go for the light beer product venture. The recommendation is based on a complex assessment of the company’s financial viability and of more qualitative reflections. Even if for the year 2007 (the case is restrictive for only a 2-year horizon quantitative analysis) projected Operating Margin does not reach levels KBC had enjoyed in prior years, it is positive and growing substantially. Growth from $599,734 to $2,205,235 ($1,605,601 in absolute growth) from 2006 to 2007 with introduction of Light Beer versus of decline from $4,015,024 to $3,414,586 ($600,438 in absolute decline). If KBC will manage to reduce its lost sales of famous Lager (due to market conditions in the premium beer market) from 20% to slightly lower levels then the company could break-even in 2 years (Exhibit 1). From the case’s limited data it is still certain that introducing Light Beer and managing relatively moderate levels of cannibalization (20% or below – Exhibit 3) of the Lager sales opens opportunities to increase the firm’s financials. Moreover, it is essential to capitalize on growing light beer market (4% annually) which also will help fuel possible future expansion or to retain sustainability. According to market research, targeted segment where light beer drinking segment holds â€Å"anti-big-business† values, is already aware of the KBC brand so the firm can leverage on being independent family owned small regional company. In addition, the introduction of a new product will eliminate the risk of being on a single product brand and reduce risk of being in an unfavorable position with regards to distributors who favor more product offerings. On the other hand the introduction of the light beer will affect the brand image, alienate core customers, and squeeze margins. In addition, it is most likely the Company will not be able to sustain advertising and distribution cost against bigger competitors (high entry barrier, competitors strong presence in light beer market). This will lead also to additional unwanted cannibalization of Lager sales and more uneven relationships with distributors and retailers. My recommendation rests on several assumptions (exhibit). The key assumption is that the KBC will attain the 0. 25 market share to break even in 2007. Another assumption is that the light beer market will sustain its growth and consumer preferences will hold in the nearest future.

Levelized Cost of Energy (LCOE) Model for Wind Farms

Levelized Cost of Energy (LCOE) Model for Wind Farms A Levelized Cost of Energy (LCOE) Model for Wind Farms with Power Purchase Agreements (PPAs) The cost of energy is an important issue in the world as demand for renewable energy resources is growing. Performance-based energy contracts are designed to keep the price of energy as low as possible while controlling the risk for both the Buyer and the Seller. Price and risk are often balanced using Power Purchase Agreements (PPAs). Since wind is not a constant supply source, in order to keep risk low, wind PPAs contain clauses that require the purchase and sale of the energy to fall within reasonable limits. However, the existence of those limits creates pressure on prices, causing increases in the Levelized Cost of Energy (LCOE). Depending on the variation in capacity factor (CF), the power generator (the Seller) may find that the limitations on power purchases required by the utility (the Buyer) are not favorable and will result in higher costs of energy than predicted. Existing LCOE models do not take into account energy purchase limitations or variations in energy production when calculating an LCOE. The challenge addressed in this paper is that the price schedule in a PPA is determined using the LCOE provided by the Seller, but the energy delivery limits imposed within the PPA impact the LCOE in ways that are not accommodated by existing models. A new cost model has been developed to evaluate the price of electricity from wind energy under a PPA contract. This paper presents a method that an energy Seller can use to develop an appropriate Cost of Energy (COE) based on desired energy delivery quantities. The new cost model can then be used as a basis for setting an appropriate PPA price schedule. During the PPA negotiations, LCOE is calculated and used by the seller to determine an appropriate COE for each unit of energy that falls within the conditions set within the contract. As the COE isnegotiated and determined to be too high or too low by either party, the PPA terms are changed to adjust for the desired PPA prices. PPA energy purchase limitations can change the LCOE by as much as a factor of two depending on the energy limitations. The application of the model on real wind farms shows that the actual LCOE depends on the limitations on energy purchase within a PPA contract as well as the expected performance characterist ics associated with wind farms. Cost of Energy (COE) becomes a major concern for the public and utilities as the demand for power from renewable energy sources, such as wind, increases. Utilities may become reluctant to purchase more renewable energy than they are required to purchase if the COE is too high. COE is the actual cost to buy energy while LCOE is the break-even cost to generate the energy. The LCOE is a commonly accepted calculation of the Total Life-Cycle Cost (TLCC) for each unit of energy produced in the lifetime of a project[1]. In addition to the increase in the use of renewable energy sources, there is an increase in the use of PPAs for all sources of energy. PPAs are Performance-Based Contracts (PBCs) that aim to create a fair agreement for the purchase and sale of energy between a utility (the Buyer) and a generator (the Seller). The use of PPAs has been increasing around the world and they are commonly used in Europe, the U.S., and in Latin America. In Germany alone, offshore wind projects with PPAs totaled over 1.2 GW in capacity in 2013[2]. In the U.S. there existed a total of 29,632 MW of capacity in 343 signed or planned PPAs in 2014-2015[3]. Between 2008 and 2016, 650 MW of new capacity was signed in the U.S. and in 2015 the use of PPAs in the U.S. grew to 1.6 GW[4]. In Latin America, the government typically awards PPAs. In 2014, the government of Peru awarded PPAs to projects with a total of 232 MW of capacity[5]. ` PPAs use an LCOE calculation to determine a fair price of energy, much like a standard retail energy