Cell Permeability essays

Cell Permeability essays Most cells are freely permeable to water that diffuses through aquaporins (water channels) in the selectively permeable plasma membrane. This movement of water is termed osmosis and occurs in response to an osmotic pressure gradient across the cell membrane. The osmolality of a solution is the total concentration of particles of solute, measured by the number of osmotically active particles per kg-1 of water (Boron A solution with a higher osmolarity is hyperosmotic, and one with lower osmolarity is described as being hypoosmotic. The tonicity of a solution describes the effect of that solution on the volume of the cells suspended in it, and is sometimes referred to as the effective osmolality (Boron RBC's placed in a hypertonic solution will lose water, and shrink. This is termed crenation, where the shape of the RBC becomes shrivelled and spikey in appearance (Tortora and Derrickson, 2009). If the RBCs are placed in hypotonic solution, they swell until they are spherical in shape. Further swelling will cause rupture of th...

5 Most Common Maple Varieties in North America

5 Most Common Maple Varieties in North America Acer  sp. is the  genus of trees or shrubs commonly known as the maples. Maples are classified in a family of their own, the Aceraceae, and  there are approximately 125 species worldwide. The word Acer is derived from a Latin word meaning sharp, and the name refers to the characteristic points on the leaf lobes. The maple tree is the national arboreal emblem of Canada.   There are actually twelve native maples found in North America, but only five are commonly seen across most of the continent. The other seven that occur regionally are black maple, mountain maple, striped maple, bigleaf maple, chalk maple, canyon maple, Rocky Mountain  maple, vine maple, and Florida maple. Your chances of seeing a native maple are good in both the urban landscape and in the forest. With few exceptions (Norway and Japanese maples are exotics) you will find these native maples and their cultivars in profusion. Common North American Maple Species Sugar maple  or Acer saccharum.  The star of eastern North American fall foliage viewing and principle source of maple syrup. It normally grows 80 to 110 feet in height, but 150-foot specimens have been known. Compared to other maples, sugar maples color unevenly in the fall; sometimes yellows, oranges, and reds are all seen at the same time.  Red maple  or Acer rubrum. The most widespread maple in eastern North America and ubiquitous  in both the urban and forest landscape. It normally grows to a mature height of about 50 feet. It is a very popular landscape tree but is considered invasive in some forests, where it crowds out native oaks. The upper side of the leaves is green, with the lower side silverish in color. In older trees, the bark is very dark. Fall color is usually a deep red, though some trees may exhibit orange or yellow.  Silver maple  or Acer  saccharinum.  A fast-growing maple used largely as a shade tree, but with problems. This maple is brittle an d subject to breakage. The roots shallow and can cause property damage. At maturity, it may be 80 feet tall. The underside of the leaves is a soft silver in color; fall color is usually a pale yellow.   Boxelder  or Acer negundo  - The most common maple sp. in mid-western North America, and the only maple with pinnately compound leaves. Boxelder has the largest range of all North American maples. It is a fast-growing but short-lived maple, and in favorable conditions, it may grow as much as 80 feet in height. Leaves turn yellow in the fall.  Bigleaf  or Acer macrophyllum.  Restricted to the Pacific Coast, this tree is the most massive of North American maples. It can grow to be 150 feet tall or more, but more typically tops out at 50 to 65 feet in height. In fall, the leaves turn golden yellow.   General Identification Tips The deciduous leaves on all maples are arranged on stems  opposite  each other. The leaves are simple and palmate shaped on most species, with three or five main veins radiating from the leafstalk. The leafstalks are long and often as long a the leaf itself. The boxelder alone has compound leaves, with multiple leaves radiating from the leafstalk.   Maples have small flowers that are not very showy and form in droopy clusters. The fruit is winged key seeds (called  double  samaras) and develops early in the spring. Very visible are the redbuds and new red stems on red maple. Maples have bark that is generally gray but variable in form. Good identifiers of maples in dormancy are: Crescent-shaped leaf scars with three bundle scarsA terminal bud that is egg-shaped and slightly larger than the lateral buds on the branchStipule scars are absent  Opposite leaf and twigs

