Health and Safety act 1974 Essay

The Health and Safety at Work etc Act 1974, also referred to as HASAW or HSW, is the primary piece of legislation covering occupational health and safety in the United Kingdom. The Health and Safety Executive is responsible for enforcing the Act and a number of other Acts and Statutory Instruments relevant to the working environment.Covers: †¢ safe plant and systems of work; †¢ safe methods for the use, handling, storage and transport of articles and substances; †¢ necessary information, instruction, training and supervision; †¢ a safe and well-maintained workplace, including safe access and egress; †¢ a safe working environment with adequate welfare facilities This legislation requires employers to prepare, and maintain up-to-date, a statement showing the policy on safety and the organisation and arrangements put in place to ensure the general policy is carried out. The employer must ensure that all employees are aware of the policy and any revision. Manufacturing organisation: Tasty Bake- Tasty Bake is one of the UK’s leading sausage manufacturers. Cardamon Pod- Cardamon Pod is a small business offering a wide range of delicious savoury and sweet samosas to both public and private clients throughout the UK and overseas. Service provider: Chef per Tutti – offering a private chef service. Planglow Ltd. – Planglow is a recognised market leader for the supply of branded paper-based products to the catering industry. Main causes of injury: †¢ Manual handling and lifting – especially lifting heavy and awkward loads and pushing wheeled racks †¢ Slips and trips – mostly due to wet or contaminated floors †¢ Falls from height – off ladders, stairs, work platforms, plant and vehicles †¢ Struck by an object (eg hand knife) or striking against an object (eg plant) †¢ Exposure to harmful substances and hot objects, eg splashes/vapour from cleaning chemicals, contact with hot equipment Electricity at work regulations 1989 This legislation places legal implications on employers to ensure the safety of electrical devices in the workplace. Covers: †¢ Ensure all persons working on or near electrical equipment are competent, to prevent danger and injury †¢ Maintain electrical systems in safe condition †¢ Carry out electrical work safely †¢ Ensure equipment is suitable and safe to use in terms:- – of strength and capability – of use in adverse or hazardous environments e.g. weather, dirt, dust, gases, mechanical hazards, flammable atmospheres, etc †¢ Ensure effective insulation of conductors in a system This legislation is requires precautions to be taken against the risk of death or personal injury from electricity during work activities. Manufacturing organisation: McKinlay Electrical Manufacturing Co. Ltd. Elkay Electrical Manufacturing Company Ltd Customer providers: Southern Electric E-on Main hazards: †¢ Electric shock †¢ Electric burns †¢ Fires of electrical origin †¢ Electric arcing causing â€Å"Arc Eye† †¢ Explosions initiated or caused by electricity Display screen equipment regulations 1992 The Health and Safety (Display Screen Equipment) Regulations 1992 aim to protect the health of people who work with DSE. The Regulations were introduced because DSE has become one of the most common kinds of work equipment. Covers: †¢ Assess display screen equipment workstations and reduce any risks which are discovered. †¢ Make sure that workstations satisfy the essential safety requirements which are set for the display screen, keyboard, desk and chair, working environment, task design and software †¢ Plan display screen equipment work so that there are breaks or changes of activity †¢ Provide information and training for display screen equipment users This legislation requires: †¢ Employers have to carry out a ‘suitable and sufficient analysis’ of all workstations provided for use by users or operators – in other words, a risk assessment. †¢ DSE workstations must meet the Schedule of Minimum Requirements. †¢ Employers have to ensure that users get periodic breaks or changes of activity away from the display screen equipment. †¢ Employers have to provide information to users and operators on risks identified by the assessment, steps taken to reduce the risks, and, where appropriate, the systems for breaks and for eyesight tests. Manufacturing organisation: Computer manufacturers: Dell, Asus. Customer providers: Shops – Asda, Tesco, Boots, they are using screen equipment. Accountant assistant job – working with computers. Risks: †¢ Upper Limb Disorders – aches and pains in the hands, wrists, arms, neck, shoulders, back etc. †¢ Visual Difficulties – eyes can become tired and existing conditions can become more noticeable.

Diversity at Barclays Bank Essay

There are four top leading Banks in UK, Barclays Bank is one of the leading banks. Barclays Bank considers honest prompting an atmosphere or environment where diversity is highly respected and accepted. Diversity as defined by (Dictionary, 2009) is said to be the reality or standard of being diverse (Rajan Amin, 2003) Says diversity contains personal individuality explained by age, ethnicity, gender, disability, religion, sexual position. These differences are established and guarded by law. Diversity in workplace can also be viewed has the difference in qualities and attributes in people working in an organisation. Diversity in workplace can have positive influence in efficient and smooth running of an organisation and can cause chaos between the employees if not administered properly. In 1963 Late President of USA, John Kennedy met with the Americans leaders to discuss about (Drachsler, 2013) the Title VII of the Civil Rights Act which was made law on June 19 of 1964 to focus on Equal opportunity commission and affirmative action and policies, which made the organisations, focus more on just complying on legislation imposed by law, it moved to another stage during the early 1980s to incorporate minors and women into workforce in the late 1980s it moved from just complying to rules and regulations and focuses more on business survival. In the late 1990s there is much shift from complying to laws and to focus on incorporating women and minors into workforce to including everyone in the workforce to know the differences in each employee in the workforce and to be sensitised about the needs and distinctions of others. Now in this century Diversity has shifted attention to inclusion and diversity to increase the efficiency, profitability, wide scope and all factors that can lead to business success. There are two types of workforce diversity Surface level diversity and deep level diversity 1. Surface level diversity as defined by (Kenneth Price H, 2002) as distinctions to each of more members of a team in an overt demographic feature. It is also said to be the different features in workforce that can be seen and observed such Age, Gender, Religion, and Ethnicity. Marital status was also listed as an factors to be considered as a surface level diversity and all these aforementioned examples of surface level diversity  are quantifiable 2. Deep level diversity is defined as distinctions between values, personality and preferences in work. It also defined by (Kenneth Price H, 2002) as the predetermined distinctions among members of a team’ personalities included psychological characteristics, values and attitudes. They factors here can only be felt and cannot be seen they are qualified they cannot be quantified. There are benefits derived from workforce diversity, In Employee management they make good utilization of talents, improved quality of team problem- solving efforts and strength to attract and retain employee’s organisations benefits. In Strategic problem solving skills such as prospective to improve sales volume and to increase market capital base of the organisation, good ethical behaviours ( knowing the right thing to do) . In Organisational Operation they derive good team spirit among the employees, good problem solving strength and lowering cost that is connected to absenteeism and law suit s. Diversity is a two edged sword (Chrobot-Mason, 2013) which means it has positive and negative advantage. There are challenges to workforce diversity such as communication in multicultural environments has mentioned by (Fatima Oliviera, july 2013) and diversity involves not only how employees see themselves but how they see others. That insight affects the way they interact. (Sreedhar, 2011) Highlighted that there is need for professionals in human resource department to consider and administer effectively with issues of change, communication and adaptability. (CHUA, 2013) Also discussed that as organisations become more culturally diverse, conflicts and tensions are bound to happen among employees or people that are from different cultural backgrounds. With all these above mentioned merits and demerits I think diversity is the management of differences in employees effectively and eliminating conflicts that might arise afterwards. Barclays has the believe that to be among the first four leading banks in the world they need a rock solid diversity and inclusion strategy programme and policy to be in place to give them a huge advantage among their rivals in the banking sector . They started by knowing that the foundation of their success is in the talented people they employ, whatsoever lifestyle, age, personality, religion, race, disability, gender or sexual orientation. Barclays focuses on six principal areas of diversity; Gender- is the most important of Barclays diversity and inclusion policy, promoted by the Barclays executive diversity group and it was aimed at increasing the number of women in the senior roles by doing all that is possible to make women in the organisation fulfil their career potential with Barclays increasing female portrayal to at least 20% by the end of last year and rising more to more than 25% by 2015 at the board level. Recruiting is based on merit, and gender diversity is considered seriously when exerting talents across the globe, from the future leader programmes to the most senior recruit and they do make sure that all those that provide recruitment support, supports the vision to lure in diverse candidates around the world. However, other banks all over the globe have innovated Women’s Initiative Networks but the Barclays Women of the year award identifies talented personal and Professional attainment from female employees globally, as well as identifying male em ployee who champion and be of support to female career development. Disability Barclays has shown commitment to being a disability self- assured organisation. Their aim is to lure more highly expertise people, aid disabilities or health defect by making available the equipment and accommodation that enable their employee to be outstanding. Awareness of employee with disability is giving the Bank to recognise modern ways of making products, service and facilities available to everyone an illustration the organisation run disability listening groups, the forum provides staffs with disability with the chance to meet with high level employee and give materials into calculated transformation to improve the working society. Generational diversity Recognising generational diversity in workplace adds cognitive capital to Barclays bank, which promotes revolutions for employees, clients and the customers of the Bank. Barclays bank manages this by supporting the recruitment process and holding firm an age diverse workforce. Creating a workforce with no age limit on each vacant position at Barclays is set as a goal achievable. Merit is the criteria for any elevation; elevation is open to all employees through a yearly achievement and development review  procedure. They are among just few organisations that have taken the proactive measures to include multigenerational diverse workforce into the employee working tactics, the age employees also believes that skill, strength, capability and accomplishment are the backbone of all good performances, which is making the bank one of the leading banks in the world. Sexual Orientation Barclays has good records to encourage their Lesbian, gay, bisexual, transgendered employees, customers and clients and the Bank have been known worldwide by numerous external establishments, Human Rights Campaign in the US are included. Barclays was at the stonewall workplace equality index (WEI) controlled by the United kingdom’s chief Lesbian Gay Bisexual charity, and they were ranked number three in year 2011 in acknowledgment of the work been done to make sure their workplace, products and services are included. They achieved 100 percent in the 2011 Human Rights campaign corporate equality index in the USA and it 95percent in the UK. Multiculturalism This is a very important tool for organisations in the current global business world, Barclays works with a great cultural diversity sense. Barclays Employees are from all around the globe, the employees throughout the Barclays around the world set a footmark to make up a constantly changing pattern of nationalities, cultures and heritage. The distinctive approaches are immeasurable in making sure the organisation comprehend what the need of their customers and clients all around the world is, and with that they provide expert products and services to meet the needs. More to this is the Cultural Awareness Employee network which brings together employees within all Barclays to make sure the bank continue to find up to date method to examine the world with the motive of evaluating and leveraging differences. CONCLUSION Globalisation has made businesses to see diversity has a must do thing, to be successful in modern day business, diversity in workplace should not be treated as complying to law and regulations, it is now a thing of inclusion  and diversity to increase the efficiency, profitability, wide scope and all factors that can lead to business success. For Barclays Bank, Diversity and inclusion is much more than just complying with the law. It means stating and having an active policy in place to make the very best of their diverse staff to serve the clients, customers and benefit their employee to make them retain the height they are in the business world. RECOMMENDATION Having observed all the analysis of diversity and inclusion it is therefore suggested that the following be done to enjoy more benefits of diversity Minimise inequalities among employee to reduce conflicts among the employee. Training and re training programme on human relation should be put in place for employee to enable the employee to know how best to interact among their contemporary. Change is constant so therefore diversity policies and procedures guide lines should be amended yearly. Bibliography Chrobot-Mason, D. A. N. P., 2013. The psychological benefits of creating an affirming climate for workplace diversity. Professiona and management development training, 38(1059-6011), p. 31. CHUA, R. Y. J., 2013. The costs of ambient cultural disharmony: Indirect intercultural Conflicts in social environment undermine creativity. Academy of Management Journal, 56(0001-4273), p. 33. Dictionary, A. H., 2009. Mifflin Houghton. [Online] Available at: http://www.eref-trade.hmco.com/ [Accessed 21 01 2014]. Drachsler, D. A., 2013. Supreme court sets high bar for Title vii retaliation claims.. Labour law journal, 64(4-0023-6586), p. 6. Fatima Oliviera, M. d., july 2013. Multicultural Environments and Thier Challenges to Crisis Communication. Business In Communication , 50(0021- 9436). Kenneth Price H, D. H. A. J. G. H. A. F. T., 2002. TIME, TEAMS, AND TASK PERFORMANCE: CHANGING EFFECTS OF SURFACE- AND DEEP-LEVEL DIVERSITY ON GROUP FUNCTIONING. Academy of Management Journal, 45(5), pp. 1029-1045. Rajan Amin, H. S., 2003. The business impact of diversity. Business Source Premier, Issue 0959-5848, p. 1471 Words. Sreedhar, U., 2011. Workforce Diversity and HR Challenges. OB and HRM Department, IBS, Bangalore (Karnataka), INDIA, 4(0974-2611), pp. p33-36.

