Analysis of the Various Marketing Channels Term Paper

Analysis of the Various Marketing Channels - Term Paper Example For a marketing channel to be effective, it requires that proper communication is effectively done to avoid poor communication. Communication involves advertising, promotions; electronic-mail, telephone conversations and complaints follow up. To be able to design an effective marketing channel, it is imperative that the business analyze customer needs, set up objectives and also be able to evaluate alternative marketing channels for their organization. In the traditional retail business wholesalers, distributors, retailers, and the consumers are all involved in the transferring process. Storage and shipping is an important aspect of the marketing channel and it takes place at every level of the distribution channel. It is usually facilitated by players such as warehouse agents and freight carriers. Another aspect of the retail business involves the services that are given to the customer and such activities include providing them with adequate information, training them on all aspects of the product, fulfilling any statutory and legal requirements and facilitation of credit services for the customers (Hennig-Thurau and Hansen 2000). Morrison's company was founded in 1899 by William Morrison. It began as a single egg and butter stall in Bradford, West Yorkshire. This company is one of the largest food retailer supermarkets with 375 stores. It mainly deals with food and groceries. Though big, it does not offer its customers an online shopping service which is crucial for the expansion of the business. In addition, it has yet to venture into the financial services market that is essentialThis Company is said to have the same prices in all its stores and this has made it win their customers loyalty. Since it has a relatively small size and regional focus. It promotes most of its own products through using its Farmers, Boy, and product subsidiaries. By the use of the wholesale model, this has proved to be the focal point in generating the company's profits while at the same time, it has maintained low prices. The company depends on its own subsidiaries to provide products and packagings to all its stores.T hey also have their own manufacturing facility which is unique to suit their market. The Morrison's company lays its emphasis on freshness, quality, provenance, in-store production, in-season food and their expression of their deep understanding of food. (Hennig-Thurau and Hansen 2000). The company operates its own manufacturing plant and it does its own distribution because all these channels are well integrated. In this company, they match the retail opening hours in all their stores. This chain of supermarkets also focuses on selling fresh food and also offers an employee discount scheme. Promotional offers are used like "half price "rather than "buy one get one free".

Lane Book Rotc Essay Example for Free

Lane Book Rotc Essay Conduct Day and Night Land Navigation training and evaluation. (4) Conduct two nights of patrol base operations to simulate conditions at LDAC. End State: Cadets from all three universities are challenged both mentally and physically, MSIIIs are prepared for LDAC, and MSIs and MSIIs are better trained for further responsibility in the ROTC program. 4 Concept of the Operation 26APR12 Phase 1: Movement to Camp San Luis Obispo. All personnel on post, ready to train NLT 1600. Integration and Written Land Navigation Exam (MSIIIs only). MSIs MSIIs attend round robin classes. Once the exam is finished, all cadets attend round robin training. 27APR12 Phase 3: STX Lanes, Patrol Base Operations, and Night Land Navigation. 1st PLT moves to East, 2nd PLT to West. Each SQD conducts 5 STX lanes. After chow, the PLT will move as one unit to the first PB. They will leave their rucks and all will return for Night Land Nav. 28APR12 Phase 4: Patrolling Lanes and Patrol Base Operations. PLTs will form into their patrolling elements and switch sides. SQD pairings will be 1/3 SQD and 2/4 SQD, each will conduct 3 lanes, after chow they will move to separate PBs. 29APR12 Phase 5: Night Land Navigation and Day Land Navigation. MSIIIs conduct Night Land Nav before dawn. All Cadets conduct Day Land Nav after morning chow. Phase 6: Recovery and Return to Schools. Key tasks include weapons cleaning, accountability of all Cadets, sensitive items, and equipment and clearing of all facilities and training areas. 5 Area of Operations Barracks/DFAC/Main Gate East Side West Side 6 Primary Comms Primary Communications for STX and PTRL Lanes will be radios. Each respective site (East West) will use a specific set of radios that will only work within the range of that training site. Radios will be issued by S-4 at he TOC prior to movement to the training areas. STX: Each lane will have two radios to communicate between Evaluator and OPFOR. Each lane will remain on their assigned. Patrol is assigned two radios for communication between PL and APL. Prior to beginning the lane, change CHANNEL to the specific lane you will be running. NET CALL: At the conclusion of the AAR, the Evaluator(s) will move the SQD or PTRL to the next lane. For STX, establish a positive link-up and return to your assigned lane Prior to the start of each rotation, CDT OICs will radio each Evaluator to confirm SQD arrival.

The Lady in Black and the Lovers in The Awakening :: Chopin Awakening Essays

The Lady in Black and the Lovers in The Awakening Kate Chopin's The Awakening is a terrific read and I am hardly able to put it down! I am up to chapter XV and many of the characters are developing in very interesting ways. Edna is unfulfilled as a wife and mother even though she and her husband are financially well off. Her husband, Leonce Pontellier, is a good husband and father but he has only been paying attention to his own interests. At this point he is unaware of the fact that his wife's needs are not being met. Robert and the other characters are equally intriguing but something else has piqued my interest. Some of Chopin's characters are not fully developed. I know that these are important characters because they are representative of specific things; they are metaphoric characters. In particular, I've noticed the lovers and the lady in black. I'm fascinated by the fact that both the lovers and the lady in black are completely oblivious to the rest of the world. They are also in direct contrast with e ach another. For this week's reader response I am taking a different approach. Rather than analyzing the main characters, I will examine the lovers and the lady in black. The lady in black is first mentioned in Chapter I. Mr. Pontellier is surveying the cottages when he notices that a lady in black is walking demurely up and down, with her beads (468). In this example the rosary beads suggest that the lady in black is religious. I believe that this character is a symbol of religion. While everyone else is relaxing, she is busy praying. It is also worth noting that there are several passages which suggest that Edna is rebelling from her religious upbringing. For example, just after we meet the lovers, Edna shares a memory with Madame Ratignolle. She describes herself walking through a meadow as a young girl. She says, "Likely as not it was Sunday... and I was running away from prayers, from the Presbyterian service, read in a spirit of gloom by my father that chills me yet to think of it" (480). Similar to the description of her fathers service, the lady in black is serious and serene.

Symbols in Cat and Mouse Essay -- Mouse

Symbols in Cat and Mouse Symbols are very important in the story "Cat and Mouse" by Lisa Metzgar. Lisa tells the story of a woman dealing with issues from a small mouse in her house, to not wanting to be married. Animals are used throughout the story to symbolize underlying issues. The reason for the story being called what it is instead of just plain 'mouse' is because both the cat and the mouse represent Marcy at one point. The mouse is a symbol of her in that it is trying to escape the traps that are out for it. This is the same way that she is trying to avoid being tied down by the people in her life. The cat can also represent Marcy after it has taken the poison, symbolizing what will happen to her if she allows others to determine her happiness. When the story opens, Marcy seems to have only one problem, and that is the fact that she has a mouse in her house. However, it isn't until she starts thinking about the mouse that she, "cannot help thinking about all the other things that are wrong with her life" (Metzgar, 67). The first problem for her is that her parents are in the beginning of a divorce and they both seem to want to pull her in their corner. Her father wants her to get to know (and eventually like) his new girlfriend Helen, while her mother wants Marcy to hate her. The other (and definitely the biggest) problem is her relationship with her boyfriend Tom. She didn't really want a serious relationship when the two first started dating but didn't want to hurt him either. Now she fears that he is smothering her and worries that he will propose. The mouse represents Marcy in that like her, it is being hunted. The difference between the two is that she is the one trying to de... ... main character. The mouse, which is scurrying around Marcy's house, can represent her free self that does not want to be tied down. The traps that the mouse repeatedly escapes are representations of the traps that Marcy herself escapes when dealing with people throughout the story. The lazy cat that has nerve damage from eating the rat pellets can represent Marcy if she allows herself to be controlled by the people around her. Although, the reader can see the link between the main character and the animals, it isn't until the end of the story that Marcy realizes that the mouse is really warning her of what will happen if she gives in to the 'traps'. By physically seeing the mouse being caught by the nose in the trap and seeing the misery on its face, she realized that this is the same way that she will be if she allows her spirit to be controlled by others.

