Beer's VSM (Viable System Model) Essay Example | Topics and Well Written Essays - 1750 words

Beer's VSM (Viable System Model) - Essay Example The Viable System Model is based on work of Stafford Beer, continuing from the 1950s until the present. The basic style of this work is systems approach and it grows out of Beer's operations research background. A systems approach assumes (or claims to show) that all systems (things) operate according to some common fundamental rules, that analysis is usually best done from the top down, that the most fundamental rules deal with the dynamic interaction of a system and its component parts and that systems should be viewed recursively, that is, that each part of a system can itself be studied as a complete system (and vice versa). "Viable systems are those that are able to maintain a separate existence. Such systems have their own problem solving capacity. If they are to survive, they need not only the capacity to respond to familiar events such as customer orders, but the potential to respond to unexpected events, to the emergence of new social behaviors and even to painful catastrophes. The latter capacity is the hallmark of viable systems; it gives them the capacity to evolve and adapt to changing environments. While a catastrophic event may at a particular instant throw the viable system off balance, the fundamental characteristic of viability lessens its vulnerability to the unexpected, making it more adaptive to change." For BeeNot Available. February 28, 2006. Retrieved http://www.syncho.com/pages/pdf/INTRODUCTION%20TO%20THE%20VIABLE%20SYSTEM%20MODEL3.pdf For Beer, a system is viable if it is capable of responding to environmental changes even if those changes could not have been foreseen at the time the system was designed. The system must be able to respond appropriately to the various threats and opportunities presented by its environment. Beer's studies of the human form, the muscles and organs and all the various nervous systems were the inspiration for the Viable Systems Model. It may be considered as a generalization of the way that we all manage ourselves in response to a changing environment. Beer's first insight was to consider the human organism as three main interacting parts: the muscles & organs, the nervous systems, and the external environment. Generalizing these three parts resulted to: 1. The Operation: The muscles and organs, the bits that do all the basic work that is the primary activities. 2. The Metasystem: The brain and nervous systems, the parts that ensure that the various Operational units work together in an integrated, harmonious fashion. The job of the Metasystem is to hold the whole thing together. 3. The Environment: All those parts of the outside world, which are of direct relevance to the system in focus. According to this model, the organization is viewed as two parts: the Operation, which does all the basic work (production, distribution, earning the money) and the bits which provide a service to the Operation by ensuring the whole organization works together in an integrated way (scheduling, accounts, strategic planning...) These bits are called the Metasystem. And the Environment refers to all the external factors that influence the organization, its activities and people in one way or the other. An arrangement of five functional elements, which Beer call Systems 1 - 5, constitutes the basic Viability System Model. A brief description of Systems 1 - 5 is now given. The

The Rise of the Bureaucratic State Essay Example for Free

The Rise of the Bureaucratic State Essay The bureaucracy has been constantly growing since its beginning. At the end of the Federalist period, only 3,000 civilian officials were appointed; then in 1925 about half a million were employees in the bureaucracy. However, the size of the bureaucracy is completely insignificant. What matters is the amount of power that can be exercised by the members of the bureaucratic agencies. The author, James Q. Wilson, provides an example that in 1971, the federal government provided fifty four million dollars to various social security programs, however, the Social Security Administration only employed 73,000 people at the time. The increases in the size of the bureaucratic agencies affect the executive branch of the government. For example, from 1816 to 1861, the employment in the executive branch increased from 4,837 to 36,672. However, eighty six percent of this growth was the result of additions to the postal service. After 1861, many new departments were formed relating to agriculture, labor and commerce, which have led to a clientelisitc (client oriented) bureaucracy. In addition, the government began to formally give bureaucratic recognition to the many peculiar interests in the economy. The author concludes that the bureaucratic clentelism becomes self-perpetuating in the absence of some crisis or scandal. In addition, the separation of powers makes it difficult to permit the enactment of a new program or the creation of a new agency. After reading this article, I was surprised that some agencies associated with agriculture control the flow of billions of dollars in expenditures and loans. Furthermore, local committees of farmers, private farm organizations dominate policy making in some areas.

A Sense of Pathos in Journeys End :: R.C. Sheriff Journeys End Literature Essays

A Sense of Pathos in Journey's End How Does Sherriff Create a Sense of Pathos in Act Three Scene Three of the Play? Act Three Scene Three in the play is ultimately the point in which all of the dramatic tension comes to a tragic climax. This sense of pathos is achieved by a number of different factors. The first is that the scene begins with an emotive description of the atmosphere, describing the ‘intense darkness of the dugout is softened by the glow of the Very lights’ and the ‘distant mutter of the guns’. There is also a frequent reference to the cold, which helps to reflect the bitterness of war. The men in the dugout are clearly trying to keep things normal in order to try and suppress their fears about the approaching German attack, for example Trotter sings to himself and Mason fusses about tea and drinks. However it is also clear that there is an underlying tension in the unnerving stillness of the atmosphere at this moment in the play. The men coping with their fears through trivial matters are contrasted with Hibbert, whose fears are not so well concealed. It is at this point that Stanhope’s caring personality and good leadership skills are visible, when he gets water for Hibbert and sends Mason up to keep him company. The more we empathise with Stanhope, the greater the tragedy when he is killed. We also see that the attack is steadily building as the noises of the shells and minenwerfers increase, and the demand for stretcher-bearers becomes more frequent as soldiers are being injured. This relentlessness of the battle portrays how merciless and horrific life on the front line was. When Raleigh is hit, the first thing we learn is that it has broken his spine and so understand that his condition is most likely fatal. Stanhope then commands that he is brought down into the dugout, which was unusual for a soldier to be treated in this way. A great sense of pathos is created in the conversation that takes place between Raleigh and Stanhope. The first way in which this is achieved is by the way in which the address each other, through use of their first names as opposed to Raleigh and Stanhope. This indicates a revert back to the memories of when they were best friends in school and shows Stanhope’s compassionate nature. We also greatly admire Raleigh because he still feels compelled to fulfil his duty, despite being critically injured. As with Stanhope, this sympathy felt by the viewer helps to intensify the tragedy of his death. There is a sense of irony in the fact that Stanhope lays Raleigh down

Report on an interview

On October 16th, I spoke with hypermarkets customer concerning the products and services that they are offering. The interviewee was 28 year old man, who is single and he is living with his parents and sister . Annual income of his family is approximately 80. 000 KM which is above average annual income per household in Sarajevo. His generally view on hypermarkets is positive and he thinks they are great because they offer a large selection of different products in one place. He regularly visits specific Hypermarket and he has chosen Mercator solely for the diversity of it’s products and brands, and the availability of everything necessary in one place. When it comes to choosing products to purchase, quality plays a critical role and price of the particular product is less relevant. When I asked him about Mercator’s line of products for personal hygiene, the responses could conclude that he does not like them because they are cheap and available to everyone, which he considers to mean lower quality. He likes to buy products with tested quality and brand name means a lot to him when deciding on purchasing a particular product. Based on the above I conclude that his motives for purchases are emotional, such as pride, attraction and status. Purchasing products of famous brands, he acknowledges his social status, for which he paid a higher price and he is sure that he receives and the higher quality. When it comes to product brand, which he prefers, rarely gives up the quest, and hardly find a particular product substitutes which represents the characteristics of loyal consumers. People who buy cheaper products, such as Mercator’s line of products for personal hygiene â€Å"potpuna njega†, he perceives as a lower class with lower income to whom quality is not at the first place, who primarily watch price of the specific product. Based on information gathered in-depth interview I can say that the influence of family, culture, and social status, at the attitude of respondents toward a particular product is very pronounced and depends primarily on financial and leisure habits. It should be noted that past experience is very important for him, and that future decisions about the purchase depends on his personal past experience. Listen Read phonetically He uses the Internet as a source of information about different products, but he does not visit a Web sites of domestic hypermarkets, because he thinks that they are not regularly updated and can not find new information by visitng them. And he's also never read the advertising post and promotional flyers. Listen Read phonetically Listen Read phonetically

