Challenging and Demanding Work Environments

Question: Examine about the Challenging and Demanding Work Environments. Answer: Presentation I might want to talk about session Dominos Pizza in this report, which is my working spot. Dominos Pizza is a secretly held association which conveys pizza and is the biggest organization on the planet. It was established in the year 1960. Over the United states and different nations, it is working in excess of 5700 units. The ideas of Dominos are exceptionally straightforward which offers just conveyance and has just a constrained menu. For 3o years and more its been offering just tow pizza sizes and 11 fixings and till 1990 just cola as a refreshment. Later it included servings of mixed greens, bread sticks and extra courses other than pizzas to its menu for maintaining the business as a key faculties. As a job of a worker my center was to give the quality pizzas and furthermore the ideal based support of the clients. Authority Team Their authority style is seen as much more path to an equitable style. They are attempting to fabricate a trust in their framework with the goal that it very well may be pushed forward quicker. In any case, as per me individuals have glanced it in another manner (Armstrong, 2013). The absolutist chiefs of the organization were attempting to settle on the choices and report at that point and afterward make a push ahead with the goal that it would be efficient. The kind of authority style they follow has brought about giving them the accompanying qualities and shortcomings. Qualities: They hold a solid brand picture The nature of food and administration is looked after high Requesting food online is bolstered The administration of home conveyance is powerful Their preferred client can plan the pizza Shortcomings: The cost of the item is high The menu they offer is like other pizza focuses The food contains high calories The inclusion zone is restricted to, conveyance Work Structure The work system of Dominos pizza has been configuration is such a way, that they will probably accomplish development further by fortifying the serious situation with the usage of their business technique constantly. They needed to be the best pizza conveyance organization on the planet by having outstanding establishments and colleagues (Ahmad, 2013). The jobs and obligations of chief are to give help to the whole team and persistent observing of the nature of food and administration they give to the clients. Their principle point is to check whether they cling to the gauges and keeping up the client relations. All the strategies and the methodology are to be followed and cause the team to follow (Fisher Gonzalez, 2013). Dynamic The administration is associated with creating establishments and the stores possessed by the organization is engaged with investing every one of their amounts of energy and settling on the correct choices. As indicated by me the administration style so settling on choice for the development of the business is proper with the goal that it wont be one-sided (Marcano et al., 2013). The choices are made by the circumstances, yet in the event that they would take the recommendations from the other level representatives before settling on official conclusions would be considerable with the goal that the circumstances can be investigated appropriately. Groups and Team building The endeavors made by the collaboration would regularly bring about delivering the results at a more prominent level than what we get from the individual work (Marcano et al., 2013). The accompanying measures must be executed for building the cooperation in the working environment include: Collaboration must be empowered by executing the acknowledgment programs Social exercises are to be energized The job every part in a group must be delineated plainly Any issues that are troubling the ought to be recognized and evaluated The individuals from the group ought to be engaged by teaching them how to explain their debates Inspiration The chief and the group captain would be the suitable inspirations for the group since they can offer open doors for the individual people for their self turn of events and support them from their capacities (Roberts, Lowry Sayer, 2014). The individual staff must be inspired with the goal that they are educated by the objectives set for them and how it mirrors the organization and it would prompt their turn of events. Strife Clashes would be there in each organization which emerges when there is a trade of the thoughts and the imagination of others. The contention was seen as useless as some social clashes was included when there was some proposal shared to assist the organization (Sainsbury, 2014). The accompanying measures are taken by the director for settling the broken clashes: The thoughts from the various individuals are coordinated by teaming up their work The contentions are undermined between group either by concurring or differing to the arrangement at last As the procedure of the peace promotion, contending is picked The things that are profited by useful clashes are: Clear desires are set by the trough Workers are offered opportunity to talk and offer their conclusions The business procedures that are utilized are generally the individuals who are in the contention and influenced by that are included and cohesiveness is worked between the colleagues Work Forecast The work is determined by the individuals from the groups and is disseminated dependent on their capacities it is arranged and conveyed further. Security and sound work environment framework are created by the organization (Ulrich, Smallwood Sweetman, 2013). They offer assurance to the representatives from consumes and other working environment wounds. They ought to be structured according to the wellbeing measures to make it progressively compelling. Time Management Organize the ventures and the underlying focuses on that must be me met and the errands to be performed for the afternoon. Accomplishing take a shot at time without tarrying things Being dependable Quality Assurance The quality is kept up at the ideal level in conveying the item and administrations to the clients (Marcano et al., 2013). The quality is best overseen at our work environment by executing the system of giving the uncommon consideration at every single phase of handling the items. The fixings are put away in temperature required by the item. Administrative Context Equivalent business opportunity: At our working environment all people from various ranks, race and inabilities are utilized with no predisposition. Assorted variety: Workplace is extremely enhanced by empowering various societies Hostile to Discrimination: all individuals are dealt with similarly in the working environment Out of line excusal: with no earlier hint there is no out of line equity done to the representatives Transient work association: individulas who require work for brief period are energized. References Armstrong, M., 2013.How to oversee people(Vol. 29). Kogan Page Publishers. Ahmad, K.Z.B., 2013. Speed Lead. Quicker, Simpler Ways to Manage People, Projects and Teams in Complex Companies.Leadership Organization Development Journal. Fisher, E.J.P. what's more, Gonzalez, Y.S., 2013. The ABC Manager-How to Manage People all the more Effectively in Today's Challenging and Demanding Work Environments.Engineering Management Research,2(1), p.67. Marcano Belisario, J.S., Tudor, K.I., Sumalinog, A.R.N., Middleton, L.T. what's more, Car, J., 2013. Instructive mediations for improving the abilities of clinical specialists to recognize, analyze, and oversee individuals with subjective hindrance and dementia.The Cochrane Library. Peterson, D.R., Barrett, J.D., Hester, K.S., Robledo, I.C., Hougen, D.F., Day, E.A. what's more, Mumford, M.D., 2013. Instructing individuals to oversee imperatives: Effects on imaginative issue solving.Creativity Research Journal,25(3), pp.335-347. Roberts, H., Lowry, A. furthermore, Sayer, A., 2014. Appraisal and the executives of more established individuals with sarcopenia: Helen Roberts and partners clarify the hazard factors for loss of bulk and what medical caretakers can do to oversee and diminish its belongings in patients.Nursing more established people,26(5), pp.18-22. Sainsbury, K., 2014. Online program to help individuals with coeliac malady deal with the gluten free diet.Australian Coeliac, The, (Mar 2014), p.20. Ulrich, D., Smallwood, N. furthermore, Sweetman, K., 2013.The administration code: five principles to lead by. Harvard Business Press.

Example of Term Paper Outline

Model for Outlining a Research/Term Paper Before you begin composing get your thoughts down in a coherent succession that you would then be able to use to grow while really composing the paper. This is just intended to be a model and a guide; focus on your teacher’s guidelines for the task and organization directions for their group. Recognize what style design your teacher needs you to utilize †APA or MLA. Proposition explanation: Example: The expense of clinical consideration in the United States is making the poor get unacceptable consideration. Key focuses: Examples of conceivable key focuses for the above postulation proclamation: 1.Paying for clinical consideration is past the span of poor people. 2. Paying for clinical protection is past the compass of poor people if not offered by their managers. 3. The poor are compelled to use over-expanded and under-staffed clinical offices on the off chance that they can't manage the cost of care. 4. Is it accurate to say that we are morally answerable for thinking about poor people? 5. What might potential choices be to providing clinical consideration for poor people? You can utilize the postulation articulation and key focuses to make an early on section; at that point you will extend in the remainder of the paper on the theory and key focuses. Instances of developing key focuses: Key point 1.Paying for clinical consideration is past the range of poor people. < Expand your thoughts for this theme †this could be at least one sections. > Demonstrate why and how clinical consideration is past poor people. Normal expense of clinical consideration instead of normal pay rates. The poor need to utilize facilities and other free consideration. Key point 2. Paying for clinical protection is past the span of poor people if not offered by their managers. Can the normal laborer bear the cost of medicinal services costs regardless of whether they have them. Normal expenses of medicinal services plans. I n the event that a business doesn't flexibly human services benefits in what manner would employees be able to get it. Key point 3.The poor are compelled to use over-broadened and under-staffed clinical offices in the event that they can't bear the cost of care. What sort of offices are accessible to individuals who can’t manage the cost of medicinal services. What are impediments for utilizing those offices (pay, and so on ). Are these offices enough staffed and supported. Upsides and downsides for these offices †I. e. better than no medicinal services by any means, don’t see a similar specialist, and so on. Key point 4. Is it accurate to say that we are morally liable for thinking about poor people? Does a general public have a moral duty to deal with its poor? Moral and moral establishments †strict, moral, philosophical.Economic/political purposes behind giving or not giving social insurance. Key point 5. What might potential options be to providing clinic al consideration for poor people? What models exist in different nations? Do they appear to work? What elective models are accessible in this nation? I. e. Religious, private establishments like The Shriners, and so forth. What factors/organizations would battle against change in human services? I. e. Pharmaceutical organizations, insurance agencies, non-adaptable reasoning, and so on. Outline/Conclusion: Create a key synopsis sentence/section that proclaims a wrap-up of ideas you have shrouded in the paper.You may need to rapidly sum up your principle thoughts. This should progress into a Conclusion of your thoughts on the point. The determination could be a different passage or this area could be more than one section. Reference/Works Cited: List of the sources you utilized recorded as a hard copy the paper. Adhere to your teacher’s guidelines for number required and arrangement. Glossary: Thesis explanation †a concise sentence introducing the primary concern of a powe rful composition, normally in the initial passage. Key focuses †those thoughts that you will use to help your proposition and develop in the content of the paper.Summary †a short proclamation that presents or recaps the central matters in a compact structure. Determination †wrap up in a coherent, contemplated way the thoughts that you have upheld in your paper. References/Works Cited: Citation †a short note perceiving a wellspring of data or of a cited entry. Works refered to †a page toward the finish of an exploration creation that rundowns all the assets that you utilized. Incidental reference †a reference style in which in-content references must be encased inside brackets and implanted in the passage, instead of the commentary style.Footnote †A concise note at the base of a page, or on a different page toward the finish of a paper (at that point typically called an Endnote), clarifying or developing a point in the content or demonstrating the w ellspring of a citation or thought. Research/Term Paper Outline Worksheet Thesis articulation: Where will I discover data on this theme? Print †Internet †Journals †Interviews †and so on. Has the educator indicated where you are to search for data? What assets you are not to utilize? What number of sources you are to utilize? Key Points †list the key focuses to research dependent on your postulation articulation: 1. . 3. 4. 5. On isolated pieces of paper develop every one of your key focuses †writing down extra thoughts or starting to really compose. Outline/Conclusion: On a different piece of paper sum up and arrive at a resolution on your point. This is the place you are bringing it home and wrapping up the paper. Works refered to: List the assets that you have utilized. Make sure to utilize the style your educator indicated †APA or MLA. Utilize this diagram to start composing your paper. At the point when you have finished a draft †read, alt er and change.

