Reparation Law & Evidence Assignment Example | Topics and Well Written Essays - 2500 words

Reparation Law & Evidence - Assignment Example Introduction When a claimant seeks compensation to harm incurred from a situation or individual, the most desirable means of settling the dispute would be by incorporation of alternative dispute resolution tactics without necessarily going to a court trial.3 Such techniques may include use of arbitrators, or regulators to deliver resolved the dispute or by offering an opinion on the matter that may assist the parties in dispute to resolve the dispute. Before claim, other key areas to note include the economic status of the defendant. If the defendant is bankrupt and has no property of value or in debt, it may be unwise to seek payment since it would only cost the plaintiff legal fees which they may never be able to recover.4 In such a case, if still necessary to make a claim, it would be wise to state an amount and the time of payment, as well. United Kingdom laws require that compensation claims against a wrongdoing have adequate evidence that explicitly shows the actual instance of wrongdoing. This may be in the form of witnesses or a document footage, which must all be presented to the court handling the case. Without proper evidence, it is quite impossible to follow up a successful claim against a defendant.5 There are claims involving companies, well noted in company law. Such cases include breach of contracts, whether by a company or an individual. Such cases, usually seek compensation for the required service or product stated in the contract, where one party did not meet the end of their bargain, or acted against provisions in the contract.6 Cheryl acquires injuries on her face, after being hit by a pedal from Lizzie’s bike after it was run over by Donnas’ car to the point that she could not see through her right eye. She cannot be able drive for at least a week. This inconveniences her from attending a concert, hence losing money used to purchase tickets to that concert. Cheryl earns her living as a model, and because of the injuries incu rred, she cannot attend an audition as well as a photo shoot for an advert for a company. Cheryl has several claims that she could be able to pursue in the case of her situation. The UK law provides that she can make a whiplash personal injury claim. She could direct the claim to either Lizzie, the bike’s owner, to Donna, who smashed Lizzie’s bike and finally to Donald, the car owner who initially hit Lizzie. The claim against Lizzie would have a basis on the aspect that Lizzie did not wait for the lights to turn green before she started crossing the road, and in the event, she is at the centre of an accident involving Lizzie and Donald’s car. The basis on such a claim would be that Lizzie was careless and that she did not follow traffic regulations that require her to wait until the lights are green before she crosses the road. She could use either Donald or Donna as her witnesses since both of them were present at the time of the accident.7 Donald would be a b etter witness, since he would also be trying to ward of blame on hitting Lizzie. He would, therefore, make a strong support for Cheryl’s claim against Lizzie. Towards Donna, Cheryl can make a personal injury claim based on the aspect that she was the one who runs over Lizzie’s bike, and in the event, a pedal comes off, only to hit Cheryl on the face.8

Federalists Essay Example for Free

Federalists Essay Linda Kerber described the predicaments of the Federalists, a political party whose members feared that popular democracy might spin out of control. Although they both fostered economic development, the Federalists were aware that an urban grassroots would result. The believers of the Federalist Party believed that Jefferson’s approach to politics was naive. The early stages of industrialization and urban growth were providing the ingredients of a working class; already existing was an unpredictable class of permanently poor who might well be available for mob action. The God or the religious beliefs of the Federalists often appeared to behave like a fourth branch of Government. They believed that religious obligation would reinforce moral obligation and would make popular government orderly and stable. On the other hand the Jeffersonian supporters felt they should break down the barrier of habitual morality (religion), with the interruption of education, habit and superstitions they were confident they would have a more positive vice. Drew R. McCoy spoke of â€Å"The Fears of the Jeffersonian Republicans†. Jefferson and his supporters predicted the challenges for the future of the United States. They were fearful of creating a dependent class; he envisioned huge tracts of land being farmed by righteous residents of the young republic. In keeping their independence from the British they encouraged production â€Å"within our families†, but for the finer manufactures, they would continue to rely on importations from abroad. New forms of employment needed to be created in order to keep the moral and political advantages of America up. The largest fears were of an uprising of the working class people and independent revolutions. Ben Franklin recognized that corruption could result from both natural and artificial causes. Jefferson was always faced with the reality of his plan failing constantly reminded by the thought of the decline of the Roman Empire. I found this Chapter to be the hardest to read, I researched other sources to understand and get through the politics of this chapter. I found the internet website www. answers. com/topic/republicans-jeffersonian to be most helpful. The reading and rational was made for the freshman U.  S. History student. I was able to acknowledge the fact that the Federalists Convention was the process of breaking free from the British Empire. By the mid-eighteenth century a large proportion of adult white males in the colonies possessed the suffrage while also enjoying the privileges of a free press and some freedom of religious worship The colonies in other words, had grown apart from the mother country, their inhabitants had begun to think of themselves as Americans, and, not surprisingly, they proved unreceptive to attempts to bring them to strengthen.

Intel Knows Best? A Major Marketing Mistake :: essays research papers

INTEL Knows Best? A Major Marketing Mistake Problem Statement When Thomas Nicely, a mathematician at Lynchburg College in Virginia, first went public with the fact that Intel's new Pentium chip was defective Intel admitted to the fact that it had sold millions of defective chips, and had known about the defective chips for over four months. Intel said its reasoning for not going public was that most people would never encounter any problems with the chip. Intel said that a spreadsheet user doing random calculations would only have a problem every 27,000 years, therefore they saw no reason to replace all of the defective chips. However if a user possessed a defective chip and could convince Intel that his or her calculations were particularly vulnerable to the flaw in the defective chip then Intel it would supply those people with a new chip. This attitude of 'father knows best' fostered by Intel created an uproar among users and owners of the defective chips. Six weeks after Mr. Nicely went public, IBM, a major purchaser of Pentium chips, stopped all shipments of computers containing the defective Pentium chips. Intel's stock dropped 5% following this bold move by IBM. IBM's main contention was that it puts its customers first, and Intel was failing to do this. Intel's handling of this defective chip situation gives rise to many questions. During the course of this paper I will address several of them. The first of which is how did a company with such a stellar reputation for consumer satisfaction fall into the trap that the customer does not know best? Secondly, what made this chip defect more of a public issue than other defective products manufactured and sold to the public in the past? Finally, how did Intel recover from such a mistake? How much did it cost them and what lessons can other companies learn from Intel's marketing blunder so that they do not make the same mistake? