Physics of an Amusement Park Ocean Park Essay Example for Free

Physics of an Amusement Park Ocean Park Essay Introduction On Friday 20th, February 2004, my physics class and I went to the amusement park Ocean Park for my physics visit coursework. While there, I observed many attractions which had an appreciable amount of physics related aspects included with it. Two attractions I found most appealing were the Atoll Reef and The Dragon. The two aspects The Atoll Reef is Ocean Parks fish aquarium, the attraction which draws the largest amount of spectators. The aquarium is the home of many tropical fishes, endangered, rare and normal, giving them a habitat where they can safely live without the threat of predators. Apart from letting the public view their collection of different fish, Ocean Park tries to educate the visitors about respecting the environment and saving endangered species. Aspects related to physics I could discuss regarding the Atoll Reef are: the energy required to heat the water in the aquarium to a safe, uniform temperature for the fish to live in, the pressure exerted by the water on to the glass panel, the Youngs modulus of the panel, and why that kind of glass was chosen for its material properties. The Dragon is Ocean Parks first ever built roller coaster. Roller coasters are essential to every amusement park because its the majority of peoples favorite ride; the high speed, steep drops, thrilling loops, and unexpected dips cant be beat. So, to meet popular demand, and incase not having a roller coaster causes not enough visitors to go to Ocean Park, thus effecting profit, Ocean Park built The Dragon. Aspects of physics related to The Dragon are: the conservation of energy with gravitational potential energy and kinetic energy, the different accelerations a passenger experiences, and the centripetal force of the roller coaster car when it is on a loop. Single aspect with physics principles discussed in detail I chose to discuss the water pressure exerted on the glass at the Atoll Reef. The aquarium has a circular cross-section with a radius of 10 meters, and a depth of 9 meters. It consists of 3 viewing levels for visitors: ground level, Lower 1 (L1), and Lower 2 (L2). The panels are 2 meters high each and each level is separated by 1 meter of concrete ground. As there are three different levels, the pressure is different for each level, resulting to panels of different thickness. On ground level, the glass is 2.54 cm (1 inch) thick, 5.08 cm (2 inches) thick on L1, and 7.62 cm (3 inches) thick on L2. The increasing thickness of the glass panels which are placed lower is due to the increasing pressure of water as you get deeper into the water. Without the right thickness of glass, the difference of pressure outside the aquarium and inside the aquarium might cause the less thick glass panel to crack, endangering both the fish and visitors. The glass must be able to exert an equal and opposite force to keep in equilibrium. The maximum force the glass can withstand must be around 10 times more than its usual load for obvious safety reasons; visitor like children hitting the glass panel, fish hitting the panel, and other unusual accidents which might occur which results to the glass panel withstanding an extra force. I am modeling this problem with air pressure and water pressure acting oppositely each others as vectors. I will work out the pressure on the very bottom of the panel of each level, which means I am using the depth readings 2 m, 5 m, and 8 m. I believe the glass of the aquarium is made of silica (SiO2), which has a Youngs Modulus of 94 GPa. P = gph Where P is the pressure exerted, g is gravitational acceleration, p is the density of the liquid, and h is the depth. Pressure at ground level: P = 9.8 x 1000 x 2 P = 1.96 x 104 Pa (2 s.f.) Pressure at L1: P = 9.8 x 1000 x 5 P = 4.9 x 104 Pa (2 s.f.) Pressure at L2: P = 9.8 x 1000 x 8 P = 7.84 x 104 Pa (2 s.f.) Now that we have the pressure exerted on the glass, we can work out by how much the glass is compressed by using Youngs Modulus. Using the information that the area of the glass is 2 x 1: For ground level: Youngs Modulus = Stress / Strain ?l / l = Stress / Youngs Modulus ?l / 0.0251 = (1.96 x 104 / 2) / 9.4 x 1010 ?l = 2.6 x 10-9 m (2 s.f.) For L1: l / l = Stress / Youngs Modulus l / 0.0508 = (4.9 x 104 / 2) / 9.4 x 1010 l = 1.3 x 10-8 m (2 s.f.) For L2: l / l = Stress / Youngs Modulus l / 0.0762 = (7.84 x 104 / 2) / 9.4 x 1010 l = 3.2 x 10-8 m (2 s.f.) As you can see, because of silica glass being a strong, hard and inelastic material, the ?l is negligible. There is not yet enough force to even take the glass towards its height of elastic regime, which is an advantage because it wouldnt be safe if it was. Other materials which constructors would have thought about using might have been using yet another material which is colourless and transparent, like plastic. But plastic isnt as strong, even if it may be cheaper. The downside of glass is when glass shatters, it breaks into random shards due to its random molecular structure. The limitation to using silica glass is the aquarium cannot be built much deep, because the glass would reach its elastic limit and shatter. There is not yet a material stronger than glass which has the same properties as glass made yet, so silica is the best material available. I think a development to the silica glass panels is the have them laminated. A laminated silica glass panels is having a sheet of pure plastic between two sides of silica glass. This is commonly used by car manufacturers to create a cars windshield which doesnt shatter when smashed. This wont increase the panels Youngs Modulus much, but it does increase safety by far. Another use of working out the pressure and Youngs Modulus of a material can be applied on the engines of vehicles. Fuel pipes, air pipes, and the cylinder where the combustions take place, are all under very high pressures when working. In that context, we can also work out the pressure exerted on the cylinder and pipes, and use this information, along with the Youngs Modulus and properties of materials, to work out which materials and of what thickness is needed to make a safe and powerful engine. Bibliography http://www.hk-phy.org/oceanpark/ http://www.walter-fendt.de/ph11e/hydrostpr.htm http://www.mse.cornell.edu/courses/engri111/modulus.htm

Effect of Sucrose Holding Solution on Flower Longevity

