Jean Piagets Theory Of Genetic Epistemology Essays

Jean Piaget has held a fascination for me since first learning about him in my developmental psychology class. Piaget’s tireless journey to figure out how knowledge grows is a fascinating one. In the interest of obtaining a greater understanding for Piaget’s theories as well as the processes behind those theories, we must first look at Piaget’s Theory of Genetic Epistemology. Piaget’s theory of Genetic Epistemology, as well as the criticism of his theory, will be the focus of this paper. Jean was born in Switzerland on August 9, 1896 (Smith, 1997). Jean began volunteering at the Neuchà ¢tel Museum of Natural History at the age of 10. While volunteering at the museum, the director took Jean on as his assistant and apprentice, â€Å"paying Jean†¦show more content†¦It was with this suspicion that Piaget set out to answer the question â€Å"How does knowledge grow?† (Plucker, 2003) During Piaget’s quest to answer this very question, he changed the history of how we view cognitive development. His research led to the development of the â€Å"theory of Genetic Epistemology† (Plucker, 2003). While studying the process of cognitive development, Piaget strove to figure out how children adapt to their environments. â€Å"Adaptation to a child’s environment is controlled through mental organizations called schemes† (Huitt Hummel, 2003). Schemes, which can also be considered concepts, are â€Å"used by each individual to represent the world and designate action† (Huitt Hummel, 2003). These schemes are driven by the body’s need to maintain homeostasis with the surrounding environment. Piaget hypothesized that the base reflexes seen at birth were actually just base schemes that had yet to be developed. â€Å"Piaget felt that these basic schemes, or reflexes, were replaced with more complex schemes as the infant learned to adapt to their environment† (Huitt Hummel, 2003). Piaget also believed that intelligence itself is a form of adaptation, and felt that two process were used by each individual to attempt this adaptation. Piaget referred to these two processes as assimilation and accommodation. Piaget felt that as children mature, â€Å"they use both assimilation andShow MoreRelatedJean Piaget s Theories Of Cognitive Development1360 Words   |  6 Pages Jean Piaget was a Swiss psychologist. He worked in the fields of Developmental Psychology and Epistemology. He’s known for his works and theories in the field of child development. His theories of cognitive development and epistemological views are called, â€Å"genetic epistemology†. Piaget placed the education of children as most important. His works and theories still play a huge role and influence the study of child psychology today. Jean Piaget was born on August 9, 1896 in Neuchatel, SwitzerlandRead MoreJean Piaget s Theory And Theory1673 Words   |  7 PagesWhat is a theory? A theory is an organized set of ideas that is designed to explain development. These are essential for developing predictions about behaviors and predictions result in research that helps to support or clarify the theory. The theorist I am choosing to talk about is Jean Piaget who discovered the cognitive development theory and who broke it down into different stages. The different stages are the sensorimotor stage, the preoperational stage, the concrete operational thoughtRead MoreJean Piaget: Biography and Theory of Cognitive Development1601 Words   |  6 PagesPiagets Theory of Cognitive Development: Jean Piagets theory of cognitive development is a description of the four distinct stages of development of cognition in children. The theory was developed at a time when Piaget was employed at the Binet Institute in the 1920s in which his main responsibilities were to develop the French versions of questions on the English intelligence tests. During this period, Piaget became increasingly concerned or interested with the reasons children gave for theirRead MorePiagets Theory of Cognitive Development1075 Words   |  5 PagesPiaget’s Theory of Child Psychological Development There currently exists a great deal of literature based on child developmental psychology from a variety of great psychologists, notably Freud, Erikson, Bowlby, Bandura, Vygotsky, and many others. However, this paper will focus on the theories of Jean Piaget. Jean Piaget, a Swiss developmental psychologist and philosopher, was born in Neuchatel, Switzerland on August 9, 1896. After working with Alfred Binet in his children’s intelligence testsRead MoreVygotsky And Vygotsky : Early Childhood Development1683 Words   |  7 Pages Amanda Rezzonico Piaget vs Vygotsky Early Childhood Development Lev Vygotsky and Jean Piaget are known in the educational world. Vygotsky and Piaget were developmental psychologists who had many of the same views and beliefs, but at the same time had opposing views. According to Jean Piaget â€Å"cognitive development was a repetitive reorganization of mental processes that derived from biological maturation in addition to environmental experiences’’ (McLeod, S. A. (2015). The childRead MoreJean Piaget s Theory Of Knowing921 Words   |  4 PagesJean Piaget was a developmental psychologist and philosopher from Switzerland. He is known for his epistemological studies with children. He was the first to make a systematic study of cognitive development. Piaget was also the Director of the International Bureau of Education. He was â€Å"the great pioneer of the constructivist theory of knowing.† He was known as the second best psychologist after Skinner by the end of the 20th century. Throughout his career, Jean Piaget declared that â€Å"only educationRead MoreA Look Into the Past: Jean Piagets Life and Work Essay2990 Words   |  12 Pagespresent an over view of Jean Piaget’s life. It will focus on details of his personal life, his contributions to psychology, his historical development, and his present contributions to his career. Jean Piaget’s research in developmental psychology and genetic epistemology answered the question: How does knowledge grow? Piaget’s findings have been and continue to be an inspiration to fields like psychology, sociology, education, epistemology, economics and law. Jean Piaget was born on AugustRead MoreNew Placement Of The Piaget Profile2873 Words   |  12 PagesNew placement of the Piaget profile This profile of Jean Piaget should be placed in the functionalism psychology portion of the book due to the focus on children that Piaget took and the cognitive behavioral approach that he primarily studied. The developments he made were primarily used to the early and middle childhood education and he worked to understand children behavior and the learning process. Introduction: Jean Piaget was a great mind and contributed copious amount of knowledge andRead MoreThe Theory Of Cognitive Psychology928 Words   |  4 Pagesscience, was Swiss biologist, Jean Piaget. Piaget’s discoveries and principles have made a significant contribution in expansion of cognitive psychology ideas. His research and concepts that were based on kids learning and progressing helped him to form his famous theory of four developmental stages, which later found supporters and critics among many psychologists. Although much of his work included analyses of child’s development, he described himself as â€Å"genetic epistemologist†, not child psychologistRead MoreJean Piaget s Theory Of Education Essay1248 Words   |  5 Pagesgenerations have done,† (â€Å"Jean Piaget†¦Ã¢â‚¬ ) a wise man once stated. In this paper we are going to go more in-depth into Jean Piaget’s life and how the work of Jean Piaget greatly influenced the field of early childh ood education. This paper will include a brief summary of Jean Piaget’s life, a description of his/her major theories or ideas, and how those ideas impact early education today. One question that was posed and will be touched on during my paper is the question of how Jean Piaget made it easier

Hamlet and The Spanish Tragedy - 654 Words

The parallels shown between Hamlet and The Spanish Tragedy demonstrate the influence Kyds play had on Shakespeare. The similarities can be seen throughout the plot lines and context of both plays. While using the plays as different tools, both are used for expediting revenge. Shakespeare, through the impact of Kyds play, established and perfected an ideal plot for a play expressing revengeful tragedy. The actions and thoughts that Hamlet shows greatly displays many characteristics from The Spanish Tragedy. Hamlet models himself after Hieronimo in the way he approaches revenge. However, Hamlet wants his victims to suffer not only on earth but in the afterlife. Kyd and Shakespeare utilize both meta-theaters to exact revenge and reveal guilt. The intention of a play within a play by Kyd is used for the format of Hieronimos death. It varies from that of Hamlet in layout and context. Hamlet plans precisely how he will avenge his fathers death and when he will strike. Hamlet exclaims, When he is...about some act/ That has no relish of salvation int--/ Then trip him...And that his soul may be damned and black/ As hell (Shakespeare III.iv.94-100). Killing Claudius in a sinful state will satisfy him, his father, and affect him by suffering in the afterlife as well. Hieronimo also plots his revenge, but is solely concerned with achieve earthly revenge. The Spanish Tragedy includes a play that is longer in duration than that of Hamlet. Kyd does this to allow the audience toShow MoreRelated Characteristics of a Machiavel in The Spanish Tragedy and Hamlet1163 Words   |  5 PagesCharacteristics of a Machiavel in The Spanish Tragedy and Hamlet  Ã‚   To understand a renaissance machiavel as portrayed in The Spanish Tragedy and Hamlet, it is necessary to find characters from both works that exhibit the characteristics of a machiavel (Plotting, secrecy and eventually murder). This is the difficult part, as most of the major characters in both plays exhibit some, if not all of these characteristics - while neither Heironimo nor Hamlet are villains, they both rely upon machiavellianRead MoreEssay on Heroes and Revenge in Hamlet and The Spanish Tragedy1389 Words   |  6 PagesHeroes and Revenge in Hamlet and The Spanish Tragedy In Elizabethan drama, it was accepted that the villains of the piece would, because of their evil methods and aims, be revealed and punished - in other words, justice would be served. The problem, however, arises when the heroes of the piece use the same methods as the villains. I use the term hero warily, as the traditional hero of a revenge tragedy is one who would at first seem completely unsuited to a revenging role; Heironimo is portrayedRead MoreThe Use of Supernatural Elements in Shakespeares Hamlet and Kyds the Spanish Tragedy1181 Words   |  5 PagesDiscuss the usage and effects that the supernatural elements have in both Kyds `The Spanish Tragedy and Shakespeares Hamlet. Ghosts or supernatural beings feature both in The Spanish Tragedy, written by Thomas Kyd, in 1587, and in Hamlet, written by William Shakespeare, in 1601. Ghosts and the supernatural `remind the characters and the audience of the constraints the past places on the present, and also the obligations the l iving bear to the departed . There were many superstitions surroundingRead MoreHamlet as So Much More Than a Traditional Revenge Tragedy Essay1713 Words   |  7 PagesHamlet as So Much More Than a Traditional Revenge Tragedy Although Shakespeare wrote Hamlet closely following the conventions of a traditional revenge tragedy, he goes far beyond this form in his development of Hamlets character. Shakespeares exploration of Hamlets complex thoughts and emotions is perhaps more the focus of the play rather than that of revenge, thus in Hamlet Shakespeare greatly develops and enhances the form of the traditional revenge tragedy. Read MoreWilliam Shakespeares Hamlet as a Revenge Tragedy Essay1233 Words   |  5 PagesWilliam Shakespeares Hamlet as a Revenge Tragedy Revenge Tragedy was a genre which lasted from 1590 until 1615. The genre appealed to the Elizabethan audience’s desire for blood and violence without emotional depth. ================================================================== Revenge tragedies originated in the writings of the Roman Seneca (4BC-AD65) whose plays heavily influenced Elizabethan dramatists. Seneca’s tragedies, using stories derived from mythologyRead MoreRevenge Conventions In Hamlet Essay1182 Words   |  5 PagesHamlet is a play written by William Shakespeare that very closely follows the dramatic conventions of revenge in Elizabethan theater. All revenge tragedies originally stemmed from the Greeks, who wrote and performed the first plays. After the Greeks came Seneca who was very influential to all Elizabethan tragedy writers. Seneca who was Roman, basically set all of the ideas and the norms for all revenge play writers in the Renaissance era including William Shakespeare. The two most famous EnglishRead MoreEmily Bronte s Hamlet And Wuthering Heights 1307 Words   |  6 PagesRevenge in Hamlet and Wuthering Heights Abstract This concise paper is an analogical study. It consists of three parts; the first one defines the word revenge and explains where the theme of revenge comes from and how it has expended to other types of literary works until these days. The second part of the study, is supported by exemplifies Shakespeare’s tragedy, Hamlet. The last part of the paper, provides Emily Brontà «Ã¢â‚¬â„¢s novel, Wuthering Heights as a good example; because one of the main themesRead More Shakespeare the Plagiarist Essay1262 Words   |  6 Pagesothers were in his great director and playwright skills. The play Hamlet is one of the most re-created and re-written books to date. Hamlet is still being performed in theaters around the world. Even though many people perceive Shakespeare as a literary genius, we can not give him sole credit for his plays and sonnets. With a few exceptions, Shakespeare did not invent the plots of his plays. Sometimes he used old stories (Hamlet, Pericles). Sometimes he worked from the stories of comparativelyRead MoreWilliam Shakespeare s The Spanish Tragedy 2479 Words   |  10 PagesThomas Kyd’s ‘The Spanish Tragedy’ follows the traditional techniques we typically assume will be in a revenge tragedy, and how Shakespeare’s ‘Hamlet’ follows these conventions as well as how Hamlet sometimes challenges the typical conventions of revenge tragedy plays and pushes them. I will also discuss the notion of revenge, as well as discuss how the two plays use the conventions of the genre to promote different ways of thinking about the ethics of revenge. Revenge tragedy was a popular genreRead MoreHamlet : A Classic Revenge Tragedy1103 Words   |  5 PagesHamlet is not like any tragedy. Hamlet is a classic revenge tragedy. All the revenge tragedies were popular in England during the late 16th and early 17th. A Shakespearean tragedy is built upon a central conflict which runs through from the beginning to the end of the tragedy until the conflict is finally resolved. The play is built upon the long, tragic conflict between Hamlet and Claudius and the conflict is built upon the figure of revenge. The Driving points that shapes the plot of play are