Blogs Article Example | Topics and Well Written Essays - 500 words

Blogs - Article Example They are relying on the doctors, paramedics and the support staff to make sure that their near and dear ones stay safe and are given required health precautions as and when needed. From a public relations viewpoint, it sets the basis for discerning where disparities exist and how these can be ably maneuvered to achieve goals and objectives – all for the sake of the society. Ethical debates can crop up in the line of determining where gross irregularities have been exposed, addressed and eventually solutions found for the same. This is in keeping with the philosophy of doing something worthwhile for the sake of the society or in essence paying back what has been the much required undertaking from the people who are in top positions within the society’s folds. This essentially highlights how well the society as a whole is moving forward and tackling the nuances which come up every now and then. [Web link: http://www.youtube.com/watch?v=ZJ1jqGRiG9s] The future trends in social media with regards to public relations are something to gain an understanding from in this day and age especially due to constantly changing social media climate. This is because the public relations entity focuses on the aspects where word of mouth goes at a very rapid pace and what would be better than making use of the social media domains. This is in line with understanding how the media as a whole has shaped up the world of modern times. The World Wide Web, or web for short has largely emphasized on the premise of bringing together the different peoples of the world on a single platform. It has made inroads towards finding common grounds for success. Public relations entity owes its success to the people who are playing a pivotal part on the social media. Without them, the public relations would go down instantly and there would be nothing much that shall be achieved. The gurus of the web are something to gain insight from, especially for the

Critically evaluate whether Britain constitutes a total surveillance Essay

Critically evaluate whether Britain constitutes a total surveillance society - Essay Example Amongst many countries U.K has invested most money to install high speed surveillance computer and camera to watch out for criminal threats in public. However, surveillance is not so easily accepted by public as they believe it is violating their privacy rights by interfering in their social freedom. It is believed that soon U.K. will be an electronic police state. This paper will focus on covering various aspects of U.K. being a surveillance society in which all details of personal lives are gathered, stored and processed with computer as a data base owned by corporations and government departments (Lyon, 1994). In 2006, Surveillance studies network, a group run by academics compared the surveillance process going on in several western countries and claimed U.K. to be the most surveilled country. The report stated that U.K. does not have any control over its democracy and it cannot give individuals their privacy (Britain is surveillance society , 2006) Since then several issues have risen regarding U.K converting into a surveillance society. In 2009, a report published by House of Lords Constitution Committee,  called Surveillance: Citizens and the State stated that such increased surveillance by private companies and government is an invasion to the nations privacy rights. Nothing has brought such a significant change in lives of British since Second World War. Mass surveillance is like a weapon that can eradicate all borders of privacy. Privacy is important to anybody wishing for freedom. Mass surveillance also threatens to break the constitutional foundations forming the base of democracy of U.K. (BBC, 2006). The surveillance studies network report named Malaysia, China and Britain as the countries with most endemic surveillance. The head of the group Mr. Thomas raised several issues regarding such massive surveillance. He highlighted all the risks involved if this private