Effect of Sucrose Holding Solution on Flower Longevity Vigneshwaree Sabapathy Introduction and Objectives: The industry for cut flowers has become worldwide and its market continues to grow every year (Sheela, 2008). Cut flowers are living organs composed of foliar and floral parts that are harvested and sold for ornamental purposes (Sheela, 2008). Because they are highly perishable commodities, their post-harvest longevity is significant in determining its value. Flower longevity is the time taken for a flower to remain fresh-looking before they start wilting. There are many factors influencing flower longevity including temperature, light, supply of water and carbohydrates, humidity and the presence of plant hormones such as ethylene (Reid, 2009; Reid Jiang, 2012). To control these factors, suitable post-harvest procedures during transportation, packaging and storage should be adopted. One common procedure used is to store cut flowers at low temperatures and in holding solutions containing sugar immediately after cutting (Reid, 2009; Abou El-Ghait et al., 2012). The most commonly used sugar is sucrose. Sucrose supplies the flowers with substrates for respiration and promotes adequate water relations (Elhindi, 2012; Ichimura Hismatsu, 1999). In this experiment, the effects of various concentrations of sucrose on the longevity of roses, orchids and chrysanthemums are observed so as to determine the best holding solution for each of the flowers. Materials Method: Plastic beakers were used to prepare five different holding solutions. Of the five beakers, four had 0%, 5%, 10% and 15% concentration of sucrose solution respectively and the remaining one had tap water. Tap water was used to prepare the sucrose holding solutions into which 2 teaspoons of vinegar were added to every 1L of solution. In total, 10 stalks each of roses, orchids and chrysanthemums were obtained. Two stalks of each type of flower ware placed in each of the five holding solutions. Approximately 5cm from the edge of the stalks were then cut using scissors while the stalks were immersed in their respective holding solutions. Once this was done, the beakers of flowers were placed in a room and the number of days taken for all floral organs to wilt was recorded over a two week period. Within this period, the holding solutions were changed every week. OBSERVATION! Results: Three different species of flowers (roses, orchids and chrysanthemums) were placed in five different holding solutions with varying concentrations of sucrose and the number of days taken for all floral organs to wilt in each holding solution was recorded. The results obtained are illustrated in the Table below. Table 1: Number of days required for the various species of cut flowers to wilt in different holding solutions. Figure 1: Graph showing the number of days for the roses, chrysanthemums and orchids to wilt in the different holding solutions. Based on both Table 1 and Figure 1, it is seen that roses wilted at a faster rate as compared to the chrysanthemums and orchids in all five holding solutions. The roses placed in the 0% sucrose holding solution wilted the fastest, 7 days after the start of the experiment. The roses in 10% sucrose then wilted by the 8th day, followed by 5% sucrose and tap water on the 9th day and finally 15% sucrose on the 11th day. As for the chrysanthemums, those left in tap water and in 0% sucrose holding solution wilted by the 13th day. On the other hand, those in the 5%, 10% and 15% sucrose holding solutions had not begun to wilt by the end of the 14 day experimental period. For the orchids, those placed in tap water and 0% sucrose wilted on the 14th day while those in the 5%, 10% and 15% sucrose holding solution did not exhibit any signs of wilting by the end of the 14th day. From these results, it can be seen that the orchid has the highest longevity followed by chrysanthemum and finally the rose. Furthermore from the five different holding solutions, the one with 15% sucrose is more effective, with the least effective being the 0% sucrose holding solution. As the flowers wilted, discoloration of the petals and drooping of both flowers and leaves were first observed. Afterwards, the petals of the flowers began browning at the edges and eventually as wilting progresses, the entire petal turned brown. This was apparent in both the roses and chrysanthemums but less so in orchids. In the final stages of wilting, the flowers became dry and crisp. Discussion: Physiological changes that lead to early wilting is caused by the inability of the flower to maintain photosynthesis due to diminishing sugar stored in the stem and petals (Jowkar Salehi, 2006). Another reason is the formation of emboli and bacterial plug at the base of the stem during cutting that leads to reduction in water uptake (Van Meetern et al., 2001; Reid, 2012). To overcome this, stems are cut once again under water as done in this experiment (Reid, 2009). To delay the wilting process, a post-harvest procedure that involves placing the cut flowers in a holding solution containing water to preserve turgidity, sucrose and an acidifying agent such as vinegar is carried out (Sheela, 2008; Reid, 2009). Sucrose functions as a source of energy that provides additional substrates to the flowers for respiration (Pun Ichimura, 2003). An increase in respiration rate, increases flower longevity. Sucrose also promotes bud opening of cut flowers such as roses by supplying food for petal expansion (Pun Ichimura, 2003). Furthermore, low concentrations of sucrose help maintain water balance in flowers. Sucrose decreases water loss in rose petals and increases the uptake of water, by inducing the closure of stomata and increasing the osmotic concentration of the flowers respectively (Elhindi, 2012; Pun Ichimura, 2003). The concentration of sucrose to be used differs depending on the species of flowers being treated and often ranges between 5 to 20% ( Nenguwo, 1998). Vinegar in the holding solution reduces the pH to 3 or 4 so as to encourage the uptake of water since water with a low pH is easily taken up by the stem as compared to water with a higher pH (Clark et al., 2010). Acidifying the holding solution with vinegar also reduces the growth of bacteria and removes minerals in the solution that interferes with water uptake (Nenguwo, 1998; Clark et al., 2010). Between the three types of flowers, it was found that roses had the shortest flower longevity, with a recorded maximum longevity of 11 days in 15% sucrose holding solution. The short vase life of roses is caused by water stress as a result of a quick loss in fresh weight, incomplete opening of the bud and the inability to maintain turgidity (Thwala et al., 2013). Roses tend to lose more water as compared to other flowers because of its petals being thinner and having a larger surface area (Jones, 2001). In addition, inadequate transport of water through the neck of the flower causes it to droop (Thwala et al., 2013). As the loss of water continues without being replaced, the flower begins to wilt and eventually drops off. Aside from water stress, the plant hormone ethylene causes the early wilting of roses. Rose cultivars that give of fragrances, produces more of the plant hormone ethylene. Being sensitive to this hormone, premature wilting and the failure of bud opening occurs (Jone s, 2001). Based on Figure 1, chrysanthemums placed in tap water and 0% sucrose wilted by the 13th day while the others took more than 14 days to wilt. This shows that chrysanthemums have longer flower longevity than roses. One reason for this is because unlike roses, chrysanthemums are relatively insensitive