Not Just Another Outdoor Company Essay Example

Not Just Another Outdoor Company Essay Nau is an outdoor company which the whole organization shares a belief that â€Å"in addition to generating a profit, companies have an equal responsibility to create positive social and environment changes†. To achieve this target, they claimed that they have 3 approaches in design, sales and financial areas to do a green business. The public get an impression that this company is doing something to improve the society by using the sustainable approaches and they must be ethical and responsible. However, if we keep a lookout for it, we will have questions. Is this company really doing something good for the society or it is just some marketing gimmicks? I have doubts and do not think that they are ethical and responsible. Firstly, in the design area, they stated that they develop 24 of its 32 fabrics to be more sustainable. To some certain extent, the sustainable fabric is a real boon to the environment. But what is the inwardly intention by achieving this goal? The raw material of the sustainable fabrics may be much cheaper than the original one. By developing these, the companies can save cost and their revenue is higher. They may not be so considerate to the environment but these are just pretty covers. Secondly, in the sales area, they have provided a web store so that customers can do online shopping. As the real store inventories has reduced, the store become smaller. The company claimed that this is good for the planet by minimizing the operational cost to save energies. Let us have an exhaustive examination of the issue. Provide online shopping platform is for saving the cost to hire staff and promoting their business using the World Wide Web. They also save the cost to rent a bigger store. We will write a custom essay sample on Not Just Another Outdoor Company specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Not Just Another Outdoor Company specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Not Just Another Outdoor Company specifically for you FOR ONLY $16.38 $13.9/page Hire Writer These helps their business for better revenue which nothing done with the environmental protection. That’s only the goldbrick to create a positive reputation for the company. Thirdly, in the financial area, the company has pledged 5% of the sales to charitable organization. Compared to other companies, Nau has donated a much higher sale to the charity. However, what if Nau raised the selling price higher and customers pay more. Therefore, the 5 % denotation is actually all coming from the customers and Nau have the same profit without any sacrifice. They use the tricks on the selling price and make everyone thinks that they have corporate responsibility to do something good for the world. All in all, I do not think Nau’s approaches place much emphasis on the social responsibility. Although their ideas are worthy of praise, they are still under suspicion due to the above reasons. This is not a good approach for Nau to do business. You can use this as the decoration for your company to increase the reputation but this is not a long term way to build the images. Nau has now decreased the denotation to charity from 5 % to 2% which provide a bad impression to the public that if this company can stay long in the market. This also scares away the investor to put their investment into Nau. If the price of the material of the sustainable fabrics increase a lot and this makes the company cannot survive, will the company abandon the sustainable fabrics and use the normal fabrics? Therefore, it is not wise for the company to only build their images on this areas and they should think of some other promotion gimmicks like good and colourful appearances of their products.

Unit 10 Assignment 1 Essay

Unit 10 Assignment 1 Essay Unit 10 Assignment 1 Essay Unit 10 Assignment 1 By Rebecca Abell Many people believe that bacteria only cause disease and death. This is not technically true. While we have all suffered from some kind of an infection which we are told is caused some noxious form of bacteria, this is just a small part of what bacteria contribute to our lives. First, it would be well to add a bit of science to be clear about what bacteria are. Defined most correctly, bacteria are a large group of one-celled microorganisms widely distributed in nature. Search any microbiological text book and you will see that there are thousands of different types of bacteria in the world, everywhere around us, although only about two thousand species of bacteria have actually been identified. On the most part, bacteria simply share the world with us and are of no specific harm to any human being. They are remarkable organisms for their simplicity of form, their efficiency of life and their rapid ability to reproduce. It has been said that it is possible for some species of bacteria, within the correct environment, to reproduce themselves in the span of about twenty minutes, although most do not reproduce quite so rapidly. . As far as we know, bacteria have been present upon the earth for billions of years and are generally considered to be one of the olde st and simplest forms of life. Most bacteria are very simple as far as their structure and function goes. They have a hard outer wall which is called a capsule; inside this capsule there exists a cell wall which guards the inner workings of the cell, called the cytoplasm. From within the cytoplasm comes the material from which the bacteria are able to reproduce. Interestingly enough, there are no organelles, which are small structures within cells that perform dedicated functions. As the name implies, you can think of organelles as small organs. The organisms in the total coliform group are called indicator organisms. That is, if present, they indicate that there is a possibility, but not a certainty, that disease organisms may also be present in the water. When absent, there is a very low probability of disease organisms being present in the water. The ability of the total coliform test to reliably predict the bacterial safety of water relative to the hundreds of possible diseases that might be present is critical since it is impossible, in a practical sense, to check separately for every disease organism directly on a monthly or a quarterly basis. The presence of only total coliform generally does not imply an imminent health risk but does require an analysis of all water system facilities and their operation to determine how these organisms entered the water system. Escherichia Coli (e-coli) is a specific species (subgroup) within the coliform family. They originate only in the intestines of animals and humans. They have a relatively short life span compared to more general total coliform. Their presence indicates a strong likelihood that human or animal wastes are entering the water system, and have a much higher likelihood of causing illness. Microorganisms are widely used in the food industry to produce various types of foods that are both nutritious and preserved from spoilage because of their acid content. In the dairy industry, many products result from fermentation by microorganisms in milk and the products of milk. For example, buttermilk results from the souring of low-fat milk by lactic acid. The flavor is due to substances such as diacetyl and acetaldehyde, which are produced by species of Streptococcus, Leuconostoc, and Lactobacillus as they grow. A fermented milk product with a pudding like consistency is yogurt. Two bacteria, Streptococcus thermophilus and Lactobacillus bulgaricus, are essential to its production. After the milk has been heated to achieve evaporation, the bacteria are added, and the condensed milk is set aside at a warm temperature to produce the yogurt. Sour cream is produced in a similar way, using