Home School versus Public Education in Society Essay

Are we aware of what social environment your child thrives in daily? Are the teachers who are educating our children, the right person to get the job done? What are the success rates of our children in the coming future? Are there similarities between public school and home school? Do you know the answers to these questions? There are similarities between public education and home schooled children, but let’s face it, there are differences in who will be educating our children, how much school will cost out of our pockets, whether our children will develop healthy relationships with other children their age, and whether or not our children will become successful human beings in society. This essay examines all your concerns as parents with school-aged children, and what education method may be better for your child’s future. To many parents in society, it always has been a worry that socialization may become jeopardized in a home school bound child. Many people believe that public educated children learn about socialization from â€Å"the school of hard knocks† in a public setting because they have to learn socialization skills on how to act around other children, and teachers, by a trial and error process. Truth is many teachers just do not have enough time in the day to teach every child the correct way to interact with others socially. The good side of social interaction in public schools is that our children do make close friendships in school, and they usually last outside of the classroom walls. On the other hand, in a homeschool setting, each parent has the ability, and time, to teach their own children the correct way to act properly, socially. As long as the parent takes the time to interact with their child and take them to other social events in the community, with other children and adults, the child has an upper-hand to get the best socialization that a parent could teach them. Is this a real life scenario? A study done in 2003, conducted by the Home School Legal Defense Association, discovered that homeschooled children were either as equally, or involved more, in community activities, voting, and employment, than those educated from a public school. The downside to home schooling your child is that they do not get the constant interaction with children throughout their day, and maybe making it harder for your child to make friends near their home. One question to ask yourself, â€Å"Is your home located near other children close to your child’s age?† Public education offers college educated teachers to teach the students, while home school offers the students’ parents to become the educators. For instance, in a public school environment, the teachers are college educated, and very fluent in the area of study that they are teaching their students, so it may be easier to come up with ways to teach the students how to learn and retain the information they are taught. But does every student learn the same? No! Some students need more attention than others, and sometimes one teacher is just not enough for all the students present in their classroom. Whereas, in a homeschool setting, children are given homework and tested by their parents at their discretion of what they may think their child needs to learn more of and test to show they have the knowledge needed on the subject or material. If the parents don’t quite know how to teach all the curriculum materials on each subject, then home schooling your child may not work for you. As long as the student is learning the material, and the parent is not helping the child by giving them the answers, then homeschool is an excellent way for your child to learn. The parent has the full opportunity to teach their child the way they want them to learn, and be proud of them when they succeed in their studies. Success Rates may also vary from both education backgrounds. Boys generally have a higher rate of drop-outs than girls, in every state in the U.S. The National Center for Education Statistics did a study on the classes of 2010, in the United States, and found that 78% percent of students had earned their degree, on time, within the four years they had begun high school. That statistic was an all-time high of the past forty years, however, 1974 was the last year that those graduation rates were actually charted. More importantly, major cities generally have a higher drop-out rate than students from suburb schools. Generally, because of the changes in the economy, students can be seen dropping out to help out their family when times are tough. When the economy gets weak, high school students have a tendency to drop-out of school faster than they might otherwise have done. In 2005, the Education Department started publishing an official estimate of high school graduation rates, and, surprisingly, all 50 states agreed to a standard method of calculating those rates by this year, 2013. Currently there are only 4% of school-aged children home schooled in America. That number may seem quite small to hear, but it has risen up 75%, since 1999, to make that four percent, today. The number of kids, whose parents are not enrolling their children into public schools, is growing seven times faster than students seem to be enrolling in the k-12 school years in public schools, year by year. Although it is harder for non-traditional students, like homeschoolers, to receive scholarships for schools, due to the lack of recognition in their education background, they do, however, enroll and attain their four-year degree at a much higher rate than a public educated student. In conclusion, it does matter where you send your children to become an educated young adult. We need to all consider the positive and negative aspect of the education path we send our children down. There are some questions to ponder when doing so. Think about what environment you want your child to be involved in daily. Decide whether you want to be the educator, or someone from a school. Think about what social environment you think you will see your child truly blossom in. Lastly, decide whether or not it is the right decision for your child, not just yourself and the family. References: Michigan Department of Education (2012). â€Å"Home Schooling in Michigan†. www.michigan.gov Beverly Hernandez. â€Å"Is Homeschool for You?† www.homeschooling.about.com Ellen, Mary. (2012). â€Å"Homeschool vs. Public School: Who’s Better Socialized.† Off The Grid News. www.offthegridnews.com Layton, Lyndsey. â€Å"National public high school graduation rate at a four-decade high.† The Washington Post. www.washingtonpost.com Lawrence, Julia. (2012). â€Å"Number of Homeschoolers Growing Nationwide.† Education News. www.educationnews.org

Overview of the First Battle of Panipat

Overview of the First Battle of Panipat Trumpeting, their eyes wide with panic, the elephants turned back and charged into their own troops, crushing scores of men underfoot. Their opponents had brought a terrifying new technology to bear, something the elephants likely had never heard before Background to the First Battle of Panipat Indias invader, Babur, was the scion of the great Central Asian conqueror-families; his father was a descendant of Timur, while his mothers family traced its roots back to Genghis Khan. His father died in 1494, and the 11-year-old Babur became the ruler of Farghana (Fergana), in what is now the border area between Afghanistan and Uzbekistan. However, his uncles and cousins fought Babur for the throne, forcing him to abdicate twice. Unable to hold on to Farghana or take Samarkand, the young prince gave up on the family seat, turning south to capture Kabul instead in 1504. Babur was not satisfied for long with ruling over Kabul and the surrounding districts alone, however. Throughout the early sixteenth century, he made several incursions northward into his ancestral lands but never was able to hold them for long. Discouraged, by 1521, he had set his sights on lands further to the south instead: Hindustan (India), which was under the rule of the Delhi Sultanate and Sultan Ibrahim Lodi. The Lodi dynasty was actually the fifth and final of the Delhi Sultanates ruling families during the late medieval period. The Lodi family were ethnic Pashtuns who took control over a large section of northern India in 1451, reunifying the area after Timurs devastating invasion in 1398. Ibrahim Lodi was a weak and tyrannical ruler, disliked by the nobility and commoners alike. In fact, the noble families of the Delhi Sultanate despised him to such a degree that they actually invited Babur to invade! The Lodi ruler would have trouble preventing his troops from defecting to Baburs side during the fighting, as well. Battle Forces and Tactics Baburs Mughal forces consisted of between 13,000 and 15,000 men, mostly horse cavalry. His secret weapon was 20 to 24 pieces of field artillery, a relatively recent innovation in warfare. Arrayed against the Mughals were Ibrahim Lodis 30,000 to 40,000 soldiers, plus tens of thousands of camp followers. Lodis primary weapon of shock and awe was his troop of war elephants, numbering anywhere from 100 to 1,000 trained and battle-hardened pachyderms, according to different sources. Ibrahim Lodi was no tactician; his army simply marched out in a disorganized block, relying on sheer numbers and the aforementioned elephants to overwhelm the enemy. Babur, however, employed two tactics unfamiliar to Lodi, which turned the tide of the battle. The first was tulughma, dividing a smaller force into forward left, rear left, forward right, rear right, and center divisions. The highly mobile right and left divisions peeled out and surrounded the larger enemy force, driving them towards the center. At the center, Babur arrayed his cannons. The second tactical innovation was Baburs use of carts, called araba. His artillery forces were shielded behind a row of carts which were tied together with leather ropes, to prevent the enemy from getting between them and attacking the artillerymen. This tactic was borrowed from the Ottoman Turks. The Battle of Panipat After conquering the Punjab region (which today is divided between northern India and Pakistan), Babur drove on toward Delhi. Early on the morning of April 21, 1526, his army met the Delhi sultans at Panipat, now in Haryana State, about 90 kilometers north of Delhi. Using his tulughma formation, Babur trapped the Lodi army in a pincer motion. He then used his cannons to great effect; the Delhi war elephants had never heard such a loud and terrible noise, and the spooked animals turned around and ran through their own lines, crushing Lodis soldiers as they ran. Despite these advantages, the battle was a close contest given the Delhi Sultanates overwhelming numerical superiority. As the bloody encounter dragged on toward midday, however, more and more of Lodis soldiers defected to Baburs side. Finally, the tyrannical sultan of Delhi was abandoned by his surviving officers  and left to die on the battlefield from his wounds. The Mughal upstart from Kabul had prevailed. The Aftermath of the Battle According to the Baburnama, Emperor Baburs autobiography, the Mughals killed 15,000 to 16,000 of the Delhi soldiers. Other local accounts put the total losses at closer to 40,000 or 50,000. Of Baburs own troops, some 4,000 were killed in the battle. There is no record of the elephants fate. The First Battle of Panipat is a crucial turning point in the history of India. Although it would take time for Babur and his successors to consolidate control over the country, the defeat of the Delhi Sultanate was a major step towards the establishment of the Mughal Empire, which would rule India until it was defeated in turn by the British Raj in 1868. The Mughal path to the empire was not smooth. Indeed, Baburs son Humayan lost the entire kingdom during his reign  but was able to regain some territory before his death. The empire was truly solidified by Baburs grandson, Akbar the Great; later successors included the ruthless Aurangzeb and Shah Jahan, the creator of the Taj Mahal. Sources Babur, Emperor of Hindustan, trans. Wheeler M. Thackston. The Baburnama: Memoirs of Babur, Prince, and Emperor, New York: Random House, 2002.Davis, Paul K. 100 Decisive Battles: From Ancient Times to the Present, Oxford: Oxford University Press, 1999.Roy, Kaushik. Indias Historic Battles: From Alexander the Great to Kargil, Hyderabad: Orient Black Swan Publishing, 2004.

The Falklands War Essays

The Falklands War Essays The Falklands War Essay The Falklands War Essay I am going to choose to do the Falklands War, which started in April1982. The Falkland Islands are situated just off the east coast of Argentina in South America. The cause of the war was when the Argentine Junta invaded the island encountering little or no resistance from people living on the islands. They did this while the British and Argentineans where still in peace negotiations about who owned the islands. After this Britain sent over a task force consisting on planes, ships and men to take back the islands and did successfully and were victorious by 15th June the same year when the Argentine forces surrendered to the British command. The Jus In Bello issues One of the conditions of a just war is proportionality, which in this conflict has not been kept to because during the bombing of Port Stanley the British Harrier Jets used cluster bombs. These bombs annihilate anything over a greater distance than a normal bomb because lots of little bombs break off and all go in different directions increasing the surface area of which the bomb affects. Some people would say is disproportionate because it may spread and get a civilian building as well as a military target. Also these bombs were far more powerful than any thing the opposing Argentines had to offer and because a less powerful bomb would have been more proportionate and would have still done the job. Also the British used phosphorous munitions, which are poisonous. This is disproportionate because it may cause a painful death, which is not usually caused by a normal bullet. The Argentines had lots of Napalm bombs; these are bombs that create fires causes a large area to be totally burned and destroyed which is disproportionate because it inflames a massive area when it may be disproportionate compared to the size of the military target which could be a lot smaller. Also in war the countries have to keep to targeting military targets and not civilian buildings and that only military people be involved and not civilians in the fighting. In the Falklands War this was kept very well with only three civilian deaths during the whole conflict. This is good because it means that the accuracy of any bombs dropped on the Falkland Islands was on target or very close to the target because there would have been a considerable amount of more deaths if the accuracy were bad. Another reason that this war was fought under the right conditions was because the prisoners taken on each side were kept and treated very well. One incident however that happened at Goose Green went against the conditions of war. Some Argentine forces were fighting and raised a white flag to surrender. Subaltern Jim Barry moved towards the Argentine troops in order to take them as prisoners. As he moved though he was shot and was instantly killed by an Argentine soldier. Although this thought to have been a mistake rather than a meaningful act it angered the British troops who immediately launched 66mm rockets and aimed concentrated machine gun fire at the building. The building was set ablaze and no survivors emerged. This action is very disproportionate as it is killing many Argentiness to retaliate for the death of one British soldier. The Falklands war did nonetheless prove that in this modern era there could be such a thing as a just war because the modern weaponry can be proportionate. Jus ad Bellum issues There was a just cause for war because when Argentina took over the islands it was because Britain gave up any land in South America or the islands near it to some Spanish Colonists and the Argentines claimed they were the successors to the Spanish colonists. However Britains claims was that they had never fully given up interest in the Falklands Islands and after Spain quit the islands in 1811, and Argentina took control until 1933 when they were evicted from the islands by an American warship after a dispute between them. After this Britain became the owners of the Islands again until Argentina invaded. It was a just cause to go to war because Britains islands were attacked without reason and they are doing so in self-defence of their islands. It could said however, that Britain did not feel under any immediate pressure by the invasion of the islands because they are so far away from Britain. Another condition is that there must be a reasonable chance of success which, from Argentinas sided was kept because they were right next to the Falklands Islands and as Britain is such a long way away they did not think that Britain would bother to reclaim the islands. Whereas on the British side that sent a task force against an unknown opposition because they did not know how many troops, planes or ships the Argentines had and so they did not know there probability of success. Also was war the last resort? -In this case it wasnt as Argentina invaded while the talks were still ongoing between the two governments. However Argentina had between debating for 150 years for the return for the islands and had been in negotiations with Britain for the last few years. Another condition in war is proportionality. Was it kept in a war in which 1000 men were sent to enable 1800 half citizens to give them a choice of government? Many people do not think so. However is it not right to protect your citizens if they belong to you despite them being thousands of miles away from the British homeland? Argentina did have a right to own the Falklands Islands but not the right to go to war with Britain because the British had not committed a fault to Argentina to have a just cause for going to war. Britain did have a right to go to war in self-defence but did the war bring less suffering to the islands than the war itself would cause. From a pacifists of principle point of view it would not be a just reason to go to war as the British government did not try and make war a last resort even thought they were attacked. From a selective objectors point of view they would agree with the war, as it is an act of self-defence but could not justify the moral issues of the war.

Audio Lingual Method Essays

Audio Lingual Method Essays Audio Lingual Method Essay Audio Lingual Method Essay 1 GGGV 2044 METHODS IN TEACHING ENGLISH AS A SECOND LANGUAGE Semester 2 2009/2010 AUDIO-LINGUAL METHOD: A DISCUSSION (INDIVIDUAL ASSIGNMENT) LECTURER: DR. HAMIDAH BT. YAMAT @ AHMAD LISA KWAN SU LI A123040 TESL/2 2 1. 1 INTRODUCTION The Audio-lingual Method (ALM), by its very name – â€Å"audio† and â€Å"lingual† – refers to a language teaching approach that focuses on two aspects of language, namely listening and speaking. Unlike its predecessor, the Grammar Translation Method, which focuses on reading and writing skills, this approach chooses to emphasize on the first two stages in the natural order of language learning (listening, speaking, reading followed by writing) with the belief that learners who are better speakers and listeners consequently make better readers and writers. The ALM has a firm foundation in the theories of both structural linguistics and behavioural psychology, and thus incorporates techniques and strategies that advocate the concepts and assumptions of language learning from both schools of thought. The structural linguistics view of language learning says that language is learned through awareness and specific attention to the patterns and structure of the language. One of the ALM’s main characteristics is its use of repetition and drills that draw learners’ attention to the patterns of the target language which are subsequently memorized and repeated to automaticity. Language learning from the view of behavioural psychology on the other hand, occurs by conditioning and habit formation of accurate responses to stimuli. The right response for a stimulus is modelled by the teacher beforehand and then drilled into the learners repeatedly until such responses become a â€Å"habit† that enables learners to successfully produce accurate responses without clues or prompting by the teacher. This discussion aims to further understand the Audio-lingual Method and explore the advantages and disadvantages of employing it in the second language classroom. The author als o puts out her recommendations for the use of the ALM in the second language classroom. 2. 1 HISTORY By the first half of the twentieth century, the Direct Method had lost its popularity in the U. S. However, it is believed that the decline of the Direct Method brought about the emergence of the ALM. As Brown (2001) puts it: â€Å" by the middle of the twentieth century, the Direct Method was revived and redirected into what was probably the most visible of all language teaching â€Å"revolutions† in the modern era, the Audio-lingual Method. † The U. S. educational institutions at the time still believed that a reading approach like the Grammar Translation Method was more practical than an oral one. Therefore the 1930s and 1940s saw the Grammar Translation Method going strong in all schools across the U. S. However, after World War II, the U. S. saw an urgent need for her to be orally proficient in the language of her allies as well as foes. This led to a drastic change in 4 the current view of language teaching from a mere reading approach to one with a heavier emphasis on aural and oral skills. Special intensive language programs were developed by the U. S. army which came to be known as the Army Specialized Training Program (ASTP), or more simply, the Army Method. In the 1950s, the Army Method was renamed the Audiolingual Method. 3. 1 PRINCIPLES OF ALM Some of the main principles of language learning in the ALM are stated by Alkhuli 2005 (as cited by Abdel-Rahman Abu-Melhim in the International Forum of Teaching and Studies). One of these principles is that the second language learning process should be similar to that of first language acquisition. This complies with the natural order of language learning which is listening, speaking, reading and finally, writing. It is believed that the learner first learns to speak what he has listened to, then read what he has spoken, and write what he has read. Therefore, the ALM emphasizes on listening and speaking skills in order to facilitate the progress of reading and writing skills besides increasing communicative competency. Another principle is that the second language is best acquired by habit formation. A habit is created when an action is repeated and is subsequently produced 5 in response to certain stimuli almost without conscious activity. This is achieved via the repetitive pattern practices that are part and parcel of the ALM. Translation of the target language into the native language is considered harmful and will hinder acquisition of the second language. Such translations are believed to impede the mastery or control of the second language. When the target language is used in all circumstances in the classroom, learners learn to make direct connections between the vocabulary and its semantics in the target language itself, which is ideal for effective second language learning. However, these principles are merely assumptions. Counter-arguments include: second language learning is completely different from native language acquisition in many different aspects. In addition, the natural order of language learning that the ALM stresses on is irrelevant because the four language skills can be developed simultaneously rather than sequentially. The learning of a second language is not necessarily a process of habit formation where responses are elicited by stimuli, but also involves the cognitive. Finally, translation into the native language has proven a useful technique indeed in learning a second language, demonstrated in methods such as the Grammar Translation Method. 4. 1 MAIN FEATURES As aforementioned, the ALM follows the natural order of language learning. The use of repetitive drills is justified in shaping a new â€Å"habit† for learning the second 6 language. Stimuli-responses are expected and correct ones are immediately reinforced as conditioning, concurrent with the views of behavioural psychology. The native language also plays a minimal role in the ALM. Only the target language is used within the classroom by both teacher and learners. New material in the target language is also introduced in dialogue form, closest to a natural situational context for learners to gain communicative competence and skills. Modeling is done by the teacher whereby a particular structure of sentence is spoken and learners repeat the sentence, mimicking its sound patterns and intonation, and aiming for identicalness. Slips in learners’ pronunciation of words in the sentence are immediately corrected by the teacher to avoid formation of â€Å"bad habits†. Grammar rules are not taught explicitly but are expected to be induced by the learners through the various examples and patterns that are exposed to them during the lesson. Contrastive analyses are also done between the native language and the target language in order to draw learner’s attention to differences in pattern, structure and sound system of both languages. 5. 1 TECHNIQUES There are many techniques employed in the classroom that advocate the underlying principles (or assumptions) of the ALM, and are also based on the aforementioned two main schools of thought for the said method. 7 One of the main techniques used is of introducing new learning material in the form of a dialogue. A model conversation is analyzed, broken down and memorized through mimicry. Dialogues are seen as a natural conversational ontext that will aid learners in applying learned structures and vocabulary. Many drills are used in the ALM. The backward build-up drill (expansion drill) breaks down a difficult sentence into smaller parts. Usually the last phrase of the sentence is repeated by the learners and then parts are added on, or expanded, until learners are able to repeat the complete sentence without further trouble. Single-slot substitution drills require the learners to substitute in cues given by the teacher into a particular slot in the sentence. Multiple-slot substitution drills on the other hand, require a higher level of competence from the learners. Learners must recognize particular slots within the sentence to substitute the cues given by the teacher, occasionally having to alter subject-verb agreements as well. Other drills include the repetition drill, chain drill, transformation drill and question-and-answer drill. (Refer to Appendix A) 6. 1 ADVANTAGES As compared to an extreme method like the Grammar Translation Method, where reading and writing are so stressed on that speaking and listening skills are neglected, ALM does develop the aural/oral skills of learners. Learners through the ALM are able to participate in situational contexts competently. 8 In addition, learners are more aware of the phonetic aspects of the language. Through modeling and mimicry, learners pay more attention to proper pronunciation and intonation. Errors in pronunciation are immediately dealt with, while correct responses are positively reinforced. Learners are sensitive to the intonation and are aware of their different functions of questioning, requesting, pleading etc. Through substitution drills, learners also learn to recognize the borders between the phrases that make up the sentence. They are also exposed to a variety of different sentences that have similar structures through repetition drills as well. Transformational drills help learners familiarize with question tags and their corresponding answers, affirmative and negative sentences and even active and passive ones. Such a wide variety of sentence and question structures serve to enhance learners’ communicative ability. 7. 1 DISADVANTAGES Although the drills that are the ALM’s distinguishing feature may be considered one of its strengths, they are also its weakness. Such drills leave no room for creativity, causing learners to lose interest or feel bored in the classroom. When learners lose their motivation, it negatively affects their progress in second language learning. New vocabulary learned is also limited in context. Instead, the sound system and grammatical patterns are emphasized on more. Learners are taught set phrases in gruel repetition in response to certain questions, where the form and structure are 9 highlighted. Consequently, learners are only drilled to respond correctly with answers that are expected of them without caring much for its meaning. For example, the set phrase, â€Å"Fine, thank you,† is taught as a response to the question â€Å"How are you? † which learners use even when they feel otherwise. This phenomenon is comparable to robots that have no cognition and only give particular responses to particular stimuli! There is rarely any variation in learners’ responses other than the ones that have been taught. Therefore, interaction and dialogue is very schematic and unnatural. In short, communicative competence is still called to question. Learners of the ALM may be able to participate in conversations, but they are rarely spontaneous and it is observed to be rather a case of regurgitating the â€Å"right† responses in a certain situational context from memory. Should they not be able to recall the set phrases that have been learned, they are at a loss as to how to respond to the questions and conversational prompts of the other speaker. 8. 1 RECOMMENDATIONS From the discussion above, it is evident that although communicative competence is insufficient, the ALM drills provide learners with a multitude of structures and grammatical patterns that form the basic foundation for communication. The challenge is to help learners apply the knowledge they have gained to communicating effectively and in a natural manner. 10 However, this cannot be done if drills are continuously insisted upon in the classroom. A degree of flexibility is needed on the part of the teacher to allow spontaneous and natural conversation to take place after drilling them as well. Unguided dialogue practice forces the learners to apply what they have been drilled with into a communicative setting, taking into consideration the meaning of the phrases learnt with relevance to the given situation. Model conversations can still be provided, but spontaneous ones allow for creativity and variety in responding according to the individual learner. Communication becomes more natural. With regards to learner motivation, the responsibility is shouldered by both the teacher and the learners themselves. The teacher needs to, again, be flexible and allow for elements not necessarily ALM-like to be incorporated into the lesson, if only for the sake of breaking the monotone. Drills can still be employed of course, but in more interesting ways like role play and physical activities. In essence, the teacher should be creative in her strategies with the aim of increasing the communicative competency of the learners rather than teach by the book. Learners as well, play a major role in their own learning progress. They should maintain a high level of self-motivation by actively participating in tasks and activities and being attentive at all times. 9. 1 CONCLUSION The ALM definitely has its pros and cons in a second language classroom. However, the disadvantages and negative implications can be overcome if a slightly more eclectic approach to second language teaching is taken. Some teachers may stubbornly hold fast to the rules of the ALM and refuse to stray from it. In such a case, the 11 objective of second language teaching should be questioned. Is one’s loyalty to the method or to the goal of aiding learners in achieving communicative competence? If it is the latter, it does not matter what method is used in the classroom as long as ultimately, learners gain valuable communicative skills. As Celce-Murcia illustrates (as cited by Abdel-Rahman Abu-Melhim in the International Forum of Teaching and Studies): â€Å"Today, language students are considered successful if they can communicate effectively in their second or foreign language, whereas two decades ago the accuracy of the language produced would most likely be the major criterion contributing to the judgment of a student’s success or lack of success. † (1991, p. 125) One single method should never be used exclusively in the classroom because it shall always remain flawed. It is the teacher’s responsibility to determine her teaching goals and appropriate methods to be used; where an eclectic one might better achieve those goals. Therefore, the teacher of a second language must be prepared to modify and adjust her methods to suit the different learning needs of the learners. 12 APPENDIX A Here are examples of the different drills used in the Audio-lingual Method: Repetition drill Repetition drill is the normal drill, usually used to teach the lines of the dialogue. Students are required to repeat after the teacher’s model until they are almost identical. Chain drill The Chain drill uses maybe the first few lines of a simple dialogue. The teacher begins by addressing a student, or asking him a question. The student responds, then turns to the student beside him and asks him a similar question. The second student responds and the chain goes on until each student has participated. This allows for the teacher to check learner’s speech. Transformation drill The teacher may give learners a question, and the learners are then required to formulate an answer from the form of the question given, and vice versa. Or, an affirmative sentence is given and learners need to transform it into the negative. This can be used for teaching active and passive sentences, as well as direct and reported speech. Question-and-answer drill This drill allows for learners to practice answering questions accurately and rapidly. It can also be done the other way round, where the learners form the questions on cue. 13 REFERENCES Abdel-Rahman Abu-Melhim. 2009. Re-evaluating the Effectiveness of the Audiolingual Method in Teaching English to Speakers of Other Languages. International Forum of Teaching and Studies 5(2): 1-9. Britto, Rory. 2009. The Dissipation of Methods in ESL: Expanding to Fill the Void. The Journal of Education p. 75-84. Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy, p. 13-37. Second edition. New York: Addison Wesley Longman, Inc. Larsen-Freeman, Diane. 2000. Techniques and Principles in Language Teaching. Second edition. New York: Oxford University Press. Savignon, Sandra J. 2001. Communicative Language Teaching. Theory Into Practice 26(4): 235.