to ethylene (Jones, 2001). Another reason is that despite having thin petals, it has a smaller petal area and so less water is loss. The shorter flower longevity in tap water and 0% sucrose holding solution as compared to the other holding solutions suggest that the presence of sucrose does increase the vase life of chrysanthemums. Like chrysanthemums, the rate of water loss in orchids is considerably low. This may be due to the fact that even though they have large petal areas, their petals are thicker than that of roses and chrysanthemums. Additionally, unlike in roses, the orchid stems lack supporting leaves and because of this the orchid has greater flower longevity as seen in this experiment (Thwala et al., 2013). One other reason for their flowers being long-lived is because they have low pollination rate and specialized pollination systems which causes them to be pollen-limited (Abdala-Roberts et al., 2007). As a result, the senescence of flowers in orchids is linked and tightly controlled by pollination. After comparing the effects of the five holding solutions on longevity, the 15% sucrose holding solution demonstrated the most prolonged longevity in all three flower types. The high concentration of sucrose in this solution means that it is able to provide sufficient nutrients for flower maintenance. Conclusion: Flower longevity is dependent on a number of external factors such as temperature, carbohydrate and water supply, light and the plant growth regulators. Therefore, the addition of acid such as vinegar and sucrose are used to help in prolonging the vase-life of cut flowers. From the results of the experiment conducted, it can be concluded that the 15% sucrose solution acidified with vinegar is the most ideal to be used as a holding solution for cut flowers. In addition, it was found that chrysanthemums and orchids have similar flower longevity which is much longer than that of the rose. This may be due to differences in ethylene sensitivity and regulation of senescence and wilting. Since cut flowers are one of the most perishable commodities, conducting this experiment helps florist determine the most suitable holding solution to prolong flower longevity for a particular cut flower.

Hofstede and Trompenaars Cultural Dimensions

Hofstede and Trompenaars Cultural Dimensions Hofstede stated 5 Cultural dimensions which can be used to investigate national preferences. To explain the variation of cultural dimensions in different countries, a chart illustrating all 5 Cultural dimensions is shown in Hong Kong, China and USA. Detailed explanations are given below: Power distance is the distance in the approach between the subordinates and seniors in an organization. The high Power Distance countries make use of Centralized decision making and the employees are less likely to question their seniors. Whereas, in low power distance there is decentralized organization structure and employees are more likely to question their seniors. In high Individualism, it is generally expected that people only take care of their loved ones like their immediate families, there is very less tendency that the people will work and belong to any groups. Countries with high Masculinity, there is high degree of gender differentiation and people will place much importance on recognition, challenges, wealth, earnings etc. whereas, countries with high femininity, importance is given to quality life, cooperation, friendly atmosphere, caring others etc. Uncertainty avoidance is how people feel and react in doubtful situations and has created beliefs to avoid such situations. In countries with high Uncertainty people believe on experts and their knowledge, there is need for security and people are not willing to take risks. Whereas, in low Uncertainty avoidance people tend to be ambitious and are ready to accepts unknown risks. The fifth cultural dimension was studied by using Questionnaire in various countries around the globe. Long Term Orientation deals with good moral values regardless of truth. In Long Term Orientation the values such as Perseverance, thrift play vital role, while respect in beliefs, principles in society and binding oneself by social duties are associated with Short Term Orientation (Hofstede and Bond, 1984). Trompenaar Cultural dimensions: Universalism and Particularism: According to Trompenaar, the culture assigns the importance either to the rules or personal relationships. In Universalism culture people share belief that the rules, values and law are more important than personal or other relationships while, in Particularism cultures people focus more on human friendship or personal relationships. Individualism and Communitarism: Trompenaar Individualism and Communitarism cultural dimension carry the same meaning with Hofstedes Individualism. As explained above, the culture differences are illustrated as to whether people function more as individuals or in groups. Specific and Diffuse: In Specific cultures such as Denmark, the interactions between people are well defined viz the interactions are tending to criticize their juniors directly and openly, people tend to concentrate on hard facts, standards. In diffuse cultures like Russia, the criticism is considered a personal matter and may form a part of losing value or prestige. Affectivity and Neutrality: Affectivity and neutrality cultural dimension provides a degree in which people show their feelings. In Affectivity cultures, individuals express feelings naturally and openly. People talk loudly, show happiness or unhappiness, greet with enthusiasm etc. whereas in Neutral cultures, people tend to hide their emotions. Achievement and Ascription: In Achievement cultures, members are awarded official position depending on job performances, whereas, in Ascription cultures, members are respected or awarded official positions depending on ethnic groups, age, family, gender etc. In Sequential time cultures, people generally perform duties sequentially i.e. perform only one duty at a given time. While, in Synchronous time cultures people are flexible, handling several duties at a single point of time. Inner and Outer directed: It is set of people who believe that environment can be controlled versus a set of people who believes environment controls them. In Inner directed cultures, people believe that it is in humans hand and right a expertise knowledge can control nature; In outer directed cultures people believe that nature is not in their control and therefore they should live and change themselves according to the nature or environment. Source: Hampden-Turner and Trompenaars, (1993). Hofstede and Trompenaar helped to explain cultural differences with help of various cultural dimensions. Below table provides information on Trompenaar cultural dimensions with respect to various countries around globe. Thus, it can be seen that the cultural dimensions provided by Hofstede and Trompenaar help to better understand various cultures and thus they help to investigate different national