Making Money with Poetry Workshops

Making Money with Poetry Workshops I always wanted to be a teacher. I always wanted to be a poet.   In reality, I ended up in the Marine Corps   which led to a career in aviation. Hmm, not very poetic! However, my dreams to be a teacher and a poet never subsided and I now make money, yes, real money creating and teaching poetry workshops at local libraries.   This is a robust market and fairly easy to penetrate! Most libraries have discretionary funds available to them via the Friends of the Library group associated with their particular branch. This is a nationwide network of non-profit groups that raise money to help local libraries. Groups conduct book sales and bake sales and often operate small gift shops at the library to raise money. Funds are used to pay for additional library equipment, employee appreciation luncheons, special events and yes, even poetry workshops! The best way to find the money is to contact the local library manager or event manager with a poetry workshop proposal.   These people are able to review and endorse your idea and forward your proposal to the Friends Group to seek funding for your workshop.   Response time is generally within a month because the groups tend to meet on a monthly basis. In my experience, a two-hour poetry workshop typically pays $50 to $200 per event. Note, these are for workshops you teach at YOUR local libraries.   If you would require funding for travel and expenses to other libraries, you would need to ask for more money. A poetry workshop proposal should be neat and succinct. One page is sufficient. Something that provides only the salient details: title of the workshop, summary (one or two sentences), purpose (one sentence), participants (for example, suitable for adults versus children), duration (recommend 90 minutes to two hours), materials (mention if participants need to bring their own pens and paper or if you will provide), set-up (for example, indicate if you need a podium, conference table and chairs), cost (flat rate works best), class size and a brief literary

International business Movie Review Example | Topics and Well Written Essays - 750 words

International business - Movie Review Example The team shooting the documentary visited the largest U.S. landfill, known as Apex, based in Las Vegas, to show the viewers how landfills work. Then they travels to China, Beijing, and show the flip side or reverse of the story: looking into just a few of the hundreds of illegal dumpsites, which have emerged in the citys outskirts to deal with the rising waste produced by Chinas growing middle class (Hulu 1). The documentary leads to a report that is centered on advocating for recycling garbage, as well as the many opportunities it offers, whether it is plastic cans being remanufactured into textiles or waste foodstuff being repurposed into high-octane gas. According to the documentary, roughly 80% of what Americans discard into the waste system is recyclable. However, only 28% of these throwaways are recycled. This has lead to major destruction of the habitat as, for instance, waste is China is been thrown to major rivers that a used to supply water to the Chinese citizens (Hulu 1). Ways to solving these issues are easy and simply require individual effort. Each year, Americans throw plastic cups, paper, forks and spoons, which are enough to circle the equator a number of rounds. This is a lot of waste, which could simply be reduced by washing the dishes. Every American, on a yearly basis, uses approximately 1 billion shopping bags, leading to 300,000 tons of landfill waste (Hulu 1). A solution to this is through introducing reusable bags. Reusable bags will help curb this trend by reducing the 300,000 tons of wastage caused by these plastic bags. In the documentary, it was projected that 275 million tires were in unsold stocks (Hulu 1). This can cater as a breeding site for mosquitoes and a home for rodents as they keep heat. These piles also easily ignite, developing toxin-emitting, hard-to-put out fires, which can combust for months.

ABC Development Assignment Example | Topics and Well Written Essays - 2000 words

ABC Development - Assignment Example The housing project was scheduled to begin on January 1, 2013 and to be completed in the first few days of the month of December 2013. However, the construction process was delayed by 1 week. The planning process also realized delays of about 3 weeks. In total, delays in the schedule were 4 weeks (approximately 1 month). The planning permission was to commence on March 1, 2013 while construction was to begin a month later (April 1). It means that the first complete housing units were to be rescheduled to the end of October. The sales process should have started on November 1, 2013. The sales would remain at the same rate indicated earlier in the feasibility study since the shifts in house sales have not affected the current revised rate. It remains at 2 housing units sold per month. However, completing the sales would be realized three in February 2014. There are changes on the interest rate charged by the financial institution responsible for the funding of the housing project. With the increase in the rates of interest, loan facility would have to be viable until the end of February 2014. The simple interest would have to be scaled to 1.3% or simply 1% because of the 0.8% rise in the simple interest rates. The interest on the loan facility remains at the original schedule of a quarterly model in arrears. The developer’s cash will be used to pay it out. Roll-ups will not be allowed on the payments. The commitment fee of  £5000 will not be affected by scaling up the interest or the changes in planning and construction schedules. It will still be paid once the loan has been processed. The disposal fee of  £500 per housing sold will also remain unchanged. The funding of construction costs in a revolving basis will not be affected by the changes. It will remain at  £525,000. The remaining land cost ( £80,000) and

