Chains and Sustainable Development Essay

Those of us who preach the gospel of agriculture with evangelical zeal find the text compelling and convincing. We are regularly possessed by the spirit only to look around and see out colleagues, in other sectors, in country management, or even our senior management doubting, yawning or subtly edging towards the door. We face the implicit query, â€Å"If agriculture can do such great things, why have they not yet happened? †1 The past decade has been one of agro-pessimism. The promises that agricultural development seem to hold did not materialise. This pessimism seemed to coincide with pessimism about Sub-Saharan Africa. Especially for Sub-Saharan Africa the hope was that economic development would be brought about by agricultural development. After the success of the green revolution in Asia, the hope was that a similar agricultural miracle would transform African economies. But this hope never materialised, agricultural productivity did not increase much in SSA (figure 1), and worse, the negative effects of the green revolution in Asia became more apparent, such as pesticide overuse and subsequent pollution. Also in Asia the yield increases tapered off. The sceptics put forward several arguments why agriculture is no longer an engine of growth2. For instance, the liberalisation of the 1990s and greater openness to trade has lead to a reduction in the economic potential of the rural sector: cheap imported Chinese plastic buckets out compete the locally produced pottery. On the other hand, it does mean cheaper (imported) supplies. With rapid global technical change and increasingly integrated markets, prices fall faster than yields rise. So, rural incomes fall despite increased productivity if they are net producers3. The integration of rural with urban areas means that healthy young people move out of agriculture, head to town, leaving behind the old, the sick and the dependent. It is often also the men who move to urban areas, leaving women in charge of the farm. This has resulted in the increased sophistication of agricultural markets (and value chains) which excludes traditional smallholders, who are poorly equipped to meet the demanding product specifications and timeliness of delivery required by expanding supermarkets. The natural resource base on which agriculture depends is poor and deteriorating. Productivity growth is therefore increasingly more difficult to achieve. Finally, multiplier effects occur when a change in spending causes a disproportionate change in aggregate demand. Thus an increase in spending produces an increase in national income and consumption greater than the initial amount spent. But as GDP rises and the share of agriculture typically decreases, the question is how important these multiplier effects are, especially when significant levels of poverty remain in rural areas, which is the case in middleincome countries. The disappointment with agriculture led many donor organisations to turn away from agriculture, looking instead to areas that would increase the well-being of poor people, such as health and education. Those organisations that still focused on agriculture, such as the CGIAR, were put under pressure to focus more on reducing poverty, besides increasing agricultural productivity. However, since the beginning of the new century, there seems to be a renewed interest in agriculture. A review of major policy documents5, including the well-publicised Sachs report and the Kofi Annan report, show that agriculture is back on the agenda again. The most influential report, however, has been the World Development Report 2008 of the World Bank6. This report argues that growth in the agricultural sector 1 contributes proportionally more to poverty reduction than growth in any other economic sector and that therefore alone, the focus should be on the agricultural sector when achieving to reach MDG 1. A reassessment of the role of agriculture in development seems to be required. This policy paper addresses several timely though complex questions: †¢ First, how can or does agriculture contribute to economic development, and in particular how does it relate to poverty? †¢ Second, the agricultural sector has changed considerably in the past decades: what are the main drivers of this change? †¢ Third, what is the relationship between economic or agricultural growth and pro-poor development? †¢ Fourth, how does agriculture relate to other sectors in the economy? †¢ Fifth, who is included and who is excluded in agricultural development, specifically focusing on small farms? †¢ And finally, if agricultural development is indeed important to economic development, then why, despite all the efforts and investments, has this not led to more successes? 2. Agriculture and economic growth This section presents a number of factual observations describing how the agricultural sector changed in terms of productivity, contribution to economic growth, and indicating the relevance of the agricultural sector for poverty alleviation in different regions. Background: some facts In the discussion of the role of agriculture in economic development, a leading question is how agriculture contributes to economic growth, and especially to pro-poor growth. There seems to be a paradox in the role of agriculture in economic development. The share of agriculture contributing to GDP is declining over the years (see figure 1). At the same time, the productivity of for instance cereal yields has been increasing (see figure 2). It seems that as agriculture becomes more successful, its importance declines in the overall economy. Of course, other sectors in the economy can be even more successful, such as the Asian Tigers.

Broadening Your Perspective Essay

In this paper the Broadening Your Perspective Exercise 18.1 is completed. The exercise is about Martinez Company that has decided to introduce a new product to its product line (John Wiley & Sons, Inc. 2011). Two methods are evaluated to determine what is the best method to use either capital-intensive or labor-intensive method. Exercise 18-1 A In this part of the exercise the break-even point in annual unit sales of the new product is calculated for the capital intensive manufacturing method and labor-intensive manufacturing method (John Wiley & Sons, Inc. 2011). To calculate the break-even point the total fixed cost has to be computed first. For the capital-intensive method the total fixed cost is fixed Manufacturing cost-2508000 plus incremental selling expenses of 502000 equaling 3010000. The next step is to find the contribution margin per unit. For the capital-intensive method the contribution margin per unit is calculated by the selling price of 30.00 minus the variable cost of direct materials-5, direct labor-6, variable overhead-3, annual expense-2, thus equaling $14.00. Then the break-even point in unit sales for the capital-intensive method is calculated by the total fixed cost-3010000 divided by the contribution margin per unit of 14, thus equally the break-even point in unit sales for the capital-intensive meth od is 215000 units. Next we calculate the labor-intensive method. To calculate the break-even point the total fixed cost has to be computed first. For the labor-intensive method the total fixed cost is fixed manufacturing cost-1538000 plus incremental selling expenses of 502000 equaling 2040000. The next step is to find the contribution margin per unit. For the labor-intensive method the contribution margin per unit is calculated by the  selling price of 30.00 minus the variable cost of direct materials-5.50, direct labor-8.00, variable overhead-4.50, annual expense-2, thus equaling $10.00. Then the break-even point in unit sales for the labor-intensive method is the total fixed cost-2040000 divided by the contribution margin per unit of 10, thus equally the break-even point in unit sales for the labor-intensive method is 204000 units. Exercise 18-1 B In the next part of the exercise it states to determine the annual unit sales volume at which Martinez Company would be indifferent between the two manufacturing methods (John Wiley & Sons, Inc. 2011). To determine the indifference point of the annual unit sales of the capital-intensive and labor-intensive method the total fixed cost and contribution is used. This is calculated by capital-intensive total fixed cost of 3010000 minus labor-intensive total fixed cost of 2040000 divided by the difference of the contribution margins of capital-intensive-14 and labor intensive-10. Thus totaling 242500 units as the indifference point of the two manufacturing methods. Exercise 18-1 C The last question to complete the exercise states, Explain the circumstance under which Martinez should employ each of the two manufacturing methods (John Wiley & Sons, Inc. 2011). Depending on the goal or forecast of how much sales are to be reached determines the manufacturing method that should be used. If the business expects to reach sales beyond the indifference point of 242500 units then the capital-intensive method would be the best manufacturing method to be used. If sales are forecasted to be below 242500 then the labor intensive method should be used. Thus the ationale to choose the manufacturing method depending on sales of units assures that the higher profit margin is obtained. References John Wiley & Sons, Inc. (2011). Accounting, 4E, Exercise 18-1. Retrieved from: www.ecampus.phoenix.edu/wileyassignment