preferences. Strengths and Weakness of Hofstede and Trompenaar: Inherent bias between Hofstede and Trompenaar and ways to overcome Inherent bias: To show the inherent bias between Hofstede and Trompenaar an association between national metrics on individualism and national sales data of i branded phones is demonstrated. The analysis shown in Table 1 reveals the bias on individualism criterion of Hofstede and Trompenaars (Burns and Bush, 2006 cited by Veerapa and Hemmert, 2010). The lack of precision can be overcome by using diagnostic tools like SPSS (Wilcox, 2001). SPSS helps to correct the deviations and presents post hoc test outputs which can be analyzed (Burns and Bush, 2006 cited by Veerapa and Hemmert, 2010). Hofstede Improvement model: In Hofstedes model it has been seen that the model merely assumes uniformity. Hence, there is a need to study diversity, richness of institutions and their practices. Presently, intense debates, reviews on interaction, structure and conceptualization are available on immediate basis. We should be engaged and involve in using theories of action, which can deal with multiple influences, change and variety, situational non-national variability, power and difficulties on individual subjects instead of seeking explanations from the conceptual lacuna for assumed national uniformity (McSweeney, 2002). Comparison between different models: Most of the cultural literatures have discussed and pointed towards core values of culture which helps to identify difference between cultures. Hofstede proposed that the most efficient method to modify the process of thinking is to change individual behaviour (Schwartz, 1999 and Hofstede, 1980). Project GLOBE has focused and illustrated effects of leadership qualities on various cultures and examined charismatic leadership at three levels industry type, national and organizational- nested within each other (House et al., 1999). The fit between management practices and cultural characteristics is considered to play a vital role in implementing a successful management team (Aycan et al., 2000). Nevertheless, Hofstede and Harzing, (1996) proposed that only few studies were able to examine or only few theories realized that the culture itself changes over period of time. Schein (1992) proposed a cultural dimension which reflects on the levels of visibility. Drawing on Scheins proposal, cultural theories vary depending on concentration on the different layers of culture. Many cultural theories concentrate on the middle portion; values specialized in between visible and invisible parts of culture (House et al., 1999; Hofstede, 1980; Inglehart and Baker, 2000). The association between change in economic development and work values was studied by Inglehart and Baker (2000) and both found noticeable cultural changes. Very few models concentrate on the visible and the external layer of practices and behaviors, Trompenaar assessed or judged the differences in cross-cultures with respect to behaviours, driven by values (Trompenaars, 1994; House et al., 1999). Multiple levels of cross cultures are shown in Figure 1: Most of the cross cultural research focused on national level, illustrating differentiation in cross cultures with regards to national values (House et al., 1999; Hofstede, 1980). Berson, Erez and Adler, (2004) proposed the formation of interdependent and multinational work teams helps to minimize the complexity in workplace within and across borders. The interdependent teams help the companies to bridge cultural gaps and assure smooth coordination and communication. Even the CEOs has consistently emphasized the interdependence and connectedness in their speeches. Hall (1976) studied high and low context cultures. Environment is important for the people belonging to high context cultures and they rely on interpretation i.e. make use of non-verbal signals during communication, whereas, in low context cultures non-verbal signals are often ignored and environment is less important. Hall model does not rank different countries and is built on qualitative insights and the model does not provide numerical data and hence, comparisons can only be on subjective basis. Problems for Expatriates: This section discusses differences in organizational styles and cultural patterns between Japanese and German staff members in Dusseldorf region of western Germany, and issues they encounter for morale, communication and co-operation. As English not being the native language for both Japanese and Germans, a sizable amount of Japanese firms in Dusseldorf region remark on communication problems and stress between Japanese expatriates and local staff members. There is also a contrast on subject of politeness, Japanese staff are recognized for considering the politeness to great extents; a distinct Japanese politeness syndrome is unwillingness to say no with firmness, which confuses the foreigners and Westerners find it disingenuous, whereas, Germans suffer the reputation for being arrogant, blunt and curt. The Germans see the standoffishness of Japanese as an obstacle to pleasant office relationships. German managers found it difficult and comment that even after continuous efforts they are not in a position to socialize with Japanese expatriate teams. The isolation and the size of Dusseldorf region helped to put a belief on German side, that Japanese are reclusive and clannish by character. The Japanese were annoyed by German curtness and Germans were bothered by Japanese unfriendliness (Lincoln et al., 1995). The Japanese expect forthright assumption of guilt and produced apologies in places where the Europeans find it inappropriate and unnecessary. In Japanese firms the acceptance of failures of ones duties is an obligation to European (Wall Street Journal, 1989), as the Westerners impulse to shift blame to others and defend oneself. Some differences also occur on the decision making process as for Japanese its bottom-up command and control while for Germans its reverse (Kieser, 1990; Lincoln et al., 1990). More, the Japanese hire employees as generalists and not as specialists. The Germans found the appraisal style inconvenient because the Japanese appraisal style judges long-term achievements and performances and not present performances (Endo, 1994). If the company wants to reward the younger ambitious local hires for their appropriate skills, the company was not able to do so, because of the morale issues of appraisal system of Japanese business cultures, due to which the problem of inequality arise. Expatriates Managers motivating and leading staff: Research has shown that the styles of leading staff, motivating and communicating vary among countries (Adler and Gundersen, 2008). To motivate and to understand the motivation drivers of the employees, an expatriate manager should have a broad idea about real root values of different cultures (Sergeant and Frenkel, 1998). Work placement motivation plays an important role so that the employees work effectively and organization can achieve their goals. In