Monetary Policy of Bernanke Free Essays

Ben Bernanke is current Chairmen of US Federal Reserve and his task is to ensure appropriate monetary policy in order to improve country’s economic and financial performance. Bernanke argues he has to work closely with all members of the Committee because it is the only way to develop monetary policy in such a way that it would fit country’s needs and demands. Therefore, the paper discusses issues of monetary policy offered by Bernanke as well as examines influence of globalization on overall monetary policy of the country. We will write a custom essay sample on Monetary Policy of Bernanke or any similar topic only for you Order Now Actually, Bernanke is interested whether ongoing economic globalization and integration affects US monetary policy. Monetary policy operates in financial and economic environment being strongly affected by integration. Bernanke notes that monetary policy instead of stabilizing economic and financial situation in the country does little to drive powerful economic forces and to cause structural changes necessary for policy. Bernanke claims that if Federal Reserve wants to develop effective monetary policy, it should, firstly, be fully aware of all factors which are able to affect and determine the overall economic growth, inflation and employments rates in the United States. Chairman asserts that country’s economy should be open to other countries because openness plays crucial role in monetary policy affecting price stability and sustainable employment within country. Furthermore, economic openness also assists Federal Reserve in meeting congressional mandate. Bernanke cites analysts who argue that globalization puts obstacles to US monetary policy because it aims at reducing US interest rates of Federal Reserve and asset price. Also globalization diminishes the role of domestic factors affecting inflation process. Nevertheless, Bernanke doesn’t support such idea claiming that he is sure globalization should be implicated to increase effectiveness of monetary policy. Globalization and Monetary Institute was established to study impact of globalization no economy and policy of the country. Bernanke argues that monetary policy affects above all country’s financial conditions and asset prices and interest rates are under attack. Consequently, changes taken place in financial conditions would affect many households and firms, as well as would affect production, consumption and investment opportunities. Thus, Bernanke states that â€Å"the financial environment in which U.S. monetary policy is made has been irrevocably changed by the remarkable increases in the magnitudes of financial flows into and out of the United States†. (Bernanke 2007) Therefore, he argues that he Federal Reserve should pay more attention to financial stability by controlling federal funds and interest rates. Banks loans should be carefully considered as well. He recommends using open-market operations because due to policy of openness the Federal Reserve would be able to manage constant supply of funds, inter-bank markets. Such policy will keep federal funds close to the targeted rates and international integration of financial markets will not be affected or prevented. Further, Bernanke admits that the Federal Reserve should take proper control over the federal funds rates because they strongly affect short-term dollar nominal interest rates. Bernanke promotes cooperation of the Federal Reserve with modern central banks because it gives excellent opportunity to conduct monetary policy, to examine economic and financial data obtained from variety of markets, and to apply those data when considering economy and inflation. Bernanke says it is necessary to seek for alternative courses of policy to improve effectiveness of monetary policy and macroeconomic performance of the country. He recommends developing economic models to guide policymakers and forecasting techniques to ensure sustainable progress. Bernanke assumes that â€Å"monetary policymakers must therefore strike a difficult balance –conducting rigorous analysis informed by sound economic theory and empirical methods while keeping an open mind about the many factors, including myriad global influences, at play in a dynamic modern economy like that of the United States†. (Bernanke 2006) References Bernanke, Ben. (2007, March 2). Globalization and Monetary Policy. Retrieved April 19, 2007, from http://www.federalreserve.gov/boarddocs/speeches/2007/20070302/ Bernanke, Ben. (2006, February 15). Testimony of Chairmen Ben S. Bernanke. Retrieved April 19, 2007, from http://www.federalreserve.gov/boarddocs/hh/2006/february/testimony.htm Bernanke: The Yield Curve and Monetary Policy. (2006, March 20). Retrieved April 19, 2007, from http://economistsview.typepad.com/economistsview/2006/03/bernanke_the_yi.html                      How to cite Monetary Policy of Bernanke, Essay examples

The Face of Battle free essay sample

The Face of Battle examines warfare from the viewpoint of the common soldier by analyzing and comparing three well-known battles. Starting with Agincourt, moving on to Waterloo, and finally the Somme, the author describes warfare as experienced by the warrior of the day. Characterizing the campaigns and planning which led up to each battle, Keegan provides background for each engagement he then seemingly details from the very midst of the carnage. His expert knowledge and engaging style allow the book to make its point without losing the attention of the reader. The book’s fresh approach to battlefield history stems from Keegan’s overwhelming experience in the subject. Keegan taught at Britain’s Royal Military Academy Sandhurst as the Senior Lecturer in Military History for many years. In addition to writing numerous books on military history, Vassar College has named him a Delmas Distinguished Professor of History, he has been a Fellow of Princeton University (â€Å"Vintage,† Keegan), and is currently a Fellow of the Royal Society of Literature. We will write a custom essay sample on The Face of Battle or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Though he admits to never actually being in battle, Keegan’s extensive personal research, interviews, and scholarship on the subject of military history lend him plenty of credence to speak on the subject of battle. However, Keegan believes the men who fought in them should ideally relate their own histories. â€Å"†¦Where possible, an essential ingredient in battle narrative and battle analysis,† he says, â€Å"[is] allowing the combatants to speak for themselves. † Keegan does, in fact, focus on a more immediate view of battle, as seen from the eyes of a common infantryman. He uses both primary and secondary sources to reconstruct a certain picture of each battle in his book. However, both primary and secondary sources have pitfalls. As John Mundy, author of Europe in the High Middle Ages 1150-1300, in a review of The Face of Battle notes, â€Å"†¦soldiers present at an engagement usually exaggerate the numbers facing them † (679). One must also question his use of secondary historical sources. For instance, his rendition of Waterloo takes much of its information from the writing of Captain William Siborne, a British opographer who is credited with changing how the world perceived the Duke of Wellington after the Battle of Waterloo. After Siborne alleged that the Prussians had far more impact on Napoleon’s eventual defeat then previously believed, the Duke of Wellington lost much of his previous favor (Adamson). If Keegan had wanted to add more credibility to his work, he should have avoided controversial sources and dwelt more on the ideas his book attempts to convey, circumventing any possible impact to his own efforts. However, his choice of historical material should not be used as a means to discredit his admirable conclusions. Keegan finds, through his study of the three chosen battles, that the central nature of warfare over the years remains unchanged. It is still today, despite advances in technology and tactics, an overwhelmingly man-to-man affair between individuals in a gruesome and horrific contest of violence. Although mechanization and wireless communication have changed the character of battle, the principles of courage, fear, and leadership still dominate the battlefield. What battles have in common,† he states, â€Å"is human: the behavior of men struggling to reconcile their instinct for self-preservation, their sense of honor, and the achievement of some aim over which other men are ready to kill them,† (303). In his analysis of war through the ages, despite its many consistencies, Keegan notes several trends in the character of battle. For instance, in the uncertain examination of war he remarks that, â€Å"One statement can be safely made†¦battles have been getting longer,† (308). At Agincourt, the English forces repelled a numerically superior French force in a matter of hours. The Battle of Waterloo found Napoleon defeated in a matter of days, while the battle of the Somme lasted months. Employing a creative analogy of the sport mountaineer, Keegan remarks on the exposure, technical difficulty, accident rate, and objectives dangers faced by modern soldiers as opposed to combatants of the past. Along with the increased duration of the average battle over the years, according to Keegan, the number and severity of â€Å"objective dangers† has gone up. Waterloo and the Somme, with fatal casualty rates of 27 and 43 percent respectively, show on a small scale how technology and efficiency have increased the killing power of armies in the modern day and expanded the killing zone of the typical battle. The expansion of the killing zone, due in part to artillery, mines, and chemical agents, means that, today, troops cannot just â€Å"veer off into the neighboring wood,† or â€Å"take refuge in equally convenient woods,† (315). Partially out of duty, and partially out of necessity, they cannot just remove themselves from the killing zone. Identifying trends like these, especially as they relate to the changing face of mountaineering, Keegan relates to his audience how battle changes while it simultaneously remains the same in many other respects. Keegan’s findings may conflict, though rightly so, with the common assumption that, as technology increases the firepower of common soldiers, battles are subsequently conducted through less and less close-range combat. Deeper examination of Waterloo, the Somme, and naturally Agincourt reveal, however, that infantry still do, even in modern warfare, engage in close-range combat. Bayonets, in the Napoleonic era, caused a large portion of the casualties in each conflict. In WWII, even as tanks began to change the character of war, armies still fought and won battles with their infantry. Despite the mechanization of warfare, close combat still dominates the battlefield. Though he backs his claims and details his battles using many worthy and authoritative sources, Keegan’s writing falls short where he fails to cover a sufficient amount of each conflict. According to John Beeler of the University of North Carolina Greensboro, â€Å"The account of Agincourt (October 25, 1415) lacks the conviction of the later studies†¦Ã¢â‚¬  (1229). He explains further, regarding the chapter on the Somme, â€Å"Keegan has limited his coverage largely to the first day of the offensive,† (1229). The historical critic, therefore, finds fault not so much in what Keegan included in his text, but in what he left out. However, the author’s purpose was not to detail every part of each battle, but rather to expose battle as a whole for what it really was to the average soldier. In choosing the three battles he did, battles with little in common, Keegan exposed how similar battles can be when seen through the eyes of a professional solder. The fight for life and victory, we find, is the same in the fifteenth as in the nineteenth century. The Face of Battle increased my knowledge of medieval, Napoleonic, and modern warfare. Additionally, the book offers an analysis of the trends of warfare over the past half millennium, a discerning investigation regarding current trends in warfare, and intelligent speculation on its future. Keegan’s strongest writing comes from his analogy of mountaineering as it relates to combat and through his depiction of war as seen through eyes of the solder as opposed to the general. Through this relationship, he accurately translates the picture of battle to an arena where the common man can more easily grasp its significance and wrap his mind around its concepts. After all, the book aims to educate the student officer about the inevitable, timeless idea of conflict between men.