contract[1]. However, Buyers in a PPA can create terms that limit the annual purchase of energy, thereby affecting the actual LCOE. Buyers can create a limit for the minimum annual amount of energy that needs to be delivered and/or the maximum amount that energy will be bought at full price. The PPA contract limits create penalties; a penalty is incurred when the Seller does not fall within the energy delivery requirements. In a normal energy contract (such as a standard retail contract, a market retail contract, and in a PPA), the LCOE is calculated over the period of the contract and energy is purchased as it arrives at the agreed upon point of delivery. PPAs are used to share and reduce the risks of added costs, however, in some cases the costs are not accounted for within LCOE models. Conventional LCOE models include all the costs associated with an energy project. PPAs address and outline the capital costs, operational costs over the lifetime of the project, the energy produced, tax credits, and the weighted average cost of capital (WACC) within a specific project.[2] The National Renewable Energy Laboratory (NREL) and others have developed and used LCOE models that typically consider all or most of these parameters [6][7][8]. The terms of the PPA are important because they create costs that affect the actual LCOE. However, current LCOE models do not include the effects of the energy delivery limits and their penalty costs imposed by PPAs as a cost to the wind farms. If the LCOE does not reflect the break-even cost, the Seller risks the projects failure and the Buyer risks the loss in profit from not providing enough energy to its end-use consumers. A more accurate LCOE could prevent the failure of a wind farm and benefit the Seller, the Buyer, and consumers. In this paper, a new LCOE model is proposed to address the PPA annual energy delivery limits, which we refer to as penalties. Although the application of penalties as a cost appears to be straightforward (because of their direct and indirect costs to the Seller), the penalties are more complex to analyze when uncertainties are introduced. The difference between the LCOE with and without penalties can be significant (see the Wind Farm Case Study). The effect of penalties on the LCOE can vary depending on the capacity factor (CF), the variation in CF, as well as the limits on the purchase of energy. Determining the best limits in a PPA depends on the needs of the Buyer in conjunction with a desire for a COE that reflects the actual LCOE for the Seller within the contract. This paper develops a method that provides a tool that the Seller can use to negotiate penalties and an appropriate COE within their PPAs. PPAs define every aspect of the project including: the terms for the entire projects construction, operation and maintenance (OM), insurance, the interconnection and grid, government involvement in the project, the delivery of energy, and any other third party involvement in the project[9]. Each of these aspects is a responsibility of the Seller that affects the cost of the wind farm. Normally, PPAs are viewed as just the relationship between the utility (Buyer) and the generator (Seller), however, this paper views the PPA as a plan with specific features defined for the success of the wind farm and all parties involved. During the negotiation of the PPA, the length of the agreement, the PPA price and the price schedule are determined[10]. All the costs determined during negotiations are reviewed to calculate the LCOE for the whole project and then the LCOE is used to determine a fair value for each unit of energy. The negotiation of the COE and PPA terms is iterated until both parties are satisfied. If the COE is too high, the terms are negotiated to drop the cost and if the terms create extra costs the COE is negotiated to a higher value. Although the PPA attempts to cover all the costs in the contract, the conventional LCOE models used do not consider the penalties on annual energy delivery limits as a cost. The purpose of creating annual energy delivery requirements is to be fair to the Buyer who takes on risk in acquiring negative profits by joining a new contract. The Buyer may not want to buy more expensive and unpredictable renewable energy, but may be required to by renewable energy requirem ents set by the government. This leads the Buyer to create limits on the amount of energy they are willing to purchase. However, the costs associated with these penalties are also a risk that could increase the LCOE without increasing the COE or the PPA price. Thus, causing a loss in profit for the Seller. The effect of penalties must be considered within the LCOE to ensure the fairness in the contract. In some cases, PPAs create minimum energy delivery requirements. If there is not enough energy being provided by the Seller, then the Buyer has to look for energy elsewhere at, possibly, spot-market prices. Spot-market prices vary daily (hourly) due to changing demand for energy buying and selling energy on the spot market is a risk that neither the Buyer nor the Seller wish to be exposed to. The Buyer creates the minimum energy delivery requirement to reduce their risk and the Seller has to pay at the PPA COE for every unit of energy under-delivered. Not all PPAs have minimum energy requirements and some that have a minimum requirement also have a maximum energy delivery requirement. The maximum energy delivery requirement has been used in locations that have renewable energy requirements mandated by customers or the government (and the Buyers would not otherwise purchase energy from renewable sources due to higher costs, e.g., the United States). Within a PPA, there are three diff erent requirements the Buyer can establish once the Seller has delivered the maximum energy delivery limit before the end of the contracted period. The Buyer could require that the energy generated cannot be sold, the energy could be sold at a fraction of the COE, or the energy could be sold in the spot-market. Both the spot-market and wind energy production are unpredictable. Energy could be produced during a period of very low demand and as such low spot-market prices would apply (e.g., at a faction of the LCOE). Although wind farms have energy that is bought and paid for monthly, the actual revenue is calculated at the end of the year. At the end of each year, the Sellers account is reviewed for penalty costs and the over purchase of energy to rectify the account balance. It is important to note that the LCOE model needs to review the annual CF and not the monthly CF and energy generation to determine the actual LCOE of a wind farm due to the PPA billing conditions stated above.