multi-culture environment the motivation factors will vary from person to person, so the organization should use different motivational tools. One of the strongest motivational factors is probably the development of an appropriate reward system; this can influence both employee motivation and job satisfaction (Hickins, 1998 cited by Albu, 2009). The people motivations may vary depending on their emphasis on income, more number of contacts, security in job or feeling of accomplishment. The attributes and roles chosen by experienced expatriate managers in leading their teams are not constant and may vary in different contexts. Finnish expatriates in various countries indicated different perceptions of leadership, examined by Suutari (1996). For examples, an expatriate from Germany commented that the softness in Scandinavian is inappropriate and claim for receiving respect from subordinates a person should be more authoritative. Similarly, if a manager from a different culture is working in France, he should avoid participating in groups, as he would not succeed to get any ideas from his colleagues and nothing will work if he did not take a decision himself. An expatriate in UK was advised to make use of directive style and be more rigorous. Whereas, in Thailand good leadership qualities are associated with moral values like to sacrifice, to think about majority and not only about their families. A successful leadership style must be appropriate to the context within which it is exercised (Mead, 2005, p. 133). PART 2 Preparation for Expatriates and their relatives: After reviewing various research articles following were the requirements found for preparing an expatriate for successful mission. The companies need to employ rigorous and sophisticated pre-move policies to expatriates along with their families, which include personality and psychometric testing, cross-cultural and language training (Forster, 2000). Many researchers like Mendenhall and Oddou, 1986; Tung, 1981; Brislin, 1981, Smith and Still, 1997; Bochner, 1982; Forster, 2000, Brislin et al, 1986 have strongly emphasized on cultural empathy during expatriate trainings. Cross cultural training is broadly classified into 6 types by Tung (1982): 1] Using information containing facts such as information on housing, schools, weather, and geographical location. 2] Cultural preferences or tendencies, information such as the value systems of host country. 3] Cultural Assimilation programs which help to describe cross cultural experiences. 4] Linguistic training 5] Sensitivity training, helps developing confidence in particular situations. 6] Exposure to other cultures by means of field experiences, which will help to get a feel of emotional pressures. According to Brewster and Pickard (1994) following should be the cultural training programs for expatriates: 1] a cognizance about major emphasize on influencing cultural behaviours 2] Mandatory knowledge which is required when dealing in different situations. 3] Developing emotional maturity and acquiring skills to help psychological adjustments when working abroad. Thus following can be the relevant training programs, which can be used to prepare an expatriate. How Cross cultural Training programs support Expatriates and their relatives: The cross-cultural and linguistic training introduces the employee the importance of cultures and help to sensitise the actual differences in cultures. The training programs help expatriates to become vigilant of unavoidable psychological stress which usually happens when individual tries to adapt in foreign cultures (Forster, 2000). Cross cultural training and language training helps to built cross cultural competency skills and add on social and professional skills, knowledge, coping techniques and factual information to expatriates and helps to create an artificial make-up. Training programs also helps to provide relevant information on the living and working styles of the host country. Cultural, political, economic information and information on cultural awareness helps expatriates to understand the foreign culture in more suitable and personal way, all these factors work at intellectual or mental process of the expatriate. More, cross-cultural training also consist of learning activities which are purely based on experience combining mental process and behavioural techniques which help to reinforce the assimilation of information on occasions like experimenting alternative response strategies and simulating critical incidents. It is also believed that, cross cultural training helps to acquire an intercultura l effectiveness skill which improve families and personal adjustments overseas. Such skills include building relationships, effective cross cultural communication, transition stress management, cultural awareness, improving managerial decision making, negotiation techniques and conflicts resolution (Kealey and Protheroe, 1996). Nevertheless, as per Gertsen (1990) literature, excluding the training, for a successful expatriate mission, lot more depends on the employees personal traits like openness, self confidence, good communication skills, intelligence, optimism, tolerance, empathy, independence, initiative and willingness to change. Requirements for working in multi-culture environment: Intercultural competence plays an important role and is necessary, when a member of a cross-cultural team needs to build strong relationship with other nationalities. Due to intercultural competence the member is able to exchange verbal non-verbal levels of behaviour (Dinges, 1983; McCroskey, 1982; Spitzberg, 1983). Research delineated important features of inter-cultural competence such as ability to develop and maintain relationships, personal traits like inquisitiveness and effectively sharing information with others (Black and Gregersen, 2000; Mendenhall, 2001). Apart from knowledge of language and culture, Intercultural competence also involves affectivity and behavioural skills like charisma, empathy, friendliness, ability to control uncertainty and anxiety (Gudykunst, 1998; Spiess, 1998). There are three parts of intercultural competence, sufficient cultural knowledge, appropriate skills and Personality Orientation. The managers in USA and Russia have associated high performing cross cultural teams with clearly understanding their approach for team goals, equipped with complementary skills, working with expertise teams, and tremendous commitment with relatively higher degree of motivation, clear responsibilities of team roles, cultural sensitivity, cooperative team climate and access to technology (Matveev and Milter, 2004). To work effectively with multi cultural teams the managers need to know and understand the culture of a person with whom they are interacting, their behaviour patterns during conflict situations, and information about their personality, life experiences, demographics etc. Manager of diverse cultures needs to be vigilant with regards to the interests, resources of different cultures and diversity