Use Winter Break for Reflecting and Planning

Use Winter Break for Reflecting and Planning So you just got accepted into one of the best schools in the world? You should be insanely proud of yourself! It is no easy achievement to get into such a prestigious university like Illinois. You have something fantastic to offer the University of Illinois, and we would be so happy and lucky to have you join us here in Urbana-Champaign. Source: Giphy.com Now that it’s winter break, you should take some time to relax. You worked hard all semester finishing up your classes and on those college apps. Catch up on that Netflix show you started but never finished or stop by the local library to pick up a book so you can read for pleasure. Source: Giphy.com During my high school winter break my senior year, I started planning how I wanted to tackle the big choice of choosing a university to go to. Do you want to make one last visit to Illinois to see if it is the right fit? I would recommend coming to Urbana-Champaign once or twice to get a really good feel on what it is like to be an Illini. Seeing students walk around the Quad with Illini gear put myself in their shoes, and it was easy for me to see myself as a student here. The most important thing when planning for college is to remember why you’re going in the first place. For me, education was that important thing. I chose Illinois because it has a top-tier advertising program and I felt it would give me the best preparation to succeed in the industry post-graduation. I considered the out-of-classroom organizations that had to do with my major too, because you are only inside the classroom a few hours a day. It is up to you to use your time wisely and prepare yourself for a great career after college. Enjoy your break, future Illini! Daniel Class of 2018 I’m an Advertising major in the College of Media. I’m from a northwest suburb of Chicago called Buffalo Grove. I chose Illinois because it was the first university in the entire world to offer an Advertising major, which is pretty cool!

The Nature Of Human Values - 948 Words

According to the Merriam-Webster dictionary, the full definition of belief is â€Å"a state or habit of mind in which trust or confidence is placed in some person or thing†. Synonyms of belief are faith, credence, credit, and opinion (Belief, n.d.). Definitions are used to express our beliefs, but there are not necessarily the same beliefs for everybody, that is why one word could have more than one definition. For example, Rokeach, a polish-American social psychology, in his book The Nature of Human Values (1973), identified three categories of beliefs: existential, evaluative, and prescriptive and proscriptive beliefs. Existential belief could be true or false. Evaluative beliefs are judgments about what is good or bad. Prescriptive and proscriptive beliefs evaluate people behavior, what people should do (prescriptive), or not (proscriptive). These categories have been used as guide, manual, and reference in many different fields. In nursing, belief is more than a general definition, is the nurse personal approach while provide care and influence patient and family into healthy behaviors. The nurse own perception of the central concepts, person, environment, health, and nursing, define several aspects of the nursing practice. For instance, the nurse motivation and interventions, patient-nurse interaction, prevention measures attitudes, and health promotion and development, all of these aspects are influenced by the nurse personal belief system. On the other hand, values areShow MoreRelatedThe Value of Nature to Humans1993 Words   |  8 PagesThe Value of Nature Humans project the value of nature because humans are the only beings that are able to produce rational thoughts and are therefore, the only beings that value. Since humans are the only beings that value, they are inherently the only things that determine the value of other things. 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Organisational Learning - Free Essay Example