Effects of Social Networking Sites Essay

As the world moves into the second decade of the 21 st century, one of the major markers of this era is the rise and use of online communities. In particular, a paradigm called Web 2.0 describes recent technologies that focus on networking mass numbers of individuals into distinct communities over the Internet (O’Reilly, 2007). Social networking sites (SNS) are online communities designed to connect individuals to wider networks of relationships, and are one major example of Web 2.0 applications. Sites such as Facebook have exploded in membership. In a short period of 2007 – 2010, Facebook estimates that its membership has grown from 50 million to over 400 million users (Facebook, n.d.). Online social networks are now an integrated part of daily life and compel questions of how these media platforms affect human development, relationships, and interaction. Teenagers are among the most avid users of technology in general and social network sites in particular (Lenhart, Madden, Macgill, & Smith, 2007b). Recent reports find that youth spend nearly 10 hours per day using some form of technology, with socially networked media playing a large role in their daily lives (Rideout, Foehr, & Roberts, 2010). New technologies are deeply intertwined with adult perceptions about teenage life. Mimi Ito and colleagues observe that, â€Å"Although today’s questions about ‘kids these days’ have a familiar ring to them, the contemporary version is somewhat unusual in how strongly it equates generational identity with technology identity† The clear finding is that today’s youth are increasingly connected to the world through socially networked media. While teenagers are engaged with technology, they are ever more disengaged from another major component of their lives – school. Read more:  The Effects of Social Media on College Students National analyses find that nearly 30% of high school students do not obtain their diploma on time (Cataldi, Laird, KewalRamani, 2009). High school completion rates are difficult to measure, but various independent studies also suggest that nearly one-third of students ultimately drop out of school (Barton, 2005). When one compares these competing aspects of teenage life – technology versus education – a simple strategy clearly emerges. Perhaps if educators begin to integrate social technologies into learning, they will increase student engagement and achievement in school. Heeding the call of scholars (i.e. Jenkins, 2006; Ito et al. n.d.) recent policy and research efforts are now racing to develop new social media platforms and technologies for learning. For example, the  Federal Department of Education and organizations such as the MacArthur Foundation have invested millions of dollars to build social media platforms, video games, and other digital tools for learni ng (Whitehouse, n.d.). Despite the optimism that social media tools might improve student engagement and learning, the stark reality is that these new technologies often conflict with the practices of K-12 schools. Surveys find that the vast majority of school district leaders believe social technology can improve student learning. However, these same district administrators typically block student access to online resources like social network sites (Lemke & Coughlin, 2009). The decision to ban students from accessing social network sites underscores a major conundrum for educators. Online social networks widen a students’ access to resources and social support and may have beneficial effects on their development. Conversely, as student access to the world widens they are inevitably exposed to potentially negative material and interactions. The simplest strategy to limit liability and safeguard school districts is to ban access to these new digital tools. However, such policies neglect the potentially large benefits of using social media in the classroom. To alleviate this dilemma, educators and policymakers need a deeper understanding of social media and youth. Several questions are critical in the area of youth learning with social technologies, including: †¢ Which youth are using particular social technologies? †¢ How do they use these technologies to communicate, develop relationships, socialize, and learn? †¢ What are the effects of these technologies on youth development? †¢ What are the effects of these technologies when applied in educational contexts such as the classroom? In this dissertation, I explore these questions by examining a particular technology: the social network site. Communities such as Facebook and MySpace mediate teenage life, affecting how youth communicate and learn from one another. In addition, social networks are intertwined into just about every major online community today (Livingstone, 2008). These factors make SNS a particularly salient focus for evaluation. Throughout the following chapters I examine different questions surrounding the phenomena of social network sites and teenage youth. In Chapter 2, I review the extant research literature that examines SNS. I consider several controversies around SNS and youth: (a) What kinds of youth are using social networking sites? (b)  Does student participation in these online communities affect their privacy and social relationships? (c) Do student activities in SNS influence their personal development in terms of self-esteem and psychological well-being? (d) Does SNS use affect student grades and learning? The review highlights how research in this field is only just emerging. The few stud ies that examine social network sites are mainly exploratory. However, media researchers have a rich history of scholarship from which to draw new insights. I integrate previous thought on Digital Divides, Psychological Well-being, Social Capital Theory, and Cognitive and Social Learning theories to guide SNS researchers in future studies. In Chapter 3, I present an empirical analysis using a national dataset of teenagers from the Pew Internet & American Life Project (Lenhart et al., 2007b; Pew Internet & American Life Project, n.d.). In this study, I ask whether demographic variables such as education, socioeconomic status, and access to the Internet are significantly related to whether teenagers participate in social network sites. This line of analysis is typical of digital divide studies that examine whether particular populations have less access to new technologies. If new technologies do have positive benefits for individuals, but under- represented populations do not have access to such tools, there are tremendous issues of equity and access yet to be addressed (Jenkins, 2006). Most studies of digital divide and SNS examine adult and college-age populations. I present an analysis of teenage populations to examine their usage patterns. The results of this paper highlight how the association between demographic indicators and social media use are weaker in 2007 than seen in earlier studies. Teenage youth of all backgrounds increasingly find ways to connect with others using social network sites. In Chapter 4, I consider a question of particular importance to teachers and education leaders. Through a large-scale experiment, I examine whether using social network sites in urban classrooms has any causal effect on students’ social capital, engagement with school, or academic achievement. I build an experimental social network site that approximates the functionality seen in sites such as Facebook and MySpace. The key difference in this experimental condition is that the site is private to two urban, school districts and explicitly for use to exchange educational information. Working with 50 classrooms and nearly 1,400 students, I utilize a cluster-randomized trial,  where class periods are randomly assigned to use the experimental site. Employing this randomized trial design, I find that an academic social network site does not necessarily improve student engagement with their peers, their classes, or increase student achievement. However, I find exploratory evidence that existing social network sites such as Facebook and MySpace improve students’ feelings of connection with their school community. The study offers evidence for one compelling idea: Perhaps schools should attempt to leverage students existing social networks, rather than block access to them or impose their own. In Chapter 5, I outline what is needed in future research about social network sites, and new technologies in general, to better inform the policies and practices of schools, educators, parents, and those interested in youth development. In particular, previous scholarly thought has focused on either a technologically deterministic or social agency perspective. Technological determinism suggests that a media tool itself affects social outcomes such as learning, but a long history of research underscores the fallacy of this philosophy. Scholars who focus instead on social agency, explore how individuals use new technologies in cultural and social contexts. However, this stream of research neglects rigorous evaluation of how new media affect youth. Both perspectives in isolation offer incomplete analyses o f how new media, such as SNS, impact youth. I argue that future researchers must develop and test finer hypotheses that simultaneously consider the technological affordances of social network sites, the social and cultural institutions within which SNS are used, and the actual interactions between individuals that occur in these online communities. The chapters in this dissertation examine the phenomena of social network sites and youth through different but complementary lenses: theoretical, descriptive, and experimental. The summative contribution of these analyses is a deeper picture of how teenage youth use SNS and its effects on their academic and social development. The studies show that youth of all backgrounds are increasingly connected via online social networks. The empirical analyses also show that social network sites are no silver bullet for improving learning in high school classrooms. The technology itself does not improve learning, but social media might help students become more connected and engaged with their school communities. The implications for educators and  schools are numerous. Problems such as student disengagement with education are profoundly significant issues, and additional research is needed to better understand how online networks influence youth development and learning. The current tools of teenage communication go by a peculiar set of names. Wall Posts, Status Updates, Activity Feeds, Thumbs Ups, Facebook Quizzes, and Profiles are some of the ways that youth today communicate with one another. These tools are features of social network sites (SNS), such as Facebook and Myspace. SNS are part of a suite of recent web applications, also called social media, which utilize Web 2.0 principles. The term Web 2.0 defines websites that are designed to: (a) rely on the participation of mass groups of users rather than centrally controlled content providers, (b) aggregate and remix content from multiple sources, and (c) more intensely network users and content together (O’Reilly, 2007). People use these web applications to interact in hyper-aware ways and the scale of this mass communication phenomena is significant. As of May 2009, Facebook ranked as the 4 th most trafficked website in the world and Myspace ranked 11 th highest (Alexa, n.d.). That high school youth are connected to these global online communities is both a frightening prospect for parents and educators and an intriguing area for social science research. Educators and parents in the United States face difficult quandaries concerning students and SNS. No one denies that youth use these technologies to communicate with the world, and they do so with high frequency and intensity (Lenhart et al., 2007b). Many scholars suggest that students learn in new ways using social media and that educators should embrace these new platforms (Ito et al., n.d.; Jenkins, 2006). In a recent national survey, the vast majority of school district leaders report that they view social media as a positive development for education (Lemke & Coughlin, 2009). Nevertheless, 70% of districts also report that they banned all access to SNS in their schools. Despite the clear understanding that social media can be vital to student learning and digital literacy, educators currently struggle with how to comply with regulations like the Children’s Internet Protection Act (CIPA), as well as overcome general fears about student interactions in social network sites. To inform both the policy concerns of district leaders and  the local practices of teachers and parents, research is needed to understand how youth use SNS and what effects it has on their social and academic development. In this chapter, I consider several key controversies around youth usage of SNS, and review relevant research that begins to inform these debates. I first define the media effects framework and outline how this research tradition attempts to understand the effects of new technologies on social outcomes. Second, I define social network sites and describe studies that capture how youth use these technologies to develop relationships, hang out with friends, and learn new skills. Third, the chapter reviews relevant research that informs several controversies concerning SNS and adolescents. I also connect these contemporary debates with previous scholarly thought about students’ out-of-school time (OST) and traditional concerns about the effect of technology on learning. The specific controversies reviewed are: †¢ What kinds of youth are using social networking sites? †¢ Does student participation in these online communities affect their privacy and social relationships? †¢ Do student activities in SNS influence their personal development in terms of self-esteem and psychological well-being? †¢ Does SNS use affect student grades and learning? Finally, I outline the overall condition of research on SNS and youth. The current state of the literature is suggestive of the effects on adolescent social and academic development, and primarily consists of ethnographic and cross-sectional data. I outline the future questions that will be critical for the field and suggest relevant methodological directions to move this emergent research stream forward. What Can We Learn from a Media Effects Framework? Many of the controversial questions concerning social network sites ask what kinds of effects these technologies have on youth development. Given this focus, I work primarily from a media effects tradition of research. Media effects scholars examine the outcomes that arise when people use new technologies. Talking about effects engenders important theoretical discussions that must be laid clear when examining studies. Most significantly, the term implies a focus on causality. Studies in this framework imply that a media form, or the features of the technology, causally influences some outcome (Eveland, 2003). The structure of questions from this perspective is usually in the form of: Does media affect learning? Does television influence student achievement? Or do social  net work sites affect the psychological well-being of adolescents? Media effects scholars in a variety of fields have quickly come to realize that the answers to these questions are more complex. Very rarely, if ever, is there a direct causal relationship between a technology and a social outcome such as learning (Clark, 1983; Clark, 1991; Schmidt & Vandewater, 2008). Early media questions often used a technological framework or object-centered approach (Fulk & DeSanctis, 1999; Nass & Mason, 1990). Such a perspective assumes and tests whether a technology itself causally affects a social outcome. For example, in Education a major question of technology research is whether media affects learning. Education researchers now firmly conclude that media does not affect student learning (Clark, Yates, Early, & Moulton, In Press). Numerous studies show that the media tool neither improves nor negatively impacts learning when compared to the same teaching strategy in the classroom (Bernard, Abrami, Lou, Borokhovski, Wade, Wozney et al., 2004; Clark, 1983; Clark, 1991). What matters is not the computer, but the learning behaviors that occur within the software or educational program. T he findings of non-significant media effects on student learning do not mean that technology has no influence. For example, Richard Mayer (2001) shows through a series of experiments that the design of a multimedia presentation affects student learning of a topic. Putting words and pictures closer together on the screen, when they are relevant to each other, helps students retain more knowledge than when the elements are placed further apart on the screen. These results do not validate a technological orientation, where one expects that the computers themselves improve learning. Rather, the pedagogical strategy of placing relevant words and images together in a presentation affects cognition. Media researchers understand that the features of a technology afford certain possibilities for activity. A multimedia video on the computer allows one to design words and images on the screen, while a computer simulation might guide a learner using models of real-world cases. A media tool allows for different possible learning behaviors (Kozma, 1991). This subtle difference in theoretical orientation is what scholars call an emergent perspective (Fulk & DeSanctis, 1999) or a variable-based approach (Nass & Mason, 1990). Scholars using an emergent or variable-based approach view technology as a structuring factor. Features of  a technology, not the technology itself, enable and constrain how one uses that tool. Conversely, social forces such as cultural norms and behavioral practices influence how one ultimately uses a technology. William Eveland (2003) offers five characteristics of media effects research that help define how studies take into account both technological and social variables. Media effects studies have: (1) A focus on an audience, (2) Some expectation of influence, (3) A belief that the influence is due to the form or content of the media or technology, (4) An understanding of the variables that may explain the causality, and (5) The creation of empirically testable hypotheses. A focus on audience compels researchers to understand the characteristics of the youth who use SNS. Knowing who uses, or does not use, social network sites is an important sociological question for scholars of digital divide. In addition, Hornik (1981) notes the possible differential effects for disparate populations, â€Å"If communication researchers have learned anything during the previous three decades, it is that communication effects vary with members of the audience† (p. 197). Current media studies also focus on the form or content of a technology, and move away from making black-box comparisons between technologies. Questions that ask whether Facebook is related to lower grades, or if MySpace is unsafe for children, are broad and uninformative directions for future media effects studies. Instead, the pivotal questions explore how the features of SNS enable or constrain behavior. Future media studies about SNS and youth should not frame questions using a technologicall y deterministic perspective where one expects the technology to cause an outcome. Instead, media scholars identify how youth interaction, communication, and information sharing are the critical variables in understanding SNS effects on social and academic outcomes. This understanding of media effects research helps define finer-grained hypotheses of why a tool like SNS might affect student development, under what uses, for whom, and when. What are Social Network Sites and How Do Youth Use Them? When a teenager joins a site like Facebook they first create a personal profile. These profiles display information such as your name, relationship status, occupation, photos, videos, religion, ethnicity, and personal interests. What differentiates SNS from previous media like a personal homepage is the display of one’s friends (boyd & Ellison, 2007). In addition to exhibiting your network of  friends, other users can then click on their profiles and traverse ever widening social networks. These three features – profiles, friends, traversing friend lists – represent the core, defining characteristics of social networking sites. One will notice that SNS also include other media tools such as video and photo uploading and many websites now employ social networking features. For example, YouTube is primarily a video sharing service, but users can add others as their friends or subscribe to a member’s collection of videos. Using boyd & Ellison’s (2007) definition, YouTube can be included as a type of social network site. As resear chers examine the effects of SNS on social behaviors, they will undoubtedly come across these blurring of technologies. Sonia Livingstone (2008) notes that SNS invite â€Å"convergence among the hitherto separate activities of email, messaging, website creation, diaries, photo albums and music or video uploading and downloading† (p. 394). This convergence of technologies may complicate what one means by the term social network site. Amidst the sea of what websites can be termed SNS, the technical definition of social network sites still provides a shared conceptual foundation. Comparing across common features – i.e. profiles and friend networks – researchers can begin to understand how various communities co-opt these characteristics to create entirely new cultural and social uses of the technology. Patricia Lange’s (2007) ethnographic study of YouTube shows that users deal with issues concerning public and private sharing of video. Some YouTube users post videos intended for wide audiences, but share very little about their own identities. Their motivations might be to achieve Internet fame and gather viewers. Other members upload videos intended for a small network of friends and may restrict the privacy settings to only allow access to those individuals. The concepts of friend and social networ k for these users are entirely distinct. Dodgeball, an early and now defunct mobile-SNS, is another social network site that has been studied. In Dodgeball, a user broadcasts their location via cell-phone to their network of friends:

The Opium Wars Research Paper Example | Topics and Well Written Essays - 3000 words

The Opium Wars - Research Paper Example However, when it did develop, it proliferated rapidly. By 1729 Chinese imperial authorities were very worried at the increasing cases of opium abuse and the harmful consequences for the users, that they forbid opium lairs and banned the sale of opium. Selling opium-laced cigarettes became a crime and it carried a punishment of deportation or death. Yet, the risk of such severe punishment did not dissuade the British opium merchants. In the latter part of the 18th century, the British began to seize China’s opium trade from Holland and Portugal. This was facilitated by the fact that almost all of the opium traded in China was produced in India, which was a colony of Britain at the time. During this time, the Indian metropolis of Patna was the center of both Dutch and English opium factories. There were rumors that the huge opium factories in Patna generated massive quantities of opium that can supply the whole of India. The opium cultivated in other regions of India raised huge revenues for the British East India Company. Although the Chinese government was implementing more rigid regulations to stop opium misuse and trade, the British were exerting their best effort to boost the sale of opium in China. With this objective in mind, the British East India Company launched three wars against China to acquire the privilege to trade opium in China. The first drug war in human history is the First Opium War. The only reason for the opium war was to gain access to the Chinese market in order for the East India Company to carry on with their selling of addictive, destructive drugs in China.5 The opium trade was very profitable for Britain, but it ruined the lives of a large number of Chinese people. The sale of opium increased steadily in China. Yet, when the British gained control they further boost opium sales. There was firm certainty about the solidity and strength of the opium trade in China. The British governor-general of India even declared in 1830, â€Å"We are taking measures for extending the cul tivation of the poppy, with a view to a large increase in the supply of opium†.6 In 1839, the First Opium War broke out when Chinese imperial authorities blocked foreign trading vessels and instructed the British to hand over their illicit load of opium. The imperial authorities then instructed the burning of the sequestered boxes of opium. When the officer of the British armada was informed of the instruction to destroy British goods, he commanded India’s governor-general to dispatch all the available ships to China to protect British wealth. The fleet was directed to Hong Kong, where they defended the opium-loaded British trading ships.7 The Chinese emperor deployed Chinese junks to hold off the British armada, but they were not able to fight off the strong British warships. These wars brought about countless casualties; the British extinguished, plundered, and pillaged communities along the Chinese coast.8 The remaining vestiges of humanity had been wiped out to enab le the continuous unlimited stream of massive profits from the opium trade. The British journal—the India Gazette— reported about the destruction of Chusan during the First Opium War. The journal stated that all houses were robbed and sacked, and that the pillaging continued until there were no more to loot or extinguish. The First Opium War culminated on the 29th of August 1842, and the Treaty of Nanking

Ethical Communication in a Workplace Essay Example | Topics and Well Written Essays - 1000 words

Ethical Communication in a Workplace - Essay Example For this reason, it is important to discuss how the Spiritual Exercises and reflection can be helpful to lead in an ethical workplace, including the possibility of organizational change. The article of Moberg and Calkins on â€Å"Reflection in business ethics: Insights from St. Ignatius’ Spiritual Exercises† provides us the essential contribution to discern the truth and express a good life in business or in a workplace. It is therefore important to know more about what reflection is capable of providing the workplace. Reflection is vital to the achievement of success in the organization and this is one important implication that Moberg and Calkins want to inculcate to their audience. St. Ignatius is so acquainted with the idea that Spiritual Exercises require in depth reflection of things around us, prior to doing the necessary moves that are heading to the moral truth. This idea, no matter how someone might view it outmoded, is still applicable in present time, partic ularly in the business world and the workplace. After all, enough evidence and argument suggest that the structure of reflection is a significant tool in business ethics (Moberg and Calkins 258). ... In the workplace, for instance, people’s emotion may affect how everyone deals with each other on a day-to-day basis. This at some point is most probably the common reason of conflict and poor decision-making along the way, leading further to poor business structure or failure of implementation of the ethical standards in the workplace. However, as stated in the article, anger, depression, and feelings about unfamiliar objects are potentially transformed through reflection (Moberg and Calkins 259). Furthermore, Moberg and Calkins point out that reflection is capable of playing its role in the identification of effective means of accomplishing desired objectives. This therefore means that reflection can actually help in the decision-making process, allowing the entire organization to follow on an ethical standard that is free from the influence of conflicting views, ideas or other related matters. If the organization has clear goal to follow, there is enough opportunity that th e entire team will have the chance to understand what direction to take. In this case, it is evident based on the arguments of Moberg and Calkins that employing Spiritual Exercises and reflection will pave a way for doing what is essentially appropriate or right. At some point, it is clear that when one has to employ this, the achievement of vision will become possible, which is to be the guiding principle or path to take in order to achieve something remarkable or of significant value in the entire organization and specifically in the workplace. Therefore, by employing St. Ignatius’ Spiritual Exercises and reflection, it is possible to go for entire organizational change. A deeper reflection of things and implementation of Spiritual Exercises are things that work from within, but their

Language in Copley's Gibraltar Essay Example | Topics and Well Written Essays - 1250 words