To what extent does the work of Jaques Louis David change during the Essay

To what extent does the work of Jaques Louis David change during the French Revolution - Essay Example To know a few details from this artist’s life is to understand some of his choices. Jacques Louis David’s life was filled with underlying turmoil from the early years. Losing his father in a duel, and gaining two stern uncles to fulfil the vital paternal role while very young, made indelible marks. The uncles thought he should be an architect or building contractor, since it was the way they made their living. In spite of being perfectly capable of the required draftsmanship, David had other ideas2. He was obsessed with drawing. He wanted to paint. The family had expectations of the young David that did not include painting as a career, although his fixation with drawing showed everyone very soon that his talents should not go to waste. He filled sketchbook after sketchbook with drawings3, with the kind of dedication that was impossible to ignore. Both uncles finally accepted his ability to make choices and persuaded his mother, who had left him to be brought up by them, and a teacher was sought: but not too far afield. Boucher, a relative, taught art, but soon, when he saw the style David wanted to paint, and their difference in personalities, he decided his neighbour and artist friend Joseph-Marie Vien would be a better candidate as a tutor for the young David. This change is one that would mark the artist’s preferences for some time4. A facial disfigurement marred David’s dealings with people. Because it affected his speech, he tended to prefer solitary activities, but made an effort to resist isolation, reminded of his schooldays, when he often crouched behind the teacher’s dais at school5. Being a young man with personal issues when the ancien rà ©gime, or Old Order, was winding down, towards the end of the 18th century, meant that experiencing changes in the morals and society in general became personal. David happened to be

Patriot Act Research Paper Example | Topics and Well Written Essays - 1500 words

Patriot Act - Research Paper Example The Department of Justice designed and developed the drafts for this new law. This legislation is intended to fortify the measures and reinforce the available tools to deal with domestic and international terrorism. It also provides a number of new techniques to the Central Intelligence Agency, Federal Bureau of Investigation and federal prosecutors (Jenks). Under these interventions, the US agencies can identify and prosecute terrorist networks at the national and international levels. Central to the US PATRIOT Act is its unique feature of streamlining communications between the different agencies addressing terrorism and terrorist activities. This Act has simplified the task of investigation and surveillance, by introducing less involved procedures. Funding for the victims of terrorist acts and the families of such victims has been substantially enhanced under the provisions of this exemplary Act. Moreover, it provides ample funds for reconstructing infrastructure and business that had been destroyed or damaged by terrorism (Fritscher). This Act has been sub – divided into 10 sections or titles. These titles consist of several sections that explain the provisions of that particular title. A concrete definition is provided in the titles and sections to the federal government. The aim of this delineation is to clarify the powers conferred upon the enforcement agencies, with regard to the investigation of terrorist activities. It is important to note that the provisions of the US PATRIOT Act also contain several checks and balances that are aimed at preventing the abuse of power (Fritscher). Argument 1 The USA PATRIOT Act establishes special scrutiny measures for foreign jurisdictions. Thus, enforcement officials can prosecute international terrorist organizations and foreign financial institutions. It also empowers them to deal with certain classes of international transactions and accounts, if these are suspected of being put to criminal use. This Act r equires all international financial service agencies to monitor their transactions and to report any instances of money laundering. The Act further strengthens measures to prevent the misuse of the US financial system for personal gains, by corrupt foreign officials (USA PATRIOT Act). In addition, it provides mechanisms to repatriate stolen assets to the country to which they belong. Prior to the enactment of the US PATRIOT Act, the law enforcement agencies of the US had found it very difficult to take direct action, in order to prevent acts of terrorism or to monitor terrorist activity in the country. It was believed in many quarters that substantial alterations had to be made to the existing laws, if the contemporary terrorist organizations were to be dealt with in a competent manner (Patriot Act 2001). These terrorist organizations, such as the notorious al Qaeda, were very well organized and had access to the highly sophisticated contemporary communications technology. The propo nents of increased domestic surveillance have rightly claimed that the harm caused by the possibility of breach of the rights of the US citizens was insignificant. This was in comparison to the immeasurable harm that terrorists could inflict upon the nation, by taking advantage of the absence of domestic surveillance. Such surveillance is indispensable if another terrorist attack of the