Sample details Pages: 8 Words: 2500 Downloads: 5 Date added: 2017/06/26 Category Business Essay Type Review Did you like this example? It has been stated that a business derives value from knowledge, know-how, intellectual assets and competencies rather than things and that these capabilities are vested within people (Hamel, 2005). Consequently, in order to create an enduring competitive advantage, a company must therefore focus on the retention and development of its organisational expertise (skills set, tacit and explicit knowledge, capabilities and core competences) and how to engage staff in the process (Porter, 2004; French, Rayner, Rees Rumbles, 2008). Two contrasting learning philosophies appear to exist within organisations à ¢Ã¢â€š ¬Ã¢â‚¬Å" a basic, predominantly instructional approach focussed on remedial action to correct errors or omissions; and a more comprehensive lifelong learning recognising the fundamental importance of employees to business therefore adopting a more developmental approach (viewing people as assets) (Beardwell Thompson, 2014). Don’t waste time! Our writers will create an original "Organisational Learning" essay for you Create order Training is a planned and systematic way of improving an individuals knowledge, skills and attitudes so that they can perform their current role more competently, whereas development is the process of preparing a person to take on more onerous responsibilities or equip them to face higher level, future challenges within the organisation (Malone, 2003: 76). Learning is the process that brings about a persistent change in behaviour through the acquisition of increased competence to deal successfully with the operating environment through the acquisition of knowledge, skills and required attitudes (French et al, 2008: 123). Whilst learning is focussed on the acquisition of the required skills and competences to perform effectively, this has to be linked to performance i.e. combining this essential learning with the motivation to engage in a manner that applies it in a way that delivers improved or enhanced results (Bratton Gold, 2007). This learning (and its application) can take place at various levels within a company à ¢Ã¢â€š ¬Ã¢â‚¬Å" such as on an individual or team/group basis à ¢Ã¢â€š ¬Ã¢â‚¬Å" but the focus of this paper will be on organisational learning aspects (French et al, 2008). Key Definitions and Concepts Organisational learning can be viewed as the process by which a company can build a collective or shared knowledge base and the development of mechanisms to retrieve and disseminate this knowledge (Hora Hunter, 2014). This is built upon the premise that as an organisation grows and adapts, it is able to generate/create a store of institutional knowledge that delivers a collective business benefit exceeding that which could be expected to be provided by employees operating individually (Hagen, 2010). As a company develops over time, the collective learning that takes place generates organisational knowledge à ¢Ã¢â€š ¬Ã¢â‚¬Å" the shared intelligence specific to that company accumulated through both formal systems and the shared experiences of people in the organisation (Cole Kelly, 2011; Johnson, Whittington Scholes, 2011). Organisational learning therefore requires an entity capable of continual regeneration through the application of knowledge, experience and skills by creat ing a culture that encourages challenge and review (Johnson et al, 2011). The traditional, rigid, hierarchical structures that ensure the command and control of individuals are no longer conducive to competing in more dynamic environments or for generating organisational learning (Henry, 2011). Organisational learning consequently refers to the capacity of a company to learn how to do what it does, where what it learns is possessed not by individual members but by the collective à ¢Ã¢â€š ¬Ã¢â‚¬Å" when the group acquires the know-how associated with its ability to carry out its collective activities then organisational learning has taken place (Cohen Sproull, 1996). Organisational learning provides a mechanism to address the essential nature of knowledge (Thompson McHugh, 2009), in that there are fundamental differences in terms of explicit knowledge (which can be expressed formally and communicated through language) and tacit knowledge (which is difficult to formalise or commu nicate as it is embodied, personal and rooted in action/context) (Nonaka, 1994). A company requires the effective application of tacit knowledge developed from a more intimate appreciation of their operations and environment, in order to build a sustainable competitive advantage (Henry, 2011; Porter, 2004). This tacit knowledge can be perceived as corporate wisdom and despite the challenges associated with its transmission and dissemination, organisational learning approaches can be used to capture it effectively to create, innovate and maintain the competitive advantage required (Mullins Christie, 2013). In terms of individual employee capabilities, a company requires skill in the person (rooted within the individual and can be developed through education, training and experience), skill in the job (meeting role requirements) and skill in the setting (an understanding and appreciation of the shared/collective interests of the company and the organisational culture) (Johnson et al, 2011). Effective organisational learning approaches should therefore seek to maximise the collective return from the application and sharing of tacit knowledge, and the skills that can be acquired and developed through the working environment and culture (Hatch Cunliffe, 2006), as these possess real business utility as they cannot be easily replicated by competitors (Barney, 1986). Organisational Learning Approaches Senge (1990) argued that an effective organisational approach to learning required the application of five key disciplines: Personal mastery à ¢Ã¢â€š ¬Ã¢â‚¬Å" understanding individual aspirations and creating clear linkages to organisational goals; Mental models à ¢Ã¢â€š ¬Ã¢â‚¬Å" creating a culture of reflection and inquiry to develop a wider awareness of the organisations needs so that individual thinking begins to anticipate those needs; Shared vision à ¢Ã¢â€š ¬Ã¢â‚¬Å" creating a collective commitment to a common purpose with activities and targets clearly linked to that purpose; Team learning à ¢Ã¢â€š ¬Ã¢â‚¬Å" group development interactions (rather than individual skills programmes) to ensure that training reflects requirements generated by shared goals; Systems thinking à ¢Ã¢â€š ¬Ã¢â‚¬Å" taking a holistic view to understand and appreciate key interdependencies, using feedback to develop, refine (and ultimately simplify) often complex systems. (Senge, 1990) For such an integrated thinking approach to be effective, the leader(s) must be able to develop a shared vision of where the organisation wants to be, developing a creative tension by also clearly articulating the current position of the company (Henry, 2011). The organisation uses clear mission and vision statements, underpinned by shared goals and targets to create a collective framework, which in turn shape learning interventions (often utilising individual or group performance development agreements) (Schein, 2004; Clegg, Kornberger Pitsis, 2011). In order to create collective commitment, flexibility and creativity from employees, learning opportunities/interventions must be relatively frequent, as this then creates an enduring capability for change and innovation (Huczynski Buchanan, 2013). Whilst this approach is reflected in many large organisations and has the capacity to foster a culture that could maximise the return from tacit knowledge held within the organisation (Knights Willmott, 2012), the structural emphasis outlined has been criticised. Unless the articulated mission and vision are regularly reviewed to consider the wider business environment and the demands of competitive advantage (Porter, 2004), thinking and learning can become constrained. Consequently, challenge is not encouraged and process/activity is seen as a worthwhile end in itself ultimately the focus on measureable achievement/innovation can be lost and a blame culture can develop (Seddon, 2008). Using organisational learning to manage the development and sharing of knowledge (as articulated by Senge, 1990) has the potential to maintain the competitive advantage required (Newell, Robertson, Scarborough Swan, 2009). However, to maximise the potential return, know-why (such as design rationale and reasoning à ¢Ã¢â€š ¬Ã¢â‚¬Å" the capturing of best practice) must be combined with know-who (the mapping of relevant expertise and skills) as well as know-how (promoting a learning and development environment in a manner that encourages innovation) (Mullins Christie, 2013). Efforts to capture the critical aspect of know-how has led to the creation of Communities of Practice as an organisational model of learning (Lave Wenger, 1998). Cross-functional communities of practice seek to utilise the informal, social interaction of the group (rather than rely on structured, mechanistic knowledge transfer mechanisms) to create an engaged learning approach focussed on what needs to be known by the group (Lave Wenger, 1998). Such groups often have the ability to capture and share vital tacit knowledge which more formal information management systems are often unable to do (Newell et al, 2009). A community of practice recognises that in order to learn and innovate, it is necessary to participate on a more personal level and to create engaged participation, it is necessary for people to feel included in the decision-process, thus allowing a sen se of ownership to develop (Easterby-Smith, Burgoyne Araujo, 1999). In sharing a concern, a set of problems, or a passion about a topic, the group/community are proactive in developing their knowledge and expertise, interacting on a regular basis (Wenger, McDermott Snyder, 2002). The perceived added-value of effective communities of practice has led to organisations attempting to manage the process by creating groups that cut across organisational boundaries in order to innovate, share knowledge and solve problems (Davenport and Hall, 2002).. However, the mere existence of a structure that brings people together does not ensure that this approach will be effective (Linstead, Fulop Lilley 2009). Attempting to overly manage or even directly control any Community of Practice could introduce the very constraints that these informal peer-to-peer groups originally sought to work against/around and thus minimise their effectiveness (Eraut, 2002). Issues and Caveats Whilst it is possible to gain greater business utility and an enduring competitive advantage from organisational learning approaches, the following aspects need to be considered: Superstitious learning. Where organisations learn the wrong things due to the connections between outcomes and actions being incorrectly specified e.g. rapidly or constantly adapting targets will be close to current performance levels (making being above or below the target an almost chance event) creating a misleading belief that organisational performance has improved. Ambiguity of success. Where the indicators of success are constantly modified or targets continually change, it is difficult to measure what has actually been learned by the organisation even if meeting a goal is seen as a major achievement. Competency Traps. Improving procedures or practices that do not deliver any real competitive advantage can create an illusion of organisational progress. In reality, they expose the company to competitors able to focus on improvements that deliver practical business benefits that meet customer requirements. (Hatch Cunliffe, 2006; Cohen Sproull, 1996). Essentially, organisational learning relies on knowledge management to capture and convert individual tacit knowledge into explicit knowledge that can be more easily shared with others in the company (Huczynski Buchanan, 2013). In considering such knowledge management and intellectual capital capture processes in relation to a learning organisation, a number of issues can emerge: Learning organisation positives: A rich, multi-dimensional concept affecting many aspects of organisational behaviour. An innovative approach to learning, knowledge management and investment in intellectual capital. Challenging concepts, focussed on the acquisition of individual and corporate knowledge. An innovative approach to organisation, management and staff development. Innovative application of technology to manage organisational knowledge (e.g. databases, internet and intranets). Learning organisation negatives: A complex/diffuse set of practices which can be difficult to implement systematically. Attempts to use dated concepts (from change management and learning theory) re-packaged as management consultancy projects. New approaches to encourage employee compliance with strict directives applied in the guise of self-development. New/innovative approaches to strengthening management control over staff behaviours. A technology-dependent approach which does not consider how people actually develop and use knowledge in the organisation. (Adapted from Huczynski Buchanan, 2013: 179). Summary A learning organisation is defined as an entity that encourages and facilitates the learning and development of people at all levels of the company, values that learning and which simultaneously transforms itself to maintain an enduring competitive advantage (Cole Kelly, 2011: 487). The best learning organisations are skilled at creating, acquiring and transferring knowledge whilst also being able to modify their behaviour(s) to reflect new knowledge and insights (Garvin, 1993: 80). To do so effectively, requires skills in terms of systematic problem solving, experimentation with new approaches, learning from experience and past history, learning from the experiences and best practices of others and the ability to transfer knowledge quickly and efficiently throughout the organisation (Cole Kelly, 2011). Unless the methods outlined (above) are able to create a collaborative environment where employees feel empowered to reflect on present practices and to provide improvement sugges tions, then they will not provide any real added-value when compared to more traditional/individual learning interventions (Fineman, Gabriel Sims, 2010). References Barney, J.B. (1986). Organizational Culture: Can it be a source of sustained competitive advantage? Academy of Management Review, 1986(11), pp. 656-665. Beardwell, J., Thompson, A. (2014). Human Resource Management: A Contemporary Approach, 7th Edition, Harlow: Pearson Education Ltd. Bratton, J., Gold, J. (2007). Human Resource Management: Theory and Practice, 4th Edition, Basingstoke: Palgrave Macmillan. Clegg, S., Kornberger, M., Pitsis, M. (2011). Managing Organizations: An Introduction To Theory Practice, 3rd Edition, London: Sage Publications Ltd. Cohen, M.D., Sproull, L.S. (1996). Organizational Learning, London: Sage Publications Ltd. Cole, G.A., Kelly, P. (2011). Management Theory And Practice, 7th Edition, Andover: Cengage Learning EMEA. Davenport, E., Hall, H. (2002). Organizational knowledge and communities of practice. Annual review of Information Science and Technology, 36, pp.171-227. Easterby-Smith, M., Burgoyne, J., Araujo, L. (Eds) (1999). Or ganizational Learning and the Learning Organization: Developments in theory and practice, London: Sage Publications Ltd. Fineman, S., Gabriel, Y., Sims, D. (2010). Organizing Organizations, 4th Edition, London: Sage Publications Ltd. French, R., Rayner, C., Rees, G., Rumbles, S. (2008). Organizational Behaviour, 9th Edition, Chichester: John Wiley Sons Ltd. Garvin, D. (1993). Building a Learning Organization. Harvard Business Review, July-August 1993, pp. 78-91. Hagen J. (2010). The Long Term Effects of Informational security: Learning on Organizational Learning. Information Management and Computer Security, 19(3), pp.140-154. Hamel, G. (2005). MT Master Class. Management Today, July 2005, p.5. Hatch, M.J., Cunliffe, A.L. (2006). Organization Theory: modern, symbolic, and postmodern perspectives, Oxford: Oxford University Press. Henry, A.E. (2011). Understanding Strategic Management, 2nd Edition, Oxford: Oxford University Press. Hora, M.T., Hunter, A. (2014 ). Exploring the dynamics of organizational learning: identifying the decision chains science and math faculty use to plan and teach undergraduate courses. International Journal of STEM education, 2014(1), p.8. Huczynski, A.A., Buchanan, D.A. (2013). Organizational Behaviour, 8th Edition, Harlow: Pearson Education Ltd. Johnson, G., Whittington, R., Scholes, K. (2011). Exploring Strategy, 9th Edition, Harlow: Pearson Education Ltd. Knights, D., Willmott, H. (Eds) (2012). Introducing Organizational Behaviour and Management, 2nd Edition, Andover: Cengage Learning EMEA. Lave, J., Wenger E. (1998). Situated Learning: Legitimate peripheral participation, Cambridge: Cambridge University Press. Linstead, S., Fulop, L., Lilley, S. (2009). Management Organization: A critical text, 2nd Edition, Basingstoke: Palgrave Macmillan Ltd. Malone, S.A. (2005). Learning About Learning: An A to Z of Training and Development Tools and Techniques, London: CIPD. Mullins, L.J., Christie , G. (2013). Management Organisational Behaviour, 10th Edition, Harlow: Pearson Education Ltd. Newell S., Robertson M., Scarborough H., Swan J. (2009). Managing Knowledge, Work and Innovation. Nonaka, I. (1994). A Dynamic theory of organisational knowledge creation. Organizational Science, 5(1), p19. Porter, M.E. (2004). Competitive Advantage: Creating and Sustaining Superior Performance, New York: Free Press. Schein, E.H. (2004). Organizational Culture And Leadership, San Francisco: Jossey-Bass. Seddon, J. (2008). Systems Thinking in the Public Sector: the failure of the reform regimeà ¢Ã¢â€š ¬Ã‚ ¦ and a manifesto for a better way, Axminster: Triarchy Press. Senge, P. (1990). The Fifth Discipline: The Art and Practice of the Learning Organization, New York: Doubleday Currency. Thompson, P., McHugh, D. (2009). Organizations: A Critical Approach, 4th Edition, Basingstoke: Palgrave Macmillan. Wenger, E., McDermott, R., Snyder, W.M. (2002). Cultivating Communi ties of Practice: A guide to managing knowledge, Boston: Harvard Business School Press.