[3] The levelized cost of energy, also known the levelized cost of electricity, or the levelized energy cost, is an economic assessment of the average total cost to build and operate a power-generating system over its lifetime divided by the total power generated of the system over that lifetime. LCOE is often used as an alternative to the average price that the power generating system must receive in a market to break even over its lifetime. LCOE is a first-order economic assessment of the cost competitiveness of an electricity-generating system that incorporates all costs over its lifetime accounting for the initial investment, the OM cost, the cost of fuel, and the cost of capital. The definition of LCOE is the cost that, if assigned to every unit of energy produced by the system over the analysis period, will equal the Total Life-Cycle Cost (TLCC) when discounted back to the base year [1][1], (1) where discrete compounding is assumed, Ei is the amount of energy produced in year i, r is the WACC (or discount rate), and n is the number of years over which the LCOE is calculated. E in year i is calculated as, (2) where RP is rated power, and CFiis the average capacity factor in year i. The TLCC in this model can be expressed as [11], (3) where I is the initial investment, and the Present Value of the total OM costs (PVOM) is given by[11], (4) where OMi is the OM costs in year i. LCOE is an equation that assigns a value for every unit produced during the given lifetime of a project. Traditionally, PPAs treat the contract length as the whole lifetime of the project, making short-term PPAs more expensive than long-term[11][12]. Since LCOE is by definition constant once calculated, it can be factored out of the summation in Equation (1) and the LCOE is given as, (5) Although the denominator of Equation (5) appears to be discounting the energy (and some authors have characterize it as such), the discounting is actually a result of the algebra carried through from Equation (1) in which revenues were discounted (energy is not discounted, only cost can be discounted). Based on the derivation of LCOE, the LCOE model must incorporate all financial parameters that contribute to the TLCC. Given this definition, this paper presents a model that includes PPA penalties in the TLCC. Several LCOE models currently exist and are used to determine fair prices for wind energy. NREL uses SAM (System Advisor Model) to compute the LCOE using wind farm data for PPAs[7]. Equation 6shows the LCOE model used in SAM (6) where CPEi is the cost to generate energy in year i and each parameter is given in the ith year.In the SAM model, the LCOE is calculated based on expected cash flows for OM and capital expenditures. Although cash flow is important for determining the actual money spent and costs involved in a wind farm project, SAM does not recognize the implementation of penalties or tax credits in its wind LCOE model[7]. The SAM model does calculate a PPA price within its financial model that includes tax credits, but the PPA price is only a discounted value from the calculated LCOE and does not consider penalties. Similar to SAM, the most commonly used LCOE models do not include tax credits, production losses, or penalties. Some LCOE models, such as Equation (7)[8], (7) explicitly include the following costs: fuel cost (F), production tax credit (PTC), depreciation (D), tax levy (T), and royalties (R).[4] Equation (7) recognizes that the tax credits reduce costs, but it does not recognize PPA penalties as a cost. Other models, such as Equation (8)[6], (8) where CRF is the capital recovery factor, consider the LCOE as a direct project cost and not the sum of TLCC of wind farms, which should include tax credits and PPA penalty costs in the TLCC. PPAs typically consider tax credits as a part of LCOE as seen in the Delmarva-Bluewater PPA[13] and explicitly in Equation (7). However, within PPAs, the LCOE calculation does not consider the cost of penalties in the life-cycle cost. Current LCOE models do not consider all the cost parameters in a wind farm managed via a PPA. PPAs may define a maximum annual energy delivery quantity, a minimum annual energy delivery quantity, both of these limits, or neither. The energy delivery limits are cost parameters that are typically not considered in a conventional LCOE model. The terms generally follow the rule that after the maximum delivery is reached, energy will no longer is purchased by the Buyer, the energy will be sold at a reduced price, or it will be sold on the spot-market[14]. This is generally considered a cost/penalty for the Seller since they lose some value of the energy that is produced after the maximum delivery quantity is reached. Similarly, there is a direct cost/penalty in the minimum energy delivery defined in the PPA, as every unit of under-produced energy must be paid back at the agreed upon COE. We model the minimum delivery penalty based on the PacifiCorp draft PPA, which included the liquidated damages from output shortfall[15]. In Fig. 1, the Maximum and Minimum energy limits demonstrate how the penalties are applied. Each year that the energy production is above or below the limits as shown in Fig. 1, the penalty is applied. The new model reflects the costs of energy production that is above the maximum or below the minimum energy delivery limits. The model begins with an existing LCOE model (Equation (7)) and alters it to include the delivery penalties and tax credits.The cost for under-delivering energy (PN), is the difference between the energy that was generated and delivered (E) and the threshold for the minimum penalty (Minlim)based on expected energy production (Pexp). E is calculated by, (9) where Eiis the sum of all the energy produced in the wind farm from N turbines in year i, CFi,j is the average capacity factor in year i for turbine j, and RPj is the rated power of turbine j. Using this calculation for energy, the production loss and the penalty from the minimum energy delivery limit can be calculated. PN is then calculated by, (10) In Equation (10), Minlim is smallest fraction of expected energy