Rehetorical Analysis in The Necklace Essay Example for Free

Rehetorical Analysis in The Necklace Essay Guy de Maupassant’s story ‘the necklace’ is an interesting story. The narrative starts with a description of Madame Mathilde Loisel. De Maupassant depicts Mathilde as a ‘pretty and charming’ person. However, she desired a life of leisure, a lifestyle where she would have many servants and a large house yet her life was modest. The twists and the astounding end enable the reader to better understand the earlier hypothesis of the story. The proposition tries to depict how ‘strange and changeful’ life could be. The writer has incorporated a rounded quality, an excellent plot, unrivaled social observations and comprehensive information makes the story more captivating. De Maupassant uses character, symbolism, and irony to show that greed can end in tragedy. While introducing the story, Maupassant presents minimal information regarding the most significant characters, an aspect which enhances the plot of the story. Character In reference to character, Mathilde Loisel’s gluttony makes her assume that objects can transform her life. She desires what she does not have yet other people have. The character of desire coupled with the perception that objects can change life lead Mathilde to her downfall when she borrows the necklace and misplaces it. Consequently, Mathilde’s perception of wealth is that the rich are comfortable and idle. She only laments as evidenced by her saying ‘it annoys me not to have a jewel. ’ Mathilde further states that she would ‘look like distress’ if she went to the party without a jewel. As such, her state of affairs and such weakness becomes her source of most of her troubles. At the party, Mathilde fulfills her dream of appearing wealthy and beautiful. However, after the party reality downs on her and she is reduced to coping with hard life in a bid to replace the necklace. The difficulties that she goes through make her lose her dream of elegance. With regard to the fore mentioned, the disparity between Mrs Loisel’s ambition and actuality cause her economic and emotional difficulty and at last she changes courtesy of her mistakes. De Maupassant therefore tries to show how the aspects of aspiration, pride and dishonesty can alter the fortune of a person forever. Irony  With regard to irony, Maupassant makes a surprising ending of the story by the fact that Loisels spent many years paying for what was otherwise a worthless necklace. She was now with frowsy hair, red hands and skirts askew. ’ Further irony is that her only valued asset which is her beauty disappears as a consequence of her labor in a bid to replace the necklace. On the onset she had borrowed the necklace in order to enhance her beauty yet she ends up losing her beauty as well. Subsequently, the greatest irony is seen when the grueling life that she finds herself after the loss of the necklace. Such state of affairs makes her earlier life appear luxurious. The fact that she borrows Madame Forestier’s necklace in order to appear wealthier than she actually is only to end up losing even the little she has. She became ‘a woman of impoverished households’. The fore mentioned is apparent in the reality that Mathilde ends up paying with money and her looks for a worthless necklace. The end reveals that actually the ten years of suffering could have been evaded had Mathilde been sincere with Madame Forestier. From the story the mistake was really not the loss of the necklace but rather the dishonesty act of Mathilde. Symbolism Symbolism on the other hand is evidenced by ‘the necklace. ’ The item depicted as attractive but worthless. The reality dawns on Mathilde when at the end she learns that the ‘necklace was paste. ’ The necklace therefore represents how influential perception can be. The piece brings out the difference between reality and appearance. Mathilde borrows the necklace in order to appear wealthier than she in fact is. The reason is because she is envious of Madame Forestier and believes that the later is wealthy. The Madame does not inform Mathilde from the onset that the necklace is not genuine. That can be construed to mean that the Madame also wanted Mathilde to perceive her as well off that she really is. Mathilde’s rich perception of Forestier makes her not to suspect the legitimacy of the necklace. Further, since Mathilde expects that the necklace is made of diamonds; diamonds in this pretext symbolize wealth. The perceived genuine diamonds enable Mathilde to communicate a wealthy appearance to her peers. She therefore considers herself rich albeit for a short time. Conclusion Mathilde may not have deserved the life that she got but her lack of ethical determination is the source of her emotional problems. The turnaround meaning technique employed by Maupassant at the end of the story makes it more fascinating. The fallacy of appearances as depicted by the writer on the illusory lifestyle of Mathilde and the deceiving nature of the necklace clearly bring out the plot of the story which basically is the split between myth and authenticity. Lastly, De Maupassant creates the character of Mathilde to suit the common saying that money is the route of all evil. In the end the writer does not take a strong opinion of the on the fate of the characters he however provides the information. The reader is then left to judge the characters and to interpret and judge. For instance, depending on the understanding of reader one may make a decision whether Mathilde is a casualty of bad luck or a victim of misjudged self observation of the public where success or otherwise stem from acknowledgment of wealth.

Agents of Socialization Essay -- essays research papers

Agents of socialization in short are the people, groups, and social institutions, as well as the interactions within these groups that influence a person’s social and self-development. Agents of socialization are believed to provide the critical information needed for children to function successfully as a member of society. Some examples of such agents are family, neighborhood, schools, peers, religion, sports, the workplace, and especially the mass media. Each agent of socialization is linked to another. For example, in the media, symbolic images affect both the individual and the society, making the mass media the most controversial socialization agent. One of the most obvious places agents of socialization lay is in the malls of America. Malls are filled with advertisements and consumed by the mass media touching on all levels of society.   Ã‚  Ã‚  Ã‚  Ã‚  No one is immune from the affect of the agents of socialization that exist in malls. Anyone and everyone who is part of a society is a product of socialization. Within every advertisement, clothing store, toy store, arcade, music store, etc, there is a gender preferred subliminal message being sent. The way toys are divided into male sections and female sections and the way advertisements portray all men and women in a certain way contribute to societies â€Å"norm† of gender roles. The mass media is one of the most influential agents of socialization and malls are surrounded by it. The messages given through the media act as the teachers of gender roles, values, ideologies, and beliefs, and individuals who pick up on these messages eventually take on, whats thought to be, the normative roles of society. Both boys and girls rely on society’s expectations in regard to both masculinity and femininity in order to interpret interaction and to develop exp ectations for themselves and those around them. It is because of these agents of socialization, that gender roles are created. Advertisements portray both men and women in characteristically stereotypical fashions that support the various institutions and socialization agents. The women depicted in these advertisements fit the stereotypical roles related to sexuality by focusing on beauty, body image, and physical attractiveness. They are skinny and tan, with teeth as white as paper and hair looking healthy and fresh. Girls in society look up to th... ...re much more scarce. For the more adult cards, those for women all had jokes pertaining to looks, weight and/or sex life, while the men’s cards had jokes pertaining to hair loss, blindness, beer belly’s etc. One card I noticed entailed for women had a picture of a gorgeous, tan, and muscular male with the â€Å"washboard stomach†, and on the inside was a joke saying something along the lines of how one would love this as her present. This send the message to guys that to be a desirable man, they need to be the typical â€Å"tall, dark, and handsome† prince of their dreams, and vise versa for the men’s cards. One card for a male had a picture of a â€Å"Bay Watch Babe† assuming that any typical guy would want a woman like that. This tells women that in order to be desirable to men they need to be skinny, gorgeous, and have a high sexual appeal. Wrapping paper is available to â€Å"fit† both sexes. In one bin there’s a collect ion of wrapping paper with trucks, tractors, bulldozers etc, and in the other there is a collection of wrapping paper with Barbie and friends, dolls, butterflies etc for girls. Anyone would get the message that one bin is entailed for males, and the other is entailed for females.