Language in Copley's Gibraltar - Essay Example Dadaism â€Å"unbound† language and played with its potential. I also want to â€Å"unbind† â€Å"language† as a concept by relating it to one of John Singleton Copley's paintings, The Siege and Relief of Gibraltar. I selected the word â€Å"language,† because it has a large role in several defining experiences of my college life. In this essay, I describe painting as a â€Å"language† in itself that can be directly experienced, struggled with, and enjoyed, which is like learning a second â€Å"language.† A painting has a â€Å"language† that can be directly experienced, when the audience try to interpret its implied stories and meanings. The Siege and Relief of Gibraltar tells the story of the battle between two old superpowers, Spain and Great Britain, a battle that can be related to the struggles of learning a second language. The painting asks the audience to see the Battle at Gibraltar in splendid action and drama with definitive winners and losers. It is neatly divided into two planes of the two groups. The British are depicted as an orderly and coordinated team. General Sir George Eliott leads his men through giving orders on how to float the Spanish flotillas or floating batteries. The Spaniards witness their flotillas sinking along with their crew. They are portrayed, not only as the losers, but also as barely human beings, because of the lack of details in how they were painted. I look at this painting and it teases my imagination, as I think about Eliott's ingenuity in planning always three steps ahead. I can feel the experience of the action in the battlefield. I designate myself as an impassioned observer, but amazed at the military tactics and technologies used during these times. General Sir George Eliott has planned everything so well that his men hardly had to do anything, while the Spaniards, in sharp contrast, resemble cats who are at their ninth life. They will try everything to survive. The S iege and Relief of Gibraltar has embedded meanings and implications that â€Å"language† can dismantle. This visual reading is similar to learning a second â€Å"language,† where I also have to make sense of the arbitrary symbols the English â€Å"language.† I find it perplexing to no longer see my native â€Å"language† as arbitrary, because I have grown with it. It is part of my breathing already. Yet this other â€Å"language† loses its natural character and becomes emerged into arbitrariness, transforming it into an alien code that I have to learn and decipher. I understand now why Dadaism undermined the linguistic sign. A foreign â€Å"language† can take a psychophysiological eidetic experience, one that can be broken apart and played with (Rumold 77). In addition, Copley's painting fits what Keats describes as the ability of a work of art to become a â€Å"made† entity that catch the audience by â€Å"teasing [them] out of thou ght† (cited in Behrendt 37). Truly, reading a painting can bring the audience to an â€Å"imaginative alternative reality† (Behrendt 38). Furthermore, the painting, as an experience, pushes the audience to attack the works through reflecting on the process that it is perceived and assessed (Behrendt 38). Learning a second â€Å"language† also invited me to be critical of this perception process. How do I see English as a â€Å"

Supply chain management Operations management Lean production Essay

Supply chain management Operations management Lean production - Essay Example Thousands of the Model-S were preordered which was more than the company expected. It was also an indication that the market was ready for electric cars (Carlson, 2012). Tesla also makes electric powertrain parts which it then sells to other automakers such as Toyota and Daimler. The company is headed by Elon Musk who envisions it as an independent an independent automaker in the future with the aim of mass-producing fully electric cars of all types at affordable prices for average customers. The company is named after Nikola Tesla, who was an electrical engineer and physicist. In fact, the AC motor fitted in the Tesla Roadster is based on an original design by Tesla in 1882. The Roadster was the first electric vehicle powered by lithium-Ion batteries to have a mileage of greater than 200 miles per charge. And made news for achieving a lot of what other vehicles such as the Toyota Prius could achieve. This gave the company a favorable platform to begin from; one where the attention h as been captured in the market (Carlson, 2012). Definition and Application of Operations Management The operations management at Tesla are streamlined for success, which is particularly attributable to the CEO’s experience in nurturing success. ... There are however a knowledgeable board of directors made up of open thinkers such as Antonio J. Gracias and Steve Jurvetson (Carlson, 2012). In the course of production, different managers lead different departments that undertake individual operations. For instance, the batteries are one of the most important parts of the vehicles made by Tesla and are hence overseen by a manager with expertise in the production of batteries. The board of director made up of the key figures in the organization oversees the general operations of the company while specialized managers take hold of exclusive operations such as painting, body work, interior and so forth. This ensures that operations are well overseen, and hence adhere to the preset goals (Chase, Jacobs, Aquilano, 2007). One aspect to the company that captured the interest of the market is the way its â€Å"much publicized† organization operates. With the release of an electric sports car that actually fit that title, the pubic w as interested to know how it all takes place behind the headlines. The plant where the vehicles are put together is located at Fremont, California. The way operations in the plant are designed has a profound impact on whether its objectives are accomplished, and this is one of the fortes Tesla holds. As illustrated above, different departments operate and are overseen by individual experts. The plant is laid out in a way that the inputs come in from one side and leave as finished vehicles in the other. The basis of this design is most likely to harbor what each and every organization desires; efficiency. The skeletons of the soon to be vehicles follow a sequence that is well

Terrorism Essay Example | Topics and Well Written Essays - 500 words - 8

Terrorism - Essay Example The first component is use of violence or involvement of threat. Albeit the modern world has recorded the emergence of cyberterrorism where information and communication systems would be employed, physical violence remains a definitive feature of terrorism. Secondly, the violence should be quest for social or political objective. Finally, terrorism would not be aimed at any particular individual since the aim would be to cause psychological harm beyond the immediate objects or victims of the attack. This randomness aims at creating fear. Thus, a useful definition would outline terrorism as random use of violence or threats by an organized group in pursuance of political or social objectives. Examples of groupings that have met these features and thus considered as terrorists include Al-Qaeda, the Irish Republican Army, IRA and Aum Shinrikyo. There are various reasons that would cause a group to launch a terrorist attack. Political motivations have been reported over years. The traditional Irish Republican Army gives an appropriate example of a terrorist group with modest political objectives which fought what it considered as outside domination. Theirs involved small scale bomb attacks resulting into dozens of casualties to attract the attention of the world but not to a large extent alienate members of their community. Internationally, the dominance of few nations having massive political, economic and military power encourages acts of terrorism. Giving an example of Al-Qaeda, Shimko (299) argues on social and political goals motivated by specific forms of religious fundamentalism as probable causes of terrorism. The surges in terrorists that are religiously motivated have been on the increase since 1991. By 1995, they comprised more than half the recognized active international terrorist groups. The magnitude of the September 11 US terrorist attacks makes it unique. Considering it as war would limit action against perpetrators to military action thus the

Case Study in Strategic Management Essay Example | Topics and Well Written Essays - 1500 words

Case Study in Strategic Management - Essay Example Competition is a force in the general environment, and it is likely the force that is going to impact companies within this industry the most, as it continues to change and grow in the next few years. â€Å"The nature and degree of competition in an industry hinge on five forces: the threat of new entrants, the bargaining power of customers, the bargaining power of suppliers, the threat of substitute products, and the jockeying among current contestants† (Ireland et al., 2006). In this industry, even though barrier costs are high, substitute products are a real threat. â€Å"If a supplier can either increase the price of its product or reduce the quality while selling it at the same price, the effect on established firms profitability is negative. A supplier that can do one of these things is said to be a powerful supplier† (Ireland et al, 2006). This rule holds true for the motorcycle manufacturing industry as well. There is also a particularly strong domestic market i n the US with strong and sustained growth. In terms of competencies and resources, possessing the first mover advantage in relation to its core competency allows a business like Harley-Davidson in the case to set the paradigm for future operations in the new market and also capitalize on all of the intrinsic benefits of this market in a way that will set a standard and leave a lasting impression. This is why many companies are willing to take the risk that being the first mover entails. There are also drawbacks to this situation: this hearkens back to Porter’s force of substitute products, which are increasingly available in an increasingly globalized international marketplace. From a perspective of strategic fit, Harley-Davidson is not in a bad position at the end of the case; it still has a centralized command structure, however. This is a common

Bill Gates Research Paper Example | Topics and Well Written Essays - 1000 words - 2

Bill Gates - Research Paper Example After he stepped down as the CEO in Microsoft in 2000, he and his wife, Mrs. Melinda Gates established Bill and Melinda Gates Foundation, which is one of the biggest charitable trusts in the world (Microsoft, â€Å"Bill Gate†). Global surveys have ranked Gates among the world’s richest persons at several instances, as on May 2013 (Cuadros & Crayton Harrison, â€Å"Bill Gates Retakes World’s Richest Title from Carlos Slim†). Bill Gates was the son of William H. Gates, Sr. and Mary Maxwell Gates born in Seattle, Washington on October 28, 1955. Bill’s father was a well-established and respected American attorney as well as a philanthropist of his time. His father was also a member of a Boy Scout troop, who also had won the ‘Eagle Scout Award’ in 1941. Bill’s mother, Mrs. Mary Maxwell Gates also belonged from Seattle, Washington. She held the designation of being the first female president of King County’s United Way. She also held the  directorial position of First Interstate Bank of Washington. She even worked as a board member of the University of Washington until the end of her career. Bill’s wife, Melinda Gates belonged from Dallas Texas. She is a bachelor in Computer Science and Economics from Duke University on 1986. She is also an MBA from the same university batch for 1987.She worked at Microsoft Corporation as a product development officer prior to her m arriage with Bill Gates. Bill Gates has two daughters and a son, Jennifer Katharine Gates, Rory John Gates and Phoebe Adele Gates (Encyclopedia of World Biography, â€Å"Bill Gates Biography†). Bill Gates, until date has been a living inspiration and icon for many young entrepreneurs around the world. In his early life, Bill Gates was very much fascinated towards computers and software. He and his friend Paul Allen used to practice their skills in their school’s minicomputers when studying together in Lakeside School in Seattle. Besides, working in the computer lab of their