production (Pexp) that the Buyer requires. The purpose of the minimum limit is for the benefit of the Buyer. The Buyer expects a minimum amount of energy to meet the demands of the consumers. If the energy does not meet the requirement, then the Buyer has to go to an outside source (e.g., the spot-market) and will may have to purchase energy at a higher cost, which the Buyer will require the Seller to compensate them for. Similarly, the production loss (PL) is the difference between the energy that was generated (E) in that year and the threshold for the maximum penalty (Maxlim) based on the Pexp. (1-PPAterm) (11) In Equation (11), Maxlimis the largest fraction of expected energy production that the Buyer is willing to purchase. PN is only applied during the years that actual energy production is less than the quantity of energy determined by MinlimPexp,when EilimPexp. PL is only applied when the energy produced exceeds the amount of energy determined by MaxlimPexp,when Ei>MaxlimPexp. PPA ­Ã‚ ­Ã‚ ­Ã‚ ­term is a fraction that represents the type of penalty placed on the Seller after the maximum energy limit has been reached. In a PPA with no outside sell option the PPAterm has a value of0. When all the energy is purchased by the Buyer regardless of the limit the PPAtermis 1 and therefore PL is never applied.[5] The LCOE model including all the unaccounted for cost variables that exist in PPAs is given by, (12) where PL and PN are only included in the total penalty cost (Pen) when the calculated cost in either of those variables in a year is more than $0. In Equation (12) the sums in the numerator and denominator start at i = 0 under the assumption that the investment cost (Ii) comes from a depreciation schedule. In the case where the PPA allows for the Buyer to sell into the spot-market, the PL be a negative value. The Peni in year i is the sum of the production loss and the penalty cost, (13) and the tax credit in year i (TCi) is given by, (14) where all types of tax credits that can be applied to a wind farm are included (see nomenclature for specific tax credit contributions). Both of the Pen and the TC depend on the conditions imposed by the PPA. A controlled study of wind farms was conducted to explore the effects of CF variation and energy delivery requirements on the LCOE. LCOEs were calculated based on four types of PPAs for farms with an annual CF that ranged in decreasing and increasing in fractions of 0 to 0.4 of the average CF around the average CF of 0.4. The four types of PPAs are: a PPA with just a minimum penalty, a PPA with just a maximum penalty where no energy can be bought above the limit, a PPA with just a maximum penalty where the energy is purchased at a fraction of 0.1 (PPAterm= 0.1) of the COE value for each unit of energy above the limit (the value of PPAterm= 0.1 was based on the Pakistan PPA[17]), and a PPA with just a maximum penalty where the energy above the maximum energy delivery limit has to be sold into the spot-market. Although the average CF = 0.4 is the same in all the cases considered, the COE for each wind farm is different since the LCOE differs for each wind farm due to the variations in CF. The costs and energy produced in each year varies, thus creating differences in the discounted total costs for each farm in the years that the CF varies. Each LCOE was calculated for a duration of 5 years. The following data was used to calculate the LCOE, I = $1500 per installed kW[18] OM = $0.01 per kWh produced[18] F = $0[8] TC = $0.05 per kWh sold[19] r = 0.089 per year[20] COE = Calculated LCOE from a PPA without penalties[21] I, although shown as a single value, is a value that is depreciated over the lifetime of the wind farm and changes for every year i. The COE in a PPA is generally calculated from an LCOE that does not consider delivery penalties as a cost. For this reason, the cost calculated from penalties in the new model uses the calculated LCOE (for an individual wind farm) under a PPA without penalties as the COE. Pexpis calculated as the average annual expected energy production from a specific farm. In these cases the expected energy production is calculated using a CF of 0.4 for every year as Danish wind farms averaged 0.41 in 2012 and NREL has predicted that between 2005 and 2030, wind farms will be operating at capacity factors between 0.36 and 0.43[22]. Ei is calculated using a CF that is based on the variability around the average CF. The values of Minlim, Maxlim,and Ei, are then used to calculated penalties. CF variation is the fraction of energy that is produced in year i that falls around the average CF of a project. Fig. 2 demonstrates this effect with two farms that have an average CF of 0.4 and a rated power of 2000 kW over 5 years. Wind farm 1 in this case has a CF variation of 0.05, this means that 0.05 more energy is produced in one year and 0.05 less is produced in another. Wind farm 2 in Fig. 2is similar as it portrays a CF variation of 0.15. The algorithm used in this study valued year 2 as the unexpected higher CF year and year 4 as the lower than expected CF year. It is possible to change the algorithm for other schedules of uncertainty that would yield different results and to make the schedule more complicated with random variations in random years. In all of the LCOE verification tests, the LCOE follows a similar trend. Fig. 3 shows the results from a PPA with only a minimum energy delivery limit. In this case, as the fraction of expected energy production increases, more energy is likely to fall below the annual requirement, thus increasing the LCOE. The variation in CF determines the quantity below the minimum that the energy can fall to and how much the penalty cost will be to the Seller. The greater the variation, the more likely the LCOE will be effected by the minimum energy delivery limits. Fig. 4shows a PPA where once the energy goes above the maximum annual energy delivery requirement that energy can be sold into the spot-market. The spot market is difficult to predict, therefore this study used spot-market prices from 2014 given by the EIA and used a Monte-Carlo simulation to randomly develop a normal distribution with a mean of $52.32 and a standard deviation of 38.75. Those values were then used to determine an expected value for the PPAtermfraction used in the produce the production loss calculation. In Fig. 4 the PPAterm = 1.1, which means that it was cheaper to sell into the spot-market then to sell to the Buyer under the PPA contract (i.e., cheaper to sell means more money for the Seller).