Grocery Gateway: Customer Delivery Operations Essay

Grocery Gateway was founded in 1997, by Bill Ni Nardo. In 2001, Grocery Gateway was Canada’s largest direct online grocer, providing a selection of 6,500 items from the GroceryGateway.com website. Nature of the Business: Grocery Gateway offers food products with a delivery service competing in the grocery industry. The service is offered to residents in the Greater Toronto Area (GTA), which is the largest urban area in Canada. Current Market Strategy: Grocery Gateways offers a 90-minute delivery window from 6:30am to 10:30 pm. The service provides a doorstep delivery service for maximum convenience, with the customer in mind. Statement from Claude Germain chief operating officer: â€Å"We Focus on low cost, high service logistics execution in one market. Some people focus on technology, others on merchandising, but right from the get go we focused on logistics execution. We wanted to get it right and have the lowest cost capability with the best service we could provide. â€Å"(pg.2,Johnson). Problem Statement: The present problem is that Dominique Van Voorhis, Vice President of industrial engineering and operation for Grocery Gateway needs to develop recommendations aimed at improving delivery operations at the weekly meeting in seven days. Sub-Problems: * Grocery Gateways has only been able to achieve 2.7 stops per hour. Falling shy of their aimed 4 stops per hour. Organization Objectives: With the stated problem in delivery time, Dominque Van Voorhis needs to increase driver stops within the hour. Grocery Gateway also wants to decrease the delivery windows from 90minutes to 30minutes. They want to initiate a 10 minutes of contact time with the customer and a 5 minute drive between customers, taking in consideration of residential speed laws. SWOT Analysis: Strengths: * Customer time saver- The efficient service saves time for the customer. Typically the average GTA resident consumes a lot of time just to get to work for their 9 to 5 job. This will allows most resident s to have time for other activities. * Product Selection- Grocery Gateway offers up to 6,500 products including dry goods, health and beauty products, meat fresh produce, frozen foods, wine and beer. * Convenience delivery times- Currently the delivery service is offered from 6:30am to 10:30pm. The offered times have a 90 minute window and customers can change orders up to 14 hours before the delivery. * Competitive prices- The cost of delivery is only 8 dollars on top of the customers grocery bill. All products offered are priced competitively. * Website- An website to advertise sales and available products. Also can order products through the website. Weaknesses: * Costumer Choice- Costumers have little to no say about which item to grab off the shelf. This may be a problem in situations when customers produce selections vary. This can cause delay in delivery and lost of time. * Customer absence- Customers may not be home and can cause large problems in time. * Unpredictable Conditions- Canadian weather can vary causes in delays in highways, roads, ect. Also, accidents can cause delays. Opportunities: * Delivery Price: Currently the cost of delivery is only 8 dollars on top of the grocery charge. 8 dollars is a small amount when the average amount of deliveries cost 135 dollars. Grocery Gateway has the ability to raise the delivery charge easily. * Expand Market- Currently Grocery Gate way deal with the Greater Toronto area and surrounding areas around it. The ability to increase the radius of delivery is there. Threats: * Competition- There are few direct competition, but many indirect competition. Many individuals may take it upon themselves to go to the grocery store. * Trust- Customers may not trust other judgment in selecting food and may want to do it themselves. Implications: Analyzing the situational factors it seems that the time factor is the main weakness that Grocery Gateway could encounter. With this evident they should work on delivery execution. Competitor Analysis: Direct: Mr. Case: Was developed in 1984, when a university student started to charge friends for picking up groceries for them. Today has become a lot larger and has a well designed website. The operation process of Mr.case is to order groceries before 11:30am and the groceries will be delivered in one business day of a day of choice after one business day. The charge is $3 for the deliveries is $3 for orders over $75 and $6 dollars for orders under $75. MR. case only delivers in the inner sections of the GTA and will put the groceries past your front door to any room in the customers house. They offer their deliveries Monday to Friday between the hours of 9am to 5pm. They accept online payment, by accepting VISA, Mastercard, American Express, cheques or PayPal. Front Door Organics: Was developed in 1997, trying to cater to the organic consuming community. They encompass a website that has organic box options. Customers can choose between a basic box that has various organic foods in it or they can choose to customize their own box. They offer 450 organic groceries and deliver between the hours of noon to 10pm. They allocate different days of the week to different areas of Toronto for deliveries. They accept cash, cheque, Visa or Mastercard as payment. Indirect: Grocery Stores: Grocery stores contain all the same products that Grocery Gateway does. This means there is another option for customers to pick up groceries instead of paying the charge for delivery. Restaurants: Restaurants offer food and most offer a delivery service for their food. This is mainly a short-term solution for customers, but it can solve their hunger instead of getting groceries.

Cell Membrane Transport

The purposes for these experiments is to be able to understand osmosis and its relationship to tonicity of solutions, and the transportation of molecules across cell membranes. It's also used to understand, and how temperature affects diffusion. You also learn how to test for presences of starches and sugars in solutions. In the first exercise I will be testing for diffusion through an artificial membranes. This one has forty five steps to it. I will not go into it step by step but I'm going to say just the important ones. You need a cup to put 150mL of distilled water in cup number one.Then you soak the dialysis tubing in this cup for five minutes. Then you add in the graduated cylinder, 4mL of distilled water, 2 mL of starch solution, and 2 mL of the glucose solution, then pour it into cup number two. Then use the glass stirring rod to stir the solution in cup two. Then remove the dialysis tubing from cup one, set the cup aside for later, tie up one end tightly. Then test the tubin g with distilled water for any leaks, then pour out the water. Place a funnel at the end of the tubing and then pour the glucose-starch solution into the dialysis tubing from cup two.Then get all of the air out of the tubing and then tie that end securely. Rinse the outside of the tubing to remove what contents could have gotten on the outside of it. Then record the color of solution inside the dialysis tubing. Then use the IKI dropping pipet to slowly add IKI solution to the 150 mL in cup one until it looks like the color of strong tea, stirring with the glass rod while adding the drops. Then record the color of the contents in cup one in before dialysis. Put the dialysis tubing inside cup one, and you let sit for an hour. After the hour, record the color of the dialysis tubing under after dialysis.Then clean cup two and label it dialysis tubing contents. Hold the dialysis tubing over cup two and cut the tubing to release the contents, but save the contents of cup one for later. Th en prepare a hot-water bath, and marking the test tubes numbers one through three. In test tube one add 2 cm of the solution from cup one, and then add 1 cm of Benedict's reagent. In test tube number 2 add the solution from cup two and then add 1 cm of Benedict's reagent. In test tube three add 2 cm of distilled water and then add 1 cm of Benedict's reagent. Record the color of each tube in the before heating column.Place the test tubes in the test tube rack that is inside the hot-water bath, and leave them for about ten minutes. After the ten minutes, use the test tube clamp to remove one at a time and record any color change in the column after heating. This is how you test for diffusion through an artificial membrane. The second test is about diffusion at different temperature using potassium crystals. THe first step is to label three styrofoam cups hot, cold, and ambient. In the cold water cup add two pieces of ice and then fill the cup 3/4 full with tap water.The ambient cup ad d 3/4 water to this cup, and hot water cup add 3/4 full of hot tap water. You let each stand for about five minutes, and then add the temp of each cup to the table. Then label three test tubes and put into test tube rack, using tweezers add about five grains of potassium to each test tube, remember to add the same amount to each one. After this you add 7 mL of water from each cup into a seperate test tube. Remember not to stir when adding water, observe the color of the water in each test tube and record these finding under the 0 minutes in the table. Then place the test tubes inside the cups.After five minutes check the test tubes for the colors of them and then record them in the table. This experiment is to check how the temperature affects the rate of diffusion. In this third experiment we are going to check for tonicity and diffusion. The first step you will add 10mL of distilled water in the graduated cylinder and then one gram of salt to make a sodium chloride solution, then mix well. Mark two test tubes and one and two, filling the first one with distilled water two-thirds full. The second tube add the sodium chloride two-thirds full.After this you will need to cut two pieces of potato about 0.5 cm wide and 7 cm long. Measure each piece and record in the table. Place a piece of potato in each test tube, and wait for an hour. After that hour empty out the water and sodium chloride. The on a paper towel put the piece of potato from the first test tube, distilled water, on the left side of a paper towel, and on the right side place the potato from the sodium chloride solution. Check and see which one is hard and soft. The table makes it easier to keep up with the results of each experiments. In the first experiment there are two tables one for before and after dialysis and the other one is before and after heating.The first table is for recording the changes during dialysis and the second table is for Benedict's Reagent results. These tables help keep tra ck of which one is positive and which one is negative. In the second experiment the table is used for the study of diffusion at different temperatures. You write down the color of the solutions in each tube at the beginning and the second thing is you write the color after five minutes. This one gives the results of how diffusion reacts at different temperatures by color. The third experiment table is to determine the results for tonicity and diffusion.First you write down the dimensions of the slices potatoes before you begin the experiment, in the distilled water column and the sodium chloride solution. Then after the allotted time you take out the slices of potatoes and measure them, and write it down in the after column. Then you determine which is one of the following: tonicity, hypertonic, isotonic, or hypotonic. The observations that I had for the first was how a cell membrane works. The changing of the color in the dialysis tubing was pretty amazing to watch. It was interest ing how the clear solution turned into a dark purple, almost black.Then after the second part of the experiment how they all change from a light blue to either the same color to a yellowish brown. The second experiment is when we use temperature a chemicals to determine diffusion in different states. It just amazes me that so far the main thing that we use is distilled water, except in this one, I used tap water. Sometimes I can smell the chemicals and sometimes I don't. I like this experiment because I don't have to use the stove, I just use the hot water, cold water with ice, and room temperature water. The third experiment is to define tonicity and diffusion.This one was very interesting for me. Even though I had to wait for an hour for the results it was worth it. After you follow the procedure step by step, you get to see the results. After you take the potatoes out of the test tubes, you lay the on a paper towel and you get to feel them. For me this was a more hands on because you got to feel the difference between the two and determine what each one means. In the first experiment there was eight questions to answer starting out with the first one, What is the purpose of this exercise and what is being tested?The answer to this is the purpose is to demonstrate how the dialysis tubing represents the cell membrane, and the discovery of which contains starch. The second question is What color change did you observe in the dialysis tubing and what does that change indicate? It went from a clear liquid to a dark blue almost black and that indicates there is starch present. Another question is Was there a color change in the water around the tubing and if so explain? There was no color change in the surrounding water. What does the Benedict's reagant detect? This detects sugars in the solutions.What does the IKI solution detect? The IKI solution detects starches. The seventh question asks about the similarities of the dialysis tubing and a cell membrane. They both are thin and do not allow molecules to flow through areas they do not belong in. The last question is the transport mechanism in the model cell passive or active and why? I say it is active because it has to constantly not let any molecules pass through. In the second experiment there was only two questions. The first being How does temperature affect the rate of diffusion? With the cold water the potassium just settles at the bottom.The ambient water is a little darker, like a medium pink, and darker on the bottom. While the hot water is dark pink all the way, it is a even color. The third experiment has six questions with the first one being What is the condition of each potato strip after soaking in the test tubes for an hour, and which one in limp and which is crispy? The sizes changed on both, the one that soaked in just distilled water, grew a little bit and was crispy, which means it soaked up water. The sodium chloride got a little smaller, and was limp which means it i s hypertonic.The second question is How would you explain the difference in the conditions of the potato strips using the concept of tonicity? One of them soaked up some water and the other one did not. What was the tonicity of the fresh water solution with respect of the potato cells? It soaked up the water but with it having soaked up just water it didn't soak up any chemicals. What is the tonicity of the salt water solution with respect of the potato cell? In this one it soaked up salt and this made the potato limp. How does the changes in the conditions of the potato strips relate to the wilting of plants?It all depends on what the roots and the plant itself is soaking up, such as chemicals. The last question is How does keeping vegetables cool slow them from wilting? The coolness slows down the process of tonicity and it doesn't soak up moisture from the air. In the first experiment I learned how a cell membrane works and if it can contain starch without contaminating the surro unding areas. The second experiment taught me how different temperatures affect how chemicals react. The third experiment showed me how salt affects the state of the potato and that it can affect other things, too.

A Raisin in the Sun & the American Dream

The American dream in the ’50s was close to materialism. The ownership of consumer goods was believed to bring joy into a family’s life. This stereotypical view governs the dream of one of the main characters in Lorraine Hansberry’s play.The title of the play is based on â€Å"Harlem† by Langston Hughes, a poem that raises a question about a dream that is deferred. â€Å"Does it dry up like a raisin in the sun? †¦ Or does it explode?† (Rampersad, 1995, pg. 426) There are three main characters and all three of them of have dreams that have been prolonged for too long. A Raisin in the Sun is about the rocky journey they go through to acquire their dreams.  The Younger’s family has just received a $10,000 dollar check for their dead father’s life insurance policy. They live in a two bedroom apartment on the black side of town in Chicago. Racial prejudices against blacks in that era and a low income are the root of conflict in the f amily.Mama, deceased Mr. Youngers widow wishes to buy a house and fulfill the dream she once saw with her husband. Beneatha, Mama’s daughter, hopes to find her identity through looking towards true African heritage. Walter, Mama’s son, wishes to one day become rich. He wants to replenish his marriage and provide his son with all the opportunities he never had growing up.Walter wants to invest money in the liquor business with a few of his friends. Although the idea appalls Mama at first, she trusts and supports her son with his decision. The night before making the investment Walter tells his son about the business transaction he about to make while tucking him into bed. He tells the little boy that their lives will change soon and paints an elaborate and vivid picture of the future. He tells his son that when he’s seventeen years old he’ll come home and park the Chrysler in the driveway.The gardener will greet him and when he’s inside the house he ’ll kiss his wife and come up to his sons room to see him browsing through brochures of the best colleges in America. He then tells his son that he will give him whatever he wants. Although Walter is somewhat materialistic in what he wants at the core he just wants a happy family and a son who should have all the chances he never had.During this time Mama buys a house to fulfill the dream she saw with her husband; the only one she can afford is in a white suburban neighborhood. Mr. Lindner a man from the neighborhood comes to the Younger house trying to convince them to not destroy the white community. He offers a lot of money in exchange for their acceptance.Meanwhile Walter looses all the money he has invested in the liquor store because I friend has run away with it. When he looses the majority of their financial resources the entire family falls into a deeper level of depression. At this time, Walter decides to take the money the white man has to offer. The thought of sel ling away their right vexes Mama, Walter’s sister and his wife. They detest Walter for dealing with his dead fathers money so easily and feel that he has lost his soul when he days we wants to be bought out by the white Mr. Lindner.Ultimately, loosing everything they have unites them because at the last moment Walter changes his mind about taking money from Mr. Lindner. Walter tells him that they have moved into the house because their father earned it for them. He continues by saying that they don’t want to disturb the neighborhood peace or protest for bigger causes, and that they’d be nice neighbors.He tells Mr. Lindner that he doesn’t want the money. At this moment the entire family’s spirits are lifted and they are proud of the decision Walter has made. This act of standing by your family to achieve the American dream of succeeding no matter who you are and where you come from unites them. They learn to support each other and put their families before their own. By owning a house, having a high morale, and the support of their family, each of them is on their way to fulfill their American dream.ReferencesFoulis, Rhona (2005, March, 14). A Raisin in the Sun. Retrieved March 8, 2008, from Culture Wars Web site: http://www.culturewars.org.uk/2005-01/raisin.htmPotter , G and Struss, Joe. (2002, April, 02). Iowa State University. Retrieved March 8, 2008, from ISU Play Concordances Web site: http://www.public.iastate.edu/~spires/concord.htmlRampersad, A (Ed.). (1995). The Collected Poems of Langston Hughes. Alfred A. Knopf, Inc..   

Theology Term Paper Example | Topics and Well Written Essays - 2500 words

Theology - Term Paper Example It involves celebrating Gods revelation to humanity through Christ. The Second Advent is characterized by scriptural references with themes majorly inclined to being accountable during his second coming. Judgment of sin and hope of everlasting life is given preeminence in the Second Advent. Advent has deep-rooted focus in the past and the coming future. It is characterized by great symbolism that refers to spiritual journey of individuals and utmost the congregation. The congregation celebrating the advent should be encouraged to do so with hope, anticipation and a spirit of longingnes.They should yearn for deliverance from temptations and evils of the universe. The advent service should start by deliverance to resemble the Israelites who wept out to God to deliver them from bondage in Egypt. The cry of the faithful should rest in the fact that, there is still future hope for deliverance despite being part of a world full of sin and exploitation. The hope by the faithful fills them w ith anticipation that in the near future; a Just King will come whose rule will be marked by righteousness. Themes on anticipation that signifies a new dawn with the royalty of the anointed are to be included in the service. The introduction part of the advent service begins with a song. The song must be relevant to the season and introduce the theme. Songs related to the scriptural readings of the day should be encouraged. ... At this stage, reconciliation is encouraged among the Faithfulls, which signifies that the Christ who is to be born is a prince of peace, and he will bring peace on earth. In the liturgy of the scripture or the word as it is sometimes known, one or even more verses from the scripture are read. The reading can come from the book of psalms. Duration of silence would be observed accompanied by reading from the bible to allow the word to be well understood by the congregation. Preferably in the case of one reading, a verse from the gospels should be read. In liturgy of reconciliation, the minister opens a reconciliatory statement then the congregation joins in. The congregation confesses their sins and prays for those who have wronged them. Musical instruments and the tunes they play should match with the theme of the season. Musical instruments play a great role as they focus thoughts of the congregation on the main theme of the day. A prayer of thanks giving should conclude the Advent service. The prayer gives gratitude to God for His constant love and redemption. The priest concludes the service by blessing the congregation. Words of Gods constant love, care, and protection dominate the blessings. The priest then ends the service by releasing the gathering. He proclaims Gods peace on the congregation. In Barth’s shoes, the advent session service would be a period of fasting and repentance of sins. The service would derive its concept from that of Lent season. When fasting, the congregation is expected to anticipate for good things in future when Christ comes. This should happen even though the return of the Messiah in both Judaism and the Old Testament shows no connection with the aspect of remembering sins. On the contrary, it was marked by

Dispositions Paper Essay Example | Topics and Well Written Essays - 1000 words

Dispositions Paper - Essay Example Dispositions essential for an early childhood educator An early childhood educator should delight in the development of children and have a curiosity about the same. This will allow them to have a strong liking for children and be able to approach and interact with them in and out of class every time and not only when direction or correction is needed (Kidd et al 316). According to Danielson et al (235), playing forms an essential part in the life of a child and their proper development. Therefore, an early childhood educator should value children’s play. This disposition will motivate them to arrange the environment, provide opportunity and materials for play, and be part of it either by watch closely or active participation. They will not find themselves interrupting play and replacing it with teacher-directed activities. The world is dynamic and some of these changes bring challenges in the way we handle and deal with situations we are used to. The early childhood education al centers are not exempted from these challenges and changes for example changes in children’s behavior due changing social-economic and technological situations in the society. An early childhood educator should therefore expect and welcome continuous challenges and change. ... gence of new circumstances and challenges in the society including children, an early childhood educator should have the will and be ready to take risks and make mistakes. This will allow them to move and perform in new upcoming areas within the early childhood education. It will also enable them to handle situations or issues in the early childhood education set up they have never handled before. Whenever mistakes arise, they take them as important learning opportunities instead of sources of self-condemnation and discouragement. Lack of this disposition leads to rigidity and less interest in professional development (Danielson et al 235). Collaboration is necessary for the attainment of results that individual people cannot achieve to the best or those that can be achieved better if approached or done as a group. This requires that an early childhood educator should seek collaboration and peer support. Peer support is very important especially in tackling challenges that relate dir ectly to the education of young children. An educator with such a disposition will use all opportunities to brainstorm and problem-solve with colleagues while requesting or offering help where needed (Thornton 25). Early childhood educators have a significant role in the life of young children to shape, care and protect them due to the much time children spend in school during the day. This requires that early childhood educators should actively advocate for children and teaching practices that are appropriate for them. This disposition will drive them to learn all rights and needs of children in order to ensure that they are provided for. These will include the educational needs required by children for them attain to their best education wise for example the best instructional methods and