Virtual Collaboration Essay Example | Topics and Well Written Essays - 1750 words

Virtual Collaboration - Essay Example tal technologies that enable organizations or individuals to collaborately plan, design, develop, manage, and research products, services, and innovative IT and E-Commerce applications† (Turban, McLean and Wetherbe 144). The current discourse hereby aims to present virtual collaboration through lessons learned from in-class and online events summaries, as perceived to be applicable in a future career. Virtual collaboration through social events was recognized to be the most popular, by far. The most relevant lessons learned from social events include the following: (1) selection of topics which are interesting to prospective participants; (2) using communication medium that would reach the target audience: social networking sites, email, smartphones, among others; (3) use of innovative approaches, like gamification; and (4) assignment of roles, or delegation of tasks by events’ organizers. One learned that there are disparities in techniques in in-class versus online events. For in-class social events, there are opportunities for face-to-face interactions to augment virtual collaboration, when needed. For instance, organizers could require weekly face-to-face group meetings to resolve conflicts, iron out concerns, and monitor the progress of assigned tasks. In contrast, in purely on-line social events where there are no opportunities for face-to-face interactions, the participants rely solely on online or electronic medium to communicate. As such, there should be regular interaction using various social networking sites (Facebook, Twitter) and other electronic medium (Skype, university sites, email). Major lessons learned from in-class activities that enriched one’s understanding of the topic are categorized as follows: (1) enhance opportunities for personal interaction with other members of the class which improved one’s confidence in interpersonal communication; (2) commitment to cultural diversity within the university encouraged one’s respect for

Assignment 2 Coursework Example | Topics and Well Written Essays - 1500 words

Assignment 2 - Coursework Example Surface water i.e. rivers lakes, ground water are the main sources of fresh water for human consumption such as household, irrigation, industrial purposes etc. Some of the freshwater sources are renewable and others are non-renewable. Renewable resources can refresh themselves naturally with the passage of time but some human activities are changing them into non renewable resources. Using ground water at a rate exceeding its recharging can result in climate change like less rainfall, extensive flooding etc. This is what is happening in the Edward ground water reservoir of Central Texas. North Africa, China, India all these countries are facing this problem of ground water depletion and this condition will become more severe in future. Surface water (rivers) is crucial for agriculture as well as for industries. Rainfall and melting of glaciers are the sources of water in these rivers. Deforestation by the humans is disturbing the rain system, and resulting in less rainfall so less am ount of water is added to the rivers. Construction of dams etc results in less water reaching delta regions of rivers. It affects the fish species living in the wetland areas. Around 80% of all the wetlands present in Europe have been destroyed. In large parts of the world, rivers are considered as dumping sites for wastewater. According to a report by Food and Agriculture Organization, 450 cubic Km of wastewater is discharging in to lakes and rivers everywhere. Human intervention has thus become a threat to fresh water. Fossil Fuel Oil, Gas and Coal are the three most important fossil fuels. Out of these Oil is more commonly in use and therefore considered more important due to its particular characteristics that give it a privilege over other fuels. Industries, agriculture, all economic sectors are in one way or the other using oil. Different derivatives of crude oil such as plastics, wax have their importance as well. It is rightly said that we are living in the Age of Oil Oil is important for the economic development so all countries try to find their own oil. According to estimation more than 50% of the oil that was available on this planet has already been produced and it is called Peak in Oil Production. Now geologists are of the view that we have oil reservoirs that can supply oil with the current annual consumption level for 40 more years only. That is an alarming situation, so scientists are trying to develop techniques to cope up with this situation. Some people are trying to use coal in liquid or solid form and natural gas as a substitute of oil. Environmentalists are not happy about it as coal produces a lot of pollution. OPEC (Organization of Petroleum Exporting Countries) was created by oil producing countries to develop ways to stabilize the oil prices in the international market and to ensure a steady income to the member countries. In my view, instead of emphasizing more on the use of fossil fuel we must develop renewable sources as a substit ute of these fossil fuels. These renewable sources are environment friendly. We can harness sunlight, wind or tides for the extraction of energy. Instead of thermal power plants we must rely more on the hydro electric power plants. Climate Change Industrialization and modern lifestyle has resulted in an increased amount of Carbon dioxide, methane and other greenhouse gases in the atmosphere. These gases trap the infrared energy with in the earth’

Short Easay 3 Essay Example | Topics and Well Written Essays - 750 words

Short Easay 3 - Essay Example HITDA – High Intensity Drug Trafficking Area is a criminal justice organization which works because of regular inputs from local, state and federal agencies. For a smooth functioning of HITDA it is very necessary that these different agencies cooperate with each other and that there is no conflict. The seeds of latent conflict are removed by formulation of a clear operational strategy by an executive board where each government agency has an equal representation. This reduces the instances of conflict as the director of HITDA focus on conflict management and resolution. Despite massive efforts in the field of conflict management, experts believe that conflict in criminal justice organization is a normal process and eliminating it is both unrealistic and counterproductive to the long term health of the organization. This is because a conflict can be a healing process where many issues are raised and solved where as in a no conflict scenario there can be a blind surrender to rules which can harm the human side of the organization. Most of the organizations want conformity over a long-tem period for this purpose they use different kinds of power. But none of these methods is the best when dealing with organizations. The appropriateness of the type of power depends upon the situation. For example, employing coercive method compliance among rank-and-file officers usually through strict rules and regulations is not satisfactory because the officers are averse to such strategies. Similarly legitimate, expert and charismatic power can lead to a situation of greater employee acceptance. While, coercive and reward base may lead to a dysfunctional effect. Hence, there is no one particular type of power that is

Individuals with Disabilities Education Act Essay

Individuals with Disabilities Education Act - Essay Example The phrase "free and appropriate" would come to be one of the first ideas school administrators and special education teachers would consider when planning and serving those students. The first component declared that all students, no matter what their disability, were entitled to a public education that had to be free of expense and suitable to each student's needs - or "free and appropriate." The second component created safeguards to prevent improper identification of children who were culturally or linguistically different from the student norm. Evaluations had to be administered in the child's native language by a skilled professional. They had to address specific areas (e.g., speech, language, math, behavioral), be made up of more than one procedures, fair to the students, and given by a multidisciplinary team with members representing all components of the students' education ("The Education For All Handicapped Children Act (PL 94-142) 1975"; "Public Law 94-142 (S.6); Nov. 29, 1975 Education for All Handicapped Children Act of 1975"). The third component involves the creation of an Individualized Education Plan (IEP) to meet their individual educational needs. An IEP team must meet annually and examine the plan for possible updates. The principle of Least Restrictive Environment forms the fourth component. It states that disabled children must be educated with non-disabled students to the greatest possible extent education ("The Education For All Handicapped Children Act (PL 94-142) 1975"; "Public Law 94-142 (S.6); Nov. 29, 1975 Education for All Handicapped Children Act of 1975"). The fifth component states that a system of due process and checks and balances will be used for disabled students and their families. Parents must give permission for testing and placement, may examine student records at any time, have an independent evaluation performed by an outside party, have a hearing, make appeals, and expect confidentiality ("The Education For All Handicapped Children Act (PL 94-142) 1975"; "Public Law 94-142 (S.6); Nov. 29, 1975 Education for All Handicapped Children Act of 1975"). The last component declares that parents have a right to be included in all phases of the placement, including assessment, placement, and IED development education ("The Education For All Handicapped Children Act (PL 94-142) 1975"; "Public Law 94-142 (S.6); Nov. 29, 1975 Education for All Handicapped Children Act of 1975"). Over the years, the law was reauthorized several times and experienced many important changes. PL 99-457, in 1986, expanded the scope of IDEA by adding provisions for the education of infants and toddlers (essentially from birth) with special learning needs. Its goals were to improve the development of infants and toddlers with disabilities, and to reduce the potential for developmental delay. It also wanted to reduce the chances of such a child being institutionalized. It sought to help families meet the special needs of those children, and tried to keep them out of special education, when possible. (Apling and Jones, 2002). In 1990, PL 101-476 gave the law its current IDEA moniker and ordered states to extend all the provisions of PL 94-142 to preschool-age children; public funding would facilitate these early intervention services. The expansion was based on the idea that falling cognitively behind