[6] The results from Fig. 4 show that the LCOE drops when more energy is sold into the spot-market under these conditions. As the required energy fraction increased, only high variation farms have a lower LCOE because they are still producing above the maximum energy delivery limit and selling into the more profitable spot-market. Fig. 5 and 6 show very similar trends for two different PPAs. Fig. 5contains results from a PPA with a PPA ­term= 0.1 and Fig. 6contains results from a PPA with no outside sell option. Fig. 5allows for energy to be purchased after the maximum energy delivery limit has been reached, but only at PPAterm = 0.1 the value of the COE. This means that production loss is 0.9 of the COE for each unit of energy produced above the maximum energy delivery limit. Fig. 6 is similar because the production loss is the whole COE value for each unit of energy sold above the maximum energy delivery requirement because all the energy produced above the maximum limit cannot be sold, but is still being produced. Both figures show that as the Maxlimis increased, meaning that the maximum energy delivery requirement is increasing, less energy is being produced outside of the limit. Higher variations in the CF are more effected by the Maxlim than those with less variation. The only difference between Fig. 5 and Fig. 6 is that in Fig. 5 the LCOE values are slightly lower than those in Fig. 6 This is due to the low value for the PPAterm. A simulation was run to determine the resulting LCOEs from the four different PPA options. The first is a PPA with no energy delivery limits, where the energy is bought and sold as it is produced. The first type of PPA reflects a conventional LCOE where the PPA energy delivery limits are not applied. The second PPA has just a minimum delivery limit, the third has just a maximum delivery limits, and the fourth PPA has both delivery limits. Real data was collected from 7 different wind farms (Table 1[23]) that varied in the number of turbines, manufacturer, year built, rated power and country (Germany or Denmark). To simplify the differences in costs across the wind farms, the same cost variable values used in the model verification tests were used. The only difference in costs used from the model verification tests and the wind farm case study is that the wind farm case study uses a fixed COE for each farm at $0.25 per kWh, based on NRELs highest expected COE[24]. These wind farms com pared the four different PPA types with a fixed Maxlim = 0.75 and a Minlim = 0.52.[7] The LCOE of each turbine was calculated from the sum of LCOE costs at the end of 5 years. Fig. 7 shows the differences in the LCOEs based on the different annual energy delivery requirements and the selection of penalties that were applied. Each wind farm was given a number because the given data did not contain the name of the farms and only serial numbers for the turbines to identify that the turbines were a part of the same farm. The results show that in most data sets, while using the same Maxlimand/or Minlim parameters, just having a maximum penalty produced LCOEs closest to the LCOEs with no penalties. The results also showed that LCOEs with both penalties or those with just minimum penalties produced higher LCOEs. Based on the results from the model verification tests, for wind farms with the same turbine types and year manufactured, it can be assumed that the different clusters of LCOEs are caused by the differences in CF. Lower CFs cause larger differences between a PPA with just a maximum penalty and a PPA with just a minimum penalty as produced by wind farm datasets 1 and 2. While datasets 4 and 7 show closer clusters of LCOE due to higher CFs that less frequently fall below the threshold for the minimum annual energy delivery limit, but more frequently have production loss by producing energy above the maximum annual energy delivery limit. Wind Farm Dataset/ Manufacturer/ Rated Power<

Does Original Voice Exist? :: Ernest Hemingway Literature Essays

Does Original Voice Exist? From Ernest Hemingway's _The Sun Also Rises_: "Mike was a bad drunk. Brett was a good drunk. Bill was a good drunk. Cohn was never drunk. Mike was unpleasant after he past a certain point. I liked to see him hurt Cohn. I wished he would not do it, though, because afterward it made me feel disgusted at myself. That was morality; things that made you disgusted afterward. No, that must be immorality. That was a large statement." Does this sound like a man mumbling? Or is this a complete thought? Hemingway's voice is simple. His voice also allows interpretation from the reader. Does that mean it is also open and vague? Maybe, but you get to make the decisions. Hemingway allows it. The character sounds simple. He thinks on simple terms. He also calls the series of simple comments a " large statement". If the reader delves into the literature, it is a large statement. If the reader takes it for face value, it's a simple statement. The character speaking makes a revelation to himself. That is why I think it is a "large statement". He finds something out about himself. He is honest with himself. Dialogue and exact spelling of pronunciations can show ya what the writer's all about. It's not clear all the time, but it'll be more personal than a bunch of scientific hogwash. Not that that writing doesn't serve a purpose.... Anyway if your gonna be personal, your readers better be able ta understand your tongue, otherwise the communication stops flowing for'em and they hafta look at your words more than your ideas. Does this flow for ya? "Well, I warn't long making him understand I warn't dead. I was ever so glad to see Jim. I warn't so lonesome now. I told him I warn't afraid of him telling the people where I was. I talked along, but he only set there and looked at me; never said nothing. Then I says: 'It's good daylight. Le's get breakfast. Make up your campfire good.' 'What's de use er makin' up de camp fire to cook strawbries en such truck? But you got a gun, hain't you? Den we kin get sumfin better den strawbries.' (Mark Twain from _Adventures of Huckleberry Finn_) It may or may not flow, but ya get a good feel for the characters. You can make assumptions and fit them inta stereotypes so they're recognizable.