Relative Rates of Nucleophilic Substitution Reactions Lab Report - 1

Relative Rates of Nucleophilic Substitution Reactions - Lab Report Example In SN2 mechanisms, primary alkyl halides reacted faster than tertiary ones while in SN1 mechanism the tertiary alkyl halides reacted faster than primary ones. It was concluded that aprotic, polar solvents favoured SN2 reactions while SN1 reactions were favoured by protic, polar solvents. Nucleophilic substitution reactions occur by two major pathways namely SN1 and the SN2 reactions (McMurry 228). In all nucleophilic substitution reactions, the nucleophile (Nu:-) reacts with the substrate (R-X) and substitutes it for a leaving group (X:-) yielding the product R-Nu. For a neutral nucleophile (Nu:), the product is positively charged for charge conservation while for a negatively charged nucleophile (Nu:-), the product is neutral (McMurry 228). In SN2, which stands for substitution nucleophilic bimolecular, the alkyl halide and the nucleophile are involved at the transition state (Carey 306). Bond formation between carbon and the nucleophile aids in cleavage of the bond between carbon and the leaving group. In the changeover position, the carbon atom is partially bonded to the leaving group and the incoming nucleophile (Carey 307). Since the nucleophile attacks the substrate from the side that is opposite the bond to the leaving group, the mechanism leads to the inversion of configuration in the resultant product. Different rates are observed when methyl, primary, secondary and tertiary alkyl halides undergo nucleophilic substitution in SN2 (Carey 310). The rate is faster in methyl halides than in tertiary halides due to steric hindrance offered to the nucleophilic attack by the tertiary halides. In most SN2 reactions, the leaving group is expelled with a negative charge. Therefore, the best leaving groups are those that produce the most stables anions (McMurry 233). Among the halides, I- ion is the most reactive while F- ion is the least reactive. Most aprotic polar solvents cause the solvation of the metal counterion that is

Math portfolio Essay Example | Topics and Well Written Essays - 1750 words

Math portfolio - Essay Example In addition, it will be also checked that what happen if no further doses is given to malaria patient over a week period after an initial dose of 10 ÃŽ ¼g. From The graph of the given data, it is obvious that the amount of drug in the bloodstream decreases as the time passes. From investigation, it is found that it is similar to the graph of an exponential decay function (for example radioactive decay graph). The general equation of such an exponential decay function is: From the above function, the different values of can be determined for the given data that is summarized in table 2. Since, there are different values of for every data points, therefore, for our model function taking average value (mean value) of from the calculated values of ,. Figure 2 shows the Graph of model function and data given. From figure 2 , it can be seen that the graph of model function and data given are similar and approximately follows the same path. Some minor deviations may be because of the error in colleting the data for the amount of drug in the bloodstream over a period. The model functionis suitable for the modeling of amount of the drug in the bloodstream. The suitability of the model function is also derived from the comparison of the graph of model function and data given and both are similar. From given graph of amount of drug in the bloodstream for 10-hour period following an initial dose of 10 ÃŽ ¼g, it can be seen that amount of drug remained in the bloodstream after six-hour period is equal to 3.7 ÃŽ ¼g. Therefore, in six-hour period the amount of drug decay is 6.3 ÃŽ ¼g. Assuming this decay-rate is constant for further period, when a patient is instructed to take 10 ÃŽ ¼g of this drug every six hours. Then, the amount of drug at start and at end of each period will be as given in table 3. The maximum amount of drug 21.1 ÃŽ ¼g in the bloodstream will be at start of fourth period (i.e. 18-24 hour period) and the minimum amount of drug 3.7 ÃŽ ¼g in

Activity Based Costing Essay Example | Topics and Well Written Essays - 1750 words

Activity Based Costing - Essay Example In the other hand shared resources historically was a problematic grey area which caused problems in precisely determining its overall impact to the costs of an operation. A technique that is able to provide financial professionals and managers with better insight about the costs of an operation is called activity based costing (ABC). This purpose of this is to discuss activity based costing by covering the following five topics: history, features, implementation, evaluation and managerial applications. Activity based costing was first utilized in the 1980’s in order to understand the internal breakdown of costs associated with overhead drivers that serve as common resources. Robert Kaplan and Robin Cooper in 1987 for the first time introduced the concept as a chapter of its accounting textbook Accounting and Management: A Field Study Perspective (Weiner, 1995). The industry trend at the time was that overhead costs were rising, thus there was a need of a cost system with enhanced capabilities that enabled it to figure out the reason what this was occurring. In 1990 the first journal article on the subject came out in 1990 and it further revolutionized ABC because it provide a discussion of an application of ABC outside the manufacturing scenario by applying it service based business, financial institutions. The article appeared in the Journal of Bank Cost and Management Accounting and it was written by Richard Sapp, David Crawford, and Steven Robishke (Weiner, 1995). Activity based costing is a completely different accounting system that has its own unique methodology which does not follow the principles associated with traditional cost systems known as absorption costing. ABC just like any other costing system has a similar objective of providing information about corporate costs. One of the differences between ABC and absorption costing is that the systems provide information for different types of users.

Math portfolio Essay Example | Topics and Well Written Essays - 1750 words

Math portfolio - Essay Example In addition, it will be also checked that what happen if no further doses is given to malaria patient over a week period after an initial dose of 10 ÃŽ ¼g. From The graph of the given data, it is obvious that the amount of drug in the bloodstream decreases as the time passes. From investigation, it is found that it is similar to the graph of an exponential decay function (for example radioactive decay graph). The general equation of such an exponential decay function is: From the above function, the different values of can be determined for the given data that is summarized in table 2. Since, there are different values of for every data points, therefore, for our model function taking average value (mean value) of from the calculated values of ,. Figure 2 shows the Graph of model function and data given. From figure 2 , it can be seen that the graph of model function and data given are similar and approximately follows the same path. Some minor deviations may be because of the error in colleting the data for the amount of drug in the bloodstream over a period. The model functionis suitable for the modeling of amount of the drug in the bloodstream. The suitability of the model function is also derived from the comparison of the graph of model function and data given and both are similar. From given graph of amount of drug in the bloodstream for 10-hour period following an initial dose of 10 ÃŽ ¼g, it can be seen that amount of drug remained in the bloodstream after six-hour period is equal to 3.7 ÃŽ ¼g. Therefore, in six-hour period the amount of drug decay is 6.3 ÃŽ ¼g. Assuming this decay-rate is constant for further period, when a patient is instructed to take 10 ÃŽ ¼g of this drug every six hours. Then, the amount of drug at start and at end of each period will be as given in table 3. The maximum amount of drug 21.1 ÃŽ ¼g in the bloodstream will be at start of fourth period (i.e. 18-24 hour period) and the minimum amount of drug 3.7 ÃŽ ¼g in

Fallacies Exercise Assignment Essay Example | Topics and Well Written Essays - 500 words

Fallacies Exercise Assignment - Essay Example After analyzing the discourse, it is one’s contention that the fallacies were committed in terms of: attacking Kingsley Guy’s arguments as without merit; even asserting in the title that Kingsley Guy was wrong about the climate. Further arguments show fallacies in post hoc when the author argued that computer models are less than perfect and therefore these models which they use to predict hurricane paths have been imperfect all along. Finally, the slippery slope fallacy was exemplified in the second paragraph claims that the subsequent sets of using five or six predicted paths in climate modeling were used despite their imperfections, yet in the end, the author blames global warming to men. The GOP makes no secret of what it would do if we elect a Republican president. Some Republican governors have already implemented their plans, cutting teachers, police and firefighters and trying to do away with their unions. They have never done anything to benefit the middle class. They are strictly for the wealthy. [Post Hoc].They would love to privatize everything. Privatization equals profit. They should not be allowed to profit from necessary programs like Social Security and Medicare. I cannot believe that their candidate could win on the platform they propose. President Obama has received no cooperation from the Republican members of Congress, yet he gets the blame for everything wrong in this country. He is not a king. He cannot operate alone. The Republicans know this, and they voted against all his proposals every time. We dont need a political party in charge that puts party ahead of country and admits its aim is to make Obama a one-term president. This article presents one post hoc fallacy that aimed to exemplify that event b (Republicans are for the wealthy) happened prior to event a (they never do anything to benefit the middle class); therefore being for

