Steam Jet Refrigeration Cycle

Compound Engineering and Processing 41 (2002) 551†561 www. elsevier. com/find/cep Evaluation of steam stream ejectors Hisham El-Dessouky *, Hisham Ettouney, Imad Alatiqi, Ghada Al-Nuwaibit Department of Chemical Engineering, College of Engineering and Petroleum, Kuwait Uni6ersity, P. O. Box 5969, Safat 13060, Kuwait Received 4 April 2001; got in reexamined structure 26 September 2001; acknowledged 27 September 2001 Abstract Steam stream ejectors are a basic part in refrigeration and cooling, desalination, oil re? ning, petrochemical and concoction industries.The ejectors structure an essential piece of refining sections, condensers and other warmth trade forms. In this investigation, semi-experimental models are produced for plan and rating of steam fly ejectors. The model gives the entrainment proportion as an element of the development proportion and the weights of the entrained fume, thought process steam and packed fume. Additionally, connections are created for the intentio n steam pressure at the spout exit as an element of the evaporator and condenser pressures and the zone proportions as a component of the entrainment proportion and the stream pressures. This takes into consideration full structure of the ejector, where de? ing the ejector load and the weights of the thought process steam, evaporator and condenser gives the entrainment proportion, the intention steam pressure at the spout outlet and the cross segment territories of the diffuser and the spout. The created relationships depend on huge database that incorporates maker structure information and test information. The model incorporates connections for the gagged ? ow with pressure proportions over 1. 8. Also, a connection is accommodated the non-stifled ? ow with pressure proportions underneath 1. 8. The estimations of the coef? cient of assurance (R 2) are 0. 85 and 0. 78 for the stifled and non-gagged ? w connections, separately. Concerning the relationships for the intention steam pre ssure at the spout outlet and the zone proportions, all have R 2 qualities over 0. 99.  © 2002 Elsevier Science B. V. All rights held. Catchphrases: Steam stream ejectors; Choked ? ow; Heat siphons; Thermal fume pressure 1. Presentation Currently, a large portion of the customary cooling and refrigeration frameworks depend on mechanical fume pressure (MVC). These cycles are controlled by a top notch type of vitality, electrical vitality. The inef? cient utilization of the vitality required to work such a procedure can be created by the burning of fossil uels and in this manner adds to an expansion in ozone depleting substances and the age of air toxins, for example, NOx, SOx, particulates and ozone. These toxins effectsly affect human wellbeing and nature. What's more, MVC refrigeration and cooling cycles utilize antagonistic chloro-? oro-carbon mixes (CFCs), which, upon discharge, adds to the pulverization of the defensive ozone layer in the upper air. * Corresponding creator. Te l. : + 965-4811188ãâ€"5613; fax: + 9654839498. E - mail address: [emailâ protected] kuniv. edu. kw (H. El-Dessouky). Ecological contemplations and the requirement for ef? cient se of accessible vitality require the improvement of procedures dependent on the utilization of second rate heat. These procedures receive entrainment and pressure of low weight fume to higher weights appropriate for various frameworks. The pressure procedure happens in retention, adsorption, concoction or fly ejector fume pressure cycles. Stream ejectors have the least difficult con? guration among different fume pressure cycles. As opposed to different procedures, ejectors are shaped of a solitary unit associated with tubing of thought process, entrained and blend streams. Additionally, ejectors do exclude valves, rotors or other moving parts and are accessible ommercially in different sizes and for various applications. Stream ejectors have lower capital and upkeep cost than the other con? gurations. The n again, the primary disadvantages of stream ejectors incorporate the accompanying: ? Ejectors are intended to work at a solitary ideal point. Deviation from this ideal outcomes in emotional weakening of the ejector execution. 0255-2701/02/$ †see front issue  © 2002 Elsevier Science B. V. All rights saved. PII: S 0 2 5 †2 7 0 1 ( 0 1 ) 0 1 7 6 †3 552 ? H. El - Dessouky et al. /Chemical Engineering and Processing 41 (2002) 551 †561 Ejectors have extremely low warm ef? iency. Utilizations of fly ejectors incorporate refrigeration, cooling, evacuation of non-condensable gases, transport of solids and gas recuperation. The capacity of the stream ejector contrasts significantly in these procedures. For instance, in refrigeration and cooling cycles, the ejector packs the entrained fume to higher weight, which takes into account buildup at a higher temperature. Additionally, the ejector entrainment process continues the low weight on the evaporator side, which permits vanishing at low temperature. Thus, the cold evaporator ? uid can be utilized for refrigeration and cooling functions.As for the evacuation of non-condensable gases in heat move units, the ejector entrainment process forestalls their amassing inside condensers or evaporators. The nearness of non-condensable gases in heat trade units lessens the warmth move ef? ciency and expands the buildup temperature as a result of their low warm conductivity. Additionally, the nearness of these gases upgrades erosion responses. Nonetheless, the ejector cycle for cooling and refrigeration has lower ef? ciency than the MVC units, yet their benefits are showed upon the utilization of poor quality vitality that has restricted impact on the earth and lower ooling and warming unit cost. In spite of the fact that the development and activity standards of stream ejectors are notable, the accompanying segments give a concise rundown of the significant highlights of ejectors. This is important so as to fo llow the conversation and investigation that follow. The regular steam stream ejector has three primary parts: (1) the spout; (2) the attractions chamber; and (3) the diffuser (Fig. 1). The spout and the diffuser have the geometry of joining/wandering venturi. The widths and lengths of different parts shaping the spout, the diffuser and the pull chamber, along with the stream ? ow rate and properties, de? e the ejector limit and execution. The ejector limit is de? ned as far as the ? ow paces of the thought process steam and the entrained fume. The total of the rationale and entrained fume mass ? ow rates gives the mass ? ow pace of the packed fume. With respect to the ejector execution, it is de? ned regarding entrainment, extension and pressure proportions. The entrainment proportion (w ) is the ? ow pace of the entrained fume Fig. 1. Variety in stream weight and speed as an element of area along the ejector. H. El - Dessouky et al. /Chemical Engineering and Processing 41 (2002) 5 51 †561 isolated by the stream pace of the intention steam.As for the development proportion (Er), it is de? ned as the proportion of the intention steam strain to the entrained fume pressure. The pressure proportion (Cr) gives the weight proportion of the compacted fume to the entrained fume. Varieties in the stream speed and weight as a component of area inside the ejector, which are appeared in Fig. 1, are clarified underneath: ? The rationale steam enters the ejector at point (p ) with a subsonic speed. ? As the stream ? ows in the joining some portion of the ejector, its weight is diminished and its speed increments. The stream arrives at sonic speed at the spout throat, where its Mach number is equivalent to one. The expansion in the cross segment zone in the wandering piece of the spout brings about a diminishing of the stun wave pressure and an expansion in its speed to supersonic conditions. ? At the spout outlet plane, point (2), the thought process steam pressure bec omes lower than the entrained fume weight and its speed runs somewhere in the range of 900 and 1200 m/s. ? The entrained fume at point (e ) enters the ejector, where its speed increments and its weight diminishes to that of point (3). ? The thought process steam and entrained fume streams may blend inside the attractions chamber and the uniting segment of the diffuser or it might ? ow as two separate treams as it enters the consistent cross segment region of the diffuser, where blending happens. ? In either case, the blend experiences a stun inside the steady cross segment territory of the diffuser. The stun is related with an expansion in the blend weight and decrease of the blend speed to subsonic conditions, point (4). The stun happens due to the back weight opposition of the condenser. ? As the subsonic blend rises up out of the consistent cross segment region of the diffuser, further weight increment happens in the separating area of the diffuser, where part of the dynamic vita lity of the blend is changed over into pressure.The weight of the rising ? uid is marginally higher than the condenser pressure, point (c ). Rundown for various writing concentrates on ejector structure and execution assessment is appeared in Table 1. The accompanying diagrams the primary ? ndings of these examinations: ? Ideal ejector activity happens at the basic condition. The condenser pressure controls the area of the stun wave, where an expansion in the condenser pressure over the basic point brings about a quick decrease of the ejector entrainment proportion, since the stun wave moves towards the spout exit.Operating at pressures beneath the basic focuses has irrelevant impact on the ejector entrainment proportion. 553 ? At the basic condition, the ejector entrainment proportion increments at lower pressure for the kettle and condenser. Additionally, higher temperature for the evaporator expands the entrainment proportion. ? Utilization of a variable position spout can keep u p the ideal conditions for ejector activity. Subsequently, the ejector can be kept up at basic conditions regardless of whether the working conditions are changed. ? Multi-ejector framework builds the working reach and improves