Identify the factors that contribute to a diverse society Essay Example

Identify the factors that contribute to a diverse society Paper Culture Culture is the way of life in a particular society or group of people including their belief, behaviour, dress, and language. Culture also when you born or growth up the place you learn the way of living. Culture sometimes a person learns from his family or surrounding when he growth up. A child born in UK and growth in Africa he should learn African culture, such as the food he eat, the music he listen and the dress what he wear. Every society has a different culture where people share a specific language, traditions, behaviour and belief. Everyone have to respect others culture. We will write a custom essay sample on Identify the factors that contribute to a diverse society specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Identify the factors that contribute to a diverse society specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Identify the factors that contribute to a diverse society specifically for you FOR ONLY $16.38 $13.9/page Hire Writer For example Indian people have their own culture the way they dressed and the food they cook also music and dance. Ethnicity Ethnicity is the group of people identity with or feels they belong to. Ethnic is the measure of culture, language, dress, nationality or citizenship. Ethnic group in the United Kingdom include English, Indian, Pakistan, Irish, Scottish and African. Ethnic should be understands from the biological aspect and cultural aspect. Different ethnics may different dress differently, speak differently and eat different food. For example white people look at black people the way not treat them fairly that could happen discrimination. Race Race is refers to people based on their biological characteristics such as colour of skin, colour of hair, eye colour and facial feature. Faith/Religion Religion is identifying the way of life. There are different types of religion in the world, such as Christian, Muslim, Jewish, Buddhism and catholic. They are their own celebrating like Christian can celebrate Easter and Jewish people celebrate Passover. Religion emphasizes the importance of being good and of being right all religions try to make human being better life. Sometimes discrimination can happen in the religions when people assume that their religion is right than the others and that everyone could believe in and follow them. Gender Gender is biological differences in male and female weather we born boys or girls. Before men has more responsibility than women. Woman does house work and men can do outside house such as office work. In this time woman have to right work but still have responsibility to look after their children. For example two couples working full time and when they came home the woman has cook dinner and the men watching TV. Sexuality We all have our own sexuality. Sexuality is a complex aspect of our personality and self. Some people should change their sexuality because they are not fell comfort they become heterosexual, homosexual or bio sexual. Sometimes because of peers or society they try to other sexuality. For many peoples difficult to decide who you are or what you want in your sexuality, because of their strict family or religion belief also the country where they live. For example in Africa if you are a gay or lesbian you cannot stay in the country they will kill you. But in UK you can married and have children. Age Age is important factors in today`s society there is a different type of age children, teenager, adult and old age. For example if you are not 18 years old you cannot buy alcohol. If you are 16-24 years old have more chance to get education, course and job opportunity that who is adult. For example two people apply for a job one the age of 45 and the other 24 they have equal qualification and the older one have more experience .But the company decide to take the younger one because the manager think he can work more and stay long time in the company. Social class Social class is the person`s income and what job they are doing and the way of living and the amount of money they have. A few people in the upper class have inherited wealth they are upper class even they are not working. Middle class is the majority of the population such as industrial, professional, businessmen and shop owner. The lower class are who is working in the factory, hotel and in agriculture.

Propose a Change to Improve K

Propose a Change to Improve K Social factors have always been a determinant element in the effectiveness of K-12 education. Various researches done on the effectiveness of K-12 education in public schools indicate that social factors such as poverty, crime, dugs and teenage pregnancies are a major influence on the effectiveness of education. In this respect, poverty can be claimed to be the leading factor that negatively impacts K-12 education.Advertising We will write a custom essay sample on Propose a Change to Improve K-12 Education specifically for you for only $16.05 $11/page Learn More Lacking financial ability to pay for a quality education or any other facilities affiliated with K-12 education has been limiting learners to achieve their academic goals. On the same note, education institutions lack basic necessities required to provide for adequate education due to poverty. There are numerous examples, where schools have been unable to access or procure the required teaching ameni ties like books, qualified teachers, desks, chairs and classrooms. As indicated earlier, poverty has a very negative impact on learners as well as the society. In fact, education is a basic need that has a cause- effect relationship on other key issues in individuals or society’s growth and development. For example, Maslow’s hierarchy of needs requires that individuals must first attain psychological needs. Education offers psychological needs for the purpose of human survival. The lack of good educations results to poverty. Consequently, this poverty results to growth of individuals who don’t have knowledge or skills to survive in a progressive community. Basically, poverty leads to lack of safety in the education system. For example, education institutions are unable to procure essential teaching amenities. Poor learners who do not access education are vulnerable to lack of safety as far as the hierarchy of needs is concerned. An example of such is when a po or society is not able to access health, employment opportunities and resources. In many of the communities, the uneducated are always the most vulnerable individuals. Such individuals indulge in crime and lack a sense of belonging and self-esteem. It is evident that education offers people with self-actualization. When the society does not educate its people, there is always a danger that such a society lacks individuals who can offer life-solving decisions. It is important to remember that education is critical to providing and teaching morality in a society. If such education lacks due to poverty, a society is also susceptible to prejudice and immorality. The solution to poverty in the K-12 education can be found in the protection and accountability of the No Child Left behind Act that was established in the year 2001. This act acclaims that all children have the same right to undergo education as any other child. In this context, the federal government has no alternative but to supplement education in public schools. Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In this accord, low-income families will educate their children without worries. In fact, the federal governments should harness the use of education funds, by ensuring that schools effectively allocate funds to supplement provision of education services to all learners. A good remedy for poverty and its impact on education is the use of the socio-economic school integration system. The K-12 education requires learners from all races to be integrated in the same class. In this context, there requires an integration system that is consistent with economic integration within the community. This requires the society to be democratically driven in terms of education or school selection policies. In this respect, learners from diverse racial and economic backgrounds will become better citizens in the comm unity. Therefore, the integration offers learners with an exposure on socio-economic diversity among the learners themselves. Supplementing of education by the federal government is critical in ensuring that there is equity of resources among the population. This is critical, since communities are able to sustain themselves, since educated individuals are obligated to provide the society with skills and experience required to develop the community. In the long-run, individuals will become morally upright individuals in a morally upholding society. The federal government can ensure that there exists a district education agency that monitors school funds in specific regions. In this respect, school institutions are supposed to ensure that learners from low-income families are given priority in bursary funds. For example, bursary kitty for poor learners should be established in every public school. Moreover, schools can be instrumental in creating programs that integrate students from diverse socio-economic backgrounds. Such programs should be part of the curriculum. In conclusion, the above proposal offers the K-12 education with the following long-term benefits. First, K-learners will access education regardless of their socio-economic status. Secondly, the government will invest in a generation that will benefit the community in terms of skills and knowledge provision in the future. The community will also benefit from morally upright individuals. Thereby, the society will get rid of social ills such as crime, drugs and early teenage pregnancies. The proposal is a road map to ensure that education for all policy is achieved in the long-run. The cause- effect relationship of such a proposal ensures that the quality of education as well as education objectivity is aligned to individuals and communities needs.Advertising We will write a custom essay sample on Propose a Change to Improve K-12 Education specifically for you for only $16.05 $11/page Learn More

Executive Summary Essay Example | Topics and Well Written Essays - 1000 words - 4

Executive Summary - Essay Example The whole Kaiser establishment has an approximate of 160,000 staff, about 35 branches and close to 14,600 doctors. The hospital however, experiences problems while handling records for inpatients and outpatients, supply records for hospital equipment and schedules for programs in the hospital (Yoder, 2014). This proposal therefore seeks to ask for funding that will be used to buy equipment that will help store all records in the hospital (Computing and Intelligent Systems, 2011). The services at the hospital will be delivered in a quicker way, and will possibly be cheaper since the workload will reduce. The finances that will be utilized to make available the hospital equipment will require close to fifty million dollars. The research conducted on the Kaiser Permanente centre used online interviews to collect information. Previous records from the hospital were also used to collect patient’s attendance in the past years (Yoder, 2014). The interviews took one week to conduct. The same number of males and females was used. We targeted patients that accessed services from the hospital online, and did one personal interview with a frequent patient at Kaiser Permanente. Accessing hospital records took two days. On the first day, we had to ask for permission from the hospital authorities an on the second week after appealing to access the records we were granted access to them (Computing and Intelligent Systems, 2011). Kaiser Permanente, is a hospital that has hospitalized several patients, probably in tens of millions in the inpatient wards (Yoder, 2014). The hospital is not badly off in the hospital equipment, but is short of computing systems that will enhance the record keeping processes. Its Intensive Unit Care department is also short of around two life- supporting machines. The failure of this crucial equipment has led to the loss of lives, and the saddest part is that the losses are

Mary, mother of god Essay Example | Topics and Well Written Essays - 500 words

Mary, mother of god - Essay Example First off, the purity of Mary presupposes that she was planned by God to be the extra-ordinary person far from any stains. She is an etalon of the female immaculate power able to touch on each and every heart and soul. She was blessed before she was chosen to bear Jesus in her womb, and, therefore, she was free from the wicked human nature, i.e. from sins as they are (Sheen 38). Thereupon, one is to remember that the blessing of Mary spread over those who once chose Jesus as their savior. On the other hand, at the moment of Mary’s conception she became the first effect of redemption and order of mercy as she came to refuge sinners (Shea 29). Thus, by praying to Mary one should understand her initial significance in the scattering of the first and foremost teaching out of the gospel. To say more, Catholics should not get themselves into the pit of fallacies forgetting about the rest of the Bible and the predominant role of Jesus Christ in saving the humanity. Mary is the beginning of the universal virginity salvation as she was immaculate enough that God beloved her to be the Mother of Child. Shea unveils the need for seeking God’s wisdom between Mary and saints by saying the following words: â€Å"Looking to a florid prayer to Mary or a saint is an excellent way to get a grasp of how Catholics with a strong Marian piety feel† (30). This is why the rational of prayer to the saints rediscovers and allegedly opens the way toward better understanding of the Mystical Body of Christ, meaning the Church itself. Mary could crush the cobra’s head, so to speak, by means of her as a medium between holiness of God and sins of people around. Given that, it is vital to amplify that Mary is the Mother of the â€Å"greatest man ever born of woman† and piety of Catholics leads to pure and clear understanding of God’s will (Sheen 73). Hereby, Mary, promulgates the birth of Jesus who brought the World’s teaching so vivid and

Financial Management in Nonprofit Organizations Essay - 1

Financial Management in Nonprofit Organizations - Essay Example The researcher found some key differences between the financial systems of both types of organizations. Those differences were mainly related to the sources of finance and its use by the organizations. The main difference that gives rise to all other differences is the motive of both organizations. The motive of the owners of for-profit organizations is to earn higher amounts of money to bring it in personal use. On the other hand, the motive of the management of not-for-profit organizations is to help people and society in resolving key issues. Such organizations get money to use it for the betterment of society. From the study, the researcher concluded that although there are some key differences between for-profit and not-for-profit organizations regarding sources and use of money, but a large number of for-profit organizations also show corporate social responsibility and spend some part of profit on social causes. The researcher also recommended the management committees of not- for-profit organizations to create and implement a proper check and balance system which should eliminate the chances of corruption by ensuring the use of money for social causes in a transparent manner. Introduction Financial management system of nonprofit organizations is generally different from that of for-profit organizations. ... In this paper, we will discuss some of the core issues regarding financial management systems of both types of organizations. The issues will include sources of funds, use of debt, and organizational objectives. We will discuss these issues in order to find some differences between working and financial systems of both types of organizations. Sources of Funds Source of funds is one of the main differences between the financial management systems of both types of organizations. Sources of funds refer to the way through which organizations get money to carryout business activities. There are different sources of funds for both types of organizations. For-Profit Organizations Private for-profit organizations get their funds in shape of profits that they get from their business activities. These organizations do businesses related to different industries and get huge figures of revenue every year. Some companies belong to construction, pharmaceutical, and garments industry, whereas some belong to other industries. Apart from receiving funds in form of profits, these companies also get funds from banks in the form of bank loans. These organizations have to pay back the loan to the banks in a given amount of time at agreed interest rates. If they do not do so, they become defaulters. However, in case of nonprofit organizations, there is no such issue because nonprofit organizations do not get loan from anywhere. For-profit organizations manage proper financial statements to know from where they have received funds and to whom they have to pay back the funds. Government organizations, on the other hand, receive funds from federal and provincial governments to run business activities. The profits are sent to the government to use for development