Special Education Essay Example for Free

Special Education Essay To effectively talk about the effect of ID’s in the classroom I thought who better to talk to than a teacher that has a classroom full of ID students. Ms. Tornetta Clark, she is an Intervention Specialist in a SED room for grades 1-4 depending upon age. We began our conversation with what lead her to become an Intervention Specialist? Ms. Clark stated that she had always wanted to be a teacher even as a child, so when she went to college she decided to become a teacher she started as an elementary teacher and later decided to get into special education. As time went on she learned that she enjoyed these children even more than the others, it was more gratifying. So now that we have broken the ice so to speak can you tell me what some of the problems associated with assessing the children with ID may be? Tornetta asked me which group of children would I like to discuss, the culturally diverse, gender specific, the psychological these are all type of ID children and different types of assessments, so where would you like to begin? I thought that it would be best for her to tell me about the most difficult one and she choose culturally diverse students. Ms. Clark states that when dealing with the minorities there are additional layers of complexity to consider especially if the child is of another ethnicity than the person that is doing the assessment. Ms. Clark also states that she prefers to do the majority of her assessments on her own simply because she has been doing this for a long time and that she has worked with several different ethnicities. Having worked with the different ethnicities I have the upper hand and a child can feel when they are understood or when someone is placating them. In my many years of teaching I have also realized that children can feel when someone really understands them and cares. In my classroom we start the morning off by saying good morning to everyone by name and then we each can stay one thing that happened last night or over  the weekend or just something that they may want to share each child gets two minutes and we have a timer to ensure everyone get quality time. This is also something that works well on their social skills. Now as far as the assessment on the psychological side most of these test and assessments are done in the clinic or with the therapist, now there have been an occasion or two where I have sat in and I have even administered the assessment. However the same problems still exist these test need to be tailored to each child and they are not they are standard which in my opinion is ridiculous each child is different so each child should be tested differently. Now I asked about gender specific testing but I have only ran across that twice in my many years of teaching, however it does exist and as educators we need to be able to deal with it and continue to tech and maintain our classes. There are or at least it used to be several teachers that were homophobic and thought that school is no place for a child’s sexual preference to come out or even to be discussed. Now in the schools we see it everyday boys holding hands with other boys and girls doing the same so therefore it has to be addressed, it cannot be slid under the carpet anymore. This is something that as educators we also need to be able to deal with especially in our SED classes, these child need more open discussions so that they do feel that they are being included. Our children have a tendency to get picked on and then they end up feeling as if no one understands them and they begin to contemplate suicide, as educators it is our job to do our best to deter those types of feelings and to encourage a child to be true to who they think they are and to not judge others for being different. We attempted to get back to the interview with on last question and that was, what are the characteristics of the teacher’s students with ID that result in eligibility for special education? Ms. Clark informed that the majority of the students that go through some sort of testing do not get into a special education program. However there are reasons for that in some cases it is because the parents do not push and keep up with the appointments as well as follow through with what they need to do as far as information that may be needed to get a child into a program and doctors’ appointments, the letter’s from the doctor’s. There are all sorts of reasons and then there are specific programs that some parents would like to see their child in, but there is a waiting list or there is another program that is comparable but  the parent is reluctant. Also some parent’s may not want their child labeled as a special education student so they are in denial. And last but not lest then there are the neighborhood schools that are full and there are no exceptions to be made so that the child can stay with their siblings, this also goes into the transportation realm of the problems as well, some districts offer transportation to children but if there are siblings they cannot receive transportation so parents do not want their children separated and that is undrstandbale in most cases. Clark tells me that she feels that if one child attends the school in the special education program then the siblings should attend that school as well and they should receive transportation as well. This would probably keep down some of the confusion on the buses anyway, especially if there is an older sibling that can watch out for the younger ones. This is how we were raised the oldest always looked out for the younger ones and made sure that everyone was home safe when mom and dad got in from work. I think that we need to get back to the motto that it takes a village to raise a child and if we did then the school system and the communities would be a better place. After talking with Ms. Clark I thought about how I raised my children and she was correct when she said that it takes a village to raise a child, I was a single parent for several years and I had six children two were in the special education program at the neighborhood school. I took them to school and my mother picked them up from school. The neighbor watched them as they would enter the house and have snack a start their homework until I got home from work. I did the same for her on the weekends when she worked and she also had a child that was special needs and we made it work if the school called and I was unable to go she would go and vice versa. The point is that as parents and educators we need to work together to let our youth know that they are loved and that they are going to be taken care of not just in the schools but at home as well. References Clark, Tornetta: Intervention Specialist. 2013 Personal conversation. June 20.

