Analysis of Marketing plans for Forever Charge Assignment - 8

Analysis of Marketing plans for Forever Charge - Assignment Example This identifies a comprehensive basis for understanding the marketing environment and helps in ensuring a detailed marketing plan. Organization and precision of contents of each of the areas are however not adequate for an effective marketing plan. The environmental analysis fails to discuss customer factors and this means missing links in the plan. Other factors such as recession, competition, and technology advancements are just mentioned but are not discussed. Environmental factors, as used under environmental analysis, are also not specific because even technological factors, recession, and competition are environmental factors. Such organization of the section into external, internal, and customer factors and a discussion of aspects of each of the group of factors would have been appropriate. Even though SWOT analysis appears organized (Ferrell and Hartline 38, 39), its contents are not accurate. Helping to promote business, for example, is more of an objective than an opportuni ty, and if an opportunity exists for promoting business then that should be discussed with clarity. The marketing plan is for Forever Charge, a product of BKSK Inc. The product is a wireless charger that is new in the market and is being marketed for a new company. The objective of the plan is to win consumers’ trust towards sales and profits. Below is the analysis of aspects of the plan. The marketing plan is detailed and this allows for consideration of factors to the success of plan implementation. Each of the sections of the plan is organized into subsections in which details are discussed. Analysis of the marketing environment, for example, includes discussion on technological, competitive, economic, socio-cultural, legal, and social factors to the marketing environment. This ensures effective decisions on the explored areas.  

Using current primary literature, discuss the aromatase-inhibiting Essay

Using current primary literature, discuss the aromatase-inhibiting anticancer drugs - Essay Example The paper will, then, continue with a discussion of the molecular structures, binding methods, and corresponding effects of the aromatase inhibitors (AIs). The structure, function and binding interactions of the aromatase enzyme are still being investigated. Aromatase is a rate limiting enzyme in estrogen biosynthesis (Hong et al. 2009). It belongs to the monooxygenase family (particularly, the cytochrome P450 family) of enzymes and catalyzes the biosynthesis of oestrogen (specifically, oestrone) from androstenedione, involving a unique sequence of three reactions that require O2 molecules to produce an aromatic ring structure within the oestrogen molecule. The binding fit of androstenedione to aromatase is tight because the aromatase enzyme is not one of the promiscuous enzymes — which have looser fits for the various substrate structures they bind (Waterman, 2009). To conduct reactions, aromatase requires a partner enzyme, NADPH-cytochrome P450 reductase (Hong et al. 2009). High levels of aromatase enzyme expression and correspond oestrogen in tissues play a key role in augmented tumor growth. Blocking this biosynthesis pathwa y is the rationale behind the development of AIs (Pant & Dutta, 2008). The reason that most of the development and use of AI drugs have been for cancers of the breast is that most breast cancer cases have up to ten times the amount of oestrogen found in the average circulatory system. It is important to note that aromatase activity (and the formation of oestrone) is more pronounced in postmenopausal women, which is why most AIs are commonly used for postmenopausal women with breast cancer (Waterman, 2009). The aromatase enzyme has also been identified in endocrine tissues (such as ovary, uterus, prostate, and bone) and cancer associated with these tissues. Interestingly, the enzyme has also been found to be expressed in non-endocrine tissues, such as liver, lung, and colon cancers