Dominant Price Leadership Free Essays

ICFAI UNIVERSITY, DEHRADUN NAME: KEDAR SINGH TOMAR IUD No: 0901201057 IBS  No: 09BS0001057 Course Name: MANAGERIAL ECONOMICS Course Code: SLEC501 Faculty Name: DR. ANIRVINNA C. Date of Submission: 08TH SEPTEMBER 2009 Topic of the Assignment: DOMINANT PRICE LEADERSHIP Student Signature  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Faculty Signature DOMINANT PRICE LEADERSHIP Dominant price leadership exists when a. We will write a custom essay sample on Dominant Price Leadership or any similar topic only for you Order Now one firm drives the others out of the market. b. the dominant firm decides how much each of its competitors can sell. c. he dominant firm establishes the price at the quantity where its MR = MC, and permits all other firms to sell all they want to sell at that price. d. the dominant firm charges the lowest price in the industry. PRICE LEADER Marketing: Powerful firm whose prices are likely to be imitated by other firms in the same market. Price leaders usually are also the market leaders. DOMINANT LEADERSHIP Leadership characterized by a clear line of authority that gives the leader the power of delegation, and the power to control the subordinates’ level of participation in decision making process. It is the most common form of leadership. PRICE LEADERSHIP Situation in which a market leader sets the price of a product or service, and competitors feel compelled to match that price. Oligopoly Models â€Å"Price Leadership† The firms in the Oligopolistic industry without any formal agreement accept the price set by the leading firm in the industry and move their prices in line with the prices of the leader firm. Price Leadership can be in any of the forms; Price Leadership by a Dominant firm Barometric Price Leadership Aggressive or Exploitative Price Leadership The structure of the DTH industry in India can be categorized as an â€Å"Oligopoly†. An oligopoly is a market form in which a market or industry is dominated by a small number of sellers (oligopolists). An oligopoly is a market dominated by a few large suppliers. The degree of market concentration is very high. Firms within an oligopoly produce branded products and there are also barriers to entry. Key characteristics of â€Å"Oligopoly† are following : †¢ Few larger supplier dominates the market †¢ Interdependence between firms †¢ Each firm produces branded products †¢ Significant entry barriers into the market in the long run which allows firms to make supernormal profits †¢ Each oligopolist is aware of he actions of the others. What is DTH? DTH stands for Direct-To-Home television. DTH is defined as the reception of satellite programmes with a personal dish in an individual home. DTH does away with the need for the local cable operator and puts the broadcaster directly in touch with the consumer. Only cable operators can receive sat ellite programmes and they then distribute them to individual homes. Dishtv, subsidary of the biggest media conglomerate – Zee group, reached a significant milestone of crossing 4. Million subscriber mark and thus consolidating its leadership position as the largest and most innovative DTH Company in India. Dishtv is the leader in DTH sector with a market share of more than 53 per cent of the total subscriber base of 8 million. Dishtv’s footprint covers 5400 towns across India bringing smiles to 23 million Indians. Reliance communications subsidiary, Big TV, crossed one million subscriber mark within 90 days of launch. Big DTH is growing exponentially and is now next to Dish TV and Tata Sky with its 15 per cent market share. Launched in August this year, BIG TV is available at over one lakh retail outlets across 6,500 towns along with over 2,000 exclusive Reliance branded stores. Dishtv has consistently set the benchmarks for the Indian DTH industry and redefined the business through marketing innovations, introduction of new generation valueadded services and the highest standard of customer delivery. Today, Dishtv offers its subscribers choice and superior value for money with a range of innovative value-added services backed by excellent customer service. The Four Million milestone is not just a significant one for Dishtv but also symbolizes the successful growth of the Indian DTH industry. Dishtv has always been a forerunner in bringing new marketing innovations and going forward the company will initiate certain steps to rationalize the package offerings which may include charging of service tax etc. directly from the subscriber. Adding to its array of interactive value added service, dishtv launched the innovative Interactive Banking Service â€Å"ICICI ACTIVE† in association with ICICI Bank. This service enables Dish TV viewers to access information on ICICI Bank products and services, from the convenience of their homes. To celebrate the festive spirit of Diwali, Dishtv launched â€Å"BHAKTI ACTIVE†. Dishtv subscribers can now get Live Gurbani from Bangla Sahib and Nanded Sahib, Aarti of Sai Baba from Shirdi Ganesh Aarti from Siddhi Vinayak, Mumbai, Aarti from Tirupati Balaji, Live Ganga Aarti from Haridwar and Bhasm Aarti of Mahakaal from Ujjain. Dishtv customers can now get blessed at the press of a button in the comfort of their home 24X7. Dishtv added 3 new channels on its platform. This addition will further enhance Dishtv’s strong bouquet of general entertainment, news, sports and regional channel offering to its discerning subscribers. The company had added a record 5. 29 Lakh subscribers during the Second Quarter of fiscal 2009 (July – September), breaking all its previous achievements. Dishtv’s footprint covers 6500 towns across India and it reaches into far flung markets which enable building of a diverse subscriber base across consumer segments. STRENGHTS Pioneer and leader of DTH services in India ? First mover advantage One year lead over nearest competitor ? ~ 3-year lead over others ? Largest subscriber base ~ 5. 0 mn (Mar-09) ? Backed by Zee Group India’s strongest Media group Full-service business model ? Basic subscription packs ? Value added services ? Bandwidth ? Teleport services Leveraging on first mover advantage backed by strong industry understanding ? Diversified cont ent offering ? 240 channels + Services ? Content tie-ups at fixed rates ? State-of-the-art infrastructure ? Large distribution network ? Aggressive subscriber acquisition strategy to ensure continued market leadership DTH INDUSTRY MARKET SHARE 2008 | | | |Brand |Promoter |Market Share | | | | | |Dish TV |Zee group |53% | | | | | |TataSky |Tata Sons Star TV |30% | | | | | |Big TV |Anil Dhirubhai Abani Group |15% | | | | | |Others (Sun Direct, AirTel Digital |Sun by SUN TV |2% | |TV ) |AirTel by Bharati telemedia | | | | | | Another way of confirming it is by using the index Herfindahl. The Herfindahl index, also known as HERFINDAHL-HIRSCHMAN INDEX or HHI, is a measure of the size of firms in relationship to the industry and an indicator of the amount of competition among them. HHI s defined as the sum of the squares of the market shares of 50 largest firms (or summed over all the firms if there are fewer than 50) within the industry, when the market shares are expressed as percentages; the result is proportional to the average market share, weighted by market share. The higher the HHI Index the more oligopolistic is the industry In mathematical term it is defined as following : n H = ? si2 i=1 Where si is the market share of firm i in the market, and n is the number of firms. In the case of Indian DTH Industry the HHI index can be computed by squaring the market share of each player and adding them i. e. H = 532 + 302 + 152 + 22 H = 85399 Since this value of H is petty high it indicates that the market is oligopolistic. SUN TV NETWORK It is No 1 media company in South Asia and Asia Pacific Region based in Chennai, Tamil Nadu, India. Established in 1993, it offers a plethora of television channels in 4 languages covering the whole of southern India. It was the first fully privately owned Tamil channel in India when it emerged in 1993. Its serials and soaps have generated the maximum TRP for viewership all over India, making it the most popular network of channels in India. All its channels occupy the top spots in their respective languages. Sun TV, in Tamil is the Network’s flagship and most popular channel. Being the premier channel, Sun TV is often used to refer cable tv in general or to the Sun TV Network in general. Sun TV and its sister channels have a dominating share of viewership in Tamil Nadu. Its cable arm, SCV is cable distribution and Sun Direct is the dominating DTH (direct-to-home) player in the state. Its radio network Suryan has a lion’s share of listenership; its magazine Kungumum and newspaper Dinakaran are leaders Although its main presence is in Tamil, it has channels in other languages also. Channel |Type | |Sun TV |Tamil Entertainment Channel | |Sun Music |Tamil Music Channel | |Sun News |Tamil News Channel | |KANNADA | |CHANNEL |TYPE | |Udaya TV |Kannada Entertainment Channel | |Udaya Movies |Kannada Movie Channel | |U 2 |Kannada Music Channel | |TELUGU | |CHANNEL |TYPE | |Gemini TV |Telugu Entertainment Channel | | Gemini Music |Telugu Music Channel | |Gemini News |Telugu News Channel | MALAYALAM | |CHANNEL |TYPE | |Surya TV |Malayalam Entertainment Channel | |Kiran TV |Malayalam Music Channel | |Kochu TV |Malayalam Kids Channel | |Chiri Thirai |Malayalam Comedy Channel(DTH) | FM RADIO STATIONS Sun TV Network has many FM radio stations based in India |Tamil FM Stations | |Radio Station |Area |Frequency | | |Suryan FM |Chennai |93.   MHz | | |Malayalam FM Stations | |Radio Station |Area |Frequency | | |S FM |Thiruvananthapuram |93. 5  MHz | | |Telugu FM Station | |Radio Station |Area |Frequency | | |S FM |Vishakapatnam |93. 5  MHz | | |Kannada FM Station | |Radio Station |Area |Frequency | | |S FM |Bangalore |93.   MHz | | |Hindi / Other Language FM Station | |Radio Station |Area |Frequency | | |Red FM |New Delhi |93. 5  MHz | | |Red FM |Mumbai |93. 5  MHz | | |Red FM |Kolkatta |93. 5  MHz | | PRINT MEDIA TAMIL NEWSPAPERS Dinakaran – (Daily Morning Newspaper) Tamil Muras u – (Daily Evening Newspaper) WEEKLY TAMIL MAGAZINE Kungumum Mutharam Because of the strong presence of SUN TV in every field whether its print media, TV, Radio and other close competitior in South India it is a clear market leader over there. How to cite Dominant Price Leadership, Papers