Mother Teresa Essay Example for Free

Mother Teresa Essay One of the most loved people in the world, Mother Teresa devoted her entire life in a selfless deed of humanitarian acts. Being canonized as a saint by the late Pope John Paul II, her existence is forever cherished by those who came to love her and experienced the charitable works she did extending her self to the outcast and poorest sector of society. One of the most comprehensive and intimate autobiography written about Mother Teresa, is T. T. Mundakel’s Blessed Mother Teresa: Her Journey to your Heart which has been published in October 19, 2003 which happened to her beatification as well. This autobiography pertains to the most personal account of Mother Teresa’s life where the author maintained a close relationship with the saint herself. The one-on-one dialogue presented personal narratives coming Mother Teresa’s own words. Mundakel penned her struggles in life, her boundless faith in God, and her works as a nun reaching out to the poor in her country India, as well as her life before her sainthood and how this shaped her to the person that she is, loved and cherished even after death. This essay will delve into Mundakel’s work and how Mother Teresa’s life has created such impact to the world. She is clearly considered as a global leader who greatly reached out to her ‘constituents’ serving as manifestation of God’s kindness and selflessness. Born from a wealthy family situated in Albania, Mother Teresa does not have a close encounter with poverty just yet. Showing an interest to the stories of missionaries and their lives, this already manifested Mother Teresa’s innate selfless character. In the midst of wealth where her world has been limited to that kind of environment, the lives of the missionaries may have trigged her interest for an adventure accompanied by faith. The fact that missionaries are able to go from one or another to be able to serve ignited Mother Teresa’s interest the different world which missionaries’ visit and must have wanted to feel the kind of spiritual passion in which motivated the missionaries to do great works. Her desires to be a missionary pushed her to the goal of pursuing that dream by becoming a nun. By the time she arrived India, she has attained one of the things she may have wanted to experience like the rest of the missionaries she have heard of – a different world to where she can devote her service. When she was exposed to poverty, a whole different world has been brought in front of her. She cannot contain that such suffering and pain were being inflicted in this part of the world that Mother Teresa decided to give her full time to charity works. From the experiences that she had when she was submerged into poverty, Mother Teresa was to accomplish one of the most dedicated congregations aimed for the welfare of the poor. She started the Missionaries of Charity which is patterned on Franciscan aim of serving those in need, especially the outcast and most distraught sector of the society (Baldoni, 2003, p. 136). She also built a home for the orphans and homeless children called Nirmala Shishu Bhavan, for she was able to experience how it was to not have a home when she was just starting out as a missionary. Her missionary work did not aim in just helping the poor but to live and suffer with them. Ever since as a kid, Mother Teresa had already had a clear path that she wanted to take – a life committed in faith and to reach out to others. When she had witnessed the extreme poverty happening in Calcutta, it became an eye-opener for her and that further strengthened her vow and her faith to her mission and to God. In this present time, the Missionaries of Charity have grown into a significant number of approximately 4,000 nuns and still counting. From this aspect, it can be considered that Mother Teresa was successful in attaining her goals. The fact that her mission still exists in the presence of the congregation and the homes she spearheaded to be built, it is a manifestation of continuing her goals even after death. From Mother Teresa herself, one of the factors why she became successful in achieving her aim is due to her unwavering confidence to God by constantly communicating with prayer. The strong faith she pushed her to be a missionary is the same faith which made her stronger to surpass all the struggles she experienced in pursuing her missionary goals. That faith reminded her that it is a vow that she have been fated to serve and should be continued for the rest of her life. Mother Teresa was deeply honored in the global community. For she did not only focus on helping the poor of India but expanded it throughout other places in the world which experience famine, poverty, and calamity victims, the moment the missionary membership expanded as well. Through her consecutive efforts in helping suffering people from different places of the world, her name became recognized as the forefront of missionary works centering on humility and empathic deeds. Gaining recognition for her works, this influenced sectors of the society such as the government and the church to strengthen and intensify their work in reaching to the poor. Mother Teresa and her congregation became a good example on how service to the poor should be done and how to reach out to the people. The life and achievements of Mother Teresa is a hard path to follow. As the Christian Church preached to live a life like what Jesus did, emulating Jesus or Mother Teresa’s path is one hard task. She experienced a lot of hardship with her faith as her weapon and guidance for survival. From that, an ordinary individual will find it difficult to live a selfless life. Her accomplishments are not to be taken lightly for it took years to be able for the congregation to be built and its goals to be continually performed with so much strength and vigor. This autobiography made by Mundakel is indeed a tribute to the late missionary. The consistent gratitude honored for Mother Teresa shows a deep appreciation to the contemporary saint, despite of living in a fast-pace modern world, was able to attain a goal which helped a lot of people. Though it can be said that Mother Teresa’s life is hard to follow, her strength and passionate faith should be imitated or an individual to conquer life’s struggles and difficulties. Mundakel’s work is a manifestation of Mother Teresa as her love for God and her love for people brought her to be the most-loved person by the world. References Baldoni, J. (2003). Great Communication Secrets of Great Leaders. New York: McGraw-Hill Professional. Mundakel, T. T. (2003). Blessed Mother Teresa: Her Journey to Your Heart. India: Liguori.

Newspaper and Credibility Essay Example for Free

Newspaper and Credibility Essay In logic and rhetoric, a fallacy is usually an improper argumentation in reasoning often resulting in a misconception or presumption. Literally, a fallacy is an error in reasoning that renders an argument logically invalid It is important to use relevant, accurate, and reliable sources in a research paper. What do you need to consider when searching for useful sources? How do you know when sources are reliable? What are some warning signs that indicate you should avoid a particular source? If biases or fallacies are part of the source material that you want to use, how do you manage this issue? Sites which have org, . gov, .edu, as opposed to .com, are all sites that are usually credible sources. I frequent both the University of Phoenix website and Facebook. UOPs website is certainly credible vs. Facebook, not a credible site, which I mostly use to keep in touch with my family in California and Hawaii.Credibility with online sources is being a reviewed and published source, and example of a non-credible source is wikipedia because anyone can go in and change the sources of information. In order to verify the credibility of online sources, you can ask yourself the following questions. Does the author of this article have enough credentials or knowledge about this topic? Does the author subject his/her works to peer reviews? Is the information on this article updated or the latest? Does the site include information on how often the site is updated? Is a copyright date listed? Credibility doesnt matter in fiction. My space ship can fly at 1,000 times the speed of light and nobody cares. Credibility always matters in non-fiction. Even when looking for support for an opinion, it is important to consider the source. Credibility is most important if you want people to know that you are dependable and reliable and your word is good. If you say you are going to do something,they know it will be done and it is less important if you do not care what people think of you. For example:Your car is not running and buddy one says he will be over in the morning at 9 am to fix it for you and then never shows up. Buddy #2 says he will be over at 9 am and shows up at 8:30 am with tools in hand. Now which one of these two do you want to associate with? Advertising has a clear money-making agenda. But bias is prevalent in everyday situations, too. One way to better understand the difference between fact and opinion is to read the news in your local newspaper and then again in the tabloids. Watch what words are used in each one. See how many facts you can spot in each story. How do they differ? Demographic factors affect views toward advertising (Shavitt et al., 1998) as do endorser and corporate credibility (Lafferty Goldsmith, 1999) and an individual’s attitude â€Å"to a particular media product within a particular medium† (Bryant Thompson, 2002, p. 289). Attitudes toward advertising differ depending on gender, age, education, income, and ethnicity. The attitudes of males, consumers between the age of 18 and 34, consumers with less education and income, and non-Whites are generally more favorable toward advertising (Shavitt et al., 1998).The credibility of an advertiser also plays a role in how people view advertising. Any bias that a source holds may not always be directly stated; sometimes it is implied by only presenting one side or viewpoint of a topic. Some people believe that the media controls the world; I feel this claim has merit. Many people do not question information reported on the news, because what would the media gain by exaggerating a story or only presenting one side? One must keep in mind that the media is run by ratings; sensational stories make for great ratings. This is where thinking critically can be your best ally. Even a seemingly impartial source could have a hidden agenda. The vital factors that influence credibility of newspapers are the decline in newspaper sales, advertising, ownership of the newspaper agencies, and inaccuracy. The severe competition for magazine sales also causes magazines to exaggerate or misconstrue their stories. Other factors that can affect the credibility of magazines are the journalists. There are various genres of television programming. Television programming can vary form news to cooking shows. TV programs also exaggerate and over sensationalize their stories to grab the attention of viewers. Between television programming are advertising. In a sense, TV programs are basically a means to get people to watch commercials (Cyber College Internet Campus, 2007, paragraph 8). These factors of advertising and the competition for viewers affect the credibility of television programming. Factors that influence internet credibility are trustworthiness and expertise. Does the source have good intention? Is the source honest and unbiased? Is the author an experienced professional on the sources topic? Another factor, that influences the credibility of the internet, is that anyone can post her or his own website. They can claim that the website is trustworthy. Thus, it is vital that one evaluates the sources taken from the internet. Advertisers use various methods to persuade the public to purchase their products or services. Advertisers know how to make their products and services appealing without sufficient information. Advertising is designed to generate a need to buy certain brand-name products, which may be more expensive than lesser-known brands, while not being significantly better (Cyber College Internet Campus, 2007, paragraph 8). The fact that advertising will fallaciously depict or appeal to one emotions to sell a product is the most essential factor that affect credibility. I personally feel printed resources to be more credible. People increasingly rely on Internet and web-based information despite evidence that it is potentially inaccurate and biased. Newspapers, books, magazines, and television all undergo certain levels of factual verification, analysis of content, and editorial review, whereas Internet information is subject to no such scrutiny. Internet sites that parallel their print counterparts, such as major newspapers and periodicals, invoke the same editorial processes as their print forms, but they constitute only a small portion of the information available over the Internet. More people are turning to the internet because it is more of a convenience factor in my opinion. I stumbled across a study conducted on the credibility of printed resouces vs.online. I found it to be very interesting. Here is the link for those that are interested. http://com.miami.edu/car/miamibeach1.htm