Procesos Industriales y de Servicio

Procesos Industriales y de Servicio Cadena de valor: es un modelo teà ³rico que permite describir el desarrollo de las actividades de una organizacià ³n empresarial, descrito y popularizado por Michael E. Porter. La cadena de valor categoriza las actividades que producen valor aà ±adido en una organizacià ³n en dos tipos: las actividades primarias y las actividades de apoyo o auxiliares. Las actividades primarias se refieren a la creacià ³n fà ­sica del producto, su venta y el servicio posventa, y pueden tambià ©n a su vez, diferenciarse en sub-actividades. El modelo de la cadena de valor distingue cinco actividades primarias: Logà ­stica interna: comprende operaciones de recepcià ³n, almacenamiento y distribucià ³n de las materias primas. Operaciones (produccià ³n): recepcià ³n de las materias primas para transformarlas en el producto final. Logà ­stica externa: almacenamiento de los productos terminados y distribucià ³n del producto al consumidor. Marketing y Ventas: actividades con las cuales se da a conocer el producto. Servicio: de post-venta o mantenimiento, agrupa las actividades destinadas a mantener o realizar el valor del producto, mediante la aplicacià ³n de garantà ­as. Las actividades primarias està ¡n apoyadas o auxiliadas por las tambià ©n denominadas actividades secundarias: Infraestructura de la organizacià ³n: actividades que prestan apoyo a toda la empresa, como la planificacià ³n, contabilidad y las finanzas. Direccià ³n de recursos humanos: bà ºsqueda, contratacià ³n y motivacià ³n del personal. Desarrollo de tecnologà ­a, investigacià ³n y desarrollo: obtencià ³n, mejora y gestià ³n de la tecnologà ­a. Abastecimiento (compras): proceso de compra de los materiales. Para cada actividad de valor aà ±adido han de ser identificados los generadores de costes y valor 2. Identificacià ³n y priorizacià ³n de macroprocesos Las empresas y sus divisiones autà ³nomas dirigen sus asuntos principales por medio de grandes sistemas de uso repetido que son intrà ­nsecamente multifuncionales llamados macroprocesos. La mayorà ­a de los macroprosesos son procesos empresariales que tienen sus papeles dentro del concepto de sacar nuevos productos, procesar los pedidos de los clientes, cobrar, contratar empleados, entre otros. Los macroprocesos reciben informacià ³n de los proveedores, procesan esta informacià ³n, producen productos concretos y sirven esos productos a los clientes, externos e internos. El procesamiento realizado concuerda con la definicià ³n de proceso: serie sistemà ¡tica de acciones dirigidas al logro de un objetivo. Cuando las empresas crecen los macroprosesos se vuelven muy numerosos. Un macroproceso consiste en muchos segmentos llamados microprocesos. Cada uno se lleva a cabo dentro de una unidad organizativa funcional que, con frecuencia, està ¡ presidida por un supervisor de primera là ­nea. En resumen, los macroprocesos son aquellos que tienen mà ¡s de un proceso. 3. Diagramas de relacià ³n, interdisciplinarios y de flujo. Las herramientas que permiten visualizar mejor las rutas hacia el cambio son: los diagramas de relacià ³n, de proceso y de flujo. Los diagramas ayudan a dar visibilidad a trabajo. Ayudan a documentar las rutas que se emplean para satisfacer al cliente. El anà ¡lisis de estos diagramas permiten aumentar identificar acciones de mejora o cambio como: reducir tiempo de ciclo, disminuir defectos, bajar costos, medir desempeà ±os, reducir nà ºmero de pasos que no proporcionan valor agregado, etc. Se convierten en requisitos previos e importantes para tener à ©xito en el rediseà ±o estructural, reingenierà ­a o benchmarking. Diagrama de relacià ³n: Indica las interrelaciones o và ­nculos existentes entre los clientes y proveedores en las distintas partes de la organizacià ³n. Visià ³n global que describe las interacciones entre las principales funciones de la empresa. Es una imagen de las conexiones de entrada y salida (clientes y proveedores) entre las partes de una organizacià ³n, como las funciones, departamentos, divisiones o à ¡reas Diagrama de procesos interdisciplinarios: Muestran la forma en que los principales procesos atraviesan los là ­mites de varias funciones. Revela quà © ocurre en el interior y muestra la secuencia de pasos de los procesos productivos, entradas y salidas. Ilustran la forma de hacer el trabajo en las organizaciones, las trayectorias que siguen los insumos al ser transformados en resultados que los clientes valoran. Flujogramas: Herramienta mà ¡s conocida para ilustrar procesos productivos. Para definir, documentar y analizar procesos, con nivel alto de detalle. Un flujograma es la representacià ³n grà ¡fica de las secuencias de pasos que integran un proceso.   Mientras mà ¡s informacià ³n se incorpore serà ¡ de mà ¡s utilidad. Existen tres mà ©todos bà ¡sicos para recolectar la informacià ³n necesaria para crear un diagrama: Auto generacià ³n. Cuando se domina completamente el proceso. Entrevistas personalizadas. Con proveedores, operarios y clientes del proceso. Validacià ³n. Entrevista en grupo. Participacià ³n conjunta de todas las personas relevantes e involucradas, para la creacià ³n y validacià ³n del diagrama. El criterio mà ¡s importante para seleccionar el proceso es el impacto que tiene sobre el valor que percibe el cliente. Seleccionar los procesos que realizan las mà ¡ximas contribuciones al cliente como clase mundial y alta competitividad. Existen Otros criterios como la reduccià ³n de costos, reduccià ³n de tiempo de ciclo o respuesta, minimizar o eliminar defectos, cuellos de botella, tecnologà ­a obsoleta, etc. 4. Descripcià ³n de procesos Informacià ³n bà ¡sica (encabezado) Nombre del proceso Responsable o dueà ±o del proceso Cliente (persona, à ¡rea, depto. o empresa) Inicio Final Fecha en la cual se hace la descripcià ³n del proceso. Versià ³n Quià ©n lo elaborà ³ Quià ©n lo autorizà ³ Observaciones   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Elementos que constituyen la descripcià ³n del proceso ENTRADAS ACTIVIDADES RESPONSABLE SALIDAS Documentos o productos Accià ³n que se realiza con los elementos de entrada para producir las salidas. Deben de expresarse con verbos activos Personas o personas que ejecutan la accià ³n. Documentos o productos. FORMATO PARA DESCRIPCIÓN DE PROCESOS CRà TICOS IDENTIFICADOS A continuacià ³n se presenta el formato para que cada persona describa el proceso indicado. NOMBRE DEL PROCESO_________________________________________ DUEÑO DEL PROCESO__________________________________________ INICIO DEL PROCESO: __________________________________________ FINALIZACIÓN DEL PROCESO: __________________________________ CLIENTE_______________________________________________________ FECHA_____________________VERSIÓN: __________________________ ENTRADAS ACTIVIDADES RESPONSABLE SALIDAS Elaborado por:_______________________  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Aprobado por: _____________________ Fecha: _______________   Circulacià ³n: ______________________________________ 5. Rediseà ±o y validacià ³n de proceso Para ser competitivos deberà ­amos de abandonar las viejas ideas acerca de cà ³mo se debà ­a organizar   y dirigir un negocio. La reingenierà ­a significa volver a empezar, arrancando de cero. En esencia, la idea està ¡ en el pensamiento discontinuo. La identificacià ³n y el abandono de reglas anticuadas y de supuestos fundamentales que sustentan las operaciones o procesos corrientes. La reingenierà ­a es la revisià ³n fundamental   y el rediseà ±o radical de los procesos para alcanzar mejoras espectaculares en medidas crà ­ticas y contemporà ¡neas de rendimiento, tales como costos, calidad, servicio y rapidez. METODOLOGà A I: FASE I Filosofà ­a empresarial: Visià ³n, Misià ³n y Valores. Definir la empresa (productos o servicios, competencia, estructura, etc.) Identificacià ³n de procesos Clasificacià ³n de procesos crà ­ticos (cadena de valor) Diagrama de interrelaciones de procesos crà ­ticos FASE II Mapeo de procesos crà ­ticos. Recursos, documentos, apoyo e indicadores de eficiencia   y eficacia. Descripcià ³n de procesos crà ­ticos. Construccià ³n de diagramas de los procesos crà ­ticos.  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   FASE III Validacià ³n de los procesos. Complementar los procesos con medidas importantes dependiendo del tipo de proceso (tiempo, distancia, satisfaccià ³n.) Anà ¡lisis de Valor Agregado. Eliminar lo no necesario y que no agregue valor. Tratar de mejorar las necesarias que no agregan valor en cuanto a la dimensià ³n clave. FASE IV Analizar y rediseà ±ar los procesos. Cuantificar las mejoras. Validar el nuevo proceso Programar su implementacià ³n. Proyectar los beneficios Seguimiento y evaluacià ³n. Mejora de los procesos. METODOLOGIA II: PREPARACIÓN: 1.1 Reconocer la necesidad 1.2 Desarrollar consenso ejecutivo 1.3 Capacitar al equipo 1.4 Planificar el cambio IDENTIFICACIÓN: 2.1 Modelar clientes 2.2 Definir y medir rendimiento 2.3 Definir entidades 2.4 Modelar procesos 2.5 Identificar actividades 2.6 Extender modelo de proceso 2.7 Correlacionar organizacià ³n 2.8 Correlacionar recursos 2.9 Fijar prioridades de procesos VISIÓN: 3.1 Entender estructura del proceso 3.2 Entender el flujo del proceso 3.3 Identificar actividades de valor agregado 3.4 Referenciar rendimiento 3.5 Determinar impulsores del rendimiento 3.6 Calcular oportunidad 3.7 Visualizar el ideal (externo) 3.8 Visualizar el ideal (interno) 3.9 Integrar visiones 3.10 Definir subdivisiones SOLUCIÓN: Diseà ±o tà ©cnico 4 A1. Modelar relaciones de entidades 4 A2. Reexaminar conexiones de los procesos 4 A3. Instrumentar e informar 4 A4. Consolidar interfaces e informacià ³n 4 A5. Redefinir alternativas 4 A6. Reubicar y reprogramar controles 4 A7. Modularizar 4 A8. Especificar implantacià ³n 4 A9. Aplicar tecnologà ­a 4 A10. Planificar implementacià ³n SOLUCIÓN: Diseà ±o Social 4 B1. Facultar a empleados que tienen contacto con clientes 4 B2. Identificar grupos de caracterà ­sticas de cargos 4 B3. Definir cargos / equipos 4 B4. Definir necesidades de destrezas y personal 4 B5. Especificar la estructura gerencial 4 B6. Rediseà ±ar fronteras organizacionales 4 B7. Especificar cambios de cargos 4 B8. Diseà ±ar planes de carreras 4 B9. Definir organizacià ³n de transicià ³n 4 B10. Diseà ±ar programa de gestià ³n del cambio 4 B11. Diseà ±ar incentivos 4 B12. Planificar implementacià ³n TRANSFORMACIÓN: 5.1 Completar diseà ±o del sistema 5.2 Ejecutar diseà ±o tà ©cnico 5.3 Desarrollar planes de prueba y de introduccià ³n 5.4 Evaluar al personal 5.5 Construir sistema 5.6 Capacitar al personal 5.7 Hacer prueba piloto del nuevo proceso 5.8 Refinamiento y transicià ³n 5.9 Mejora continua ESTRUCTURA Là ­der. Alto ejecutivo que autoriza y motiva el esfuerzo total de la reingenierà ­a. Actuar como visionario y motivador, ideando, exponiendo la visià ³n del tipo de organizacià ³n que desea crear, comunica a todo el personal el sentido y propà ³sito. Debe tener autoridad sobre los recursos necesarios. Ser un autà ©ntico là ­der, vigoroso, emprendedor, convencido y conocedor. Dueà ±o del proceso. Gerente responsable de un proceso especà ­fico y del esfuerzo. Tiene la responsabilidad de rediseà ±ar su proceso. Debe acomodarse al cambio y ser sereno ante la adversidad. Motiva, inspira y asesoras a los equipos. Equipo. Grupo de individuos dedicados a rediseà ±ar un proceso, lo diagnostican, supervisan y ejecutan. Producir ideas y planes para convertirlos en realidades. Capacitarse, inventar y descubrir, creatividad y sà ­ntesis. Comità © Directivo. Cuerpo formulador de polà ­ticas, desarrollan estrategias y supervisan el progreso. Priorizan, asignan recursos y resuelven conflictos. Zar. Individuo responsable de desarrollar tà ©cnicas e instrumentos y de lograr sinergia. Capacita y apoya; coordina las actividades. 6. Herramientas para la optimizacià ³n de procesos PROCESO HERRAMIENTAS 1. Identificar problemas para resolver y proyectos de mejora. à ¼ Recoleccià ³n de datos à ¼ Tormenta de ideas à ¼ Principio de Pareto 2. Investigar las verdaderas causas del problema y/o factores para un proyecto. à ¼ Grà ¡ficas e histogramas à ¼ Listas de verificacià ³n à ¼ Tormenta de ideas à ¼ Diagrama causa efecto à ¼ Principio de Pareto à ¼ Anà ¡lisis de registro de produccià ³n o inspeccià ³n. 3. Determinar las mejores opciones o soluciones. à ¼ Principio de Pareto à ¼ Tormenta de ideas 4. Aplicar y evaluar las soluciones. à ¼ Recoleccià ³n de datos à ¼ Listas de verificacià ³n à ¼ Grà ¡ficas e histogramas 5. Tomar acciones para evitar que el problema se repita o asegurar que el proyecto sea exitoso. à ¼ Conceptos modernos de control à ¼ Modelos de planeacià ³n. 6. Presentacià ³n a la Gerencia. à ¼ Presentacià ³n profesional con la participacià ³n de todos los involucrados. RECOLECCIÓN DE DATOS Consiste en la recopilacià ³n de datos en forma acumulativa y sistemà ¡tica que se efectà ºa sobre determinada situacià ³n (equipo, proceso, procedimiento, actitud u otros) en formatos adecuados como reportes, hojas de trabajo o formas claras y durante un perà ­odo de tiempo, que està ©n directa o indirectamente relacionados con la calidad y el servicio. Procedimiento: a) Plantear claramente los objetivos del proyecto o del problema a resolver b) Analizar cada caso para definir quà © se va a medir u observar c) Registrar y ordenar todos los datos obtenidos d) Relacionarlos de manera que puedan proporcionar informacià ³n confiable e) Procesar la informacià ³n obtenida y validarla con los expertos en el tema f) Ordenar los datos de acuerdo con el grado de importancia o impacto g) Seleccionar la informacià ³n relevante a la solucià ³n del problema o al à ©xito del proyecto. TORMENTA DE IDEAS Es una tà ©cnica que consiste en dar oportunidad a todos los miembros de un equipo de trabajo, para opinar y sugerir con relacià ³n a un determinado proyecto o problema. Procedimiento: a) Se coloca el grupo frente a un rotafolio en forma circular. b) Nombrar a la persona que escribirà ¡ las ideas c) Se inicia el aporte de ideas uno por uno de acuerdo con la direccià ³n de las agujas del reloj. d) Cada idea es registrada en el rotafolio por la persona designada e) No se permite interrumpir o censurar al expositor de turno f) Las ideas se van desarrollando por està ­mulo de las ideas de los otros g) Se da por finalizada esta fase, cuando todos hallan agotado sus ideas del tema en cuestià ³n. h) Anà ¡lisis y reflexiones: cada quià ©n analiza la lista de ideas generadas, se permiten las preguntas para aclaraciones, se descartan las ideas descabelladas o no posibles, se utiliza alguna tà ©cnica adecuada para ordenarlas de acuerdo con la importancia que el grupo   considere adecuada. PRINCIPIO DE PARETO En todo fenà ³meno que resulte como consecuencia de la intervencià ³n de varias causas o factores ordenados de mayor a menor, segà ºn sea su importancia, se encontrarà ¡ que un nà ºmero pequeà ±o de causas, que encabeza la lista, contribuye a la mayor parte del efecto; mientras que el grupo restante, contribuye a una pequeà ±a parte del efecto.    