Petrophysics free essay sample

Abstract The South Tapti gas field, located in the Arabian Sea off the western coast of India, has been on production for the last three years. Drill Stem Tests (DST) conducted in five zones in the first appraisal well showed high sand production in all the tests at drawdowns as low as 20 psi. Due to the unconsolidated nature of the reservoir sand, it was decided to gravel pack all future wells. Initially, the High Rate Water Pack (HRWP) technique was used on 13 completions including some stack and selective completions. Due to a change in the drilling fluid to an oil based mud (OBM) system and the higher damage associated with the it, it was later decided to switch the gravel packing technique to ‘Frac and Pack’. This involved creation of a small frac to bypass the near wellbore damage using a gel-based fluid, followed by gravel placement using the HRWP. The Frac Pack technique was tried on 10 completions. Extensive production and pressure data collected on the above completions show that the ‘Frac Pack’ technique has led to a decrease in the mechanical skin by almost 70 %. More importantly, it has also been responsible for decreasing the Rate Dependent Skin Coefficient, D, by 50 %, which has a greater impact on the well productivity since these wells are produced at average rates of 25 MMSCFD. This paper describes the gravel packing techniques used in the South Tapti gas field, their evolution and the results achieved. Inroduction The South Tapti field, located off the Western coast of India, is represented by a series of alternating sand and shale sequences. The upper reservoir intervals are dominated by tidal-bar and channel sands deposited in a deltaic environment while the lower sands represent incised valley deposits consisting largely of alluvial/fluvial channels, tidal bars and tidal creeks. The exploratory wells drilled in the field indicated strong sand production tendencies due to the unconsolidated nature of the reservoir rock. This was corroborated by extensive testing of the first development well when all the five zones tested produced sand even under extremely low pressure drawdown conditions. The completion policy for the field focused on preventing sand ingress while minimizing the near well-bore damage inherent in any sand control application. The early development wells were gravel packed using the high rate water pack (HRWP) technique. These initial completions were highly successful in preventing sand production but also induced significant damage in the process. The problem was accentuated when the drilling mud system was changed to an oil base system in an attempt to offset recurrent drilling problems arising out of unconsolidated sandstone and presence of reactive clays. This called for a change in completion philosophy in order to ensure that the wells retain high productivity with effective sand control. Geologic and Reservoir Characterization The South Tapti field is localized by a broad SW-NE trending, doubly plunging anticline. The field has up to 13 different Oligo-Miocene gas bearing sands, separated by shales. The reservoir sands were deposited in both incised valley and deltaic settings. Reservoir sands within incised valleys consist of alluvial/fluvial channels, tide-influenced channels and tidal bars. The channel sands typically are the cleaner sands with excellent porosity permeability and up to 20 m thick, whereas the tide-influenced channels and tidal bars are shalier, with more modest porosity and permeability. CLAY MINERALS 1. Abstract: Tapti Basin in Surat Depression, Bombay Offshore is characterized by entirely siliciclastic succession. The cores and cutting samples, and wireline logs provide important information about the stratigraphy, basin fill, mineralogy, source and reservoir rock characteristics. Well under study is located in South Tapti sub-basin and contains gas-bearing sandstone within Mahim Formation of Late Oligocene age. The cuttings and cores have been megascopically examined and with the aid of electrical log data, the litholog of the well is prepared. The study involves XRD and major element analysis of selected samples. The XRD and digital log data from Natural Gamma Sepctrometry (NGS) log indicate that montmorillonite is the major clay mineral present in the upper part of the succession, whereas kaolinite present in the lower part (1868 m MD to 2427 m MD). Kaolinite is apparently formed by early stages of burial diagenesis, whereas montmorillonite is a weathering product of the Deccan Basalt. Interpretative lithology from the well log response shows that reservoir sandstones have developed within the depth interval of 1865m TVD to 1945 m TVD within dominantly shale lithology. Reservoir sandstones are semiconsolidated, medium to coarse grained and moderately well sorted. Quartz is the dominant detrital component in all the sandstones. Pay sands are quartz arenite whereas non-pay sands are quartz wacke with varying amount of clay matrix. Kaolinite in the reservoir section reduces the permeability of quartz wacke, but enhancing porosity in microlevel. Carbonate, siderite and iron oxide are main cementing material. Major element data showing that clastic sediments were delivered to the basin possibly by the Proto Tapti river but they may be having dual source of origin. The discriminant functions of Meyer and Nederlof, 1984 has indicated that the studied formations do not have source rock potential. Key words: Tapti Basin, Bombay Offshore, hydrocarbons, provenance and clay minerals. quartz wacke, but enhancing porosity in microlevel. Carbonate, siderite and iron oxide are main cementing material. Major element data showing that clastic sediments were delivered to the basin possibly by the Proto Tapti river but they may be having dual source of origin. The discriminant functions of Meyer and Nederlof, 1984 has indicated that the studied formations do not have source rock potential.

Othello Play Essays - Othello, Michael Cassio, Iago, Roderigo

Othello Play The four main characters in the play Othello represent four different character traits of manhood: Roderigo, the failure; Othello, the hero, yet the insane lover; Cassio, the noblemen; and Iago, the villain, yet the strongest character of the play. Of these four characters Roderigo reveals the weakest character traits. Iago effortlessly profits from Roderigo's deficiency in a intelligence, in fact Iago himself said he would not waste time and effort on"such a snipe"(I iii 387) except for "sport and profit." Towards the end of the play Roderigo reveals some traits that might classify him as a man with a spine. He finally stands up to Iago and threatens to expose the conspiracy against Othello and Cassio, but ultimately his flaws overpower his virtuous traits and he is persuaded by Iago to kill Cassio instead. Likewise, Othello is the tragic hero of the play but his character is also weak. Jealousy is Othello's major downfall. He reveals his insecurities in the scene where he strikes Desdemona and calls her a "devil". Similarly, in the brothel scene, Othello's insecurities arise when he cruelly questions Desdemona. He condemns her as a "simple bawd" and a "whore", which he has no real proof of. Iago also easily manipulates Othello, like Roderigo, throughout the play. Othello is naive. He demonstrates that a few well-placed suggestions can alter his train of thought, such as when Iago was talking to Cassio and made Othello believe that the lieutenant was speaking of Desdemona instead of Bianca. On the whole, Othello was a weak character and a naive man. In contrast, Cassio's character is strong. He spoke about Othello with dignity and grace, which no other character in the play does. Also, Cassio showed extreme loyalty to the Moor. Cassio's only flaw is that he temporarily lost his power of reasoning when he was drunk and let himself be manipulated by Iago. All in all, Cassio is a good example of how a man should act; with dignity and honor. Likewise, Iago's character is also strong. He is an intelligent man as can seen in the soliloquy where he is hatching a plan to frame Cassio "to get his place "(I iii). In the soliloquy Iago's intelligence is revealed in the statement "How, How? - To abuse Othello's ear / That [Cassio] is too familiar with his wife."(I iii 396-39). Iago used his intelligence to think of a plan to frame Cassio and bring down Othello at the same time. Iago is also a confident man. Throughout the soliloquy Iago is confident "That the moor ...Will be tenderly led by the nose./ As asses are " (I iii 401- 404) and will be easily manipulated. However, if Iago had used his good character traits for good he would have been the hero of the play instead of Othello. On the whole, Shakespeare did an excellent job on setting the character traits for the male characters in the play: Roderigo was the "snipe"; Cassio, the noble gentleman; Othello, the fallen "noble Moor"; and Iago, the intelligent, confident and arrogant self-made villain. All the Characters in the play had some good traits but each of them had an appalling attribute that led to their downfall.