Investment in Training

Investment in Training Training is a key component of the present and future of HRM. However, why in the case of the United Kingdom are there so many concerns with this issue regarding organisational commitment to it? Are those concerns valid? Britain seems to have a poor record concerning its investment in training which has resulted in todays skills gap problem. The British governments goal is to bridge this gap by raising the bar on the workforce development. More precisely it envisages that promotion of workforce learning will enhance its competitiveness and will help her create an economy that will make her world leader. It has resorted to initiatives and strategies aiming at solving the so-called â€Å"training problem but obtaining the high-added value route has proved to be challenging and difficult. This paper attempts to present several dimensions of this training problem in the UK. It also tries to assess the severity of the skills gap as well as its chances of being resolved. It shall start by presenting some facts that have triggered a change in Britains attitude concerning the promotion of learning and the investment in training. After that it shall present the initiatives and strategies launched by the British government in its effort to improve the Vocational Education and Training framework as a means of encouraging people to assume their own learning and development and as a means of attracting employers interest in the countrys effort to foster its economy through human resource development. After examining a certain number of training policies and institutions facilitating them, this essay shall endeavour to point out potential flaws and weaknesses of the system. Then we will study some other aspects of the so-called â€Å"training problem† in the UK. One of th ese aspects is employers attitudes which also seem to play their own negative part in Britains desire to become a high skills society. We will also have a look at the â€Å"training apartheid† phenomenon and the inequality of training provisions in the British workplaces. Finally this paper will discuss the emergence of informal training practices, the importance of soft skills and the difficulties in assessing both the former and the latter. Britain is deemed to be trapped in a low-skills equilibrium (Finegolf and Sosckice 1988), meaning that its firms have low-skilled labour force and they produce inexpensive products and services to the detriment of quality. This is the strategy of differentiation that UK firms have been pursuing in their efforts for competitive advantage. That is also the reason why they insist on refusing to invest in the training of their workforce and on employing low-qualified workers (Marchingoton and Wilkinson 2008). This under-investment on workforce learning on the part of employers as well as the governments failure to properly invest in the Vocational Education and Training (VET) throughout the years has resulted in the so-called â€Å"training problem† which is inextricably linked to the skill shortages Britain has been experiencing. The breath of the problem is mirrored in reports and surveys conducted by governmental bodies. What is particularly worrying are the international compa risons which testify that due to this problem, the UK economy has been left behind by its international competitors. (Marchington and Wilkinson 2008) That is the reason why Britain has decided to rely of Human Resource Development in order to solve its problems and obtain the competitive edge against its rivals. Stuart(2007) cited in Stuart and Cooney (2008) explains that nowadays systems of training and skills are considered to impact positively on firms performance and ultimately on national economies. Therefore countries utilise them as weapons to improve their competitive position and to face challenges posed by the globalisation, technological change and the rise of the so-called knowledge economy. Britain has realised that in order to bridge its skill gaps and to move towards the creation of a high skills economy it has to maximise the skills and knowledge of its people. This dimension of Human Resource Management, that is to say training, and more broadly, learning and development has therefore drawn Britains attention as it is said to be the key that will offer the country the competitive edge in the global economy. As a result the government has decided to undertake training initiatives aiming at fostering the learning and development of its workforce. Therefore the state has assumed a more interventionist role in order to improve the VET (Vocational Education and Training) framework. It has designed many strategies as well as established many institutions whose goal is to facilitate Britains trajectory towards the creation of a knowledge economy. The creation of this type of economy is not only desired by Britain but it is also a legal request stemming from the European Un ion for its members. The European Unions wish to transform into the most competitive, knowledge-based economy in the world by 2010 is reflected on the â€Å"Lisbon Goals†. In other words Britain will not only be struggling in order to tackle its national skills deficiencies but it will be doing so in order attain the conditions set by the â€Å" Lisbon Goals â€Å" and its mutual targets with the European Union (Beardwell and Claydon 2007). Beardwell and Claydon (2007) mention that there is a proliferation of government-driven initiatives and they attempt to itemise a few. It has introduced a number of vocational qualifications such as the National Vocational Qualifications (NVQ) which have several levels and which depict the skills and knowledge which are indispensable for an employee wishing to exercise a specific job. Moreover, there are Apprenticeships which provide work-based training and which permit to the trainee to pursue a qualification at the same time. It has set up the Learning and Skills Councils whose duty is the implementation and finance of educative and training programmes (with the exception of higher education) for sixteen year olds and above. It has also established the Sector Skills Development Councils whose primary role is to deal with skill shortages and to act as voice mechanisms which give employers the opportunity to express themselves and to address the skills and productivity problems of their own businesses (Beardwell and Claydon 2007). Additionally, it has launched the Investors in People Standard which according to Hoque (2008) provides a benchmark for training practices and which prompts organisations to design and put into place training practices addressing their skills gaps. If they manage to meet the Standards criteria they are granted the Investors in People award. However the significance of the whole process lies in the fact that it is meant to increase organisational effectiveness and to entail profits . Finally Britain has followed the example of the dual German VET system which involves many stakeholders in its national learning strategies, including the trades unions. The government has passed legislation leading to the formation of Union Learning Representatives whose main responsibilities is to analyse training needs of the union members, to provide information and to advice on training, to arrange training practices, to promote the value of training and to consult the employer concerning these activities (Hoque and Bacon 2008). Despite the efforts of the government to maximise the skills and knowledge of its people by reforming the VET system, the VET framework is characterised by many weaknesses. According to Keep (1999) the most important one is that the government continues relying on a voluntaristic approach which allows employers to choose not to engage in learning policies and investment on training if they do not want to. On the contrary other European countries utilise coercive measures backed by legislation. He considers the dearth of governmental mechanisms and of regulation able to enforce the provision of training as problematic because this means that each employer follows their own strategies dealing with their own needs and do not partake to the countrys aims for the creation of a knowledge workforce. Another flaw is that the VET is so complicated and inconsistent that employers tend to be unaware of the training programmes available (Harrison 2009). The initiatives launched by the government are also deemed to suffer from limitations. Grugulis (2003) makes a strong case against the National Vocational Qualifications and questions whether they are accurate certification depicting indeed the abilities of their holders to practice an occupation. She suggests that their level is lower than the level of the qualifications they replaced and that they do not offer financial returns to their holders. Marchington and Wilkinson (2008) explain that Apprenticeships have been also heavily criticised on the grounds of low completion rates, bureaucracy and lack of flexibility. Nonetheless, the main argument against them is that they do not respond to employers needs. As a solution, in 2007 the government took the decision to authorise the accreditation of in-house training schemes of major companies in order for the vocational qualification system to fit better employer needs and in order for employers to be able to run their own accredited training schemes (Harrison 2009). A case in point might be Tesco which has created its own internal training scheme that has been accredited by the Qualifications and Curriculum Authority and that has become eligible for public funding (Marchington and Wilkinson 2008). Another example is McDonalds which became one the first employer s who had their in-house training schemes accredited by the Qualifications and Curriculum Authority in January 2008 and whose target was to form loyal and committed staff able to provide high quality service. The course was equivalent to an A-levels (Brockett 2008). Governmental actions such as the accreditation of the firms in-house training raise two issues: The first problem is the possibility that the whole vocational qualification system will lose its credibility (Harrison 2009: 84). Moreover, the accreditation of in-house training demonstrates that the government endeavours to satisfy employers. Thereby the question raised is whether it is correct for the government to carry on financing training tailored to employer needs, such as in-house training (Marchington and Wilkinson 2008). The authors argue that these training schemes which are designed by companies themselves aim at developing skills relevant to their needs, thus excluding education and other skills emphasised by the government. In the end this runs counter to the governments aims. Finally, Britain being a liberal market economy, there is a bias against vocational qualifications in comparison to academic qualifications. Academic qualifications are deemed to be superior whereas vocational training systems as Bosch and Charest (2008) argue suffer from poor reputation and low social status in liberal market economies. Notwithstanding the existence of vocational routes the UK carries on overestimating tertiary education. Marchington and Wilkisnon(2008) claim that this has as subsequent repercussion the fact that many young people opt for the academic pathway but many of them drop out before qualifying and end up in low low-skill and poorly paid jobs. Other impediments to Britains struggle to bridge the skills gap come from the employer side. From the employers perspective there seems to be an unwillingness to cooperate with the government in their endeavour to upgrade the skills of the workforce (Harrison 2009). This reluctance to invest in training is due to several reasons. Harrison (2009:30-31) attempts to list a few such as the fear of poaching, the fear of the unpredictable market conditions as well as the fact that the benefits of the investment in training are difficult to be foreseen as they come in the long term. Loyds (2002) cited in Marchington and Wilkinson (2008) mentions other reasons such as the lack of time and the lack of information on the economic benefits of training. Finally, Beardwell (2007) explains that employers hold an unfavourable position towards employee learning and they seem reluctant to invest in the training of their workforce on other grounds: the likelihood that employees will stop being committ ed to their employer because their skills will be desired by other employers and the likelihood that employees will be poorly trained. A research study conducted by Matlay (1999) in 2000 businesses, among which the overwhelming majority were micro-, small- and medium sized companies demonstrated the â€Å" training paradox â€Å" in the small business sector. According to this paradox even though the vast majority of small businesses acknowledge the importance of and adopt a positive attitudes towards training practices, most of them had failed to provide them over a period of 12 months before the interviews. They respondent also recognised some direct reasons such as market positioning, prevailing economic conditions and availability of relevant firm-specific training as well as indirect reasons such as costs of training, time constraints, lack of in-house trainers, lack of motivation and interest. The owners/managers of these firms also claimed that some training initiatives in the UK lacked the necessary focus, coherence and clarity and suggested that the government should encourage the training industry, throu gh subsidies, to offer cost-effective training solutions tailored particularly for the need of SMEs. Hoque (2008) deals with another aspect of the training problem in Britain which is the inequality of training provisions in the British workplaces, a problem labelled â€Å"training apartheid† . According to this problem there are disadvantaged employee groups which suffer discrimination regarding access to training. Almeida-Santos and Mumford (2005) cited in Hoque (2008) argue that this discrimination takes place against women as well as members of ethnic minorities. Hoque (2008) also cites Arulampalam and Booth (1998) who dealt with reduced training provided to temporary/fixed-term and part-time employees and Addison and Belfield (2004) who included older employees to these disadvantaged groups. Furthermore Harrison (2007: 269) added disable people to this long list. Moreover, Westwood (2004) cited in Hoque(2008) claims that firms invest more in the training of their professionals and already qualified employees rather than the training of their low-skilled employees. The â€Å"training apartheid â€Å" is an issue which undermines Britains attempt to tackle its skills gap problem which remains unsolved despite the reform of the NVET institutions and the launch of strategic initiatives by the government aiming at the upskilling of the workforce. Hoque (2008) offers an example which might illustrate the failure of the Investors in People (IiP) Standard to tackle this phenomenon. After the launch of its revised version in 2000 the Standard was meant to guarantee equal access to training to all employee groups. Nevertheless his study which was based on the analysis of data collected from the 2004 Workplace Employment Relations Survey indicated that the Standard did not contribute to the resolution of the problem but to make matters worse it also demonstrated that inequality of training opportunities was more common in IiP workplaces than in non-Iip workplaces. There is also the issue of the assessment and evaluation of training provision in todays economies, which has become very difficult as firms tend to resort to informal training in order to cover their training needs. Beardwell (2007:289) explains that many companies might adopt learning strategies which are not systematic or planned. Nowadays firms have in their disposition several types of training which are usually informal. A case in point might be e-learning which enjoys wide popularity because it is flexible and easily accessible as it allows employees to learn with the help of technological tools. Moreover mentoring can also be informal and that takes place when an inexperienced employee is guided and advised on learning and development issues by an older and more experienced colleague. Informal learning is also linked to tacit knowledge. Myers and Davids (1992) define the notion of tacit skills as skills which are obtained through experience rather than training and which are embedded in the context where they are acquired. Both informal and tacit knowledge cannot be gauged which implies that they cannot be certified by qualifications. Apart from the technical and tacit skills there is also the need for the development of soft skills which is also of a great importance. Keep (2006) takes the service sector as an example where the development of generic and interpersonal skills and of some attitudes such as self-discipline, loyalty and punctuality are of vital importance. Nevertheless they cannot be measured which means they cannot be certified. However they continue to constitute skills even though they cannot be represented as qualifications. Thus, Marchington and Wilkinson(2008) argue that there is no appropriate proxy for measuring skills because they are not as qualifications. Most importantly Britains reliance on international comparisons in order to assess its skill shortages is highly debatable because if informal training cannot be measured and i f tacit and soft skills cannot be assessed either there is no way of reaching accurate conclusions concerning which country has the most skilled labour force and thereby the most competitive economy (Keep 2006). A case study is provided by Abbott (1994) whose study in small service sector firms demonstrated that people who work in the services are required to possess friendly and lively personalities and other personal attributes and generic skills which are indispensable for their work. His study also demonstrated that vast majority of small service sector firms provide informal training which is often considered to be of inferior level of training in comparison to formal training. Sometimes it is not classified as â€Å"training† even by employers themselves. According to him informal training is linked to tacit skills because they are usually learned informally and tacit skills are associated to some forms of soft skills such as inter-personal skills and cooperativeness. Soft skills and tacit skills cannot be measured but this does not underestimate their importance for people who work in the sector. This paper has reviewed the major aspects concerning the â€Å"training problem† in the UK. It has managed to study the setting where it takes place and to understand the factors that have prompted the UK to acknowledge the problem. International comparisons clearly indicate that the UK workforce is poorly educated and trained. This also accounts for the low skill equilibrium in which the UK has remained trapped. The solution for the economic strength of the nation is the creation of a learning society. Britain has embraced the strategic role of human resource development and its potential to offer the country the competitive advantage. The governments goal of upgrading the skills of its workforce depends on the VET framework which has gone through changes. Nevertheless it is still characterised by significant weaknesses. The most important mistake is that even though the government has assumed a more interventionist role than in the past it continues to make mistakes such as its insistence on relying on voluntarism which prevents it from coming into conflict with employers. The severity of this approach lies in the fact that the government has ended up conceding power to the hands of employers. With this sort of power employers will have the opportunity to seek strategies and aims covering their needs and therefore diverging from those adopted by the government. This and many other unsolved issues illustrate that the UK has still a long way to go before becoming a high skills society. REFERENCES Abbott, B. (1994). Training strategies in small service sector firms: employer and employee perspectives. Human Resource Management Journal, 4, 70-87. Beardwell, J. and Claydon, T. (2007). Human Resource Management: A contemporary approach. 5th ed. Pearson Education. Bosch, G. and Charest, J. (2008), Vocational training and the labour market in liberal and coordinated economies. Industrial Relations Journal, 39(5), 428-447. Brockett, J. (2008). HRs role in â€Å"McA-levels†. People Management, 14, 3, 7 February:9 Finegold, D. and Soskice, D. (1988). The failure of training in Britain: analysis and prescription. Oxford review of economic policy, 4(3), 21-53. Grugulis, I. (2003) The contribution of the National Vocational Qualifications to the growth of skills in the UK. British Journal of Industrial Relations, 41(3), 4557-475. Harrison, R. (2009). Learning Development. 5th ed. CIPD Hoque, K. (2008). The impact of Investors in People on employer -provided training, the equality of training provision and the â€Å"training apartheid† phenomenon. Industrial Relations Journal, 39(1), 43-62. Hoque, K. and Bacon, N. (2008). Trade Unions, Union Learning Representatives and Employer-Provided Training in Britain. British Journal of Industrial Relations, 46(4), 702-731. Keep, E. (2006). Live and Learn. People Management , 12(15), 27 July:7 Keep, E. (1999). UKs VET Policy and the â€Å"Third Way†: following a high skills trajectory or running up a deal end street? Journal of Education and Work, 12(3), 323-346. Marchington, M. and Wilkinson, A. (2008). Human Resource Management at Work. 4th ed. CIPD Matlay, H. (1999). Vocational education and training in Britain: a small business perspective. Education + Training, 41(1), 6-13. Myers, C., and Davids, K. (1992). Knowing and doing: tacit skills at work. Personnel management, February:45-47. Stuart, M. and Cooney, R. (2008). Editorial: training and the limits of supply-side skill development. Industrial Relations Journal, 39:5, 346-353.

Botany :: essays research papers

Botany   Ã‚  Ã‚  Ã‚  Ã‚  Choosing a career in botany ensures a person a wide choice of career opportunities, a fair salary, and an exciting life. If you prepare yourself with a good education and a positive attitude, you’ll be well on your way to becoming a successful botanist.   Ã‚  Ã‚  Ã‚  Ã‚  Anyone can find enjoyment and fulfillment in a career field as fun and beneficial to others as botany. If you like nature and being outdoors, you might enjoy a career as an ecologist, taxonomist, conservationist, forester, or even a plant explorer. With a job in one of these fields, you might find yourself doing exciting traveling to all types of new and beautiful places. If you take well to mathematics, maybe you should look into a career in biophysics, developmental botany, genetics, modeling, or systems ecology. If chemistry is more your thing, you should enjoy working as a plant physiologist, plant biochemist, molecular biologist, or chemotaxonomist. If you like designs and microscopy, you would probably find plant structure interesting. If microscopic organisms appeal to you, you should look into microbiology, phycology, or mycology. If you are artistic, ornamental horticulture and landscape design might be right up your alley. If you worry about feeding the hungry, you should study plant pathology or plant breeding. At some larger universities, you can even study specific types of botany, each with its own department. These departments include argonomy (field crops), microbiology (microbes like bacteria and fungi), horticulture (fruits, ornamentals, and veggies), and plant pathology (diseases pertaining to plants). If you are a people person, you might even be interested in teaching botany or providing public service.   Ã‚  Ã‚  Ã‚  Ã‚  After hearing the endless list of career opportunities, you have probably found one that appeals to you. But how should you prepare for your new career in the wonderful world of botany? Well, first you should keep in mind that four years of college and a Bachelor’s degree are the bare essentials for most of the careers aforementioned. If you have these requirements, careers as laboratory technicians or technical assistants in education, industry, government, museums, parks and botanical gardens are all readily available. However, there are great deals of other positions where a Master’s or Doctor’s degree is essential. For most teaching and research positions in universities and colleges, a Ph.D. is vital. For those of you still in high school, its never too early to plan ahead. When selecting your courses be sure to include college preparatory classes including English, mathematics, foreign language, physics, chemistry, biology, social studie s and humanities.