CAUSAS  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   EFECTO Pocos Vitales  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Muchos Triviales Grà ¡fica de Pareto: Es una grà ¡fica presentada por barras verticales en forma descendente, correspondiente a la priorizacià ³n dada por el principio de Pareto o regla 80/20. Procedimiento: a) Identificar el efecto que nos interesa analizar (proyecto o problema crà ­tico) b) Hacer lista de todas las posibles causas que contribuyen al efecto (tormenta de ideas), si es posible se puede de una vez cuantificar el impacto. c) Ordenar dichas causas basadas en su contribucià ³n de mayor a menor, con su peso cuantitativo real o por medio del porcentaje. d) Graficar en forma de barras para identificar los pocos vitales y los muchos triviales. DIAGRAMA CAUSA EFECTO O DE ISHIKAWA. Es una herramienta para el anà ¡lisis de causa efecto, utilizada para determinar acciones o soluciones a problemas identificados a travà ©s de un anà ¡lisis de Pareto. Este diagrama de Ishikawa se traza con una espina dorsal o là ­nea central que constituye e camino a la cabeza que es donde colocamos el efecto (proyecto o problema a resolver), hacia la cual se dirigen las espinas que està ¡n constituidas por las causas y sub-causas. Tà ©cnica de las 5M ´s: En las empresas se utiliza esta clasificacià ³n de causas, que aunque no es obligatoria, incluye la clasificacià ³n de causas en cinco categorà ­as, que la experiencia muestra que son prà ¡cticas y nos ayuda a ordenar la informacià ³n de una forma bastante simple. Las categorà ­as especà ­ficas son: à ¼ Mano de obra à ¼ Mà ©todos y procedimientos à ¼ Materiales à ¼ Maquinaria y equipo à ¼ Medio ambiente. Procedimiento: a) Definir el problema o situacià ³n a realizar. Normalmente derivado del anà ¡lisis de Pareto. b) Dibuje un cuadro o rectà ¡ngulo al lado derecho de la hoja o superficie en la cual va a construir el diagrama y escriba dentro del cuadro el problema o efecto. c) Dibuje una flecha horizontal de izquierda a derecha que llegue al cuadro dibujado d) Dibuje las espinas, cinco si decide utilizar las 5M ´s, rotulando cada una con las categorà ­as. e) Coloque cada una de las causas de acuerdo con su naturaleza en la categorà ­a que considere adecuada.  Ãƒâ€šÃ‚   Utilice previamente la tormenta de ideas. f) Al terminar de la clasificacià ³n en el diagrama, determine las causas mà ¡s importantes para definir una accià ³n concreta. Mano de Obra  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Mà ©todos y Procedimientos Maquinaria y  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Materiales  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Medio ambiente Equipo CAUSAS EFECTO GRà FICAS ESTADà STICAS, HISTOGRAMA Las grà ¡ficas son representaciones de algà ºn fenà ³meno o evento cualquiera a travà ©s de figuras, sà ­mbolos, là ­neas, dibujos, etc   Al mismo tiempo, son herramientas de comunicacià ³n que permiten expresar de una forma muy clara, simple y efectiva lo que nos nà ºmeros muestran confusamente u ocultan. Procedimiento: a) Ordenar los datos en un formato adecuado para el efecto. b) Decidir quà © tipo de grà ¡fica serà ¡ à ºtil y verificar si se cuenta con los datos necesarios para construirla. c) Construir la grà ¡fica de acuerdo con los datos trazando en los casos que se necesiten los ejes horizontal (X) y vertical (X). d) Asigne la escala mà ¡s adecuada, buscando la proporcionalidad mà ¡s adecuada para el tipo de grà ¡fica que se construirà ¡. e) Dibuje a mano o con la ayuda de la computadora la grà ¡fica especà ­fica. f) Una puntos, correlacione variables, utilice porcentajes, etc.   dependiendo de si es una grà ¡fica de barras (verticales u horizontales), grà ¡fica de pastel o circular, un diagrama de dispersià ³n, una grà ¡fica de Pareto, un histograma, una grà ¡fica de control, etc. PRESENTACIÓN A LA GERENCIA Tambià ©n se denomina presentacià ³n de proyectos y es una de las actividades mà ¡s importantes y provechosas para los equipos, ya que todos tendrà ¡n la oportunidad de exponer frente a la gerencia. Consiste en presentar todo lo que se ha trabajado desde la tormenta de ideas para identificacià ³n de problemas o proyectos, hasta el planteamiento final de la solucià ³n, en la cual todos los integrantes de un equipo han aportado ideas, creatividad, trabajo y han colaborado para alcanzar el à ©xito. Procedimiento: Antes de la presentacià ³n: a) El equipo de trabajo debe prepararse y ordenar la presentacià ³n de su proyecto para que sea claro y preciso. b) Organizar, estableciendo un orden là ³gico de temas y asignarlos de tal manera que todos participen en la presentacià ³n.   c) Practicar la presentacià ³n para enmendar errores y cumplir con el tiempo designado. d) Preparar todos los detalles necesarios con anticipacià ³n, para evitar contratiempos. e) Asegurarse que en el lugar de la presentacià ³n donde se va a realizar està © bien acomodada y que se cuente con todos los recursos necesarios. f) Asegurarse que sean invitados y que asistan todas las personas que son vitales para la presentacià ³n. 7. Justo a tiempo Es una filosofà ­a industrial, que considera la reduccià ³n o eliminacià ³n de todo lo que implique desperdicio en las actividades de compras, fabricacià ³n, distribucià ³n y apoyo a la fabricacià ³n (actividades de oficina) en un negocio. El desperdicio se concibe como todo aquello que sea distinto de los recursos mà ­nimos absolutos de materiales, mà ¡quinas y mano de obra necesarios para agregar valor al producto. Justo a tiempo (JAT) implica producir sà ³lo exactamente lo necesario para cumplir las metas pedidas por el cliente, es decir producir el mà ­nimo nà ºmero de unidades en las menores cantidades posibles y en el à ºltimo momento posible, eliminando la necesidad de almacenaje, ya que las existencias mà ­nimas y suficientes llegan justo a tiempo para reponer las que acaban de utilizarse y la eliminacià ³n de el inventario de producto terminado. Para que el JAT sea efectivo es necesario desarrollar una cultura de intervencià ³n de las personas, de trabajo en equipo, de involucramiento de las personas con las tareas que realiza, de compromiso o lealtad de los colaboradores con los objetivos de la empresa, para que el JAT funcione. APLICACIONES Produccià ³n o procesos de produccià ³n. n Utilizar mà ¡quinas de mà ºltiples propà ³sitos, en las que fà ¡cilmente se pueda pasar de la produccià ³n de un componente a otro. n Aplicar las tà ©cnicas de grupos o celdas, donde las series de componentes se puedan producir juntas, esto permite reducir los perà ­odos de planificacià ³n. n Trazar un esquema en U, en el cual los materiales se colocan en un costado de la U, y los productos terminados en el otro costado, permitiendo la reduccià ³n del movimiento del material. n Utilizar à ³rdenes de compra generales , que autoricen a un proveedor a suministrar una cierta cantidad de material durante un perà ­odo de tiempo, esto evita las à ³rdenes individuales, ahorrando tiempo y esfuerzo. Reduciendo los costos operativos. Niveles de inventario reducidos n Utilizar un sistema para hacer que los materiales fluyan de acuerdo con los requerimientos de produccià ³n / trabajo, conocido tambià ©n como sistema de afluencia antes de un sistema de almacenado. Mejoramiento del control de calidad n Insistir en los detalles de calidad de los proveedores o fuentes. n Adoptar un sistema de control de calidad total, comenzando con la calidad de los artà ­culos suministrados por el proveedor, poniendo à ©nfasis en la calidad en la là ­nea de produccià ³n de los artà ­culos manufacturados y en la calidad del servicio que presta el colaborador. Mejoramiento de la calidad y la fiabilidad. n Diseà ±ar calidad y fiabilidad en el producto. Utilizar tà ©cnicas de ingenierà ­a del valor, diseà ±o para la fabricacià ³n y diseà ±o para el montaje. El objetivo es eliminar el descarte y todos los defectos, para que los clientes reciban una calidad superior con menos reparaciones de garantà ­a. Flexibilidad del producto. n La menor cantidad de trabajo en proceso permite una mayor capacidad para responder rà ¡pido a los cambios en las demandas del consumidor para diferentes artà ­culos. Responsabilidad en la distribucià ³n. n Al utilizar el sistema de afluencia y el control de calidad total permite dar una mejor respuesta a los clientes, en cuanto a una distribucià ³n puntual de productos y de servicios de calidad. Utilizacià ³n de los activos. n Reducir la inversià ³n de capital. n Al reducir los inventarios y contar con un manejo mà ¡s eficiente, se requieren menos activos para los procesos actuales. Esto permite reducir los gastos operativos de las instalaciones actuales o brinda mà ¡s espacio para la expansià ³n del negocio. Utilizacià ³n del personal n Promover la capacitacià ³n cruzada del personal para trabajar en diferentes à ¡reas de produccià ³n. Los empleados familiarizados con el proceso contribuyen al mejoramiento continuo; pues poseen mà ¡s sentido de propiedad con respecto al producto o servicio. Minimizacià ³n de los costes: n Reducir el inventario. n Reducir el desperdicio de material y el desaprovechamiento de la mano de obra debido a los defectos. n Establecer cuotas de trabajo simplificadas que significan menores costes por primas. n Reducir los costes mediante el mejoramiento del mantenimiento preventivo. n Simplificar los procesos administrativos para reducir el trabajo por empleado. FASES FASE 1: Definir el porquà © El porquà © de aplicar el JAT es convertir la produccià ³n de la empresa en un arma estratà ©gica y no sà ³lo para bajar costos. En esta fase hay dos pasos: 1. Concientizacià ³n: Las directivas tendrà ¡n que formarse una idea clara del JAT a fin de generar tres visiones del futuro relacionadas entre sà ­: n Visià ³n del Proceso Fà ­sico -ver a la empresa dentro de 3 a 5 aà ±os, en su proceso fabril, flujo de materiales, compras, distribucià ³n, etc. n Visià ³n del Clima Organizacional -Se debe tener un fuerte liderazgo del presidente, una à ©tica en toda la empresa que propicie la innovacià ³n y haga sentir a los empleados que su aporte es importante, trabajo en equipo y cooperacià ³n entre departamentos, personas que està ©n acordes con los requerimientos del cargo y que se sientan motivadas a contribuir al mejoramiento de su empresa. n Visià ³n del Mercado -Ver posibles oportunidades en el mercado para adelantarse a la competencia. 2. Formular Estrategia de Produccià ³n/Mercado: Dicha estrategia debe ser comprensible para todos. Un nivel se referirà ¡ al crecimiento y expansià ³n otro nivel a responsabilidades de los cargos y otro a estabilidad de los cargos. FASE 2: Creacià ³n de la Estructura En la organizacià ³n entran en juego cuatro protagonistas clave:   n El comità © directivo: Encabezado por un alto ejecutivo, el gerente de planta, representantes de gerencia medias, supervisores y empleados comunes. n Un facilitador: Persona accesible y de confianza, su funcià ³n es que el esfuerzo JAT sigua su marcha y que se alcancen los objetivos a corto y largo plazo. n Los grupos encargados de proyectos: Son los encargados del proyecto piloto, de la implantacià ³n del JAT   proyecto por proyecto. Formado por miembros de administracià ³n superior intermedia y los empleados de la fà ¡brica que pondrà ¡n en prà ¡ctica   los cambios n Los jefes de los grupos de proyectos: Son administradores del grupo y el enlace con el comità © directivo. FASE 3: Puesta en Marcha del Plan  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Comprende tres pasos: 1. Proyectos piloto e implantacià ³n proyecto por proyecto: se establecen ciertas tà ©cnicas JAT, como agilizacià ³n del alistamiento, las celdas de maquinaria, y los sistemas de halar. Otros proyectos pilotos girarà ­an en torno a à ¡reas externas de oportunidad, tales como compras JAT. 2. Educar: Capacitar al personal para que adquieran las habilidades necesarias para llevar a cabo el JAT. 3. Cambiar Sistemas y Normas. Para que se amolden a los principios del JAT. 8. Kaizen Kaizen es un sistema enfocado en la mejora continua de toda la empresa y sus componentes, de manera armà ³nica y proactiva. El Kaizen surgià ³ en el Japà ³n como resultado de sus imperiosas necesidades de superarse a si misma de forma tal de poder alcanzar a las potencias industriales de occidente y asà ­ ganar el sustento para una gran poblacià ³n que vive en un paà ­s de escaso tamaà ±o y recursos. Hacer posible la mejora continua y lograr de tal forma los mas altos niveles en una serie de factores requirià ³ aparte de constancia y disciplina, la puesta en marcha de cinco sistemas fundamentales: 1. Control de calidad total / Gerencia de Calidad Total En su desarrollo inicial, hacà ­a à ©nfasis en el control del proceso de calidad. Esto ha evolucionado hasta convertirse en un sistema que abarca todos los aspectos de la gerencia, y ahora se conoce como gerencia de calidad total (TQM). La gestià ³n de calidad total es una manera de mejorar constantemente la performance en todos los niveles operativos, en cada à ¡rea funcional de una organizacià ³n, utilizando todos los recursos humanos y de capital disponibles. El mejoramiento està ¡ orientado a alcanzar metas amplias, como los costes, la calidad, la participacià ³n en el mercado, los proyectos y el crecimiento. en la aplicacià ³n de mà ©todos cuantitativos y recursos humanos para mejorar el material y los servicios suministrados a una organizacià ³n, los procesos dentro de la organizacià ³n, y la respuesta a las necesidades del consumidor en el presente y en el futuro. La gestià ³n de calidad total integra los mà ©todos de administracià ³n fundamentales con los esfuerzos de perfeccionamiento existentes y los recursos tà ©cnicos en un enfoque corregido, orientado al mejoramiento c