Human Rights Issues Research Paper Example | Topics and Well Written Essays - 1250 words

Human Rights Issues - Research Paper Example In fact, President Barrack Obama is found to have avoided holding a personal meeting with the Tibetan religious leader. It is held that the Obama administration for their support to the Chinese government in their political and cultural conflicts with Tibetan people led to such non-meeting. Moreover, the current administration of America is also found to participate in the process of rigging elections. The joining of America to the United Nations Human Rights Council has also turned out to be a controversial issue. It is because the council is taken to be flawed one and thus America’s joining such is also not being supported1.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The role of Human Rights in the Foreign Policy of United States has become an issue of serious controversy owing to certain fallouts of the United States government under the leadership of President Barrack Obama. One of the serious flaws in this regard was a symbol of dishonor shown to the fourteenth Dalai Lama on his recent visit to United States. The 74-year-old Buddhist monk who was previously been offered a warm welcome to the American soil was however not treated with due respect this time. In fact, President Barrack Obama is found to have cancelled a meeting with the old monk. The sudden change in America’s attitude towards the old Buddhist monk is taken to be a significant gesture on Obama’s part to support the ongoing Chinese war with the Tibetan residents. The said activity of the Obama administration earns strong criticism in regards to the view given by Human Rights Activists. They hold that the present American administration has tu rned into a weak body in promoting the effects of democracy and human rights. However, Barrack Obama’s way in dealing with terrorist suspects earns a sea change from the policies practiced in the times of Bush administration. Obama rightly changed the detention and interrogation procedures of suspected terrorists. It is also observed that

Introductory Ethics Essay Example | Topics and Well Written Essays - 500 words

Introductory Ethics - Essay Example Kant cites another example of refusing to help others in pursuit of their projects. This maxim according to Kant easily passes the contradiction in conception test but fails to pass the final test of contradiction in will. According to this maxim it is our duty to help people sometimes but only to a certain extent, not in each and every given situation. Kant further cites the example of a perfect duty in keeping the promises you have made to others but actually have little intention of actually keeping the promise. There is a self-contradiction maxim in this intention of making a promise to achieve some kind of desired purpose, but with no intention of keeping it. The contradiction is in the fact that this maxim cannot become a Universal law, because it would then imply that one has to lie every time, in order to achieve the desired result. A.2. In the "murderer at the door" maxim Kant imagines a number of coincidences that may occur when you reply honestly to the murderer's questions. He states that when the person at the door is answering the questions of the murderer, whether the victim is at home, it is likely that the victim may have secretly left the house and thus will not get in the way of the murderer and as a result the murder might not take place at all.

Week 456 CRJ 330 Essay Example | Topics and Well Written Essays - 250 words

Week 456 CRJ 330 - Essay Example If, for example a one year in jail is increased to five years in prison, they say that it does not reduce crime, but only increase the imprisonment period. Furthermore not all are caught on their first crime. The passing of the three strike law in California saw a 27 years old man imprisoned for 25 years for stealing a pizza. Others, however, argue that if penalties on certain crimes are made harsh, people or in this case criminals will avoid crime due to fear. The American criminal justice officials implemented policies to respond to the crimes of terrorism. To them, the rights of the terrorists should not be violated as well as those of their immediate families. According to them, these criminals should be allowed judicial assistance; they should not be intimidated, and should be provided with medical, social and psychological assistance. They should also be compensated if necessary. The USA has the best police force. Their functions are clearly outlined and they do not cross borders in performing their duties. They are not a source of fear to the community but are a source of assistance. The police force is divided into different departments each performing its designated function. The departments perform their tasks without

This is Britain Essay Example for Free

This is Britain Essay The Romans were in Britain until the beginning of 5. And the south-eastern part of the island were much Romanized. It was formed by five municipalities in the Roman style: Kamulodunum (now Colchester), Verulamium (St. Albans), Lindum (Lincoln), Glevum (Gloucester) and Eborakum (York). All but Verulamiuma, were military settlements. Other cities were founded as centers of areas. In architecture and urban planning, they followed the Roman models, as well as villas, being built in rural areas. There is evidence that the influence of Roman civilization was subjected to a more simple and popular culture. Particularly important role here played by a network of roads built by the Romans primarily for military purposes, but bring together the various parts of the province into a coherent whole. The main occupation of the population was agriculture and sheep breeding, distribution and production of metals has received, primarily silver and lead, less iron and tin. Barbarian invasions in the late 4. forced the Romans to abandon its presence in the remote north-western province. In the north and west of South Roman occupation of Britain was no longer wore military and civilian populations in the south and east were not numerous. By 410 all communication between the empire and Britain ceased, and Britt, lost the habit of fighting over the centuries its dependence on the Romans were forced to defend themselves. Royal power was abolished on Feb. 7, 1649, a week later was formed the State Council of 41 members. England was proclaimed a republic. Nine months of the war, marked sparingly massacre led to the subordination of most of Ireland. This was followed by the confiscation of three-quarters of Irish land, which was distributed to creditors of the republic and the army ranks. They were indignant scorn of the British Parliament for their protest in connection with the execution of the king and now invited to the heir to the throne of Charles I (later Charles II) as the King Presbyterian. The Scottish army invaded England in 1651, was cut off from supplies, and the following year was proclaimed the accession of Scotland to England. At the same time Britain was at war with Holland, which lasted from 1652 to 1654. Now Britain very famous country. The capital of Great Britain is London. Its popular city. He divided for two parts. The first part is London, second called the City. And London famous financial district. I advise you to visit the London!

Mild hypoxemia with a fully compensated respiratory acidosis

Mild hypoxemia with a fully compensated respiratory acidosis 92% 100%The following 5 ABG analyses were formulated using Pierces (2007) systematic analyses (p.55 60). Normal values according to Pierce are listed as follows: The systematic analysis is done by first looking at each number individually and labeling it. Second describing the adequacy of oxygenation by assessing PaO2 and SaO2. Pierce (2007) lists hypoxemia as mild ( ABG #1 FiO2 0.21 pH 7.40 Normal PaCO2 50 Acidemia PaO2 71 Hypoxemia HCO3 30.9 Alkalemia BE 5.0 Alkalemia SaO2 95.1 Normal Hb 12.9 Mr. Puffins PaO2 of 71 shows mild hypoxemia, with a SaO2 within normal limits. His pH of 7.40 is neutral and shows that his acid base status is within normal limits; however his PaCO2 of 50 demonstrates that he is acidotic and his elevated HCO3 indicates compensation is occurring. These results suggest Mr. Puffin has a mild hypoxemia with a fully compensated respiratory acidosis. His normal pH indicates full compensation is occurring, ABG#2 FiO2 0.50 pH 7.14 Acidemia PaCO2 127 Acidemia PaO2 44.2 Hypoxemia HCO3 41.6 Alkalemia BE 7.1 Alkalemia SaO2 69.2 Hypoxemia Hb 14.1 Mr. Puffins PaO2 and SaO2 show he has a severe hypoxemia. His pH of 7.14 is indicative that he is acidotic. His PaCO2 is elevated which shows the acidemia is respiratory in origin. The elevated HCO3 of 41.6 shows that metabolic compensation is occurring, therefore these results indicate Mr. Puffin has severe hypoxemia with a partially compensated respiratory acidosis. ABG #3 FiO2 0.40 pH 7.22 Acidemia PaCO2 99.6 Acidemia PaO2 45.3 Hypoxemia HCO3 39.9 Alkalemia BE 8.3 Alkalemia SaO2 Hb ABG #3 shows Mr. Puffins respiratory acidosis has improved due to BiPAP therapy. There is a slight increase in his PaO2 although it still shows severe hypoxemia. His pH has improved but still shows acidemia. PaCO2 has decreased due to BiPAP therapy but remains elevated and indicates respiratory remains his primary cause of acidosis. Mr. Puffins HCO3 is also still elevated indicative of partial compensation occurring. ABG #3 shows Mr. Puffin still remains severely hypoxic, with a partially compensated respiratory acidosis. ABG #4 FiO2 0.40 pH 7.32 Acidemia PaCO2 71.9 Acidemia PaO2 55.6 Hypoxemia HCO3 36.1 Alkalemia BE 8.0 Alkalemia SaO2 Hb ABG #4 shows further improvement in Mr. Puffins severe hypoxemia and respiratory acidosis. His PaO2 has increased further but still shows a severe hypoxemia. His pH although increased still suggests mild acidosis, as well as his PaCO2 of 71.9, although it has decreased, still indicates a respiratory origin. HCO3 remains elevated showing compensation is occurring; therefore Mr. Puffin still has severe hypoxemia with a partially compensated respiratory acidosis. ABG #5 FiO2 0.28 pH 7.00 Acidemia PaCO2 59.1 Acidemia PaO2 62.4 Hypoxemia HCO3 18 Acidemia BE -7.8 Acidemia SaO2 92% Hb 14.2 Mr. Puffins 5th ABG PaO2, indicates moderate hypoxemia. His pH is low and shows he is acidotic. An elevated PaCO2 suggests acidemia respiratory in nature. HCO3 is also low which also shows acidemia metabolic in nature. Mr. Puffin in ABG #5 has a moderate hypoxemia with a mixed respiratory and metabolic acidosis confirmed by the decreased BE. Question Two: What type of respiratory failure does Mr. Puffin have? Provide a rationale for your answer based on the clinical information supplied. Differentiate between Type 1 and Type 2 Respiratory failure. Respiratory failure as described by Pierce (2007) is the absence of the normal homeostatic state of ventilation as it relates to acid base status of the blood and the exchange of oxygen and carbon dioxide (p.181). Type 1 respiratory failure, Pierce (2007), describes as a failure to oxygenate or hypoxemic respiratory failure, categorized by a PaO2 of less than 60mm Hg on an FiO2 of more than 0.5, and Type 2 respiratory failure as failure to ventilate, also called ventilatory failure, hypercapnic respiratory failure, or respiratory pump failure, as a PaCO2 of greater than 50mm Hg, with a pH of 7.25 or less (p.181-182). In contrast to Pierces definition Hennessey Japp (2007) define respiratory failure as respiratory impairment. Hennessy Japp define type 1 respiratory impairment as low PaO2 with normal or low PaCO2 which implies defective oxygenation despite adequate ventilation and the PaCO2 is low due to compensatory hyperventilation (p.20). Hennessey Japp (2007), define type 2 respiratory impairment as a high PaCO2 (hypercapnia), and is due to inadequate alveolar ventilation, and since oxygenation also depends on ventilation, the PaO2 is usually low, but may be normal if the patient is on supplemental oxygen (p.22). Type 1 respiratory failure is most commonly caused by VQ mismatch, pneumonia, pulmonary embolism, pneumothorax, pulmonary edema, shunt and acute respiratory distress syndrome and initial treatment is aimed at achieving an adequate PaO2 and SaO2 with supplemental O2 while attempting to correct the underlying cause, Hennessey Japp (2007) p. 20. Type 2 respiratory failure is commonly caused by chronic obstructive pulmonary disease, exhaustion, flail chest injury, opiate/benzodiazepine toxicity, neuromuscular disorders and obstructive sleep apnea, with clinical signs that include confusion, drowsiness. Based on the case study information it is evident Mr. Puffin has Type 2 respiratory failure. The diagnosis of type 2 respiratory failure could be made through the interpretation of ABG #2 as he has a decreased pH and elevated PaCO2 with hypoxemia. His presentation of his difficulty breathing, productive green cough, drowsiness and confusion are consistent with the presentation of an acute exacerbation of chronic obstructive pulmonary disease due to his previous diagnosis made by his doctor of emphysema. Question Three: What is BiPAP? BiPAP (Bi Level Positive Airway Pressure) is a form of non invasive mechanical ventilation commonly administered to patients with exacerbations of type 2 respiratory failure, that delivers two airway pressures through inspiration, (IPAP), and expiration, (EPAP) measured in cm H20. IPAP is the abbreviation for Inspiratory Positive Airway Pressure and EPAP is the abbreviation for Expiratory Positive Airway Pressure. BiPAP is delivered to the patient through an appropriate bilevel ventilator eg Vision BiPAP, or Respironics BiPAP, through a nasal mask, full face mask, or total face mask. Describe the effects of BiPAP. In your answer consider its effects on airway pressures, the alveoli, the lung, and the cardiovascular and neurological systems. When BiPAP is administered to a patient with type 2 respiratory failure, during inspiration (IPAP) a higher level of positive airway pressure is delivered, increasing breath size, which helps to clear out carbon dioxide and assumes a fatigued patients work of breathing, and during expiration (EPAP) prevents atelectasis, recruits collapsed alveoli and enables gas exchange between breaths (Woodrow 2003). The difference between IPAP and EPAP is termed pressure support so for example if Mr. Puffin was commenced on 12 cm H20 IPAP and 6 cm H20 EPAP he would have 6 cm H20 being the being the difference between 12 and 6 of pressure support. Pressure support decreases the work of breathing by initiating breathing and increasing tidal volume. Question Four: Outline the clinical indications for the use of BiPAP in Mr Puffins case. Discuss the monitoring that would be required for the safe application of BiPAP. List the possible complications of BiPAP that may occur in Mr Puffins case.