The Relationship Between War and Man Essay -- Psychology

War dates back to the earliest of ages. Leaders have come out triumphant and countries have come out ravaged. Entire generations have been extinguished and humanity’s morale destroyed; all at the cost of a victory. Everyone is familiar with war, however we are not so quick to understand the lasting toll it takes on those who experience it for themselves. War has been fought through out many countries for various reasons since the beginning of times, the tactics and warfare themselves may have changed, but the meaning of war remains the same. In turn the soldiers, whom give it all in the name of their countries, never come back the same. It is glittered with words like glory, honor and devotion, however war, in my eyes, is anything but. It brings about many more problems, one of which is the substantial psychological effects it has on those who experience war first hand. World War I was said to have been the war to end all wars. We now know that not to be true as there have been countless wars since that proposition. The attitudes surrounding the initiation of World War I were very distinct from that of proceeding wars to come. Citizens were excited, families were proud to know that their sons were enlisted and patriotism and brotherhood were alive and well. Young men were very much encouraged to join the war effort and advertisements soliciting the call to arms were seen in a positive light. Enlistment was something expected of these young men, they wouldn’t dare be the ones to be â€Å"ostracized† or called â€Å"coward† . With no way around the Great War many did indeed join the armed forces; little did they know what they were in for. â€Å"A word of command† , and a powerful one at that, put these young men on the path to destruction. ... ...rd we take, as a war to end all wars was virtually never in sight. We must become human again; as it seems to be the only way to make existence worthy once again. Works Cited Cohen, Harold, PH. D. "Two Stories of PTSD." PsychCentral. PsychCentral, May 2012. Web. 9 May 2012. . Remarque, Erich Maria. All Quiet on the Western Front. New York: Ballantine Books, 1982. Print. US National Library of Medicine. "Post-traumatic Stress Disorder." PubMed Health. National Center for Biotechnology Information, 2012. Web. 9 May 2012. . WebMD. "Post-traumatic Stress Disorder." WebMD. WebMD, 2012. Web. 9 May 2012. . Sassoon, Siegfried. â€Å"Dreamers.† 1968.

Teachers of Today †Who They Are and What They Need to Know

Assignment 2 – Paper – Teachers of Today – who they are and what they need to know Word count (2,382): Final Word count (2,264): INTRODUCTION Exciting, and rewarding are just some characteristics that explain teaching. Overcoming anxiety and nerves in the first year is our greatest challenge. Moving into the classroom for the first time can be a daunting and challenging experience for everyone. You are required to immediately equip four years of knowledge into your teaching and classroom management. While this may seem to be a difficult time, it will only get easier. There are many rewards with being a teacher, however it is important to note that it is not a role to be taken lightly – it is a difficult role to fill. As teachers, we need to understand that every child will learn differently. No matter their culture, gender or socioeconomic status, so as teachers you have to encourage and have a level field in your classrooms. You have to know how to reach each student. As teachers you need to let the students know that they don’t have to follow the stereotyped roles of society. The teachers of 2010 and beyond will face many challenges that we are currently unaware of. What we can do to prepare for those challenges is look at where things may be headed in terms of technology and population and cultural diversity. PROFESSIONALISM & TECHNOLOGY â€Å"A professional doesn’t view his or her profession as a just a job, but rather sees it as a calling that is all about caring for children† – Kramer, 2003, p. 23 As an independent Australian Comics publisher (and short film producer), professionalism is what helps us stand out from the crowd. Look and presentation is vital,  we have to stick to various guidelines depending on your audience and where we are showcasing,  all this requires some serious  decision making and – when dealing with multiple artists – juggling some serious egos! Developing and maintaining relationships with other artists is imperative for us to continue to grow, and is just  as important to the relationship of student and teacher. We need to keep up to date with market, media  and consumer trends  just as both students and teachers must with  syllabus and curriculum†¦ nd indeed those same market, media and consumer trends. Change and adaption is incredibly  important as well, because without  it  you can't  move forward or stay fresh. To be a professional teacher you can't be a dictator,  but  more of great  artist  whose success is  drawn from the love of the craft,  nurturing the medium and understanding what the final masterpiece is meant to c onvey. In 2010 and beyond, our classrooms will transform into more of a technological teaching and learning environment. There are many new ways students can research information they need through resources such as the Internet. Teaching has also been altered, with the use of interactive whiteboards. To fulfil a professional role as a teacher, there are many different aspects to consider and behaviours to demonstrate. As role-models, these will pave the way for the students to become more professional themselves. It is important for a teacher to relate to each student in a professional manner. There are many ways to tutor students through advancements in technology such as the Internet, thus expanding the opportunities to be passed on to a new generation. Teachers should always teach with passion and a burning desire to touch hearts and change lives. Remember: it’s not just a job – it’s an honour. MOTIVATION and TEACHING STRATEGIES The description of motivation and the descriptions of the many various differing theoretical explanations for them are as follows†¦ The process of motivation itself is – simply put – starting towards a goal and keeping on the path until you achieve the goal. (Eggen and Kauchak 2010). An individual may well have different ideas in mind when achieving heir goals – whether they are moved by an extrinsic motivation (ie: the need to get there simply as a means to an end) or intrinsic motivation (doing it for the love of the subject) – the results are the same and both methods are valid. Admittedly, if you enjoy a subject it will give you more value as it will your teacher/s, but striving for that end result regardless will be an achievement. There are various theories of motivation, which shall be dealt with below. Through various cognitive theories, we know people really need to understand the world and their experiences to make sense of them and their place in that world. They can be as follows: Need for Self-Determination: this is where an individual feels the need to act on and control their environment to understand it – to have choices and to decide what they want to do. Praise, offers of help and other emotional factors can also be a part of self-determination. Need for Autonomy: here the individual feels the need to not only act on their environment, but to alter it to their way