Reflection on Task Management in Nursing

Reflection on Task Management in Nursing Description: what happened. Whilst working on a medical ward with a senior staff nurse as a mentor, I identified certain competencies which needed achieving around management of care, and negotiated these with the mentor. Accordingly, the mentor suggested that I take charge of the patient workload we had been allocated for that shift, and both prioritise the care and nursing tasks, and also attend the ward round with the medical teams, providing the nurse liaison and taking the instructions from the consultants in relation to ongoing patient care and case management. Accordingly, I agreed on the prioritisation of patient tasks and allocated the workload to the members of staff in our team, and when the ward rounds began, my mentor and I attended. However, when the doctors communicated with us, they automatically addressed her, and although she turned to me to provide key information, they continued to chiefly communicate with her, and she did not correct this. Subsequently, she took charge of the ward rounds and I remained as an observer. At the end of the ward rounds, it should have been my role to take the instructions given and to implement them in changing care plans and in directing or implementing clinical tasks. However, my mentor continued to take charge of this for the rest of the time, giving me little opportunity to experience this aspect of the role for myself. Feelings There is a great sense of responsibility associated with management tasks, which extends beyond being responsible for individual patients to being responsible for a group of patients, and for the actions of some staff allocated to their care. I felt very strongly motivated towards achieving management competencies, but also very nervous and concerned that I would do this effectively without compromising patient care. I felt that I was achieving well under supervision until the ward rounds, where the mentor ‘took over’ and did not discuss why she had done this. I then felt as if I was unable to fulfil my competencies, and that I must have failed in some way because she did not allow me to continue in the role. Evaluation It was very positive to take charge of some management tasks and to complete these effectively. In particular, other staff responded well to me taking on this responsibility (in liaison with my mentor), and this positive feedback gave me more confidence to continue in this role. However, the way that my mentor just stepped in and took charge during the ward rounds undermined my confidence and was very challenging to deal with. I felt that I should have been more assertive at this point, but did not feel I had the confidence to do this. Analysis The acquisition of the complex skills associated with the staff nurse role have always been problematic (Gerrish, 2000). However, the literature seems to suggest that nurses are learning to perform this role in a rather haphazard manner,in the light of what they perceive to be inadequate preparation and lack of support (Gerrish, 2000). Bradshaw (1998) suggests that this is partly because nursing competency is only vaguely and broadly defined, which means that preparation and assessment of competency is both haphazard and unstructured. This also suggests there may be a potential safety hazard for both patient and nurse (Bradshaw, 1998). This would certainly seem to be the case here, where the inability to fully engage with management roles does not support the student in becoming competent. Baillie (1999) in an action research study of the topic found that preparation of students for their management role as staff nurses benefits from being closely linked to practical experience, with clear learning outcomes and supportive clinical staff. In this instance, staff were generally supportive, and clear learning outcomes set, but the mentor failed to follow through to meet these outcomes completely. This may have been because the mentor felt that there was a risk to patient care and safety, but this was not communicated to the student and there may have been other ways in which this could have been managed. However, there may be other reasons for this occurrence. Cahill (1996) in a small study found there to be a type of ward culture that not only separates those with knowledge from those who need to learn, but also reinforces the position of the student through both covert and overt mechanisms of control. If such a finding were applicable in this case, then it would suggest that the mentor may have been (consciously or subconsciously) reasserting her own authority and position of power and greater knowledge. The position of student nurses may also be such that they adhere to these cultural practices in order to ensure they receive a favourable report at the end of the placement (Cahill, 1996). Lofmark and Wikblad (2001), in a study of facilitating and obstructing factors for development of learning in clinical practice, found that responsibility and independence, opportunities to practise different tasks, and receiving feedback were facilitating factors for learning. In this case, it w ould appear that responsibility was offered, but not fully, and it is problematic to see how a student can achieve true independence whilst being supervised. In Lofmark and Wikblad’s (2001) study, other perceived promoting factors included perceptions of control of the situation and understanding of the total picture. Here it would have been useful perhaps if the staff nurse had explained to the student why she retained control and why she did not follow through on her promise to allow the student to take charge. Such behaviour was found in the Lofmark and Wikblad study to be one of the obstructing factors to learning, where the nurses as supervisors did not rely on the students. Other obstructing factors were supervision that lacked continuity and lack of opportunities to practise Lofmark and Wikblad, 2001). Perception of their own insufficiency and low self-reliance were drawbacks for some students (Lofmark and Wikblad, 2001), which is also true in this reflection, but these perceptions seem to be linked to the ways in which mentors and other staff perceive and interact with students. It also appears that the NMC Code of Conduct (2004) works both to support students here but also restricts their opportunities to engage in practice, due to the need to primarily protect and support the wellbeing of the patients. Conclusion The learning that has taken place here is vitally important for continued functioning and the acquisition of confidence as a staff nurse in future. Not only do ward cultures play a large part in student experiences, but relationships are the fundamental component of how nurses function in their environment. Some aspects of the nurse-mentor relationship, while perceived as challenging, may be necessary or inevitable, and it has not become clear to me through this reflection how this can be changed, other than to raise these issues honestly with mentors during initial and mid-point interviews to acknowledge them and how they will affect the learning experience. Action Plan Explore dimensions of the nurse-mentor relationship further Raise issues of independence, power and control during initial placement interviews. Seek out ways to develop management competencies through a variety of mechanisms and experiences. Identify communication issues and potential means of addressing them. Engage in more management activities, daily, until other staff members gain trust in my ability to fulfil these roles. Attend all ward rounds to gain confidence in this area. Engage in future cycles of reflection. References Baillie, M. (1999) Preparing adult branch students for their management role as staff nurses: an action research project. Journal of Nursing Management 7 (4), 225–234. Bradshaw, A. (1998) Defining competency in nursing: an analytical review. Journal of Clinical Nursing 7 (2), 103–111. Cahill, H.A. (1996) A qualitative analysis of student nurses experiences of mentorship Journal of Advanced Nursing 24 (4), 791–799. Gerrish, K. (2000) Still fumbling along? A comparative study of the newly qualified nurses perception of the transition from student to qualified nurse Journal of Advanced Nursing 32 (2), 473–480. LÃ ¶fmark,A. Wikblad, K. (2001) Facilitating and obstructing factors for development of learning in clinical practice: a student perspective Journal of Advanced Nursing 34 (1), 43–50. Nursing and Midwifery Council. (2004). The NMC Code of Professional Conduct: Standards for Conduct, Performance and Ethics . London. Nursing and Midwifery Council.

Rise of Hitler :: World War II WWII WW2 Nazi Germany

Origins of the Nazi Party The Nazi Party was formed in January 1919 by Anton Drexler. Originally it was named the German Workers Party (DAP). Hitler joined in Autumn of 1919. He quickly rose to become the leader of the party. The party was transformed by Hitler and became a political party rather than the discussion group that it had been when he joined. The SA (Brownshirts) was formed to protect Hitler and other party leaders at meetings. It also disrupted the meetings of the Nazi’s political opponents. Appeal of the Nazi Party The military uniform of the SA appealed to many former soldiers. The aggressive berating of the Weimar leadership for signing the treaty of Versailles appealed to the disaffected and to former soldiers. Use of force and the parties strict discipline appealed to those who longed for a return to the old, militaristic rule that had preceded the First World War. Munich Putsch The party attempted to take control of the government by force. This failed as the Nazi’s did not enjoy widespread support at the time. The government was capable of controlling the armed forces and police. Hitler was imprisoned as a result of the Putsch (Uprising). In Prison Hitler thought about the methods he had used to try and take control. He realised that the Nazi’s would need to use legitimate, electoral means to assume power and that the appeal of his party would need to be widespread in order to achieve this. As a result he wrote â€Å"Meine Kampf†. This book outlines Hitler’s beliefs. Upon being released from prison Hitler started to reorganise the party. The SS (Blackshirts) were introduced as his own personal bodyguard: they later became a much larger organisation with many functions. People were employed within the party to work on strategy and the delivery of an aggressive advertising campaign (propaganda). This included Goebbels. Campaigning and the Rise to chancellorship The Nazi’s rise can be linked with the economic problems faced by Germany. They offered radical solutions to the economic crisis. Ignoring the treaty of Versailles and protecting the country from communism appealed to a wide range of people. Other policies included, but were not restricted to: Public works, anti-semiticism, reorganisation of the labour corps (workers), redistribution of wealth (welfare policies, how they help those in need). Economic policy was focussed on big business and manufacturing. The majority of the policies were populist (appealed to many people). The policies were advertised on the radio, at rallies, through leaflet distribution and through a show of strength. Rise of Hitler :: World War II WWII WW2 Nazi Germany Origins of the Nazi Party The Nazi Party was formed in January 1919 by Anton Drexler. Originally it was named the German Workers Party (DAP). Hitler joined in Autumn of 1919. He quickly rose to become the leader of the party. The party was transformed by Hitler and became a political party rather than the discussion group that it had been when he joined. The SA (Brownshirts) was formed to protect Hitler and other party leaders at meetings. It also disrupted the meetings of the Nazi’s political opponents. Appeal of the Nazi Party The military uniform of the SA appealed to many former soldiers. The aggressive berating of the Weimar leadership for signing the treaty of Versailles appealed to the disaffected and to former soldiers. Use of force and the parties strict discipline appealed to those who longed for a return to the old, militaristic rule that had preceded the First World War. Munich Putsch The party attempted to take control of the government by force. This failed as the Nazi’s did not enjoy widespread support at the time. The government was capable of controlling the armed forces and police. Hitler was imprisoned as a result of the Putsch (Uprising). In Prison Hitler thought about the methods he had used to try and take control. He realised that the Nazi’s would need to use legitimate, electoral means to assume power and that the appeal of his party would need to be widespread in order to achieve this. As a result he wrote â€Å"Meine Kampf†. This book outlines Hitler’s beliefs. Upon being released from prison Hitler started to reorganise the party. The SS (Blackshirts) were introduced as his own personal bodyguard: they later became a much larger organisation with many functions. People were employed within the party to work on strategy and the delivery of an aggressive advertising campaign (propaganda). This included Goebbels. Campaigning and the Rise to chancellorship The Nazi’s rise can be linked with the economic problems faced by Germany. They offered radical solutions to the economic crisis. Ignoring the treaty of Versailles and protecting the country from communism appealed to a wide range of people. Other policies included, but were not restricted to: Public works, anti-semiticism, reorganisation of the labour corps (workers), redistribution of wealth (welfare policies, how they help those in need). Economic policy was focussed on big business and manufacturing. The majority of the policies were populist (appealed to many people). The policies were advertised on the radio, at rallies, through leaflet distribution and through a show of strength.