Brown v. Board of Education Decision Essay examples -- Civil Rights Mo

The Broken Promise "Histories, like ancient ruins, are the fictions of empires. While everything forgotten hands in dark dreams of the past, ever threatening to return...†, a quote from the movie Velvet Goldmine, expresses the thoughts that many supporters of integration may have felt because no one truly knew the effects that one major verdict could create. The Brown v. Board of Education decision was a very important watershed during the Civil Rights Movement. However, like most progressive decisions, it did not create an effective solution because no time limit was ever given. James Baldwin realized that this major oversight would lead to a â€Å"broken promise.† Before the decision of Brown v. Board of Education, many people accepted school segregation and, in most of the southern states, required segregation. Schools during this time were supposed to uphold the â€Å"separate but equal† standard set during the 1896 case of Plessy v. Ferguson; however, most, if not all, of the â€Å"black† schools were not comparable to the â€Å"white† schools. The resources the â€Å"white† schools had available definitely exceed the resources given to â€Å"black† schools not only in quantity, but also in quality. Brown v. Board of Education was not the first case that assaulted the public school segregation in the south. The title of the case was shortened from Oliver Brown ET. Al. v. the Board of Education of Topeka Kansas. The official titled included reference to the other twelve cases that were started in the early 1950’s that came from South Carolina, Virginia, Delaware and the District of C olumbia. The case carried Oliver Brown’s name because he was the only male parent fighting for integration. The case of Brown v. Board o... ...le knowing their identity, so that they do not have to face the judgments of others. "Man is least himself when he talks in his own person! Give him a mask and he'll tell you the truth!" (Velvet Goldmine). Works Cited Baldwin, James. â€Å"Down at the Cross.† 1955. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998. 63-84. Ewing, James. â€Å"Desegregation: Progress Report.† New York Times 26 Sep. 1954. â€Å"Integration Gain is Noted in South.† New York Times 7 Jul. 1957. Irons, Peter. Jim Crow’s Children: The Broken Promise of the Brown Decision. New York: Viking Penguin, 2002. â€Å"Text of Supreme Court Decision Outlawing Negro Segregation in the Public Schools.† New York Times 18 May 1854. Velvet Goldmine. Dir. Todd Hayes. Perf. Jonathan Rhys Meyers, Ewan McGregor, Christian Bale, Toni Collette. Miramax, 1998. Brown v. Board of Education Decision Essay examples -- Civil Rights Mo The Broken Promise "Histories, like ancient ruins, are the fictions of empires. While everything forgotten hands in dark dreams of the past, ever threatening to return...†, a quote from the movie Velvet Goldmine, expresses the thoughts that many supporters of integration may have felt because no one truly knew the effects that one major verdict could create. The Brown v. Board of Education decision was a very important watershed during the Civil Rights Movement. However, like most progressive decisions, it did not create an effective solution because no time limit was ever given. James Baldwin realized that this major oversight would lead to a â€Å"broken promise.† Before the decision of Brown v. Board of Education, many people accepted school segregation and, in most of the southern states, required segregation. Schools during this time were supposed to uphold the â€Å"separate but equal† standard set during the 1896 case of Plessy v. Ferguson; however, most, if not all, of the â€Å"black† schools were not comparable to the â€Å"white† schools. The resources the â€Å"white† schools had available definitely exceed the resources given to â€Å"black† schools not only in quantity, but also in quality. Brown v. Board of Education was not the first case that assaulted the public school segregation in the south. The title of the case was shortened from Oliver Brown ET. Al. v. the Board of Education of Topeka Kansas. The official titled included reference to the other twelve cases that were started in the early 1950’s that came from South Carolina, Virginia, Delaware and the District of C olumbia. The case carried Oliver Brown’s name because he was the only male parent fighting for integration. The case of Brown v. Board o... ...le knowing their identity, so that they do not have to face the judgments of others. "Man is least himself when he talks in his own person! Give him a mask and he'll tell you the truth!" (Velvet Goldmine). Works Cited Baldwin, James. â€Å"Down at the Cross.† 1955. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998. 63-84. Ewing, James. â€Å"Desegregation: Progress Report.† New York Times 26 Sep. 1954. â€Å"Integration Gain is Noted in South.† New York Times 7 Jul. 1957. Irons, Peter. Jim Crow’s Children: The Broken Promise of the Brown Decision. New York: Viking Penguin, 2002. â€Å"Text of Supreme Court Decision Outlawing Negro Segregation in the Public Schools.† New York Times 18 May 1854. Velvet Goldmine. Dir. Todd Hayes. Perf. Jonathan Rhys Meyers, Ewan McGregor, Christian Bale, Toni Collette. Miramax, 1998.