Develop Positive Relationships with Children Essay

1.1 Explain why positive relationships with children and young people are important and how these are built and maintained Why positive relationships with children and young people are important (Ref 1.1): * When children feel comfortable with us they can separate more easily from their parents. * Children are more likely to participate in play and learning activities if they are secure emotionally * when children have strong relationships, they are less likely to show unwanted behaviour as we can recognise and meet their needs * children’s language develops more quickly because they feel confident talking to us * practitioners can plan more accurately as they understand children’s developmental needs and know their interests * practitioners are able to respond to children more effectively because they can recognise their expressions and emotions. Good relationships are really important for our wellbeing. Humans have evolved as social animals, so we have a deep, natural need to connect with other people and to belong to a social group. This sense of connection and belonging comes from good relationships with the people around us – in our families, at work or school and with our friends. There is strong evidence that when we feel we belong, we will flourish. A child’s ability to develop good relationships is an extremely important step on the path to getting the best out of his or her life. How positive relationships are built and maintained (Ref 1.1): * Communicating effectively Often, we focus on trying to get our point across or saying how we feel about something. However, communication is a two-way process – it involves listening as well as speaking. How we listen to others is just as important as what we say to them. But good listening is much more than staying silent when another speaks. The most effective form of listening for building good relationships is empathic listening. Empathy is about seeing things from the other person’s point of view. So, empathic listening means listening with the intention of really understanding what the other person means and how the other person feels. We are much more likely to build good relationships with children and young people if we really make an effort to see things from their point of view. If we do this, they will feel supported and understood, and are much more likely to open up and tell us about what’s happening in their lives and how they feel. Seeing things from a child’s point of view is not easy. It means really trying to step into their shoes and imagine how a situation looks through their eyes and how it feels to them. This quote helps us understand how children (and adults!) really want to be listened to: | When I ask you to listen and you start giving advice, you have not done what I have asked. When I ask you to listen to me and you begin to tell me why I shouldn’t feel that way, you are trampling on my feelings. When I ask you to listen and you feel you have to do something to solve my problem, you have failed me, strange as it may seem. Listen! All I ask is that you listen: not talk or d o – just hear me. We also need to consider the child’s perspective if they ask us for our opinion or advice. Children are much more likely to listen to our opinion or advice if we can put it in a way that means something to them. For example, if they ask us for advice on what subjects they should study at high school, it may be best to explain why we think certain subjects would be better than others. Or it may be that they don’t want specific advice on what subjects they should do, but they want us to help them think about it so they can then make the decision more effectively themselves. So, asking probing questions like: â€Å"what do you enjoy doing most?† or â€Å"what would you like to find out more about?† or â€Å"what would you be most happy doing as a job on a daily basis?† may help them make the decision for themselves. Effective communication is not just about speaking and listening. It is also about watching and feeling. Our body language and tone of voice actually communicate more strongly than the words we use. So, listening effectively involves tuning in closely to the other person’s body language and tone of voice as well as their words. How positive relationships are built and maintained(Ref 1.1): * Identifying and sorting out conflicts and disagreements Children, like adults will have their disagreements. As children get older their arguments can become more serious and are not  simple squabbles. In order for children and young people to trust us, it is important that we can identify difficulties and help them wherever possible to find ways through them. It is essential that children and young people perceive our way of doing this as fair. When you have a conflict with a child, there is an opportunity for learning about how to solve problems. Conflicts help children to understand that other people have different thoughts and feelings to their own. Listen to the child and try to understand their point of view, and help them to understand yours. Then together, try to think of ways to solve the problem that you are both happy with. It might take a while but it will be worth it, and will help to build your relationship. How positive relationships are built and maintained (Ref 1.1): * Being consistent and fair Consistency means not just keeping behavioural boundaries in place, but also making sure that we do not have significant mood swings, e.g. one day being excitable and funny and the next being quiet and withdrawn. Children and young people rely upon us, this means that it is essential that day to day, we are consistent. Children also need to know that we will be fair with them, we will listen to what they have to say before jumping to conclusions and we will try to make sure that their needs are taken into consideration.Fairness is something that adults need as well. Parents will want to see that the way that their family is being treated is comparable with others, while staff members need to feel that their workplace is a fair one where everyone is expected to pull their weight. * Showing respect and courtesy Mutual respect is essential for good relationships. This means that everyone in the relationship respects each other. Respecting others means being considerate towards them, thinking about their feelings and accepting that they may have different views and opinions to you. A good relationship with a child would mean that you would respect them and they would respect you. Good long-term relationships also involve giving to others (for example: time, kindness, praise, etc.). However, just because you give, it doesn’t mean that you lose out – everyone in the relationship should give, so  everyone should expect to benefit (mutual benefit). A good relationship with a child would mean that they benefit from their relationship with you and you would benefit from your relationship with them. Children don’t have to compete with each other to gain recognition or opportunities. We all have different abilities and strengths, and if we teach children to respect each other and to see each others’ strengths, we will be helping them to see that everyone can achieve in their own way. Their own success does not