The Undermining Of Nationalism By Globalization Essay

The Undermining Of Nationalism By Globalization - Essay Example Since patriotism centers around the enthusiastic inclination, globalization doesn't have any such connections in a manner of speaking (Taylor 2002). The component of an appropriate national personality appears to be wrong when one talks about the better perspectives identified with globalization, as this has added to the internationalization of people, organizations, and occasions in sum. There is a lot of learning within reach concerning patriotism and globalization which will be observed and talked about with regards to this paper. Patriotism is a blend of the national rights that an individual has for his own country. Yet, globalization doesn't concur with a similar reason. Thusly patriotism has more connection with the nationalistic position when contrasted with the globalization banter. In certain perspectives, patriotism ventures out in front of globalization and damages its motivation. Consequently it would not be right to propose here that the patriotism systems get genuinely subverted by the globalization moves toward that are attempted occasionally. The organizations have likewise clutched this conviction for quite a while now, particularly with the coming of the globalization domains which have taken care of business the world, and have assumed their essential job at evolving points of view. Since people and partnerships have since quite a while ago depended on the degree and positives appended to the wonder of patriotism, globalization has taken a plunge particularly inside the quarters of the energet ic emotions and conclusions (Moeller 2006). Anyway this can't be said regarding the business aggregates, worldwide associations and business partnerships of notoriety who have for since a long time ago had faith in the reason of going worldwide and remaining inside the national spaces too. There are a few deterrents regarding examining the globalization positions yet one thing which guarantees the discussion is that globalization is digging in for the long haul as it brings many positives which the wonder of patriotism has been not able to instill or give in the ongoing past. Patriotism can be assumed responsibility for yet globalization stays a substance which is as yet unexplored and there is a lot to learn in the coming days (Guibernau 1996). Globalization is a solid and compelling marvel which can without much of a stretch assimilate the patriotism idea yet patriotism continues causing issues down the road for the premise of globalization in the present occasions.

Class Crossover

Class Crossover During the first week of IAP, I took a class known as ESD.054 â€" Engineering Leadership. It’s a short class required by the GEL program, and basically a crash course in being a leader in the engineering workplace over a period of five 8 hour days. Now I could talk about my reflections on the week, but I think what I learned can be best illustrated by what I saw happen in The Tech in the few days before our most recent issue went to print. First I’m going to frame the situation. Let’s start here: Last Sunday night (the 13th), in an apparent reaction to the suicide of internet activist Aaron Swartz, the hacker group Anonymous allegedly attacked the MIT network, leaving everyone on the network (including myself) limited to accessing sites on the network and those on the outside unable to access the MIT network. Basically, if you had a smart phone on 3G, you couldn’t get to any sites that ended with .mit.edu whereas if you were on your laptop trying to use the MIT network, you couldn’t get to any sites that didn’t end in .mit.edu, except for Google and a few random others. Late on the previous Friday night, my friend and incoming editor-in-chief Anne broke the story on the internet, meaning The Tech was the first official news source with the information out there! Subsequent articles and blogs on the topic from various sources proceeded to cover the front page of Hacker News and cause my inbox to fill with conversation going back and forth over The Tech’s various mailing lists about how we plan on covering this story. How does this stuff relate at all to what happened last week? You could divide the 5 days of the engineering leadership class into distinct themes: Forming a team, conceiving an idea, designing the project, implementing your design ideas, and then scaling that implementation up into a final product. Let’s look at the events of the past 4 days: Forming a Team The de facto leader, our acting editor-in-chief (EIC) broke the story. We then built the rest of the team out of people who were educated about the topic (i.e. our outgoing executive editor, who has actually been invited to speak on the radio about the topic), and people who had time to give. Conceive the Idea Rather than come up with the idea itself, we had to determine how we were going to cover the story. We synthesized all the information we had, determined what information we wanted to get, and what questions we were going to ask in order to get them. Along with that, we made decisions about what angles we were going to take and how we wanted the end product to look. Design Given the time pressure that we had to produce the final product (the print version of the story and associated web updates); we produced a design in the form of a GoogleDoc while we were in the process of determining our ideas on how to cover the situation. We assigned specific tasks to each member of the team and set out to… Implement the Design We each set out to do our specific reporting! For me, that involved sending emails to various people and attempting to attend a memorial service held in the Media Lab (by attempted, I mean I got there and couldn’t find it, go figure. While the internet response to this event was large, in person meetings had already proven themselves to be sparsely attended, so this was not a surprise to me). Scale up to a finished product http://tech.mit.edu/V132/N62/swartz.html :) During the class we also went over something that Deborah Ancona and her co-authors describe as the four key capabilities of leadership. Even though I wasn’t the leader of this effort to put the story out, we all had to invoke these traits in some way because we were working independently. The terms are fairly self-explanatory, so I won’t go through the definitions. The traits are: Sensemaking We had to all get an understanding of the situation at hand. Once we had a collective idea, we then took the parts that we were assigned and delved into it more, figuring out what questions to ask so we could get more information. Relating Especially in a situation like this, relating to our sources and making sure they are comfortable is important. Whenever we interview somebody for a news story, we have to look at the entire situation, including the circumstances that are surrounding the interview and how they feel about it, and adjust our interactions with them accordingly. Then of course, we take that information back to the team and present it in a full and complete manner. Visioning Figuring out what questions we were going to ask depended heavily on our vision of what the story was going to cover. I did not write the finished story, but my colleagues that did had to have a vision of the structure of the finished story given the information we got. This way, we could effectively impart the necessary information on our readers. Invention Invention in this sense does not mean inventing the content of the story. Rather, it refers to creating the process that makes the vision of the project (in this case the final composite story) a reality. Here, a lot of this falls under designing the project, which I already explained above: our EIC led the effort by splitting up the components of the project, getting the information back, and then collaborating with the Executive Editor-elect by sharing a GoogleDoc between them and simultaneously writing different parts of the story. Now if you read all of that, you may be thinking: ok…cool…so what? Let’s spin it like this: I took a week long course on how to be a leader in engineering, extracted parts out of that and applied it to how the newspaper put out a story, something that most people don’t consider to be engineering at all. But I could still apply the stuff I learned in the class couldn’t I? In fact, I go through a similar thought process when Im the point person for writing each of my stories. That’s the beauty of many classes at MIT â€" even if you’re taking two classes that are completely unrelated to each other, you might find that one class teaches you how to think in such a way that helps you in that other class. GEL is no exception to this rule. MIT and GEL don’t just teach you the stuff out of the book about science, engineering and leadership; they teach you how to think. In my opinion, learning how to look at things through different lenses so you can effectively arrive at a conclusion is one of the best skills you can have. In what might be a cliché statement: Each class you take adds something to your toolbox of skills. If you can recognize the moments that call for the specific skills and see when other people use them, you can get a better idea of when and how to use them for yourself. Of course, the more you use your skills of any type, the better you get.