Basic Guide on How to Write a Dissertation

Basic Guide on How to Write a Dissertation How to write a really good dissertation is the question that has probably been the cause of many sleepless nights for you. Writing a thesis is not difficult at all, as long as you remember some rules and tips that guarantee an excellent dissertation for you. You may have had awful experiences while writing dissertations, but have you ever noticed why you keep getting only Cs and Ds in your dissertation assignments when the guy sitting next to you gets an A+ every time with half the effort than you? Most students spend fortnights, even months, racking their brains, and trying to squeeze as much out of it as possible. However, the reason that they get sick grades is not that they do not make an effort, but that they ignore several essential points while writing dissertations. It does not matter how many painful hours you spent in the library or how much research you did while surfing on the net, as long as you forget to think about the crux of the subject. Following points will help you write dissertations that will earn you the grades you deserve: Make sure you have understood the topic of the dissertation completely. Never miss a chance for a wee discussion with your teacher. As long as you know the topic you are writing a thesis on, you can rest assured that 40% of the task is complete. There is nothing entirely as wrong as completing a dissertation and then finding out that the Triceratops you have just written about as a musical band in your project is dinosaurs! Now that you have full knowledge of what you are going to write, let us move on. Never ever ignore the websites, books, authors etc that your teacher has given to you for research. At least 60% of the references should be from those sources. After looking at the sources, your teacher has told you to take help from, proceed to examine for other material that might help you with your dissertation. You do not have to look too much, as Internet has already done half of your research job. However, for most common topics, you will be able to find stuff from sources like Encarta, Encyclopedia Britannica, and Wikipedia, etc. For more detailed research, you can ask your subject teacher for more references to help you. Get as much information you can gather. Keep on taking everything that seems relevant to the topic you are writing your dissertation on. Once you have enough material, shape it up into a dissertation, and then spend the rest few days cutting off the additional ‘fat’ from your paper. For more information about writing a professional dissertation or thesis paper you can visit our custom writing service for buying your dissertation immediately.

Partnerships and Limited Liability Partnerships Assignment

Partnerships and Limited Liability Partnerships - Assignment Example Fiduciary implies a particular individual on whom extreme assurance and faith has been placed by another to handle and guard finance or possessions. It is referred to as an association where an individual is obliged to do something for the advantage of another individual5. It has been further added that there are three most important duties that arise where there exists such an association. The foremost is the duty or responsibility of loyalty which means the responsibility to do something on behalf and in support of the particular individual or body towards whom the responsibility is outstanding and not taking benefit of, or damaging, it or him. The second is the duty or responsibility of obedience which means the obligation and responsibility to do something inside the limits of the power of faith. The third is the duty or obligation of care which means the duty to do something cautiously. At times the obligation of disclosure of complete material information is stated as the fourt h duty6. These fiduciary duties relating to sections 33, 34 and 35 of the Partnership Act 19637. The only fiduciary responsibility for which a particular partner is indebted to the other existing partners and the partnership is the responsibility of loyalty or faithfulness and the responsibility of care. A particular partner’s responsibility or obligation of loyalty is restricted to provide accounts to the partnership regarding any kind of possessions, profit or advantage that has been obtained by that partner in carrying out the business of partnership or by using a property that is possessed by the firm and all the partners jointly and also to cease from transacting with the firm where he has been acting as a partner, as an unfavourable party or entering into a competition with the firm in the course of carrying out the business of partnership. Similarly, a partner’s obligation of care is restricted to abstaining from grossly negligent or irresponsible behavior, misb ehavior that was on purpose or for disobeying a law intentionally. These obligations might not be surrendered or disposed of in the agreement of partnership and in order to accomplish them, every individual partner ought to act time and again in relation to the responsibility of trust and fair dealing. These are pertinent to all the contracts as well as agreements of partnership. It is allowed for a partner to follow one’s own interests but it should be ensured that in the course of doing so, the above-mentioned responsibilities should not be violated8.  

The Divergence of U.S. & U.K Takeover Regulations Essay

The Divergence of U.S. & U.K Takeover Regulations - Essay Example In their article, The Divergence of U.S. and UK Takeover Regulation (2007), Armour and Skeel note that takeover is the persistent bid by one company (bidder) to acquire the business of another (target), or the process by which the bidder acquires the target company. When the term regulation is incorporated into this definition, takeover regulation denotes the practice of monitoring and controlling the bidder-target interaction so that the underlying takeover deal is fair to all stakeholders involved. This process is actually regulated by legal provisions both in the U.S and the UK. Having noted divergence in takeover regulation between the U.S and the U.K, it is important to highlight key differential areas. The key areas of divergence in the U.S and UK handling of takeover regulation is the subject matter of Armour and Skeel’s text. While in both countries the takeover process is regulated by law, there are critical variations across the applicable legal framework. In the U.S, for example, defensive tactics by managers are provided for by law. In contrast, the UK takeover system illegalizes the practice of defensive tactics in the event of a materialized takeover. These two countries are noticeably unique in the manner in which they handle takeover regulation. UK system of takeover regulation is primarily driven by self-regulation. On the other hand, self-regulation is little, if any, in the U.S. Furthermore, the application and subsequent use of Delaware laws in the U.S provides a mechanism for litigation as far as takeover regulation is concerned. For this reason, relevant courts and lawyer activities are high in the U.S relative to takeover bids. In the UK, courts and lawyer activities are little, if any. Arising matters, issues, and concerns regarding takeovers are dealt with by the Takeover Panel (Gaughan 88). This divergence informs the UK-based

Prejudice And Discrimination Against Indians Cultural Studies Essay

Prejudice And Discrimination Against Indians Cultural Studies Essay The population in Singapore is about 4.9 million people, 3.7 million people are Singaporeans and Permanent Residents while the rest are foreigners. The ethnic distribution of Singaporeans is as follows, 9.2% of Singapores population is Indians, 13.4% of Singapores population is Malays, 74.2 % of Singapores population are Chinese, while the remaining 3.2% of Singapores population are Eurasians. (http://www.singstat.gov.sg/pubn/reference/sif2010.pdf) From the above mentioned statistics Indians are one the minority groups in Singapore while the Singapore population is dominated by the Chinese race. The following paper will highlight the racism against Indians in Singapore from the majority race which is the Chinese population. This topic has been chosen because the author has experienced racism in many forms from the Chinese population in Singapore, thus the author is able to relate to this topic better and give better suggestions to solve the problem on hand. According to Nadra Kareem, one of the major causes of racism is because of the skin colour, where the minorities are rejected by the society and suffer verbal abuse because of their ethnic background. (http://racerelations.about.com/od/understandingrac1/a/internalizedracism.htm) The following are two quotes taken from interviews (conducted by me) to strengthened Nadra Kareems statement. Vinodini, 25 I was about 13 years old when this incident happened, I went to the swimming school with my female group of friends. I and my friends did not really know how to swim, we just went for the sake to try out something new. My group of friends were wearing our swimming costume and we were about to enter the pool when a Chinese man said to his wife Charcoal coming inside the pool lets go. At that point I felt so insulted. I did not know whether to scold him or just simply run away to escape the humiliation. From that day onwards I lost the interest in swimming and I have never worn a swimming costume. The following statement illustrates the point that colour is a cause of racism, naturally swimming costumes tends to show more of the body and the Chinese man had to comment on her colour as charcoal. The respondents body is shamed by being referred to as charcoal (in relation to its black colour) and on a worse note the Chinese man felt that by the respondent entering the pool it meant that the man and his wife should leave the pool and that they cannot be in the same pool together. On a whole this incident is extremely damaging to Indians confidence in their body. Thevandran, 16 During primary school there was an incident whereby a Chinese boy from my class would cover his nose and encourage other students to cover their noses because he thought I was smelly and dirty. When I confronted him he told me that it was his parents who told him that Indians dont bathe at all. That day I convinced myself that I did not want to socialize with the Chinese. In both instances it can be noted that there are actually racially-motivated racism by the Chinese against the Indians in Singapore based on their colour. The multiple disgraceful terms such charcoal and dirty is mainly to mock the Indian body as inferior to theirs. Ardis C. Martin, M.D. states that if ones culture continues to be devalued it results in low self-esteem. (http://ap.psychiatryonline.org/cgi/content/full/32/4/338) In both cases above, the respondents felt insulted by the remarks that they received. Vinodini did not ever want to swim again while Thevandran did not want to socialise with Chinese to ease his pain. Top of Form Bottom of Form Section III WHY THIS PREJUDICE AND DISCRIMINATION AFFECT SOCIETY AND IS IMPORTANT The racism of Chinese against Indians in Singapore should not be treated lightly and must be treated seriously. One only has to look back into Singapores history and remember of the two racial events that nearly tore apart Singapore The Maria-Hertogh Riots and 1964 Race Riots. On 11 of December 1950 the court decided to award custody of Maria Hertogh (who was raised by Muslims) her biological Catholic parents. Outraged Muslims protested the decision which eventually led to rioting when images showing Maria Hertogh kneeling before a statue of Mother Mary were published. Rioting in Singapore lasted 3days. Many properties were destroyed but more importantly 173 people were injured and 18 were killed. (http://en.wikipedia.org/wiki/Maria_Hertogh_riots) The 1964 Race Riots was a series of riots that took place in Singapore in July and September between Chinese and Malay racial groups. The racial violence killed 36 people and a further 556 people were injured. (http://en.wikipedia.org/wiki/1964_race_riots_in_Singapore) The following two events illustrate how racial conflicts can destroy Singapore. To deal with this situation the government has continuously and actively promoted racial harmony as the key pillar of the nation through various policies and measures emphasizing tolerance, understanding and respect among the different races and religions in Singapore. (http://www.asiaone.com/News/AsiaOne+News/Singapore/Story/A1Story20100429-213067.html) Singaporeans are also constantly regularly reminded in official speeches of the racial in events in Singapores history and how it threatened to engulf the nation in turmoil. (http://www.straitstimes.com/STI/STIMEDIA/sp/nationaldayrally2009/090817_hard_work_on_harmony.html) The situation in Britain/United Kingdom will now be discussed, whereby Indians there are one of the minority race groups and they are discriminated violently and viciously by the majority groups. Even though the situation in Singapore regarding the racism against Indians by the Chinese may be seem as tame as compared to the situation in Britain/United Kingdom, lessons has to be learnt from those countries to prevent our nations future from becoming bleak as Britain and United Kingdom. Section IV WHERE CAN WE START TO FIX THE PROBLEM Racism of Indians by the Chinese in Singapore results in marginalisation between the two groups and thus creates divide within the multi-racial society within Singapore. (http://www.asiaone.com/News/AsiaOne+News/Singapore/Story/A1Story20100429-213067.html) There are many measures put in place by the government to tackle the issue of racism between the different racial groups. During Mr Lee Hsien Loong National Day Rally speech in 2009 he mentioned about Singapores efforts at fostering harmony among the different races and religions. (http://www.straitstimes.com/STI/STIMEDIA/sp/nationaldayrally2009/090817_hard_work_on_harmony.html). The reason for doing so is to create social interaction between different races and thus promote cultural diversity among them. Examples to promote national integration between the different races include through promotion of public housing, national service, educational policies, the mass media and grassroots organizations. One such measure I suggest to tackle the issue of racism against the Indians by the Chinese is to implement a system in primary schools whereby for one day a Indian student will have to live a Chinese students house. The next day the Chinese student will have to live in the Indian students house. This thus creates the social interaction required to foster harmony between the different racial groups. The reason for implementing this system during primary school is because young children are impressionable and through interaction at this age it will continue a trend to interact with other races as they grow up. Martin Luther King once said I look to a day when people will not be judged by the color of their skin, but by the content of their character. I totally agree with him, through the implementation of my idea it will help Chinese in Singapore to judge Indians based on their character and nothing else, thus creating a harmonious and multi-racial Singapore for all to see. (http://changingminds.org/analysis/i_have_a_dream.htm) THE END