African American Studies Notes Essay

1. Discuss the four basic thrusts of the student movement which led to the founding of Black Studies * The Civil Rights Movement (1960) * Break down the barriers of legal separation in public accommodations * Achieve equality and justice for Blacks * Organize Blacks into a self-conscious social force capable of defining, defending and advancing their interests * SNCC emerged as a vanguard group in the CR struggle. * Mobilized, organized and politicized thousands of Black students * Politicized many White students and their leaders through recruiting and training them and bringing them to the South to work in the struggle * The Free Speech Movement (UC Berkeley, 1964) * White student protest against the rigid, restrictive and unresponsive character of the university * Demand for civil rights on campus. * The Anti-Vietnam War Movement (1965) * General student protest against the Vietnam war and university complicity in it through its cooperation with the government in recruitment and research and development programs * Launched by new leftists, especially the Students for a Democratic Society * SNCC, Us, the Congress of Racial Equality participated * Based on opposition to: * The threat the draft posed to Blacks and other males of color not covered by student deferment and especially vulnerable in the South * The government’s war against Third World liberation movements and peoples in general and Vietnam in particular * Fighting an unjust war for a nation depriving Blacks of basic and human rights * The Black Power Movement (1965) * Led to direct establishment of Black Studies * The Watts Revolt in Los Angeles. * Ushered in a new dialog about relations of power in society and the university, the pervasive character of racism, and the need for struggle to overturn the establish order and create a more just society * Stressed the importance of self-determination, need for power, relevant education, cultural grounding, studying and recovering African culture * Organizations stressed the need for the university and society to recognize the diverse cultures of the U. S. * Called on students to engage in struggle in the classrooms, on campus in general and in society to improve life of African people and society itself 2. Discuss the emergence of Black Studies at SFSU * It began in 1966 * Led by black students * It was the rising tide of the black power movement and reflected its sense of social mission and urgency * Black students at SFSC and other campuses responded to the national activism of the Black Power Movement and the Watts Revolt. * 1966 changed their name to Black Student Union (BSU) to indicate a new identity and direction. * Black students developed a black arts an culture series * BSU demanded a legitimate Black Studies Department funded by the college and controlled by black people brought stiff resistance * BSU also demanded special admissions programs for a given number of black studies but it was also resisted. 3. Identify the major groups involved and the contribution of Dr. Nathan Hare * In 1968, Dr. Hare, an author and former professor, was appointed to be coordinator of Black Studies * He was given the task to formulate an autonomous Black Studies Department * He was fired from Howard University for his activism in support of students and the struggle of â€Å"relevant education† * He continued to stress on â€Å"relevant education† when he came to SFSU * By April 1968, Hare had completed his proposal and a program for special admission for Black students * The board of trustees continually delayed implementation of the program and it is this which led to the student’s strike * The university was shut down. * Eventually the students won the strike, which ended march 1969 * San Francisco State (SFSU) became the first institution of education to establish a Black Studies program and department. * GROUPS INVOLVED: Black Power Movement, Civil Rights Movement, Free Speech Movement, Anti-Vietnam War Movement 4. What were the early academic and political concerns of the advocates of Black Studies * Academic 1) concerned with traditional white studies. White studies was seen as inadequate and a distortion of the lives and culture of African people. White studies posed whites as the exemplary model for everyone, was seen as Eurocentric. 2) White studies was also seen as resistant to change which was necessary for relevant education. Black Studies argued for the need to teach Black Studies from a black frame of mind. This later became known as Afrocentric perspective. * Political 1) concerned with the low number of blacks on campus, which was seen as racist exclusion to maintain a white monopoly. So it was demanded that special admission and recruitment efforts were made to solve this problem. 2) Concerned with the treatment of racism. Sought out to make blacks respected and politically involved on campus. 3) Concerned with social problems of the black community and how black students and black studies could address and solve them. 5. What were the early objectives of Black Studies * To teach the Black experience in all its variedness and with special attention to history, culture, and current issues. * Black Studies assemble and create a body of knowledge that contributed to intellectual and political emancipation. (Developing an intellectual and dependent mind and using that knowledge in the interest of Black and human freedom). * Create intellectuals who were dedicated to community service and stressed the importance for Black intellectuals who were conscious, capable, and committed to Black liberation and a higher level of human life. * To nurture, maintain, and continue expansion of an equally beneficial relationship between the campus and the community. Dr. Nathan Hare â€Å" We must bring community to the campus and the campus to the community†. * To establish and confirm its position in the academy as a discipline essential to the educational project and to any real conception of a quality education. (Both an academic and political challenge). Chapter Two Study Questions 4. Discuss the emergence of the Afrocentric initiative and Molefi Asante’s founding role in it. * Emerging in the late 70s and finding its theoretical foundation in a work by Molefi Asante titled Afrocentricity: The Theory of Social Change and published in 1980 * Asante introduced Afrocentricity as the indispensable perspective of the Black Studies project and initiated a wide-ranging discourse which had both academic and social implications and consequences * Asante energized Black Studies discourse and gave a fresh and added thrust to the pursuit of new research directions in Black Studies with his insistence on African location or centeredness, African agency, and an African frame of reference in research and methodology and intellectual production * He became a much sought after lecturer and commentator * He defines Afrocentrism as a term used to negate and miscast Afrocentricity by its opponents 5. What does multiculturalism and pluralism have in common? * Multiculturalism can be defined as thought and practice organized around respect for human diversity * Expression in four basic ways: * Mutual respect for each people and culture as a unique and equally valuable way of being human in the world * Mutual respect for each people’s right and responsibility to speak their own special cultural truth and make their own unique contribution to society and the world * Mutual commitment to the constant search for common ground in the midst of our diversity * Mutual commitment to an ethics of sharing in order to build the world we all want and deserve to live in * Pluralism * Based on exceptional values as determined by the host of society Chapter Four Studying Questions 1. What arguments does Van Sertima make to prove African presence in Olmec civilization? * Unearthed evidence like more Olmec heads, especially one at tres zapotes showing Ethiopian type braids; more clay sculptures of African types which reflect the coloration and texture of African hair; reaffirmation of skeletal evidence; new evidence from ancient maps; new comparisons of African and south African pyramids; and further discussion on dating of the voyages. 2. What are some basic misconceptions about the holocaust of enslavement? Discuss its impact. * The enslavement was not a â€Å"trade† but instead the whole process by which captives were obtained on African soil was through warfare, trickery, banditry and kidnapping. * Europeans blame Arabs and Africans for participation in the process of enslavement, however they were always the ones benefitting from it. Basically, what looked like an Arab-controlled â€Å"trade† was in fact a European dominated â€Å"trade† with Europeans using Arabs as middlemen. * Although some Africans enslaved others, it was a part of their culture and they were able to be civil with the rest of society. * Impact: depopulation through mass murder, societal disruption/destruction, forced transfer of populations, caused loss of youth and skilled personnel, thus affected scientific, technological and cultural progress of africs. Economic destruction. 3. What was the basis for enslavement and some of its basic aspects? * Based on brutality, cultural genocide, and machinery of control. * Brutality: physical, psychological, sexual * Cultural genocide: destruction of political identities and ethnic units, families, cultural leaders, the outlawing of African languages. * Machinery of control: involved five mechanisms of control- laws, coercive bodies, the church, politically divisive strategies, plantation punishments * 4. List and discuss the major forms of resistance to enslavement * Day-to-day resistance: daily refusal and challenge with which Africans confronted the enslavement system. Included sabotage, breaking tools, destroying crops etc. * Abolitionism (underground railroad). * Emigrationism: the push to emigrate back to Africa or go elsewhere where Africans could be free. * Armed resistance: revolts, ship mutinies, etc. * Cultural resistance: used culture to inspire and maintain one’s humanity through dances, moral narratives, music etc. 5. What were some of the basic reasons for the failure of reconstruction? * White terrorist societies intensified. Ex: ku klux klan * Congress did not give blacks the support they needed and they were essentially reintegrated back into the southern economy under semi-enslaved conditions as sharecroppers. * â€Å"Black codes† (segregation and discrimination) and they didn’t receive land, forcing them back to the plantation. * Supreme court’s benefit through rulings favorable to the south * The Hayes-Tilden compromise in 1877- president hayes granted south federal troop withdrawal, leaving blacks to fend for themselves in racist society 6. What were some of the reasons for the great migration? * To escape the racist south * Wanted to escape crop failures, natural disasters like floods in the south * Growth of industry in the north, labor demands due to WWI * No more immigration from Europe, therefore no more unskilled laborers and domestic servants * The north promised blacks greater opportunities- recruited them 7. What were some of the major organizations founded to struggle against injustice in the early 1900s? Discuss the black womens club movement. * Rose out of African cultural traditions which stressed responsibility to family and community which led to free black women and men establishing numerous mutual aid societies during enslavement * Founded first national conference of the colored women of America which established the national association of colored women * Also the Niagra movement, the NAACP and the urban league 8. Identify the major groups and leaders of the 60s * Booker T. Washington: â€Å"major black leader of his time† * W. E. B. DuBois: white activist-scholar * Marcus Garvey: pan-africanist dedicated to building a nation-state in Africa * Ida B. Wells-Barnett: journalist, organizer, lecturer and teacher 9. What are some major challenges and achievements of the 70s, 80s and 90s? * 70s: 1. Challenges- began with recovery from the massive suppression on the black movement by COINTELRO (counterintelligence program launched by the FBI by director J. Edgar Hoover) 2. Hoover tried to stifle any form of a black revolution 3. Affirmative action- â€Å"reverse discrimination† 4. Achievements- blacks penetration and victories in electoral politics 5. Sought to build national independent power structures 6. Resurgence of pan-africanism * *80s: 1. Challenges- continuing crisis of US society, rise of the vulgar and â€Å"respectable† right, continuing struggle to rebuild a black mass movement and appropriate alliances and coalitions in order to defend black gains, win new ones and minimize losses 2. Problem of alliance and coalition 3. Achievements- heightened level of electoral political activity among blacks 4. First black governor (Virginia) * 90s: 1. Challenges- increasing negative attitude of the Supreme Court to racial injustice and affirmative action, continuation of hate crimes, veto and later passage of 1991 civil rights act, increase in poverty 2. Achievements- election of Bill Clinton and 39 blacks on congress and one black senator 10. Discuss the million persons marches. What were their similar concerns and their effect on the black community? * **Million man march/ day of absence- voiced concern about increasing racism, deteriorating social conditions, etc.and the impact on the world * -Day of absence: women organized communities to stay away from business/ school and to register people to vote and empower the community as a whole * -Created a sense of possibility and promise; after there were increases in membership in organizations, adoption rates, mentoring programs and social activism * Million woman march- needed to energize the lives and struggles of black women *. Million youth march- same thing, but with youths (not a huge turnout) * –All of these marches were a statement for self-consciousness as black men, women, and youth and the responsibility to community and struggle which this implies and requires 11. What are some major challenges of the beginning 21st century? * 2000 presidential election and voter suppression (gore and bush), tragedy and aftermath of hurricane Katrina, HIV/AIDS epidemic, continuing police abuse, deteriorating socio-economic conditions.

The History and Deculturalizat essays

The History and Deculturalizat essays The Discovery of America Brings Annihilation When Christopher Columbus landed on Hispaniola, the estimates for the number of Native Americans were astronomical in comparison to what the number is today. Estimates place 800 separate nations, with one-hundred fifty language families and 1,500 to 2,000 dialects. Population studies show between 75 to 145 million inhabitants in North and South America (Buan, 1991). By 1890, the number in North America had been reduced to 250,000. Total nations have been annihilated. When the Spaniards came to North America, Europe had already been ravaged with smallpox, measles, bubonic plague, diphtheria, influenza, yellow fever, typhoid, syphilis, tuberculosis and a host of other plagues. But the Americas had been isolated from these great ravages. When the sailing ships appeared on the horizon, they came not only to plunder but to spread their diseases as well. While it is not documentable that the Spanish deliberately spread diseases, it is well documented that they were merciless with the natives. Whole nations were destroyed by the invaders and their European plagues. Estimates nearing a 98% death rate from diseases alone are not uncommon. Three important points to remember for effective biological munitions are: first, the introduction of chronic illnesses for which there is no known cure. The second, cloak the toxin under a guise so the enemy takes it unawares until it is too late. Finally, combine weapons so that what one weapon fails to accomplish, the subsequent weapons will finish. The British had seen the effectiveness of diseases among the natives and employed a disguise. Diseases were not fast enough to accomplish the dreaded annihilation, so they combined this biological warfare with the sword, guns and hunting dogs as the Spanish did to exterminate the vermin. That the mercilessness of the British was not forgotten by invading settlers can be seen on the Trail of Tears. On the Tr...