Comparing Relationships in Josephine Miles Housewife and Cathy Songs Picture Bride :: Comparison Compare Contrast Essays

Relationships in Josephine Miles' Housewife and Cathy Song's Picture Bride Having a relationship is a very exciting and sense of belonging thing. A relationship between a man and a woman can have extremely great times and also can bring out the worst times. There are just certain things that you have to do and believe to have a relationship work out right. Times are changing rapidly, and so are relationships. Both people in the relationship need to have the same feelings, or else things just do not work out. Before, women in the relationship were expected to do all of the housework and take care of the children. These days, women just do not normally do this by themselves. Our modern women believe in the 50-50 type of lifestyle. In Josephine Miles' "Housewife," the narrator is talking about a woman who basically is very unhappy. "Occasional mornings when an early fog/ not yet dispersed stands in every yard/ And drips and undiscloses, she is severely/ Put to the task of herself," explains how this woman gets up, before it is completely light out, and is already working on her daily work. (Pg. 285 lines 1-4) She does not get to sit and relax first thing in the morning, she goes straight for her chores, which she probably continues nonstop the whole day. "But when the fog at the glass pauses and closes/ She is put to ponder/ A life-line, how it chooses to run obscurely/ In her hand, before her," is basically showing how she wants to do something else with her life. (lines 9-12) She is wonde ring if she will ever be able to do something besides take care of the house and family. Many people, not as much today, are set up with their future husbands/wives. In royal families and certain cultures, the parents pick who their child's spouse will be. This obviously in most cases will lead to a very unhappy married life. How could you spend your life with someone that you do not even love? Why should someone get to choose your mate for you? There are also what they call "mail order brides." These women usually come from poor communities, who just want to get away and come to the United States or elsewhere and make a better life for them. Cathy Song's poem, "Picture Bride" is about this type of marriage. "Did she simply close/ the door of her father's house/ and walk away," shows that the husband is questioning the type of life that his bride had.

The Kite Runner Summary

The kite runner An alternate book based in Pakistan in which a family consisting of a rich man and his son move to America during the wartime circa 1970. Characters Amir: the narrator and somewhat main character in the book. Baba: Amir's father and also one of the main characters in the book Hassan: Amir's servant and somewhat best friend Ali: Baba's servant and also somewhat best friend Setting The play has generally two settings. The first being in the first half of the book in the homeland if Ali, Al Wazir and the second being the second half of the book in America.Identity – relationships life partners /romantic relationships. Amir's relationship with sprays is a significant turning point in the novel. A series of changes are accompanying this romance shared between the two characters. Amir's relocation to San Francisco, with many other Afghan exiles, is the setting for the relationship. Also, the responder gains an insight into Afghan cultural practices, as the courting p rocess is explored. Impact of settings Once Amir and baba move to America, there riles are somewhat reversed.Baba is forced to work in a petrol station, whereas in Kabul, he was a wealthy, influential industrialist. Baba's struggle is also a change within his character, he is no longer the strong individual that is present in the Part of One novel. Gender Inequality Amir discovers that Soraya has had sexual relationships outside of marriage. Within afghan culture, this is shameful and it would be very difficult for parents to find an appropriate husband for their daughter. Amir's WritingSeeing as Amir is a projection of Khaled Hossieni himself, it is worthwhile assessing Amir's progression as an author. The process begins with his earliest stories (that we leave to Hassan and Rahim Kahn) to the point at which Amir is welcomed to american publishing houses. Area of study Remember that you will need to explore the concept of identity in your creative piece. A good idea would be to con sider the ways in which people form a sense of identity. Key areas could include: Culture Relationships Physical environment Religion Ethnicity Vocation A passion or interest

Arms Race essays

Arms Race essays A major contributing factor to the tensions between the great powers that led to the outbreak of the First World War was the intense competition between them in building armaments. There are mainly 2 races; the naval race and the development of mass armies. In 1889, the British government recognised the importance of a strong navy to an island nation with a far-flung empire, begin to modernise the Royal navy. Furthermore, Britain set down the Two Power Standard, that the Royal Navy should possess twice the amount of ships than that of the next two largest navies, France and Russia, combined together. However, in the mid-1890s, Germany wanted to pursue its policy of world power, thus began to build up her navy. This decision began to alter the British concerns. The Architect of the new German Navy, Grand Admiral Von Tirpitz, aimed to build as much as two-third of the British navy and have them situated at the North sea in Europe. Germany hoped that its navy was strong enough to neutralize the might of the Royal Navy. In 1990, Germany began its construction of its naval fleet. This move by Germany, who hand the strongest army in Europe, alarmed the British, who saw no justification for a powerful naval fleet. The British saw this as a threat to the security of the island. As the tension between both Britain and Germany rose, Britain tried to end the naval race twice, once in 1906 and the other in 1912. However, Germany wanted Britain to pledge neutrality in any European War. Britain did not agree, as she feared the German domination of Europe. Britain responded by reorganise and expanded the British naval fleet. Admiral Sir John Fisher read about having big-gun battleships instead of small battleships. In October 1905, Britain began to build her new class of battleships, H.M.S Dreadnought. The Dreadnought was the first all big gun battleship. The race for Dreadnought class battleships placed Brita ...

Free Essays on Clausewitz Strategy Tactics

as dealing with the big picture in a military campaign, including the overall plan for winning a war as a whole and at a large-scale level. In his magnum opus of military policy, the noted Prussian author, Karl von Clausewitz, described strategy, which he viewed as more of an art, as the planning of a whole campaign and conversely described tactics, which was viewed as being generally more scientific in character, as the planning of a single battle. Clausewitz asserts these general beliefs when he makes the statement â€Å"Tactics is the art of using soldiers in battle; strategy is the art of using battles to win a war.† In Clausewitz's theory, all military strategy is part of the larger political pattern, yet his definition of strategy emphasizes battle, which implies the assumption that Clausewitz’s characterization of strategy makes it’s basis in the proper execution of tactics, and, logically, subsequent tactical maneuvers. Clausewitz states that war is an effort that requires infinite patience and strength, but is usually decided in a major battle. As he states quite clearly, time after time, "there is only one means in war: combat." The subtlety that one must be aware of here is that by "combat" Clausewitz means not only the actual bloody clash of armed men on the field of battle but also the potential for clashes. The distinction is crucial. He... Free Essays on Clausewitz Strategy Tactics Free Essays on Clausewitz Strategy Tactics Strategy has been defined in the dictionary as the military science, or art, of marshaling a nation’s military, political and economic capabilities to bring about a desired military result, whereas tactics can be defined as being the military science of obtaining objectives through the deployment and maneuvering of soldiers, ships and planes, etc. Straightforwardly, in tactics the means are the fighting forces and are generally described as dealing with the smaller picture and the most immediate plans for winning a battle; while strategy instead can be described in other words as dealing with the big picture in a military campaign, including the overall plan for winning a war as a whole and at a large-scale level. In his magnum opus of military policy, the noted Prussian author, Karl von Clausewitz, described strategy, which he viewed as more of an art, as the planning of a whole campaign and conversely described tactics, which was viewed as being generally more scientific i n character, as the planning of a single battle. Clausewitz asserts these general beliefs when he makes the statement â€Å"Tactics is the art of using soldiers in battle; strategy is the art of using battles to win a war.† In Clausewitz's theory, all military strategy is part of the larger political pattern, yet his definition of strategy emphasizes battle, which implies the assumption that Clausewitz’s characterization of strategy makes it’s basis in the proper execution of tactics, and, logically, subsequent tactical maneuvers. Clausewitz states that war is an effort that requires infinite patience and strength, but is usually decided in a major battle. As he states quite clearly, time after time, "there is only one means in war: combat." The subtlety that one must be aware of here is that by "combat" Clausewitz means not only the actual bloody clash of armed men on the field of battle but also the potential for clashes. The distinction is crucial. He...