Book Review of Kathryn Stocketts The Help - 1247 Words

The Help book review Kathryn Stocketts The Help is a contemporary book, with an intriguing subject approached. The story line is placed in the 1960s decade and centers on the lives of African American maids, working in the homes of American masters. Eugenia Skeeter Phelan is a white young American woman, recent university graduate, who returns to her hometown in Jackson, Mississippi, after finishing college. Her dream is to become a writer, and she finds an intriguing subject to write about the condition of the African American servants in the house of white American families. Her mothers dream nevertheless does not include literary ambitions, since she dreams of having Eugenia married as soon as possible, to a young man of good social condition. Upon her arrival to Jackson, Skeeter is saddened by the disappearance of their maid, Constantine, who had raised her since she was an infant. Her family tells her a simple and unsatisfying story of how Constantine suddenly quit her job and left the town to go l ive with her family in Chicago. Skeeter does not believe the story and decides to make more inquiries, but all people she asks give her the same brief reluctant answers, or even refuse to discuss the subject of Constantines leaving the town. In her inquiries of Constantine, Skeeter comes to interact more closely with other African American maids, and finds that they are treated poorly by their employers; in fact, they are treated differently than theShow MoreRelatedThe Help Research Paper1699 Words   |  7 PagesThe Help Civil Rights literature has been in hiding from the millions of readers in the world. Kathryn Stockett’s book, The Help, widely opens the doors to the worldwide readers to the experiences of those separated by the thin line drawn between blacks and whites in the 1960s. Kathryn makes her experiences of the character’s, making their stories as compelling as her own. The Help by Kathryn Stockett, is a book set in the early 1960s in Jackson, Mississippi, told by three different women: AbileneRead MoreDesegregation within a Nation Essay1300 Words   |  6 Pagesconsidered equal. They were banished, shunned and even killed by the white race in the South. During non-violent protests they were treated like animals and were ridiculed by people who were against them having equal rights. In the novel â€Å"The Help†, written by Kathryn Stockett, she goes in depth of what it was like during this era for African Americans. She ties in fictional things and events to give you a feel of what it may have been like for people back then through her characters. There were lawsRead MoreThe Help Is A 2011 American Period Drama Film Directed By Tate Taylor1340 Words   |  6 PagesThe Help is a 2011 American period drama film written and directed by Tate Taylor, based on Kathryn Stockett s 2009. â€Å"The film is about a young white woman, Eugenia Phelan, and her relationship with two black maids, Aibileen Clark and Minny Jackson, during the Civil Rights era in 1963 Jackson, Mississippi. Eugenia is a journalist who decides to write a book from the point of view of the maids, exposing the racism they are faced with as they work for white families.† (The Help, 2015) The film starsRead MoreThe Help, By Kathryn Stockett And Produced As A Movie By Tate Taylor1402 Words   |  6 PagesSet in the early 1960s in Jackson, Mississippi, The Help, written by Kathryn Stockett and produced as a movie by Tate Taylor, provides viewers insight into the world of an African-American housemaid, or the help, during the controversial time of the Civil Ri ghts Movement. In Jackson, Mississippi, African-Americans face racial prejudice and unjust treatment compared to the white people, and many women of color spend their whole lives caring for white families despite very little pay. Skeeter, a twenty-threeRead MoreThe Help Ex De Texte Essay4435 Words   |  18 Pagesï » ¿I. SUBJECT The Help, by Kathryn Stockett, is story about the journey of a young woman, Skeeter, standing up for what she believes in and following her dreams. This story is set in Jackson, Mississippi during the 1960’s, which is the height of the Civil Rights movement period. The story is through the viewpoint of three narrators: Skeeter Phalen, Aibileen Clark, and Minny Jackson. Skeeter is the main narrator out of the three. She is a young white woman returning home after receiving her journalismRead MoreDivided Races : The Help And Its Controversy3530 Words   |  15 PagesDivided Races: The Help and its Controversy â€Å"What I am sure about is this: I don’t presume to think that I know what it really felt like to be a black woman in Mississippi, especially in the 1960s. I don’t think it is something any white woman on the other end of a black woman’s paycheck could ever truly understand. But trying to understand is vital to our humanity.† (Stockett Help 528-29) The above statement emphasizes Kathryn Stockett’s acknowledgment that The Help is a work of historical fiction

The Great Gatsby By F. Scott Fitzgerald - 1272 Words

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Young Misleading Love in Romeo and Juliet - 1277 Words

Young love is a very deep immature feeling, which tends to misguide those affected by it, and the affected ones fall too deeply in love, which leads to a tendency of self-destruction. The concept of the young misguiding love is emphasized in the drama, Romeo and Juliet, by William Shakespeare. Romeo and Juliet are young when they first see each other and make the mistake of loving each other without knowing their family names. Their deep love without any understanding of the concept of love leads to the young lovers committing suicide, which is a rash decision. They do not embrace their situation, and think about other solutions other than suicide. Romeo and Juliet act on impulse and make rash decisions without thinking about the†¦show more content†¦He jumps right in, and tells Balthasar to get the horses ready at once. Romeo and Juliet’s lack of maturity also causes them to love one another without a limit. 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Management Accounting Learning Organisation