Fission Or Fusion :: essays research papers

Fission or Fusion I think that right now, fission is the only way that we can get more energy out of a nuclear reaction than we put in. First, the energy per fission is very large. In practical units, the fission of 1 kg (2.2 lb) of uranium-235 releases 18.7 million kilowatt-hours as heat. Second, the fission process initiated by the absorption of one neutron in uranium-235 releases about 2.5 neutrons, on the average, from the split nuclei. The neutrons released in this manner quickly cause the fission of two more atoms, thereby releasing four or more additional neutrons and initiating a self-sustaining series of nuclear fissions, or a chain reaction, which results in continuous release of nuclear energy. Naturally occurring uranium contains only 0.71 percent uranium-235; the remainder is the non-fissile isotope uranium-238. A mass of natural uranium by itself, no matter how large, cannot sustain a chain reaction because only the uranium-235 is easily fissionable. The probability that a fission neutron with an initial energy of about 1 MeV will induce fission is rather low, but can be increased by a factor of hundreds when the neutron is slowed down through a series of elastic collisions with light nuclei such as hydrogen, deuterium, or carbon. This fact is the basis for the design of practical energy-producing fission reactors. In December 1942 at the University of Chicago, the Italian physicist Enrico Fermi succeeded in producing the first nuclear chain reaction. This was done with an arrangement of natural uranium lumps distributed within a large stack of pure graphite, a form of carbon. In Fermi's "pile," or nuclear reactor, the graphite moderator served to slow the neutrons. Nuclear fusion was first achieved on earth in the early 1930s by bombarding a target containing deuterium, the mass-2 isotope of hydrogen, with high-energy deuterons in a cyclotron. To accelerate the deuteron beam a great deal of energy is required, most of which appeared as heat in the target. As a result, no net useful energy was produced. In the 1950s the first large-scale but uncontrolled release of fusion energy was demonstrated in the tests of thermonuclear weapons by the United States, the USSR, Great Britain, and France. This was such a brief and uncontrolled release that it could not be used for the production of electric power. In the fission reactions I discussed earlier, the neutron, which has no electric charge, can easily approach and react with a fissionable nucleus ,for example, uranium-235. In the typical fusion reaction, however, the reacting nuclei both have a positive electric charge, and the natural repulsion between them, called Coulomb repulsion, must be overcome before they can join.

High School Cliques Essay -- Posse HS High school groups descriptive E

High school is a combat zone. Perhaps incognito, high school is vile in all ways, shapes, and forms. High school is destruction of humanity. From blondes to redheads, and albinos to bronzed beauties, there is no fair play. Manipulation, deceit, lies, and forbidding grades are the fate of these entire helpless quarry. After many devastating centuries, mankind has learned to adapt to this revolution. Fighting for freedom and molding to the staggering state of affairs, students have mastered separation brilliance and competence, creating differences with style, interests, and appetites. One thing that will never change†¦ there is no escaping these dreadful high school cliques! â€Å"Whatever! She only makes an appearance every month because her parents pay her for every C on her report card.† The prosperous, preppy, popular kids that everyone loves to hate, famous for self involvement, shopping sprees, and cruel intentions. Armani blazers, Dior flats, Kenneth Cole aviators and jewelry from Tiffanys define this clique, along with their pompous arrogance. The survival of the preps would be slim to none without their faithful limousine chauffeurs, personal fashion coordinators, gourmet chefs and faithful butlers. This group is complete with haughty drama queens and wealthy heirs. Useless without their army of followers, these pitiful spectators have watched the high school incessant battles from afar, sipping champagne, and eating caviar. Dim-witted jocks that have yet to comprehend the overexposure of the lettermen’s jacket stand alone in the food chain. Pumping iron, chugging protein shakes, and buns of steel are the athlete’s top priorities. Fear of academic probation limits their success. Constantly being tackled, foul... ...ticular population lies the future Bill Gates! Last, and usually not even present, are the high school burnouts. Seeing them make it halfway through a year without dropping out is like witnessing a miracle. Sleeping in class, lighting smoke bombs in the hallways, bringing drugs and weapons to school, and getting sent to the principal’s office are the rebel’s means of survival. Ordering pizza and guzzling soda is more appetizing to the burnouts than attending class. Rumor has it that even teachers go out of their way to avoid these radicals. So gather up your grenades and stock up on artillery. Find a secluded location and assemble a trench. Begin dodging the deception and malice of the preps, the jocks, the hicks, the goths, the nerds, and the drug addicts. These are the dire high school cliques that have furthered the destruction of humanity.