Animl Experimentation essays

Animl Experimentation essays According to Agnus Taylor, author of Magpies, Monkeys, and Morals, animal right supporters believe that it is the rights of animals to be left alone by humans and not used in experiments or research. Due to the efforts of animal rights activists, the use of animals in research dropped by fifty percent in the period from 1990 to 2000. Suggestion from the author is that scientist can use other means of experimentation other than using animals, however, Taylor gives no suggestions on how this may be done. Scientist believe that it is necessary to experiment and do research on animals as it is vital for our future, pointing out that animals also benefit from the research. According to scientists, over 80 medicines originally developed for humans are now being used to treat pets, farm animals, and wildlife. The animals rights view is controversial and has produced much opposition. In Magpies, Monkeys, and Morals, Taylor provides a theory of animals rights in experimentation that derives from our conventional and moral views. Although she tackles some of the more difficult philosophical problems on animal rights ethics, her presentation provides a clear outlook on the views of animal rightist in animal research. The author however, lacks direction in a solution on how to fix the problem she is posing in using other sources for the research. Conclusion is, although scientist believe using animals in research is necessary, activists believe it is cruel mistreatment of the animal and needs to be monitored or abolished. ...

Big Picture Questions in SAT Reading Strategies and Tips

Big Picture Questions in SAT Reading Strategies and Tips SAT / ACT Prep Online Guides and Tips Of the many question types on SAT Reading, "big picture" questions are the ones that require the most thorough comprehension of large amounts of text. You'll be asked to discuss and examine the main claim or purpose of a paragraph, passage, or even multiple passages. But how do you identify these "big picture" questions on SAT Reading? And what are the best ways to approach answering them? Below, I’ll discuss the three primary types of big picture questions you’ll encounter on the SAT, along with common ways the SAT will ask you about each. I'll also give you expert SAT Reading strategies to answer these questions, illustrated with examples from real practice questions. Secret Bunker Turn Right and My Garden_in The Big Picture by Amanda Slater, used under CC BY-SA 2.0/Cropped and rotated from original. Big Picture Questions: A Brief Intro On SAT Reading, there are three kinds of questions that require you to read large amounts of text and distill them down into answers. At PrepScholar, we call these "big picture" questions. In contrast to "little picture" questions that ask for specific details, big picture questions tend to ask about big ideas found in large chunks of text, which can be anything from a paragraph or a series of paragraphs up to an entire passage (or multiple passages, if it's a paired passage question). Learning to answer these sorts of questions will prove very useful for college or university, where professors will expect you to do exactly this with even more dense and academic writing. Type 1: Main Point, Perspective, and Author Attitude On the SAT, you'll rarely get asked questions about the main point of a passage outright like this: "The main idea of the passage is that the author..." "Over the course of the passage, the main focus shifts from..." Instead, questions are far more likely to ask you about the author’s attitude or perspective towards something discussed in the passage. Here are a few examples of ways I’ve seen these questions asked, all modified from actual SAT questions: "This passage is written from the point of view of a..." "The author's attitude toward narrative structure is best described as one of..." "Which of the following best characterizes Staffaroni's attitude toward 'today's digital technologies' (lines 42-43)?" "Which best reflects the perspective of the "narrativists" (line 42) on aleatoric music? "The authors of both passages agree that Valve’s Portal..." "With which of the following statements about the role of music in games would the author most likely agree?" In some ways, these perspective questions are just inference questions that are only focused around the point of view of the author (or narrator). What makes these questions big picture questions, rather than inference questions, is that the perspective of the author or narrator inevitably affects what is written in the whole passage. Being able to answer these kinds of perspective questions is not only important for your SAT score, but an important skill for you to have going into post-high school life: if you can figure out where someone’s coming from and what their attitude is, you can use that to inform how trustworthy you should consider their information. Type 2: Primary Purpose These questions ask what’s the point (vs. what’s a point, which would be a detail question). Is the cited text describing an issue or event? Is it trying to review, inform, prove, contradict, parody, or hypothesize? Primary purpose questions are almost always asked in this way: "The primary/main purpose of the passage(s)/paragraph/X paragraphs is to†¦" On occasion, there's a little variation in the wording: "The sixth paragraph (lines 67-68) is primarily concerned with establishing a contrast between†¦" "The passage primarily serves to " Sometimes questions asking about purpose are function questions, rather than big picture questions; which type of question it is depends on the answer choices. More specific answer choices that include information about what the point of the paragraph is indicate a big picture question, while vaguer answer choices point to questions asking about the paragraph's function (what does the paragraph do). For example, if the question was "The primary purpose of the paragraph is to†¦", answer choices like "analyze a faulty assumption" or "disparage an opposing viewpoint" would indicate this is more of a function question. If, on the other hand, the answers choices were more like "discuss findings that offer a scientific explanation for the Venus flytrap’s closing action," "describe Nawab’s various moneymaking ventures," or "convey the passage’s setting by describing a place and an object," then it would be safe to assume it is a big picture question. Type 3: Rhetorical Strategy Rhetorical strategy questions are more commonly asked about, but not limited to, paired passages. Rather than asking why something happens in the passage (an inference question), these questions ask how something happens/happened in the passage(s). In contrast to primary purpose questions, which have relatively specific answer choices (eg. "The primary purpose of this paragraph is to...explain what rhetorical strategy questions are"), rhetorical strategy questions sometimes require generalization. Like the answers to primary purpose questions, however, the answers to rhetorical strategy questions are usually in the form of "verb a noun" (or more often, "verbs an X of Y," as in "explaining the appeal of a discredited tradition"). Abstract answer choices can be tricky, because they can require some degree of analogy/inference skill (you have to take the answer choices and see if they apply to the passage). How do you get around this? Answer the question in your own words first, then see which answer aligns with yours (we’ll show an example later on). Here are some examples of questions you might be asked that fall into the rhetorical strategy category: "Which best describes the overall relationship between Passage 1 and Passage 2?" "Which choice identifies a central tension between the two passages? "Which best describes the overall structure of the passage?" Notice that the wording of some of these questions is similar to that of little picture/detail questions. Again, just as with primary purpose questions, the answer choices are what turn the question into rhetorical strategy. Here's a specific example: In the context of each passage as a whole, the questions in lines 25-27 of Passage 1 and lines 67-69 of Passage 2 primarily function to help each speaker (A) cast doubt on the other's sincerity. (B) criticize the other's methods. (C) reproach the other's actions. (D) undermine the other's argument. This is a rhetorical strategy question because the answer choices are relatively abstract. If the answer choices were more specific (eg "relate Maguire's study of mental athletes to her study of taxi drivers"), then this would be a detail question, and you would need to use little picture skills to find this specific detail in the passage. A Brief Warning: Big Picture Questions ≠  Function Questions Caution Tape by Eugene Zemlyanskiy, used under CC BY 2.0/Cropped from original. Big picture questions are different from function questions because they ask what the author said (not asking why the author wrote a thing). The wording of the questions sometimes makes it difficult to clearly see this, so I wanted to hash it out here. Questions about the author’s purpose (function question) ask "why is the author writing this?" rather than "what is the perspective the author is saying/arguing?" (which would be a big picture question). Questions about the paragraph’s function ask "how does this paragraph function?" or "what is the purpose of this paragraph in the context of the passage as a whole?" rather than "The main argument of this paragraph is," "what is the primary purpose of this paragraph" or "The author develops her argument by†¦" Read more about what exactly goes into answering SAT Reading function questions in this article. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Strategies For Answering Big Picture Questions Naturally, part of your strategy depends on how you read the passages. If you have enough time to read each passage all the way through, then you should be trying to figure out the main point and author perspective as you read. You can do a quick check to see if there will be any questions about it first (usually they're among the first few questions on the passage), but even if there aren’t any questions that directly ask you about the main point, knowing it can be helpful in answering other questions (more on that later). If you read the questions first before going back to the passage, you may be able to get a sense of what the big picture is just by the various questions that are asked- for instance, if all the passages are asking about food in the UK, you can be pretty sure that the main point of the passage isn't going to be about the Mayan calendar. This is also the one case where I recommend answering detail questions first- those are much easier to answer with just line numbers, and their answers (as well as the questions themselves) may give you even more clues about the main point/primary purpose/rhetorical strategy of the passage. If you skim the passage, then attack questions, you should focus on just the key information the first time skimming through and answer the big picture questions first. But how do you know what the key information is? Read on for three strategies to help you out with that. #1: Check The Introduction and Conclusion When it comes to nonfiction passages, chances are that if the author’s done a good job, the main point and perspective should be clear in the conclusion (if not also in the introduction). This can be true for fiction passages as well, but since having a clear thesis isn’t as essential to the construction of a successful piece of fiction, the author doesn’t always structure her writing that way. When finding the main point of a single paragraph, however, this rule gets a little fuzzy, because sometimes there will be direction-changing words in the middle of the paragraph that are essential to understanding the main point. In addition, last/conclusion sentences often try to take the argument a step beyond what has been discussed in the article, placing it in a broader context. Still, reading the introduction and conclusion can be helpful as a place to start. If the introduction and conclusion seem to contradict each other, that is a clear sign that you need to go even deeper into the passage/paragraph to find the main point/primary purpose/rhetorical strategy. #2: Use Key Words as Clues If you're looking for key words in a passage or paragraph, it makes sense that you’d want to note where the author says things like "important" or "significant"- those things probably are important (or even significant). What isn't as obvious, however, is that you should also pay attention to words that signal changes of direction to help uncover key information. Words like "in contrast," "while," "however," and so on, indicate important, contrasting information, while words like "again," "still," and "similarly" indicate the information is the same (or comparable to) what was just written. Spotting key words and reading the sentences around them can help you get to the meat of the issue and also help you avoid the trap of just reading the first sentence of a paragraph and assuming that's what the paragraph will be about. Let's take a look at this strategy in the context of a sample of my own writing: This paragraph is excerpted from the paper "‘This was a triumph:’ Narrative and dynamic uses of music in Portal" by Laura Staffaroni ( ©2013 by Laura Staffaroni). This paper was written as the final assignment for a Research and Materials class. In general, because Portal is a puzzle game, it might be expected to lack a strong narrative; this, however, is not the case. While the gameplay is focused on the solving each level’s puzzle, you are also provided with tantalizing bits of story in the form of dialogue spoken to you by GLADoS, the AI directing the "tests." Bits of the story are revealed over the course of the game in this way, picking up with the introduction of secret rooms with writing on the walls and the adorable but deadly turrets. The beginning sentence seems to start with "Portal doesn’t have a strong narrative," which might cause you to stop reading- after all, you've found the author's argument, right? Not so fast! The word "however" in that sentence should catch your eye, as should the following sentence that starts with "While", because they indicate that something in contrast to the opening statement is being presented.  ©2013 Laura Staffaroni Don't just read the first part of a sentence or paragraph and walk away- look out for key words as well! #3: Answer In Your Own Words First If you come across a question that asks you a big picture question, try to formulate the answer using your own words before you look at their answer choices. When doing this, it's important that you rely only on what you read in the passage or paragraph, not on things that could be true but aren’t supported by the passage. After you've answered the question in your own words, when you go to look at the answer choices you can simply see which one best matches your own answer and choose it. You must be careful, however, not to oversimplify with this strategy. Remember, the central argument and primary purpose are asking about the specific point the author is making, not a general topic or theme. Also, since you're not being directly scored on your "own word" answers, you should use as few words as possible to write them down- you don’t want to waste too much time on something that won’t be graded. Putting SAT Reading Strategies To Use: An Example Before I set you loose on big picture practice questions, I've written out a walkthrough of an example from an actual SAT to find the primary purpose of a paragraph. Here's the relevant paragraph for the purposes of this question (fifth paragraph, lines 45-56 of the passage): This passage is adapted from Ian King, "Can Economics Be Ethical?"  ©2013 by Prospect Publishing. There is yet another approach: instead of rooting ethics in character or the consequences of actions, we can focus on our actions themselves. From this perspective some things are right, some wrong- we should buy fair trade goods, we shouldn't tell lies in advertisements. Ethics becomes a list of commandments, a catalog of "dos" and "don'ts." When a finance official refuses to devalue a currency because they have promised not to, they are defining ethics this way. According to this approach devaluation can still be bad, even if it would make everyone better off. Here's the question: The main purpose of the fifth paragraph (lines 45-56) is to (A) develop a counterargument to the claim that greed is good. (B) provide support for the idea that ethics is about character. (C) describe a third approach to defining ethical economics. (D) illustrate that one's actions are a result of one's character. Where should I start with figuring out the main purpose of the fifth paragraph? Step 1: Check out the introduction and conclusion (sentences, in this case). Introduction: There is yet another approach: instead of rooting ethics in character or the consequences of actions, we can focus on our actions themselves. Conclusion: According to this approach devaluation can still be bad, even if it would make everybody better off. What do these sentences reveal about the main purpose of the paragraph? My thinking: Both these sentences call whatever's being discussed in this paragraph an "approach", so the main purpose probably has something to do with whatever this approach is. Since both the intro and conclusion tie back into this approach, maybe the main purpose of the paragraph is to explain it? Not enough information just from this to be sure, though. Step 2: Look for direction words The next step is to look within this paragraph for words that indicate the author might be presenting information that either contrasts with or matches what he already wrote about. Direction words in this paragraph: "yet another", "instead", "even if" My thoughts: Wow, there are a lot of direction words in this paragraph, most of them in that first sentence: "There is yet another approach: instead of rooting ethics in character or the consequences of actions, we can focus on our actions themselves." So "yet another" is interesting because it implies that there were at least two other approaches before the one described in this paragraph; if it were just one other approach, the author wouldn't bother with the "yet" and would just say "another". The word "instead" also backs this up, because it implies that in previous paragraphs at least one alternate approach was taken. Plus, two alternate approaches (rooting ethics in character and rooting ethics in consequences of actions) are listed in the same sentence. What about "even if"? Does that add or change anything? "According to this approach devaluation can still be bad, even if it would make everybody better off." Hmm, not much more here. It further fleshes out the idea that doing a thing that some might see as good (devaluation) can be bad under the approach described in this paragraph, I guess. Step 3: Answer the question in your own words The final step is to answer the question in my own words before looking at the answer choices. My thoughts: The main thing this paragraph talks about is the ethical approach of focusing on actions themselves, rather than on their character or consequences, which means the main purpose of the paragraph is probably something like "describe the action-focused ethics approach?" maybe? let's check how it fits into the rest of the passage to see if that changes everything- nope, that seems pretty accurate. Here's the question, once more: The main purpose of the fifth paragraph (lines 45-56) is to (A) develop a counterargument to the claim that greed is good. (B) provide support for the idea that ethics is about character. (C) describe a third approach to defining ethical economics. (D) illustrate that one's actions are a result of one's character. Okay, now that I've gone looked at the first and last sentences, key words, and answered it in my own words, let's consider the answer choices one by one. (A) develop a counterargument to the claim that greed is good. Not really? I guess it kind of has a counterargument to the other two ethics approaches, but it doesn't really say one thing or another about greed being good. Oh and plus there's that thing about this approach seeing devaluation as bad even if it technically is better for everyone, which doesn't seem greedy. I'm going to put this one as a probable nope. (B) provide support for the idea that ethics is about character. This one is a definite no- in the very first sentence of the paragraph it says that the approach being discussed in this paragraph is an alternative to ethics being about character ("instead of rooting ethics in character"). And the rest of the paragraph follows through on ethics being about actions, not character. (C) describe a third approach to defining ethical economics. Yep, this is pretty much what this paragraph does. The author talks about "yet another approach" which is at least the third approach based on wording, definitely the third approach based on reviewing the rest of the passage and counting the other approaches mentioned. And this answer lines up with my "answer in my own words" answer, which was "describe the action-focused ethics approach." This answer's certainly more correct than choices (A) or (B). I'll double check that the last choice isn't an even better answer, though. (D) illustrate that one's actions are a result of one's character. For one thing, no, it doesn't do that; for another, isn't that basically the same as (B)? I guess not exactly, but either way, it's still wrong. The main purpose of this paragraph is to say that in yet another approach, you could say that ethics is about the actions we take. It doesn't say anything about whether or not those actions are a result of one's character in particular. Looking back over the answers, (C) is clearly the one that discusses the main purpose of this paragraph, which is to talk about "yet another" way to define ethical economics. Boom! The answer is (C). August 25th "The Big Picture We've Done It_I'm a World Record Holder!" by Amanda Slater, used under CC BY-SA 2.0/Cropped from original.Huge success! Try It Out on Your Own! Below, I've provided three questions on short paired passages from an official, publicly available SAT practice test. As a bonus, these questions also involve paired passages (for more on paired passages, read my article about how best to attack paired passages on the SAT). Want more practice tests? Check out our list of official practice SATs, complete with links to free content! Questions 1-3 are based on the following passage. This passage is adapted from Henry W. Blair's statement to the United States Senate during the 1886 "Debate on Woman Suffrage" in Washington, D.C. There is no escape from it. The discussion has passed so far that among intelligent people who believe in the republican form- that is, free government- all mature men and women have under the same circumstance and conditions the same rights to defend, the same grievances to redress, and, therefore, the same necessity for the exercise of this great fundamental right of all human beings in free society. For the right to vote is the great primitive right. It is the right in which all freedom originates and culminates. It is the right from which all others spring, in which they merge, and without which they fall whenever assailed.This right makes, and is all the difference between, government by and with the consent of the governed and government without and against the consent of the governed; that is the difference between freedom and slavery. If the right to vote be not that difference, what is? No, sir. If either sex as a class can dispense with the right to vote, then take it from the strong, and no longer rob the weak of their defense for the benefit of the strong.It is impossible to conceive of suffrage as a right dependent at all upon such an irrelevant condition as sex. It is an individual, a personal right. It may be withheld by force; but if withheld by reason of sex it is a moral robbery.But it is said that the duties of maternity disqualify for the performance of the act of voting. It can not be, and I think is not claimed by anyone, that the mother who otherwise would be fit to vote is rendered mentally or morally less fit to exercise this high function in the state because of motherhood. On the contrary, if any woman has a motive more than another person, man or woman, to secure the enactment and enforcement of good laws, it is the mother. Beside her own life, person, and property- to the protection of which the ballot is as essential as to the same rights possessed by man- she has her little contingent of immortal beings to conduct safely to the po rtals of active life through all the snares and pitfalls woven around them by bad men and bad laws which bad men have made. And she has rightly to prepare them for the discharge of all the duties of their day and generation, including the exercise of the very right denied to their mother.I appeal to you, Senators, to grant this petition of woman that she may be heard for her claim of right. How could you reject that petition, even were there but one faint voice beseeching your ear? How can you deny the demand of millions who believe in suffrage for women, and who can not be forever silenced, for they give voice to the innate cry of the human heart that justice be done not alone to man, but to that half of this nation which now is free only by the grace of the other. By our action today we indorse, if we do not initiate, a movement which, in the development of humankind, shall guarantee liberty to all without distinction of sex, even as our glorious Constitution already grants the su ffrage to every citizen without distinction of color or race. #1: The central claim of the passage is that (A) the United States Senate should extend suffrage to women. (B) both sexes should have all of the same roles and responsibilities. (C) members of the Senate wish to enslave women by denying them the vote. (D) the female vote will lead to improved laws and better politicians. #2: The second paragraph is primarily concerned with establishing a contrast between (A) the interests of men and the interests of women. (B) politics before and after slavery ended. (C) governments in different countries. (D) having and not having suffrage. #3: With which of the following statements about the right to vote would the author most likely agree? (A) It is unrelated to the protection of other privileges (B) It is essential to the preservation of liberty (C) It is difficult to institute and execute in society. (D) It is unnecessary to some social groups. Answer key (scroll down when ready): 1. A 2. D 3. B In Conclusion Big picture questions require being able to read through a text and sum up "what’s the point," "what's the author's point of view," or "what does the author do here?" Knowing the answers to these questions can be useful for answering other types of questions, like function and author technique questions, that rely on you understanding the "big picture" of what's going on in the passage. No matter how you approach the passage, use the strategies of checking the intro/conclusion, looking for key words, and coming up with the answer in your own words to help you answer big picture questions What’s Next? Want more in depth guides like this? Our ultimate study guide for SAT Reading is a fantastic index of all of our SAT Reading strategy articles, including ones on Inferences, Words in Context, Analyzing Data Graphics, and many more. What if you can't finish Reading section before time's up? Learn strategies to improve your time management and stop running out of time on SAT Reading here. What are the other types of questions you’ll find on the SAT Reading section, and what’s the best way to read the passages to answer them? Check out our article on the three best ways to read the passage on SAT Reading. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

EGT1 Essay Example | Topics and Well Written Essays - 500 words

EGT1 - Essay Example From this discussion it is clear that the total profit increases when marginal profit is positive i.e. when marginal revenue is greater than marginal cost. Similarly, the total profit decreases when marginal profit is negative i.e. marginal revenue is less as compared to marginal cost. Maximum total profit is achieved when marginal profit becomes zero. At this point, marginal revenue is equal to marginal cost. A further increase in output leads to a negative marginal profit or a marginal loss i.e. the total profit starts decreasing. Thus, maximum profit is achieved at a point where marginal profit is equal to marginal revenue. Figure 1 shows the graphs for Total Revenue, Total Cost, Marginal Revenue, Marginal Cost and Total Profit. The profit is maximized at output = q*.This paper highlights that if marginal revenue of a firm exceeds the marginal cost, a firm is in a healthy position. Its marginal profit is positive. The firm would hence need to take steps to increase the level of ou tput with the current resources provided the demand for the same exists. Additional labour may be required increasing cost but additional capital expenditure is generally not made in the short run. The firm may also take actions to boost market demand. These may include marketing and promotional activities.  If the marginal revenue of a firm is less than marginal cost, the firm is operating at sub-optimal levels. The firm needs to analyze whether the output produced is actually required. If no, the output levels are decreased.

Fords Western and Leones Western Movie Review Example | Topics and Well Written Essays - 2500 words

Fords Western and Leones Western - Movie Review Example This paper looks into two films individually: The Searcher, directed by John Ford (1956), and Once upon a time in the west, directed by Sergio Leone (1968). It describes their mise-en scene and beyond, introduced first by their corresponding synopsis. A comparison is made at the end. Synopsis. Although filmed on Navajo land in northern Arizona, The Searchers, begins in 1868 Texas. Ethan Edwards (played by John Wayne), a soldier, returns to his brother's farm after the end of the Civil War where he fought for the Confederacy. It has taken Ethan three years to come home, after fighting on the losing side of the Civil War. Ethan is in love with his brother's wife, Martha, but unlike his brother, he is not the man to settle down and raise a family. In this film, Ethan Edwards is seeking the two nieces who were abducted during a Comanche raid, in which his brother's family is murdered. Finding the mutilated bodies of his family, Ethan is guilt-ridden, feeling he was not there when he was needed. He thus becomes obsessed with recovering his two nieces and seeking revenge on the Comanche. This fanatic search provides the only rationale for Ethan's life, and he is determined to succeed. "We'll fin'em just as sure as the turning of the earth," he says. Ethan is a bitter and lo... Ethan becomes more concerned with executing vengeance than with finding her. During the search, when Ethan is asked, "You wanna quit" he angrily replies, "That'll be the day!" and he repeats this phrase many times in the course of the film. Theme. Based on a screenplay by Frank S. Nugent from the novel by Alan Le May, "The Searchers" deals with the winning of the West, the struggles between the invading White Man and the Native Americans, the Western Code of Honor, and old-fashioned determination vs. selfish, vengeful spite (Puccio, 2006). Ethan embodies the most important attributes of the Westerner: individualism, self-sufficiency, strength, non-conformity, and loneliness. In this movie, Ethan's solitariness is stressed visually. The film opens with a magnificent inside framing shot of a cabin door, opening up to high desert red sandstone formations and turquoise sky. Ethan appears out of nowhere, from the desert, and, at the end, after his mission is accomplished, Ethan returns to the desert. In the film's last shot, Wayne stands alone, silhouetted in the door's frame, while other people pass around, ignoring his presence. A shot similar at the beginning bookends the film. In this film, Ford illustrates the outcomes of racism and Indian hating, a seeming eloquent statement in support of the Civil Rights movement (Puccio, 2006). Consider the following conversation - Brad (to Ethan, as they follow the Comanche): They gotta stop sometime; if they're human men at all, they've gotta stop. Ethan: A human rides a horse until it dies, and then goes on afoot. Comanch' comes along, gets that horse up, rides him twenty more miles ... then eats him. Techniques. In the story, drawn away

Chose and research an organisation with a particular focus on a Essay

Chose and research an organisation with a particular focus on a current HRM issue or process - Essay Example It is based in Japan but has spread its business to many countries in the wave of globalization. It has strong presence in United States and North America. Sales in these regions provide more than 70% of the profit worldwide. This increasing market share and rapid growth is not without its drawbacks. I have selected Toyota motors because of the recent disaster the company faced. Toyota automobile is famous for its quality but had to recall nine million cars worldwide. In addition to the obvious financial loss there was also huge loss of public image as well. The issue was mismanaged and handled poorly which tarnished the brand reputation in the public eye. It caused the company to touch the lowest ever sales in more than a decade. According to business week estimates because of this recent recall Toyota is facing $ 155 million per week and Toyota has lost almost $30 billion in stocks. In the long run the company can lose hundreds of billions of dollars because of this problem. So who is responsible for such a huge loss? On the outset it seems a great technical fault. Engineers, technicians, quality assurance people seems to be the most obvious people responsible for this disaster. The mechanical issue which affected eight models of Toyota is not the sole responsibility of the people associate with the design department, or technical staff producing faulty pedals and onboard computers. Can only technical staff be blamed for this disaster? Were Toyota leaders unaware of this mechanical fault? If they were unaware shouldn’t they be blamed for their unawareness? However, this is not the scenario. With the much hyped up Toyota production system (TPS) how such negligence is possible. TPS is known all over the world for its quality. Toyota production system (TPS) is also defined as the lean production system which emphasizes on cost cutting. It utilizes half the human capital, investment in machinery, manufacturing space and engineering hours as compared to mas s production system. Toyota production system brought the current Japan economic preeminence. This production system developed by Toyota was followed by many other industries and organizations which brought the economic profits for Japan. Just in time (JIT) production was the rationale behind Toyota production system. The major goal of TPS was cost cutting with sub goals like quality control, quality assurance and respect for humanity in terms of utilizing human resource to achieve cost objective. 2(Alavudeen & Venkateshwaran, 2008) With such renowned and successful TPS such mechanical fault was not expected. There is enough evidence that the Toyota leaders were aware of this mechanical fault long before any action was taken. This behavior suggests that the managers were actually trying to hide the issue which resulted in such disaster. With so much emphasis on cost cutting and setting it as the primary objective in TPS was probably the root cause for this disaster. If the root caus e of this failure is bad decisions by employees, ignoring a known issue, mishandling it in public then instead of just blaming the technical staff we should try to identify what made them behave like this. And the question arises to justify the rationale behind such decisions. If we make an attempt to understand the behavior then the role of HR becomes prominent. What was lacking or deficient or simply

Parker vs. Twentieth-Century Fox Corp Essay Example | Topics and Well Written Essays - 1500 words

Parker vs. Twentieth-Century Fox Corp - Essay Example Facts The plaintiff is well known as an actress and in the contract signed by the defendant and the plaintiff; at times she is referred to as the artist. According to the contract as of the 6th of August 1965, she was meant to play female lead role in the contemplated production of Bloomer Girl, a movie by the defendant. The contract provided that the plaintiff would be paid a guaranteed minimum compensation of $53,571.42 every week for the fourteen weeks commencing the 23rd of May 1965. The total pay amounted to seventy five thousand dollars. Before May of 1966, the defendant decided against the picture’s production and in a letter dated 4th April 1966 notified the plaintiff of the very same decision telling her that it would not be in compliance with their earlier obligations under the written contract (Blond 25). In the same letter, the defendant, with a professed purpose meant to â€Å"avoid any damage† to the plaintiff, instead gave the plaintiff the leading actres s role in yet another film. This film was tentatively titled â€Å"Big Country, Big Man†, referred to hereafter as â€Å"Big Country†. The defendant offered an identical compensation, as they did with thirty-one of the other thirty-four articles or provisions of the original contract. However, Bloomer Girl, as compared to Big Country, was a Western type, dramatic movie, not a musical like the earlier Bloomer Girl. Bloomer Girl was to have been shot in California while Big Country’s location was in Australia. In addition, other certain terms in the contract proffered varied from the contract drawn up initially. The plaintiff was given 1 week to accept the offer, which she failed to do until the offer elapsed. The plaintiff hereby commenced the court case seeking the agreed guaranteed compensation’s recovery (Mann and Barry 45). The complaint set two causes of action forth. Firstly, she wanted monetary compensation due under the previous contract. Secondly, she wanted to sue for damages that resulted from a breach of contract by the defendant. In its answer, the defendant admitted the existence, as well as the validity of the contract, and that the plaintiff complied with all the promises, covenants, and conditions of the contract. She was also ready to comply with the completion of the performance and that she had anticipatorily repudiated and breached the signed contract. However, the defendant denied owing any money to the plaintiff, either under the terms of the contract or resulting from its breach and pleaded an affirmative defense to both causes of the plaintiff’s action. They assert that she willfully failed to mitigate damages, asserting that she turned down, unreasonably, and its offer of a leading role in the film Big Country. The plaintiff moved for summary judgment under the code of civil procedure section 437c. She was granted the motion and summary judgment for seven hundred and fifty thousand dollars with additi onal interest (Mann et al. 72). Issue Whether a secondary offer, of employment was enough to mitigate the damages from the contract’s breach and whether summary judgment should stand. Decision Summary was granted where facts are presented that give rise to an issue that is factually triable and not in dispute. The salary amount agreed upon acts as the measure of recovery minus the amount earned by