United States vs. Japan in Math and Science Essay -- American Education

Over the years, tests have determined that the United States has not improved in math and science compared to Japan. Both countries have a different approach towards school. This might be the reason why American students are doing so poorly in math and science. American education should be compared to Japanese so that both can learn from each other because even though American scores are down they still have great ways to educate students. Differences that they have are ability vs. effect, teaching techniques, and parenting. In Japanese education, prime factors of their success are viewed as effort instead of ability. In his article, â€Å"Strengths, Weaknesses, and Lessons of Japanese Education,† James Fallows says, â€Å"The Japanese school system acts as though intellectual ability does not matter, assuming that just about everyone has enough ability to succeed†(208). In other words, they must give it there all. Japan does not accept 90% because they aim for 100%. If Japanese students receive a grade of 90%, then they’ll study even harder to be ready for the next test. It’s great that these students put so much effort in their school, but with all their studying, they don’t have anytime to have fun. The down fall is that all their childhood memories are going to be devoted to school and not them having fun. In the United States, education is viewed more towards ability rather than effort. Compared to Japan’s education, all students are taught the same subject at the same pace. In America, students are placed in classes by their individual levels where some will continue on as other will have to take the whole year over. Also, parents too believe that ability takes role in the learning in their children’s education. It is like parents... ...re continuing school knowing that its possible for the answer to be no. There’s not much pressure from parents in the United States for children’s education. Ultimately, in Japanese and in America, education has several gaps that can be fixed by looking at each others weaknesses and strengths. The horrific thing about the Japanese education is that they stress school too much that a thought of having fun is out the window. What United States education can learn from Japan is that students need to be pushed for effort in order for them to succeed. Group work should be involved more in American education since Japan is succeeding from it. The last thing that American’s should adapt from Japanese education is parent involvement. With the help of parents, students are more likely to succeed because they’ll have that extra help and push to achieving their school goals. United States vs. Japan in Math and Science Essay -- American Education Over the years, tests have determined that the United States has not improved in math and science compared to Japan. Both countries have a different approach towards school. This might be the reason why American students are doing so poorly in math and science. American education should be compared to Japanese so that both can learn from each other because even though American scores are down they still have great ways to educate students. Differences that they have are ability vs. effect, teaching techniques, and parenting. In Japanese education, prime factors of their success are viewed as effort instead of ability. In his article, â€Å"Strengths, Weaknesses, and Lessons of Japanese Education,† James Fallows says, â€Å"The Japanese school system acts as though intellectual ability does not matter, assuming that just about everyone has enough ability to succeed†(208). In other words, they must give it there all. Japan does not accept 90% because they aim for 100%. If Japanese students receive a grade of 90%, then they’ll study even harder to be ready for the next test. It’s great that these students put so much effort in their school, but with all their studying, they don’t have anytime to have fun. The down fall is that all their childhood memories are going to be devoted to school and not them having fun. In the United States, education is viewed more towards ability rather than effort. Compared to Japan’s education, all students are taught the same subject at the same pace. In America, students are placed in classes by their individual levels where some will continue on as other will have to take the whole year over. Also, parents too believe that ability takes role in the learning in their children’s education. It is like parents... ...re continuing school knowing that its possible for the answer to be no. There’s not much pressure from parents in the United States for children’s education. Ultimately, in Japanese and in America, education has several gaps that can be fixed by looking at each others weaknesses and strengths. The horrific thing about the Japanese education is that they stress school too much that a thought of having fun is out the window. What United States education can learn from Japan is that students need to be pushed for effort in order for them to succeed. Group work should be involved more in American education since Japan is succeeding from it. The last thing that American’s should adapt from Japanese education is parent involvement. With the help of parents, students are more likely to succeed because they’ll have that extra help and push to achieving their school goals.

The Use of Magic in Medieval Literature Essay -- Literature Essays Lit

The Use of Magic in Medieval Literature The concept of magic and magical creatures has been around for a long time, however, in the time period ranging from Beowulf to Malory's Arthur, there has been an evolution in attitudes and the consequent treatment of magic in medieval literature. The discussion of magic involves not only the disparity between Christian and pagan tradition but also of gender roles, most notably in the Arthurian mythos. Beowulf, Marie De France's Bisclavret and Lanval, Sir Gawain and the Green Knight and Sit Thomas Malory's Le Morte D'Arthur involve the concept of magic and magical creatures and consequently, illustrate the treatment of magic of their time. In Beowulf, the idea of magic is one that is feared and unworldly. It is definitely not an aspect of normal, "courtly" life. Grendel and his mother are both magical beings, and it is quite obvious that they are clearly not the protagonists of the story. Magic was a symbol of power, whether of class or of strength, and Grendel and his mother fit into the latter category. Grendel also poses a challenge to the power of the ruling class. His only target is Hrothgar's great hall - "It was easy then to meet with a man shifting himself to a safer distance to bed in the bothies, for who could be blind to the evidence of his eyes, the obviousness of the hall-watcher's hate?" - apparently, the rest of the land is quite safe from "demons" such as Grendel(Beowulf 35). Grendel's immunity against weapons and armour emphasizes the challenge further. In pitting Beowulf against Grendel, the poem also suggests that the only way to destroy magic is with itself. It can be assumed that Beowulf possesses some sort of supernatural strength, although he not blatantly... ...e of medieval society and its writings. In addition, an examination of magic in medieval times covers not only the treatment of religion, but also of gender issues and courtly ideals. Despite this, however, it cannot be denied that magic in medieval literature contributes to its unique and distinctive nature. Works Cited "Beowulf" The Norton Anthology of English Literature. ed. M.H Abrams. New York: W.W Norton, 2000. De France, Marie. "Lanval" The Norton Anthology of English Literature. ed. M.H Abrams. New York: W.W Norton, 2000. De France, Marie. "Bisclavret" . Hwang, Renny. "Merlin" McNary, Sarah F. "Beowulf and Arthur as English Ideals". Poet-Lore: A Quarterly of World Literature 6.2 (1894), 528-36. Rise, Brian Edward. "Morgan Le Fay" Pantheon.org. . Sir Gawain and The Green Knight Trans. Marie Boroff. New York : W.W. Norton, 2001.