of perspectives, to obtain all this information the manager requires high level of intercultural communication competence (Matveev et al., 2002). Lessons drawn from tutorials and classes From tutorials and classes, we gathered knowledge which helped critical analysis of contexts and issues relating to business and management operating across cultures. Various aspects of cultural diversity and national cultures have been explored. International HRM has become a strategic asset of many organisations and play vital role in implementing and developing policies on cross cultural management. We learnt differences between cultures, their relations when working in organisations, businesses and the way people from different cultures interact and communicate. It was also observed that if the variety of cultures is ignored, the organisations suffer from conflicts and underperform. From the principle theories of cross cultures I explored the effects of cultural diversity on leadership, negotiation, communication, motivation and ethics in organisations. Through critical analysis the awareness among cultural differences was raised, while reinforcing behaviours and skills that can help managers to adjust in such differences. The main focus of study was on management of International Business and there was seen a strong emphasis on cultural differences between European, Asian, Anglo-American and African. How multicultural awareness can be raised and stereotyping be decreased To raise multi cultural awareness, Sleeter (1992) given importance to multicultural professional development programs and awareness building inservice programs. Sleeter observations revealed that after completion of these programs, teachers greatest change was increased attention to Black students and increased the usage of cooperative learning activities. Multi-cultural awareness can also be raised through well-prepared induction programmes incorporating cultural awareness training. Professional counselling across cultures could also provide effective help to raise cultural awareness (Skinner, 2010). Sue et al. (1982) suggested three dimensions of cross cultural counselling competencies: knowledge, awareness and skills. The counsellor needs certain cultural specific knowledge and must be aware of potential cultural differences. Thus, cross-cultural training and cultural competencies raise multicultural awareness. Stewart et al., 2009 proposed the success of a modern technique Situational Attribution Training Technique to minimize the underlying stereotyping. White participants were trained extensively to choose situational over dispositional explanations for negative stereotype-consistent behaviors performed by Black men (Stewart et al. 2009, p. 221). Reduced racial stereotyping was demonstrated by the individuals who finished their Situational Attribution Training. More, the impact of Stereotyping can be minimized by bringing together different cultural members and when these members come together they notice that other persons are not as stereotype as considered, this proof makes a disagreement, which finally helps in improving thinking about stereotypes. Words: 3,179

Comparison of The Marriage of Heaven and Hell and The Songs of Innocenc

Blake’s â€Å"The Songs of Innocence & Experience† and â€Å"The Marriage of Heaven and Hell† play an important role in the age of romanticism and important step in romantic poetry. Looking at the two pieces as a comparison, it can be seen that Blake used two different pieces to question traditional institutions. Blake questions institutionalized religion with â€Å"The Marriage of Heaven and Hell† and questions the industrialized age with â€Å"The Songs of Innocence and Experience†. â€Å"The Marriage of Heaven and Hell†, questions the very fabric of traditional religion through Blake’s criticisms on the need for change towards political and religious freedoms. Blake attacks the ways in which society has become by comparing good and evil while challenging the orthodoxy of conventional religion. Blake explains that people are resisting their desires and in doing so confining to the rules that the convention of religion has placed on t heir followers. â€Å"The Songs of Innocence & Experience comments on the industrial revolution and the affects it’s had on society. Blake touches on the socials evils that come with the industrialized revolution and the consequences of an unequal social structure. Blake comments on how the corruption of society hinders the freedoms people once felt as children bringing to light such social problems as urban poverty and misery. Blake identifies the industrialization revolution and conventional religion as the problem between man and the return to the natural state of being. Blake insinuates that the world has lost its freedom and natural beauty from being consumed in a material world full of corruption and misery. Blake uses radical questioning to address the issues of conventional religion and industrialization through â€Å"The Song... ... through both of his pieces that conventional religion has condemned people to confinement and that as long as there is oppression of desire no individual can truly be free. Works Cited Blake, William. â€Å"The Marriage of Heaven and Hell†. The Broadview Anthology of British Literature: The Age of Romanticism.V.4 2006 44-51 Blake, William. â€Å"The Songs of Innocence and Experience†. The Broadview Anthology of British Literature: The Age of Romanticism.V.4 2006 36-44 Musante, R.. â€Å"Embracing the divine: The life of spirit in William Blake's "Songs of Innocence", "Songs of Experience", and "The Marriage of Heaven and Hell". Diss. Middle Tennessee State University, 2007. Dissertations & Theses: A&I, ProQuest. Web. 26 Nov. 2010. Swearingen, James E. â€Å"William Blake’s Figural Politics†. ELH. Vol 59, No 1 (Spring 1992). John Hopkins University Press.

Role of Women in Oranges Are Not The Only Fruit Essay -- Oranges Are N

Role of Women in Oranges Are Not The Only Fruit  Ã‚   In the novel Oranges Are Not The Only Fruit, by Jeanette Winterson, most of the important, decision-making, characters are female. Jeanette, the female protagonist, is greatly influenced by her mother, a strong, overbearing, eccentric woman, and by Elsie, a prominent member of the family parish who becomes Jeanette's only friend and closest confidant. Elsie and Jeanette's mother act as polar forces in Jeanette's life, with the mother encouraging suppression of "unholy" or "unnatural" feelings and thoughts, and Elsie encouraging expression of feelings and accepting oneself for who one really is. Jeanette's mother, referred to by name only once in the novel, is probably the second most important character in the book, outdone only by the protagonist herself. She acts not as a role model, but as an example of what not to become, of a lifestyle to reject. Throughout the book, Mother encourages suppression of feelings she defines as unholy by way of personal example and by her attempted repression of Jeanette's homosexuality. An...