Ap Us History Outline Essay Example for Free

Ap Us History Outline Essay General Information: Use your review text, other history text books, and/or reliable internet sources to complete each of the five (5) outlines over U.S. history from exploration through the Civil War. Be sure that all terms are defined and specific information is added under each topic. We will use this work in class over the first several weeks of school. All of this work should be placed in a folder and turned in by the designated date. This should be typed. You will need much more space than provided below. Adjust the spacing when you type your work. Native Cultures Early Exploration Do you remember this topic from elementary or middle school? Brainstorm any information that you remember. In 1492 Columbus sailed the ocean blue The first people to discover the land were the nomads that traveled over the â€Å"land bridge† from Asia The Mayflower brought the first British pilgrims The Native Americans showed the pilgrims how to grow maize Pilgrims introduced the plague to Native American When/where for first arrivals— Christopher Columbus and his crew landed on the Canary Islands on October 12, 1492. List regions of North America and the Native groups living in each— Southeast- Cherokee,Seminole, Apalachee, Catawba Chickasaw, Choctow, Coushatta, Creek, Houma, Lumbee, Miccoukee, Timacu Mid Atlantic/Northeast- Piscataway, Lenape, Powhatan, Yaocamico, Algonquin, Iroquios, Narrangansett, Nipmuc, Peqet, Pokanoket, Wampanog Great Lakes- Cippewa, Fox, Shawnee, Huron, Kickapoo, Menominee, Miami, Oneida, Onondaga, Ottowa, Potawatomi, Winnebago Great Plains- Sioux, Blackfeet, Cheyenne, Comanche, Arapoho, Crow, Dakota, Kiowa, Mandan, Osage, Pawnee, Wichta Califrornia/Mountains- Paiute, Shoshone, Cahuilla, Chemihuevi, Chumash, Costanoan, Diegueno, Hupa, Luiseno, Maidu, Pomo, Ute Pacific Northwest- Spokane, Aleut, Athabascan, Chinook, Colville, Coos, Nez Perce, Puget Sound Salish, Quileute, Quinault, Tlihgit, Tulalip Southwest- Navajo, Apache, Pueblo, Hopi, Keres, Maricopa, Mojave, Tohono Oodham, Pima, Yaqui,Yuma, Zuni Columbus the Columbian exchange- The Columbian Exchange refers to the transcontinental movement of animals, foods, plants, and diseases after 1492. II.Age of Exploration (1420 – 1620) What developments/changes BEFORE this time that had an impact on exploration? Political—the unification of small states into larger ones with centralized political power Technological— compass, astrolabe, cross staff, hour glass, the Spanish galleon Religious— the Protestant Reformation as a result of The Renaissance Military— The change in the way people payed for wars and the sudden need for a strong military was western Europe’s response to the challenges of warfare in the new age of gunpowder weapons Economic—The rise of capitalism created a largely urban middle class committed to expanding markets. As more people looked to buy products and goods, national and international trade interests grew . Nations/ Their explorer(s)/Major Reasons Motives for Exploration/Location/Success Portugal— Treaty of Tordesillas Ferdinand Magellan- first voyage around the world Christopher Columbus- discovered the New World; landed in Bahamas on first voyage Bartholomeu Dias- lead voyage around Cape of Good Hope (southern tip of South Africa) Pedro Alvarez Cabral- first European to see Brazil The Treaty of Tordesillas was created to settle disputes between Spain and Portugal over land discovered by Columbus. Motives: Wealth gold, silver and spices Power Increasing opportunities for Portuguese trade Spreading the Catholic Religion Spain— Christopher Columbus- financed by Spain and claimed much of the New World in the name of Spain Vasco Nunez de Balboa- crossed the Isthmus of Panama and claimed the Pacific Ocean for Spain Juan Diaz de Solis- landed in Uruguay Hernan Cortes- founds Veracruz in Mexico Motives: Wealth Power Prestige Increasing opportunities for Spanish trade Spreading the Catholic religion Building a Spanish Empire France— Jaques Cartier- landed in Newfoundland Samuel de Champlain- established Port Royal in present day Nova Scotia, founded Quebec Sieur de Bienville- founded New Orleans Motives: Gold Expand French Empire To capture and sell American animals furs in France 4. England— Sir Frances Drake- circumnavigates the world Sir Walter Raleigh- The Discovery of Guiana and establishing the Virginia colony of Roanoke Island Sir Humphrey Gilbert- established St. Johns, Newfoundland Motives: Wealth (failed) Competition with Spain and France Spreading Christianity C. Other European powers exploring the New World/Areas Claimed/Goals of Colonies Dutch- Henry Hudson was an Englishman who was sent by the Dutch; he landed in Labrador and headed south, down the coast. Colonized New Netherlands and New Amsterdam II.English Colonization in North America 1 Motives of English immigrants: escape religious prosecution  economic (business investments overseas)  place to work for unemployed  more political freedom 2 Types of Colonial organization Royal- owned by the King Proprietary- land grants from British Government to colonists Self-governing- set up ongovernment seperate of the crown (King at any time could revoke  privillage and declare the colony a Royal Colony) Thirteen English Colonies (complete chart in detail) Be able to compare/contrast. The Thirteen English Colonies |Region |Date of Founding|Founder or People associated with Early History of Colony |Environment, Economy, and Labor of the Region;| | | |Notes on the Early History of the Colony: Why it was founded, |the role of religion in these colonies | | | |significant characteristics, terms, and/or laws | | |New England | |Plymouth and |Plymouth – 1620 |101 colonists left England to head for the Virginia Colony in 1620. |It was very cold in the New England colonies, | |Massachusetts |Mass. Bay – 1630 |However, the Mayflower was blown off course and landed in |but this helped prevent the spread of deadly | | | |present-day Cape Cod and the town they established on December 21, |diseases (although it did not stop it). The | | | |1620 was named Plymouth. |harsh winters killed many. The land was | | | | |covered in hills and rocky soil. There was a | | | | |short growing season, so the natural resources| | | | |such as fish, whales, trees, and fur became | | | | |the most reliable so urces for survival. The | | | | |towns were to support the religion of the | | | | |Puritans, who did not tolerate other religious| | | | |views. | |Connecticut |1636 |John Winthrop, Thomas Dudley, and other non-separatist Puritans | | | | |founded the colony. The first Governor, John Endecott, was a staunch| | | | |Puritan who percecuted anyone with opposing views. | | |Rhode Island |1636 |Roger Williams was a Protestant minister who sought separation from | | | | |the Church of England. Eventually he was tried in Salem and banished| | | | |for his views. He purchased land from the Narragansett Indians and | | | | |founded Providence, Rhode Island. | | |New Hampshire |1623 |In 1623, under the authority of an English land-grant, Captain John | | | | |Mason sent David Thomson, a Scotsman, and Edward and Thomas Hilton, | | | | |fish-merchants of London, with a number of other people in two | | | | |divisions to establish a fishing colony in what is now New | | | | |Hampshire, at the mouth of the Piscataqua River | | |Middle Colonies | |New York |1625 |Originally call ed New Netherlands, was so named in honor of the Duke|These colonies are politically, socially, and| | | |of York to whom the territory was granted on its conquest from its |economically diverse. The rich land in | | | |first settlers, the Dutch who came for trade and furs. |Pennsylvania and the easy access to the ports | | | | |are the reason the Middle Colonies are | | | | |agricultural and industrial. This region | | | | |experienced the most religious pluralism. | |New Jersey |1664 |New Jersey was sold by the Duke of York to George Carteret and Lord | | | | |Berkley. It was colonized majorly for farming and trade. | | |Pennsylvania |1681 |The King granted the land to William Penn, who set sail from England| | | | |August of 1682 with Captain Greenway and the soon-to-be colonists, | | | | |who were mostly Quakers. | | |Delaware |1638 |Peter Minuit was Dutch and formed New Sweden as part of New | | | | |Netherland. When Charles II, King of England gave his brother James,| | | | |the Duke of York, New Netherland, James demanded and received its | | | | |surrender. He renamed New Sweden to Delaware | | |Southern Colonies | |Maryland |1632 |The territory was named Maryland in honor of Henrietta Maria, the |The founders of the se colonies came for the | | | |queen consort of Charles I. It was founded by Lord Baltimore, |sole purpose of making money. The area is | | | |because he had attempted to settle in Virginia and was rejected for |almost entirely agricultural, so there was a | | | |being a Catholic. |high need for slaves due to the increasing | | | | |demand for labor. The most common religion was| | | | |Anglican. | | Jamestown and Virginia |1607 |Virginia was founded by John Smith, who is remembered for his role | | | | |of establishing the first permanent English settlement in America, | | | | |Jamestown. This was the first successful English colony, which did | | | | |very well. With all of its exports and imports, it was able to | | | | |sustain itself very easily | | | | | | | |North Carolina |Carolinas – 1663 |The Carolinas were settled by proprietors, who were successful due | | | |NC – 1712 |to the rich soil for farming and the available wildlife for fur | | | | |trading. | | |South Carolina |Carolinas – 1663 |The Carolinas eventually split into the modern day North and South | | | |SC 1712 |Carolinas because of general cultural differences. | | |Georgia |1732 |James Oglethorpe was a British general from London, who joined the | | | | |army when he was 18, in 1714. After he had become successful in the | | | | |army, he was assigned to establish a new colony, Georgia, in 1732. | | | | |This was the last English colony to be founded in America. | | | | | | | General Social/Cultural Information Problems of early settlement – Jamestown, Plymouth, and Massachusetts Bay: Jamestown- difficult to produce harvest in the virginian soil spent all of their time looking for gold when they should have been preparing for survival had disputes with natives over land Plymouth- the settlers arrived at the very beginning of winter there was such a severity of food shortage that people resorted to cannibalism. Massachusetts Bay- most succumbed to disease or starvation Religion – ideas, important people and events: The colonies were mostly that of Puritans, Quakers, and Anglicans. Social ideas: If a man was absent from church, he would not be given his provisions for the week. For multiple offenses he could be whipped, or even hanged. Major cities: Philadelphia, New Amsterdam (changed to New York in 1674), Albany, Boston, Newport, Jamestown, Williamsburg, Annapolis, Charleston, Savannah, Providence, Baltimore, and Alexandria Labor: Law/politics/major steps toward democracy: Economic issues/relations with Britain: (define mercantilism) Problems a.Health: people often died of starvation or malnourishment. Disease also spread rapidly in the colonies. b.Cities: settlers had to develop their own form of government that was acceptable to the people of the colony. Indians (New England Indian Wars of 17th century): Both the Europeans and the Native Americans had a sense of superiority over  each other. This of course resulted in many disputes over things such as land. The New England Indian Wars of the 17th century include the French and Indian War of 1688-1763. These battles were a struggle for land and power, and resulted in the near-death of the indigenous tribes of eastern North America. Rebellions against authority: (Bacons, Leislers, Paxton Boys, Regulators, Popes) Bacon: In the New England Indian Wars of the 17th century, Nathaniel Bacon, Jr. rebelled against the authority of Governor of Virginia Sir William Berkley. After Bacon began his own group of volunteer Indian fighters and raiding a couple Indian camps, he was taken by Berkleys men and made to appologize to Berkley and the council for his actions. After immediately being pardonned, Bacon demanded to be named a General in the forces against the â€Å"hostile natives†. Reluctantly, Berkley gave in. The Enlightenment/Great Awakening: French and Indian War/Seven Years War (1754 – 1763)—For any war that we study, you should gather the following information. This will NOT be repeated on each outline. Major cause(s) (incl. â€Å"spark†): The French and Indian War resulted from ongoing frontier tensions in North America as both French and British imperial officials and colonists sought to extend each countrys sphere of influence in frontier regions. Major people/heroes (and what they did): William Johnson- He was one of the most successful negotiators with the Native Americans. Later he would lead the British to victory in the Battle of Lake George in 1755. William Pitt- Pitt assumed leadership of the British ministry in December 1756. His aggressive new policies for the war were a crucial part of turning the tide in Britains favor in the latter half of the war. James Wolfe- Major British general who led the British to victory in the Battle of Quebec. Major events (incl. turning point concluding battles): May 28, 1754 George Washington lead a successful surprise attack on the French. His troops retreat and establish Fort Necessity. July 3, 1754 The French take Fort Necessity June 17, 1755 The British seize Acadia May 8, 1756 Britain declares war on France August 8, 1757 The commander-in-chief of the French forces, Louis-Joseph de Montcalm takes Fort William Henry. The infamous massacre occurs. The turning point began when William Pitt took over wartime operations Advantages/disadvantages of each side: France had the support of most of the Native American tribes. New Frances government was more uniform, and was able to communicate to different areas more efficiently. While the colonies were more separate and had issues with communication, their navy was much stronger and had a population 15 times that of New France, so it was easier for the British to defend attack. Major strategies/plans: The French kept most of their forces in Europe, hoping a victory closer to home would be more beneficial. They sent barely any troops or supplies to their colonies. The British were almost always able to effectively blockade ports and prevent the trade and distribution of French trade and supplies. Costs (casualties/financial): In The French and Indian War there were 13,000 casualties and 40 million Pounds were spent. G. Results (treaties, land changes, PERMITS): The French and Indian War resulted in The Treaty of Paris.