have to be diminished by another child’s success. And, if you can help them to help each other to be successful, you will be helping them to build better relationships with each other. From the earliest age, we should be using markers of respect in English such as saying please and thank you. We should also speak to children and young people using voice tones that are warm and courteous. * Valuing and respecting individuality Good relationships can lead to great ideas, creativity and achievement. We are all different, and in good relationships, people celebrate their differences, they don’t just tolerate their differences. They may have different religious or political beliefs, different kinds of lifestyles, different personalities or different abilities. But they use this diversity and richness of experience to create better ideas and new solutions or create a great team achievement. Children, young people and other adults will all have different strengths, talents and attitudes. They will also respond in different ways. Valuing and respecting their individuality means showing that we are comfortable with their differences. Children, especially teenagers, often want to ‘fit in’ with their peer group. Feeling comfortable with the people around us is important. But to fit in and feel comfortable with others, we don’t have to be the same as others, we just have to accept and value others. If we can make others feel accepted and valued, then they are more likely to accept and value us. Recognising others individuality is the basis of anti-bias practice. How positive relationships are built and maintained (Ref 1.1): * Keeping promises or honouring commitments Trusting someone else is the foundation of a good relationship. We can  strengthen or weaken someone’s trust in us by what we say and do. To strengthen a relationship, it is important to think about the little things we can say or do to keep the other person’s trust – for example, we can be open and honest with them, keep our promises and try to understand their point of view. As adults who work with or care for children, you can help develop your relationships with children by doing things that build their trust in you. This will show them how to trust others and behave in a way which helps others trust them. Not keeping promises or honouring commitments mean that a child or young person will tend not to trust us again or may keep some distance from us. Build trust in your relationships with children – keep your promises, be honest and clear about what you expect from them, apologise when you make a mistake and forgive them for their mistakes. Help them understand that you expect them to do the same with you. * Monitoring the impact of your own behaviour on others Part of working professionally with children, young people and their families is to monitor and then, if necessary, adapt our own behaviour. You may notice that a child moves slightly back when you talk to them. Noticing this is important as it might be a sign that the child finds you too overpowering and so you will need to alter your style slightly to be gentler. * Keeping confidentiality as appropriate Confidential information is information which should be shared only with people who have a right to have it, for example, your lead practitioner, supervisor or manager. Confidentiality is essentially about trust and respect. Parents and other professionals will often give you confidential information on the basis that it will be helpful to you when you work. They do so trusting that this information will not be passed on to others, to become the source of gossip or interest. If you breach confidentiality, you will break that trust. When trust between you and others breaks down, so too does the relationship. While we can never promise to maintain confidentiality if children reveal that they have been abused, or that there is a danger that they may be harmed, keeping confidentiality is an important part of working with children, young people and others. 1.3 Evaluate own effectiveness in building relationships with children or young people The wonderful thing about children and young people is that they are all different. We need to adapt the way in which we approach and communicate with them according to their age/stage of development, needs and personality. For each child or young person that I work with, I consider the strength of the relationship, they have with me. I use the following pointers to identify how well the relationship is being built: * Greeting Does the child or young person seek me out soon after coming into my setting? Does the child or young person like to tell me when they are leaving the setting? * Seeking help Does the child or young person look for me if he/she needs help or if they have had an accident? * Smiling and eye contact Does the child or young person often make eye contact with me or smile while I am with them? * Looking for company Does the child or young person look for me to get involved in his/her playtime, in chat or in an activity? * Absence Does the child or young person miss me when I am not in the room (babies and toddlers) or if I am off for a few days? Ref 2.1 Explain why positive relationships with people involved in the care of children and young people are important The professional and positive relationships we develop with people involved in the care of children and young people will ensure that good communication is possible in order to support the needs of children and their families. It is important to have these positive relationships as if we don’t there is a danger that information may be withheld or passed on incorrectly. This has to be taken seriously as, over the past few years, some child deaths have occurred because people caring for children have not worked properly together. An example of this is: In 2000 in London, an eight-year-old Ivorian Victoria Adjo Climbià © (2 November 1991 – 25 February 2000) was  tortured and murdered by her guardians. Her death led to a public inquiry and produced major changes in child protection policies in England. After Climbià ©Ã¢â‚¬â„¢s death, the parties involved in her case were widely criticised. A public inquiry, headed by Lord Laming was ordered. It discovered numerous instances where Climbià © could have been saved and noted that many of the organisations involved in her care were badly run and did not communicate with one another. Where parents are concerned it is essential that we build positive relationships so that we can work closely together with them to benefit the child in a variety of ways. This should include settling the child in, sharing developmental information and also learning about children’s interest. Benefits of positive relationships: Information can be shared quickly between adults Children are given consistent care Skills and ideas can be shared Children’s welfare can be properly monitored Children’s needs and interests are identified Plans for children’s care and education are more effective People involved in the care of children and young people are : Colleagues Organisational managers and supervisors Carers/parents Official visitors e.g. inspectorate for the UK home nation (Ofsted) Other Visitors, Colleagues from other agencies and services (Early years) External partners