Identify points of Comedy and Tragedy on the "Big Two-Hearted Essay

Identify points of Comedy and Tragedy on the "Big Two-Hearted River" by Ernest Hemingway - Essay Example omedy takes place when Nick goes to wade into the water and when he steps in, the current causes him to lose his balance and he slips on the rocks letting one of the grasshoppers to get away. â€Å"He was sucked under in the whirl by Nicks right leg and came to the surface a little way down stream. He floated rapidly, kicking. In a quick circle, breaking the smooth surface of the water, he disappeared. A trout had taken him† (50). This ends in the tragic death of the grasshopper but the initial drop and struggling of the grasshopper is somewhat comic based on the way Nick had let it go by slipping. The struggle that Nick continually goes through is also somewhat comic. Something continues to go wrong when he is trying to bag a larger trout. â€Å"The trout hung heavy in the net, mottled trout back and silver sides in the meshes. Nick unhooked him; heavy sides, good to hold, big undershot jaw and slipped him, heaving and big sliding, into the long sack that hung from his shoul ders in the water† (74). Tragedy is also something that occurs often in the story as illustrated by Nick when he guts and prepares to eat the trout by performing communion through eating the fish and drinking water from the river imitating what Jesus did in a church service when he used red wine to represent his blood and bread to represent his body. He performed what Jesus did as exemplified by the following. â€Å"Nick cleaned them, slitting them from the vent to the tip of the jaw. All the insides and the gills and tongue came out in one piece they were both males; long gray-white strips of milt, smooth and clean. All the insides clean and compact, coming out altogether. Nick took the offal ashore for the minks to find† (93). â€Å"He laid his rod down moved along to the shady end of the log and took the sandwiches out of his pocket. He dipped the sandwiches in the cold water. The current carried away the crumbs. He ate the sandwiches and dipped his hat full of water to drink,

Parker vs. Twentieth-Century Fox Corp Essay Example | Topics and Well Written Essays - 1500 words

Parker vs. Twentieth-Century Fox Corp - Essay Example Facts The plaintiff is well known as an actress and in the contract signed by the defendant and the plaintiff; at times she is referred to as the artist. According to the contract as of the 6th of August 1965, she was meant to play female lead role in the contemplated production of Bloomer Girl, a movie by the defendant. The contract provided that the plaintiff would be paid a guaranteed minimum compensation of $53,571.42 every week for the fourteen weeks commencing the 23rd of May 1965. The total pay amounted to seventy five thousand dollars. Before May of 1966, the defendant decided against the picture’s production and in a letter dated 4th April 1966 notified the plaintiff of the very same decision telling her that it would not be in compliance with their earlier obligations under the written contract (Blond 25). In the same letter, the defendant, with a professed purpose meant to â€Å"avoid any damage† to the plaintiff, instead gave the plaintiff the leading actres s role in yet another film. This film was tentatively titled â€Å"Big Country, Big Man†, referred to hereafter as â€Å"Big Country†. The defendant offered an identical compensation, as they did with thirty-one of the other thirty-four articles or provisions of the original contract. However, Bloomer Girl, as compared to Big Country, was a Western type, dramatic movie, not a musical like the earlier Bloomer Girl. Bloomer Girl was to have been shot in California while Big Country’s location was in Australia. In addition, other certain terms in the contract proffered varied from the contract drawn up initially. The plaintiff was given 1 week to accept the offer, which she failed to do until the offer elapsed. The plaintiff hereby commenced the court case seeking the agreed guaranteed compensation’s recovery (Mann and Barry 45). The complaint set two causes of action forth. Firstly, she wanted monetary compensation due under the previous contract. Secondly, she wanted to sue for damages that resulted from a breach of contract by the defendant. In its answer, the defendant admitted the existence, as well as the validity of the contract, and that the plaintiff complied with all the promises, covenants, and conditions of the contract. She was also ready to comply with the completion of the performance and that she had anticipatorily repudiated and breached the signed contract. However, the defendant denied owing any money to the plaintiff, either under the terms of the contract or resulting from its breach and pleaded an affirmative defense to both causes of the plaintiff’s action. They assert that she willfully failed to mitigate damages, asserting that she turned down, unreasonably, and its offer of a leading role in the film Big Country. The plaintiff moved for summary judgment under the code of civil procedure section 437c. She was granted the motion and summary judgment for seven hundred and fifty thousand dollars with additi onal interest (Mann et al. 72). Issue Whether a secondary offer, of employment was enough to mitigate the damages from the contract’s breach and whether summary judgment should stand. Decision Summary was granted where facts are presented that give rise to an issue that is factually triable and not in dispute. The salary amount agreed upon acts as the measure of recovery minus the amount earned by

INtro to rela dbase Business Intelligence and Data Warehouses week 9 Assignment

INtro to rela dbase Business Intelligence and Data Warehouses week 9 - Assignment Example Since it operates with such huge data sets, an OLAP database is substantial on CPU and plate bandwidth. A data warehouse is intended to handle extensive investigative inquiries. An OLTP database system emphasizes extremely complex tables and joins because the data is standardized. In other terms, it is organized in a manner that no data is copied. Using this method to make data relational conveys storage and handling efficiencies. In addition, this method also permits those sub-second reaction times (Rahman, 2011). In an OLAP database framework, data is composed particularly to encourage reporting and examination, not for rapid value-based needs. The information is de-normalized to improve explanatory inquiry reaction times and give usability to business clients. Fewer tables and an easier structure bring about simpler reporting and examination. Operational data and decision support data serve diverse purposes. Most operational information is put away in a social database whereby the structures have a tendency to be profoundly standardized. Operational data stockpiling is improved to help transactions that concern day by day operations. To compel the performances given, operational frameworks store data in numerous tables, each with a base count of fields. Decision support data contrast from operational data in three fundamental ranges Operational data are ordinarily stored in numerous tables, and the information stored concern the data around a certain transaction only. Decision support data are put away in relatively fewer tables that store information obtained from operational data. The decision support data do exclude the subtle elements of every operational transaction. The operational databases continuous and fast information renewal make data irregularities a conceivably devastating issue. Accordingly, the data neces sities in a common transaction framework for the