of thinking so that they can relate to it and learn more effectively. Need for Relatedness: this is where an individual feels the need for social connection and approval to facilitate their learning. Indeed, this factor is quite important as it fulfils the desire for approval and positive judging. Need to Preserve Self-Worth: simply put – this is the need to feel important – whether this is in a family group, friends, employment or any other social aspect – if we feel intelligent and important then our ability to learn likewise grows. Belief about future outcomes: This is a very personal part of learning and unique to each individual. The ability to guesstimate what the outcome of a project will be based upon your own knowledge of your capabilities will greatly influence your learning skills – the more you think you can, you will (Little Engine That Could – Watty Piper – 1930) Beliefs about Intelligence: the belief that you can or can NOT do a task will have a huge psychological impact upon your learning abilities. This can also be influenced by outside positive and negative feedback from others. Unless you are rock-solid positive you can do something despite negative criticism, that very criticism can undermine your belief in your own intelligence. The challenge is to find motivators for each and every student and use these to engage them in their education and learning. In terms of teaching and learning, motivation is the engagement that students have in their studies, and the efforts that they make to achieve their goals. Motivation can be split into two types, refer to Table 1. 1. Understanding student motivation is vital to the development of effective teaching strategies and necessary to discover different approaches to motivation and how these impact classroom decisions. pic] (Eggen and Kauchak, 2010) Table 1. 1 – Types of Motivation The behaviourist approach suggests that a student will gain a reward, either extrinsic or intrinsic, then the individual will be motivated to complete the task so as to receive it. From this we can determine that reward systems within the classroom can be used to increase student motivation, however Eggen and Kauchak (2010) stress that extrinsic rewards should be used to increase intri nsic motivation so as to promote learner independence. As teaching moves forward into 2010 and beyond, behaviourism is amongst the many learning theories in practice that is essential to good teaching. With diverse backgrounds and environmental factors, watching for the appropriate and inappropriate key behaviours in students is a complicated process in assuring desired behaviour is maintained. The cognitive approach suggests teachers should model how to claim responsibility for their success and failures, and should acknowledge that with additional effort past failures can be used as a learning tool. The Individuals’ Memory Stores play an important role, which contains the sensory memory to capture stimuli, working memory, phonological loop for words and sounds, and our visual-spatial sketch pad for our visual and spatial surroundings. All these various processes are active when we learn, and are fascinating examples of how the human mind operates. The humanist approach to motivation is dominated by the belief that all individuals have a number of needs that must be fulfilled (Eggen and Kauchak, 2010). These needs are categorised in Maslow’s Hierarchy of Needs outlined in figure 2. . The hierarchy suggests that if any of the lower level needs are not met then it is not possible for higher order ones to be fulfilled. Teachers must understand that these needs will not always be fulfilled within the home environment and various programs can be established to aid students when the home environment fails. [pic] (Eggen and Kauchak, 2010) Figure 2. 2 – Maslowsâ€⠄¢s Hierarch of Needs We must also remember that an integral aspect of motivation lies in aiming towards a particular achievement, or goal. A goal is an outcome that an individual is striving to achieve. Goals can be divided into four different types, see table 3. 3. [pic] (Eggen and Kauchak, 2010) Table 3. 3 – Types of Goals Classical conditioning is yet another form of learning that occurs when an individual produces an involuntary emotional or physiological response, similar to instinct or reflex (Pavlov, 1927). Figure 4. 4 (below) outlines the concepts in greater detail. [pic] (Eggen and Kauchak, 2010) Figure 4. 4 – Classical Conditioning Operant conditioning is where a response changes in frequency or duration as a result of a consequence (Skinner, 1953). This can be presented through either positive or negative reinforcement or through the presentation or removal of a punishment and shaping (Premack, 1965). Operant Conditioning can have a negative impact if used incorrectly, which can result in students not feeling safe, stressed and anxious about their environment. Constructivist Learning Theory is a theory that seems like common sense when you think about it, stating that learners create their own knowledge of topics they study as opposed to simply recording that information. Piaget 1952/ Vygotsky 1978). There are two primary perspectives for Constructivism: Cognitive Constructivism – focuses on internal construction of knowledge. Social Constructivism – focuses on constructing knowledge socially before internalising. Cognitive Apprenticeships is a process designed to places less able learners with more able ones to assist in developing their abilities. Peer-to-peer assistance provides many characteristics that assist learners through a new teaching experience. Some of these are modelling (watching demonstrations), scaffolding (being asked questions to prompt their learning), verbalisation (expressing their beliefs), increasing complexity (which does what the name implies) and exploration (finding new ways to use knowledge). This tool allows teachers to monitor other less able students, knowing that appropriate peer-to-peer learning is being undertaken with other less able students. The learning process of students will be influenced by many factors as you can see above. As they do, we need to keep a watchful eye on how they unfold. The challenge of teachers in 2010 and beyond is to find these motivators for each and every student and use them to engage them in education and learning. In the end, when teachers effectively motivate students their interest will increase along with their ability to learn. COMMITMENT and CLASSROOM ENVIRONMENT When committing to creating a productive learning environment, the developmental stage of students should be considered. High-school students have different capabilities of primary-school students, so their classroom activities need to be more challenging (Eggen and Kauchak, 2010). Younger students are more responsive to concrete examples, while older students are capable of understanding theories and complex situations. If computer software is to be used in the classroom, it should be tailored to those stages of development. Younger students would require simple interfaces, less challenging problems, frequent feedback and recognition of achievement. Classroom management will also determine how effective the teaching is. Part of effective management is setting rules and procedures, and following them throughout the entire study period. The selection of topics attracts several issues. For the most part, teachers will be following a curriculum, but