What is supply Management?

Several authors have offered various definitions of supply management, whereas the definitions have seemed concomitant, the functions of supply management have at times appeared paradoxical. According to Gattorna et al (2003), supply management is defined as the methodical business progression that encompasses diversified functions such as synchronizing inbound and internal logistics and managing inventory than legendary buying, this is in agreement with Baily et al, (2005), who implies that supply management is the recognition, acquirement, entree, position and administration of resources and associated competence the business needs or prospectively needs to survive. However, Leenders et al, (2001), defines supply management as techniques and procedures of institutional or corporate buying, and argues that supply management is concerned with the oversight and administration of services and resource inputs, handling the suppliers of the inputs and sustaining input acquisition process. These definitions have however centered on explaining supply management as just the process buying and the management of the processes of buying and related procedures. Trent , (2007), offers a diversified definition of supply management and argues that supply management has matured from deliberate function of procurement and purchasing into a crucial strategic role influencing the survival of the organizations, he argues that supply management plays a primary role in the organization in that it influences the organization's image, social and corporate policy, progresses the competitive position and customer satisfaction and promotes effectiveness, productivity and efficiency of an organization. Supply management is therefore viewed as the main source of strategic competitive advantage of an organization. The research shall therefore evaluate the defined effectiveness of strategic management as a source of competitive advantage to organizations.