Emerging Technologies Essay Example | Topics and Well Written Essays - 2250 words

Emerging Technologies - Essay Example Every company and organization has become heavily dependent on the use of technology to run business activities. For example, use of computers networks and internet has become a common thing for every organization. In this report, we will discuss an innovative technology related to the field of computer science. The name of the technology is Cloud Management Information System (Cloud MIS). Cloud MIS service refers to the use of cloud computing services for managing information provided to the system by the companies using the service. Some of the main benefits that a company can get using Cloud MIS service include secure data management, improved efficiency, lower capital expenditure, no need of hiring IT professionals to manage the MIS, greater flexibility and storage, and lower operational expenditure. The concept of this technology was developed a couple of years ago but more and more developments are occurring in this technology making it more useful and reliable for companies an d organizations. Let us first have a look at basic workings of Management Information System and Cloud Computing in order to get a better understanding of the benefits that the merger of these technologies can provide to businesses. 2. Management Information System According to Oz (2009, p. 9) states, â€Å"Information is the lifeblood of any organization†. Without information, a company can never achieve its desired goals and objectives because information serves as the base for business progress. Management information system (MIS) refers to a system that manages the data and information of a company needed to perform different business activities. MIS makes use of information technology tools in processing of information and generation of reports (Earl 1996). It is a part of internal business control system which manages the documents, business strategies and policies, and information stored in it by the company (Martin 2010). According to Stahl (2008, p. 1), management in formation systems increase the efficiency of business processes, as well as improves coordination between people within organization. As Lauderdale (n.d., p. 1) states, â€Å"MIS allows managers to create reports about the company activities†. This statement shows that MIS can be used to generate reports about business activities, such as, financial reports, employee performance reports, and project related reports. According to Lucey (2005, p. 4), the main tasks of a management information system are to process collected data into information, as well as to send accurate and relevant information to the concerned people. As Burke (n.d., p. 1) states, â€Å"MIS, or management information systems, are used to manage the data created within the structure of a particular business†. MIS stores everything related to business which also include project deadlines and employees’ tasks regarding those projects. Using the information for the system, employees carry out the ir activities accordingly. According to Currie and Galliers (1999), MIS also helps employees in processing, analyzing, and disseminating the collected information. Another advantage of using MIS in companies is that it helps in setting and achieving both short-term and long-term strategic goals and objecti

Instructional presentation Essay Example | Topics and Well Written Essays - 500 words - 1

Instructional presentation - Essay Example Jim Fay’s (1995) discussion of three major teaching styles reminders readers that feedback sends not only the overt message of the words used but the covert messages of tone, actions and general body language. Of the three teaching styles - helicopter, drill sergeants, and consultants – it is the consultant teacher who embodies the overt and covert â€Å"messages of personal worth, dignity, and strength† (Fay & Funk, 1995, p. 197). When looking to the strategies employed by consultant teachers, it becomes obvious that these can be used with all teaching styles to provide corrective feedback in a whole instruction setting. First, educators should make sure the questions being asked are of appropriate difficulty and cognitive levels while being stated as clearly as possible. Schroeder (n.d.) suggests that questions dealing with new material should be such that 80% of the responses given are correct and 90+% for review materials. Educators may find that low-level questions that ask what, where, and who are best for this. Such pedagogical procedures will promote self-esteem as well as momentum needed to progress with instructional activities. Students will then be more willing to work for answers to higher order questions dealing with the why and how. Secondly, teachers should react to responses in such a way as to encourage student answers. Quick, certain responses that are correct need only affirmation that they are indeed correct. Correct but hesitantly given responses need the affirmation of correctness as well as praise and perhaps a short review of why the response is correct. Incorrect responses that are due to a careless error need only a quick reference to the error and time for the student to be allowed to provide the correct answer. Incorrect answers based on a lack of knowledge should be met with prompts and hints that may engage the needed information. Clarifying, rephrasing, or even changing the

Explain how John Steinbeck promotes agonistic and secular humanism and Essay

Explain how John Steinbeck promotes agonistic and secular humanism and give examples in The Grapes of Wrath - Essay Example As a result the wages are pulled down and many go unemployed. Those who are lucky enough to be hired are exploited thoroughly. Although the novel is an indictment against the fallacy of capitalist utopia, it does not gravitate toward a Marxist position. To the extent that Steinbeck accepts bitter realities of life in the United States without resorting to political and economic ideologies is evidence for the agonist in the author. Moreover, by showcasing virtue and resilience in the face of adversity, Steinbeck hints at poverty's noble connotations, which resonates with the message of the Holy Bible. Strengthening the case for the novel's biblical inspirations, the name of one of the Joad family members is Rose of Sharon. But it would be simplistic to classify The Grapes of Wrath as a Christian novel, for it deals with universal human concerns and universal avenues for salvation. Steinbeck makes it clear that such salvation is not an event in afterlife, but one accessible during the course of life itself. The last scene of the story, where Rose of Sharon, upon seeing the miserable starvation of an old man, offers him her breast milk (which her stillborn baby could not have).

What is meant by a Failing State, main causes of it and what may be Essay

What is meant by a Failing State, main causes of it and what may be done to help states that are failing - Essay Example As this occurs, nations and groups become threatened by the environmental actions and may response negatively. The link between climate change and threats to global security become pertinent in understanding the complexities that are arising from both the environmental concerns and the political affiliations and actions in response. The concept of climate change is developed on the theory that there is an alteration in the system of the earth. Increasing temperatures, changes in resources and natural disasters are all pointing to the definition of climate change. This was specifically announced by the politician Al Gore, with his announcement of the threat of global warming. The theory which was presented was one that was based on the environmental changes leading to destruction of the earth. The destruction was compounded specifically because of pollution, destruction of natural resources and the impact of the environment on different countries. The combination of these environmental factors led to scientists finding different understanding with environmental impact while developing specific risks in regards to climate change. Environmentalists began to demand that natural resources be used in a different way. As this increased, were also opposing groups that found the changes in use of resources created a sen se of risk, specifically in terms of politics, economics, social and cultural demands (Stern, 7: 2006). The impact of global warming and the current shift to climate change has created specific political responses, specifically which is related to economics and the need to monitor resources at a global level. The introduction of climate change led to interference from political organizations in regards to taking action, including the UN and the intergovernmental panel. The concepts which each of these governmental structures have carried are to show

Statistics assignment Example | Topics and Well Written Essays - 3000 words

Statistics - Assignment Example Further, the study revealed that there is a strong effect of gender on individual work status. Effect of Gender, Work Status and Age on Hours Worked per Week Individual’s ability to perform different type of work depends on many factors such as age, gender, environments conditions, etc. Furthermore, certain type of work is performed specifically by specific gender. This report will analyze effect of gender, age and work status on number of hours worked per week in job. In addition, this report will analyse whether work status differ by gender. The research questions identified are 1) Is there a difference in numbers of hours a week work in job between male and female respondents? 2) Is there a difference in numbers of hours a week work in job based on work status of respondents? 3) Is there a relationship between gender and work status of respondents? 4) Is there a relationship between numbers of hours a week work in job and age of respondents? To analyse above research questi ons, the 2006 Northern Ireland Life & Time Survey data will be used (ARK). Method Participants Participants were 1,230 respondents (40.6% male, 59.4% female) who had taken part in the 2006 Northern Ireland Life & Time Survey (NILT). ... All the data were collected via a self-completion questionnaire given to each respondent. Results Descriptive Statistics Majority (59.4%) of the respondents were female (figure 1). More than half (56.8%) of the respondents were with British nationality (figure 2). About 31.7% of the respondents were with Irish nationality. The respondents with marital status single (never married) and married were about 28.9% and 44.6%, respectively (figure 3). About one-fourth (26.5%) of the respondents were with marital status living as married, separated, divorced and widowed. About three-fourth (70.1%) of the respondents were with employee work status (figure 4). The respondents with work status supervisor or foreperson, self-employed and manager were 6.9%, 10.2% and 12.9%, respectively. Figure 1: Distribution of respondent’s gender Figure 2: Distribution of respondent’s nationality Figure 3: Distribution of respondent’s marital status Figure 4: Distribution of respondentâ₠¬â„¢s work status Table 1 shows the summary statistics for age and hours worked per week of respondents. Table 1: Summary statistics for age and hours worked per week Age Hours worked per week N 1230 551 Mean 48.75 35.32 Median 47.00 37.00 Mode 40 40 Std. Deviation 18.14 13.64 Range 76 99 Quartile 1 35.00 26.00 Quartile 3 63.00 40.00 Inter-Quartile Range 28.00 14.00 The average age of the respondents was about 48.75 years (SD = 18.14). About half of the respondent’s age was greater than 47 years. Most of the respondent’s age was 40 years. About middle-half of respondent’s age was in the range 28 years (Q1 = 35, Q3 = 63). The range of the respondent’s age was 76 years. The distribution of respondent’s age was approximately normally distributed

Employment Discrimination based on Religion Research Paper

Employment Discrimination based on Religion - Research Paper Example Furthermore, in a workplace, several employees are often viewed to request for not to work on certain days due to religious holidays and also seek for a break for prayer. Hypothetically, diverse religious based activities might raise several arguments concerning the protection of rights of the employees in workplace. These activities can be regarded as major subjects of concern revealing that every citizen possesses the right of expressing their individual religious beliefs. Furthermore, the activities can also be duly considered as a debatable issue for organizations towards accommodating the right of individuals without compromising organizational objectives. The organizations must possess the responsibility to maintain proper balance with respect to employment rights, treatment of each employees and profitability (Evans, 2007). With this concern, this paper intends to analyze the issue concerning employment discrimination particularly based upon religion and providing effective solutions to address and mitigate this critical issue. Identification of the Problem of Religious Discrimination in Employment In general, discrimination denotes partial or detrimental treatment according to personal characteristic. There lays a greater need to understand the aspects of religion and belief for the purpose of identifying the problem associated with employment discrimination based on the aspect of religion. Precisely, religion is described as a belief and worship of a personal preference of god or an acknowledged system of conviction. On the other hand, the word belief is used for a system of moral belief which directs one’s life. Thus, based on these aspects, religious discrimination is often characterized by preconception, unfair conduct and harassment or any other form of violence based on individual religion or belief. Religious discrimination denotes a disadvantageous consideration or distinction of individuals according to religious affiliation, individual belief, faith oriented appearance or expected religiou s relationship. Unfair treatment and hostility based personal beliefs are quite common in organizations and they are often endangered by prejudgment, particularly towards certain religious sections (Evans, 2007). According to the observation made by European Network against Racism (2007), individuals are frequently subjected to discrimination on numerous bases. For instance, in the year 2007, the survey of Eurobarometer Report on Discrimination stated that about 44% of Europeans felt discrimination based on religion. The ‘third country nationals’ particularly the undocumented migrants, the Jewish and Muslim communities are especially susceptible towards religious discrimination. For these communities, religious individuality is usually observed as closely associated with racial identity (European Network against Racism, 2007). Religious discrimination in employment occurs when an organization treat employees less positively based on religion or certain belief. For insta nce, an organization can discharge an employee who belongs to Muslim religion. According to the report of The US Census Bureau, the percentage of the US population, comprising Asian origin has augmented extensively during the period 1990 to 2000. Immigration also augmented the diversity among black Americans as new immigrants appeared from Caribbean and Africa. The American organizations have also observed a corresponding increase in workforce diversity. In the year 1999, the number of immigrant employees in the US was about 15.7 million, representing 12% of the workforce. Moreover, during the period 1990 to 1998, about 12.7 million new employments were created in the US and among them about 5.1 million i.e. 38% were

Operating System Security Flaws Essay Example for Free

Operating System Security Flaws Essay As basic users, security is one feature that most of us overlook when it comes to operating systems until it is too late. In this paper we will discuss the security flaws within the Windows Operating system, and then discuss countermeasures to fix the system flaw. We will first look at some known flaws in Windows 7 and Windows 8. An Information Security Engineer at Google had decided to reveal a flaw that affected two of Microsoft’s newest operating systems that allowed attackers to obtain higher privileges on an unpatched computer. The vulnerability was caused due to an error within the ‘win32k.sys’ when it processes certain objects and it can be exploited to cause a crash or perform arbitrary code with kernel privilege. A more recent flaw in Windows has been identified as the Zero-Day Vulnerability; the Microsoft Windows Object Linking and Embedding (OLE) package manager remote code execution vulnerability (CVE-2014-4114) permits attackers to embed OLE files from external locations. CVE-2014-4114 flaw can be exploited to download and install malware on to the target’s computer. This vulnerability affects all versions of Windows to include; Windows Vista Service Pack 2, Windows 8.1 and Windows Server versions 2008 and 2012. The Microsoft technology allows rich data from one document to be embedded in another document or link to a document. The OLE is usually used for embedding locally stored content but this flaw allows the unprompted download and execution of external files. The attackers send the targeted individuals or corporations a spear-phishing email that contains a malicious PowerPoint (PPT) file attachment; this email is detected by Symantec as Trojan.Mdropper. The sent file contains two embedded OLE documents containing URLs. If the targeted individual opens the PPT file, the URLs are contacted and two files are downloaded which in turn will install the malware on the computer. When the malware is installed on the victim’s  computer, this creates a back door that allows the attackers to download and install other malware; the malware can a lso download updates for itself to include an information stealing component. Microsoft is advising customers that there is no patch currently available for this vulnerability; they have supplied a fixit tool that decreases the attacks. While the present exploits are using PowerPoint files to deliver the malware, given the type of flaw, they may start using different office files such as word documents or excel spreadsheets. The second zero-day vulnerability is CVE-2014-4113, which is a local elevation of privilege vulnerability; this flaw has been seen in attacks against Windows Server 2003/R2, 2008/R2, Windows 2000, Windows Vista and Windows XP SP3. This flaw cannot be used on its own to compromise a victim’s security. The attacker would need to gain access to a remote system running any of the above lists operating systems before they could execute code within the context of the Windows Kernel. (Sandworm Windows Zero-Day Vulnerability Being Actively Exploited In Targeted Attacks, 2014). Microsoft’s security advisory states the company is vigorously working to provide broader protections to their customers; the company states that the resolution of the issue may include providing a security update through a monthly patch update or providing an unscheduled security update. As stated above Microsoft issued a temporary fixit tool that can be applied to 32-64 bit versions of PowerPoint 2007, 2010 and 2013. This can be used until an official patch is released. Also another countermeasure to avoid downloading malware on to your operating system is not open any PowerPoint Presentations or documents from unknown parties, even mail from known addresses should be avoided unless you can confirm with the sender that the email was intentionally sent. Many emails are compromised because some individuals make their passwords to easy or they have downloaded spyware and the attacker gets that information and uses their email to send out their virus to other users. I have received emails from my mother when I didn’t expect them and I would inform her that her email had been hacked. Many are not aware that this has happened unless they are told, References: Google Engineer Finds Critical Windows 7 / 8 Security Flaw. (2001-2014). Retrieved from http://news.softpedia.com/news/Google-Engineer-Finds-Critical-Windows-7-8-Security-Flaw-355406.shtml Sandworm Windows zero-day vulnerability being actively exploited in targeted attacks. (2014). Retrieved from http://www.symantec.com/connect/blogs/sandworm-windows-zero-day-vulnerability-being-actively-exploited-targeted-attacks

The Taxonomy of Three Homo Species

The Taxonomy of Three Homo Species Max Rivera Exploration: Every person today is the same species and genus as each other, Homo sapiens (4). This species of the Homo genus is what is the modern man is considered [JB1]today (4). People were not always of this species however, due to evolution and adaptation. It has been suggested [JB2]that modern humans evolved from a primal human-like species that came from East Africa (2, 6). It was from this primate ancestor that many species of the Homo genus were born, but only one species has survived up to the current day, which is us. Currently there have been fourteen different species of hominin that existed in history including Homo Sapiens (7). So how, genotypically, with regard to [JB3]mitochondrial cytochrome b, and phenotypically, with regards to posture and skeletal structure, do Homo Sapiens relate Homo heidelbergensis, Homo sapiens neanderthalensis, andHomo sapiens denisova? Using the NCBI website I will look at how a[JB4] modern human compares to each of these species Humans belong to the family known as the great apes, or Hominidae. This group includes chimpanzees, gorillas, bonobos, and humans (2). Each of these species has similar traits, including hands and feet, five digits on each hand and foot, being mammals, etc. However, each of these species and genus are different because of their taxonomy. Homo heidelbergensis was an early hominid species that lived around the 700,000 200,000 years ago[JB5] in Europe, Africa, and possibly Asia[JB6]. This species was the first early hominid that was adapted [JB7]to living in colder environments, thanks to their smaller bodes conserving more heat, and their capabilities of being able to control fire. Evidence is seen [JB8]from fire tools and burnt wood sites in Israel. They hunted larger game thanks to their wooden spears which is apparent due to remains of animals at the time being discovered [JB9]with H. heidelbergensis fossils and tools. This species also was the first of the early hominids to use na tural structures as a method of shelter as seen by a site called Terra Amata in France. This species also has been found [JB10]to be the ancestor of both Neanderthals and the modern H. sapiens, which leave people wondering what was the ancestor for H. heidelbergensis (3, 5). Homo sapiens neanderthalensis, or the Neanderthal man, are H. sapiens closest extinct human relative. This can be seen [JB11]due to the certain facial features and that are similar to [JB12]those seen in people today, such as defined cheekbones, big noses, and a noticeable brow above the eyes. Living in Europe and Asia nearly [JB13]400,000 40,000 years ago, this species was able to [JB14]survive in cold and warm conditions due their use of shelters and building of fires. Unlike H. heidelbergensis, the Neanderthal man made and wore clothing and created symbolic objects. Also[JB15] there is evidence that this species would bury their dead, often leaving the bodies with mementos such as flowers making them the ear liest species to bury their dead (8, 9). Homo sapiens denisova, or the Denisova hominid, was only recently discovered through fossils in a cave in Siberia. Only two molars and a piece of a phalange were discovered [JB16]leaving this species physical appearance to remain a mystery morphologically. However, from the DNA evidence, it was found [JB17]that this species split off from Neanderthals nearly[JB18] 600,000 years ago, living in parts of southeast Asia (1, 10). Analysis: After running each of these species through a taxonomy blast sequence, the results were amazing due to the how big each tree was. The results of each blast can be seen [JB19]in the images titled Blast 1, 2, 3, 4, 5, and 6. Three of the blasts resulted in 10 hits during the blast run, while the remaining three resulted in 50 hits during the blast run. The purpose of this was to observe the difference in result between blast hit results. Blast 1: Homo sapiens neaderthalensis 10 Blast Hits Blast 2: Homo sapiens neaderthalensis 50 Blast Hits Blast 3: Homo sapiens ssp. Denisova 10 Blast Hits Blast 4: Homo sapiens ssp. Denisova 50 Blast Hits Blast 5: Homo heidelbergensis 10 Blast Hits Blast 6: Homo heidelbergensis 50 Blast Hits The results of the blast were what expected, showing a result of how each species of Homo evolved from one common ancestor. Each graph was displayed [JB20]as a radial tree diagram due to it being the most appropriate of the graphs. With the 10 blast [JB21]hit sequence for H. sapiens neanderthalensis only 4 Neanderthal cytochrome b sequences, including the one chosen for the blast, were seen [JB22]whereas in the 50 blast [JB23]hit sequence, 5 Neanderthal sequences appeared. This change in result by the addition of one more Neanderthal sequence was probably due [JB24]to that one new sequence being of a percent identity that was adequate for a 50 blast [JB25]parameter. It possibly did [JB26]not show up in the 10 blast hit results because the identity percentage was not high enough. A similar notion can be seen [JB27]with the H. heidelbergensis. Only one result came up in the 10 blast [JB28]hit, then one more appeared in the results of the 50 blast [JB29]hit run. However, the result did not happen in the H. denisova for either of the blast trials, due to the cytochrome b on two different accessions being the highest identity percentage of the blast results. In correlation to the identity percentage values being very high on each of the blast trails, the E value for each of these graphs was an incredibly low number, being of a value between 1 x 10-4 and 8 x 10-4. These values were at such a low quantity to show how closely related each of the species in the blast were to one another. This was expected [JB30]since each of the species in the blast were of the same genus. Unfortunately, there is no data available to determine through a blast run what the common ancestor of each species is.   Ã‚   Results for seen through the table titled phenotypic comparisons seen below in Table 1. This table looks at the skeletal structure and posture of each of the 3 species in comparison to that of H. sapiens based on their skeletal structure (cranium, spine, ribs, etc.) and their posture (bipedal, arch, alignment, etc.). Species Skeletal Structure and Posture Compared to H. sapiens[JB31] H. heidelbergensis [JB32]Relatively[JB33] short adult males and females (avg[JB34] height: 5 11) Cranial capacity for average adult ~1,100 1,400 cm3 Bipedal due to thick shin bones and leg structure Average height of H. sapiens today is 6 2 (primarily for men). Cranial capacity of H. sapiens in current day is 1,200 1,700 cm3. Bipedal due to long femur bond, arched foot, and big toe being aligned [JB35]skeletally with foot structure. H. sapiens neanderthalensis [JB36] Shorter average size for males and females (avg. height: 5 3) Cranial capacity for average adult ~1200 1750 cm3 Bipedal due to long femur and arch in foot Average height of H. sapiens today is 6 2 (primarily for men). Cranial capacity of H. sapiens in current day is 1,200 1,700 cm3. Bipedal due to long femur bond, arched foot, and big toe being aligned [JB37]skeletally with foot structure. H. sapiens denisova [JB38] Species was discovered [JB39]in 2010, so no data to give facts about the Denisovans except that they are more closely related to Neanderthals than H. sapiens. Not enough data to compare this species to H. sapiens. Evaluation: Through the blast trials and skeletal structural evidence found online, the results that were expected [JB40]from the beginning of the experiment were observed[JB41]. From low E / high identity percentage value for genotypic results, to evolutionary differences in phenotypic traits. With each of the species that were input [JB42]into the NCBI blast run were all of [JB43]the Homo genus, the probability of major differences in genetic distribution would be low. Along with these low values, the identity percentages that were present in the blast run for each cytochrome b species result was high, often with a value 99 or 100%. Genotypically, each species is slightly different from one another, but this is due to said species evolving to better fit their climate and living conditions. Comparing it to the modern H. sapiens it was possible to see slight connections between each of the species (exception the Denisovan man) in terms of body posture (spine curvature) and walking ability (arche d foot and aligned big toe). From research[JB44] it was devised [JB45]how closely related modern humans are to when compared to different Homo species through genotypic and phenotypic comparisons. Works Cited Denisovans Harbour Ancestry from an Unknown Archaic Population, Unrelated to Neanderthals, Page 1. AboveTopSecret.com. NY Times, n.d. Web. 23 May 2016. The Great Apes. The Great Apes. Information Please, 10 Oct. 2000. Web. 23 May 2016. Homo Heidelbergensis. Hominidevolution . Australian Museum, 12 Apr. 2012. Web. 23 May 2016. Homo Sapiens. Human Origins Program. The Smithsonian Institution, n.d. Web. 23 May 2016. McCarthy, Eugene M. Homo Heidelbergensis. Wikipedia. Wikimedia Foundation, n.d. Web. 23 May 2016. O Neil, Dennis. Evolution of Modern Humans: Early Modern Homo Sapiens. Evolution of Modern Humans: Early Modern Homo Sapiens. N.p., 12 Apr. 1999. Web. 23 May 2016. Scientists Decode DNA of the Oldest Human Ancestor. Jengsos. Jengsos, 05 Aug. 2015. Web. 23 May 2016. Toba Through the Bottleneck and Human Evolution. Andamans. Nature Mag, n.d. Web. 23 May 2016. Walking Upright. Walking Upright. The Smithsonian Institution, n.d. Web. 23 May 2016. Wenz, John. The Other Neanderthal. The Atlantic. Atlantic Media Company, 24 Aug. 2014. Web. 23 May 2016. Grading or Evaluation Rubric Personal engagement This criterion assesses the extent to which the student engages in the exploration and makes it their own. One may recognize personal engagement in different attributes and skills. The student could discuss his or her individual interests. Also, the student could show evidence of independent thinking, creativity or initiative in the design, implementation, or presentation of the investigation. Mark Descriptor Awarded 0 This report does not meet the standards described. 2 1 The student presents limited evidence of personal engagement with the exploration with little independent thinking, initiative, creativity, or insight. The justification submitted by the student for selecting the research question and the topic under investigation does not show personal significance, interest, or curiosity. There is little evidence of personal input and initiative in the designing, implementation, or presentation of the investigation. 2 The proof of personal engagement with the exploration is evident with important independent thinking, initiative, creativity, or insight. The student showed personal significance, interest or curiosity in the justification given for selecting the research question used. The student demonstrates personal input and initiative in the designing, implementation, or presentation of the investigation. Comments on personal engagement: The student showed how the investigation was personal by using several different attributes and skills to achieve the goal. The students personal interests guided the investigation. The student showed independent thinking, creativity, and initiative in the design, implementation, and presentation of the inquiry. Exploration This criterion assesses the extent to which the student sets up the scientific context for the work, tells a clear and focused research question and uses concepts and techniques proper to the Diploma Program level. Where proper, this criterion also assesses awareness of safety, environmental, and ethical considerations. 0 The students report does not reach a standard described by the descriptors below. 4 1-2 The student named the topic of the investigation, and a research question of some relevance is stated but not focused. The background information included is superficial or of limited relevance and does not aid the understanding of the context of the investigation. The method of the inquiry is only proper to discuss the research question to a very limited extent since it takes into consideration few of the significant factors that may influence the relevance, reliability, and sufficiency of the collected data. 1. Independent variable not listed 2. Dependent variable not listed 3. Controls not listed 4. Hypothesis not presented (If , then , because ) 5. Materials specified, but incomplete 6. Procedure specified, but incomplete The report shows evidence of limited awareness of the significant safety, ethical or environmental issues that are relevant to the method of the investigation* 3-4 The student named the topic of the investigation and described a relevant but not fully focused research question. The background information included is proper and pertinent and aids the understanding of the context of the inquiry. The method of the investigation is proper to discuss the research question but has limitations since it takes into consideration only some of the significant factors that may influence the relevance, reliability, and sufficiency of the collected data. 1. Independent variable considered 2. Dependent variable considered 3. Controls showed and considered 4. Hypothesis presented in incorrect format (If -, then -, because -) 5. Materials not specified completely 6. Procedure not specified completely The report shows evidence of some awareness of the significant safety, ethical or environmental issues that are relevant to the method of the investigation* 5-6 The student named the topic of the investigation and described a relevant and fully focused research question. The background information included is entirely proper and pertinent and enhances the understanding of the context of the inquiry. The method of the inquiry is highly proper to discuss the research question because it takes into consideration all, or most, of the significant factors that may influence the relevance, reliability, and sufficiency of the collected data. 1. Independent variable named 2. Dependent variable named 3. Controls shown 4. Hypothesis presented in correct format (If , then , because ) 5. Detailed materials listed 6. Detailed procedure listed The report shows evidence of full awareness of the significant safety, ethical or environmental issues that are relevant to the method of the investigation* Comments on exploration: The student set up the scientific context for the work, telling a clear and focused research question and using concepts and techniques proper to the program. The student considered and were aware of safety, environmental, and ethical considerations. Student did not list a hypothesis, but the report alludes to the hypothesis. Deeper development of background information would improve the report. Analysis This criterion assesses the extent to which the students report offers evidence that the student has selected, recorded, processed, and interpreted the data in ways that are relevant to the research question and can support a conclusion. 0 The students report does not reach a standard described by the descriptors below 5 1-2 The report includes insufficient relevant raw data to support a valid conclusion to the research question. The student carried out some basic data processing, but it is either too inaccurate or too inadequate to lead to a valid conclusion. The report shows evidence of little consideration of the impact of measurement uncertainty in the analysis. The student incorrectly or insufficiently interpreted the processed data so that the conclusion is invalid or very incomplete (Lacking statistical analysis) 3-4 The report includes relevant but incomplete quantitative and qualitative raw data that could support a simple or partially valid conclusion to the research question. The student carried out proper, and enough data that could lead to a broadly valid conclusion, but there are significant inaccuracies and inconsistencies in the processing. The report shows evidence of some consideration of the impact of measurement uncertainty in the analysis. The student processed the data so that a broadly valid but incomplete or limited conclusion to the research question to allow a conclusion (Statistical analysis were proper mean, median, mode, Chi-square, T-test, other) 5-6 The report includes enough relevant quantitative and raw qualitative data that could support an accurate and valid conclusion to the research question. The student carried out proper and sufficient information processing with the accuracy needed to enable a reader to reach a conclusion to the research question fully consistent with the experimental data. The report shows evidence of full and proper consideration of the impact of measurement uncertainty in the analysis. The student correctly interpreted the processed data so that one can deduce a completely valid and detailed conclusion to the research question (Statistical analysis where proper mean, median, mode, Chi-square, T-test, other) Comments on Analysis: The students report offers evidence that the student selected, recorded, processed, and interpreted the data in ways that are relevant to the research question and can support a conclusion. More detailed statistical analysis would improve the report. Evaluation This criterion assesses the extent to which the students report offers evidence of evaluation of the investigation and the results of the research question and the current scientific context. 0 The students report does not reach a standard described by the descriptors below. 5 1-2 The student outlined a conclusion which is not relevant to the research question or has no support by the data presented. The conclusion makes a superficial comparison to the current scientific context. The student outlined the strengths and weaknesses of the investigation, such as limitations of the data and sources of error, but restricts the information shown to an account of the practical or procedural issues faced. The student has outlined very few realistic and relevant suggestions for the improvement and extension of the investigation. 3-4 The student describes a conclusion which is pertinent to the research question and supported by the data presented. The student describes a conclusion which makes some relevant comparison to the current scientific context. The student describes the strengths and weaknesses of the investigation, such as limitations of the data and sources of error, and offer evidence of some awareness of the methodological issues* involved in showing the conclusion. The student has described some realistic and relevant suggestions for the improvement and extension of the investigation. 5-6 The student describes and justifies a definite conclusion which is entirely relevant to the research question and fully supported by the data presented. The student correctly describes a conclusion and justifies it through relevant comparison to the current scientific context. The student discusses strengths and weaknesses of the investigation, such as limitations of the data and sources of error, and offers evidence of a clear understanding of the methodological issues involved in setting up the conclusion. The student has discussed practical and relevant suggestions for the improvement and extension of the investigation. Comments on evaluation: The students report offers evidence of evaluation of the investigation and the results of the research question and the current scientific context. An in-depth discussion and application of statistical analysis would improve report. Communication This criterion assesses whether the student presents and reports the investigation in a way that supports effective communication of the focus, process, and outcomes. 0 The students report does not reach a standard described by the descriptors below. 3 1-2 The presentation of the investigation is unclear, making it difficult to understand the focus, process, and outcomes. The report is not well structured and is unclear: the necessary information on focus, process and the student either presented the results in an inconsistent or disorganized manner or are missing. The student obscures an understanding of the focus, process, and outcomes of the investigation by the presence of inappropriate or irrelevant information. There are many errors in the use of subject-specific terminology and conventions**. Sources not properly cited and/or Works Cited page missing, not following Modern Language Association (MLA) style guidance. 3-4 The presentation of the investigation is clear. Any errors do not hamper understanding of the focus, process, and outcomes. The report is well structured and definite: the necessary information on focus, process and the results are present and presented in a coherent way. The report is relevant and concise thereby helping a ready understanding of the focus, process, and outcomes of the investigation. The use of subject-specific terminology and conventions is proper and correct. Any errors do not hamper understanding**. Sources properly cited and Works Cited page included, following Modern Language Association (MLA) style guidance. Comments on Communication: The student presented and reported the results of the investigation in a way that supports effective communication of the focus, process, and outcomes while having some errors in the correct format and MLA style guidance. Marks achieved 19 Numeric grade (based on 100%) 79.2 IB Marks Grade 5 * One should apply this indicator only when proper to the investigation. ** For example, incorrect/missing labeling of graphs, tables, images; use of units, decimal places, referencing and citations. Conversion from marks to percentage Pre-lab report 1 2 3 4 5 6 7 8 9 10 11 12 8.4 16.6 25.0 33.4

GE Organizational Structure Analysis

GE Organizational Structure Analysis 1. Introduction This essay identifies GE on the life-cycle chart during the transition from Jack Welch to Jeff Immelt as CEO. It also addresses the changes he made to its organizational structures, thereby achieving his goals. Furthermore, highlighting the risks and trade-offs accompanied with those changes. Finally, this essay also gives recommendations to the transportation department of GE for the new Hybrid project. 2. Life-cycle Source: Adapted from Robert E. Quinn and Kim Cameron, Organizational lifecycle and Shifting Criteria of effectiveness: Some Preliminary Evidence, Management Science 29 (1983), 33-51: and Larry E. Greiner, Evolution and Revolution as Organizations Grow, Harvard Business Review 50 (July-August 1972), 37-46 (Cited in Organizational Theory and Design Daft et al, 2010) In terms of structure, GE was focused on having close relationship with all members of staff, with small company type thinking where everybody was on first name calling basis. In a speech by Jack Welch in his final management meeting he stressed the following, Fight like hell to keep the small company spirit, involve everyone, reward broadly celebrate! Celebrate! Celebrate! Hate bureaucracy, hate it every day and dont be afraid to use the word hate, laugh at bureaucrats and get rid of Layers make fun of layers, joke about layers. They slow, they insulate, and they are what cheap people do in lieu of pay raises for people. (Jack Welch, 2000) As for products and services, Jack  Welch shifted GE business from purely manufacturing to financial services through numerous acquisitions. A list of GE products include Aviation, lighting, electric distribution, media and entertainment, energy, oil and gas, finance- consumer, finance- business, rail, water, healthcare. Reward and control systems in GE where extensive, tailored to product and department. The reward system was greatly differentiated by Jack Welch and he did so mainly based on performance and those who failed where fired from the company. Jack Welch differentiated employees by implementing pay for performance matrices applied to all GE staff where he grade staff from outstanding to unacceptable and bonuses were based on these ratings. Any who fell below par were eliminated from the company. (Jim Pinto, 2007) The main focus and goal of the company is to maintain their reputation as well as complete organization. The stress on reputation was also paramount in GE a quote from Jack Welch the retiring GEO attests to that fact. à ¢Ã¢â€š ¬Ã‚ ¦Just someone doing something stupid from a legal point and bringing tarnish to the company and destroying themselves and their families in the process (Jack Welch, 2000). Top management style means team approach, attack bureaucracy. As earlier quoted we see the emphasis on attack of bureaucracy and the team approach encouraged by the then CEO Jack Welch. Organization reached stage maturity and may encounter periods of temporary decline. Figure 2 (Taken from investorguide.com) acts as evidence showing the company stocks at a decline from 2001 when Jeff Immelt took over as CEO from Jack Welch. This was as a result of external factors such as the post internet bubble stock market drop and the downturn in the economy which resulted in the drop of confidence of investors in big organizations especially after the post Enron scam. Figure 2 GE Stock Chart (Taken from investorguide.com) Need for revitalization-The decline of stocks and profits in GE indicated a need for revitalization in the company. The Company shares was trading at $23 compared to its $60 in August 2000 ,and the modest increase in profits on revenues by 7% compared to the double digits delivered by the former CEO. There was a need therefore to improve company performance and this could not be accomplished by replicating the same strategy of his predecessor. He therefore embarked on a change in strategy focusing on organic growth through technological leadership, commercial excellence and global expansion. 3. Immelts goals It is apparent that in the year 2000 after Jack Welch retired from GE, Jeff Immelt who was elected by the board members of the company became the new CEO. However, at the same time, the global economy was experiencing a significant downturn, which exerted some detrimental influences on GE. As a result, Immelt did not have an easy situation and besides, he tried to combat the economic problems. Most importantly, he could not copy the business strategy used by Jack Welch his predecessor since the economic environment had changed significantly in the last several years. Generally speaking, Immelt wanted to make a big revolution to the company and besides, Brady (2005) found that Immelt had decided to make GE become an innovative and creative company rather than a process-oriented one. Besides, GE had to shift its attention from cost-cutting to develop new products, improve services and open up new markets. In order to achieve this goal, GE should make a host of changes, particularly in four areas. Specifically, in terms of the organic growth, the most famous action was the imagination breakthrough (IB) which can generate 100milllion dollars in new business during some years and took GE into a new line of business or markets (Prokesch, 2008). After that time, GE developed some famous and successful IBs, such as EVO and GML. Furthermore, Immelt wanted the company to be innovative and creative. Consequently, in 2002, GE began to engaging in new fields, such as oil and gas technology, water technology as well as paying much attention to the research and development. The research group found that some certain areas with the potentials to bring huge profits to GE should be taken into consideration by GE, such as biotechnology. Despite the organic growth, Immelt also hoped GE enter into a stable growth trajectory. As a result, the concept of Ecomagination materialized, since it is a huge business opportunity and most importantly, it is an immerging trend in the economy which can bring GE sustainable and long-term growth rather than only a few months. Immelt announced in 2005 that GE had prepared to focus its future to the eco-friendly technology, such as clean water and clean energy. Makower (2005) also found that almost every year, GE dedicates a vast amount of money in cleaner technologies, thereby developing some eco-friendly products. Moreover, GE tried its best to reduce the greenhouse emission by 1% as well as make some alternative energy, such as hybrid-dual-fuel, which can bring huge profits to GE and improve its reputation in the global market. The third area which Immelt wanted to focus on is the development of infrastructures. After setting his goal, Immelt invested a large amount of money in upgrading the RD facilities and set up some research centers in other countries, including Shanghai and Munich. Furthermore, GE expanded its emerging market in China, India, and Africa. GE also gave priority to the marketing. Brady (2005) made a definition to the marketing; a companys marketing group should pay attention to understanding the market needs and meet customers demands rather than just create slogans for the products. 4. Changes in Organizational Structure GE underwent a change in the basic structure of the organization in several aspects. Specifically, The Global Research Center agenda became more long term oriented rather than focus on short-term product development as it had in the past; the GRCs agenda became more oriented towards the long-term. (Bartlett et al, 2008). Besides, the organization had a more commercially oriented perspective to its decisions; Immelt wanted the organization to turn its attention to the marketplace and to bring in a more commercially oriented perspective to its decisions. (Bartlett et al, 2008). Furthermore, Increase in Human Resources by the reinstatement of chief marketing officer role formally abolished. In one of Immelts first appointment, Beth Comstock was named GEs chief marketing officer, a position Welch had abolished decades earlier. (Bartlett et al, 2008). Moreover, The external recruitment of human resources a formally uncommon practice in GE. Because of the shortage of internal talent, many of these marketing leaders had to be recruited from the outside, an uncommon practice at GE. (Bartlett et al, 2008). The formation of commercial council and experienced commercial leadership program are to monitor and drive change and the slowdown of job rotations, so that the mangers can develop more in depth market and technological knowledge. Immelt also encouraged an innovative nature in his employees and to take more risks and possibly fail, which was contrary to the immaculate completion of objectives formerly encouraged in Jack Welchs era. 5. Trade-offs In order to implement the shift in strategic focus from the interior to marketing, Immelt realigned the human resource by recruiting marketing leaders from outside to compensate the lack of internal talent and forming the Experienced Commercial Leadership Program to integrate newcomers into GEs culture and system. In terms of global expansion, which is also one of the Immelts strategies, Comte increased the Transportation marketing staff by 18 people. These implementations led to extra investment in terms of increasing personnel and training newcomers. On the other hand, instead of operating efficiency and cost-cutting, Immelt focused on technology leadership by upgrading RD facility, upping RD budget 14% and authorizing two Global Research Centers in Shanghai and Munich. The change caused higher costs and more resources required in terms of RD. Rather than focusing on short-term RD as it had before, GE concentrated mainly on the long term. Furthermore, as one of Immelts management styles, spending longer on developing products is prior to acquiring companies for technology, compared to previously consistent growth primarily through acquisitions. Therefore, the result required longer time to reflect on profit. Immelt slowed the job rotation in order to develop growth leaders with deeper understanding in expertise such as market and technological knowledge. Moreover, the evaluation and reward processes which had focused on flawless and short-term execution were adjusted in order to encourage employees to take risks. As a result, although improving professional skills and innovation, these changes led to lower operating efficiency. 6. Risks In terms of earning per share, the average growth per annum from 1981 to 2000 as Welch was the CEO remained 23%, while only 7% from 2001 to 2009 when Immelt changed the strategic focus. Furthermore, focusing on long-term, more modernized and more limited RD projects led to larger uncertainty of the business, which might be risky due to its innovation and unknown market acceptability. Therefore, although these changes represent a new era of GE, shareholders might lose their faith of the company. On the other hand, one of the GEs major divisions is GE capital services. From late 1980s, GE Capital Services increased largely and by 2000 it accounted for almost half of the total sales of GE Consolidated. However, Immelt put more emphasis back on GE Industrial, and the operating profit fell overwhelmingly from US$6,593 in 2004 to US$2344 in 2009. (GE Annual Report, 2009) There was a symbiotic relation between GE Industrial and GE Capital Service. As Jack Welch was CEO, the main strategy of growing industrial division was acquisition because remaining profit of GE industrial enabled GE to be ranked as industrial company so that GE Capital Services could borrow at cheap rates and lend at higher rates, the fact how GECS increased its revenue. Immelt, nevertheless, abandoned the strategy of acquisition and upgraded the RD budget in order to enhance GE industrial because he wanted to make GE as a research-based and innovative enterprise. This move led to a collapse of the balance betw een GE Industrial and GECS and might cause potential risk in GE because GECS accounted for more than 40% sales revenue of total. (Froud, 2005) 7. Transportation recommendation Besides the EVO, GE also prepared to focus its attention to the hybrid project since it is the perfect candidate to fit into the Ecomagination project which GE just announced and committed to save the environment. Hybrid was a project which aimed to reduce the emission and captures the energy generated during braking and stores it with the batteries. Consequently, by using the hybrid, it could reduce fuel consumption by almost 15% compared with other locomotives, which was helpful to the customers, environment and GE. However, the costs for developing the batteries and hybrid technology were extremely high and GEs limited finances and engineering resources required GE to weigh the opportunity cost of embarking on this project. These factors required the transportation division of GE to come up with three possible scenarios; The first option would be to explain that while the project as currently defined appeared to have very limited to short- to medium-term commercial viability, the business would commit to it as an IB and continue to explore alternative ways to make it successful; The second approach would be to acknowledge the hybrids long-term potential, but suggest that it be placed on hold as in IB, perhaps by transferring primary responsibility to the Global Research Center to work on the battery technology in collaboration with various GE businesses including Transportation-that had an interest in its development; The final alternative would be to recommend that the company acknowledge the fact that after three years of hard work on Hybrid, neither the technology development nor the market acceptance of the concept had indicated that it could be a viable commercial proposition in the foreseeable future, and therefore that it be dropped as an IB. After considering all the elements, GE should opt for the second option by the following reasons. First, to hold hybrid as an IB and meanwhile to develop the present technology may help GE to not only remain the leading position among the present market but move forward to the future by researching in future trend. Furthermore, it would be relatively less risky than the first option due to the separation of the investment. The increased emphasis on gas emissions ensure that the hybrid engine will definitely become a necessity for the rail transport industry, this is also in line with Immelts goals for GE to be the 1st in innovative technology and embarking on trends that cannot be easily imitated. The battery technology when completed can be used for alternative businesses in GE there by helping the company to be green and promote the environment. Due to the environmental importance of the project GE can solicit help from the government to aid with the cost for the development of this new technology as highlighted by Bartlett et al (2008), Compte explained that his marketing organization had located some potential government funding for hybrid project. 8. Conclusion In conclusion GE is a company with strong strength of organizational cultures and uses task type of organizational culture. It was identified in the case study to be at the elaboration stage of the lifecycle chart at the time Immelt was made the new CEO of the company. The company was at the revival stage of organizational development, he accomplished this by changing the company from a result oriented closed system to a process oriented open system. Moreover it is an organic organization which uses learning to improve its organizational and managerial capabilities. As a result it has diversified quality production and can be prospective in its environment, strategies and technology. Word Count: 2492

The Importance of Globalization Essay -- Outsourcing, Offshoring, Free

In recent years, terms such as â€Å"Global community,† â€Å"globalization,† and â€Å"global awareness† have seemed to roll off the tongues of every newscaster, advertiser, and politician with such ease that the popular phrases have nearly become clichà ©. With the Internet now possessing a rather prominent role in life and with communications faster than ever, it would seem the world’s rapid progress toward international relations necessitates such terminology. However, in America, these optimistic clichà ©s possess a seed of hypocrisy, a false note that clangs discordantly to disturb the practiced cadence of the telecaster’s report. It is not that America does not â€Å"Think globally,† but rather that, to many Americans, America is the extent of their terrestrial sphere. Yet even within the confines of our own country-world, we don’t shed our comfortable, self-imposed boundaries. We don’t see the growing Hispanic and Asian populations in our midst, viewing them—if we acknowledge them at all—as invaders in our world. According to Census 2000, 35,305,818 people of Hispanic or Latino origin inhabited the United States in the year 2000, nearly 13 million more than in 1990. The census revealed the growth rate among the Hispanic population of the U.S. to be the greatest out of any of the minorities at a surprising 57.9%, and the growth of America’s Asian population to be the second fastest, growing at 48.3% in that single 10- year period (U.S. Census Bureau, Table 4). If the trend of the past decade continues, in two years, the Hispanic population will be the largest minority in the U.S, with Asians making up a larger portion of our population as well. Will we then take notice? Or will we still not offer Asian languages i n our high schools, and insi... ...e outside world, we will never be able to expand our horizons. Until we expand our horizons, we shan’t realize the promise of a true â€Å"global community.† Works Cited U.S. Census Bureau, Population Division. â€Å"Population by Race and Hispanic or Latino Origin for the United States: 1990 and 2000 (PHC-T-1).† Available Online. Last updated: April 03, 2001 at 02:19:24 PM. http://blue.census.gov/population/www/cen2000/ phc-t1.html. Table 4. [Accessed 6/3/2001]. Woyach, Robert B. â€Å"World History in the Secondary School Curriculum.† ERIC Clearinghouse for Social Studies/Social Science Education. Bloomington, Indiana. Available Online. Last Updated 1989-09-00 (SIC) http://navigation.helper.realnames.com/framer/1/112/ default.asp?realname=Department+of+Education&url=http%3A%2F%2Fwww%2Eed%2 Egov%2F&frameid=1&providerid=112&uid=30012423. [Accessed 6/3/2001].

The Scarlet Letter :: essays research papers

The Scarlet Letter By: Nathaniel Hawthorne The Scarlet Letter has four main characters, Hester Prynne, the woman accused of Adultery, Roger Chillingworth, Hester’s husband from Amsterdam. They are still married and no one knows that they are. Reverend Arthur Dimmesdale, the man who Hester committed the crime with, and Pearl. The story takes place in Boston, where Hester is accused of adultery and has to wear the letter A on her chest. Hester receives her punishment on a Scaffold. The Reverend Dimmesdale asked Hester who the other person was that helped her commit the act of adultery with her. Hester doesn’t reply. As Hester is on the Scaffold, she is holding her child, Pearl. After a while they leave Hester on the Scaffold in the hot sun for more than one hour as part of her punishment. Then they took her to jail where she stayed for more than a year. While Hester and Pearl are there, Chillingworth comes into the picture and pretends that he is a doctor and goes to take care of the women and the child. There, Hester and Chillingworth talk about what happened, and asks her who is the father of this child? Hester would not tell the identity of Pearl’s father. When Hester doesn’t say, Chillingworth makes her promise that she will not tell that he is her long last husband. Hester says ye s, but Chillingworth tells Hester that he will stay and he will find out the name of Pearl’s father. Then he leaves Hester and Pearl. One year later, Hester was released from jail. Hester cannot live in town because of what happened, the town people think that Hester is evil. They don’t want her there; they use Hester as an example of what happens when a person commits a sin in the Puritan life. So now Hester lives in the country where she makes cloths in order to make a living for herself. She shows off the wonderful clothing for Pearl. Pearl, at the moment, is the only friend Hester has. Later in the story, Hester goes to take a pair of gloves, which she made, to the governor. She sees the governor outside of the house; he is with Mr. Wilson, Arthur Dimmesdale, and old Roger Chillingworth. When they see her and Pearl, Pearl starts to act up. They walk up to them and say that they are going to take Pearl away from Hester, and make her go to church every morning.

Contrast the Characters of Agamemnon and Jason Essay

Both Agamemnon and Jason share intrinsic similarities in that they are both the tragic heroes of their plays: Aeschylus’ ‘Agamemnon’ and Euripides’ ‘Medea’ respectively. However, they do not share the same fate. Agamemnon is killed for what he has done, whereas those close to Jason emotionally and politically are killed to spite Jason. Both characters are detested by their wives, but for different reasons. Agamemnon has sacrificed his daughter and Jason has left his wife to marry entirely for personal gain. Agamemnon’s motives were that he had to fulfil his oath to help the husband of Helen should she ever leave/be taken. His motives were better than Jason’s, who left his wife for his own gain. Medea had two sons so he could not justify leaving her because of childlessness. However, Jason has not killed anyone, which Agamemnon has. Also, leaving a wife would not have been uncommon, and so it is not as significant as it would be had the events taken place today. Both characters thank the gods for their successes. When Agamemnon first arrives on stage he thanks the gods for his victory and safe return home. When Medea challenges Jason and attacks him for what he has done to her, despite all she has done to help him, he claims that although she did do some things, the one who helped him the most was Aphrodite. Both Jason and Agamemnon are either not arrogant or stupid enough not to thank the gods for their achievements. All four parties, Jason, Agamemnon, Medea and Clytemnestra have deceived their counterpart at some point. Agamemnon sends for Iphigenia without telling her or Clytemnestra what he plans to do. Jason does not tell Medea about his marriage to Glauce until after it has happened. Medea has to lure Jason into a false sense of security and so apologises to him, telling him he is right and she wrong and that she was angry. This prevents him from suspecting her. Clytemnestra deceives Agamemnon by welcoming him home. Even Agamemnon thinks she is exaggerating, saying that she is â€Å"grovelling† and that the â€Å"speech to suit (his) absence, (was) much too long†. Both Agamemnon and Jason are insensitive. Neither refers to his wife by name. Agamemnon only refers to Clytemnestra as â€Å"Leda’s daughter†. They expect everything they have done to their wives to be ignored and everything to be left without any mention of what they have done. Jason goes as far as saying that Medea should be thanking him when she confronts him. He says that she lives in Greece, rather than â€Å"an uncivilised country†, and had also â€Å"won renown.† In saying that he would rather not have â€Å"gold in (his) house) or the skill to sing a song lovelier than Orpheus sang† unless a famous name came with it, he reveals a part of his character. He wants to be famous; he wants his name to be known, at the expense of other things. Medea has noticed this. During her argument with Jason she says that â€Å"it was marriage to a foreigner that you would detract from that great name of yours†. Jason also shows his insensitivity by claiming that he married Glauce entirely out of his wanting to look after Medea and their sons. He claims that he did this so that they could â€Å"live comfortably and not go without anything.† If there were any good intentions of Jason, he then loses any chance of Medea genuinely agreeing and calming down when he says that he can â€Å"ensure (his) prosperity by â€Å"joining (their) two families†. This shows that he is prepared to use his family in order to preserve his comfort and wealth, and indicates that Jason can be selfish. The greeting of Agamemnon by Clytemnestra is ironic. Among the first things she says to him is that â€Å"(their) child is gone† and that â€Å"by all rights (their) child should be (there)†. She means Iphigenia of course, but covers this up by quickly adding after a pause, â€Å"†¦Orestes†. Later on in the same speech she simply says the sentence â€Å"Our child is gone.† She hints about her anger but covers them up, Agamemnon not specifically referring to them. The sympathies of the chorus change in both plays. In Medea, the chorus of Corinthian women strongly supports Medea at the beginning of the play, sympathising with her. However, they begin to pity Jason and no longer support Medea when Medea says she is going to kill her own children to spite Jason. In Agamemnon, the chorus is made up of old men who are too old to fight in Troy. They, if grudgingly, admire Clytemnestra. They respect her plan with the beacons so she would know when Troy had fallen, saying after she told them it was her that it was â€Å"spoken like a man†. However, they lose this respect when they find out that Clytemnestra has killed Agamemnon, their king who they admire for destroying Troy. Because of the action of Jason and Agamemnon, many innocent people are killed. In ‘Agamemnon’, Cassandra is killed by Clytemnestra, despite the fact that Cassandra is a captive and had nothing to do with the death of Iphigenia. In ‘Medea’, Glauce, Creon and Jason and Medea’s sons are killed by Medea. These innocent victims in both plays are certainly not deserving of what happens to them. Because of what Jason and Agamemnon have done to hurt their wives, five people have been needlessly killed. Both Agamemnon and Jason care about their children. In ‘Agamemnon’, Clytemnestra says to Agamemnon, â€Å"you seem startled†, upon hearing the news that Orestes is gone. Additionally, in Euripides ‘Iphigenia in Aulis’, Agamemnon tries to send a message to Iphigenia to tell her to return home. When the message fails to get through, he tells Menelaus that he â€Å"will not kill (his) daughter.† After being persuaded to change his mind, realising he has no choice, he is still pained to do it, saying that her â€Å"hand’s touch brings swift tears flooding from (his) eyes.† Jason, after hearing the news that his sons are dead and during his confrontation with Medea he reveals how he longs â€Å"to clasp them, to kiss (their) dear lips†. What have Medea and Clytemnestra sacrificed? Clytemnestra has lost a daughter, and this is her sole motivation for killing Agamemnon. Medea, however, has betrayed her family, left her home and killed her own brother to help Jason in every way she can. Jason has abandoned her after she has had two sons when she is in a foreign land with no friends or family to fall back on entirely for his own personal gain. She has then been told she has to leave the country, and she has been forced to flee to another foreign country at some point. Medea is more justified in wanting revenge. She is a far worse position than Clytemnestra, who still lives in her home with friends and family close by in the palace at Mycenae and has a new husband. Medea has also been very poorly thanked for her role in making sure Jason escapes Colchis with the Golden Fleece.

Diana: Story of a Princess

Princess Diana was paradoxical human temperament that epitomizes determined humanitarian figure and a beautiful woman who hankers after fame and lush lifestyle. She was born as Lady Diana Frances Spencer on 1 July 1961 at Park ho mathematical functionhold near Sandringham, Norfolk. She was the daughter of 8th Earl Spencer of Althorp. She was the youngest among deuce sisters, Sarah and Jane, and had a younger brformer(a), Charles. She got her primary tuition at a preparatory school, Riddlesworth pressure group at Diss, Norfolk, and further at a boarding school, West Heath, near Sevenoaks, Kent.Diana unite Prince Charles on July 29, 1981 at St Pauls Cathedral solely separated her ways in 1992. She held an Copernican place in history overdue to her royal marriage with Price Charles and ridiculous parting of ways. She is also acclaimed as an worldwide humanitarian figure. Her marriage is the most celebrated and cherished marriages of the world as the Archbishop of Canterbury ju stly said, Here is the stuff of which fairy tales ar made. But it also brought her the pathos and afflictions. Prince Charles mum had an amorous affair with Camilla Parker-Bowles.This betrayal shattered her whole self and she attempted suicide several times. Later she diverted her aid to the jack ladder work and soon became an world-wide aid worker. She worked assiduously for human causes more or less the world and charity. In the domestic sphere, she worked to relegate the problems of homeless and also disabled people. opus in the international sphere, she vigorously worked for a ban on the production and use of bring mines. For this purpose, she visited Angola and other countries affected with land mines alone her decision to visit Bosnia was a daring step as rural area was afflicted with war at that time.Although she possess a complex and intricate genius but her overall personal aura, her known and distinct style and her charitable kit and caboodle enabled her t o win the status of a distinction rather than a mere royalty. Her charitable work, especially to support the humanitarian work for the third world countries, is the most estimable characteristic of her personality. Diana Story of a Princess, by Craig and Clayton offers a balanced view almost Princes Diana.It is not mere a adulation and plain fact narration but it delves deep into the motives of Dianas acts. It further provides the other sides view for shell the inconvenience that Charles experienced he entered in marriage with Diana. It further narrates her motivations to join charity services i. e. to get fame and to divert her from married worries. Overall, this book encompasses all the events and psychological fermentation of Dianas being in an informative and lucid way. References Clayton, Tim. & Craig, Phil. Diana Story of a Princess. Atria. 2003