The Saga of Erik the Red Essay Example for Free

The Saga of Erik the Red Essay The real name of Eric the Red was â€Å"Eirikr Thorvaldsson† (Chuck Ayoub, 2004). He was a Viking and Norse chieftain born in Jaeder district of south-west Norway (Ingrid Shumway, 2005) in 950 AD (Tiffany Kaylor, 1976). His father name was Thorvald Asvaldsson (Duncan Thompson, 2006). Eric is given the name of Eric the Red because he had red beard, red hairs (Jan Furst, 2004) and florid complexion (Chuck Ayoub, 2004). His father was exiled from Norway in 960 AD because he murdered a person there (Ingrid Shumway, 2005). The family moved to Iceland and settled in a Norse colony on the coast of Iceland (Jan Furst, 2004). After some years his father dead and Eric married a woman Thorhild (Duncan Thompson, 2006). After some years Eric the Red was exiled for three years from the country because he got involved in the murder of some people (Tiffany Kaylor, 1976). He then decided to explore the land which was at a distance of about 500 miles west of Iceland (Jan Furst, 2004). Eric heard about the land from different people. Later on Eric gave this land a name that was Greenland (Tiffany Kaylor, 1976). It is believed that Gunnjborn Ulf-Krakuson (Tiffany Kaylor, 1976) was the first person who reached Greenland when he was accidentally pushed by the harsh winds towards the land (Ingrid Shumway, 2005). Eric made his voyage towards the land in 982 (Jan Furst, 2004) and spent three years in exploring different parts and coasts of the land (Chuck Ayoub, 2004). He established the first Nordic settlement in Greenland (Jan Furst, 2004) and he is called the founder of Greenland (Tiffany Kaylor, 1976). After three years of banishment he returned to Iceland (Jan Furst, 2004) and told people about new land and gave it a name of Greenland to attract people towards it (Jeff McIntire-Strasburg, 2007). He then made another journey with a group of people towards Greenland in 985. These people were settled in Greenland and established their colonies there. The land grew prosper and soon there were 3000 people living there (Ingrid Shumway, 2005). Eric was also one of the early Viking explorers of North America (Tiffany Kaylor, 1976). He was willing to explore more lands along with his children however he was injured after falling from horse (Jan Furst, 2004) and didn’t managed to go with them. He lived in his farm in the Greenland till his death in 1003 (Chuck Ayoub, 2004). Eric Exiled from Iceland Eric came to Iceland as a child as his father was exiled from Norway when he murdered a person there (Tiffany Kaylor, 1976). Eric the Red was settled down in Iceland along with his family. He got married with Thorhild (Tiffany Kaylor, 1976) who was the daughter of Jorund Atlisson (Ingrid Shumway, 2005). He received some land at Eriksstadir in Haukadale from Jorund Atlisson as a dowry (Ingrid Shumway, 2005). He built his farm on the land (Jan Furst, 2004). He didn’t get any lesson from the mistake of his father and in 982 following the footprints of his father, Eric also murdered some people. Thorgest was the neighbor of Eric who borrowed few wooden bench boards from him (Chuck Ayoub, 2004). Thorgest refused to return the bench boards and Eric went to his home enquiring about them and tried to steal them. They started fighting and eventually Eric murdered two sons of Thorgest (Ingrid Shumway, 2005). Some historians have also stated that the wooden bench marks were not the matter of dispute among them but there were some â€Å"diasposts† (UXL Newsmakers, 2005) that Eric leave with Thorgest for some time and when Eric ask to give them back, Thorgest refused. These diasposts were symbols of Vikings authority and possess great religious significance for Eric that why he was much concerned about getting them back from Thorgest. The second incident was the murder of Valthjof (Tiffany Kaylor, 1976). Some slaves of Eric started landslides on the farm of Valthjof, in return he murdered the slaves as punishment. Eric took the revenge of his slaves’ deaths (Duncan Thompson, 2006) and killed Valthjof (Ingrid Shumway, 2005). These murders became the basis for the Eric banishment from the Iceland. Thorgest went to the court and complained about the murder of his sons (Ingrid Shumway, 2005). Eric was found offender and the judge Thorness Thing (Chuck Ayoub, 2004) exiled him from Norway and Iceland. He then decided to explore the land which was about 500 miles west from Iceland. The Voyage towards Greenland After exiled from Iceland and Norway, Eric had no other way to go and live. He decided to explore a new land which was situated at the western side of Iceland at a distance of about 500 miles. It could be seen from the peaks of the mountains standing in the western island (Ingrid Shumway, 2005). Eric has also heard about the land from different people. The land was already explored accidentally by Gunnjborn Ulf-Krakuson (Tiffany Kaylor, 1976) who was pushed towards the land by the harsh winds. After him another sailor Sn? bjorn Galti reached the land. Galti was the first Norseman who attempted to establish a colony in Greenland however he failed to do so after facing severe disasters (Chuck Ayoub, 2004). Finally Eric decided to explore the land. He arranges a boat called â€Å"Knorrs† (Duncan Thompson, 2006) that could be helpful throughout his journey. The Vikings used to travel in long boats (Tiffany Kaylor, 1976) and Eric also selected a 100 foots long boat for him and started his voyage. Exploring Greenland The journey was very tough however they managed to reach the southern part of the island. He then moved towards the west coast and settle in that part of the island Ingrid Shumway, 2005). When he reached the land, he found it bit warmer then Iceland. He saw that there were fertile meadowlands that could be best place for farming and keeping the animals. There were many wild animals present in the island but there were no signs of human life (Jan Furst, 2004). Eric decided to establish a colony in the land. Eric the Red passed three years of banishment in the island. He kept on exploring different parts of Island during these three years. He spend his first winter in Eiriksey, the second winter he moved towards Eiriksholmar and in the third summer he explored the northern part of the island and stayed at Snaefell and Hrafnsfjord (Chuck Ayoub, 2004). Back to Iceland After spending three years of exile, Eric returned to Iceland (Ingrid Shumway, 2005) where he told people stories of the new land that he discovered during the last three years. He gave name of â€Å"Greenland† to the island in order to attract the people towards it (Tiffany Kaylor, 1976). Iceland was getting over populated and people were looking for some place where they could have more land for farming and houses (Chuck Ayoub, 2004). The Eric’s portrayal of Greenland attracts many people and they took it as a great opportunity to move towards a land that seems more fertile and favorable for them Ingrid Shumway, 2005). Many Icelanders showed their intentions for traveling towards the new island Greenland. Second Voyage towards Greenland Eric spent a winter in the Iceland and then in 985 (Duncan Thompson, 2006) finally he began his second trip to the Greenland. At this time many people were following him (Ingrid Shumway, 2005). They prepare themselves for the tough journey. People keep their gears and livestock with them in the long boats and then they started their voyage on 25 boats Ingrid Shumway, 2005). The journey was very tough and just 14 boats out of 25 succeeded to reach the destination safely along with their livestock and other luggage. Out of the rest 11 boats some were destroyed in the sea and some people also go back when they find it difficult to reach the new island. Among the 350 survivors (Duncan Thompson, 2006) some became sick and some got injuries also. However the team reached the island and became the first European group to reach this destination (Tiffany Kaylor, 1976). Settlement in Greenland These people started their lives in Greenland. In the beginning there were two colonies established on the west coast of the island. One was eastern settlement and another was western settlement. Eric gave new colonies the names of Eystribygg? nd Vestribygg? respectively (Chuck Ayoub, 2004). Both of these two colonies were established in western coast of the island because only that land was suitable for farming (Duncan Thompson, 2006). The other parts were not fertile and suitable for farming or livelihood. Very soon Middle settlement was also established. Eric choose suitable place for his home and farm and start lining at their like lords along with his family. Eric was also given the title of â€Å"paramount chieftain of Greenland† (Chuck Ayoub, 2004). Eric the Red not only got lot of respect from the people but also become wealthy. He lived with his wife and four children. He had three sons Leif, Thorvald, and Thorstein and a daughter named Freydis (Duncan Thompson, 2006). Eric belonged to pagan religion (Tiffany Kaylor, 1976). His con Leif become a follower of Christianity and spread the religion among the people settles in Greenland (Ingrid Shumway, 2005). He was considered as the person who brings Christianity in Greenland. The wife of Erik also turned to Christianity and she was the one who build this first Christian church of the America along with his son Leif on their farm (Chuck Ayoub, 2004). Why â€Å"Greenland†? When Eric the Red came back Iceland and told people about the new land that he explored he gave the land a name â€Å"Greenland† because he want to attract people towards the new land. He made the new island appealing for the people of Iceland who were suffering from overpopulation and food shortage (Ingrid Shumway, 2005). Eric the Red believed that name of a land could have great impact on the mind of people that’s why he selected a name that express the quality of island and make people to think about it. He explained his logic that â€Å"people would be attracted to go there if it had a favorable name (Chuck Ayoub, 2004). There were many reasons behind his thought of attracting people towards Greenland. Eric was exiled from Iceland after committing murders of some people so he doesn’t have good reputation among the Icelanders. Eric want to restore his good will that’s why he talk about new land and show sympathy for the people who were facing difficulties in surviving in Iceland (Duncan Thompson, 2006). He was also aware of the fact that in order to make a successful settlement in Greenland it is necessary that he should have cooperation of many people. That’s why he attracted and encouraged people so that they join him in his second voyage. Eric possessed good qualities of salesmanship and he utilized these skills very (Chuck Ayoub, 2004). He made people to decide for migration and many people were among him in his second voyage (Ingrid Shumway, 2005). Eric show people wrong picture of the new island so that they went with him. While living in Greenland, Eric choose that best part of land for himself and made his house in the eastern settlement which was the most fertile and green part of the island. (Jeff McIntire-Strasburg, 2007). He did all that just because he wanted more people to move towards Greenland. Iceland was already overpopulated. Eric the Red had already realized that it would be difficult for him to have more land area for farming and living in Iceland whereas in Greenland there was a great opportunity for him to build his home and farm at place of his own choice. When Eric the Red and his followers reached and settled in Greenland, Eric also decided to live there and he spend the rest of his life staying at the same island. He was also dead at the same place that he gave a name â€Å"Greenland† (Duncan Thompson, 2006). Was Greenland really Green? Greenland was actually not a lush green land even in those days (Jeff McIntire-Strasburg, 2007). There were some areas that were suitable for the farming and inhabitation but over the entire island possessed harsh climate. The reality was different from what Eric showed the people. In reality Greenland is icier then Iceland and Iceland is more green then the Greenland (Tan Wee Cheng, 2001). Most of the area of Greenland is covered with ice and there is not much greenery and fertility in the land. The island remained blocked due to ice in many months of the year and activities of people are also badly suffered during these months. From July to September people restored their activities and make arrangements for their survival through out the year (Tan Wee Cheng, 2001). The act of Eric to insist people towards Greenland by portraying a wrong picture in front of them is considered by some people as a â€Å"greatest fraud in the history of the world property† (Tan Wee Cheng, 2001). Because many people leave Iceland and go with him towards Greenland by imagining greenery of Greenland but in real there was a â€Å"desolate coldness and hostile environment† in the island (Tan Wee Cheng, 2001). Though the colony grew but the people soon died due to unfavorable climatic conditions. Difficulties of the Settlers The livelihood was not very charming at Greenland (Ingrid Shumway, 2005) especially in winters traveling and hunting became very difficult. However in the season of summer the traveling and farming conditions of the land became much better and favorable to the colonists. Each of the settlement form a group of people who went to the bays of the island and hunt there for food and other essential living commodities like ropes beached whales and tusks etc (Chuck Ayoub, 2004). Eric and his fellow settlers of the Greenland faced several problems in the island. First of all they have to maintain a balance between population level and food supply otherwise there would always a chance of food shortage. They managed to get enough food that they hardly keep their bodies and soul together (Chuck Ayoub, 2004). Many historians believe that the settlers were facing certain problems while living at new place because they failed to blend themselves in the new surroundings. They were familiar to a different life style but in the new place the situation demanded something else. Many of them could not change themselves according to the requirement of the situation and faced many difficulties in their lives. Many people missed their fellows and relatives who were left in the Iceland and they feel depressed and lonely without them (Chuck Ayoub, 2004). They faced many problems but succeeded to establish a colony in Greenland that properly grew with time and the colony became â€Å"one of the great stepping stones in Norse expansion and exploration† (Chuck Ayoub, 2004).