Critically Analyse Two Theoretical Approaches to Cognitive Development Essay

The rationale for the essay will be to discuss how early childhood memories can contribute to Post Traumatic Stress Disorder (PTSD) later in adult life. Negative early experiences such as child abuse can have a major impact on the development of the brain. Similar to adults with PTSD, children have trouble sleeping, can not control their memories of the trauma and are constantly on alert (Kuafman, Plotsky, Meyerhof & Charney 2000). Memory alterations connected to PTSD represent a complex interrelationship between brain and mind (Wilson & Keane 2004). The essay will therefore address a psychological and neurobiological approaches which have been typically associated with the diagnosis of PTSD. The psychological approach for discussion will be Freud’s(1896) psychodynamic model of neurosis which was one of the first paradigms to place emphasis on external stressor events (Wilson 2004). The essay will concentrate on the hippocampus, a brain area involved in memory and briefly discuss the amygdala. Saplosky (1996) neurobiological study in relation to stress, glucorcotoids and hippocampus, a brain area involved in memory functioning. These brain areas will be discussed in relation to disturbing memories and deficits in memory functioning (Silver, McAllister & Yodofsky 2011). Firstly it will be necessary to discuss what the term â€Å"memory† means. A simple definition of memory would be a persons power to remember things or the faculty by which the mind stores and remembers information (Oxford 1964). A psychological definition is more complex and although memory is seen as a single term it refers to a multitude of human capacities (Medin & Pashler 2002). There are three major processes involved in memory: encoding, storage and retrieval each operation represents a stage in memory processing (Sternberg 2009). Encoding is the process by which a memory is formed where information is changed into a useable form and stored in memory for later use (Nevid 2009). The information can be encoded in different ways; acoustically, iconic and semantically. Stored memories are quite often in the unconscious, implicit part of the mind and the retrieval process allows s to bring most memories back into the conscious mind (Sternberg 2009). William James (1890) was one of the first to suggest memory was not a single system but rather comprises of a short and long term memory. James (1890) distinguished between primary memory as being conscious of what has just happened and secondary memory as the knowledge of events that have left our consciousness (Thorn & Page 2009). Hebb (1949) later supported James (1890) and suggested there was a neuro-physiological distinction between primary and secondary memory. Hebb (1949) proposed primary memory reflects temporarily reverberating electrical activity where as secondary memory results from permanent synaptic change (Bernstain, Penner, Clarke-Stewert & Roy 2008). Waugh and Norman (1965) elaborated on James (1890) theory and proposed the multi-store model of memory. The multi-store model proposed verbal stimuli was perceived in the primary memory which had a very limited capacity. As new stimuli were considered and as the capacity of the primary memory was reached the stimuli were displaced and forgotten (Baine 1986). However when stimuli was rehearsed it was either retained in short term storage in the primary memory or it was transferred to long term storage in the secondary memory. The more often information was rehearsed in primary memory the more likely it would be transferred to secondary memory (Baine 1986). Waugh and Norman (1965) model was extended by Atkinson and Shiffron (1968) they suggested that for information to become a memory it had to flow through a system. The system starts with the sensory memory or immediate memory associated with visual (iconic) and auditory (echoic) perceptual processing. This is where information is first detected and if attended to will then enter the short term memory (STM). If the information which is now in the STM is rehearsed it will enter the long term memory (LTM). However if no rehearsal occurs the information is forgotten and lost from STM through the process of displacement or decay. The encoding or transferring of information into long term storage therefore depends on short term memory (Dehn 2011). The psychobiology of learning and memory suggests that traumatic memory is uite different from ordinary memory and investigators such as Van der Kolk (1996) suggest symptoms of PTSD result from multifaceted nuero-hormonal changes that occur as a result of chronic stress. These changes can be accompanied by the release of adrenalin through the noradrenergic system which may play an important role in the enhancement of encoded, stored and retrieved information. PTSD can be defined as an incident where a person is exposed to serious threat of injury or death and experiences extreme fear (Shiromani, Keane & Le Doux 2009). There are typically two types of memory disturbances identified in PTSD, intrusive memories and impoverish memory functioning (Mace 2000). Intrusive memories are events that are retrieved involuntarily and experienced as flash backs of the original trauma, and triggered automatically by situations that reflect aspects of the traumatic event (Mace 2000). Impoverish memory refers to diminished encoding or impaired retrieval abilities, and deficits in declarative memory. Fragmentation of memories may occur, both autobiographical and amnesic trauma related gaps in the memory, which occur for minutes to days and not due to ordinary forgetting. In extreme cases it is suggested that extremely stressful experiences particularly in child hood maybe forgotten for a period of years (Friedman, Keane & Resick 2010). Human learning involves the interactions of memory systems mediated by distinct cerebral networks, of which can be divided into the declarative (explicit) or facts that can be assessed verbally and non-declarative, behaviours associated with emotional stiuations (implicit). These memory systems are mediated primarily by the hippocampus and amygdala, brain areas involved in learning, and emotional memory (Layton & Krikorian 2002). There is interestingly a biological distinction between these areas which is mediated by structures outside the hippocampus. In the famous case of HM where damage to the hippocampus impaired declarative memory however non-declarative memory was unaffected (Scolvile, Milner 1957). The declarative memory can be split into two categories; episodic which stores specific personal experiences, such as remembering a first day at school and semantic; which stores factual information such as knowing the capital of France. Freud (1893) early theory of neurosis known as â€Å"seduction theory† was one of the first to place emphasis on external stressor events, he suggested the symptoms could only be understood if they were traced back to a traumatic events specifically early child hood experiences of â€Å" sexual† seduction or assault (Leys 2000). However it was not the experience itself which was traumatic but its delayed revival as a memory this