Question: Discuss about theManagement Accountingfor Learning Organisation. Answer: Learning Organization and its Concepts Learning organisation can be considered as a commercial term, which is used for a business entity that facilitates learning of their members for the purpose of continuous transformation. The learning organisation indicates towards organisation wherein people develop their capacity in order to deliver the desired results, creative and extensive patterns are encouraged, shared goal is freed and lastly facilitates continuous learning among employees (Garvin, Edmondson and Gino, 2008). Learning organisation is featured as complete employee engagement incorporating a process of collaborative conduct, which is accountable for change leading to shared values and principles. In accordance with the study of Garvin (2003), learning organisation creates their own future through constant learning and incorporating creative procedures for their members. Such businesses develop, transforms and adapts by considering the internal and external environment to survive in the market. As inferred by Sandra Kerka (2003), is that the mostly the concept of learning organisation revolves around the assumption that learning is continual, valuable and effectual when shared upon and from each experience opportunity to learn is gained. The traits that are identifiable in a learning organisation are that seeks to provide a continuous learning environment. They utilise learning to meet their ambitions. Further, management of such business foster investigation and discussion, building it safe for people to openly share and undertake risks. They link employee performance with the organisational performance for being conscious and aware of the change in the environment. In addition to this, they embracing creative tension As Kerke concept comments about the learning organisation, Peter Senge has helped in identifying the keys to gain this form of a learning organisation. The concept of learning organisation emerged through the research of Peter Senge and their coworkers. This concept was developed due to increasing pressure faced by business organisations for being competitive in a dynamic environment. Peter Senge (2014), has expressed his thought on defining the key segments, which will help in becoming a learning organisation. His works on Fifth Discipline: the art and practice of learning organisation elaborated that five discipline that one must master while incorporating learning into their organisation. These disciples are: Personal Mastery: This begins with the notion of being committed towards lifelong learning and is identified as an integral part of learning organisation (Senge, 2014). This disciple thus focuses on becoming more realistic, turning into best possible individual and striving towards achieving commitment and development towards career development to discharging the potential. Mental Models: It is imperative to manage as they inhibit creative insights and organisational practices from being implemented. The process starts from self-reflection, self-beliefs, and lastly understanding of how far these influences the manner in which one operates in their life. Unless there are acceptance and focus of one to realisation freely, real change cannot be derived. Shared Vision: Vision is not dictated; as it might not be possible that individual vision is in tune with the leader's vision. What requires is an indisputable vision that assures commitment from all in both good and bad time. The vision expressed should altogether bind an organisation. As Peter Senge has strongly advocated that an organisation must build a shared vision that fosters commitment for the long term. Team Learning: This equally holds relevance as a modern organisation are operated on the basis of teamwork, which reflects that organisation will not be competent to learn if the members of the team are not ready to get together and learn. In order to gain desirable results, it is important to develop the skill set a goal and work together to gain it. System Thinking: It is the capability of perceiving the big picture and revealing the patterns rather than just conceptualising the change. The system thinking cannot be used in stand-alone it requires the use of other four disciplines to qualify as a learning organisation (Senge, 2014). It is imperative to move from being unrelated to being interlinked on the whole and from cursing on externals for our problems we should realise our own actions that have led to the creation of problems. Thus, in a crux, it can be said that learning organisation indicate towards the mindset of senior management who does all the critical thinking for the organisation on the whole and challenge employees to identify their capabilities and inner willingness to learn. Wesfarmers: A Learning Organization Wesfarmers is an Australian conglomerate established in the year 1914 having its current headquarter in Esplanade Perth, Western Australia. The multinational corporation had around 205000 employees and engaged in retailing industry. They provide home improvement and office supplies and they had also expanded in mining. No organisation is born perfect there is always some scope for improvement. Wesfarmers has been driven by the force of continuous improvement and takes sheer steps to become better than it was yesterday (Rowley and Gibbs, 2008). With continuous improvement comes constant learning. This entails on figuring out what are the flaws and areas of improvement, which instils upon trying out new ideas, observing the possible impact and ascertaining the further course of action to derive the desired results. The foundation on which Wesfarmers is done to provide supplies to western Australian farmers in order to assist them in better growth. With this approach, they were able to enhance productivity of agriculture industry by through innovative and beneficial products and services to farmers. In accordance with the management of company, various management and learning philosophies assist them in enhancing their skills and capabilities to attain their aims and objectives in an effective manner and by this they had attained most lucrative position in the world. The last and most important principle that is highlighted by company is Turning itself into a learning organisation by the way persistent, continuous improvement. Wesfarmers had begun learning since 20th century, Peter Senge books of discipline have defined what needs for an organisation to become a learning organisation. Management of Wesfarners has exclusively promoted all the segments of these five disciplines stated to successfully turn into a learning organisation (Thomsen, and Hoest, 2001). For an organisation to develop a common commitment towards the long-term goals and achievements it is important that the members accept a shared vision. In Wesfarmers, the philosophy of Kaizen has been excessively used which not only relies on making improvement and implementing them by management but rather it incorporates all, depending on the proficiency, knowledge and experience of people that are a part of the process of improvement (Grieves, 2008). For instance at research and development team of Wesfarmers is engaged in finding creative ways to solve problems that previously had not been thought of. An organisation learning is a much more dependent on the ability of its individual member desirability to learn. Personal mastery indicates towards motivating individual to learn and become enhanced. At the beginning of every event at Wesfarmers, the first question that is asked is about what are your expectation? The answer that is most commonly received is, To learn. With learn they may indicate towards the processes it would like to improve, the area of the company, which are not so familiar, or with the Wesfarmers production system and means on how it can be improved (van Eijnatten and Putnik, 2004). Team learning is another core aspect that helps the organisation achieve extraordinary results. The Production System of Wesfarmers is to encourage team member to do the creative thinking and develop ideas that are responsible for evaluating ways to meet successful improving operations (Murray, 2013). Management of company believed that No one individual is responsible for delivering the desired results but by gathering a team of employees, it is possible to achieve results that could have not been accomplished by just one individual. Mental models are the beliefs and assumption an individual presume to form its interpretations. These models are likely to drive behaviours. There is a need of an individual to look at him or her and examine his or her own thought to improve us continually. The self-sufficiency helps individual learn about its capabilities it holds within himself to meet the organisational goals. Wesfarmers flourished by forming a culture of innovation as their leadership approach was willing to risk short-term failure for the longer-term outcome. Management of Wesfarmers is focused with the fact that it takes time to develop a culture for innovation, but rapid adoption of innovation is not possible it. System Thinking is a way in which organisation is required to perceive organisation on the whole and not in a discrete manner; with a broad perspective, an organisation can shape future of the organisation. The Production System of Wesfarmers is the aptest example of system thinking affecting the business organisation (Murray, 2013). Learning Organization Crucial To Company Growth Every organisation is required to develop learning within the culture to deliver the desired performances. The reasons why organisation growth enhances due to learning are motivating and developing moral of the employee as they feel valued which help in delivering prospective results effectively (Yeo, 2015). Further, learning is directly linked to development. Learning help in developing sound practices of working which are aligned to organisation targets. It has the potential to increase the overall productive capacity of the organisation. People, attitude and the service are an integral part of organisational success. All these factors are promoted through learning (Inkpen, 2010). Learning encourages change and facilitating such change progressively help in attaining success. Reference Murray, B., 2013. Creating a Culture for Innovation. Effective Executive, 16(1), p.55. Garvin, D.A., 2013.Learning in action: A guide to putting the learning organisation to work. Harvard Business Review Press. Garvin, D.A., Edmondson, A.C. and Gino, F., 2008. Is yours a learning organisation?.Harvard business review,86(3), p.109. Grieves, J., 2008. Why we should abandon the idea of the learning organisation.The Learning Organization,15(6), pp.463-473. Inkpen, A.C., 2010. Learning through joint ventures: a framework for knowledge acquisition.Journal of management studies,37(7), pp.1019-1044. Kerka, S., 2013. Appreciative Inquiry. Trends and Issues Alert. Rowley, J. and Gibbs, P., 2008. From learning organisation to practically wise organisation.The learning organisation,15(5), pp.356-372. Senge, P.M., 2014.The dance of change: The challenges to sustaining momentum in a learning organisation. Crown Business. Thomsen, H.K. and Hoest, V., 2010. Employees' perception of the learning organisation.Management Learning,32(4), pp.469-491. van Eijnatten, F.M. and Putnik, G.D., 2004. Chaos, complexity, learning, and the learning organisation: towards a chaotic enterprise.The Learning Organization,11(6), pp.418-429. Yeo, R.K., 2015. Revisiting the roots of a learning organisation: A synthesis of the learning organisation literature.The Learning Organization,12(4), pp.368-382.

Loneliness Of Long Distan Essays - Social Realism, Alan Sillitoe

Loneliness of Long Distan annon By Alan Sillitoe Born in Nottingham in 1928 to a working class family, serving in the Air Force, and going through many struggles, Alan Sillitoe is known as an effective representative of the English working class. Through his story The Loneliness of the Long-Distance R unner and the other stories contained within the book, Sillitoe effectively criticises the legal system of England, which deprives individualism from its people, is ineffective and interferes with people's lives. His stories Uncle Ernest, On Saturday Afternoon, and The Loneliness of the Long-Distance Runner show these themes. The issues presented still are pertinent today. Sillitoe effectively criticises the legal system in Uncle Ernest. Uncle Ernest is a working-class lonely man who lives an isolated, despondent existence. Joan and Alma, whom he befriends, are very poor and in need of a father figure. Ernest has lost all of his old friends. His family has left him. He is need of company. He can no longer cover up his loneliness like he covers up the sofas he re-upholsters for a living. Ernest buys food for them, clothes, and gifts. All three are happy in the rela tionship they have with one-another. However, one day, he was told, Now look here, we don't want any more trouble from you, but if ever we see you near those girls again, you'll find yourself up before a magistrate (57). Ernest is deprived his life, w hat makes him happy. He is deprived the only friendship he has because the unwritten social code suggests that a man such as himself befriending young girls as such means that he is a paedophile. The detectives interfere with his life. Sillitoe shows t he legal system not only makes false assumptions, but goes by an unwritten social code that is accusational. The issue of conformity is central; Ernest is not a normal member of society, therefore he is further ostracised. In On Saturday Afternoon, Sillitoe's narrative is of an account of a bloke hanging himself. The man survived. When found by a copper, he was told, Its against the law. It ain't your life. And it's a crime to take your own life. It's killing your self. Its suicide. (103). The legal system is ineffective; the man proved to the coppers whose life it was. He jumped out of a hospital window to his death. Furthermore, the legal system is questioned. In this almost spooky story, Sillitoe raises the issue of whether or not the law has a right to decide for someone else whether or not that person has a right to take their own life. He answers with a decisive no through his use of tone, and by making the copper look foolish. Sillitoe's story also im plies that the legal system interferes with one's life by preventing one from doing as they wish, especially when it is not harmful to others. Finally, and most dramatically, The Loneliness of the Long-Distance Runner questions the legal system's juvenile reform programs. They can spy on us all day to see if we're pulling our puddings and if we're doing our 'athletics', Colin Smith states, but they can't make an X-ray out of our guts to find out what we're telling ourselves (10). This is just one of Smith's comments which serve as a tool of satire, to say that the reform system is ineffective. It cannot change what the kids who go throu gh it feel inside. Borstal can make the students go through the motions but it cannot reform them. When Smith leaves, he says that the six months wasn't a bad life (46) and that his stay at Borstal made him stronger. It is implied that he commits a nother burglary. Sillitoe also criticises the system's lack of consideration for the juvenile, but rather personal glory. Smith does not want to be a runner. He does not feel any desire to win the race. Smith loses the race because he too is not a con formist. He will not succumb to the governor. He will not win the race because, It don't mean a bloody thing to me...only to him (12). Before going to Borstal, when a police officer questions Smith about robbing the bakery, the copper is shown to be incredibly foolish as Smith mocks him for days. Smith negotiates with the copper like a lawyer, asking him where his warrant is and mocking him in jest. Sillitoe shows the intelligence Smith. What makes Smith run? Is it the peace of the woods, the bea uty of the wildlife and animals