History Essay Example | Topics and Well Written Essays - 1250 words - 5

History - Essay Example ew Deal therefore was focused on improving the living standards of the rural people in American society by rightful and fair distribution of its land and other natural resources and new agricultural policies. A) American Women: American women served in the Second World War in all the departments like the Army, Navy, Air force and even the Coast Guard. They were indispensable and strived hard to tide over the massive attacks that caused so much of deaths and casualties. More than 200 army nurses lost their lives in World War II. World War II was the first time that allowed African American women to enroll. These women selflessly strived hard while working in some of the most inhuman of conditions. They cooked, cleaned, attended emergencies, did truck driving and administrative work. They worked on par with the men and are proud to have served their country so well. During and even after World War II, the American economy suffered miserably. After the blasting of Pearl Harbor where there was much destruction and loss of both life and property, the country’s industrial and civilian resources were harnessed by the Federal Government, to compensate the heavy losses incurred and therefore the economy suffered badly. The Truman doctrine was introduced by Harry S. Truman which suggested that aid would be provided by the United States to both Turkey and Greece for Military as well as other Political reasons. One of the political reasons was to ward of a communist threat. The Marshall Plan followed the Truman doctrine and served to bring about an economic restoration of Western Europe by implementing the NATO in 1949 (North Atlantic Treaty Organization) Truman understood that if Turkey and Greece were not given this timely aid, then they would naturally fall to Communism which would have adverse effects on the country. On the 4th of April 1949, a treaty was signed called the North Atlantic Treaty Organization. It was a military alliance with its headquarters in

Do European Works Councils represent a major advance in employee Essay

Do European Works Councils represent a major advance in employee representation - Essay Example countries with central management of large multinational companies to discuss issues as complex as worker rights and any plans the company may be considering that would affect workers. Meetings also allow employees of one country to share information and experiences with colleagues from other nations. â€Å"Employee participation at a European level became a reality with the introduction of the European Works Council Directive† (Fitzgerald, 2004: 1). The purpose of the Councils: to provide workers within large multinational corporations, through their designated representatives, a direct line of communication to top management. With communication as key, various national councils insure that workers in all countries are provided accurate information about plans and policies of the transnational companies who employ them, and ensure worker representatives of established unions and national works councils the opportunity to consult amongst each other and develop a common response before policies and plans are implemented. Beyond these goals, three main views about why works councils primarily exist include benign goals as stated to improve communication and less benign goals of worker control over bargaining and negotiations and input into company policy when market failures occur that may negatively impact their employment. Based purely on description of purpose, the formation of the councils appear a valid and reasonable response to the advent and power of multinational corporations—impersonal behemoths larger than life with little sense of employee conditions or problems experienced at lower management levels. The success of the councils as regards employee representation is, as might be expected, mixed. This paper examines the reality of the success or failure of the councils, and to what degree they have advanced the cause of worker representation. Fitzgerald (2004) points out that the EWC Directive in its final form was viewed as a watered-down version of

Consumer Behaviour and Retail Marketing Strategy Essay

Consumer Behaviour and Retail Marketing Strategy - Essay Example Consumer behaviour refers to the overall attitude, preference, intention as well as the decision made by a consumer concerning the purchase of products or services in the market. The study of consumer behaviour aims at establishing the path that consumers follow in arriving at the decision to buy or not to buy a particular product from a range of similar products available in the market (Strack, Werth & Deutsch 2006). This knowledge is very important for any marketer in formulating the marketing strategy of his products and be able to predict what will happen in the future especially in a market environment chareacterised by stiff competition. This research will first demonstrate a clear understanding of consumer buying process and then propose a retail marketing strategy based on the theories of consumer behaviour. There are various factors that influence the decision making process of consumers ranging from internal, external, individual as well as environmental. However, these factors generally fall into three major classes; sociological, behavioural and economic factors (Strack, Werth & Deutsch 2006). It is very vital for any marketer to have a good knowledge of all these determinants to be able to predict the performance of his products in the market before introduction. Therefore, the best marketing strategy will come after a good understanding of the factors that influence consumers to buy, since the marketer will then know whether his products possess the characteristics that will influence consumers to buy his products or not. This refers to the influence of the members of the family, influence from group references and leaders opinions, influence from the social class as well as the culture of the people on the buying behaviour of consumers (Moutinho 1987). It is common knowledge that in every family there is the idea of specialisation and every family

Jesus Christ and Miracles Essay Example for Free

Jesus Christ and Miracles Essay A miracle is basically an event that cannot be fully explained by science and sometimes defies logic and reasoning. Generally, miracles are attributed to positive things such as a person suddenly being cured from devastating or a person waking from a deep coma after a lot of years. However, miracles are also attributed to persons and possibly the best person whom miracles are associated with is Jesus Christ. According to Wikipedia, Jesus Christ performed many miracles which include curing the sick, exorcising demons from people, controlling nature, and raising dead people, among others. Moreover, possibly the most popular miracles that Jesus performed based on Wikipedia are the turning of water into wine, the exorcism of seven evil spirits from Mary Magdalene, the healing of the mute, the blind, the deaf, and the leper, walking on water, the multiplication of small amounts of fish and bread, the raising of Lazarus from the dead, the transubstantiation of bread and wine, and his own resurrection from the dead, among many others. Basically, according to Wikipedia, Jesus performed miracles in order to show everyone that the divine power of God, His Father is real. In addition, the general view of the Catholic Church according to Wikipedia is that Jesus mainly performed miracles not only to help those who are in need but to convert non-believers into believers. However, according to Wikipedia, modern analysts of the Bible claim that miracles that Jesus performed were merely symbols and metaphors. For example, healing the blind served as a symbol for people who could not see the truth even though it is presented clear on their faces and healing the dead was a metaphor for people who could not or refused to listen to the truth. Nevertheless, the prevailing perception still is that miracles are the good, yet improbable things that happen in a person’s life and that Jesus Christ is the main performer of these miracles Works Cited Wikipedia. org. 2008. â€Å"Jesus. † 12 April 2008 http://en. wikipedia. org/wiki/Jesus.