Tips and Tricks for Word 2010

Tips & Tricks for Microsoft Word 2010 Word 2007 Upgrade Scenario Before You Begin * Copy Contoso Business Plan (2007). docx from the Original folder to the Demo folder, then open the new file. * Click FileOptionsSave. * Make sure the auto-save/auto-recovery options are checked. You may want to reduce the auto-save time to 5 minutes. * Open Co-authoring & Web App Demo (2007). pptx; minimize it. * Open Excel Chart. xlsx; do not minimize. * Open the MVC Music Store Tutorial. pdf and scroll down to PDF page 5 (Overview); do not minimize.Introduction If you are one of the millions of Office 2007 users who rely on Microsoft ® Word to create documents for business, school, or personal projects, you might have some expectations for what you’ll find in this new version. Whether you want faster, more convenient ways to accomplish everyday tasks or new technologies that help take your results to a new level, Microsoft Word 2010 has the tools you need. * Create better documents that hel p your important content shine. * Work more quickly and easily when working with others on documents. Access and edit your documents when it’s convenient for you—online or on the road—rather than being tied to your computer. New and improved tools for formatting and managing documents make it easier than ever to create incredible content. Working with others on documents no longer means waiting your turn. And, you can access and work on your files where and when your best ideas occur. Welcome to Word 2010—our most powerful, intuitive, and customizable release yet. Getting Started Feature| What You Say| Where You Click|Introduction| The improved, customizable Ribbon, available in all Office 2010 applications, replaces traditional menus and toolbars to give you a more personalized work experience. It’s designed to help you more easily find and use the full range of features that Word provides—so that you can get more done in less time. | The R ibbon| As in Word 2007, the standard tabs that you see on the Ribbon are organized to display commands relevant to a given task, so that you can find what you need more quickly. * Point out the familiar Ribbon interface, including the tabs and Quick Access toolbar| Backstage View| On the left edge of the Ribbon you see the File tab. Click the File tab to access the new Backstage view, a single location for all of your document management tasks. When you first open Backstage view, you’re on the Info tab. From this one location, you can manage document protection options, view and edit file properties, and much more. The New tab displays available document templates.The Print tab provides a new, integrated print experience with a full page Print Preview right alongside all of the print options you need. | * Click the File tab * Point out the Info tab * Click the New tab * Click the Print tab| Create a Custom Ribbon Tab/Group| Use customizations in Options to personalize the rib bon the way that you want it. For example, you can create custom tabs and custom groups to contain your frequently used commands. Please note: You can rename and change the order of the default tabs and groups that are built-into Microsoft Office 2010.However, you cannot rename the default commands, change the icons associated with these default commands, or change the order of these commands. | * Click Options * Click Customize Ribbon * Click New Tab * Click the new New Tab (Custom) in the Main Tabs list * Click Rename * Change the display name to My Tab * Click OK * Click New Group (Custom) * Click Rename * Change the display name to Favorite Commands * Click the icon of the person in a suit/tie * Click OK| Add Commands to a Custom Tab/Group| You can only add commands to a custom group that is under a custom or default tab.You cannot add commands to a default group. Only commands added to custom groups can be renamed. | * In the left column, click New Comment * Click Add * In the left column, click Paste (with dropdown arrow) * Click Add * In the left column, click Table * Click Add| Import/Export a Custom Tab| You can export your ribbon and Quick Access Toolbar customizations into a file that can be imported and used by a coworker or on another computer. * Click the Import/Export dropdown * Point out (don’t click) the options * Click the Import/Export dropdown again * Click OK * Click the new My Tab| Paste with Live Preview| In addition to the new customizable Ribbon, you can use the new Paste with Live Preview feature to preview your Paste Options before you paste. | * Switch to Excel Chart. xlsx * Right-click the Excel chart and select Copy * Switch back to Contoso Business Plan. ocx * Place the cursor below Future Financial Predictions * In My Tab, click the Paste dropdown * Hover over the paste options to show the Paste with Live Preview * Click the Use Destination Theme & Link Data command| Navigation Pane| The improved Navigation Pane in Word 2 010 (formerly called the Document Map) provides a visual representation of the heading structure of your document. Browse headings to quickly find your place within a document and just click to go to that location. You can easily drag and drop to rearrange headings and the content beneath them. * Click the View tab * Check the box next to Navigation Pane * On the headings tab, click the Market Analysis Summary heading * Click the Future Financial Predictions heading * Click and drag the Future Financial Predictions heading down to the bottom of the document * (Click off any selected text to deselect it)| Search Document| The improved Find experience is also seamlessly integrated in the Navigation Pane. Word 2010 automatically searches as you type the term you’re looking for, visually highlighting all matches.The new results view in the Navigation pane shows a quick preview of all search matches—click any preview to jump to that point in the document. The familiar Find and Replace dialog box is still available for more advanced searches and Replace tasks. | * In the Navigation Pane, click the search results (third) tab * In the search field, type Contoso * Show the results in the Navigation Pane and in the document * Click the first Navigation Pane result to be taken directly to the occurrence * Click the X on the Navigation Pane to close it | Bring Your Ideas to LifeFeature| What You Say| Where You Click| Introduction| Today’s documents range from simple letters and lists, to forms, complex reports and papers that used to require a professional print shop. But one thing is common to all of them—your documents represent your ideas. That’s why you want them to be more than just words on paper. Word 2010 gives you the tools to create the professional, polished documents that help you express yourself effectively. SmartArt Picture Layouts| Office 2010 adds dozens of additional SmartArt layouts for a total of more than 130 differe nt diagrams that you can create as easily as typing a bulleted list. In Word 2010, you can use the new SmartArt graphics picture layouts to tell your story with photographs or other images. If you already have pictures in your document, you can quickly convert them to a SmartArt graphic. Insert additional pictures in the SmartArt shapes of your picture layout diagram. Each shape also has a caption where you can add descriptive text. * Click the picture of boxes on a conveyer belt below Keys to Success * Click the Format tab on the Picture Tools contextual ribbon tab * In the Picture Styles group, click Picture Layout * Click the Bending Picture Caption List style (second row, fifth from left) * In the SmartArt text box type: * Products * Service * Value * Click the image placeholder next to Service * Navigate to the Demo folder and select Service. jpg * Click the image placeholder next to Value * Navigate to the Demo folder and select Value. pg * Click the SmartArt frame * Click and drag the right side of the frame until all images are on the same row| Picture Tools| Word 2010 brings many graphic enhancements to your work, so you can easily make the impact you want. Use the new and improved picture-editing tools to trim images and get just the look that you want. Another advanced picture editing option in Word 2010 is the ability to automatically remove unwanted portions of a picture, such as the background, to highlight the subject of the picture or to remove distracting detail. Note: You should practice these steps a few times before delivering the demonstration. * Click the picture of the earth below A Global Market * Click the Format tab on the Picture Tools contextual ribbon tab * Click Crop * Crop down the picture within a small margin of the earth on all sides * Click Crop * Click Remove Background * Resize the inner frame until the earth is entirely inside * Click Keep Changes| Picture Effects| You can now transform your images into compelling, vibrant visuals by fine-tuning the color intensity (saturation) and color tone (temperature) of a picture.You can also adjust brightness, contrast, sharpness, and blurriness, or you can recolor the picture to better match your document content and to make your work pop. With Word 2010, you can now apply sophisticated â€Å"artistic† effects to your picture to make the picture look more like a sketch, drawing, or painting. | * Click Corrections * Click Color * Click Artistic Effects * Click Pastels, Smooth (fourth row, four from left) * In thePicture Styles group, click Picture Effects * Click Shadow * Under Perspective, click the Below shadow * Click the Position button, then click the top-right position| Insert Screenshots| You can quickly and easily add a screenshot to your Office file to enhance the readability or capture information without leaving the program that you are working in. When you click the Screenshot button, you can insert the whole program window or use the Screen Clipping tool to select part of a window.Only windows that have not been minimized to the taskbar can be captured. | * Scroll down to page 4 * Place the cursor above the Order Number heading * Switch to Adobe PDF * Switch back to Word * Click the Insert tab * Click Screenshot * Click the thumbnail for the Adobe PDF * Click Undo * Click the Insert tab * Click Screenshot * Click Screen Clipping * Click and drag to select the image on the PDF page| Text Effects| You can apply the same types of formatting that you use for graphics and images directly to document text.Unlike WordArt from earlier versions of Word, you apply text effects to actual document text, so you can still edit and spell check that text and even add text effects to paragraph, character, list, or table styles. Available text effects include gradient fills, custom shadows, reflection, glow, soft edges, bevels and more, as well as a range of preset gallery options that enable you to quickly apply a coordinated set of e ffects. * Scroll up to page 3 * Click the text box frame (make sure the text box is selected, but the cursor is not blinking in the text box) * Click the Format tab in the Drawing Tools contextual ribbon tab * Click the Text Effects dropdown * Point out the available text effects * Click Reflection * Click Tight Reflection, 8pt offset (third row, first option)| OpenType| Word 2010 also provides support for advanced text-formatting features that include a range of ligature settings and your choice of stylistic sets and number forms.You can use these new features with many OpenType fonts to achieve that extra level of typographical polish. | Note: Many of these changes are subtle. * Click the Home tab * In the text box frame, select the word â€Å"letting† * In the Font group, click the Dialog Box Launcher * Click the Advanced tab * Click the Ligatures dropdown * Click Standard * Click the Stylistic Sets dropdown * Click 4 * Click the Stylistic Sets dropdown * Click 6 * Click C ancel| Recover Unsaved Work| It is now easier to recover a Word ocument if you close your file without saving, or if you want to review or return to an earlier version of the file you're already working in. You can keep the last autosaved version of a file in case you accidentally close that file without saving, so that you can easily restore it the next time that you open the file. Also, while you are working in your file, you can access a list of the autosaved files from the Microsoft Office Backstage view. | * Close Word * Click Don’t Save * Open Contoso Business Plan (2007). ocx again from the Demo folder * Click the File tab * Click the most recent unsaved version in the Versions section * Click Restore * Click OK| Work Together More Effectively Feature| What You Say| Where You Click| Introduction| You may need to share documents with colleagues, classmates or friends, or perhaps you need to work with others on a team project. Regardless, the complications and delays tha t can arise when sharing or working together on content can be frustrating to say the least. That is, until now.Word 2010 makes waiting your turn a thing of the past and gives you new and improved tools that make sharing your work simple and hassle-free. | Because of the Internet and multi-user requirements of the following capabilities, the rest of the demo will be run from PowerPoint. * Switch to Co-authoring ; Web App Demo (2003). pptx * Launch the slideshow * Right-click the slide * Click Pointer OptionsArrow OptionsVisible| Save to SharePoint/Web| From the Save ; Send tab in Backstage view, you can also save your document to an online location such as Windows Live SkyDrive or a SharePoint site.If the online folder is shared with others, you can use Word 2010 to co-author the document at a time that’s convenient for you. Please note: This is a Save As feature. Once saved to an online location, you should open and work with that version of the file. If you are using ShareP oint, you can synchronize your document library back to your local PC for offline access/editing. | * Click the File tab * Click Save ; Send * Click Save to Web * Click Save to SharePoint * Click anywhere to advance to black slide| Protected View| Opening the online file will likely reveal Office 2010’s Protected View.By default, documents that originate from an Internet source—or that may otherwise be likely to include potentially harmful content—are automatically opened in this limited functionality mode. If the document source is trusted, click the option to Enable Editing. | * Click anywhere to advance to next slide * Click Enable Editing * Click the File tab * Click Options * Click Trust Center * Click Trust Center Settings * Click Cancel * Click Cancel again| Co-authoring Notification| When working in a shared document, you will be notified when someone else opens the file to begin editing.View the names of all current editors at-a-glance from a pop-up lis t on the Status bar at the bottom of the screen. | * Wait two seconds for co-authoring pop-up notification * Click the X on the co-authoring pop-up notification| Streamlined Communications| When combined with Office Communicator or your favorite instant messaging application, you can view information about that person and initiate contact instantly via their contact card. * Click the co-authoring icon showing two people editing * Click Sanjay Patel * Click the more communications options dropdown on the communications pop-up window * Click off the communications pop-up window to hide it| Co-authoring| Co-authoring capabilities in Word 2010 enable you to simultaneously edit the same document with colleagues or friends. Automatically see who else is editing and where they are working in the document. Just save the document to see changes from other editors as you work. Your changes also become available to other editors each time you save. * Wait two seconds for Sanjay’s co-aut horing placeholder to appear in the document * Click Summary in the first heading * Click Summary again * Click the Save button to show the tooltip * Click the Save button again * Click OK * Point to Sanjay’s changes * Click anywhere to advance to the black slide| Anywhere Access to Your Work Feature| What You Say| Where You Click| Introduction| If your ideas, deadlines, and work emergencies don’t always occur conveniently when you are at your desk, you are certainly not alone. Fortunately, Word 2010 gives you the power to get things done when and where you want.In addition to viewing and updating documents in Word Mobile on Windows Phone 7, you can use Word Web App to view and edit your documents from any Web-connected PC. | Word Web App| Word Web App extends your Word experience to the web browser, where you can work with documents directly on the website where the document is stored. Word Web App is available for personal use in Windows Live SkyDrive, in organizatio ns that have installed and configured Office Web Apps on their SharePoint site, and for professionals and businesses that subscribe to select Office 365 services. * Click anywhere to advance to the next slide| Word Web App (Read)| When you open your document in SkyDrive or SharePoint, Word Web App opens the document in the browser. The layout and formatting are what you would see if you were to open the document in Print Layout view in Word. The Read view features a File tab and Find command to search for words or phrases. | * Click the File tab * Click the File tab again * Click Find * Click the search field * Click the magnifying glass icon * Point out the search results| Word Web App (Edit)| If you want to make changes to the document, click Edit in Browser.In Editing view, you can add and delete content, and format text. Layout is simplified in Editing view, and items that the view cannot display are shown as placeholders. The placeholders prevent you from unintentionally deleti ng content that can be displayed but not edited in Word Web App. | * Click Edit in Browser * Click the Insert tab * Click the View tab * Click the Home tab * Click above Keys to Success * Click above Keys to Success again| Word Web App (Co-authoring)| When you are editing a document in Word Web App you might see notification that others are working in the document too.Like Word 2010, Word Web App allows co-authoring: more than one person can work in a document at the same time. | * Wait two seconds for co-authoring notification to appear| Word Web App (Open in Word)| Editing in Word Web App is best suited for quick changes, such as making a correction, inserting a picture, or adding more text. If you want the full set of Word capabilities, click the File tab, and then click Open in Word. | * Click Open in Word * Click OK| SummaryWhether you want faster, more convenient ways to accomplish everyday tasks or new technologies that help take your results to a new level, Microsoft Word 20 10 has the tools you need. * Create better documents that help your important content shine. * Work more quickly and easily when working with others on documents. * Access and edit your documents when it’s convenient for you—online or on the road—rather than being tied to your