Advertising and Behavior Control Essay

In the article â€Å"Advertising and Behavior Control† there were many arguments for and against advertising. The first and the biggest problem Robert L. Arrington has against advertising is â€Å"puffery.† The reason/reasons why Arrington has a problem with puffery is due to the fact that the seller makes exaggerated, or suggestive claims about a product. His overall argument on puffery is that it isn’t just â€Å"bragging† but it is bragging that is designed to persuade you to want the item or product being sold. The bragging goes so far as they convince the viewer (of the advertisement) they need the product. Puffery ultimately leads to manipulation, exploitation, and control over what people think of the product. Although Arrington has reasons against puffery, he also points out examples as to why puffery is good for advertising. As stated on page 284 â€Å"businesses just give the consumer what he/she wants; if they didn’t they wouldn’t stay in business very long. Proof that consumer wants the precuts advertised is given by the fact that he bus them, and indeed often returns to by them again and again.† Puffery ultimately leads to the customer purchasing the product. If puffery is not used then as Arrington states businesses would go out of business very quickly. Puffery is not the only argument for or against advertising Arrington had but definitely was is strongest one. Another argument against advertising that Arrington had was credibility of an advertisement. He uses Philip Nelson’s ideas and theories to better explain his thoughts. His argument states that even when the message is not credible, we as a society give it validity by allowing ourselves to see the advertisement, and the fact that we constantly see them makes us believe that things are true. Simply put as stated on page 285 â€Å"advertised frequently, is valuable indirect information for the consumer. The reason for this is that the brands advertised most are more likely to be better buys-â€Å" Although the constant streaming of false or indirect information from advertisements makes us believe something that may be untrue, there is a counter argument as to why this form of advertising is legitimate, One of the counter arguments is in the form of a thought provoking question on page 285 â€Å"do the advertising techniques we have discussed involve a violation of human autonomy and a manipulation and control of consumer behavior, or do they simply provide an efficient and cost effective means of giving the consumer information on the basis of which he or she makes a free choice.† This may seem like a lot to grasp, but in essence the meaning of that thought provoking question is: is advertising information, or is advertising there for us to create wants and desi res in our life? These are just a couple of the arguments for and against advertising, and Arrington continues with many more thought provoking and legitimate arguments. All in all, Arrington makes claims for and against advertising, and eventually comes to the conclusion that he does not know what is right. If advertising is indeed good or bad as he says on page 289 â€Å"I do not pretend to have the answer. I only hope that the above discussion, in showing some of the kinds of harm that can be done by advertising and by indicating the likely limits of this harm, will put us in a better position to grapple with the question.† In my own opinion I don’t think that advertising should be controlled anymore than it is now. My reason for thinking this way is because products are made to be sold and along with that products are also made for us (the customer) to use, and enjoy. If products weren’t marketed/advertised to the customer as enjoyable, or brings you a higher satisfaction in life what would be the point of any person buying the product? Sure puffery may seem like it is a scam by â€Å"extending the truth† but at the same time if you had the money, and the time, and the friends to live a life like a commercial then it is very well possible to achieve that fulfillment from a product. Unfortunately not everyone is capable of doing this, but a product that is advertised is always going to be represented better than it actually is, due to the fact it is there to make a profit, and to be sold. My next point is the fact that advertisement falls into our liberties. We all have the right to freedom of speech. By advertising, or marketing one is free to say, promote, speak, etc. how they would like as long it is not in an offensive or demeaning way. This is why I believe there should be no more restrictions or limitations (if any) on advertising/marketing.

Charismatic leadership

Hence, most studies were done to seek to explain what leadership is and to identify the characteristic of the people who are successful in its leadership practice. Various leadership theories came out. Kurt Lenin identified leadership styles in three categories: Autocratic Leadership, Democratic Leadership and Delegating Leadership (Lippies, 1939). Max Weber classifies leaders as Bureaucratic Leader, Traditional Leaders and Charismatic Leaders. In 1978 Burns defined yet another classification: Transactional Leaders and Transformational Leaders. Burns Transformational Leadership Is similar to Charismatic Leadership style proposed by Weber.Many of the research have been done on various aspects of charismatic leadership. In this essay I would Like to give an overview of leadership and focus on charismatic leadership. In addition, I will identify Steve Jobs as a charismatic leader and explain his charismatic leadership with examples. 2. Definition of â€Å"Leadership† Leadership i s something very crucial to any group or organization. What a leader does Is usually very difficult to describe In words. John Martin defined leadership as a process In which the leader Is able to Influence the behaviors and actions of those eyeing led (Martin, 2005).While Keith Grant simply described leadership as â€Å"having followers†. Most of the definition is close to that of power, drawn from Webber and Dahlia's original idea that power (and thus leadership) was the ability to get someone to do something they wouldn't otherwise have done (Grant, 2010). Many are based on autobiographical or biographical accounts-relate leadership to the person regarded as leader. Others define leadership as a process-this may be the style that leaders adopt, or a process such as sense-making, or the practices of leaders.Some define dervish by simply considering what those in authority do-a positional approach. This approach tends to lock leadership into monopolizing a group or community to achieve a purpose-a result approach. Leadership vs.. Management The terms management and leadership are frequently used Interchangeably. But are they really the same? What are the differences between these two terms and what similarities they have In common? Both of leadership and management Involve groups of people and specific functions in relation to the group and its activities. It unless the group was in a specific context.An informal, friendship or trade union rope would not usually be described as having a manager, but there would inevitably be a formal or informal leader of such groups. A department would, however, have a manager as the formal leader of that particular group. The two terms therefore have aspects in common, but are synonymous only up to point. Leaders are said to be the ones with vision who are capable of getting the best performance out of their team, whereas managers are the ones who by concentrating on organizing, planning and controlling activity (Mar tin, 2005).Management What It Is complexity. Clear Job definitions. What It Produces†¦ Deals with Seeks to create order and discipline. Authority commensurate with responsibility Is all about doing things right. Careful integration of plans and effort. An emphasis on formal structures and systems. Leadership Flexible Job definitions. Deals with change. Seeks to create new approaches, breaks with the normal, stimulates innovation. Constant adaptation and accommodation to shifts in roles. Is more about doing the right things. Reliance on open dialogue and mutual trust to resolve conflicts. An emphasis on informal networks. Table 1 The difference between management and leadership Source: Stringer (2002) As far as I am concerned, leadership is setting a new vision or direction for a group while management commands or directs a group according to principles or targets that already existed before. Leadership and management are complementary and necessarily linked. Both of them are ve ry important in the organizations.As the world has come to the knowledge era, where value comes increasingly from the knowledge of people, management now is not Just to assign tasks but also to define purpose. 3. Charismatic Theory Charisma is a â€Å"divinely bestowed power or talent† and its etymological origins lie in he Greek word Charisma, from Sharks: â€Å"divine grace† or â€Å"favor† (Grant, 2010). Weber defined the term charisma as â€Å"certain quality of an individual personality, by virtue of which he is set apart from ordinary men and treated as endowed with supernatural, superhuman, or at least specifically exceptional powers or qualities. House (1977) characterized charismatic leaders as full of self-confidence, with a high level of confidence in subordinates and high expectations for results. They also have a clear vision of the goal to be achieved, are able to communicate this effectively and lead by example. Charismatic leaders are with excep tional qualities which made them almost god-like for their followers. They inspire followers to transcend their own self-interest for the good of the organization and are capable of having a profound and extraordinary effect on his or her followers (Robbins, 2005).Franklin D. Roosevelt, Margaret Thatcher, Jesse Jackson, Bill Clinton, Steve Jobs are the examples of charismatic leaders. After having described what is charisma and charismatic the attributes that charismatic leaders possess or what are the traits which make someone a potential charismatic leader? According to charismatic leadership theory, lowers make attributions of heroic or extraordinary leadership abilities when they observe certain behaviors (Conger & Kananga, 1988).After studying on this issue for a long period of time, Conger and Kananga (1998) then described five behavioral attributes of Charismatic Leaders- they have a vision, are willing to take risks to achieve that vision, are sensitive to both environmental constraints and follower needs, and exhibit behaviors that are out of the ordinary-that differentiate charismatic leaders from uncharismatic ones. Vision and articulation Has a vision-expressed as an idealized goal-that proposes a future better than the tutus quo; and is able to clarify the importance of the vision in terms that are understandable to others (Conger & Kananga, 1988).Vision is the key characteristic of charismatic leaders. They offer a vision (or lofty goal) of where the organization is headed and how it can get there (plan) (Dublin & Young, 2007). A sense of vision inspires employees to perform well. It encourages people to work, to strive for its attainment. For example, the vision set by Bill Gates for Microsoft is â€Å"Empower people through great software, anyplace, any time and on any device†. Personal risk Willing to take on high personal risk, incur high costs, and engage in self-sacrifice to achieve the vision (Conger & Kananga, 1988).A leader that i sn't willing to step outside his/her comfort zone is losing out on the most important aspect of leading. They need to be willing to push the envelope in every direction. Sometimes, leaders need to break new ground that no one has done before and so there are always risks involved. Leaders who are unwilling to take risks will become stagnant with no ability to innovate or change. Environmental sensitivity Able to make realistic assessments of the environmental constraints and resources added to bring about change (Conger & Kananga, 1988). Realistic about the constraints imposed upon them.They know what they can and cannot do. This sensitivity to both social economic, cultural and political environment enables them to quickly identify and recognize the barriers, hindrances, and opportunities that affect the organization or people (Conger & Kananga, 1992). Leadership that is highly sensitive to the environment is quite entrepreneurial because it readily recognizes and exploits new oppo rtunities in the environment such as social and physical conditions that may facilitate the achievement of organizational objectives (Conger Kananga, 1992).Sensitivity to follower needs Perceptive of other's abilities and responsive to their needs and feelings (Conger & Kananga, 1988). Charismatic leaders are sensitive to member output which is a result of motivation. Motivation results from satisfying member needs and it is as a measure of the extent of a leader's influence (House, 1995). These outcomes will result in Job satisfaction and reduce dissatisfaction include high Job output and organizational performance. Examples of this attribute include being open and receptive to complaints and new ideas, sensitivity to personal and develop follower's rationality and improve their welfare.Unconventional behavior Engages in behaviors that are perceived as novel and counter to norms (Conger & Kananga, 1988). Their ways, when successful, elicit admiration. An example would be everything into a game where having fun is on top of his agenda. So he enjoys mixing work with pleasure and has successfully created an easy-going and fun-loving culture at Virgin. 4. Application of the theory to Steve Jobs Steven Paul â€Å"Steve† Jobs was an American entrepreneur, marketer, and inventor, who was the co-founder, chairman, and CEO of Apple Inc.He was widely recognized as a harmonistic leader and a pioneer of the personal computer revolution and for his influential career in the computer and consumer electronics fields, transforming one industry after another, from computers and smoothness to music and movies. â€Å"There's something going on here, something that is changing the world. And this is the epicenter. † Said Steve Jobs during his initial Apple Computers start-up. A ‘visionary' is how he is most often described. He is considered by many to be the number one visionary of Silicon Valley. One of his visions is to make Paxar Animation as successful as Disney studios.His earlier visions for Apple Computer may have changed personal computing. Jobs was among the first to see the commercial potential of Xerox Para's mouse-driven graphical user interface, which led to the creation of Macintosh. He also played a role in introducing the Illustrates, one of the first widely available laser printers, to the market. He is not only able to dream big visions, but also can articulate it. â€Å"Innovation distinguishes between a leader and a follower†, said Jobs. The very nature of innovation requires a departure from the status quo and deviation from the norm.The best leaders are risk takers who understand that fact and the tenacity to lead an organization to that future state despite organizational inertia and resistance. It is because his willing to take on risk, Jobs has transformed seven industries and belongs in the pantheon of America's great innovators, along with Thomas Edison, Henry Ford, and Walt Disney In 1985, Jobs got fir ed from Apple. During this time, Jobs were still looking for opportunities and took on new challenges. He bought Paxar, transforming it from a tiny animation house to an industry leader. He also started up computing firm NeXT which was later bought by Apple.Jobs is a charismatic leader who is able to make realistic assessments of the environmental constraints and resources needed to bring about change. â€Å"So when a good idea comes, part of my Job is to move it around, Just see what different people think, get people talking about it, argue with people about it, get ideas moving among that group of 100 people, get different people together to explore different aspects of it quietly, and?Just explore things†. Jobs enjoys working with people who are competent, smart, and â€Å"loved† Apple. He also exchanged ideas with them, and had inspired many of them.Steve Jobs is a good leader who is sensitive to his follower's needs. The Company's success, high employee retention and consistent recognition as one of â€Å"best places to work† are proof of this. Steve Jobs was an unconventional leader. He wasn't known for his consultative approach. He demanded excellence from his staff and was known for his impatience, tough with work with only the best. Despite all these, Steve Jobs still remained popular among his co-workers. And during his battle against his final illness, Jobs was surrounded by an intensely loyal cadre of colleagues. Steve Jobs is a charismatic business leader.His personal traits are characteristics of charismatic leaders: he is a man of vision and a risk taker to achieve that vision. He is sensitivity to follower needs, perceptive of others' abilities and responsive to their needs and feelings and has demonstrated unconventional behavior, engages in behaviors that are perceived as novel and counter to norms. 5. Conclusion This essay explains enough information about the charismatic leadership. There are some questions about the c harismatic leadership which have still remained unanswered. After describing the attributes of the charismatic leader and identifyingSteve Jobs as one example, it remains unknown that what makes a charismatic leader a â€Å"hero† and what makes him a â€Å"villain†. Are there any specific attributes that make charismatic leader as a â€Å"hero† or a Milan†? The second question is regarding the â€Å"making of charismatic leaders†. After establishing that the charismatic leaders have certain characteristics, it remains to see that if everyone having those attributes can become a successful leader. And this question gives rise to yet another question that whether a charismatic leader can be â€Å"made†. Is it possible to â€Å"create† charismatic leaders by formal education?