Cloud Point Extraction Experiment

Cloud Point Extraction Experiment Bromothymol blue (also known as bromothymol sulfone phthalein, BTB) (Figure 2.1.1) is a pH indicator (yellow at pH 6.0 and blue at pH 7.6). Its chemical name is: 4,40-(1,1-dioxido-3H-2,1-benzoxathiole-3,3-diyl)bis(2-bromo-6-isopropyl-3-methylphenol (The Merck Index, 13th edition, 2007)[1]. pKa of BTB is 7.1. This dye is the most appropriate pH indicator dye in physiological tissue and also used in the investigation of the interaction of lipid with protein (Puschett and Rao 1991; Gorbenko 1998; Sotomayor et al. 1998)[2,3,4]. It is widely applied in biomedical, biological, and chemical engineering applications (Schegg and Baldini 1986; Ibarra and Olivares-Perez 2002)[5,6]. BTB in protonated or deprotonated form is yellow or blue in color, respectively, while its solution is bluish green in neutral solution. It is sometimes used to define cell walls or nuclei under the microscope. BTB is mostly used for the evaluation and estimation of the pH of pools and fish tanks and the determinatio n of the presence of carbonic acid in liquid. There are several treatment procedures for dyes from waste materials, including adsorption (Nandi, Goswami, and Purkait 2009)[8], coagulation–flocculation, oxidation–ozonation, reverse osmosis, membrane filtration, biological degradation, and electrochemical processes (Shen et al. 2001; Kim et al. 2004; Chatterjee, Lee, and Woo 2010)[9,10,11]. 2.1.2 EXPERIMENTAL 2.1.2.1 Materials: All the solutions were prepared with double-distilled water. 2.1.2.1.1 Triton X – 100 (0.1M): Triton X-100 was purchased from Qualigens Analytical grade. The TX-100 was cleared of any low-boiling impurities by exposure to vaccum for 3h at 700C following the procedure given by Kumar and Balasubrahmanium[19]. 31.4 g of TX-100 liquid is dissolved 500 ml volumetric flask and made up to the mark to obtain 0.1 mol/dm3 solution. The critical micellar concentration and Cloud point of TX-100 are 2.8Ãâ€"10−4 [20] 65à ¢- ¦C [21] respectively. 2.1.2.1.2 Bromothymol Blue (BTB) : 1.0 g of BTB dye Merck India was dissolved in 5.0 ml of ethanol (99.8%) for dissolution then dilution are made with double distilled water into a 1000 ml volumetric flask up to the mark to obtain an concentration of 1000 mg/dm3(Babak Samiey, Kamal Alizadeh et.al 2004)[22]. In order to avoid fading stock solution was wrapped black color paper. The working solutions of BTB were prepared by appropriate dilutions of the stock solution immediately prior to their use. 2.1.2.1.3 Acetic acid (0.5M). 28.5 ml glacial acetic acid (A.R.grade) Qualigens was diluted with distilled water in a 1000 ml volumetric flask to give 0.5M Acetic acid solution. The solution obtained was diluted to required concentration and standardized as per the procedure (Vogel et. al. 1989)[23] with standard NaOH solution. 2.1.2.1.4 Sodium acetate (0.5M): 13.6 g sodiumacetate.trihydrate, (CH3COONa.3H2O) of Analytical grade Qualigens is dissolved in 100 ml volumetric flask and made up to the mark (Vogel et. al. 1978)[24]. 2.1.2.1.5 NaCl (0.1M): 2.922 g pure dry salt of sodiumchloride of analytical grade Qualigens is weighing out and dissolved in 500 ml volumetric flask to give 0.1M NaCl solution(Vogel et. al. 1989)[25]. 2.1.2.1.6 Na2SO4 (0.5M): 16.1 g of sodiumsulphate decahydrate,(Na2SO4.10H2O) A.R.grade from Merck (India), is dissolved in 100 ml volumetric flask and made up to the mark to give 0.5M Na2SO4 solution(Vogel et. al. 1989)[26]. 2.1.2.1.7 KH2PO4(1.0M): 34.02 g of KH2PO4 of Analytical grade Qualigens is dissolved in 250 ml volumetric flask and made up to the mark (Vogel et. al. 1978)[27]. 2.1.2.1.8 Na2HPO4 (1.0M): A.R. grade disodium hydrogen phosphate, Na2HPO4.2H2O, is taken in porcelain crucible and heated until no more water is liberated. Then 17.8 g of this cold residue is taken in 100 ml volumetric flask and made up to the make to give 1.0 M of Na2HPO4 solution (Vogel et. al. 1978)[28]. The reagent is prepared freshly each time. 2.1.2.1.9 Buffer solution of pH4.0( ±0.05): 5 ml of 4M sodium acetate (A.R. grade) Qualigens and 20 ml of 4M acetic acid (A.R. grade) Qualigens are mixed in an 100ml volumetric flask and made up to the mark which has resultant pH of 4.0( ±0.05) (Vogel et. al. 1989)[29] . 2.1.2.1.10 Buffer solution of pH5.0( ±0.05):: 17.5 ml of 4M sodium acetate (A.R. grade) Qualigens and 10 ml of 4M acetic acid (A.R. grade) Qualigens are mixed in an 100ml volumetric flask and made up to the mark which has resultant pH of 5.0( ±0.05) (Vogel et. al. 1989)[30] . 2.1.2.1.11 Buffer solution of pH6.0( ±0.05): 13.2 ml of1M KH2PO4 (A.R.grade) Qualigens and 86.8 ml of 1M Na2HPO4 (A.R.grade) Qualigens are mixed in 100ml volumetric flask which has resultant pH of 6.0( ±0.05) (Vogel et. al. 1989)[31]. 2.1.2.1.12 Buffer solution of pH7.0( ±0.05): 61.5 ml of 1M KH2PO4 (A.R.grade) Qualigens and 38.5 ml of 1M Na2HPO4 (A.R.grade) Qualigens are mixed in 100ml volumetric flask which has resultant pH of 7.0( ±0.05) (Vogel et. al. 1989)[31]. 2.1.2.1.13 Buffer solution of pH8.0( ±0.05): 94.0 ml of 1M KH2PO4 (A.R.grade) Qualigens and 6.0 ml of 1M Na2HPO4 (A.R.grade) Qualigens are mixed in 100ml volumetric flask which has resultant pH of 8.0( ±0.05) (Vogel et. al. 1989)[31]. 2.1.2.1.14 Buffer solution of pH9.2( ±0.05): 1.905g of Na2B4O7.10.H2O of (A.R.grade) Qualigens is dissolved in 100ml volumetric flask and made up to the mark to obtain 0.05 M of borax solution.The resultant pH of the solution is 9.2( ±0.05) (Vogel et. al. 1989)[32]. 2.1.2.2 Methodology for cloud point extraction: 2.1.2.2.1 Procedure: The cloud point temperature was determined by literature method reported by Carvalho et al. [33]. This is based on the ‘visual observation of the separation of phases’ in the micellar solution. The solution was heated gradually in the water bath until turbidity appeared. To verify the results, the opposite process was carried out by cooling gradually with constant stirring and the cloud point was considered as the temperature at which the solution became clear. The reported value was the average of these two determinations; in most cases, these two temperatures were identical, within + 0.5oC. Cloud point extraction experiment was conducted by using a 10 ml centrifuge tube with a screw cap containing different concentrations of Triton X-100 and BTB and sonicated for 2 minutes for proper mixing. The solution is heated up to 80ËÅ ¡C in a thermostatic temperature bath for 20 min. The turbid solution was then centrifuged at 3500 rpm for 5 min and cooled in an ice bath for 2 minutes in order to separate the phases. Both the phases are separated and the volumes of surfactant rich phase (coacervate phase) and dilute phases were measured. Average of three determinations is reported in all cases. The concentration of dye in both the phases has been measured by using PerkinElmer lamda-25 UV-Visible spectrophotometer. In order to determine the influence of the reagents added to the surfactant phase, cloud point determinations were performed with the additions of buffer, dye and inorganic salts. The procedure for the determination of critical temperature was the same as above, bu t using only a fixed surfactant concentration. The phase diagram for Triton X-100 was obtained by measuring the cloud point temperature of aqueous surfactant solutions at different concentrations. 2.1.2.2.2 Spectra and calibrated graph The concentration of the dye was determined by U.V-visible spectrophotometer (PerkinElmer lamda-25). Pure BTB was initially calibrated separately for different concentrations in terms of absorbance units, which were recorded at wavelength 430 nm, at which maximum absorption takes place (Figure 2.1.2, 2.1.3). No significant change in the absorbance has been observed even in the presence of TX-100. Therefore all the absorbance measurements were performed at this wave length. Figure 2.1.2 Spectra of BTB dye Figure 2.1.3 Calibration curve of BTB dye 2.1.2.2.3 Determination of Phase volume Ratio, Fractional coacervate phase volume and pre-concentration factor The volumes of the respective surfactant-rich and aqueous phases obtained after the separation of phases were determined using calibrated centrifuge tubes for calculating the pre concentration factor. Surfactant solutions containing typical amounts of the BTB were extracted using the CPE procedure, followed by the measurement of the respective phase volumes. The results reported are the average of three determinations. The phase volume ratio is defined as the ratio of the volume of the surfactant-rich phase to that of the aqueous phase. It is calculated using the following formula. (2.1.1) Where RV is the phase volume ratio, VS and VW are volumes of surfactant-rich phase and aqueous phase respectively. The pre-concentration factor, (fC) is defined as the ratio of the volume of bulk solution before phase separation (Vt) to that of the surfactant-rich phase after phase separation (Vs). (2.1.2) Where Vt and VS are the volumes of the bulk solution before phase separation and the surfactant-rich phase respectively. The fractional coacervate phase volume with the feed surfactant concentration is calculated by using the relationship: (2.1.3) Where FC is the fractional coacervate volume and Cs is the molar concentration of the feed surfactant solution, for fixed feed dye concentration, the parameters a and b vary linearly with temperature. The value of Fc lies in between 0.04-0.23 for various operating conditions. Surfactant partition coefficient (m) is defined as the ratio of concentration of surfactant in coacervate and dilute phase. - (2.1.4) The efficiency of extraction is defined as - (2.1.5) 2.1.4 Discussion: This section is divided into four parts. In first part, factors influencing the extraction efficiency (e.g., concentrations of non-ionic surfactants, dye and salt, temperature and pH of the solution), fractional coacervate phase volume have been discussed. The nature of solubilization isotherm at different temperature has been presented in the second part. In the third and fourth parts, thermodynamic parameters and a calculation procedure for the determination of surfactant requirement for the dye removal to a desired level is briefly discussed. 2.1.4.1 Factors influencing efficiency: For ionizable solutes, the charge of the solute can greatly influence its extent of binding to a micellar assembly [34]. The ionic form of a molecule normally does not interact with and bind the micellar aggregate as strongly as does its neutral form. Thus adjustment of the solution pH for maximum extractability is of special importance when controlling experimental variables in CPE. With increasing pH, the efficiency of extraction increases up to pH 8.0 and then decreases. This is in accordance with the decrease in cloud point till pH 8.0 and a sudden increase at pH 9.2. Further, the pK value of BTB is 7.1. In the absence of any buffer solution, pH of the dye solution is 7.0 and there is no change in pH event after the extraction process is completed. Hence, all the parameters were optimized at this fixed pH of the medium. No significant increase in efficiency is observed with increasing [Dye] since the cloud point is not altered much with increasing the concentration of dye. The extraction efficiency of dye increases with the increase of surfactant concentration. The concentration of the micelle increases with the surfactant concentration, resulting in more solubilisation of dye in micelles. The surfactant concentration in the dilute phase remains constant (and equal to around CMC); the surfactant concentration along with the solubilised dye in the coacervate phase (micellar phase) increases to maintain the material balance[42-46]. The extraction of dye with TX-100 solution is due to hydrophobic interaction between BTB and hydrophobic micelles in the solution. However, with the increase of TX-100 concentration, the analytical signal becomes weak due to the increase in the final volume of the surfactant rich phase that causes pre concentration factor (phase volume ratio) to decrease [35]. In view of these observations, a 0.04 mol/dm3 triton X- 100 is used throughout. It has been shown that the presence of electrolyte can change the CP in different ways[36]. Salting out electrolyte such as NaCl, decreases the cloud point temperature. They can promote the dehydration of ethoxy groups on the outer surface of the micelles, enhancing the miceller concentration leading to solubilisation of more dye and resulting in a more efficient extraction [37] and reduce the time required for phase separation. A lower salt concentration gives a smaller pre concentration factor, due to the larger volume in the surfactant-rich phase at lower salt concentrations [38]. As shown in the fig the ability of salts to enhance extraction efficiency of the dye was in the order of Na2SO4>NaCl. Temperature has pronounced effect on the extraction of solute. (i) At high temperature, CMC of non-ionic surfactant decreases. (ii) the non-ionic surfactant becomes more hydrophobic due to dehydration of ether oxygen [39] and increase in micellar concentration and solubilization. A general preconcentration factor of 20-60 was obtained with this CPE method and similar pre concentration has been reported for other analytes (40). Typical preconcentration factors reported in the literature[41] varà ¯ed fiom 10 to 100. The CPE method gives a better preconcentration factor compared to conventional solvent extraction methods. In general, high pre concentration factors in CPE can be achieved using small amounts of surfactants which have large capacity to accommodate dye molecules. The hydrated nature and relative polarity of micelles, on the other hand, limit the extraction of dye into the surfactant-rich phase. From the viewpoint of concentrating the analytes present in aqueous solutions, the larger pre concentration factor, e.g., the smaller phase volume in the surfactant-rich phase is desired. A lower surfactant concentration gives a higher pre concentration factor. However, it becomes very difficult for sampling and accurate analysis with a very small volume of the surfactant-rich phase. On the contrary, excessive amount of added salt of â€Å"salting-out† effect can give the higher pre concentration factor, but it is likely forming the very viscous liquid crystalline phase, instead of the fluidic Liquid phase, in the system, making it difficult to separate the surfactant-rich phase. Therefore, optimization of the pre concentration factor is very critical in a feasible CPE technique. Hence, surfactant concentration of 0.04 mol/dm3 was chosen to conduct CPE experiments in this research. 2.1.4.2 Solubilization isotherm: The adsorption isotherm relating moles of solute solubilized per mole of surfactant[50] are presented in Figure2.1.8. The isotherm can be expressed according to Langmuir type expression: (2.1.6) Where, both m and n are functions of temperature. Figure 2.1.8 Solubilisation curve of BTB dye Assuming a homogeneous monolayer adsorption, the linearized Langmuir sorption model of equation (2.1.6) can be written as: (2.1.7) Plot of 1/qe vs. 1/Ce over the entire dye concentrations was linear with a correlation coefficient of 0.983 as shown in Figure 2.1.9. Thus, the solubilization of dye obeys the Langmuir adsorption model. The calculated values of Langmuir parameters m and n from the slope and intercept of the linear plot of 1/qe vs. 1/Ce were found equal to 4.29X 10-3 (mol/mol) and 2.04X104 dm3 /mol, respectively. Figure 2.1.9 Langmuir isotherm of BTB dye 2.1.4.3 Thermodynamic parameters: The overall thermodynamic parameters ΔG0, ΔS0 and ΔH0 were calculated using equations (2.1.8, 2.1.9) [48,49]as follows. (2.1.8) - (2.1.9) Where T is the temperature in (K), qe/Ce is called the solubilization affinity. ΔS0 and ΔH0 are obtained from a linear plot of log (qe/Ce) versus (1/T), from Eq. (2.1.8) and. Once these two parameters are obtained, ΔG0 is determined from Eq. (2.1.9) and presented in Table 2.1.6. Plot of log (qe/Ce) versus (1/T) is shown in Figure 2.1.10. Table 2.1.6 : Thermodynamic parameters Temp = 80 ±0.1ËÅ ¡c; [BTB]initial =12.8010-5 mol/dm3 ; [TX-100] =4.010-2 mol/dm3 pH (  ±0.05) -à ¢Ã‹â€ Ã¢â‚¬  G ( KJ/mole ) à ¢Ã‹â€ Ã¢â‚¬  S ( KJ/mole/K ) à ¢Ã‹â€ Ã¢â‚¬  H ( KJ/mole ) 353 343 333 6.0 19.57 16.93 14.28 0.27 73.92 7.0 22.11 18.75 15.38 0.34 96.76 8.0 21.10 18.63 16.16 0.25 66.06 Figure 2.1.10 log (qe/Ce) versus (1/T) 2.1.4.4 Design of experiment: The amount of surfactant required can be evaluated from the residual dye present in the dilute phase of the solution after conducting cloud point extraction can be determined [45]. qe is the mole of dye solubilized per mole of non-ionic surfactant. (2.1.10) Moles of dye solubilized can be obtained from mass balance equation, (2.1.11) (2.1.12) Where, A is the moles of dye solubilized in the micelles, V0 and Vd are the volume of the feed solution and that of the dilute phase after CPE, C0 and Ce are concentration of the BTB dye after CPE respectively; Cs is the concentration of surfactant in feed. From the equation 2.1.10, 2.1.11 and 2.1.12 we can write, (2.1.13) Moles of dye solubilized can be obtained from mass balance equation, Where, qe is the mole of dye solubilized per mole of non-ionic surfactant, x is moles TX-100 used, A is the moles of dye solubilized in the micelles, V0 and Vd are the volume of the feed solution and that of the dilute phase after CPE, C0 and respectively; Cs is the concentration of surfactant in feed. (2.1.14) Now, by involving the definition of fractional coavervate volume in the above equation we get, (2.1.15) - (2.1.16) Where a,b are the parameters a and b which are functions of temperature. Substituting the above equation in equation (8) we get, - (2.1.17) Substituting the above equation in equation (1) and rearranging we get, (2.1.18) From the above equation the desired surfactant required (Cs) can be obtained knowing the value of m and n the Langmuir constants, a and b the operating temperature constants, Ce the amount of dye in dilute phase after cloud point extraction. By using the above equation experiments which are conducted were compared for surfactant used and required are shown in Table 2.1.8. Table 2.1.8: Comparison data of required and used TX-100 at 80ËÅ ¡C 105 [BTB]initial mol/dm3 105[ BTB]dilute mol/dm3 102[ TX-100 ]used mol/dm3 102[ TX-100 ]Required mol/dm3 3.20 1.11 4.00 2.64 6.40 1.87 4.00 3.82 8.00 2.22 4.00 4.32 9.60 3.19 4.00 3.79 12.80 4.09 4.00 4.46 16.00 6.72 4.00 3.74 8.00 3.60 3.00 2.42 8.00 1.73 4.50 4.32 8.00 1.18 5.00 5.60