The Economic Factors Involved with the Rising Price of Gasoline Essay

The Economic Factors Involved with the Rising Price of Gasoline The year 2004 has seen a steady climb in the price of gasoline. From January of 2004 to May of 2004 there has been a jump of approximately .50 cents a gallon (Energy Information Administration). For many Americans high gas prices have been a hot issue with them, and there seems to be no rhyme or reason to these fluctuations. With the continued popularity of the sport-utility vehicle and the high volume of gasoline it requires, the issue of high gas prices doesn’t seem to be going away anytime soon. Many factors go into determining the price of gasoline. This paper will explore the various factors involved to determine the price of gas and attempt to gain a better understanding on how it arrives at its decision. The gasoline industry is an oligopoly. In Mark Hirschey’s book called Fundamentals of Managerial Economics an oligopoly is defined as, â€Å"A market structure characterized by few sellers and interdependent price/ output decisions†. This market structure only allows a few large rivals to produce the majority of the industry’s output (404). The oligopoly controlling the gasoline industry is the Organization of the Petroleum Exporting Countries (OPEC). OPEC consists of 11 oil producing countries: Iran, Iraq, Kuwait, Saudi Arabia, Venezuela, Qatar, Libya, United Arab Emirates, Algeria, and Nigeria (OPEC.org). These countries control gas prices by the amount of crude oil they produce. To gain a better understanding of how the United States gets its gasoline and who supplies it, we will have to take a closer look at the degree of competition. Because of the nature... ...uly 2004.Website. 6 Dec.2002. www.bradynet.com/bbs/russia/100226-0.html> Bonsor, Kevin. â€Å"How Gas Prices Work.† HowStuffWorks. 30 June 2004 Website. 29 June 2004 http://money.howstuffworks.com/gas-price.htm/printable â€Å"Strategic Petroleum Reserve-Profile† Office of Fossil Energy 1 July , 2004. Website. 1 July 2004 Mitchell, Andrew and Oweis, Khaled, Reuters â€Å"OPEC Prepares Oil; Deal to End $40 crude Prices.† AOL Business News. 3 June 2004 Website. 3 June 2004 http://aolsvc.news.aol.com/business/article.adp?id=200406020883009990015&_mp... Lott, Trent. â€Å"A $100 Fill-Up?† Truth News 30 June 2004 Website 28 May 2004 http://truthnews.com/world/2004050143.htm â€Å"US Fuel Tax Rates By State.† ClevelandGasPrices. 28 June 2004 Website.

Cinderella Not a Love Story Essay

A very common fairy tale that we have grown up hearing is the story of Cinderella, a poor girl whose dreams of marrying a prince and living happily ever after, finally comes true after many years of wishing upon a star. Individual writers of the â€Å"Cinderella† story may alter the story, but the general concept is always the same. This classic story has been told to millions of children and is known as a great romance. A romance is supposed to have suspense, anticipation, and a deep connection between the two characters that have and/or are falling in love with each other, and Cinderella is none of those. â€Å"Cinderella† is a great rags to riches story, but it is far from a romance. Cinderella is a 17 to 22 year old girl that suffers from an abusive home life. The abuse Cinderella suffers from is mainly verbal; however, some things in the story could defiantly be considered physical abuse. The abusive is inflicted by her two step-sisters and her step-mother. Since Cinderella’s mother died when she was a small child it is assumed that she looks to her step-mother for approval the way young girls look to their mother for approval. Depending on the version of â€Å"Cinderella† you read her father is either dead, or he is a spineless man who does not protect her from her step-mother and step-sisters. Do to the abusive living environment, Cinderella is looking for a way out, like any young girl would be, that is required to do all the house hold chores and is treated poorly. When Cinderella hears about the ball she wants to go, but deep inside her she knows that she will not be allowed. In Charles Perrault’s â€Å"Cinderillon† a fairy godm other appears, that helps Cinderella in going to the ball. Cinderella knows that if she makes a good impression on the prince that he may want to marry her, which would give her a way to escape her horrible living environment. In Perrault’s and may other version of â€Å"Cinderella† the prince and Cinderella dance until midnight they do not engage in any conversation nor do they kiss. They only simple of affection here is that the prince does not allow anyone to cut in there dancing. When the clock sticks midnight Cinderella leaves quickly because all the fairy godmothers magic is about to wear off. Cinderella accidently leaves behind a glass slipper. If Cinderella didn’t lose the glass slipper the story would be over. That does not show true love. The prince vows to marry the women the glass slipper fits. It’s hard to believe that in the whole kingdom that the slipper wouldn’t fit anyone else. A few things to think about here are what would have happened if the slipper did fit another and what if the slipper was not left. It is hard to believe that the prince loves Cinderella if he cannot recognize her without the glass slipper fitting her foot. In modern day that would be like saying that one’s husband cannot recognize her without her makeup on. If you love someone to the point that you want to share your life entire life with them then you should be able to recognize them regardless of minor changes such as dressed-up or just done rolling in the dirt.