will prefer to place emphasis on particular sections of this framework. Their own personal knowledge and commitment, as well as the information that they deem important and useful, contributes to the various topics. There is also a need to plan how these topics will be delivered. Traditional instruction using lectures provides little interaction and feedback, so other strategies need to be looked at and implemented. The author Tony Newton intends to try and maintain a level of control using humour in much the same way his own third grade teachers did when he was young. Keeping in mind all the various technologies and ground rules that have to be in place, as well as students’ abilities and social interaction, (Maximizing the Time and Opportunity for Learning – Eggen and Kauchak, 2010 – pg 355) a classroom MUST be organised, arranged appropriately and personal. For Mr. Newton’s own class, he also firmly believe if kids have fun, they will learn more. Then we have Ability Grouping, being the practice of sorting students into groups of similar intelligence/ learning capabilities. We need to remember that if we begin segregating students early on, then those who are quicker cannot scaffold or mentor the slower ones up to speed. Social ramifications here are also dangerous where those smarter think they may be â€Å"better† than their less able peers†¦ and friendships can then also suffer. Tolerance and assistance must be cultivated to prevent these prejudices from booming out of proportion in later life. CONCLUSION The theories of learning and teaching covered above provide useful background information for new teachers entering the workforce. Situations that we encounter will be unique, though it is always beneficial to be prepared and plan for the journey ahead. Reviewing literature and applying some of these techniques can assist with understanding how people learn, different teaching methods, and the factors to consider when building a classroom. Moving forward into 2010, teachers are advised to consider these theories and incorporate many different levels of educational tools, through appropriate modes, that assist in developing the students’ learning construction. Although we do not know what classrooms will be like in the future, this is something that we actually determine ourselves. When we are first starting out, we will need to create our own style and approach, making up our own rules. Although teachers are expected to give instruction, it is still a learning experience. Thankfully there are a lot of resources at our disposal. Remember to keep improving our teaching craft, and we will be able to adapt to the demands of classrooms in 2010 and beyond. Reference List Bandura, A. (1986). Social Foundations on Thought and Action: A Social Cognitive Theory. Upper Saddle River, New Jersey: Prentice Hall. Bandura, A. (1997). Self-Efficacy: The exercise of control. New York: Freeman. Borko, H. , and Putnam R. (1996). Handbook of educational psychology. Macmillan; United States of America. Eggen, P. , and Kauchak, D. (2010). Educational Psychology: Windows On Classrooms (8th ed. ). In H. Gardner, and S. Moran, The Science of Multiple Intelligences Theory. United States of America: Pearson International. Mayer, R. , (2002). Teaching of subject matter. Annual review of psychology,55, 715-744. Pavlov,  I. P. (1927). Conditioned Reflexes translated by G V Anrep. Oxford University Press, London, England. Piaget, J. (1977). Problems in quilibration. In M. Appel, and L. Goldberg, Topics in cognitive development: Vol. 1. Equilibration: Theory, research, and application. New York: Plenum Press. Premack, D. 1965). Reinforcement theory. In D. Levine (Ed. ), Nebraska Symposium on Motivation (Vol. 13, pp. 3-41). Lincoln: University of Nebraska Press. Skinner, B. F. (1953). Science and Human Behavior. New York. Macmillan. Woolfolk, A. , and Margetts,K. (2007). Educational psychology. Sydney, Australia: Pearson Education Australia. Vinesh Chandra and Darrell L. Fisher (2009). Students' Perceptions of a Blended Web-Ba sed Learning. Environment. Learning Environ Res. Vygotsky, L. (1978). Thought and Language. Cambridge, MA: MIT Press. The Little Engine That Could – Watty Piper – 1930

Business Plan for a Clothing Company

The product I will be supplying to society will be a fashion store called FrSh. Popular culture is no longer regional. The tradition of cable television and the Internet has created a world where a fashion statement can make you or break you .FrSh will offer young customers the youth-oriented products and clothing that are popular in large urban areas but not available locally. The target customer is in their late teens to their mid 20s, who enjoys the urban scene and the city look, participates in youth sports like skateboarding and basketball, and looks toward new urban clothing trends in large city areas for inspiration. FrSh will provide the distinctive clothing, shoes and products that are just ahead of the fashion curve. I will create a cost-effective operation that will quickly bring new fashionable clothing and products to the customer. I originally cam up with this idea because I was fed up of people wearing the same clothes to fit in and wanted to find an alternative to what everyone was wearing so that I would stand out whilst fitting in. I have always enjoyed going to parties and with that comes the responsibility of looking good. I also made shirts whilst in high school and sold them to people. My goals for FrSh will be†¦.. * Accessible store where you always find something new that you want. * Excellent vendor relationship that will facilitate quick shipment of orders. * Establish an effective strategy for advertising to our target customers. * Create a store image that our target customers see as both attractive and trendy. FrSh competitive advantage is offering product lines that make a statement but won't leave you broke. The major brands are expensive and not distinctive enough to satisfy the ever changing taste of our target customers. FrSh offers products that are just ahead of the curve and so affordable that our customers will return to the store often to check out what's new. Another competitive factor is that products for this age group are part of a lifestyle statement. FrSh is focused on serving the Urban youth. We want to represent their style and life choices. We believe that we will create a loyal customer base that will see FrSh as part of their lives. We will pride ourselves by setting the most affordable prices for our consumers. We will cover all of our liabilities and make sure we will have contracts will all of our partners which we will be considering into bringing into the company. W will be running a close cooperation. FrSh will advertise in the Universities and daily student newspapers and free Weekly papers, which is focused on FrSh target customer groups. FrSh will also plan three events to raise its visibility with target customers. We will assemble a group of boy and girl Dancers and sponsor them with the FrSh logo. The Dance competition will be followed by a street basketball game. Smokejumpers will book a local popular alternative college group to play at the event. We will find co-sponsors for the events that are also focused on the same target customers. At these events, FrSh will distribute stickers, hats, t-shirts, and promotional material offering 50% discount on purchases this will draw us customers.