was after the individual had reached sexual maturity and could therefore grasp its meaning (Leys 2000). Freud (1893) drew upon the notion that childhood sexual experiences resulted is dissociation, denial, repression and other primitive defence mechanisms (Friedman, Keane & Resick 2007). Freud (1893) suggested that during development a child could potentially experience a range of traumatic events. As a result the victim typically uses repression an â€Å"ego† defence to suppress traumatic memories and once in the un-conscious or implicit mind, neurotic symptoms might occur as a result of active forces being applied to the un-conscious or explicit memory (Wilson & Lindy 2004). The repressed memories do not change when they are retained in the un-conscious (implicit) memory and will emerge via the activation of situational reminding cues (Wilson & Lindy 2004). His theory however was not well received in Conservative Vienna and he revised the seduction theory in 1896, he concluded that the memories of his patients may have in-fact been fantasies and have their origins in the libidinal drives and conflicted attachments to parental figures ( Mason 2003). Freud’s early thinking regarding trauma was largely based on children as sexual beings from birth onwards, and that this sexual instinct was based on libidinal forces that could lead to intra-psychic conflict: the Oedipal complex (Mason 2003). This led to psychodynamic theory, a complementary approach emphasising unconscious influences on issues related to memory and PTSD, and seeing suceptability as a result of factors like poor childhood relationships, insecure attachments & sexual abuse (Friedman, Keane & Resick 2010). Current empirical data however clearly supports Freud’s (1893) original theory regarding the psychological impact of child abuse and as a result children have been shown to suffer from PTSD and symptoms associated with cognitive, emotional and behavioural development (Deblinger, McLeer, Atkins, Ralph & Foa 1989). Current research has brought into debate Freud’s (1897) suspicions of imaginary fantasies, the recovered memory/ false memory debate† brings such childhood memories into question. The theory suggests child hood memories are not reliable and it is relatively easy to plant memories for events that did not really occur through ideas suggested by over enthusiastic therapists the media or self help books related to sexual abuse (Pezdek & Banks 1996). Hyman and Billing (1998) conducted a study to investigate if students would create false child hood memories. The study found approximately 25% of students created false childhood memories after being encouraged to imagine the suggested child hood event (Hymann &Billing 1998). A study by Clancey, Schacter, McNally & Pitman (2000) also pointed to gender bias in relation to false memories, they used the Deese/Roediger-McDermott paradigm using four control groups of women. The study found women with PTSD had a higher rate of false recognition of critical lures than women with abuse histories without PTSD, non abused non PTSD women, or men with out abuse or PTSD (Bremnar, Krause, Shobe & Kihlstrom (2000). Women with PTSD were also found to have poorer memory for previously studied words, which is consistent with the findings of declarative memory deficits in PTSD (Bremnar et al 2000). Studies such as Sapolsky (1996) have led to the idea that external stressor events could have a profound impact on the biology and behaviour of organisms. Just as Freuds theory suggests, external stressor events have an impact on triggering unconscious implicit memories through their retrieval via situational cues. Neuro biological studies have shown retrieval is accompanied by adrenaline release which may further aggravate the traumatic memory (De Kloet, Oitzl & Vermetten 2008). The noradrenergic system is responsible for the â€Å"fight or flight† rapid response to stress. This is associated with increased firing of noradrenalin neurons in the brainstem which enhance the release of noradrenalin in the brain and strengthens memories connected to emotional events (Bremner, Krystal, Southwick & Charney 1996). Cahill and McGaugh (1998) suggest adrenaline is shown to enhance the memory in a â€Å"dose dependant way†, it seems to enhance retention thorough its effects on the limbic structures, including the amygdala complex. There fore when a stressful event is experienced adrenaline is released, the noradrenergic system may then play an important role in the enhanced encoding of trauma related memories. The accompanied release of adrenaline when a traumatic event is experienced may further strengthen the traumatic memory trace. A positive feed back loop may then result in deeply engraved memories, which are expressed as intrusive recollections and flash backs (Cahill & McGaugh 1998). Child abuse and other stressor events can have lasting effects on the hippocampus, the brain area involved in declarative, implicit, unconscious memory. The hippocampus is part of the limbic system, and part of a group of structures that surrounds the brain stem. These structures play an important role in the experience of emotions motivation and memory (Litwack 2010). Sapolsky (1996) conducted studies on rats in his Stanford University laboratory, he concluded that glucocorticoids can cause rats brains to shrivel as the dendrite branches that communicate with other neurons wither away. Sapolsky, Romero, Munk (2000) found prolonged exposure to stress causes irreversible damage in rats, the findings therefore suggest long term exposure to glucocorcitoids in humans with PTSD may also result in permant nueron damage to the hippocampus and deficits in declarative memory. Further neuroimaging studies have found smaller hippocampus volume in people with PTSD, this was found in MRI imaging of Vietnam veterans and adults with a history of child abuse relative to healthy comparison subjects (Francati, Vermetten & Bremner 2007). The subject and theory which has been discussed far exceeds the parameters of this essay, however the greatest attempt has been made to cover as much of the subject as possible. It would seem there is mounting evidence to support Freud’s (1893) original â€Å"seduction theory† that early traumatic childhood experiences can lead to memory disturbances later in adult life. Memories have been found to be engraved even deeper by the noragenric system and the increased release of adrenaline caused by exxecive stress associated with PTSD. Sapolsky (1996) and Sapolsky, Romero, Munk (2000) have further discussed the impact of stress on the brain and effects on the hippocampus an important structure in the functioning of memories. Nueroimaging has further shown shrinkage in the hippocampus in adults whom have been diagnosed with PTSD and have experienced a history of child abuse. There has however been studies by hyman and billing and Clancey, Schacter, McNally & Pitman (2000) that suggest some memories can be planted or imagined, via the influence of media and other factors, and a gender bias concerning deficits in declarative memory. However with scientific evidence it would seem early childhood trauma could result in PTSD later in adult life.

Mr. Jax Fashions

Mr.. Ajax is a professional/career woman's dresses and suits designer and manufacturer in Canada during late ass's. The Mr.. Ajax business level strategy is product design and quality. How did they do it? The following is a list of Distinctive Competencies that put Mr.. Ajax in the lead of professional/career woman's fashion Mr.. Ajax hired Louis Seaman who was a well-known women's fashion executive. At the time Mr.. Ajax didn't focus on professional/career woman's dresses and suits and Louis Seaman shifted the focus of the company into the professional/career woman's market segment.Quality of materials used. Mr.. Ajax purchased West Coast Woolen Mills Ltd. This acquisition, although it took time to be profitable, enabled Mr.. Ajax to take control of fabric production scheduling, design, and quality. At the time of market saturation in Canada most competitors used materials that were sub-par for the market segment. The quality and craftsmanship of the garments Mr.. Ajax made were see n as high quality garments produced from high quality materials.The majority of the competition at the time was producing garments off-shore (in Asian) which lead to finished products which could be seen as inferior to those companies that produced finished product only using North American materials and production lines. Mr.. Ajax had also developed a reputation when it came to delivery of goods. Mr.. Ajax had seen delivery rates as high as 90% for (time and orders fulfilled), compared to the industry average of 75%. Mr..Ajax financial reports (see chart below for fiscal years 1981 to 1988) show that there was steady growth in the business but the market has reached a saturation point as seen by the net profit line. (revenue, COGS, Gross Margin, Expenses, Net Profit). Porters Five Forces: Threat of New Entrants: High. Entry into the market can easily be done by any firms, rage or small, with very little startup costs to do so. Threat of Substitutes: High. In order to stay ahead of the threat of substitutes Mr.. Ajax needs, and has, stayed ahead of the competition by keeping tabs on what is happening in the European fashion industry.Bargaining Power of Buyers is high. Distributes have the power, and authority, to turn away deliveries for a number of reasons – lack of quality, outdated styles, breach of contractual obligations, etc. Mr.. Ajax needs to keep up the standards they have set with their buyers. Bargaining Power of Suppliers is low. Since Mr.. Ajax currently manufactures the trials they use (30 to 40 percent) to make professional/career woman's dresses and suits they have the option to negotiate with the other suppliers, current or new, for better prices.The Free Trade Agreement (FAT) also makes it easier for Mr.. Ajax to purchase textiles from other North American firms as they can take advantage of lowered or removed tariffs. Seaman has studied two alternatives approaches for entering the U. S. Market: 1 . Establishing a retailing chain, or 2 . A U. S. Based wholesale distribution subsidiary (regional or national) Given the amount of competition in the U. S. Establishing a retail chain would not be in the organization's best interest (even though this is the option with the highest rewards).I would suggest to Seaman that he move Mr.. Ajax into the U. S. Via a Regional Distribution Subsidiary, and the reasons for doing so are: Enough cash has been raised to support this entry move into the U. S. Without having to undertake drastic measures. Example: selling off less profitable companies (Surrey Classics or Olympic Pant and Sportswear) to raise more capital for a National Distribution Subsidiary Management for a National Distribution Subsidiary can be developed as the Regional Distribution Subsidiary grows. This will give Mr..Ajax time to see if the entry into the U. S. Is successful, and if so, what is needed to move forward. A Regional Distribution Subsidiary would allow Mr.. Ajax to develop distribution channels in the U. S. , which would be needed for a National Distribution Subsidiary. Also, a Regional Distribution Subsidiary would allow the consumers in the newly entered market to see the high quality, up to date fashions, and quality of goods. This will allow the consumers in the market segment to become acquainted with the new Canadian product.

Silica Tetrahedron Defined and Explained

Silica Tetrahedron Defined and Explained The vast majority of minerals in the Earths rocks, from the crust down to the iron core, are chemically classed as silicates. These silicate minerals are all based on a chemical unit called the silica tetrahedron. You Say Silicon, I Say Silica The two are similar, (but neither  should be confused with silicone, which is a synthetic material). Silicon, whose atomic number is 14, was discovered by Swedish chemist Jà ¶ns Jacob Berzelius in 1824. It is the seventh most abundant element in the universe. Silica is an oxide of silicon- hence its other name, silicon dioxide- and is the primary component of sand. Tetrahedron Structure The chemical structure of  silica forms a tetrahedron. It consists of a central silicon atom surrounded by four oxygen atoms, with which the central atom bonds. The geometric figure drawn around this arrangement has four sides, each side being an equilateral triangle- a  tetrahedron. To envision this, imagine a three-dimensional ball-and-stick model in which three oxygen atoms are holding up their central silicon atom, much like the three legs of a stool, with the fourth oxygen atom sticking straight up above the central atom.   Oxidation Chemically, the silica tetrahedron works like this: Silicon has 14 electrons, of which two orbits the nucleus in the innermost shell and eight fill the next shell. The four remaining electrons are in its outermost valence shell, leaving it four electrons short, creating, in this case, a   cation with four positive charges. The four outer electrons are easily borrowed by other elements. Oxygen has eight electrons, leaving it two short of a full second shell. Its hunger for electrons is what makes oxygen such a strong oxidizer, an element capable of making substances lose their electrons and, in some cases, degrade. For instance, iron before oxidation is an extremely strong metal until it is exposed to water, in which case it forms rust and degrades. As such, oxygen is an excellent match with silicon. Only, in this case, they form a very strong bond. Each of the four oxygens in the tetrahedron shares one electron from the silicon atom in a covalent bond, so the resulting oxygen atom is an anion with one negative charge. Therefore the tetrahedron as a whole is a strong anion with four negative charges, SiO44–. Silicate Minerals The silica tetrahedron is a very strong and stable combination that easily links up together in minerals, sharing oxygens at their corners. Isolated silica tetrahedra occur in many silicates such as olivine, where the tetrahedra are surrounded by iron and magnesium cations. Pairs of tetrahedra (SiO7) occur in several silicates, the best-known of which is probably hemimorphite. Rings of tetrahedra (Si3O9 or Si6O18) occur in the rare benitoite and the common tourmaline, respectively. Most silicates, however, are built of long chains and sheets and frameworks of silica tetrahedra. The pyroxenes and amphiboles have single and double chains of silica tetrahedra, respectively. Sheets of linked tetrahedra make up the micas, clays, and other phyllosilicate minerals. Finally, there are frameworks of tetrahedra, in which every corner is shared, resulting in a SiO2 formula. Quartz and the feldspars are the most prominent silicate minerals of this type. Given the prevalence of the silicate minerals, it is safe to say that they  form the basic structure of the planet.

All About the French Regular Verb Passer (to Pass)

All About the French Regular Verb 'Passer' ('to Pass') Passer (to pass) is a very common and useful regular -er verb, by far the largest group of verbs in the French language. It may be used as a transitive verb that takes a direct object or an intransitive verb, and in doing so, its  compound tenses  are conjugated with either  avoir  or  Ãƒ ªtre. Intransitive Passer   à ªtre With no direct object, passer means to pass and requires à ªtre in the compound tenses: Le train va passer dans cinq minutes.   The train is going to pass / go past in five minutes.Nous sommes passà ©s devant la porte midi.   We passed by the door at noon When followed by an infinitive, passer means to go / come to do something: Je vais passer te voir demain.   Ill come (by to) see you tomorrow.Pouvez-vous passer acheter du pain  ?   Can you go buy some bread? Transitive Passer Avoir When passer is transitive and has a direct object, it means to pass, to cross, to go through, and it requires avoir as the auxiliary verb  in the compound tenses. On doit passer la rivià ¨re avant le coucher du soleil.   We need to cross the river before sunset.Il a dà ©j passà © la porte.   He has already gone through the door. Passer is also used transitively with a period of time to mean to spend: Nous allons passer deux semaines en France.   Were going to spend two weeks in FranceJai passà © trois mois sur ce livre.   Ã‚  I spent 3 months on that book Transitive versus Intransitive While the meanings are nearly the same, the difference is in the object (the noun following the verb). If there is no object, or if a preposition separates the verb and object, the verb is intransitive, as in Je suis passà © devant la porte. If theres no preposition, as in Jai passà © la porte, its transitive. Se Passer The pronominal se passer most often means to take place, to happen, or, in reference to time, to go by. Quest-ce qui se passe  ?   Whats going on?Tout sest bien passà ©.   Everything went smoothly.Deux jours se sont passà ©s.   Two days went by. Expressions With Passer With  idiomatic expressions  using the French verb  passer, you can butter someone up,  handcuff someone, kick the bucket, and more. passer   clothing  Ã‚  to slip on/intopasser   infinitive  Ã‚  to go do somethingpasser la douane   to go through customspasser la radio/tà ©là ©   to be on the radio/TVpasser lheure dà ©tà ©Ã‚  Ã‚  to turn the clocks foward, begin daylight saving timepasser lheure dhiver  Ã‚  to turn the clocks back, end daylight saving timepasser pas lents   to pass slowlypasser de bons moments   to have a good timepasser de bouche en bouche   to be rumored aboutpasser des faux billets   to pass forged moneypasser devant Monsieur le maire   to get marriedpasser du coq là ¢ne  Ã‚  to change the subject, make a non sequiturpasser en courant   to run pastpasser en revue   to list; to go over in ones mind, go through  (figurative)  passer (en)   ordinal number  Ã‚  to put in ___ gearpasser là ¢ge de   to be too old forpasser larme gauche  (familiar)  Ã‚  to kick the bucketpasser la journà ©e/soirà ©e   to spend the day/eveningpasser la main d ans le dos quelquun   to butter someone uppasser la tà ªte la porte   to poke ones head around the door passer le cap   to get past the worst, turn the corner, get over the hurdlepasser le cap des 40 ans   to turn 40passer le poteau   to cross the finish linepasser les bornes   to go too farpasser les menottes quelquun   to handcuff someonepasser par   to go through (an experience or intermediary)passer par de dures à ©preuves   to go through some rough timespasser par toutes les couleurs de larc-en-ciel   to blush to the roots of ones hair, to turn pale (from fear)passer par luniversità ©   to go through collegepasser pour   to take for, be taken forpasser quelque chose quelquun   to pass/hand something to someonepasser quelque chose aux/par profits et pertes   to write something off (as a loss)passer quelque chose en fraude   to smuggle somethingpasser quelque chose sous silence   to pass something over in silencepasser quelquun tabac   to beat someone uppasser quelquun par les armes   to shoot someone by firing squadpasser sa colà ¨re sur quelqu un   to take out ones anger on someone passer sa mauvaise humeur sur quelquun   to take out ones bad mood on someonepasser sa vie faire   to spend ones life doing Conjugations You can see all the tenses  of passer, both simple and compound,  conjugated elsewhere. For now, below is the present tense to illustrate that passer hews exactly to regular -er conjugation endings.   Present tense: je passetu  passesil passenous  passonsvous  passezils  passent

Compare and contrast the glass-steagall act with the Essay

Compare and contrast the glass-steagall act with the gramm-leach-bliley act, also known as the citigroup relief act - Essay Example It removed barriers and obstacles that securities companies, banking companies, and insurance companies had to endure. In this paper, I will seek to compare and contrast the Glass-Steagall Act with the Gramm-Leach-Bliley Act, also known as the Citigroup Relief Act (White 3). To begin with, the Glass-Steagall Act prohibited all commercial banks from taking part in the issuance and flotation of securities. It remained unclear as to why the Congress decided to mandate this divorce but one thing is clear, it made the involvement of commercial banks in securitizing insurmountable burden. This came due to the dichotomy between and among the actual motivation behind Congress’ decision and the ostensible legislative intent. On the other part, enactment of the Gramm-Leach-Bliley Act revolutionized the circumstances since it repealed a section of the Glass-Steagall Act of 1933 whereby it did away with obstacles or barriers present in the market among insurance, securities, and banking companies. In other words, it relived these companies of any barrier that deterred any single firm from acting as a combination of a commercial bank, investment bank, and an insurance company (White 12). Secondly, a study conducted within almost three thousand banks in years between 1856 and 1936 proved that securities were not to blame for most of banks failure or collapse however; they were a particular hazard to banks. More intense studies revealed that the underwritten securities of commercial banks were actually of higher quality as opposed to the prior claim that the affiliate underwritings were of poor quality. The history of Glass-Steagall Act reflects the common notion that the possible underlying cause of the 1929 market crash came about because of using bank credit in excess to speculate stock market. Quiet a number o econometrics assert that what prompted the