The Black Power Movement

The Black Power Movement During and after the days of Jim Crow, blacks in the United States were economically and socially oppressed. Blacks still faced lower wages than whites, segregation of public amenities and racial discrimination. At this time many groups were created to challenge these injusticces. The Black Power Movement and the Civil Rights movement were similar because they both fought for equal rights and equal treatment for African Americans. However, they sought to achieve different goals and implemented different forms of action to achieve change. The Civil Rights Movement fought for desegregation and believed in non-violence, while the Black Power Movement rejected integration for racial seperation (Jefferies, 2006). In this essay, I am going to further discuss the tactics used by the Black Power Movement to gain change, and the accomplishements they achieved. Emerging after the civil rights movement of the 1950's, the Black Power Movement was arguably one of the most influential and controversial movements of the 20th century. â€Å"Black Power† as a political idea originated in the Student Nonviolent Coordinating Committe (SNCC) n the mid 1960's (Jeffereies, 2006). At this time a leader emerged by the name of Stokley Carmichael. Upon gaining leadership, Carmichael ejected white members and believed that the only way to bring about change for blacks was to have an all black union. Stokleley Carmichael believed that Black Power would instill a fear in whites and love in blacks ( Carmichael, 1967). In 1966, Huey Newton and Bobby Seale formed the Black Panther Party for Self Defense (BPP) in Oakland California. By the late 1960's, the Student Non-Violent Coordinating Committee SNCC) and the Black Panther Party for Self Defense began to gain momentum. Martin Luther King Jr imitated Ghandi and his use of non-violebnce to gain India independence from Great Britain. Because of the Civil Rights Momvement, in 1964 the Civil Rights Act was passed and a year later the Voting Rights Act was passed, ending segregation and ultimately gave blacks the right to vote (Muse,1968). However, non-violent protestors were being beaten, cut with razors and knives, hot cigarettes and cigars were burnt into their arms and aces, they were spat upon and kicked to the floor, policemen locked them up by the thousands into cramped unsanitary jails (Muse,1968). Even with the obvious progress, discrimination could not be eliminated. Many members of the SNCC grew tired of the non-violent approach used by King and other groups within the Ci vil Rights Organization. Increasing members of the SNCC had come to reject the moderate path of cooperation, integration and assimilation of their elders (Ogbar,2005). Divisions grew betweeen the Civil Rights Movement and the Black Panther Movement. The eaders of the Black Power Movement argued that assimilation or integration robs blacks of their identity and dignity (Algernon, 2003). Malcom X, a member of the nation of Islam, believed that Africans historically fought to protect their lands, cultures and freedoms from European Colonists, and that to seek to integrate into a society that has stolen one’s people and their wealth is an act of treason (Algernon, 2003). As a result, aggressively more radical voices came foward to challenge racial discrimination. Black Power advocates began to insist the Blacks carry guns and receive ilitary training in order to protect themselves. Members of the Panthers openly carried weapons and made death threats towards police officers. The Black Panthers sought to oppose police brutality in African American neighborhoods. Police Officers were frequently followed by armed Black Panthers The Black Panthers staged violent protests which often resulted in the death of Panthers and Police officers. From 1967 to 1969, nine police officers were killed and 56 were wounded in confrontations with the panthers (Marine, 1969