Food Hygiene Essay

The term â€Å"street foods† describes a wide range of ready-to-eat foods and beverages sold and some times prepared in public places, notably at streets. Like fast foods, the final preparation of street foods occurs when the customer orders the meal which can be consumed where it is purchased or taken away. Street foods and fast foods are low in cost when compared with restaurant meals and offer an attractive alternative to home-cooked food. In spite of these similarities, street food and fast food enterprises differ in variety, environment, marketing techniques and ownership. Foods that are served to the customers should be â€Å"clean† and â€Å"safe†, absence of poisonous substances or contaminants and free from spoilage. If foods are not clean and safe health hazards like headache, stomach pain, vomiting, giddiness and anemia may also occur. Due to the modernization many school children and adults skip their breakfast and they prefer to eat street foods or fast foods or convenient foods. There is mistaken assumption that food contamination is inevitable in street foods. Yet millions of people depend on this source of nutrition. Vendors knew that consumers watch the way food is prepared and notice whether the work area and vendor’s hands and cloths are clean or tidy. The vendors have to satisfy the customers with improved practices in the preparation of foods learned through training in nutrition and hygiene. Since, all categories of people from different socio-economic sectors purchased the street foods; the street foods should not only be cheap but also hygienic and rich in nutrition. The investigators with their nutrition knowledge had an urge to study the nutrition knowledge of the vendors, whether the foods prepared are nutritional sound or not? Are they preparing and serving food hygienically? Etc. Disease could be easily spread through food, water and the place of sales, how it is packed etc. and these questions made the investigators to take up this study. Hence, the investigators were interested to know the answers for the above said questions. Hence, studying microbial quality, nutritional knowledge and food hygienic practices among street food vendors importance at this hour and this paper aims to analyze this. To study the nutritional knowledge and food hygienic practices prevailing among the street food vendors. 200 vendors in Dindigul district, Tamil Nadu, India were selected by using purposive random sampling techniques. The investigators met the vendors and collected the details. Microbial analysis, food adulteration test were done for food samples. Microbial load for the major street foods like bhajji, vada, samosa varieties, roasted corn etc., were tested. Raw materials used for the street foods were collected such as dhal, salt, sugar, oil, pepper, turmeric and chilly powder and there were analyzed for food adulteration. The street food vendors were poor in hygienic practices in food preparation, serving, handling and storing. They were also poor in their nutritional knowledge. It can be concluded that as there is an urgent need for disseminating the knowledge about food safety and disease prevention, nutrition education is the need of the hour. Measures are suggested to improve the dwindling standards of the street food units. This study implies the need of the following measures to be adopted for hygienic food preparation by the street vendors, they are, license must be obtained by the street food vendors and the foods should be frequently inspected by the agencies, nutritionists should take the in-charge of disseminating awareness on hygienic practices, nutrition and health so that it will help in the preparation of nutritious foods. Colleges and other educational institutions also should take part in creating awareness about the street foods, government can encourage the vendors on improving their business by availing loan facilities and the sources of information must be increased to improve the nutrition and hygienic knowledge of the street food vendors. If this will be able to happen I believe that there will be less people having different kinds of sicknesses in the world and less hardships especially to the less fortunate that can’t afford to buy expensive food and medicines for those sicknesses. People need to be educated with the proper food safety hygiene and sanitation to not suffer these illnesses. I have learned that people need to gain more knowledge about Food safety hygiene and sanitation. If all have this knowledge there would be a better environment for everyone. Health is the most important thing in a person’s life, that’s why we should pay more attention in food hygiene. We should teach those around us the proper food hygiene especially vendors and or those people who sell street foods around the corner. In doing this, every person would have a cleaner environment to live in and also will have a healthier life, not only for this generation but also for the health of the future generation. We should make cleanliness a part and habit in our daily lives. Street foods should not just be only clean, but should also have nutrition. There would be no sense in eating clean food that doesn’t contain any nutrients in it. Having clean and nutritious food around us would help our bodies work in a better manner and would give us the right and enough energy for the whole day in our daily activities. We should always think before eat anything from the corner. Eating clean and nutritious food means having a clean and healthier lifestyle, and I believe that is the key to having a good body inside and out and for us to have a longer life.

The African-American Odyssey Essay

The emancipation of the African slave who was now disconnected from their traditions and way of life after nearly 300 years, is seemingly a great gush from the dam to the ebbs and flows of the struggle. The end of slavery as we know it, presented a ball of mixed emotions among the nation; North and SOUTH. Some slaves were grossly ecstatic to be free. For example, when a slave girl named Caddy, from Goodman, Mississippi found she was free, went to her mistress, flipped up her dress and told her â€Å"Kiss my ass! † On the contrary, some slaves were apprehensive of being free. For example, one elderly slave woman reportedly said, â€Å"I ain’ no free nigger! I is got a marster and mistiss! Dee right dar in de great house. Ef you don’ believe me, you go dar an’ see. † Though most slaves were detached from their families, many managed to regroup and find their love ones after their emancipation and constructed close knit families. Land was an viable means of survival in the minds of newly freedmen and the government was eager to deem lands to the ex-slaves . On January 16, 1865, General William T. Sherman told the freedmen that they will receive the land they were in search of. They were granted the head of each family would receive â€Å"possessory title† to forty acres of land. Sherman also gave the use of Army mules, thus giving rise to the slogan, â€Å"Forty acres and a mule. † Similarly in 1862 the Union military set aside land in Port Royal, South Carolina, which became known as the Port Royal experiment. The freedmen bureau was created to aid newly freed slaves in the transition from bondage to freedom in 1865. After Lincoln’s assassination the succession of his Vice president, Andrew Johnson, to the presidency meant that the white owners of the lands, that were given to the freedmen, would be returned. Sharecropping became a sort of ebb in the river of the African-American progression as far as freedom was concerned. Presented as labor contracts by white land owners, the institution of slavery was extended under a cloud of debt. In which, the black family, oft times became debtors due to the lack of honesty on the