Script for Closing Ceremony Essays

Script for Closing Ceremony Essays Script for Closing Ceremony Essay Script for Closing Ceremony Essay All the participants made their own cupcakes In this activity. Do you remember the game stalls that we held at the school hall? Yes. There were many cross-curricular game stalls in the school hall which attracted our schoolmates to come and play And the junior form trivia quiz! That was one of the highlight of the English Week! It was great amusing, wasnt it? Yes, I enjoyed being the MAC of the quiz. We have held some new activities this year, right? Yes, the Music Pilot Programmer was a new activity this year. Students could enjoy heir lunch at room 427 and listen to different English pop songs every Tuesday at lunch time. It was wonderful to try new things that weve never done before. Also, it was a popular activity that many students had participated in. Christy, what is your favorite activity that held in this year? I would say its Getting an Autograph in the English week. It was not Just the most popular stall in all game stall held in the hall, but we could also actually learn a lot from writing a letter to our favorite singers, actors or actresses. So, that was one big great hit. Weve learnt a lot from organizing hose castles_ First Is to be creative. There were so many new castles that we had to think about the details of it. Also, weve learnt the importance of effective communication. If we dont send our messages to others clearly, they may not be able to get our messages, like making the announcements in the morning. And weve totally experienced the art of team spirit that is to cooperate with a variety of different people. Things would never have completed if there are only two of us. Talking about people who have helped us organizing activities, there are actually loads of people we would Like to express our thanks to. First of all, we want to thank Ms. WAG who guided us through out, advising us what to do, giving us different ideas for the activities, and what could be done even better. Ill never forget the day that we came back in summer to try the cupcake decoration activity with Miss Wong. Yes, she is our savior. On the whole, we would like to thank the following teacher for their hard work towards the success of the English activities. Miss Chemung, Miss Luau and Miss Choc, they stayed with us after school to practice the script of the Trivia Quiz until almost 8 p. M. And Miss You, Miss Lung, Miss Luau and Miss Moore for their nutrition for the other game stalls. We would like to thank the following teachers on behalf of all the English Ambassadors who have made the announcements through the year on the morning assembly, we would like to express our thanks to Miss Choc and Miss Wong, who had amended the draft and coached us to make all the announcements In the morning assembly. And above all, we greatly appreciate ten efforts pal Day all Tort 4 to Tort / Engels student teachers. 10 select ten elates to share on various social issues. And offered them the chance to shine on the stage. Of course, we need to thank all the English Ambassadors. You all did a great Job. Without your efforts, nothing could be done. And finally, the new school year is not far from now, and we need someone to help the English Ambassador team next year! Thats right, if you have excellent spoken English, and would like to be a member of the grand SEAS team, you may find Miss. WAG to sign up. Join us and become a member of the grand SEAS family! And finally, we thank you all for your support on our English activities. Your support is our motive power. So we kindly ask you to continue on with your support on all our English activities next year. Thank you.

Strategic planning (TESCO) Case Study Example | Topics and Well Written Essays - 2750 words

Strategic planning (TESCO) - Case Study Example The very core purpose of any business, besides sustenance and profitability, happens to create and keep adding value for the customers. A supermarket chain in particular needs to take into account the changing needs and requirements of the customers, depending upon the changing environment, food habits, time management, availability of alternates in the market, increasing awareness about environmentally friendly goods and services etc. This way they can earn the loyalty of the customer while successfully attracting more customers. Tesco's mission statement1 says, "Our core purpose is to create value for customers to earn their lifetime loyalty." value creation for the customer proves to be a competitive weapon to retain the customer.Retail Business requires managing a broad range of retail skills in the areas of customer sales and service, promotion & advertising, store layout, visual merchandising, economics & accounting, marketing, buying from suppliers, inventory control, and huma n resource management. The mission and objective statement must encompass all such fields and activities. Tesco has a long term strategy for growth, based on four key parts:1.3 Principle activities and Products: Tesco, the super-market chain is in the business of retailing for nearly 90 years now. It is UK's largest retailer, having around 1800 stores in UK alone and more than 2300 stores worldwide, with group sales crossing m 37,070 worldwide at the end of financial year 2005. An international retailer of food, non-food and retailing services, Tesco currently operates in the China, Czech Republic, France, Hungary, Japan, Malaysia, Poland, Republic of Ireland, Slovakia, South Korea, Taiwan, Thailand, Turkey and the UK. 1.4 Short History: It was in the year 1919 that Jack Cohen founded Tesco, when he began to sell surplus groceries from a stall in the East End of London. In those days his first day's profit was 1 and total sales of 4. The name comes from the initials of TE Stockwell, who was a partner in the firm of tea suppliers, and CO from Jack's surname. It was in year 1929 that Jack Cohen opened his first Tesco store in Burnt Oak, Edgware, North London. And the journey continues, there's no looking back since then. 1.5 Microenvironment factors: With an emphasis on Globalization and consumerism, role of retailer and supermarkets is continuously on the rise. World over such supermarkets are replacing the street corners shops as the supermarkets offer better quality, branded items and value for money. In fact supermarket chains like TESCO have now become a formidable brand in themselves. 1.6 Perceived competitive Advantage: From the strategic planning point of view, competitor analysis is very important for any company's long-term survival (Kotler, 1972). Tesco is securing itself a position in the top echelon of an elite group of international retail organizations on account of the number of superstores that it has worldwide and the range of products available. Mintzberg (1994) too, while talking about the changes that have taken place on the strategic planning front, emphasizes the importance of strategic planning. 1.7 Future Assumptions: David (1999) defined strategy as 'the match an organisation makes between its internal resources and skills and the opportunities and risks created by its external forces'. This assumption forms a crucial component while planning for future. For such planning, the TOWS (Threats-Opportunities-Weaknesses-Strengths) and SPACE (Strategic Position and Action Evaluation) Matrices prove to be very helpful tools.