Understanding The Political Party System Of Nigeria Politics Essay

Understanding The Political Party System Of Nigeria Politics Essay Political parties are important in any representative democracy. They gather people with similar interests, set policy-making agendas, allow for choosing new candidates for offices, and provide for coordinated electoral and legislative activity. Democratic development requires efficient and functioning parties. Since the start of the third wave of democratization in 1974, various multiparty systems have been introduced in new, restored and emerging democracies around the world (Political Parties in Conflict-Prone Societies: Encouraging Inclusive Politics and Democratic Development). The multiparty system has positive and negative aspects. The positive aspects includes: redistributing of wealth to the poor, increasing communications between groups, solving problems between parties, and giving power to weaker groups. However its negative aspects damage the processes of democracy by: preventing minorities from getting power and empowering dominant parties. The multiparty system is evide nt in Nigeria. Nigeria is a nation on the west coast of Africa. It is one of the most populous countries in the world. Its terrain varies from hot tropical forests to dry deserts. There are many ethnic groups living in different regions in Nigeria (Nigeria). The United Kingdom gained control of Nigeria in the late 1800s and the early 1900s. Nigeria was a British colony until 1960, when it gained independence. Once after independence, Nigerias political party system was chaotic (Nigeria: Place). Nigerias ethnic groups, Nigerias regions, and Nigerias religious groups affected the political party system, creating a weak and ineffective system. Nigerias Ethnic Groups The different ethnic groups in Nigeria were associated with different political parties which promoted political fragmentation. Arthur Nwankwo refers to Okwudiba Nnoli, an author who writes about the conflicts in Nigeria, about the impact of Nigerians different ethnic groups on Nigerian political party system: There is no nation in the world today, which does not strive for the attainment of full democracy, the material and spiritual empowerment of her people. However, as striving differs in the conscious realization of these ideals, many nations are still caught in the tragic dance of hypocrisy and deceit. Such nations, Nigeria being a ready example, risk the danger of total violence and the pains of collective immolation. We cannot allow this country to suffer that kind of fate of which many states are unworthy examples, which litter the pages of human civilization. To many well-meaning observers and commentators, the democratization process in Nigeria has at best been haphazard and at worst non-existent. The contradictions of our colonial past and our inability to evolve a workable political system stem from the opportunism and lack of vision of most of the post-colonial elite. Okwudiba Nnoli opines that ethnicity, more than any other factor is at the root cause of this. According to hi m, politics, during the era of the nationalist struggle for independence from colonialism, was dominated by the conflict arising from the assertion of interests other than national interest. In their inter-class struggles, the hegemonic regional factions of these privileged classes paid lip services to the desirability of national unity, and condemned ethnic particularism. For all intents and purposes these declarations were not taken seriously and were never intended to be. The same people who inveighed against ethnicity and ethnic identify simultaneously institutionalized them by making them a basis for economic participation within their regional enclaves and to a lesser extent for political participation at both the regional and national level (Okwudiba Nnoli 978: 153-154). (Political parties in Nigeria). In short, Nwankwo argues that ethnicity is the main reason why Nigerias democratization process or Nigerias political party is in chaos. It is because the Nigerian people fail to realize the larger picture. To show that the Nigerian people fail to see the whole picture, Nwankwo also mentions: The conflict arising from the assertion of interests other than national interest is the uncomfortable fact but reality all the same, that the concept of the nation as a Nigeria geographical entity and identity is a novel concept yet to take firm root in the consciousness and psyche of the average Nigerian person and institutions. Put differently, it is my view that the notion of the Nigerian nation and therefore National Interest as a concrete reality of the same meaning and importance in our country is yet to be fully realized (Political parties in Nigeria). Ethnic loyalty dominated political parties in Nigeria. Unlike many African nations, Nigeria never was under the control of a single political party system. According to dictionary.com, a single political party system is a dominant-party system where only one political party can realistically become the government. Governments have tried to force Nigerians to express their will through cross-ethnic parties or diverse parties with multiple groups in one coalition (Kesselman, Krieger, and Joseph 261-268). However, because ethnicity drives much of the political organizing in the country, political leaders have succeeded in undermining the goal of truly national parties through their appeals to ethnic identity. A cross-ethnic party is in that situation nothing more than a coalition of ethnic interests. The NPC (Nigerian peoples Congress) represented conservative, Muslim, largely Hausa interests. The NCNC (National Convention of Nigerian Citizens) was the Igbos party, and the AG (Action Gr oup) was a party that was controlled by the Yoruba (Comparative: Comparing Political Parties). According to Nwankwo, Nigerians political parties are made up of connections whose political persuasions are opposed and this also explains the high level of party indiscipline and collapse of the parties. Because of their artificiality, all the parties are experiencing cracks or fragmentation. The political class has always remained bereft of viable political ideology on which the nations political future could be anchored. This bankruptcy in ideology and vision has rescued party politics in Nigeria to a bread and butter game where monetization of the political process is the bedrock of loyalty and support. In conclusion, ethnicity creates disunity in Nigerians political party system. Nigerias Regions The different regions in Nigeria affect the political party system by creating political instability. Before Nigerias independence, there were three political parties. Each was divided based on the regions: the Northern Region, Eastern Region, and Western Region. After many years of British rule, several positive aspects were found in Nigeria. There was increased urbanization, improved communications, and trade. These aspects made the Nigerians feel United as a nation. As a result, Nigerian leaders agreed to keep the name Nigeria. They also agreed to create a democratic government based on British parliamentary government which shared national and local government power (Nigerian Independence). After independence, the three regional parties had trouble sharing power and unifying Nigeria. They tried to establish national institutions such as education to try to unify the country. Education stressed the importance of national identity and unity. They still had problems (Comparative: Comparing Political Parties). According to the authors of Introduction to Comparative Poltics, the Northern Region had the majority of Nigerian people in its territory. They wanted the most delegates. Sir Ahmadu Bello, the most powerful Fulani leader in the north, handpicked his assistant, Sir Abubakar Tafawa Balewa, to be the first prime minister of Nigeria (Kesselman, Krieger, and Joseph 260-265). Following independence Nigerian unity began to disappear. First, a section of the Western Region decided to secede. In 1964, the population in the Northern Regions was larger than the two other regions. Because of this, the Northern Region had many delegates in the national legislature. The north accepted this because it was in their favor. However, the Western and Eastern Regions opposed it. Corruption among the Nigerian government leaders caused problems for regional groups (Nigerian Independence). More problems came up when Prime Minister Balewa and government leaders in the Northern and Western Regions were murdered in a coup staged by several army officers. General Aguyi-lronsi, an Igbo from the Eastern Region, declared himself the head of state (Comparative: Comparing Political Parties). Ironsis government was short, but many Nigerians blamed the Igbo people for the coup that brought Ironsi to power. In July, Northern Region officers assassinated General Ironsi (Nigerian Independence). Colonel Yakubu Gowon, a northerner, became the head of state. Colonel Ojukwu, an eastern military official, was disappointed in the instability of Nigeria. He governed the Eastern Region as a separate nation, expelling all non-easterners. In response to Colonel Ojukwus decision, Gowon infuriated eastern leaders by dividing Nigeria into twelve states without consulting them (nigeria). On May 30, 1967, Ojukwu seceded from Nigeria and declared the Eastern Region the separate country of Biafra, marking the start of the Nigerian Civil War (Nigerian Independence). After three years of fighting, Biafra finally announced the end of its secession on January 12, 1970. The war had a lasting effect on Nigerian life (Nigerian Independence). First, the blockade of Biafra had kept food from entering the war zone. As a result, hundreds of thousands of Biafran civilians died, mostly from starvation and disease. Second, Nigeria remained divided into twelve states, leaving the Igbo isolated politically (nigeria). Finally, the civil war increased the power and prestige of the military. Nigeria increased the size of its military from 10,000 in 1967 before the war, to 250,000 at its height. After the civil war, Nigeria tried to reconstruct the nation, yet political instability continued. For example, Nigerian leaders restructured the political map several times. In 1976 Nigerian military leader General Murtala Ramat Mohammed divided the country into nineteen states. Mohammed also moved the capital of Nigeria from the former colonial capital of Lagos to a new location, called Abuja, in his northern region. In 1991, the political map was again divided, this time into thirty-one states (Nigerian Independence). In conclusion, the different regions created political instability for about thirty following independence that affected the different regional party leaders. Nigerias Religious Groups The different religious groups affect the political party system by allowing for destructive behavior. Religion has been a persistent conflict in Nigeria for a long time. The two dominant religions are Islam and Christianity. Islam came from northeast Nigeria somewhere between the eleventh and twelfth centuries. It spread to the Hausa territory by the fifteenth century and greatly expanded in the early nineteenth century. In the north Islam started with coexisting with the different indigenous religions. However, it gradually converted most of them into Islam. Christianity arrived in the early nineteenth century, but expanded rapidly through missionary work in southern Nigeria. The amalgamation of northern and southern Nigeria in 1914 brought together the two religions and their belief systems. These religious cultures have consistently clashed over political issues such as the secular character of the state. The application of the sharia criminal code in the northern states has been a focal point for these tensions. For many Muslims, the sharia code represents a tradition or a way of life and supreme personal law that transcends secular and state law; for many Christians, the expansion of sharia law threatens the secular nature of the Nigerian state and their position within it. The pull of religious versus national identity becomes even stronger during economic crisis. For example, during the Babangida period, there was a rise in both Islamic fundamentalist movements and evangelical Christian fundamentalism that has continued through the present. Where significant numbers of southern Christians are living in predominantly Muslim states (for example Kaduna State), many clashes have erupted, with great loss of life and the extensive destruction of churches, mosques, and small businesses (Kesselman, Krieger, and Joseph 300-301). The Ineffective Party System and Conclusion Nigerias political system consists of many parties. The different ethnicities contribute to the disunity in Nigeria. The different regions contribute to the political instability. The different religious groups contribute to destructive behavior. The Nigerian multiparty system is ineffective because, unlike most democracy which promotes peace and freedom to its people, it creates disunity, instability, and destruction among political parties. The weaknesses of this system includes: a divided country whose people work against each other; a corrupted system where regional parties fight to dominate government; and a nation who can not think together. There are no significant strengths. Although a multiparty system is good for redistribution of wealth and power; stronger communications; and solving problems together, the multiparty system present in Nigeria would best serve no one. Instead of promoting peace like most democracies, Nigeria, consumed in violent opposition between different groups of people, opt to stay in political turmoil.