account of their white lender. Aside from family, among African-Americans, the â€Å"black church† became the most important institution. â€Å"Not only did it fill deep spiritual and inspirational needs, it offered enriching music, provided charity and compassion to those in need, developed community and political leaders, and was free of white supervision. † With the end of slavery, blacks who then had to attend services with white parishioners who treated them as second class Christians, could now organize and attend their own churches. The advent of the black church definitely brought about a flow in the river of struggle for African-Americans. Education was another â€Å"flow† in the river of struggle and a critical means of survival amongst people of color. It coincided alongside freedom. All who were versed in education of all sorts were summoned to teach the freedmen and their children. Teachers from all walks showed. Classes were held in churches, old slave markets, stables, taverns, homes, and former slave cabins. Funding came from various religious and political organizations and the Freedmen’s Bureau. Although white teachers helped a bit, black teachers were praised throughout the negro community because, as Rev. Richard H. Cain said â€Å", We must take into our own hands the education of our race†¦ Honest, dignified whites may teach ever so well, but it has not the effect to exalt the black man’s opinion of his own race, because they have always been in the habit of seeing white men in honored positions, and respected. † Most colleges and universities for blacks taught elementary and secondary level curriculum. The introduction of the historically black colleges and universities was formed from the idea of a higher education for people of color. In the midst of the newfound freedom, religious organization, and education of Negroes which was an obvious â€Å"flow†, a reoccurring â€Å"ebb† presented itself in the form of violence. Justice for the black man was never considered in those times. Thousands of innocent African-Americans were heinously murdered without a single conviction of a white perpetrator whom committed the acts. Atop the murders, black towns, businesses, churches, and schools were destroyed at the hands of the angry white southerners. The Failure of Reconstruction For the first time ever in history, a group of black men had concurrently became politicians. They were joined by the carpetbaggers of the north and the scalawags of the south in the Republican constituency. â€Å"Of the 1,000 men elected as delegates to the ten state conventions, 265 were black. † Collectively, they drafted new, striking constitutions that, unlike the previous constitutions, allowed all men to vote; even the ex-Confederates. Although, the Republicans displayed compassion upon their dealings with their opponents, the unruly Southern ego rose once more against the ratification of the new constitutions. In due course, the majority did manage to ratify and in each state, black men were elected to offices. As time progressed, nearly 1,500 black men were in office around the throughout the south. Among those were the likes of Blanche K. Bruce, Hiram R. Revels, Joseph Rainey, Jonathan J. Wright, Francis L. Cardozo, Robert Smalls, and Ferdinand Havis. This was a â€Å"flow† that led to inevitable â€Å"ebb† in the river of fight for African-Americans. That ebb presented itself in the form of the gradual failure of reconstruction. Issues such as education, social welfare, civil rights, land, and businesses plagued the Republican frame of thought daily. The black leaders’ efforts to facilitate education throughout the black and poor white communities failed overall. Lack of funds is the greatest blame for the inconsistency. At the time, there were no segregation laws, but whites refused to let their children go to school with blacks. Though a valid effort amongst African-Americans was given toward civil rights, they did not receive the respect that every other law abiding citizen received. For example, they were not accommodated at hotels and on public transportation, nor were they served as paying customers at various businesses. The blacks who worked for the white landowners were being cheated daily as if they were still in captivity. White employers would either fire the worker before the harvest or make up outlandish fees and debts. Some just didn’t pay at all! Black leaders grew tired of the robbery and made laws to eliminate such happenings. The distribution of land amongst landless, yeomen, farmers didn’t happen in any other state but South Carolina. Over fourteen thousand black families and a few white families, received land. Black businesses, unfortunately, did not and could not flourish due to the lack of funds during the expanding of the railroad. Other businesses made handsome amounts of profit but the African-American business owners could not cash in. Black politicians laid the foundation for public assistance, education, criminal justice reform but, could not do anything that directly dealt with â€Å"their people. † Reason being, was that they were the minority in the Republican party and in fact, were not allowed to ratify their own agenda. Besides, they couldn’t agree on most things because they came from different walks of life. Bickering throughout the Republican party sparked a â€Å"high turnover in political leadership and the loss of that very economic security? This made for inexperienced leadership and added to Republican woes. † Opposition came to the party in various ways; Such as, the conservative Democrats who continued to heckle blacks who in any way participated in the political process and the Ku Klux Klan. The Klan, was founded in Pulaski, Tennessee in 1866, by ex-confederate soldiers who were â€Å"hell-bent† on eradicating and/ or terrorizing anyone who didn’t submit to â€Å"southern culture. † They used any means necessary to remove blacks from politics. The Enforcement Act of 1870 was passed to prohibit Klansmen from wearing their regalia in public and protected the civil rights of black citizens. The following year the Ku Klux Klan Act was passed and it made the interference of a persons’ right to vote, hold office, jury duty and equal protection a federal offense. The fifteenth amendment was passed in 1869, and later ratified in 1870. It clearly expressed â€Å"the right to vote† to all citizens but failed to address the literacy tests, property possession rule, or the poll tax that continued to plague voters. Radical Republicans and northern whites alike grew exhausted with the dependency of blacks, (as they saw it) and looked upon them as unfit to be involved in the political system. They thought that reconstruction had been a mistake. The Freedmen’s Bank was founded in 1865 and done well until the white board of directors foolishly invested in Washington, D. C. real estate. The Panic of 1873 brought about a significant loss in unsecured railroad loans. As a result, the bank closed in 1874. The Civil Rights Act of 1875 was an act of good intentions, yet it was ruled unconstitutional by U. S. Supreme Court Justice Joseph Bradley who, â€Å"wrote that the Fourteenth Amendment protected black people from discrimination by states but not by private businesses. † The end of Reconstruction was as brutal and contentious as the beginning. Blacks refused to vote in response to the terrorism inflicted upon them by the southern Democrats. The withdrawal of the federal troops that were to protect the rights of colored people left the black citizens with no means of defense and they therefore had to bow down to the numerous massacres that were to occur. The compromise of 1877, in which, Samuel J. Tilden and Rutherford B. Haynes, ran for the presidency, brought about more violence towards blacks and grew worse as time passed.