Politics in East London Research Paper Example | Topics and Well Written Essays - 1500 words

Politics in East London - Research Paper Example This paper discusses the current political system and main challenges encountered by Hackney, Croydon, Tower Hamlets, and Lewisham. Response of the boroughs to the Alternative Vote (AV) The residents of Hackney responded differently to the Alternative Vote (AV) than the common response of the residents of the rest of the three boroughs of East London. While the residents of Lewisham, Croydon, and Tower Hamlets voted against the AV, only Hackney supported the Westminster Electoral system’s reform in the referendum of 2011. According to the statistics noted by Brown (2011), in the electorate’s 34.23 per cent turnout, electoral reforms endorsement in Hackney happened with a majority of 10,905. 39.32 per cent of the people voted against whereas 60.68 per cent of them voted in favor. A turnout of 35.9 per cent was observed in Croydon and most of the residents i.e. 67.01 per cent voted against whereas only 32.99 per cent voted in favor. The response from the residents of Lewi sham was much similar to that of Croydon as 50.65 per cent of the residents of Lewisham voted against any alteration in the First Past the Post system. In Tower Hamlets, 54.17 per cent of the residents voted against and the rest voted in favor of choosing a new way to elect Webminster’s MPs. According to the opinion polls, the No Campaign had received a victory across the country. This served as a blow to the Liberal Democrats who had been heavily defeated in the local elections and others who wanted a preferential system of voting. Comparison of severity of main issues in the boroughs London Poverty Profile (2010) drew a comparison between the level of severity in the issues of low income and benefits, low pay, low education attainment, ill health, and inadequate housing among London’s boroughs. According to London’s Poverty Profile (2010), of the four boroughs in the East London, two with the comparatively greatest problems of â€Å"low income and benefitsâ⠂¬  include Hackney and Tower Hamlets, Lewisham has comparatively lesser issues of low income and benefits whereas these issues are the least in Croydon. The issue of â€Å"low pay† is the most severe in Hackney, its severity is almost the same in Croydon and Lewisham, whereas low pay as the issue is the least severe in Tower Hamlets. The issue of â€Å"low education attainment† is the most severe in Hackney, its level of severity is lesser in Lewisham, whereas its level of severity in Croydon and Tower Hamlets is the lowest. The severity of the issue â€Å"ill health† is maximal in Hackney, lesser and almost the same in Lewisham and Tower Hamelts, and is the least in Croydon. The issue of â€Å"inadequate housing† is the most severe in Tower Hamlets, its level of severity is lesser in Hackney, it is even lesser in Lewisham, whereas the level of severity is the lowest in Croydon. Government-imposed cuts in public spending and its effects in the boroughs The Coalition Government in the UK is attempting to reduce the deficit in budget by bringing immediate and deep cuts in the public spending. The government claims of implementing progressive and fair cuts and of protecting the most vulnerable. Nevertheless, it is hard to make such reductions in public spending without having any negative implications for the most vulnerable communities. Hackney is the second most deprived borough in the UK after Brent and is likely to experience loss of money by as many as 6790 poor households as a result of the