Formulation And Production Of Various Types Of Detergents Biology Essay

Formulation And Production Of Various Types Of Detergents Biology Essay Detergents are cleaning agents which play a very important role in our daily life. They not only can help us to stay care, health for our homes and wealth, but also can make our environment more pleasant and active. According to the different functions and usages, detergent can be classified into various types which are laundry, household, personal and dishwashing cleaning products. Besides that, these different types of detergents can also be further classified into powder, cake, liquid and others depending on their texture form. Among the various types of detergents, the formulation and production of solid and liquid laundry detergents are going to be described by giving examples. Laundry detergent is a type of detergent used to clean and rinse the laundry things. Different kind of detergents will be formulated from different substances in order to meet the requirement of cleaning and the manufacturing process will also be slightly different. Generally, laundry detergents are formulated from six groups of matters which include surfactants, builders, bleaching agents, enzymes, fillers and other minor additives. An example of solid laundry detergent that I would like to illustrate is a solid laundry detergent containing light density silicate salt. It was invented by Nigel Patrick Somerville Roberts in 2009.  This detergent is formulated from light density silicate salt, detersive surfactant, carbonate salt, sulphate salt, phosphate builder, zeolite builder, enzymes and other additives. These formulations are going to be described in detail. This type of detergent contains light density silicate salt that is usually a sodium silicate salt. This composition is considered to be the most important in this detergent because this is a detergent which specially contains light density silicate salt. The light density silicate salt is 1 wt% 40 wt% and has a bulk density of less than 200 g/l or 150 g/l. Sometimes, the density is even less than 100 g/l. Besides that, it has a weight average particle size of less than 300  µm, 200  µm or 100  µm. The light density silicate salt can be got from a flash-drying process. It has been found that adding the light density silicate salt into other ingredients can make the detergent to be produced through conventional set processes and even a set of single mixer processes. Besides that, light density silicate salt or sodium silicate salt added acts as a corrosion inhibitor, so it can prevent materials from rusting. Furthermore, the ingredient of the detergent also consists of 5wt% 60 wt% detersive surfactant. Surfactant is an organic compound which can be obtained through a chemical reaction involving fats or oil as raw materials. Since surfactant has emulsifying, wetting and dispersing properties, it is able to remove dirt from clothes and keep the soil suspending on the water, so that soil will not stick on the clothes and can be easily rinsed away. There are different types of surfactants which include anionic, cationic, non-ionic, amphoteric and zwitterionic detersive surfactants. Among these detersive surfactants, anionic detersive surfactant is preferred to be used as surfactant in this detergent. Alkoxylated alcohol sulphate anionis detersive surfactants such as substituted or unsubstituted, linear or branched ethoxylated C12-18 alcohol sulphates, linear unsubstituted C10-13 alkyl benzene sulphonates, alkyl sulphates, alkyl sulphonates, alkyl phosphates, alkyl phosphonates and alkyl car boxylates are suitable to be anionic detersive surfactants. Besides anionic detersive surfactant, cationic detersive surfactants such as mono-C6-18  alkyl mono-hydroxyethyl di-methyl quaternary ammonium chlorides, mono-C8-10  alkyl mono-hydroxyethyl di-methyl quaternary ammonium chloride, mono-C10  alkyl mono-hydroxyethyl di-methyl quaternary ammonium chloride and mono-C10-12  alkyl mono-hydroxyethyl di-methyl quaternary ammonium chloride, and non-ionic detersive surfactants such as C12-18  alkyl ethoxylated alcohols and C8-18  alkyl alkoxylated alcohols may also be added into the solid laundry detergent. Although surfactant is not effective in hard water, its detergent property is also incomplete in soft water. In addition, one of the ingredients included in the solid laundry detergent is builders. Builders are used to remove magnesium and calcium ions which are present in the hard water or soils, so that the quantity of surfactant added to execute the detersive action can be reduced. Some builders can also prevent magnesium and calcium salts from precipitating on the clothes. In this kind of solid laundry detergent, 0 wt% to 30 wt% phosphates and 0 wt% to 5 wt% zeolite builders are used. If the component of the detergent which has a very good environmental profile is desired, then phosphate builders are preferred. On the other hand, if the composition of the detergent is desired to be highly water soluble and transparent wash liquor, then zeolite builders are favoured. Therefore, depending on different requirement, different type of builders is needed. Phosphate builders include sodium tripolyphosphate whereas zeolite builders consist of zeolite A, zeolite P, zeolite X and zeolite MAP Moreover, the detergent also comprises from 0 wt% 50wt% of carbonate salts to maintain the alkalinity. Sodium carbonate and sodium bicarbonate can be used, but thereof, sodium carbonate is more preferred. In order to enabling the adjustment of the active matter in the laundry detergent to the amount used, 0 wt% 40 wt% of sulphate salt such as sodium sulphate in powdered form is also added. The sodium sulphate which is a filler product can also be used to dilute powdered detergent. Solid laundry detergent also formulated from bleaching agent which is used to remove immovable soil and guarantee sanitation by killing bacteria through an oxidation reaction. It is usually carried out by peroxygen generator such as sodium percarbonate salt is more preferred. Besides that, bleach activator such as tetraacetyl ethylene diamine, imide bleach activator such as N-nonanoyl-N-methyl acetamide, oxybenzene sulphonate bleach activator such as nonanoyl oxybenzene sulphonate, caprolactam bleach activator, polymeric carboxylates and preformed peracids may also be added in order to activate the bleaching agents. Enzymes such as amylases, cellulases, lipases, carbohydrases, proteases, laccases, oxidases, peroxidases, pectate lyases and mannanases are also added into the detergent to catalyse the degradation of soils and then help the elimination. Some minor additives like suds suppressing systems, fluorescent whitening agents, photobleach, fabric-softening agents, flocculants, dye transfer inhibitors, fabric integrity components, soil dispersants and soil anti-redeposition aids, anti-redeposition components, perfume, dyes, sulphamic acid and citric acids are also added in small quantities to effectively improve the specific washing properties. In order to produce solid laundry detergent, there are three different ways which are dry mixing or blender process, agglomeration and spray drying process. Among these three methods, dry mixing and agglomeration are more common. For dry mixing or blender process which is a manufacturing method used to blend dry raw materials, all ingredients are firstly loaded into either ribbon blender or tumbling blender. Ribbon blender is cylinder-shaped and blades are fitted inside the blender to scratch and blend ingredients together, whereas tumbling blender is a box with rectangular- shaped and it is twisted and shaked from outside by a machine. When all the ingredients of detergents have been blended uniformly in the blender, a gateway at the bottom of the machine will be opened and the powdered mixture will then released through a conveyor belt or other channelling device to a place where the detergents can be packed into boxes or cartons and then transported to the market. For the second method, agglomeration process, initially, dry compositions which have been placed into the Shuggi agglomerator are mixed and sheared equally into fine particles by sharp and rolling blades in the agglomerator. Then, liquid compositions are sprayed onto the dry mixture through nozzles which are on the agglomerators wall after the dry compositions have been mixed uniformly in the agglomerator. A liquid mixture formed is hot and viscous because exothermic reaction occurs when blending process continues. Then, the liquid flows out from the agglomerator and accumulates on a drying belt. Drying belt contains a hot air blower which makes the liquid easier to be crushed. Finally, it is crushed and pushed through sizing screen to prevent unmixed large particles from being formed before detergents are transported to the market. High density powdered detergents are produced. Spray drying process is also known as slurry method. Firstly, all dry and liquid ingredients are mixed together to form a slurry in a tank which is called crutcher. The heated slurry is pumped and blown into a tower through nozzles in order to form small droplets. High pressure is applied in the tower to force the droplets from the top of the spray tower to the bottom. Once the slurry dries, hollow granules formed will be collected in the bottom of the tower and then screened to get a standard size. After the beads of the dry detergents are cooled, heat sensitive materials such as enzyme, bleaching agent and perfume are added and finally they are collected for packaging. Since the technology nowadays is more advanced compared to last time, air inside the granules can be effectively reduced and higher density solid detergent can be formed through this method. Another type of detergent that I am going to describe is liquid laundry detergent. This detergent will be illustrated by an example which is known as liquid laundry detergent containing cationic hydroxyethyl cellulose polymer. It is invented by Peter Gerard Gray, Karel Jozef Maria Depoot, Luc Marie Willy, Lievens, Falke Elisabeth Vanneste and Serge Omer Alfons Jean Thoof in 2008. This detergent which is good for washing delicate fabrics is formulated from cationic hydroxyethyl cellulose polymer, surfactant, fatty acid, enzyme which is free of cellulytic activity, builder and other additives. This liquid laundry detergent contains about 0.05%-0.4%, by weight of the composition, of cationic hydroxyethyl cellulose polymer. Besides that, the cationic hydroxyethyl cellulose polymer has a more preferably 0.01 0.10 degree of substitution of cationic charge, as well as, molecular weight of about 200000 800000. The cationic hydroxyethyl cellulose has repeating substituted anhydroglucose units and the anhydroglucose units may be substituted by alkyl groups. Moreover, to avoid lumps formation when adding water into it at ambient temperature, the cationic hydroxyethyl cellulose polymer can be cross-linked with dialdehyde like glyoxyl. The purpose of adding cationic hydroxyethyl cellulose polymer is actually to provide fabric care advantages to laundered textiles when it is combined with surfactant and fatty acid. Furthermore, surfactant is one of the ingredients added into the liquid laundry detergent. More preferably, the detergent contains 7% -15%, by weight of the compositions, of surfactant. The surfactant must comprise at least one anionic surfactant such as alkyl ethoxylate sulphate and linear straight chain alkyl benzene sulphonates, and at least one non-ionic surfactant such as polyhydroxy fatty acid amides. The suitable anionic surfactants include the water-soluble salts, especially alkali metal and ammonium salts of organic sulphuric reaction products. The liquid laundry detergent also consists of 2% 15%, 2% -10% or 2.5% 7%, by weight of the composition, of fatty acid. The fatty acid used in the detergent is saturated and unsaturated with 8 24 or 12 18 carbon atoms. Besides that, the detergent is significantly free of optical brighter. This means that the amount of optical brighter must not be detectable, so the detergent must contains less 0.0001% of optical brighter. The optical brighter can be used to improve the appearance of colour of fabrics and make the fabric look cleaner, but it will cause allergic, so it is not added into the detergent. Moreover, enzymes which are substantially free of cellulytic activity are also included in the liquid laundry detergent at the sufficient amount, such as protease, amylase, lipase and others. The concentration of enzymes containing cellulytic activity must be less than 0.0001% or even in the undetectable quantity. This is because there may be cellulase present in those enzymes and it will hydrolyze the cationic hydroxyethyl cellulose polymer that provides fabric care benefits. Thus, indirectly, the benefits of this detergent will be damaged. Nevertheless, if this type of enzyme is required, then sufficient amount of cellulase inhibitor including enzyme stabilizing system can be added to stop the action of cellulase towards the cationic hydroxyethyl cellulose polymer. The compositions of the detergent may also consist of 0.1% 80%, by weight of the composition, of builder. The builders comprise either phosphate salt or organic and inorganic non-phosphorus builders. Organic non-phosphorus builders which are water soluble include carboxylate, polycarboxylate, polyhydroxy sulphonates, different alkali metals, ammonium and substituted ammonium polyacetates. While inorganic non-phosphorus builders consist of aluminosilicates, borates, silicates and carbonates. In addition, the liquid laundry detergent also contain extra compositions such as opacifying agents, soil release polymers, suds suppressors, chelants, performance boosting polymers, dye transfer inhibiting polymers, stabilizers, viscosity modifiers, preservatives, structurants, citric acid, as well as benefit agent containing delivery particles. These additional ingredients are used to enhance the properties of the detergent. To manufacture the liquid laundry detergents, the very first step is to choose right raw materials by depending on the factors, such as cost, human and environmental safety, as well as the specific properties that we desired in the final product. In this process, continuous blending is required. Dry ingredients are mixed with liquid ingredients which include water solution and solubilizers. Solubilizers are added to ensure stability and evenness of the final product. Then, they are blended evenly to form a mixture by using static or in-line mixers. Besides that, in order to produce a more concentrated liquid laundry detergent, a new high energy mixing process combined with stabilizing agents can used.