Understanding the Ballot Initiative Process

Understanding the Ballot Initiative Process The ballot initiative, a form of direct democracy, is the process through which citizens exercise the power to place measures otherwise considered by state legislatures or local governments on statewide and local ballots for a public vote. Successful ballot initiatives can create, change or repeal state and local laws, or amend state constitutions and local charters. Ballot initiatives can also be used simply to force state or local legislative bodies to consider the subject of the initiative. As of 2016, the ballot initiative process was used at the state level in 24 states and the District of Columbia and is commonly used in county and city government. The first documented approval for the use of the ballot initiative process by a state legislature appeared in the first constitution of Georgia, ratified in 1777.   The State of Oregon recorded the first use of the modern ballot initiative process in 1902. A major feature of the American Progressive Era from the 1890s to 1920s, the use of ballot initiatives quickly spread to several other states. The first attempt to gain the approval of the ballot initiative at the federal government level took place in 1907 when House Joint Resolution 44 was introduced by Rep. Elmer Fulton of Oklahoma. The resolution never came to a vote in the full House of Representatives, having failed to gain committee approval. Two similar resolutions introduced in 1977 were also unsuccessful.According to the Initiative Referendum Institutes Ballotwatch, a total of 2,314 ballot initiatives appeared on state ballots between 1904 and 2009, of which 942 (41%) were approved. The ballot initiative process is also commonly used at the county and city levels of government. There is no ballot initiative process at the national level. Adoption of a nationwide federal ballot initiative process would require an amendment to the U.S. Constitution. Direct and Indirect Ballot Initiatives Ballot initiatives may be either direct or indirect. In a direct ballot initiative, the proposed measure is placed directly on the ballot after being submitted by a certified petition. Under the less common indirect initiative, the proposed measure is placed on a ballot for a  popular vote only if it has first been rejected by the state legislature. Laws specifying the number and qualifications of names required to place an initiative on a ballot vary from state-to-state. Difference Between Ballot Initiatives and Referendums The term ballot initiative should not be confused with referendum, which is a measure referred to voters by a state legislature proposing that specific legislation may be approved or rejected by the legislature. Referendums may be either binding or non-binding referendums. In a binding referendum, the state legislature is forced by law to abide by the vote of the people. In a non-binding referendum, it is not. The terms referendum, proposition and ballot initiative are often used interchangeably. Examples of Ballot Initiatives Some notable examples of ballot initiatives voted on in  the November 2010 midterm elections included: Washington State Initiative 1098 would impose a first-ever state income tax, initially on individuals with incomes above $200,000 but later possibly extend to other groups at the legislatures discretion. This action would remove Washington from the list of nine states without a state income tax.Californias Proposition 23 would suspend enforcement of the sweeping California Global Warming Act and all laws related to it until the states unemployment rate eases and becomes stable.A ballot initiative in Massachusetts would  slash the states sales tax from 6.25 percent to 3 percent, and repeal in most cases the state sales tax on alcoholic beverages.Californias Proposition 19 would legalize the possession, cultivation, and transportation of marijuana for the personal use of persons 21 years of age or older.As a sign of opposition to the new federal health care reform law, voters in Arizona, Colorado, and Oklahoma considered ballot initiatives affirming individuals choices on purchasing insurance or participating in government plans.