British Depth Study 1890-1918 Essay

What were the living and social conditions like in the 1890s? Living conditions: * Towns became overcrowded. * People lived in slums, often whole families lived in one room. * No internal water supplies. * Shared outside toilets. * Limited electricity, wealthy families were starting to get it. * Larger families but higher infant mortality. * Very limited birth control, moral distaste. * Church taught contraception was wrong. Working conditions: * Most workers worked in factories. * Peace work – women given work to do at home or in small workshops, sewing or making matchboxes or candles, many others worked in textile factories. It was used to supplement the man’s income. * No minimum wage or restrictions on the amount of hours worked. * No unemployment benefit, sick pay or pensions. * Many workers only had seasonal employment. * Safety at work had improved, rates of pay were still the same. The state believed it was down to the employee to accept a wage. State of education: * State education until twelve. * Church schools provided a different type of education, most school were church schools. * Factory schools educated the children of their workers. * Very limited secondary education, only available for the wealthy Victorian attitudes and solutions to poverty: * Rich deserved to be rich, poor deserved to be poor. * Deserving poor were morally correct, mainly women and children. * The undeserving poor spent money on beer, drugs and prostitutes and were morally irresponsible. * Had to help yourself. * People went to workhouses, worked for food and a bed. What were social reformers doing in 1890s and what motives were there for reforms? William Booth and the Salvation Army: * Like Christian groups gave hot soup and bread to people but did more. * William and Catherine Booth went out and found poor people within East London. * East London mission expanded until in 1878 had 45 branches and was called Salvation Army. * Organised like an army. * Used attention-grabbing techniques – smart uniforms, brass bands to get attention and money. * By 1900 it ran training centres, labour exchange to help people find jobs, a farm and brickworks. * Designed to help people and train poor. * Salvation Army gathered information about poor and causes of poverty, showed some people couldn’t help being poor – out of their control * William Booth described poverty in three circles; the starving and homeless (honest poor), those that lived by vice and those that lived by crime. Charles Booth: * Wealthy Liverpudlian, inherited business and moved to London. * Refused to accept Government statistic that 25% of working population in London was in poverty. * Spent 17 years with a team investigating living conditions, income and spending of over 4000 people. * Found 31% of Londoners lived below poverty line. * Many thought it was their own fault they were poor but Booth worked out 85% were poor because of wage and unemployment problems. Split the poor into four groups: * Class A – lowest class – street sellers, criminals, loafers – life of savages with extreme hardship – 11,000/1.25% population * Class B – causal earnings – widows, deserted women, part time labourers – shiftless and helpless – 110,000/11.25% population * Class C – occasional earnings – hit by trade depressions – 75,000/8% population * Class D – low wages, less than 21 shillings per week – dock labourers and gas workers -just enough to survive – 129,000/14.5% population Seebohm Rowntree: * Intrigued by Charles Booth’s findings he wanted to see how York compared. * Calculated a family of 5, 3 adults and two children could live off 21 shillings and 8 pence per week. * Found 28% of York families were below this line, divided them into two categories: * Primary poverty – no matter how hard a family worked, they would never earn enough money to provide themselves with adequate food, shelter and clothing. These families didn’t stand a chance. * Secondary poverty – These families could just about feed, clothe and shelter themselves, provided there were no additional calls on their income. These families lived on the edge. * 10% of York in Primary poverty, 18% in Secondary poverty. * Used Booth’s idea of poverty line to work out when may be above or below. Other motives: * Surveys like those of Charles Booth and Rowntree changed opinion. * Impact of the Boer War – 40% volunteers were unfit for the army and falling behind Germany. People feared Britain would no longer be great power imperially, economically and militarily unless looked after people better. * German government had already introduced social reforms like pension and insurance schemes. * Labour party formed in 1900 poised a threat and Liberals feared losing working class votes unless they acted. * In 1906 Liberals won landslide majority and were expected to act. * Some New Liberals were in Cabinet and had the power and responsibility to help the state. What reforms were brought in? Elderly: Pensions Act (1908) * Gave weekly pensions from government funds to the elderly. * Only for over 70s * Promised to be introduced in 1908 and made law the year after. * Single person could receive 5s (s=shillings) per week. * Married couple could receive 7s 6d (d=pence). Later increased to 10s. Children: Free School Meals (1906) * Local councils given power to give free school meals to children from the poorest families * Paid for from the local rates * By 1914, 158,000 children were getting free meal once per day School medical inspections (1907) * Doctors and nurses went to schools and gave compulsory medical checks. * Recommended any treatment that should be done. * Checks were free, treatment wasn’t. * In 1912 treatment became free Children’s Act (1908) * Children became ‘protected persons’, people could be prosecuted for cruelty against them. * Poor law authorities had to visit and supervise children who had suffered cruelty or been neglected. * All children’s homes were registered and inspected. * Children under 14 who broke the law couldn’t go to adult prisons. * Juvenile courts were set up to try children accused of a crime. * Children who committed a crime were sent to Borstals, specially built and equipped for young offenders * Children under 14 couldn’t go in pubs. * Cigarettes couldn’t be sold to under 16s. School clinics (1912) * Network of school clinics set up to provide free medical treatment. * Necessary because some parents could not afford the treatment needed that was discovered during medical inspections. The sick and unemployed: Labour Exchanges Act (1909) * National string of labour exchanges set up. * Unemployed workers went to labour exchange to look for work. * More efficient than tramping around workplaces and more efficient for those offering work to people. * Like modern job centre. National Insurance Act (1911) * Insurance scheme aimed to prevent poverty because of illness. * Workers could insure themselves against sickness and draw money from the scheme if they fell ill and could not work. * All manual workers and people in low-paid white-collar jobs had to join. * Workers paid 4d for insurance stamps which they stuck on a special card. * Employers contributed 3d per worker. * Government contributed 2d per worker. * If a worker fell ill they got sick pay of 10s for 13 weeks, then 5s for 13 weeks in any one year. National Insurance Act, Part 2 (1911) * Aimed to prevent poverty because of unemployment. * Insured workers for the periods of time that they were out of work. * At the start scheme open to mainly men who worked in jobs where there was a great deal of seasonal unemployment such as shipbuilding and engineering. * Workers, employers and Government each paid 2d in insurance stamps per week. * When unemployed workers could claim 7s 6d per week for 15 weeks. How effective were these reforms? Children Benefits: * Free school meals for the poorest families’ children. * Free medical checks at school and after 1912 free treatment. * New laws passed to protect children. Drawbacks: * Had to pay for medical problems between 1907 and 1912 despite free checks. * Only some councils gave free school meals. * Limited enforcement of new laws. Elderly Benefits: * Funded by the state (non-contributory). * Provided some state assistance. * Kept elderly out of workhouse. Drawbacks: Couldn’t get it if: * Had been in prison within the last ten years. * Earned over  £31 2s per year. * Hadn’t been a British citizen for twenty years. The Sick Benefits: * 10 million men and 4 million women involved. * Stopped people falling into poverty through sickness. * Allowed people to get money if they were ill. * Got 9d for every 4d paid in. Drawbacks: * Cost worker 4d for insurance stamps, employers paid 3d and Government 2d. * Could only claim for 26 weeks per year, half at reduced rate. * Was compulsory. The unemployed Benefits: * Stopped people going into poverty because of unemployment * Labour exchanges. * Helped people who were in seasonal employment. Drawbacks: * Cost worker, employer and Government 2d per week. * Only available for 15 weeks per year. * Limited to a number of professions (2.25m eligible). Female Suffrage What were the social, political and legal positions of women in the 1890s? Working class: * Before 1870, most didn’t go to school. In 1870 state education set up and became compulsory by 1880. * By 1900 97% of all children could read and write. * At school predominantly taught to be good housewife. * Most working class women had small job – supplement man’s income. * Near end 19th century new jobs for women appearing e.g. typing. * Got less pay for same wage as men and worked long hours. Middle and upper class women: * Educated to be good companions. * In 2nd half of 19th century women got more freedom. * Still hard for women to get into higher education. * Women’s colleges had been set up but women still couldn’t get degrees. * New employment opportunities opened up for middle-class women; teaching, nursing and clerical work. Marriage: * Inferior position to husbands. * Became property of husband when they married, transferred all belongings. * Could rape and batter wives, women couldn’t instigate divorce. * Some changes came in in 1900: women could divorce men for cruelty, desertion and bigamy, women kept property after marriage, women couldn’t be kept in husband’s home against will. Votes: * Women had good jobs but couldn’t vote. * In 1867 Parliament had considered giving women the vote but decided against it. For and against female suffrage For: * Women had wealth and careers but were not allowed to vote. * It would get men to raise their moral standards like women. * Equality would stop pre-marital sex, prostitution and venereal disease. * Britain is not a democracy until women get the vote. * Voting is a right to which women are entitled. * Other countries were giving women the vote. Against: * Women and men have separate spheres. * Most women do not want the vote. * Women are represented by their husbands. * It is dangerous to change a system that isn’t broken. * Women’s role is in local affairs. * Women do not fight to defend their country. How effective were the activities of the suffragists and the suffragettes? Suffragists: * Bulk of campaigners; they encouraged, educated and persuaded people. * Didn’t undertake direct action campaign. * Entered political pact with labour party. Suffragettes: * Were the minority. * Set up by Emmeline Pankhurst and her two daughters. * Frustrated in 1906 when the vote wasn’t given to women. * At start causes nuisance and attacked symbols of the state. Winning the vote: * Propaganda – newspapers, posters and pamphlets * Meetings and demonstrations – held mass meetings and parades drawing over 20,000 protestors. * Civil disobedience and petitions – not paying taxes, boycotted 1911 census, 1910 petition to parliament in support of Conciliation Bill, over 250,000 signatures. * Hunger strikes – 1909 a number of WSPU supporters went on hunger strike whilst in prison to be recognised as political prisoners. Authorities force-fed them and passed cat and mouse act in 1913. * Suffragette violence – Slasher Mary destroyed paintings at the National Gallery, Lloyd George’s second home was firebombed, Emily Davidson dies at the Derby in 1913. Cat and Mouse Act: * Women began going on hunger strike in 1909 to be recognised as political prisoners. * Government couldn’t allow them to die and be seen as martyrs. * First started releasing them after a few days then started force-feeding. * In 1913 Cat and Mouse Act was passed allowing the women on hunger strike to be released after a few days and re-arrested once they had gone back to a healthy weight. Conciliation Bill: * WSPU calls off violence when Asquith agrees to give women the vote. * Asquith stalls on Conciliation Bill. * WSPU protests and turns into Black Friday, fights with police leading to WSPU members being assaulted. Date| Actions by Parliament| Actions by Militants| 1906| Liberals elected to Government| Start to disrupt liberal’s meetings to get votes for women discussed.