Motivating Business Students to the Entrepreneurial Sector

Motivating Business Students to the Entrepreneurial Sector An Empirical Study on Factors Motivating Business Students to Move to the Entrepreneurial Sector Abstract. This exploratory study is attempts to examine how employable individuals turn their focus to start-ups. Today, majority of employees still practise a more or less self-protective strategy. In this paper we would report on the results of an empirical study of factors motivating degreed potential employees to move to self enterprising. The deciding factors to become an entrepreneur and of sustainable employment-oriented factors to be analyzed in order to discover how they differ. Participants consisted of 200 students from Malaysia entered final year of business undergraduate and postgraduate programs. Self-administered questionnaires were used to gather data on factors and types of relationships influencing career choice and entrepreneurial intention. The results of the analysis will serve as a basis for the development of employment practices designed to support start-ups in adopting sustainable business practices. 1. Introduction Today, employees still act in accordance with employers legal obligations and try not to attract special attention from local independent business owners. This papers main aim is to take a fresh look into graduates expectation on the factors motivating employees when considering switching jobs if employed and to identify the level of interest as they commence and develop entrepreneurial ventures. The study principally examined why employees decide to become entrepreneurs, therefore, seven main issues associated with graduates enterprises as they established, operated and grew their businesses, these being chosen following a process of brainstorming with a pilot group of graduate entrepreneurs. 2. Review of Literature 2.1. Overview A number of researchers have attempted to consider factors such as gender, grade point average, duration and field of study and entrepreneurial family background as important factors affecting students perception and attitudes towards the prospect of new own business formation, and some of these factors clearly enhance or inhabit such tendency (Oakey, Mukhtar and Kipling, 2002). However, Cooper, Woo, and Dunkelberg (1989) suggested that the various objectives identified by other researchers can be reduced to three factors: challenge, wealth and autonomy. Using cluster analysis Woo, Cooper, and Dunkelberg (1991) identified two types of entrepreneurs depending upon their purposes at the time of commencing the business: firstly self-regulating who placed high priority on not having to work for others, and secondly, â€Å"company-men. who builds the organization. 2.2. Motivation Generation of start up ideas have been explored by a number of researchers. Opportunity recognition is dependent on whether the entrepreneur was extrinsically stimulated. A leading entrepreneurship text has recognised the â€Å"important implications for entrepreneurs who need to be creative in their thinking† and of the concept that creativity can be learned or enhanced (Timmons Spinelli, 2008). The three types of opportunities identification to the field of entrepreneurship as established by Sarasvathy, Dew, Velamuri, and Venkataraman (2003) are recognized, discovered and created. There are various motives to start a new venture. According to Amit, McCrimmon, Zietsma and Oesch (2001), money is important but not necessarily most important. They argue that some of the key non-monetary motives for starting up a business include the wish to be independent and the combination of work and household responsibilities. These start-up motives may have important consequences for the d egree of (over)optimism that characterizes (promising) entrepreneurs. For example, if an entrepreneur is mainly driven by wealth creation, it may be expected that (s)he is more likely to be disappointed if the turnover in the first year is relatively low. If the entrepreneur is driven by the wish to be independent, (s)he may be unpleasantly surprised by the strong reliance upon a limited number of clients or the bank. If the primary start-up motive is exploiting a perceived opportunity, the entrepreneur may be faced with other people who came up with the same idea or possibly an overestimated market demand for the (new) product. Gilad and Levine (1986), agreed in their analysis on intrinsic and extrinsic that there are discrimination between start-up motives. Intrinsic motives include the desire for independence and combining work with care for family members. Entrepreneurs who are driven by such motives will probably be less inclined to set unrealistically high pecuniary goals. Extrinsic motives include two categories: pull and push factors. An opportunity of perceived profit is an important pull factor of entrepreneurship, while (the threat of) unemployment is a well-known push factor. Regarding the exploitation of opportunities, Hayward, Shepherd and Griffin(2006) argue that overoptimistic founders will commit too many resources to the opportunities that are the bases of their ventures. If entrepreneurs are ‘blinded by their own ideas and fail to adequately assess the competition and the (potential) problems to transform the opportunity into a profitable venture, over optimism is around the corner. The creation of a new organization, however, is contingent upon the belief that self-employment promises more expected utility than either employment within an existing organization or unemployment (Douglas Shepherd, 2000; Van Praag Cramer, 2001). 3. Methodology Gartner (1989) proposed that a common limitation of studies into the predictors of entrepreneurial intentions is the failure of investigators to choose samples that are (1) comprised solely of people who are serious about entrepreneurship and (2) who are in the process of making the decision to become involved in creating a new business. Krueger, Reilly and Carsrud (2000) find that studies comprising samples of upper-division college students can uncover job-related preferences at a time when respondents are struggling with important career decisions. Therefore, it is acceptable and appropriate to investigate entrepreneurial intent utilizing a sample of upper-class college students. (Brice and Nelson, 2008), it is important to note that the population of interest in their study consists of individuals who perceive that they will become entrepreneurs and not necessarily only those who will actually become entrepreneurs. This difference is significant because while actions has been demonstrated to be predicted by intentions. Therefore, the focus of this research remains at the entrepreneurial intentions level of analysis. The sample chosen consists of postgraduate and undergraduate business degree program students who were nearing graduation. When students contemplate graduation, they may also develop immediate career plans and long-range goals. The respondents are those from the business disciplines because, based on their discipline interest, they have already decided to pursue business-related careers. For that reason, a homogeneous sampling of university college students was included in this study. In this study, we follow the method tested by Brice and Nelson. This study sample consisted of 200 students from University Colleges in Malaysia who participated utilizing a structured questionnaire data collection methodology. Subjects consisted of final (3rd) year business undergraduates and final year Master of Business Administration (MBA) students in the concentrations of management. They were appropriate primarily because their academic concentration implied that they had serious interest in pursuing a business career. The main themes covered by the survey questions include firm and owner characteristics; interest to start-up; motivation to switch jobs; career preferred timing and industry; medium for seeking employment: desire and likelihood of rewards and opportunity; criteria of choosing employers. The two researchers contacted students directly via targeted groups of respondents list originating from the Faculty of their academic major program. Five questions adapted from Chen, Greene, and Crick (1998) was used to assess start up intentions. Responses were gathered on a 5-point Likert scale and total scale score was obtained by averaging the five questions. Brice and Nelson have reported a Cronbachs alpha of 0.92 for this scale, which implies strong reliability. Information pertaining to each respondents age, gender, and class was obtained to use as control variables in the analysis. Each of these control variables was recorded as non-continuous, categorical predictors. 4. Analysis and Results Once all the related information from the respondents was entirely obtained, the students motives leading to start-up were analyzed. From the mean of all motivation constructs, it could be argued that the main motive for start-up is the need for achievement (average value = 14.3), followed by economic reasons (mean value = 12.89) and the need for independence (average value = 12.89). In order to establish instrument reliability, Cronbachs coefficient alpha was computed. The reliability coefficient was 0.71 which indicates that the instrument was reliable in its measurement of determinants for start ups. Data reduction technique is used to unfold the information embedded in our data. Hypothesis 1: Intention for independent business start-ups is higher than joining established firms After elimination of subjects with survey questionnaires were only partially completed, the final sample totalled 196 students. As shown in Table 2, this sample was equally represented between the genders, consisting of 107 (54.6%) males and 89 (45.4%) females. Subjects were primarily graduating undergraduate business students (65.8%) and graduating postgraduate students (34.2%). In fact, there were 129 bachelor degree students who aged below 25 years than MBA students who aged 26 and above. The majority of subjects were expecting salary between RM5001- RM15000 (56.2%) which is not in accordance or earnable with employment even in established firms. Since the mean, median and mode values are very close to each other, it shows the data is symmetrical. The mean for the 196 students is 2.08 with a standard deviation of 1.088. The Trimmed mean value of 2.01 is similar to the mean above. Hence, shows there are no outliers in the data set. In this survey, since the sample size is 196, the Kolmogorov-Smirnov test is used. The p-value of the test is less than 0.001. Hence, the data is not distributed normal. Of the 196 students, 77 (39.3%) very enthusiastic towards start-ups, 52 (26.5%) eager to start-up, 46 (23.5%) open to any opportunity, and 16 (8.2%) to consider start-up option. Out of total, 5 (2.6%) prefer employment. Since the correlation value is within 0.5 to 0.8, start-up intention among degree students is said to correlate â€Å"adequately† with at least one other variables in the construct. In this survey, the KMO value is 0.819, which is considered good. Bartletts test of sphericity is used to analyse whether the correlation matrix is an identity matrix. Identity matrix can be ruled out if the p-value of the test is less than 0.05 (Karuthan and Krishna, 2009). In this model, since the p-value is less than 0.001, the researcher proceeds with factor analysis. Since the researcher wanted to study the underlying construct among the six variables: Curiosity, Interest, Consideration, Preparation, Setting Up and Start-up Timing. This is a single underlying concept; therefore, it is called the â€Å"Start-up Intent Structure†. Since the â€Å"Start-up Intent Structure† varies from person to person, it is a variable too. However, it cannot be measured by physical means. Hence, it is called a latent variable or just factor. The model for â€Å"Start-up Intent Structure† is given in Figure 4. In Figure 4, one can visualize six simultaneous regression functions: Curiosity, Interest, Consideration, Preparation, Setting Up and Start-up Timing as the dependents and â€Å"Start-up Intent Structure† as the independent. In the table above, since there are 6 variables in this analysis, 6 components (or factors) are listed in the first column. The respective eigen values and percent of variance explained are provided in the next two columns. For Factor 1, the eigen value is 3.109 and the variance is 51.811% of the total variance. For factor 3, 4,5 and 6 the eigen value is less than the default value of 1. In the same table, under â€Å"Extraction Sums of Squared Loadings†, only two factors are listed, corresponding to the factors for which the eigen values is more than 1. Based on the cumulative % column, these factors explain 68.792% of the total variance in the 6 original variables. According to Karuthan and Krishna, (2009) established that, in social sciences, at least 50% of the total variance in the variables in analysis must be explained by the factor of factors. In this survey, a single factor extracted explains more than 50% of the total variance in the original variables. Hypothesis 2: Motivations to switch job if employed in established firms associated with independent business start-ups We use multivariate data analysis to recognize the association between different motivation variables. The analysis has shown the variables in a scatter plot and quantifying the strength of association using correlation analysis. An association is established, both empirically and theoretically, therefore we pursued to obtain a regression model. This model, used to predict the value on entrepreneurial intention (outcome), given the values on the motivations to switch job if employed variables (predictors). Table 6, the p-value for the Levenes test for equality of variance is 0.000, which is less than 0.05. Thus, equality of variances is not assumed. Table 7 depicts that the F-value is 3.933 and the degrees of freedoms are 7 and 188. The p-value of the test is 0.000, which is less than 0.05 and the eta-squared value of 0.128, which is less than 0.15,hence, at least one pair of means differ significantly. Therefore there is a need to identify the pair that differs significantly. In this case, the researcher has performed posthoc tests. Based on Kruskal Wallis Test, the p-value of this test is 0.000, which is less than 0.05. Thus, at least one reason differs in terms of motivation towards self-employment rather employment. Based on Kruskal Wallis Test (Table 5) for the mean ranks, obviously, the degreed students are looking for a more challenging career in terms of expanded scope of work, more responsibilities and change in career path rank much higher compared to the students who looking to join a more established and stable organisations. On the other hand, 82.20% students feel that they need to escape from unfavourable office environment such as not happy with peers, bosses, office politics and etc. Based on Table 3.1, this supports students interest, whereby 97.4 cumulative percent and mean rank shown in table below of probability of considering the new business start-up.

Essay examples --

Justice Penny White of Tennessee, lost her retention election in 1996 after the Tennessee Conservative Union campaigned against her, saying she was soft on crime and capital punishment. A retention election is beneficial because it eliminates Justices that feel pity or emotion towards cases and/or people. Justice White for example ordered a new death sentence hearing for the case of State v. Odom and was knocked off the bench in a retention election because of her decision. This retention election process is beneficial because it allows citizens to retain judges who are doing significantly. It also allows us as citizens to vote off Judges who we think are doing poorly or do not represent us as a whole. Justice Penny White was voted off the ballot because citizen did not like the decision she made in the case on State v. Odom. Churches formed prayer circles to call community members stating that they would vote no for Justice White because she is evil. (Denver Bar Assoc iation.) White was opposed by a variety of victims' right groups as well as by Republic governor Don S... Essay examples -- Justice Penny White of Tennessee, lost her retention election in 1996 after the Tennessee Conservative Union campaigned against her, saying she was soft on crime and capital punishment. A retention election is beneficial because it eliminates Justices that feel pity or emotion towards cases and/or people. Justice White for example ordered a new death sentence hearing for the case of State v. Odom and was knocked off the bench in a retention election because of her decision. This retention election process is beneficial because it allows citizens to retain judges who are doing significantly. It also allows us as citizens to vote off Judges who we think are doing poorly or do not represent us as a whole. Justice Penny White was voted off the ballot because citizen did not like the decision she made in the case on State v. Odom. Churches formed prayer circles to call community members stating that they would vote no for Justice White because she is evil. (Denver Bar Assoc iation.) White was opposed by a variety of victims' right groups as well as by Republic governor Don S...