Custom Essay Editing

Custom Essay Editing Custom Essay Editing Custom Essay Editing Well, you have done a great job writing your essay. Now it is time to move to essay editing. Do you feel tired of your assignment? Does it take too much of your time? What should you do when the deadline is approaching and you do not want your efforts lost in vain? You need professional essay editing services: Custom essay editing service is provided for students who want to ensure their essays are perfect in grammar, content, style, punctuation, format, and referencing. It is very simple: you turn to us, give us your written essay, provide instructions, and get a polished essay back by the specified deadline! Every person who goes through the painful process of essay writing knows the feeling of satisfaction which comes after the completion of any essay. Running a simply spell-check at the end of the writing process is not enough. There is a number of specific editing strategies our editors follow while working on your assignment. Custom Essay Editing Strategies Read your written essay aloud. While it many rather simple and even stupid, reading your essay aloud you have an opportunity to see the larger picture of your own writing. You can easily identify the problems in your written essay (too long or too short sentences; unfinished idea) Make sure all words/phrases/sentences are relevant One of the most serious problems students experiences while writing essays is the decision to meet the word limit by integrated irrelevant ideas and thoughts into the essay. Do not do that mistake! Read your essay very attentive to delete all irrelevant information. If you find irrelevant information, you need to conduct a research to fill in the remaining space. Use precise, clear, and understandable language. Do not try to impress your teacher with your knowledge of lengthy, complicated, or scientific skills. Do not include the words the meaning of which is not known to you. If your teacher asks you to clarify the meaning of the specific word and you do not know what to reply, you are likely to fail. Avoid personal pronouns, unless it is required Yes, many students make this mistake. You should be very attentive not to use I, we or you in your essay writing, unless you are working on a personal essay and the use of personal pronouns is one of the initial requirements. Professional Custom Essay Editing If you do not want to spend long hours going through the above pieces of advice, you have a much easier solution: professional custom essay editing service. All you need to do is to send us your essay and our professional editors will make it perfect! Read also: APA Style Research Paper Writing the Analysis Paper Writing a College Term Paper Sociology Paper Report Writing Help

How to gain powerful traction when you feel like you’re stuck in your career

How to gain powerful traction when you feel like you’re stuck in your career Life’s tricky. If you haven’t figured that out yet, soon enough, tricky moments shall soon arrive. But what does tricky mean? The term is very subjective, therefore it can be perceived through different angles. Here’s what I find tricky: the moment when you absolutely don’t know what is going on with your life, and the primary reason being your professional life. It couldn’t get trickier than that because choosing and pursuing a career is a heavily important matter that each of us has to encounter. A lot of professionals start their jobs with full force. They’re eager, excited, and motivated.You might have felt the same when you’ve first started. But now†¦something has changed. You might feel somehow stuck with what you’re doing. A feeling of â€Å"not belonging† might be present in your mind, soaking the beauty of your life.That, my friend, happens to many people. We, humans, don’t really belong to one place only. We have a strong urge to experience diversity. If we’re put ourselves in one small box, it’s obvious that we’re going to feel stuck.Well, if the previous description fits your situation, you’ll definitely appreciate the advice that’s about to follow. Gaining traction during these moments of â€Å"despair† lies in your ability to execute different actions. Without further ado, let’s get straight to the practical tips.Spend Some Time with Yourself and ThinkDo you ever take the time to be with yourself and only with yourself? Spending moments alone can benefit you tremendously, as this useful time helps you put your thoughts in order. Life often pulls us in different directions. In fact, there are many individuals who lack control over their lives.These individuals believe they’re â€Å"busy†, yet they’re soaked into a negative cycle that never gives them time to think.Considering that you’re struggling with your career and something simply doesn’t feel right, set aside one hour each day to reflect and introspect. At first, let your mind travel to wherever it pleases. Then, cut off all the thoughts and internal speaking. Be without thoughts, be free.Ask Yourself Different QuestionsSurprisingly, asking yourself questions and then answering them using an objective perspective is going to pay off well. Whenever you feel like you’re stuck, ask the most relevant questions on the matter.What work actually is.Step back and think about what work actually means. Simply put, it is an agreement between two sides. You deliver value and get paid. Everyone does it one way or another.Why are you doing it?Why are you working? What is the main reason behind your involvement? Is it necessary? Or you’re just in a deep comfort zone?Is there a change that you’re afraid to make?Dave Watson, HR manager at CareersBooster, suggests:â€Å"You really need to figure something out: are you afraid or not? Fear as an emotion doesn’t come through conscious channels. The main triggers of your fear sit in your subconscious mind, waiting to take action.†But, when you ask yourself this question and trying to answer it objectively, you’ll find more answers than you probably imagine.Are you afraid of failing the transition between two jobs?Some professionals are afraid of not keeping up with the pace. They know that they’re ought to make a change, yet they’re afraid that they won’t be â€Å"good enough† at their next job. Well, do you have the same type of fear? If yes, let me clarify something: whatever you’re imagining now is merely an illusion of what the reality will actually look like if you’re making the change.Check For the SymptomsIf you’re not sure whether your feeling of being stuck is caused by your career’s impact, start looking for different symptoms or clues. First. Are you feeli ng dissatisfied while you’re at work only? Second. Are you going to work only for the sake of getting paid? Third. Is your professional growth stunned?These are three important factors that need to be considered as soon as possible. All of these signs appeal to your human’s basic needs. If you neglect your needs, you’re likely to feel†¦well†¦stuck.1. Is Change Required?Once you took the time to analyze what’s going on, you should be able to decide whether a career change is required or not. Feeling stuck doesn’t necessarily mean that you have to go. By taking some alone time, you might, in fact, find out that the problem is elsewhere. Or, you might figure out different ways to continue your career by making different changes.Therefore I’m asking you†¦is a change required?No – Build Momentum and Move ForwardIf you believe that your job is not the main issue of your negative feelings, then you need to consider building mo mentum and moving forward. Here’s how to do that:Think of your higher purposes goals and develop a plan that helps you achieve them. Ideally, choose a single goal and stick to it.Commit emotionally to everything you do.Focus on your professional growth.Strengthen the relationships with your colleagues.Take small, small steps.Be grateful for what you have in the present moment.Yes – Make a ChangeIn case you’ve decided that you’re no longer able to continue doing what you’re doing, a career shift is required. The first preparation is mental. Before taking real action, you must put everything â€Å"in place†.Eliminate your fears, raise your standards, and be courageous. There’s nothing to be afraid of†¦really. You’re going to experience new things, and that’s good! If people wouldn’t be so afraid of change, they wouldn’t spend most of their times thinking â€Å"what could have been if†¦Ã¢â‚¬ Takeaw aysTo tell you the truth, you’re really one step closer to making a huge progress with your life. It’s extremely important that you’ve already realized that something’s wrong. And, you cannot let this negative cycle go on forever. Follow our insights, put them in action, and don’t be afraid of improving your life for the better.About the author: Eva Wislow is a career coach and HR Executive from Pittsburgh. She is on a mission to help people find their true calling. Eva maintains a strong interest in bringing the digital revolution in human resources. Follow Eva on Twitter.

About Bandipur National Park Tourism Essay

About Bandipur National Park Tourism Essay About Bandipur National Park The Bandipur National Park, one of the first Tiger Reserves of India, is situated amidst the gigantic Western Ghat Mountains in Karnataka State, at the foothills of the Nilgiris (eucalyptus). This National Park spreads into the neighboring states Tamil Nadu and Kerala and is called the Mudumalai National Park. An astonishing variety of flora and fauna can be found here due to a moderate climate and diverse geographical condition. Sprawling over 860 sq km in area, the Bandipur National Park is very famous in Asia for its huge elephant herds. A very good internal network of roads meanders through its hilly terrains and breath-taking forested landscape. Wildlife viewing becomes an awe-inspiring experience at the many water bodies and salt lakes. Fauna Of Bandipur National Park Wild life abounds in plenty at the park, the rare Tiger being the main attraction. Elephants, Leopards, Bison, Chital, Sambar, Barking Deer, Mouse Deer, Sloth Beer, Black Napped Hare, Wild dog, Langur, Indian Giant Red Squirrel, Bonnet Macaque, 4 Horned Antelope, Porcupines, Slender Loris, Jungle Cat, Rusty Spotted Cat, Leopard Cat, Small Indian Civet, Palm Civet, Otter, Jackal, Wild Boar are just a few of   the other inhabitants. Avian Residents: The Park is also very rich in avi-fauna. Bird watchers would be delighted to spot Shaheen Falcons, Serpent Eagles, Crested Hawk Eagles, Gray Headed Firhings, Ospreys, Honey Buzzards, Malabar Pied Hornbills, King Vultures, Hill Mynas, Malabar Trogon, Gray Partridges, Black Woodpeckers, Paradise Flycatchers, Indian Pittas, Cormorants, Flora Of The Park The thick vegetation is watered by the Nagu, Kabini, Mule-hole and Moyar rivers criss-crossing the entire park which include trees like Honne, Sandalwood, Teak, Tadasalu, Mathi, Rosewood, Nandi, Bamboo, Nelli, Kooli, Dindalu, Kadu Tega, Randia and Bende. Stunted trees, interspersed with bushes and open grassy land can also be found on the eastern slopes. Added Attractio n Of Bandipur Elephant and Jeep Safaris: A quiet Jeep safari can leave you with an invigorating experience of watching wild animals at close quarters. Bird watchers can opt for Elephant safari as it is an absolutely noiseless way to be at close proximity to animals. Other places of interest are the 3 other reserves of Nagarhole, Mudumalai and Wayanad, the famous Vrindavan Gardens and Shrirangapatna fort of Tipu Sultan. Hot summer months can find people getting away to the enchanting hill towns of Ooty and Wellington. Best Season To Visit The park is open from the May to February. The best season to visit the park would be from May to July or in the months of September and October. Warm but comfortable for most of the year, winter from October to January might find the temperature falling to about 16 °C. June to September is the monsoon season. How To Reach Bandipur National Park By Railways: Nearest railway station is at Nanjangud town (55 km) and Mysore (80 km). By Airways: Ne arest airport at Bangalore (220 kms). By Roadways: Drive from Bangalore to Mysore and then take the Mysore-Ooty highway via Nanjangud and Gundlupet from where the park is just a half an hour drive.