| 1907| Government shows no interest in votes for women| NUWSS organises march to London| 1908| Herbert Asquith becomes Prime Minister| Suffragettes step up campaign to prove to support for women’s votes to Asquith| 1908| Some WSPU members arrested| WSPU smash windows in Downing Street and chain themselves to railings| 1909| Start force-feeding in prisons| WSPU step up campaignsHunger strikes in prison start| 1910| Discussions about Conciliation BillGovernment stall about Conciliation Bill| WSPU suspend campaignBlack Friday, when Government stalls.| 1911| Government abandons Conciliation Bill and gives more votes to men| WSPU furiously restart and step-up campaign| 1912| | Massive window smashing campaign by WSPUWSPU headquarters raided and many arrests, Cristobel Pankhurst flees to Paris| 1913| Introduction of the Cat and Mouse Act| Violence is increasedEmily Davidson dies at the Derby| 1914| Cracks down on WSPUWSPU prisoners released at start of the war| Continues with more violence, lose public supportHalts campaign when war breaks out| Did the violent methods of the Suffragettes help? Yes: * Made female suffrage front page news, brought to the attention of the public and Government. * When the issue had been raised it wouldn’t go away. Sooner or later they’d get the vote. * The idea of women voting became less strange. * The violence didn’t change Asquith’s opinions, he was already against it. No: * Violence played into Government’s hands, gave them an excuse not to give them the vote. * Government at time appeared close to giving vote but couldn’t be seen to be giving in to violence. * Violence turned moderate MPs against female suffrage, why bills for suffrage failed. * Supported the view women were not responsible enough to vote. * In 1913/14 NUWSS was growing in popularity at expense of WSPU, turning away from violence. How did women contribute to the war effort? Attitude of campaigners to the outbreak of war: * WSPU called off campaign and contributed to the war effort. * Emmeline and Cristobel Pankhurst started ‘Right to serve’ campaign demanding bigger roles for women. * Sylvia Pankhurst headed a breakaway pacifist movement opposing the war. * NUWSS – Millicent Fawcett backed the effort and NUWSS helped enrolling women to work in factories. Continued to campaign for suffrage but more low key. Roles of women during the war: * Supporting men – run families whilst men away fighting (extra responsibility) * Occupied position in the workforce. * Worked in expanded armaments factories and other jobs vacated by men. * Vital especially after munitions crisis of 1915 and by 1918 6 million women in employment (mainly munitions). * Suffered poor conditions e.g. ‘canaries’ who worked with dangerous chemicals (sulfur) * Canaries skin went yellow, some were sterilised by chemicals and some got kidney and liver disease. * Women’s land army – 16,000 women joined army to grow food, act as nurses and drivers. Problems women faced: * Balancing work and home * Food problems – rationing and food prices * Monetary problems – rent strikes, resolved by Rent Restriction Act. * Separation allowances – money paid to wives of servicemen and a pension if he died at war. Changing social attitudes: * Motherhood – Mother’s day introduced in 1916 to celebrate importance of women. Raised profile of mothers and encourage growth of birth rate, including recognition of unmarried mothers. * Greater social freedom – utilised extra income and numerous affairs leading to growth of STDs, some councils attempted a curfew to solve problem. Why women were given the vote in 1918 Problems with the franchise: * Wartime problems – many men lost the right to vote and registers out of date * Lobbying by Fawcett and NUWSS – petitioned electoral conference held in 1917 Details of the 1918 Representation of the People’s Act * All women over 30 allowed to vote and become MPs, all men over 21 could vote * There were some concerns over the majority of the electorate being women and young women lacking maturity Reasons for female suffrage in 1918: * Changing attitude of politicians – more sympathetic Lloyd George now PM * Contribution to the war effort – war work gave ideal reason for many politicians to end opposition * Limited female suffrage – appeased moderate opponents * Fear of return to suffragette militancy – avoid prospect of locking women up who had helped the war effort Campaign did not end until 1928 when the age of voting was equalised to 21 Impact of WWI How were civilians affected by the war? Recruitment: * Initial voluntary campaign led by Kitchener *  ½ million men joined in first month, 2.5 million by March 1916 * Men kept together in ‘Pals Battalions’ * Liberal Government wouldn’t force people to join up * In 1914 Britain had a huge empire but army of only 250,000 men * January 1916 Conscription Act passed making all men ages between 18-41 eligible for military service * Those in vital war industries were kept back Conscientious Objectors: * People who would not join up – mainly religious or humanitarian reasons e.g. Quakers * Mostly viewed as cowards by general public and referred to as ‘conchies’ * Given white feathers to shame objectors into joining up * Government – set up tribunals to decide if there were genuine reasons not to go to war * Could force them to help war effort in non-combatant roles on front line * Those who refused were imprisoned, if refused orders they were shot. Threat of shells, bombs and fear of invasion: * Shelling of coastal towns – December 1914 shelled Scarborough, Whitby and Hartlepool killing 119 people * Zeppelin and Gotha bombing raids – smaller zeppelins started bombing January 1915 – responsible 564 deaths and 1370 injuries. Later larger Gotha airships from May 1917 responsible for 835 deaths and 1990 injuries. First time UK vulnerable to foreign air attack. * Preparation for invasion – shelling of costal ports lead to plans issued in event of invasion. Organising Britain for war: * Defence of the Realm Act (DORA) – August 1914 * DORA gave government powers over nearly all areas of life including seizing businesses, land and controlling the spread of information * Control of industry – mining industry taken over by government, improved wages of workers. * Lloyd George headed new Ministry of Munitions created after shell crisis of May 1915. * Introduced modern techniques and dramatically improved efficiency – controlled over 20,000 factories. * Took over shipbuilding, mines and train networks. * Brought in drinking laws, controlled pubs (watered down beer) and controlled football fixtures. * Railways – needed to move troops around to ports to send them to France. Guaranteed the companies the same profit levels as 1913. Same thing happened with mines. Controlling food production: * Threat to food imports – UK relied on foreign imports of food and with the unrestricted German U boat campaign from 1916 faced severe food shortages and by April 1917 had 9 weeks supply left. * Germany wanted to ‘starve Britain to the negotiation table’ * Imported: 80% wheat, 50% milk, 50% fruit and veg, 100% sugar. * Improve supply of food – focus on expanding cultivation by increasing amount of arable land and expand agricultural workforce with Women’s Land Army. * Rich people bought more food than they needed causing prices to rise. Rationing – Also Ministry of Food of food set up anti-waste campaign and subsidised price of bread. * Voluntary rationing replaced by compulsory scheme in 1918, rationing included meat, sugar and butter. Ended in 1920. * Changes to British lifestyle – Asquith ran war effort as ‘business as usual’. * Lloyd George attacked waste, idleness and drunkenness and introduced restrictions on public entertainment (e.g. banning sports event and public holidays) and the sale and consumption of alcohol – introduced idea of total war effort. * Loss of holidays lead to strikes in 1917 and 1918. How effective was Government propaganda during the war? Newspapers: * Tight controls on what journalists on the front line could say. * Censored the wording of the reports. * No casualty lists until May 1915. * Ministry of Information censored letters home from soldiers, soldiers felt betrayed that their families believed the lies produced by the newspapers. Posters, postcards and cartoons: * Useful visiual impact, 110 were published during the war, 5 million copies issued. * Range of messages – anti-German, anti-waste and morale raising themes, recruitment. * All avoided any explicit description of the war. * Used postcards to develop themes e.g. ‘Telling the Story’ which showed the progression of a young soldier to his proud parents and family. Official photographs and paintings: * Low number of official photographers at the start of the war, 4, compared to Germany’s 50 and France’s 35. * Weren’t allowed to photograph dead bodies. * Later when Lord Beaverbrook became Minister of Information he gave the photographers more freedom as he wanted to collect a record of the war. Official films: * Used as newsreels. * Aimed to persuade people to help the war effort by mocking German’s and praising the British effort. * Most famous, The Battle of the Somme, consisted of staged and real footage. * Played to huge audiences and shocked many people with graphic scenes of death. Why did some women get the vote after the war? * Lloyd George had replaced Asquith in 1916 and he was more sympathetic to the idea. * Soldiers had lost right to vote by being abroad for a long time, needed more voters. * War work by women destroyed arguments of MPs against votes for women. * Many men were now in favour of women getting the vote after their contribution to the war effort – Britain may have lost the war without their help. * One of the arguments against women getting the vote was that they couldn’t help to defend their country, this argument was now invalid. * Conservative MPs were happy women under 30 wouldn’t get vote as they were worried young working-class women vote Labour. * Liberal and Labour MPs were happy all women over 30 would get the vote. This meant working-class, middle and upper class, so they wouldn’t all vote Conservative. * The Government was afraid that the suffragettes would restart their campaign after the war and didn’t want to imprison those who helped them win the war. On the other hand: * Many men, especially those in trade unions, did not welcome women workers in the First World War. They were worried that they would work for lower wages and take their jobs. They were not impressed by the work that women did! * Some women did not support the war effort, for example, Sylvia Pankhurst. She campaigned against the war. Some members of the NUWSS continued to campaign for votes for women. Did the Government really feel it wanted to reward these women? * The women who did much of the really dangerous, hard, and crucial work in the war were young and working class, for example, the munitions workers. And yet they were not given the vote in 1918! After the war What was the attitude of the British people at the end of the war towards the Germans and the Paris Peace Conference? Attitudes towards Germany: * Impact of wartime propaganda and casualty figures – effect of anti-German propaganda and UK casualties of over 600,000 * Felt Germany should be severely punished as they started the war * Public mood and the 1918 election – Lloyd George and the Conservatives dominated the collation given mandate to ‘hang the Kaiser’ and ‘squeeze Germany Attitudes towards war in general: * Influence of war poets – Sassoon etc. changing the image of war * Rise of pacifism – anti-war mood, First World War seen as the ‘the war to end all wars’ * Changing attitudes towards the Peace Treaties – Keynes and other criticisms of peace treaties leads to change in public attitude