Understanding OPEC: An Economic Analysis Essay -- Oil Economics Econom

Understanding OPEC: An Economic Analysis In the last few months, much has been said of Iraq’s invasion of Kuwait in 1990. Interestingly enough, one of Iraq’s motivating factors was economics. Kuwait provided Iraq with a pretext for war as it violated the economic policies of the Organization of Oil-Exporting Countries by exporting oil above its quotas. This is but one chapter in the complicated history of OPEC. OPEC is an international assembly of nations which co-ordinates and unifies the petroleum policies of eleven countries and has enjoyed the highs and weathered the lows of oil prices in the last few decades. To solve their problems, both member countries and oil-importing countries must address the complex nature of oil price elasticity in making their policy decisions. An analysis of OPEC’s policies demands a cursory review of its history and the recent and current structure of the oil market. Acting in concert, OPEC’s eleven member countries set per country quotas for oil production to limit the oil supply. It seeks to â€Å"co-ordinate and unify their petroleum policies in order to promote stability and harmony in the oil market† (OPEC 2). In other words, OPEC seeks to secure a long-term profitable stream of income for OPEC members by exploiting its market power in an oligopoly. OPEC has commanded tremendous market power in the oil industry ever since Iran, Iraq, Kuwait, Saudi Arabia and Venezuela founded it on September 14, 1960. Today, the number of member countries has risen to 11 and now includes Algeria, Indonesia, SP Libyan AJ, Nigeria, Qatar, and the United Arab Emirates. Together, these countries have pooled their tremendous resources: â€Å"OPEC Members Countries produce about 41 per cent of the world’s crude oi... .... 2000. Organization of the Petroleum Exporting Countries. 19 April 2003 . Answers to frequently asked questions about the petroleum industry. 2000. Organization of the Petroleum Exporting Countries. 19 April 2003 . Foreman, Gary. Use the â€Å"Law† to Save Thousands. Soho America. 19 April 2003 www.soho.org/Finance_Articles/Spply_and_Demand.htm. Hwang, M. J. and C. W. Yang. Unstable Price Elasticity and High World Oil Prices. October 2001. The 52nd International Atlantic Economic Conference. 19 April 2003 < www.iaes.org/conferences/past/philadelphia_52/prelim_program/d00-1/index.htm>. Taylor, Jerry. No Need to Panic over Oil Prices: Don’t Believe the Politicians’ Rhetoric. 2003. Cato Institute. 19 April 2003 .

Health & Safety Essay -- essays research papers

â€Å"The Great Atlantic and Pacific Company of Canada is committed to providing both employees and customers with a safe and healthy working and shopping environment. All reasonable efforts will be made to eliminate hazardous conditions and unsafe practices from the workplace†. We will be examining how Dominion takes precaution to protect workers, provides information, instruction and supervision to workers to protect their health and safety, and how they advise workers of potential or actual hazards in the workplace and how to deal with them. We will also look at the actions taken when there is an accident, and audits and inspections that are involved to protect and correct areas in the company. Taking precaution in circumstances for the protection of a worker is accomplished through many different ways. For example, Dominion provides the butchers with metal gloves and aprons to protect them from a knife slipping and cutting them. The also provide the Photo lab with protective goggles, a splatter apron and plastic gloves to protect them from having hazardous chemicals spilling on them that may cause serious damage to their skin or eyes. To protect their workers and customers we wet floor signs are provided to warn people to walk with caution. The employees are provided with clip-on ties, which is a cautionary measure that is taken so that we are not strangled if our ties get caught. Every department has an eye wash station and a first aid kit that are provided so that an injury may be given attention to right a way to prevent any further damage. Taking precaution helps to minimize accidents and protects the employer because the equipment is provided and therefore should be use, and if the equipment is not used and training was provided then that employee is at fault. The employees are provided with information, instruction and supervision to protect their health and safety. Some examples are the signs that are posted up in our lunch room and in our departments to keep us informed and reminded about the proper ways of lifting heavy items, proper standing posture, and exercises that can be done to reduce injury. We are also provided with WHIMS, food handling and cooking training to protect our employees and customers. WHIMS’ training is for our photo lab employees that are dealing with the chemicals from the machine. The fool handling and cooking trainin... ...tee does not recognise some of the actions that are taken by employees that may be dangerous. For instance, our grocery department will stand on our product trucks so that they can reach the top shelf. They will also wheel themselves down the isle so that they do not have to get up and down from a stool. This I find is very unsafe and our store manger does not say anything to these employees nor does our health and safety committee. This sort of action should not be allowed and there should be consequences if you are caught using the trucks in that matter. The manger does not take health and safety seriously until head office comes into the store and this really effects how others look at the matter. If the manger will not participate in making sure that the employees are following correct procedure then how is the health and safety committee suppose to enforce things. We are a very clean store and this is due to the audit and inspections. If it were not for these audits I could see our store falling into a bad situation. It is reassuring that there is a responsibility put on the manger to comply with regulation and procedures so that we do work in a safe and healthy environment. Health & Safety Essay -- essays research papers â€Å"The Great Atlantic and Pacific Company of Canada is committed to providing both employees and customers with a safe and healthy working and shopping environment. All reasonable efforts will be made to eliminate hazardous conditions and unsafe practices from the workplace†. We will be examining how Dominion takes precaution to protect workers, provides information, instruction and supervision to workers to protect their health and safety, and how they advise workers of potential or actual hazards in the workplace and how to deal with them. We will also look at the actions taken when there is an accident, and audits and inspections that are involved to protect and correct areas in the company. Taking precaution in circumstances for the protection of a worker is accomplished through many different ways. For example, Dominion provides the butchers with metal gloves and aprons to protect them from a knife slipping and cutting them. The also provide the Photo lab with protective goggles, a splatter apron and plastic gloves to protect them from having hazardous chemicals spilling on them that may cause serious damage to their skin or eyes. To protect their workers and customers we wet floor signs are provided to warn people to walk with caution. The employees are provided with clip-on ties, which is a cautionary measure that is taken so that we are not strangled if our ties get caught. Every department has an eye wash station and a first aid kit that are provided so that an injury may be given attention to right a way to prevent any further damage. Taking precaution helps to minimize accidents and protects the employer because the equipment is provided and therefore should be use, and if the equipment is not used and training was provided then that employee is at fault. The employees are provided with information, instruction and supervision to protect their health and safety. Some examples are the signs that are posted up in our lunch room and in our departments to keep us informed and reminded about the proper ways of lifting heavy items, proper standing posture, and exercises that can be done to reduce injury. We are also provided with WHIMS, food handling and cooking training to protect our employees and customers. WHIMS’ training is for our photo lab employees that are dealing with the chemicals from the machine. The fool handling and cooking trainin... ...tee does not recognise some of the actions that are taken by employees that may be dangerous. For instance, our grocery department will stand on our product trucks so that they can reach the top shelf. They will also wheel themselves down the isle so that they do not have to get up and down from a stool. This I find is very unsafe and our store manger does not say anything to these employees nor does our health and safety committee. This sort of action should not be allowed and there should be consequences if you are caught using the trucks in that matter. The manger does not take health and safety seriously until head office comes into the store and this really effects how others look at the matter. If the manger will not participate in making sure that the employees are following correct procedure then how is the health and safety committee suppose to enforce things. We are a very clean store and this is due to the audit and inspections. If it were not for these audits I could see our store falling into a bad situation. It is reassuring that there is a responsibility put on the manger to comply with regulation and procedures so that we do work in a safe and healthy environment.