Racial profiling in the war on terrorism Research Paper

Racial profiling in the war on terrorism - Research Paper Example The racial profiling policy as a government activity directed on suspects of especially racial group has raised several ethical concerns both in America and in the rest of the world. The policy faces rejection from the advocates of equality in justice. Those rejecting racial profiling argue that the policy is unconstitutional and deprives equal treatment and protection of all people under one constitution. The policy allowed scrutiny and favoritism among different racial groups that exist in the America soil. Interviews conducted by law enforcement officials on foreigners’ especially foreign students in US colleges raised concerns on the moral issues. Following the December 2005 interviews on the students joining the US colleges, the local police chiefs reacted by resisting to cooperate with the federal officers terming the act as a violation of departmental policy and local state laws. The policy violates the civil and privacy rights of the passengers. The system requires the creation of stereotypes based on the existing information thus subjecting the communities such as the Arab and Muslim groups to scrutiny and suspicion. The Muslims group’s rights in America have been denied their equality right as American citizens based on the stereotyping policy raised by the racial profiling security system. Other than the Muslim communities, racial profiling focuses on black people as criminals rather than the victims of crime. The policy has underestimated the tendency of the white people to commit crimes the black people commit. This policy thus views the white people as victims of terrorism and ignores the poor blacks who are equally prone to terrorist attacks thus promoting the idea that blacks are immune to the terrorist attacks. The profiling policy promotes feelings of inferiority and superiority among the

Operations Management Essay Example | Topics and Well Written Essays - 250 words

Operations Management - Essay Example Indeed, in highly competitive environment, consumers’ role has become more distinct in the wider context of business goals. The businesses which cater to the changing needs of the consumers are better equipped to sustain their market position. For example, tourism is now called leisure market because people not only prefer to visit places but also want to be entertained with creative travel schedule that is better able to satisfy their aesthetic, mental and physical needs. Hence, transformation process applies to both goods and services as consumers’ changing preferences for goods and service needs to be met by the businesses. Data is vital part of process mainly due to the fact that manipulation of data considerably helps to facilitates informed choices. A good database creates new opportunities for expanding business and improving business productivity. It helps to understand the changing trends in the preferences of the people, resulting in new products development and value addition to the existing products that meet the changing requirements of the consumers. (words:

Week 7 dq Essay Example | Topics and Well Written Essays - 250 words

Week 7 dq - Essay Example It would be wise to therefore disarm him as Attfield recommends that saving human life should not be bargained. 2. I should be tested before getting intimate in the new relationship. From previous relationships, I could have been infected with HIV/AIDS but have never known because I have never been tested. The results could determine the destiny of the relationship and I do not know whether I would continue if found to be HIV positive. My partner would also have to prove with rightful documentation that she has been tested and found to be free of HIV before we get intimate. 3. I would do as the instructor asks me to do and respond as being in New York and not Bridgeport, Connecticut. With every job comes regulations and rules and for one to be successful, these have to be followed to the latter even if they do not make sense or go against one’s moral ethics. After all, so much effort had been put to learn the job and the people calling would not know my location. In case of a situation getting beyond my capacity to handle, then the instructor would advice on the way forward. 4. I accept the arrangement because it gives solutions to the main problem, lack of finance in the family. In as much as the solution goes against moral standards, my family would be saved from financial stress and I would get to go to the school of my desire, Ivy League School. Whatever decisions are made, Attfield argues that there would be costs and

To what extend can it be said that the 'West' won the Cold War Essay - 1

To what extend can it be said that the 'West' won the Cold War - Essay Example Did the West Really Win the Cold War? It has to be explained first what was involved in the end of the Cold War, by determining the major components in the strategy of Gorbachev after 1985 and the unforeseen results of the course of internal and external reform. The policy reforms of Gorbachev occurred in four major domains; in each instance the policy acquired impetus and became more revolutionary commencing around 1987 (Geoffrey 2008). Primarily, the Soviet administration commenced after 1985 to reform features of its military strategy viewed as particularly hostile by the West, and at the same time to alter its method of arms control (Suri 2002). Gorbachev embarked on reassessing military principle, pioneering the notion of ‘reasonable sufficiency at the nuclear level’ (Juviler & Kimura 2009, 139) which indicates that ‘lower nuclear weapons levels would be required’ (ibid, 139) and advancing toward ‘defensive defence at the conventional levelâ€℠¢ (Juviler & Kimura 2009, 140), in an effort to suppress the apprehensions of the West about surprise assault. Subsequently, Gorbachev indicated a reform in the ideological scope and proclaimed objectives of Soviet foreign policy, distancing from an idea of global class conflict toward a more broad-minded idea of peace and alliance. Propaganda about peace had contributed in Soviet policy beforehand, but Gorbachev placed a new emphasis on the essence of the United Nations and on ‘human values’ (Keohane, Nye, & Hoffman 1997). The Soviet Union escorted a new ideological approach with actual hints of a real policy reform, for instance, fulfilling its financial obligations to UN peacekeeping activities and collaborating with the International Atomic Energy Agency (Keohane et al. 1997). The last and most remarkable decision by Gorbachev was to modify Soviet policy toward the nations of East Europe (Phillips 2001). In his address in the UN in 1988 he declared that the Brezhnev Doctrine, stating the privilege of the Soviet Union to occupy Eastern Europe within the flag of socialist internationalism, had been discarded (Suri 2002). At some point in 1989 Solidarity made a compromise with the Polish United Workers’ party and adhered to the regime in August; a new multiparty elections and constitution in Hungary were declared in September (Suri 2002). In these two instances the deviation from the rule of the Communist Party was the outcome of an extended course of internal tension and the rise of strong party leaders, but reform was apparently permitted by the Soviet Union (Leffler & Westad 2010). Gorbachev tried to affect the more unruly administration of the German Democratic Republic (Geoffrey 2008). The Brezhnev Doctrine was officially abandoned by the Warsaw Pact when in the 1989 convention foreign ministers highlighted the right of each nation to be independent (Juviler & Kimura 2009). In spite of the recommendation of Gorbachev of large-scale re form in Eastern Europe, it is questionable if he expected, or aimed for, the disintegration of the coalition which took place after the revolutions in 1989 (Juviler & Kimura 2009). The concluding phase in the ending of the Cold War, the steady collapse of the USSR itself and the abandonment of the rule

CJUS 350-DB4 Replies Essay Example | Topics and Well Written Essays - 250 words

CJUS 350-DB4 Replies - Essay Example Additionally, you should note the significance of written code in enhancing orderliness and professionalism within the security sector. Overall, the essay is good as it highlights the essence of prioritizing safety and security by all officers irrespective of their ranks. You are quite right in your statement that the nine norms ought to apply to everybody in the sense that the law is meant to protect everyone through collective responsibility. Indeed, the unwritten code of behavior is evident in every officer at least going by the way that the officers take care of each other in terms of security. This is done through personal initiative and therefore, it should not be enforced when it already works even without legal intervention. Concerning ‘The Timing Stinks’ story, it is important to mention that you have rightly stated the officer deserved professional treatment despite his alleged misconduct. Moral obligation dictates that any unbecoming behavior including drunkenness during working hours ought to be approached carefully depending on rank and integrity of the

Week 7 dq Essay Example | Topics and Well Written Essays - 250 words

Week 7 dq - Essay Example It would be wise to therefore disarm him as Attfield recommends that saving human life should not be bargained. 2. I should be tested before getting intimate in the new relationship. From previous relationships, I could have been infected with HIV/AIDS but have never known because I have never been tested. The results could determine the destiny of the relationship and I do not know whether I would continue if found to be HIV positive. My partner would also have to prove with rightful documentation that she has been tested and found to be free of HIV before we get intimate. 3. I would do as the instructor asks me to do and respond as being in New York and not Bridgeport, Connecticut. With every job comes regulations and rules and for one to be successful, these have to be followed to the latter even if they do not make sense or go against one’s moral ethics. After all, so much effort had been put to learn the job and the people calling would not know my location. In case of a situation getting beyond my capacity to handle, then the instructor would advice on the way forward. 4. I accept the arrangement because it gives solutions to the main problem, lack of finance in the family. In as much as the solution goes against moral standards, my family would be saved from financial stress and I would get to go to the school of my desire, Ivy League School. Whatever decisions are made, Attfield argues that there would be costs and

CJUS 350-DB4 Replies Essay Example | Topics and Well Written Essays - 250 words

CJUS 350-DB4 Replies - Essay Example Additionally, you should note the significance of written code in enhancing orderliness and professionalism within the security sector. Overall, the essay is good as it highlights the essence of prioritizing safety and security by all officers irrespective of their ranks. You are quite right in your statement that the nine norms ought to apply to everybody in the sense that the law is meant to protect everyone through collective responsibility. Indeed, the unwritten code of behavior is evident in every officer at least going by the way that the officers take care of each other in terms of security. This is done through personal initiative and therefore, it should not be enforced when it already works even without legal intervention. Concerning ‘The Timing Stinks’ story, it is important to mention that you have rightly stated the officer deserved professional treatment despite his alleged misconduct. Moral obligation dictates that any unbecoming behavior including drunkenness during working hours ought to be approached carefully depending on rank and integrity of the