6 Powerful Reasons to Quit Your Job

6 Powerful Reasons to Quit Your Job In any job, there will be things you need to put up with. Personality differences, questionable lunch choices in an open-plan cubicle environment, the coworker who clips his nails at his desk- all are things that likely need to be endured (or at least ignored) in the interest of workplace harmony. However, there are definitely some serious workplace issues where you shouldn’t adopt the â€Å"suck it up† policy. Here are 6 powerful reasons you should quit your job.1. Being asked to do something morally or ethically wrongWe all have core personal morals and values, no matter what job we’re doing. If your job asks you to do something you know is wrong, or that you believe to be wrong, this is not a job you should keep. The request may be something small, something you could push through and look the other way, but that small thing could grow into a larger ask or a series of requests that make you feel uncomfortable. Very few jobs are worth having panic attacks- even fewer are worth sacrificing your core values.2. Being asked to do anything illegalThis is even less of a gray area. It’s not just you thinking this is wrong, it’s the law. In real life, illegal activity isn’t always caught like it is in the Hollywood-ized version- but if your company (or your boss) is ever caught and scrutinized, do you really want to be the one holding the bag? â€Å"I was just doing my job† sounds awfully weak in court, so why put yourself in that position? If your job is asking you to do things that are illegal, that opens up a whole host of consequences that you need to consider carefully. Unless you’re ready to deal with those consequences, it’s time to hand in your notice.3. Harassment or bullyingBullying is something that happens only in kids’ lives, right? Surely professional adults would never stoop to that kind of behavior. Sadly, no. Verbal abuse is never okay, whether it’s from senior employees to junior ones, or colleagues who think it’s funny to belittle others. Basically, you should never be made to feel uncomfortable in a work situation- and if you are, it’s okay to speak up and say so. All of you are professionals, and deserving of respect- no matter if you’re the CEO or the assistant. You shouldn’t assume by default that you’re just being thin-skinned; Human Resource departments are trained in how to handle situations like this effectively and discreetly. If that doesn’t work and it becomes a pattern, it’s time to move on.4. Giving up a personal life.This is a pretty common refrain, ‘cause it’s true: no one gets to the end of a career and wishes that he or she’d worked more hours instead of spending time with friends and family. Many jobs, especially ones outside the 9-to-5 template or ones that work on deadlines, make it challenging to balance work and personal life.If you find that your personal life is being crowded out altogether due to your long hours or answering emails 24/7, it’s definitely time for a priority re-evaluation. If you don’t see the situation getting better, then don’t wait for the Ghost of Christmas Past to come along and remind you of everything you missed by staying at your job. Start looking for a new job (or even a different career path) that works with your personal goals as well as your professional ones.5. Jobs that hurt you physicallyMost jobs are up front about physical demands†¦must be able to lift 50 pounds or more, must be able to stand for hours at a time. If you find yourself performing physically demanding tasks that you didn’t know you were signing on to do, you don’t have to suck it up and pop painkillers to get through your day. Or even if you knew ahead of time, but you’re less able to cope with the heavy lifting and standing than you used to be, it’s time to think hard about what youâ⠂¬â„¢re doing. Your health is not worth losing for one job.6. Sexual harassmentThis can be one of the toughest dealbreakers to handle, because often it’s not the job itself that is the problem- it’s a person in your workplace. Again, you should never be made to feel uncomfortable at work. However, in reality, identifying it and doing something about it can turn into a complicated mess of â€Å"he said/she said,† and the person reporting it can be made to feel like they’d have negative career repercussions for doing so. If someone at your job (any gender, any seniority level) is making you feel uncomfortable by making inappropriate comments or advances, that’s just not acceptable. The stress of the situation may well undo any positive career progress you’d get by staying, so it’s important to take a serious look at other job options and opportunities. You should never, ever feel obligated to stay in a role where you’re treated s o unprofessionally. And more importantly, you should never feel like you need to hide it and keep going for the sake of the job.There are always other jobs out there. That can be tough to imagine in a tight job market, but a job that asks you to violate any number of personal boundaries is likely not a job that would make you proud and fulfilled later on in your career. Sometimes it’s best to walk away, with your best self intact, and search for the next opportunity.

Compare and contrast the OSHA noise standard and the ACGIH noise Essay

Compare and contrast the OSHA noise standard and the ACGIH noise exposure recommendations - Essay Example That is why every year they developed new research and study to protect the workers towards its environment. Recently, one of the standards that they have developed was the noise standard. OSHA releases the reasons why they believe that workers should be protected from noise. According to them, noise creates a fatal effect to people. Those who are exposed to too much noise results to common hearing impairedness, which is more often ignored because the symptoms occurred in the later stage of the illness. What is distinct about the OSHA noise standard was that it aims to protect the workers from the noise pollution. They provided guidelines on the required â€Å"safe† maximum exposure of a person in a noisy environment. Also, they mentioned that workers should wear ear protective devices that fits the ear perfectly as to no sound shall go in (plain cotton is not advisable). Also, they proposed that industries should provide safety measures on controlling the noise they create especially to industries that are heavy on construction and production. On the other hand, ACGIH proposed the same principle. They also aim to secure and protect the citizens (not only the workers and employees) on controlling the noise pollution that is created everyday. Like OSHA, they also require to regulate noise and encourage the industries to take charge in protecting the ears of their employees. For instance, they require (as noise exposure limit): So technically, both organization aids the sole purpose of noise standard. The difference now lies on how each organization provides a more in-depth assistance in noise safety and health hazard towards the employers. ACGIH have the entire Part 7 for these purpose, entitled, â€Å"Noise, Vibration, Radiation and Temperature†. In this part, it enumerated a concrete provision on noise standards. It included exemption of noise control for workers, also with engineering noise control. They provided a hearing protection and warning signs