History of Global Warming Essay

The succession of exceptional years with record high temperatures, which characterized the 1980s, helped to generate widespread popular interest in global warming and its many ramifications. The decade included six of the warmest years in the past century, and the trend continued into the 1990s, with 1991 the second warmest year on record. All of this fuelled speculation especially among the media that the earth’s temperature had begun an inexorable rise and the idea was further reinforced by the results of scientific studies which indicated that global mean temperatures had risen by about 0. Â °C since the beginning of the century. Periods of rising temperature are not unknown in the earth’s past. The most significant of these was the so-called Climatic Optimum, which occurred some 5,000-7,000 years ago and was associated with a level of warming that has not been matched since. If the current global warming continues, however, the record temperatures of the earlier period will easily be surpassed. Temperatures reached during a later warm spell in the early Middle Ages may well have been equaled already. More recently, the 1930s provided some of the highest temperatures since records began, although that decade has been relegated to second place by events in the 1980s. Such warm spells have been accepted as part of the natural variability of the earth/ atmosphere system in the past, but the current warming is viewed in a different light. It appears to be the first global warming to be created by human activity. The basic cause is seen as the enhancement of the greenhouse effect, brought on by rising levels of anthropogenically-produced greenhouse gases. It is now generally accepted that the concentrations of greenhouse gases in the atmosphere have been increasing since the latter part of the nineteenth century. The increased use of fossil fuels has released large amounts of CO2, and the destruction of natural vegetation has prevented the environment from restoring the balance. Levels of other greenhouse gases, including CH4, N2 O and CFCs have also been rising. Since all of these gases have the ability to retain terrestrial radiation in the atmosphere, the net result should be a gradual increase in global temperatures. The link between recent warming and the enhancement of the greenhouse effect seems obvious. Most of the media, and many of those involved in the investigation and analysis of global climate change, seem to have accepted the relationship as a fait accompli. There are only a few dissenting voices, expressing misgivings about the nature of the evidence and the rapidity with which it has been embraced. A survey of environmental scientists involved in the study of the earth’s changing climate, conducted in the spring of 1989, revealed that many still had doubts about the extent of the warming. More than 60 per cent of those questioned indicated that they were not completely confident that the current warming was beyond the range of normal natural variations in global temperatures (Slade 1990). The greenhouse effect is brought about by the ability of the atmosphere to be selective in its response to different types of radiation. The atmosphere readily transmits solar radiation which is mainly short-wave energy from the ultraviolet end of the energy spectrum allowing it to pass through unaltered to heat the earth’s surface. The energy absorbed by the earth is reradiated into the atmosphere, but this terrestrial radiation is long-wave infrared, and instead of being transmitted it is absorbed, causing the temperature of the atmosphere to rise. Some of the energy absorbed in the atmosphere is returned to the earth’s surface, causing its temperature to rise also. This is considered similar to the way in which a greenhouse works allowing sunlight in, but trapping the resulting heat inside hence the use of the name ‘greenhouse effect’. In reality it is the glass in the greenhouse which allows the temperature to be maintained, by preventing the mixing of the warm air inside with the cold air outside. There is no such barrier to mixing in the real atmosphere, and some scientists have suggested that the processes are sufficiently different to preclude the use of the term ‘greenhouse effect’. Anthes et al. (1980) for example, prefer to use ‘atmospheric effect’. However, the use of the term ‘greenhouse effect’ to describe the ability of the atmosphere to absorb infrared energy is so well established that any change would cause needless confusion. The demand for change is not strong, and ‘greenhouse effect’ will continue to be used widely for descriptive purposes, although the analogy is not perfect. Without the greenhouse effect, global temperatures would be much lower than they are perhaps averaging only ? 17Â °C compared to the existing average of +15Â °C. This, then, is a very important characteristic of the atmosphere, yet it is made possible by a group of gases which together make up less than 1 per cent of the total volume of the atmosphere. There are about twenty of these greenhouse gases. Carbon dioxide is the most abundant, but methane, nitrous oxide, the chlorofluorocarbons and tropospheric ozone are potentially significant, although the impact of the ozone is limited by its variability and short life span. Water vapour also exhibits greenhouse properties, but it has received less attention in the greenhouse debate than the other gases since the very efficient natural recycling of water through the hydrologic cycle ensures that its atmospheric concentration is little affected by human activities. Any change in the volume of the greenhouse gases will disrupt the energy flow in the earth/atmosphere system, and this will be reflected in changing world temperatures. This is nothing new. Although the media sometimes seem to suggest that the greenhouse effect is a modern phenomenon, it is not. It has been a characteristic of the atmosphere for millions of years, sometimes more intense than it is now, sometimes less. Three of the principal greenhouse gases—CO2, methane (CH4) and the CFCs—contain carbon, one of the most common elements in the environment, and one which plays a major role in the greenhouse effect. It is present in all organic substances, and is a constituent of a great variety of compounds, ranging from relatively simple gases to very complex derivatives of petroleum hydrocarbons. The carbon in the environment is mobile, readily changing its affiliation with other elements in response to biological, chemical and physical processes. This mobility is controlled through a natural biogeochemical cycle which works to maintain a balance between the release of carbon compounds from their sources and their absorption in sinks. The natural carbon cycle is normally considered to be self-regulating, but with a time scale of the order of thousands of years. Over shorter periods, the cycle appears to be unbalanced, but that may be a reflection of an incomplete understanding of the processes involved or perhaps an indication of the presence of sinks or reservoirs still to be discovered (Moore and Bolin 1986). The carbon in the system moves between several major reservoirs. The atmosphere, for example, contains more than 750 billion tones of carbon at any given time, while 2,000 billion tones are stored on land, and close to 40,000 billion tones are contained in the oceans (Gribbin 1978). Living terrestrial organic matter is estimated to contain between 450 and 600 billion tones, somewhat less than that stored in the atmosphere (Moore and Bolin 1986). World fossil fuel reserves also constitute an important carbon reservoir of some 5,000 billion tones (McCarthy et al. 1986). They contain carbon which has not been active in the cycle for millions of years, but is now being reintroduced as a result of the growing demand for energy in modern society being met by the mining and burning of fossil fuels. It is being reactivated in the form of CO2, which is being released into the atmospheric reservoir in quantities sufficient to disrupt the natural flow of carbon in the environment. The greatest natural flow (or flux) is between the atmosphere and terrestrial biota and between the atmosphere and the oceans. Although these fluxes vary from time to time, they have no long-term impact on the greenhouse effect because they are an integral part of the earth/atmosphere system. In contrast, inputs to the atmosphere from fossil fuel consumption, although smaller than the natural flows, involve carbon which has not participated in the system for millions of years. When it is reintroduced, the system cannot cope immediately, and becomes unbalanced. The natural sinks are unable to absorb the new CO2 as rapidly as it is being produced. The excess remains in the atmosphere, to intensify the greenhouse effect, and thus contribute to global warming. The burning of fossil fuels adds more than 5 billion tones of CO2 to the atmosphere every year, with more than 90 per cent originating in North and Central America, Asia, Europe and the republics of the former USSR. Fossil fuel use remains the primary source of anthropogenic CO2 but augmenting that is the destruction of natural vegetation which causes the level of atmospheric CO2 to increase by reducing the amount recycled during photosynthesis. Photosynthesis is a process, shared by all green plants, by which solar energy is converted into chemical energy. It involves gaseous exchange. During the process, CO2 taken in through the plant leaves is broken down into carbon and oxygen. The carbon is retained by the plant while the oxygen is released into the atmosphere. The role of vegetation in controlling CO2 through photosynthesis is clearly indicated by variations in the levels of the gas during the growing season. Measurements at Mauna Loa Observatory in Hawaii show patterns in which CO2 concentrations are lower during the northern summer and higher during the northern winter. These variations reflect the effects of photosynthesis in the northern hemisphere, which contains the bulk of the world’s vegetation (Bolin 1986). Plants absorb CO2 during their summer growing phase, but not during their winter dormant period, and the difference is sufficient to cause semi-annual fluctuations in global CO2 levels. The clearing of vegetation raises CO2 levels indirectly through reduced photosynthesis, but CO2 is also added directly to the atmosphere by burning, by the decay of biomass and by the increased oxidation of carbon from the newly exposed soil. Such processes are estimated to be responsible for 5-20 per cent of current anthropogenic CO2 emissions (Waterstone 1993). This is usually considered a modern phenomenon, particularly prevalent in the tropical rainforests of South America and South-East Asia (Gribbin 1978), but Wilson (1978) has suggested that the pioneer agricultural settlement of North America, Australasia and South Africa in the second half of the nineteenth century made an important contribution to rising CO2 levels. This is supported to some extent by the observation that between 1850 and 1950 some 120 billion tones of carbon were released into the atmosphere as a result of deforestation and the destruction of other vegetation by fire (Stuiver 1978). The burning of fossil fuels produced only half that much CO2 over the same time period. Current estimates indicate that the atmospheric CO2 increase resulting from reduced photosynthesis and the clearing of vegetation is equivalent to about 1 billion tones per year (Moore and Bolin 1986), down slightly from the earlier value. However, the annual contribution from the burning of fossil fuels is almost ten times what it was in the years between 1850 and 1950. Although the total annual input of CO2 to the atmosphere is of the order of 6 billion tonnes, the atmospheric CO2 level increases by only about 2. billion tonnes per year. The difference is distributed to the oceans, to terrestrial biota and to other sinks as yet unknown (Moore and Bolin 1986). Although the oceans are commonly considered to absorb 2. 5 billion tonnes of CO2 per year, recent studies suggest that the actual total may be only half that amount (Taylor 1992). The destination of the remainder has important implications for the study of the greenhouse effect, and continues to be investigated. The oceans absorb the CO2 in a variety of ways—some as a result of photosynthesis in phytoplankton, some through nutritional processes which allow marine organisms to grow calcium carbonate shells or skeletons, and some by direct diffusion at the air/ocean interface (McCarthey et al. 1986). The mixing of the ocean waters causes the redistribution of the absorbed CO2. In polar latitudes, for example, the added carbon sinks along with the cold surface waters in that region, whereas in warmer latitudes carbon-rich waters well up towards the surface allowing the CO2 to escape again. The turnover of the deep ocean waters is relatively slow, however, and carbon carried there in the sinking water or in the skeletons of dead marine organisms remains in storage for hundreds of years. More rapid mixing takes place through surface ocean currents such as the Gulf Stream, but in general the sea responds only slowly to changes in atmospheric CO2 levels. This may explain the apparent inability of the oceans to absorb more than 40-50 per cent of the CO2 added to the atmosphere by human activities, although it has the capacity to absorb all of the additional carbon (Moore and Bolin 1986). The oceans constitute the largest active reservoir of carbon in the earth/atmosphere system, and their ability to absorb CO2 is not in doubt. However, the specific mechanisms involved are now recognized as extremely complex, requiring more research into the interactions between the atmosphere, ocean and biosphere if they are to be better understood (Crane and Liss 1985). Palaeoenvironmental evidence suggests that the greenhouse effect fluctuated quite considerably in the past. In the Quaternary era, for example, it was less intense during glacial periods than during the interglacials (Bach 1976; Pisias and Imbrie 1986). Present concern is with its increasing intensity and the associated global warming. The rising concentration of atmospheric CO2 is usually identified as the main culprit, although it is not the most powerful of the greenhouse gases. It is the most abundant, however, and its concentration is increasing rapidly. As a result, it is considered likely to give a good indication of the trend of the climatic impact of the greenhouse effect, if not its exact magnitude. Svante Arrhenius, a Swedish chemist, is usually credited with being the first to recognize that an increase in CO2 would lead to global warming (Bolin 1986; Bach 1976; Crane and Liss 1985). Other scientists, including John Tyndall in Britain and T. C. Chamberlin in America (Jones and Henderson-Sellers 1990), also investigated the link, but Arrhenius provided the first quantitative predictions of the rise in temperature (Idso 1981; Crane and Liss 1985). He published his findings at the beginning of this century, at a time when the environmental implications of the Industrial Revolution were just beginning to be appreciated. Little attention was paid to the potential impact of increased levels of CO2 on the earth’s radiation climate for some time after that, however, and the estimates of CO2 -induced temperature increases calculated by Arrhenius in 1903 were not bettered until the early 1960s (Bolin 1986). Occasional papers on the topic appeared, but interest only began to increase significantly in the early 1970s, as part of a growing appreciation of the potentially dire consequences of human interference in the environment. Increased CO2 production and rising atmospheric turbidity were recognized as two important elements capable of causing changes in climate. The former had the potential to cause greater warming, whereas the latter was considered more likely to cause cooling (Schneider, 1987). For a time it seemed that the cooling would dominate (Ponte 1976), but results from a growing number of investigations into greenhouse warming, published in the early 1980s, changed that (e. g. Idso 1981; Schneider 1987; Mitchell 1983). They revealed that scientists had generally underestimated the speed with which the greenhouse effect was intensifying, and had failed to appreciate the impact of the subsequent global warming on the environment or on human activities.