Induction in health and social care Essay Example for Free

Induction in health and social care Essay Explain why induction is important for practitioners, individual and settings. Induction process is very valuable and of great importance for any early year practitioner, individual or organization. In my opinion this is an ongoing process starting from the advertisement. a) For practitioners: The process of Induction is important for the Early birds in the nest so as to help them integrate into their roles in the organization quickly and effectively. They should be familiarized with the campus first. Like cafeteria, restrooms, classrooms, emergency exits etc. After that introduction with her new colleagues, rules and regulations, benefits and facilities that she will enjoy working here will follow next. Necessary trainings in safety and all her questions/ needs should be addressed. Induction is also very important for the new employees to let them know the organizational structure of the work place. The mission vision of the workplace is introduced and they are informed as to what quality drive is expected from them. They are given an opportunity to know where they stand in the crowd. The timetable of the CPDs and school extracurricular activities are handed out to them. They are given documents related to class they are going to start teaching. b) For individuals: Induction should not be limited to the new comer only rather it should be executed for the old employees as well. I would like to organize induction process at least twice a year. One before the new session starts in September, because they might need a lot of motivation and enthusiasm after spending 6-8 weeks holidays away from school. This can also be extended to 4-5 days. In this process we can review policies and procedure to refresh their minds and remind them of the goals they have to achieve throughout the year, in case of some policies being altered it’s a good time to share with them and get their opinion. Some new incentives can also be shared to boost up their energy and loyalty with the organization. This is a good time to introduce a new staff if there is any or if any staff member is promoted then he/she can be given induction about the new responsibilities attached  with the new position. c) For organizations: If the employees are properly inducted then they will work more efficiently and happily for the workplace. The progress of each child will be consistent and improved, as a result parents are happy and a reputation is built and demand of that work place will increase more in market. 1.3 Explain the link between induction process, qualifications and progression routes in the sector. Every workplace wants to ensure that they recruit new teachers that are most suitably skilled and qualified for their jobi This they do by a rigorous recruitment process. Then through a structured induction process the workplace prepares them for a new role and motivates them so that they give their best. This also helps the newbie to develop upon the knowledge and skills they already have. An effective induction helps the new staff to meet the core standards of the work place and provide a foundation for CPDs towards becoming a more effective teacher. The leader is responsible for selecting mentors for the induction process from the staff depending upon the requirements of the induction process. The mentors should have the skills, expertise and knowledge to coordinate the induction effectively. The  observations and notes taken from the induction process states where the new staff is standing and now what skills and abilities should be focused for further development. Thus the progression should continue to give the new staff a chance to enhance their qualifications and skill where they lack. 1.4 Analyze the role of the induction process in supporting others to understand the values, principles and agreed ways of working within a work setting The induction is a planned process which involves various members. The process of induction depends upon how clear and effective your induction policy is. The policy clearly states the role of each member involved in the induction process; and there is a checklist present for each phase. In this way let a newbie join at the beginning of the session or in the mid of the session every newbie is going to enjoy the induction process so that she understands all her duties and responsibilities adhered to the job. This newbie will learn all the tricks of the trade going on in the organization pretty well including the mission vision and what quality work is expected from her to derive learning and motivation from the students. It is not a one day process it depends the new recruit. If he/she is already an experience teacher then induction for a few weeks are enough but if it’s newly qualified teacher then induction can go as long as 1 term or may be more than that. However if the new teacher is not being monitored as it should be by the mentor or instead of mentoring the mentor has started dictating than induction process loses its effectiveness. It merely becomes a chit chat session If the induction is done effectively with the old staff members as well. One of the advantages of the process is that you get to know where your staff stands. The members of your staff are hard working but lacking in some skills or the other, there you can hold different workshops and training sessions by calling the expertise. Also during the session the mission vision, policies new or updated can be explained/refreshed so your team  members avoid mistakes and know what you expect from them during their tenure. In this way you can ensure quality education for your students by providing competent staff members. However this can turn the table over if the policy does not fully cover all areas of induction and that there is no checklist to keep track of the induction progress. 1.5 Analyze the role of induction in safeguarding individuals and others with a work setting One of the aims of the induction process is safeguarding individuals from any harm coming to them. If I were to head the process of induction in my setting then first and foremost I would make sure that I have all the policies updated and required for safeguarding, e.g. fire safety, health and safety, child protection policies etc. I would make sure that each member of my staff undergoes basic child protection and first aid training, to raise awareness that equips them to recognize and respond to child welfare concerns. This training would start soon after a staff is appointed. They would also be induced on how to deal with emergency situations such as fire. I would hold a fake fire alarm schedule so that the staff and the children know how to react in emergency situations. However, this might not be effective if a large number of staff is present as time can become an issue. But yes if the process is scheduled in batches then this can be overcome. Once it happened in a classroom a child who was usually active was feeling low and wanted to lie down from time to time. Had not my colleague taken child safety training she would have let him sleep but she quickly responded and dashed to the clinic by the time the child had collapsed in her arms. The Dr. called the parents and the child was taken in an emergency to a nearby hospital. The Doctors praised the teacher for timely help otherwise the child’s condition could have worsened. The parents later on admitted that the child had fever and that they gave him medicine which had a  sedative effect. In the end I would like to conclude that to make induction effective w.r.t. time, money and resources there should be an effective carefully planned induction policy and checklist. This policy should be revised from time to time and should also involve feedback from the staff in order to update and make the policy more effective. The team chosen should be carefully chosen according to their abilities. However If there is no check list or policies and procedures up to date or not in place or the mentor is not qualified and knowledgeable enough then the induction process will lose its spirit and it can go totally wrong leaving behind a mere chit chat session.

Is Othello a Victim or Villain?