Impulsive Buying Essay

Impulsive consumer behavior is widely recognized nowadays. Impulse buying accounts for almost 80% of purchases in some product categories and shopping is a major leisure and lifestyle activity in many countries (Kacen & Lee 2002). Impulsive buying generates over $4 billion of annual sales in the United States. Impulsive consumer buying behavior is regarded as a hedonically complex purchase behavior in which the thoughtful, deliberate consideration of all information and choice alternatives is precluded. It has been suggested that purchases of new products result more and more from impulsive buying rather than planned purchases. Furthermore, the globalization in the expression of technologies, telemarketing and the internet increases the consumer impulsive buying opportunities. Impulse buying is a pervasive and distinctive aspect of the consumer’s lifestyle and is also a focal point for considerable marketing management activity. A study conducted some decades ago found that between 27 and 62 percent of consumer’s department store purchases fell into the impulse category. Also the century we live in and the marketing innovations such as credit cards, ‘instant credit’, 24-hour retailing, telemarketing and online shopping make it now easier than ever for the consumers to purchase things on impulse. The attempts by researchers to find a clear definition of a phenomenon that cannot be solely described as unplanned behavior and the opportunity to examine the factors that intervene in its expression was the motivation for this thesis. Furthermore, the history of associating impulsiveness with human weakness and the psychologists and economists’ focus on the ‘irrational’ aspects of such behavior sparks the interest into the topic and uncovers the potential for further research in the field. It is also interesting that the factors that are linked to impulsive buying are also likely to be influenced by culture. Theoretical Framework The understanding of the concept was greatly improved by Stern (1962). Pure impulse purchasing occurs when consumers experience truly impulsive buying, the novelty or escape purchase which breaks a normal buying pattern. His conceptualization was based on the premise that impulsive buying can be pure, planned, reminder and suggestion, and is linked to consumer’s exposure to stimulus. Kollat and Willet (1969) interchangeably used â€Å"unplanned† and â€Å"impulsive† purchasing. Rook and Hoch (1985) focused attention on the cognitive and emotional aspect of consumer’s involvement in impulsive purchasing. The construction of the phenomenon’s definition was resting on consumers’ descriptions of thoughts and emotions experienced during impulse purchasing situations. They came up with 5 distinctive elements that draw the difference between impulsive and planned purchases: (1) feeling a â€Å"sudden and spontaneous desire to act†; (2) being in a â€Å"state of psychological disequilibrium†; (3) experiencing a â€Å"psychological conflict and struggle†; (4) reducing â€Å"cognitive evaluation†; (5) consuming â€Å"without regard for the consequences†. Summarizing the five dimensions, Rook (1987) identified impulsive purchasing as a â€Å"sudden, often powerful and persistent urge to buy something immediately. It is a hedonically complex and emotionally conflicting behavior which is prone to occur with diminished regard for its consequences.† As it can be seen, a shift in the elements comprising the definitions can be observed. Piron (1991) offers a new definition as an answer to his critique of the previous attempt for definition: impulse purchasing is (1) unplanned, (2) the result of an exposure to a stimulus, (3) decided â€Å"on the spot†. Kacen and Lee (2002) define the concept as â€Å"unplanned purchase† that is characterized by (1) relatively rapid decision-making, and (2) a subjective bias in favor of immediate possession. They further contributed with their work by investigating how cultural factors affect impulsive buying which gains better insights about understanding the phenomenon. The authors’ research makes a contribution in recognizing that understanding impulse buying solely on a Western point of view is incomplete. The Western-individualist emphasis on the self, individual needs and desires, and hedonistic pleasures encourages impulsive buying behavior. The Eastern-collectivist notions of the self, the interdependence, emotional control, emphasis on group needs and desires would discourage impulsive buying. Emotions Emotions being the main driver of impulsive buying behavior have been the subject of debates in terms of terminology. Scientists use the term affect as a general category that encompasses emotions, moods and attitudes. The mental state of readiness that arises from cognitive appraisals of events or thoughts is what characterizes emotions. The line between emotions and mood is difficult to be drawn. It is often said that mood is longer lasting and lower in intensity than an emotion. Other researches add to this that emotions are typically intentional while mood is generally non-intentional and global. Attitudes are often considered instances of affect. Some authors define them as evaluative judgments rather than emotional states. Others make no distinction between evaluative judgments and affect. Still others propose that attitudes have two components: cognitive and affective dimensions. To sum up, the terms emotions, affect, attitudes, moods are all used inconsistently in the literat ure. Rather than focusing on exploring the definitions of impulsive buying behavior, the contribution of this thesis will be to examine the emotional arousal behind the phenomenon and factors moderating people’s inclination to such a type of behavior. This will include interpersonal influence and the presence or lack of self-control. Early research concluded that susceptibility to interpersonal influence is a general trait that varies across persons and occurrences. Further, susceptibility to influence by others is related to personal characteristics. Cox and Bauer (1964) pointed out that people with low self-esteem comply with others’ suggestions in order to avoid social disapproval. Berkowitz & Lundy (1957) also found out that persons who score low in interpersonal confidence ratings are most susceptible to peer influence. Problem statement and research goal Previous research has numerous attempts for giving a clear definition of impulsive buying but somehow the definitions capture different aspects of the phenomenon and fail to address a complete and exact definition. Much of the work on impulsive buying inherently implies negative attributes to the concept. However, once consumers buy products for fun, fantasy, social or emotional gratification, impulsive buying may be viewed as a valued pastime rather than a simple acquisition of goods (Hausman, 2000). Researchers have shown that many factors influence impulsive buying such as consumer’s mood, trait buying impulsiveness, demographic factors, and culture. This study aims at discussing emotions, interpersonal influence and self-control as factors expected t have a substantial influence on consumer’s impulsive purchases. Feelings do predict behavior. So if you are feeling hurt, threatened or bored, what are you likely to do? What about if you are happy or interested? Would you go to the movies, go out with friends or go shopping? What about buying things not intended? To assess how well people control their impulses, regulate emotions, manage performances, maintain self-discipline, and break out of bad habits, is a difficult task. The consumption experience is replete with emotion, often of a high degree of intensity. What has been overlooked is the social aspect of emotions, while most of the research done is concerned with the individual conceptualization of emotions. Emotions are not simply internal events but are communicative acts and are also addressed in the consumption environment of an individual (Parkinson 1996, Bearden 1989). A matter of discussion is how the emotional state of an individual influences his impulsive buying behavior. Whether positive or negative emotions, the two extremes of the emotional state, have a stronger effect has been a matter of debate for a long time among researchers and is still argued. Furthermore, does shopping with others have an impact on impulsive purchases (Luo 2005)? If emotions are social and are expressed in a stronger way when being with a friend or family member, then it can be expected that the tendency to indulge in impulsive purchases will increase. However, another factor also plays a major role in the buyer behavior – self-control. Every individual has a different ability for self-control and self-control failure may be the reason for impulsive purchasing. Can we control our behavior and emotions when we are depressed or when we are happy? Will the presence or lack of self-control evolve into impulsive purchases? The main problem investigated is: * How does the emotional state (positive VS negative emotions) influence impulsive buying behavior? Statement of the Hypothesis H1: More positive emotional state (strong positive emotions and weak negative emotions) can lead to higher impulsive buying behavior. Since emotional experience is taken to be mainly private, emotion communication is seen to depend on prior account on individual emotions. Often, a person’s relationships with others are a central concern of emotions. Given the obvious importance of interpersonal relations that cause emotions, it might seem surprising that psychological research has focused mainly on non-social manipulations in which a single individual is presented with his/her emotional range. Many of the things that get people emotional about relate to other people (Parkinson, 1996). Emotions can feed into the ongoing interpersonal process and cause similar or contrasting emotions in others. H2: The presence of others at the time of purchase has a positive effect on impulsive buying behavior. Shoppers could be often heard to say â€Å"I really shouldn’t†. The prices are high, the budget is tight, and an item is not desperately needed so it seems that a reasonable behavior for the buyer would be not to purchase the item. But there come the alliance of wants, impulses and emotions that all serve to convince the shopper that the item will bring happiness, at least for a while. Thus, the decision in this situation is dependable on the conflict between strengths of self-control and desire. Self-control refers to the self’s capacity to alter its own states and responses (Baumeister, 2002). The ability to maintain self-control and successfully implement long-run decisions depends on the relative strength of the opposing forces of desire and willpower. In psychoanalytic theory, the conflict of desire and willpower is presented as a fluctuation between primary process thinking which is impulse driven, irrational and seeks immediate gratification at any cost, and secondary process thinking which is patient, logical and has the will to postpone gratification for future long-run goals (Loewenstein & Hoch, 1991). State of the Art Related Literature For over fifty years, consumer researchers have strived to form a better definition of impulse buying. Early studies on impulse buying stemmed from managerial and retailer interests. Research in this vein placed its emphasis on the taxonomic approach to classifying products into impulse and non-impulse items in order to facilitate marketing strategies such as point-of-purchase advertising, merchandising, or in-store promotions. This approach is limited by a definitional myopia, which simply equates impulse buying to unplanned purchasing (Bellenger, Robertson, and Hirschman 1978; Kollat and Willet 1967; Stern 1962). Impulse buying generates over $4 billion in annual sales volume in the United States. With the growth of e-commerce and television shopping channels, consumers have easy access to impulse purchasing opportunities, but little is known about this sudden, compelling, hedonically complex purchasing behavior in non-Western cultures. Yet cultural factors moderate many aspects of consumer’s impulsive buying behavior, including self-identity, normative influences, the suppression of emotion, and the postponement of instant gratification. From a multi-country survey of consumers in Australia, United States, Hong Kong, Singapore, and Malaysia, our analyses show that both regional level factors (individualism–collectivism) and individual cultural difference factors (independent –interdependent self-concept) systematically influence impulsive purchasing behavior. (Julie Anne Lee, Department of Marketing, University of Hawaii–Manoa) According to Jacqueline J. Kacen, Department of Business Administration, University of Illinois at Urbana-Champaign, Impulsive consumer buying behavior is a widely recognized phenomenon in the United States.It accountsfor up to 80% of all purchases in certain product categories (Abrahams, 1997;Smith, 1996), and it has been suggested that purchases of new products result more from impulse purchasing than from prior planning (Sfiligoj, 1996). A 1997 study found that an estimated $4.2 billion annual store volume was generated by impulse sales of items such as candy and magazines (Mogelonsky, 1998). Paco Underhill, author of Why We Buy: The Science of Shopping (1999), affirms that many purchases are being made on the premises of stores themselves as customers give in to their impulses. Furthermore, technologies such as television shopping channels and the Internet expand consumers’ impulse purchasing opportunities, increasing both the accessibility to products and services and the ease with which impulse purchases can be made.Impulsive buying behavior is a sudden, compelling,hedonically complex purchasing behavior in which the rapidity of the impulse purchase decision process precludes thoughtful, deliberate consideration of all information and choice alternatives (Bayley & Nancorrow, 1998; Rook 1987;Thompson, Locander, & Pollio, 1990;Weinberg &Gottwald,1982). This description is largely based on interviews and surveys of Westerners.

Idea and City Council

Everest University Abstract It’s very important for commissioners and city councils to understand the importance of forensics. When the commissioners and city council understand forensics they will have a clear idea of what the cost and what it takes for the forensic team. Having an idea and understanding gives you knowledge of the forensics. It’s very important that commissioners and city council member to appreciate the value and the hard work of a forensic team.It is very important for the city council and commissioners to understand and appreciate the value of forensic evidence because all funds have to be approved by elected officials and they have to provide oversight for LEO to help prevent violations of funds. Forensic processing and evaluations can be costly and failure to conduct a timely use can lead to a law suit against the city and county. Neither city nor the commissioner wants a law suit against them.Forensics is very important for the commissioner, city council and other people that’s have something to do with running a town to appreciate and understand the value of it. Forensic gives an insight on someone innocent or to prove them guilty and the commissioners should be appreciative of that. Communication between all those that are not involved with the forensic but have some say so in the money funds should communicate with each other very well so that way the city council and the commissioners will know exactly how the funds are being spent and that it’s to prove someone innocent or guilty.An uncoordinated approach can lead to misunderstanding on either end. I don’t think the city commissioners are involved in the knowing of crimes as much as they should be but they do make decisions on the funds and I think they do appreciate the value of forensic evidence. They just can’t be there on the scene and do hands on but they do appreciate it I think. References Article: Mabelle Dec. 9 (2009) Article: May, 29 (2010) www. mycriminaljusticecareers. com www. bls. gov

Literature Review of Alimony Reform Research Paper

Literature Review of Alimony Reform - Research Paper Example It is apparent that alimony fees can be paid for a lifetime. This mainly takes place when one is at retirement period, and their level of income reduces significantly. For this reason, it is evident that there is need for amendment of the policies. A few changes will result in lower alimony payments. The reduction and more flexible distribution of matrimonial resources will see both parties benefit from the same while at the same time limiting the judge’s and magistrate’s situation of favoring the other party. Clearer stipulations and regulations put in place will enable the jury to come up with appropriate decisions. Literature review Alimony laws emerged in England as a part of divorce laws in around 1857. The objective of the alimony laws is to ensure continuous provision and care for the divorced parties (Jackson, 2012, February). Research shows that there is need to come up with a law that takes center stage in dealing with the divorce issues (May, 2012, November). This is in actual fact helpful in maintaining an equal ruling in couples pushing for divorce. In the recent past there is no division of matrimonial property and the payments are periodical. This according to most observers is not fair, as it give an upper advantage to some parties while it disadvantaged the other parties. Informed by this, there is a significant need to review the Alimony law in Florida. Statistics indicate that Florida ranks as 8thhighest in divorce rates in the United States of America (May, 2012, November).In the year 2010, 4.3 divorces occurred per 1000 people. In 2011, it rose to 4.5 divorces, demonstrating a 2.7% increase. The majority of those involved in divorce fall around the age of 20-24 years. Those getting married at older ages, especially between ages 35-39, indicate fewer divorces (Worell 2002). It is legal that after divorce,50% of the spouse’s income remains with the other divorced party, according to the jury’s decision (Morgan, 201 2). According to Jackson (2012) in the Alimony arithmetic. ABA Journal, dissolution of marriage in Florida can happen under many circumstances. However, enough proof and evidence that warrants a divorce requires significant consideration. This ensures that one does not just file a case, but has a solid evidence to seek for the divorce. Therefore, the once established family does not suffer in vain. One has to prove that he or she has been in marriage, he or she is a resident in the country, and whether either of the spouse is or has been incompetent for the last three years. Proof of mental incapacitation of one spouse is also enough to warrant a divorce (Jackson, 2012). One can file a petition in the attorney’s office. The partner has to answer the petition in twenty days’ time. Submission of financial documents and affidavits occurs within 45 days before an official hearing. Couples may also sign an agreement on who is to look after the children and the property mana gement schedule (Wardle & Nolan, 2011). The court also receives a written agreement. The situation is a traumatic one as the two parties to discuss the way forward until they agree. Sometimes couples dissolve their marriage in an unofficial method, and therefore the attorney’s services is contraindicated (Starnes, 2011). Division of the marital assets becomes the significant factor in divorce. It is usually the hardest part when settling divorce. Florida laws provide an aspect of equitable distribution of the resources. The two