Position of women in 16 and 17 century Essay

Women were challenged with expressing themselves in a patriarchal system that generally refused to grant merit to women’s views. Cultural and political events during these centuries increased attention to women’s issues such as education reform. Though modern feminism was non-existent. The social structure women limited opportunities for involvement; they served largely as managers of their households. Women were expected to focus on practical domestic pursuits and activities that encouraged the betterment of their families, and more particularly, their husbands. Education for women was not supported—harmful to the traditional female virtues of innocence and morality. Women who spoke out against the patriarchal system of gender roles, or any injustice, ran the risk of being exiled from their communities, or worse; vocal unmarried women in particular were the targets of witch-hunts. The seventeenth century women continued to play a significant, though not acknowledged, role in economic and political structures through their primarily domestic activities.They often acted as counselors in the home, â€Å"tempering† their husbands’ words and actions. Women were discouraged from directly expressing political views counter to their husbands’ or to broadly condemn established systems; nevertheless, many women were able to make public their private views through the veil of personal, religious writings. Marriage: The seventeenth century represents a fascinating period of English history, drawing the attention of whole generations of historians. This turbulent age saw three major events that had a deep impact on England’ s political as well as social life—the English Revolution, the Restoration of the Stuarts in 1660 and the Glorious Revolution in 1688. Amidst the turmoil of the events, people’s everyday lives unfolded. While it was men’s preoccupation to keep the country’s political and economic affairs going, women had an indispensable, though far less public, part to play. This paper aims at providing an outline of the seventeenth-century English marriage, viewed from the woman’s perspective. It touches upon topics such as concluding marriages, basic marriage values, duties of a married woman and possibilities of divorce. Attention is paid to the areas in which the  seventeenth-century reality was different from today’s. In seventeenth-century England, marriage and sexual morals played a far more important social role than nowadays. A family centred around a married couple represented the basic social, economic and political unit. In the Stuart period, a husband’s â€Å"rule† over his wife, children and servants was seen as an analogy to the king’s reign over his people—a manifestation of a hierarchy constituted by God. A woman was regarded as the ‘weaker vessel’ (a phrase taken from the New Testament)—a creature physically, intellectually, morally and even spiritually inferior to a man; therefore, the man had a right to dominate her (Fraser 1981: 1). In a society strongly influenced by Puritan values, sexual integrity and the status of a married person gave a woman respectability and social prestige. This, together with the fact that it was very difficult for women to find ways of making an independent living, meant that securing a husband was a matter of great importance. Theoretically, it was possible for two people to marry very young. The minimum legal age was 12 years for women and 14 years for men. In addition, it was possible for the couple to get engaged at the age of 7, with the right to break off the engagement on reaching the minimum age of consent (Stone 1965: 652). However, early marriages were rather rare—the average age of the newlyweds was about 25 years. Interestingly, the basic requirement for a legally valid marriage was not a formal consecration in a church, but the completion of a marriage contract, commonly called ‘spousals’. Spousals were an act in which the bride and groom said their vows in the present tense—‘per verba de prasenti’ (Ingram 1987: 126). In a majority of cases, this procedure was accompanied by a church ceremony (banns). Yet if the marriage was concluded without witnesses and not consecrated in a church, it had the same legal validity. This practice had existed in England since the twelfth century and lasted till 1753. Not having to go through a church ceremony made it possible for lovers to marry secretly, without the knowledge of their parents. In this way, they could escape the dynastic scheming of their families.

Typical Course of Study for 9th-Grade

Ninth grade is an exciting time for most teens. The beginning of the high school years marks the culmination of their primary education, and the  course requirements for high school students  begin their preparation  to enter college or the workforce after graduation. Curriculum for 9th-grade students shifts to address higher level thinking skills and autonomous study skills. In 9th grade, language arts prepares teens for effective oral and written communication. Typical courses in science include physical science and biology, while algebra is the standard for math. Social studies usually focuses on geography, world history, or U.S. history, and electives such as art become a vital part of a students  education. Language Arts A typical course of study for ninth grade language arts includes  grammar, vocabulary, literature, and composition. Students will also cover topics such as public speaking, literary analysis, citing sources, and writing reports. In 9th grade, students may also study  myths, drama, novels, short stories, and poetry. Math Algebra  I is the math course that is typically covered in 9th grade. Some students may complete  pre-algebra  or  geometry. Ninth grade students will cover topics such as real numbers,  rational and irrational numbers, integers, variables,  exponents  and powers,  scientific notation, lines, slopes, the  Pythagorean Theorem, graphing, and using equations to solve problems. They will also gain experience in reasoning skills by working through reading, writing, and solving equations, simplifying and rewriting equations to solve problems, and using graphs to solve problems. Science There is a wide range of topics that 9th-grade students can study for science. Standard high school courses include biology, physical science, life science,  earth science, and physics. Students may also take interest-led courses such as astronomy, botany, geology, marine biology, zoology, or equine science. In addition to covering standard science topics, it’s essential that students gain experience with science practices such as asking questions and forming hypotheses, designing and carrying out experiments,  organizing and interpreting data,  and evaluating and communicating results. This experience usually results from taking science courses with labs and learning to complete lab reports after each. Most colleges and universities expect high school students  to complete two or three lab sciences.  Ã‚   Two of the most common science courses for ninth grade students are biology and physical science. Physical science is the study of the natural world and includes topics such as the earth’s structure, ecology, weather,  climate, erosion, Newton’s laws of motion,  nature,  space, and astronomy. Physical science may also cover  general science principals such as  the scientific method and  simple and complex machines. Biology is the study of living organisms. Most biology courses begin with a study of the cell, the most basic component of all living things. Students will learn about cell structure, anatomy, taxonomy, genetics, human anatomy, sexual and asexual reproduction, plants, animals, and more. Social Studies As with science, there is a wide range of topics that students can study for ninth-grade social studies. Social studies encompass history, culture, people, places, and environments. Students need to gain experience with  social studies skills such as reading maps, using timelines,  critical thinking, evaluating data, problem-solving, and understanding how cultures are affected by geographic location, events, and economics. Standard high school courses for 9th-grade students include American history, world history,  ancient history, and geography. Students studying U.S. history will cover topics such as the exploration and settlement of America, Native Americans, the foundations of American democracy, the Declaration of Independence, the U. S. Constitution, taxation, citizenship, and types of government. They will also study wars such as the American Revolution and the Civil War. Ninth graders studying world history will learn about major world regions. They will learn about the patterns of migration and settlement in each, how the human population is distributed, how people adapt to their environment, and the effects of physical geography on cultures. They will also study wars such as World War I and World War II.   Geography can easily be incorporated into all history topics. Students should learn map and globe skills using a variety of map types (physical, political, topographical, etc.). Art Most high school coursework now requires art credit. Colleges and universities vary on how many elective credits they expect, but 6-8 is average. Art is  a broad topic with ample room for interest-led, elective  studies. Art studies  for ninth grade students can include visual arts such as drawing, photography, graphic design, or architecture. It can also consist of performance art such as drama, dance, or music. Art studies should allow students to develop skills such as watching or listening and responding to art, learning the vocabulary associated with the art topic being studied, and fostering creativity. It should also allow them to encounter topics such as  art history, famous artists and works of art, and  the contributions of various types of art to society and its impact on culture.