Is Othello a Victim or Villain? This is a play about Othello, a Moorish general in the Venetian army. He is the ultimate villain in this play as opposed to Iago, the high ranking soldier. Most would agree as a matter of fact that Iago is undoubtedly the villain of this tragic story. In order to perceive this, a superficial assessment of the two main characters in the play; Othello and Iago, should be made. The art of analysis on its own rejects the simple easy explanations but rather deals in the complex and mystifying facts. Although Iago is the natural nuisance and thus the obvious bad guy, his destiny is to create the tragedy that this play later becomes. A lengthy consideration in addition to an open mind will show the truth of the matter. Othello is the actual villain. Even though he initially lacks any malicious thoughts and ideas, he eventually gets to become a murderer due to emotionally untrustworthy and jealousy. As you read the play it is not common to associate Othello with such descriptive words as conceited, though he is in every sense of the word. As the plot unfolds it is already clear that Othello is going to fall from grace in a huge way and his undoing will be his insatiable ego. He knows his abilities as a great warrior and his superb sword wielding abilities. His prowess on the battle field raised his ranks to the brim of the military defenses of Venice city. He gained his lofty status due to his expertise as a military officer and with that came his conceit. When Iago tells him of the threats from Brabantio, he says, Let him do his spite: My services which I have done the signiory shall out-tongue his complaints (1509). He walks with an air of over confidence depicting tones of arrogance in saying that no one has the authority to accuse is reputation. And to add on to that he shows his lofty opinion, as lofty as it can be, by saying, I fetch my life and being from men of royal siege (1509). His head is swelling with the status and importance given to him by the men of power in the city of Venice. He starts to think he is infallible, great and unfaultable, thus weakening him to the crucial insights of his enemies as to what they should do to discredit Othello from grace, the Moor already changes with my poison: dangerous conceits are in their natures poisons (1555). Whilst Iago reveals his detailed plot, we come to discover another vice possessed by Othello, he has a jealous mind. This comes as a result of insecurities of his colour, his education and his age. I am black and have not those soft parts of conversation that clamberers have, for I am declined into the vale of years (1553). Othellos jealousy is fed by the aforementioned insecurities. He says, As he (Cassio) shall smile, Othello shall go mad; and his unbookish jealousy must construe poor Cassios smiles, gestures, and light behavior quite in the wrong (1569). Iago therefore only has to create an opportunity for Othellos jealousy to initiate his downfall. Finally, we take note of his emotional dishonesty. As soon as Iago plants his thoughts, Othellos head and heart quickly fills up with contempt and bitterness. He openly confesses his love for Desdemona but he is easily convinced otherwise by Iago due to his dishonest nature meaning he was not being truthful about his love for Desdemona. He says, If she be false, O then Heavn mocks itself: Ill not believe it (1554), This makes him sound like a passionate man yet afterwards gets mad and discredits Emilia as a simple bawd. (1557) since she says the Desdemona is faithful to him. This illustrates his love being no more that a sad illusion, simply an obsession to say the least. His emotional untruthfulness is connected to all his other vices and feeds of them creating a dangerous monster out on a once adorable and admirable man. However as much as Othello is the villain of the story, at more than one instance he has appeared to look like the victim as well. He appears to be a victim of his society and seems as though Iago toys with his irritable nature at his pleasure. Othello seems to be very gullible and at times very distant from the truth. He is innocent to the working mayhems and mischievous plans Iago comes up with. Othello loses his tempers easily as a child does when frustrated and Iago knew how to play with his shaky ego that amounted due to the thought that his wife is heating on him. And of course that is blatant lie. All the grace and gentleness that was Desdemona was easily mistaken for flirtations to the unsuspecting Othello. His uncontrollable temper and the proof caused the untimely death of his ever faithful wife. His reaction was like that of a child whose favorite toy had been snatched away. His anger does not even give him the time to listen to her side of the story and refuses to listen to her pleas of innocence. Though he has an evil side to him, Othello had turned into an insane state of mind and one could actually state that he might not have realized what he was doing until it was a little bit too late. While Othello might have some virtuous attributes, there is no doubt that his emotional dishonesty, jealousy and conceit all sum up to make him the ultimate villain of this Shakespearian classic play. In the end it is the unwitting prophecy Iago makes that comes true, O, beware, my lord, of jealousy; It is the green-eyed monster which doth mock the meat it feeds on; that cuckold lives in bliss Who, certain of his fate, loves not his wronger; But, O, what damned minutes tells he oer Who dotes, yet doubts, suspects, yet strongly loves!(1550). Yes, Iago should be the villain, but we hugely expect this of him, and he therefore lives up to just what we would expect.. The true bad guy, who gives this play its twist is Othello the disingenuous, suspicious and the proud Moor of Venice. Isolation of Elements: General Principles and Processes Isolation of Elements: General Principles and Processes Introduction to Metallurgy Our planet earth is a vast source of elements which are distributed in its crust, water bodies and atmosphere. Out of these elements nearly 80 per cent are metals which occur either in the combined state or in free state (called motive state). Metals occurring in free state are copper, silver, gold and platinum group metals. Not only metals some non-metals also occur in the free state, such as, carbon, sulphur, nitrogen, oxygen and group 18 elements (the noble gases). Apart from metals and non-metals some elements occur as metalloids which show both the properties of metals and non-metals. Metalloid silicon is the backbone of electronic industry and solar cells. Distribution of elements in the above three categories in shown in the periodic Table (Fig. 6.1, Ref www.wikipedia.org) Fig. 6.1 Some most abundant elements in the combined form as solutes are: In earth crust In sea water O, Si, Al, Fe, Cl-, Na+, SO42- Ca, Na, K and Mg MG2+, Ca2+ and K+ Some life supporting metals are iron, calcium and magnesium. Chlorophyll, a compound of magnesium, is responsible for the photosynthesis process in releasing oxygen. General principles of metallurgy For any application of a metal it has to be produced in a pure state. Here lies the importance or metallurgy. Metallurgy involves the initial purification and concentration of the ore and its subsequent reduction to metal. Minerals and ores Naturally occurring sources of metals are called minerals which are generally contaminated with impurities such as days and siliceous matter. A mineral which is rich in the metal compound and which can be used to extract metal economically is termed as an ore. Thus, all ores are minerals but all minerals are not ores. The impurities which are generally present in ores are called gangue. Following is the list of some important ores of a few metals: Metal Ore Chemical composition Iron (Fe) Photograph of metals Iron pyrites Hematite Magnetite FeS2 Fe2O3 Fe3O4 Aluminium (Al) Photograph of metals Bauxite Cryolite Al2O3 . 2H2O Na3 Al F6 Copper (Cu) Photograph of metals Copper pyrites Cuprite Malachite (Green) Cu Fe S2 Cu2O CuCO3 . Cu(OH)2 Photograph of metals Zinc (Zn) Calamine Zinc blende Zincite ZnCO3 ZnS ZnO From the above list of ores and also from literature (www.wikipedia.org) You will find that metals generally occur as: Oxides Sulphides Carbonates Halides Silicates Steps in the extraction of metals Concentration of ore Reduction of ore (Chemical reduction or electrochemical reduction) Refining of metal Concentration of ore Ores are usually contaminated with sand and clay minerals called gangue. Therefore, the first step to obtain the metal from the ore is to remove as much gangue as possible. To do so the ore is crushed to fine particles and subjected to the following methods of concentration: Hydraulic washing Magnetic Separation Froth flotation method Hydraulic washing Hydraulic washing is done with an upward flow of water. In this process lighter gangue particles are washed away leaving behind the desired heavy are particles. Magnetic separation This method is based on the different magnetic behavior of gangue particles and the ore. The conclutration of ore is done by putting the dried crushed ore on a conveyor belt moving around a powerful magnetic roller. In this way the ore is separated from the gangue particles. As an example, magnetite is ferromagnetic and on (Fe3O4). Passing over a magnetic roller it gets carried away and made free from non-magnetic gangue. Froth Flotation This method is designed for the concentration of sulphide ores. The method is based on the relative density of gangue particles and ore particles. Either of two can be made to float on the aqueous surface with air bubbles and be collected. This is achieved by adding some chemical compounds in water. The arrangement is shown is Fig. 6. Air is blown with pressure to create froth which engulphes either the gangue or ore particles. Following compounds: Frothers: Synthetic detergents, pine, oil, eucalyptus oil or coal tar. Collectors: X anthates . These impart water repellent properties to the surface of the ore particles to be floated. Froth Stabilisers: Cresols and aniline. Depressants: Sodium cyanide. The purpose of a depressant is to make ineffective one component of the mixed ore. For example, from a mixture of ZnS (sphalerite) and PbS (galena) ZnS is NaCNwhile heavier PbS particles float on the surface. Leaching Leaching is extration of an active ingradient of the low grade ore. This is done by dissolving the desired component in a suitable chemical solution.[ Example Are: Leaching of low grade carbonate and oxide ores of copper by dilute sulphuric acid: CuCO3(S) + H2SO4(aq) → CuSO4(aq) + CO2(g) + H2O(l) CuO(S) + H2SO4(aq) → CuSO4(aq) + H2O(l) Leaching of amphoteric arebauxide (Al2O3) with hot aqueous sodium hydroxide when impurities such as Fe2O3 and silicates remain Al2O3(S) + 2NaOH(aq) + 3H2O(l) 2Na[Al(OH)4] aq Na [Al (OH)4] is converted to pure Al2O3 by passing CO2 gas and heating the product Al(OH)3: Na[Al(OH)4](aq)+CO2(g) → Al(OH)3(S) + NaHCO3(aq) Al(OH)3(S) Al2O3(S) + 3H2O(g) Leaching of gold and silver with aqueous sodium cyanide solution in the presence of air: 4 Au(S) + 8NaCN(aq) + O2(g) + 2H2O(l) → 4Na[Au(CN)2](aq) + 4NaOH(aq) Ag(S) + 8NaCH(aq) + O2(g) + 2H2O(l) → 4Na[AgKN)2](aq) + 4NaOH(aq) The respective metals can be obtained by adding zinc which is a more electropositive metal than either gold or silver: 2Na [Au(CN)2](aq) + Zn(S) → Na2 [Zn(CN)4](aq) + 2 Au (S) Conversion of ore to oxide Metals used in huge amounts generally occur as sulphides, oxides or carbonates. For sulphide and carbonate ores it is necessary to convert them into oxide forms prior to their reduction to metals. This conversion is necessary due to the following reason: Availability of a less costly reducing agent The reducing agent should not interact chemically with the metal produced. Availability of a suitable furnace. The production of metal should be cost effective. Fewer impurities There is hardly a reducing agent which meets all the above requirements. Electropositive metals such as magnesium, calcium and aluminium can be used for the chemical reduction of oxide ores. These metals can not be used for the large scale production of less electropositive metals because of their high cost. However, carbon as coke fits well as a reducing agent within the above listed parameters. Its oxide, carbon monoxide is also a very good reducing agent. The efficacy of carbon monoxide as a reducing agent increases with the increase in temperature. One serious drawback of coke is that it reacts with many transition metals and some non-transition metals at higher temperatures to form carbides. However, carbon as coke and carbon monoxide remain the two versatile reducing agents for iron ores. For carbon to be used as a reducing agent the sulphide or carbonate ores have to be converted into their respective oxide forms. Carbon does not reduce sulphide ores to give metals. To find out the reason consider the following two reduction reactions: 2MS (S) + C(S) 2M (l or S) + CS2(g) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.(i) (sulphide form) MO (S) + C (S) M (l or S) + CO (g) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (ii) (Oxide form) For these two reduction reactions by carbon the Gibbs energy of the reaction should be negative. This can happen only when à ¢Ã‹â€ Ã¢â‚¬  G for CS2 will be more negative than à ¢Ã‹â€ Ã¢â‚¬  G for MS (first reaction); and for the second reaction à ¢Ã‹â€ Ã¢â‚¬  G for CO should be more negative than à ¢Ã‹â€ Ã¢â‚¬  G for MO. Thermodynamically the first reaction where CS2 is formed is not feasible, but the record reaction is feasible. It may be noted that CS2 is very much less stable than CO gas. Therefore, the sulphide ores are first converted into the oxide form before reducing them with coke. This is done by heating the sulphide ores in the presence of roasting the sulphide ors is that a by-product sulphur dioxide (SO2) is obtained which is used to manufacture sulphuric acid. To get the ores into their respective oxide forms following processes are used: Calcination Calcination is heating the ores in the absence of air. This method is used for the carbonate, hydroxide and hydrated ores CaCO3(S) CaO(S) + CO2(g) (calcite) MgCO3. CaCO3(S) MgO(S) + CaO(S) + 2CO2(g) (Dolomite) CuCO3. Cu(OH)2(S) 2CuO(S) + CO2(g) + H2O(g) (Malachite) Calcination is generally done is a reverberatory furnace (Fig. 6. Ref www.wikipedia.org). This process makes the ore process and easily workable. Roasting Roasting is heating the ores in the presence of air. This is done mainly for sulphide ores: 2 Fe S2 (S) + 5O2(g) → 2FeO(S) + 2SO2(g) (iron pyrite) 2Cu2S(S) + 3O2(g) → 2Cu2O(S) + 2SO2(g) (copper glance) 2ZuS(S) + 3O2(g) → 2PbO(S) + 2SO2(g) (Galena) Roasting is done in reverberatory furnace (Fig. 6.4 Fef. www.wikipedia.org) Roasting also removes volatile impurities like sulphur, arsenic and phosphorus as their volatile oxides: S(S) + O2 (g) → SO2(g) 4AS(S) + 3O2(g) → 2AS2O3(g) P4(S) + 5O2(g) → P4O10(g) Student Activity 1 Metals used in an ordinary filament bulb Draw the figure or an ordinary bulb Label various metals used in it Give reason as to why tungsten metal is used as the filament Student Worksheets Student Worksheet 1 Which metal is liquid at room temperature Aluminium Lead Mercury Zinc Leaching is generally used for the following ores of metals Lead Copper Iron Aluminium In Aluminium-thermite process the reducing agent used is Carbon Hydrogen Aluminium Sodium Heating of ores in the absence of air is known as Roasting Calcination Leaching Bensemerization Froth flotation process is used to concentrate the following ore Halide Silicates Sulphide carbonate how do metals occur in nature by virtue of their reactivity giving chemical equations describe the process of calcinations and roasting, respectively. Why are sulphide ores roasted to their oxide forms before their reduction with coke? Describe the principle of leaching with suitable examples. Describe the principle of froth flotation process. How is PbS ore concentration ewhen it is contaminated with ZnS? SUMMARY S. No. Description Ore A mineral with high concentration of metal compound which is used to extract metal profitably. Occurrence of metals in nature Oxides Sulphides Carbonates Silicates Gangue Undesired materials present in ore. Metallurgy Process of isolation of metals from ores involving the steps: Concentration of ore Reduction of ore to metal Purification of metal Concentration of ore Magnetic Froth floatation (for sulphide ores) Leaching Leaching Extraction with a suitable solvent for low grade ores. Calcinations Heating of ores (carbonate or hydroxide) in the absence of air. Roasting Heating of ores (sulphide ores) in the presence of air. Smelting Industrial reduction process to obtain metal from ore. Reducing agents used in smelting Hydrogen Carbon as coke Aluminium (In Alumino-thermite process Air Electrolytic Refining of crude metal Liquation Cupellation Besemerization (known as oxidative refining) Vapour phase (van Arkel and de Boer, and Mond processes). Zone refining (for silicon) Hydrometallurgy Electrolytic Ellingham diagrams Curves of Gibbs energy vs temperature. Used to select a suitable reducing agent. LOW CHART 1. 2. Classification of ores on the basis of the metal compounds Concentration of ores on the basis of their chemical nature 3. 4. Reduction of ore to get the metal choosing a suitable reducing agent Purification of crude metal based on the nature of impurities present Crossword A mineral having high concentration of a metal compound. ORE Heating or ore in the absence of air. CALCINATIONS Heating of ore in the presence of air. ROASTING Valuable by-product during roasting. SO2 gas Extraction of low grade ores. LEACHING Concentration of ore by proving air bubbles. FROTH FLOTATION A furnace used for the smelting of iron ore. BLAST FURNACE Process of reduction of metal oxides by aluminium. ALUMINO-THERMITE PROCESS Process used to obtain very high pure silicon. ZONE REFINING Carbon monoxide is used to purify nickel. MONDS PROCESS Zirconium tetraiodide (Zrl4) vapours are decomposed on heated tungsten filament. ARKEL-DE BOER PROCSS Sodium is obtained by passing electric current in molten sodium chloride. ELECTROLYTIC REDUCTION ADDITIONAL RESOURCE LINKS www.wikipedia.org Reduction of ore to crude metal By using the process of reduction, roasted or calcined ores are converted to crude metal. Different reducing agents are used depending upon the reaction between the metal oxide and the reducing agent. Reduction with carbon : FeZO3, CuO, ZuO, SuO2, PbO etc. Reduction with Aluminium : FeZO3, Cr2O3, Mn3O4, TiO2 etc. Reduction with Magnesium : B2O3, TiCl4, etc Reduction with hydrogen : WO3, MOO3, GeO2, CO3O4 etc Reduction with CO : Fe2O4, FeZO3, PbO, CuO Electrolytic reduction : Electrolyzing of oxides, hydroxides or chlorides in fused state. Smelting : This is a process in which oxide of a metal is mixed with coke and a suitable flux. The mixture is heated to a high temperature in a blast furnace. Iron, Copper, Zinc and tin can be obtained by this process. Carbon is a good reducing agent below 983K where as above this temperature CO acts as reducing agent. ZnO(S) + C(S) Zn(S) + CO(g) Zincite + 2C(S) Sn(S) + 2CO(g) Cassitesite Pondered anthracite Fe2 + 3C(S) 2Fe(S) + 3CO(g) Haemetite CuO(S) + C(S) Cu(S) + CO(g) A flux is a substance which is added to roated or calcined ore during smelting to remove the non-fusible impurities of metallic oxides, silica, and silicates etc. During smelting flux combines with the non-fusible impurity to convert it into fusible material called slag. The slag being light float over the molten metal from where it is removed. Flux is of two types: Acidic flux SiO2 : Basic flux Lime stone (CaCO3) and Magnetite (MgCO3) SiO2 + MgCO3 MgSio3 + SiO2 + CaCO3 CaSiO3 + Hydrometallurgy : Copper, Silver and gold are extracted by this process. The process is based on the principle that more electropositive metal can displace less electro positive metal from its salt solution. The one is treated with such seagents that the metal forms a soluble compound. On adding more electropositive metal to the solution, the less electropositive metal present in the solution is precipitated. Example: Extraction of Copper : Malachite ore is roasted and oxide formed is dissolved in sulphuric acid. On adding scrap iron to the solution, copper is precipitated. Cu(OH)2 . CuC → 2CuO(S) + H2O(P) + C CuO(S) + H2S → CuS + CuS + Fe(S) → Cu(S) + FeS Extraction of silver : ore is dissolved in NaCN solution and air is blown followed by addition of Zinc turnings. Silver is precipitated. Ag2S + 4NaCN → 2Na[Ag(CN)2] + Na2S 2Na [Ag(CN)2] + Zn → Na2 [Zn(CN)4] + 2Ag Solution Acid flux used to remove basic impurities Basic flux used to remove acidic impurities Reduction with hydrogen :Some of he metal oxides (mostly transition metals) can react with carbon at high temperatures to give metal carbides which resist further oxidation. Oxides of these metal, are better reduced by hydrogen gas. i.e. WO3 + 3H2 W + 3H2O(g) MOO3 + 3H2 Mo + 3H2O(g) GeO2 + 2H2 Ge + 2H2O(g) CO3O4 + 4H2 3Co + 2H2O(g) Using H2(G), metals are obtained in small scale as hydrogen is highly explosive. Aluminium reduction method: This method is also called Alumino-thermite process. Some of the metal oxides cannot be reduced by carbon as affinity of oxygen for the metal is more than for carbon, also, metal may form carbide at high temperature. Such metallic oxides are reduced by using aluminium powder. The reaction is initiated by the using barium per oxide and a small piece of Mg ribbon. Fig. Cr2 + 2Al(S) 2Cr(P) + Al2 Fe2 + 2Al(S) 2Fe(P) + Al2 3Mn3 + 8Al(s) 9Mn(P) +4Al2 Function of BaO2 is to provide oxygen to magnesium when lot of heat is volved which initiates the thermite process. Air reduction : Sulphide ores of less electro positive metals such as Hg, Pb and Cu etc are heated in air to partially convert the ore into oxide which then reacts with the remaining sulphide in absence of air to give the metal and SO2 gas. 2HgS(S) +3 2HgO + 2S 2HgO(S) +HgS(S) 3Hg + S Reaction on p-5 This process may also be called ante reduction process. 2PbS + 3O2 2PbO + 2S 2Pbu + PbS 3Pb + S 2Cu2S + 3O2 2Cu20 + 2S 2Cu20 + Cu2S 6Cu + S Reduction by Electrolysis : The oxides of highly electropositive metals of group I, II and Al element of group etc cannot temperatures and these can form carbides. These metals are obtained by electrolysis of their oxides, hydroxides or chlorides in fused state. To lower the fusion temperatures or to increase the conductivity or both a small amount of other salt is added. The metal is liberated at cathode. Sodium metal is obtained by electrolysis of fused mixture of Nacl and Cacl2 (downs process) or by electrolysis of fused sodium hydroxide (Costners process). Nacl → Na+ + cl- Fused At anode cl- → Cl + e- Cl + cl → c At Cathode Na+ + e- → Na(l) Aluminium metal is obtained by electrolysis of fused mixture of alumina and Gyolite (Na3[Al F6]) Na3 Al → 3Na F(P) + Al Al →Al3+ + 3F- At anode F- → F + e- F+F → F2(a) 2A+ 6 → 4Al + 3O2(g) At cathode Al3+ + 3e- → A(l) Anode gets cosseted by oxygen liberated during electrolysis, which needs replacement from time to time. Refining of metals: Metals obtained by any of the reduction method except electrolytic reduction contains impurities. Refining of metals is process where by undesired impurities present in the metals are removed. Different refining processes may be applied depending upon the nature of the metal and nature of impurities. Name of the Process Metal to be refined Liquation Low melting metals like Sn, Pb, Bi and Hq etc. Cupellation Silver containing lead. (Impure silver containing lead is heated in cupel made of bone ash or cement and a blast of air is passed over the molten mass. The impurities are oxidized and removed with the blast of air) Bessemerisation Fe and Cu Vapour phase refining There are two methods Monds process Impure Ni is heated with CO(g)at 323K when volatile Ni (CO)4is formed. These vapours of Ni(VO)4are passed into another chamber maintained at 306K when Ni (CO)4decomposes to pure Ni which gets deposited on small Ni balls kept in the chamber and carbon-monoxide gas is rejected. Ni(S)+4CO(g)Ni(CO)4Ni(S)+ 4CO(g) Van Arkel Process Ti, Zr, Hf, V, Th, B are refined by this method. Impure metal is heated with I2, producing volatile T1I4,, ZrI4or BI3. These vapours are passed over electrically heated filament of Tungsten. The vapours decompose, metal gets deposited over the filament and iodine liberated is . Ti(S)+ 2TiTi(s) + 2 Zr(S)+ 2ZnZr(s) + 2 2B(S)+ 32B→ 2B(s) + 3 Zone refining Highly pure silicon or gernanium required for making semi-conductors are refined by this method. The impure rod of silicon or germanium is surrounded by a heating cir-l which can move from one end to another. The heater is allowed to move in one particular direction. As the heater moves away, the metal capitalizes and impurities move along the direction of the movement of the heater. The process is repeated a number of times when a small portion of the rod gets purified. The end portion of the rod having high concentration of impurities can be cut and disconded. Electrolytic refining Most of the metals like copper, silver, gold, aluminium, lead etc are refined by this process. The impure metal is made the anode and a thin sheet of pure metal is made a cathode. The electrolytic solution consists generally of an aqueous solution of a salt containing some acid or a complex of the metal. Purification of Copper Anode Impure copper Cathode Thin sheets of pure copper Electrolyte An aqueous solution of copper sulphate containing some H2SO4. Purification of Silver Anode: Impure silver Cathode: Thin sheet of pure Ag Electrolyte An aqueous solution of ASNO3containing HNO3. Pb Anode: Impure metal Cathode: Sheet of pure lead Electrolyte A solution of PbS1F6containing 8-10 of H2S1F6. Purification of Sn Anode: Impure Tin Cathode: A sheet of pure tin metal Electrolyte An aqueous solution of SNSO4containing H2S1F6. Thermodynamics of Metallurgical process: The metals are extracted when their oxides are heated with carbon or other metal and by thermal decomposition. For any spontaneous reaction, the Gibbs anergy change à ¢Ã‹â€ Ã¢â‚¬  G must be negative at a particular temperature. à ¢Ã‹â€ Ã¢â‚¬  G = à ¢Ã‹â€ Ã¢â‚¬  H Tà ¢Ã‹â€ Ã¢â‚¬  S à ¢Ã‹â€ Ã¢â‚¬  H is enthal by change during the reaction, T is the absolute temperature and change during the reaction, T is the absolute temperature and à ¢Ã‹â€ Ã¢â‚¬  S is the entropy change during the reaction. The reaction will processed only when à ¢Ã‹â€ Ã¢â‚¬  G is negative. For reaction where à ¢Ã‹â€ Ã¢â‚¬  H is negative and à ¢Ã‹â€ Ã¢â‚¬  S is positive. The reaction proceeds even at low temperatures. Theoretically, it is possible to decompose all metal oxides if sufficiently high temperature is attainable but oxides of Ag, An and Hg are the only oxides which can be decomposed at easily attainable temperatures. Hence these metals are obtained by thermal decomposition of their oxides. The choice of reducing agent to obtain the metal from its oxide depends upon the change in Gibbs energy à ¢Ã‹â€ Ã¢â‚¬  G. The plot of Gibbs energy change versus temperature is called. Ellingham disgram: There diagrams can be drawn for different compounds such as oxides, sulphides, halides etc. using these diagrams one can make a choice of reducing agent and the corresponding temperature at which, the reaction becomes feasible. à ¢Ã‹â€ Ã¢â‚¬  G for the reaction is -ve. Some salient features of Ellingham diagram are: The slope for metal to metal oxide is upward as Gibbs energy change decreases with increase of temperature. The all follow a straight line unless they melt or vaporize. When change in entropy is large, the slope of line also changes for example the Hg-HgO line changes slope at 629K when mercury brills and similarly Mg-MgO changes slope at 1393K. When temperature is increased, the graph crossed the line à ¢Ã‹â€ Ã¢â‚¬  G=0 at a particular temperature. Below this temperature, à ¢Ã‹â€ Ã¢â‚¬  G being negative, oxide is stable where as above this temperature à ¢Ã‹â€ Ã¢â‚¬  G is positive and the oxide become unstable. Thus it should decompose into metal and oxygen. In a number of reduction processes, one metal is used to reduce the oxide of the other metal. Any metal can reduce the oxide or the another metal which lie above it in Ellingham diagram. Ellingham diagrams give an indication whether the reaction is possible or not. These graphs do not predict the kinetics of the reaction. This is a major limitation of Ellingham diagrams. Ellingham diagram of carbon: Carbon reacts with oxygen to give two oxides C(S) + O2(g) → CO2(g) 2C(S) + O2(g) → 2CO(g) Carbon monoxide can further react with oxygen to give carbon dioxide. 2CO(g) + O2(g) → 2CO2(g) When carbon changes to carbon dioxide, change in entropy (à ¢Ã‹â€ Ã¢â‚¬  S) is very small and à ¢Ã‹â€ Ã¢â‚¬  G hardly shows changes with increasing temperature. The graph of à ¢Ã‹â€ Ã¢â‚¬  G against T is almost horizontal. When carbon changes to carbon monoxide, à ¢Ã‹â€ Ã¢â‚¬  S is positive and à ¢Ã‹â€ Ã¢â‚¬  G becomes more negative with increasing temperature. As a result, the line shows downward slope. The two lines for carbon to carbon-dioxide and carbon to carbon monoxide cross at 983K. below this temperature formation of CO2 is favoured whereas above this temperatures formation of CO is preferred. Ellingham diagram of metal sulphide : Some metals occur in nature as sulphides, such as ZnS, CuS and PbS. The reaction for the reduction of these sulphides with carbon is highly 2MS(S) + C(S) → 2M(S) + CS2(g) unfavourable energetically because of the instability of carbon disulphide. It being an endothermic reaction, sulphide ores are roasted to oxides and their reduced into metals.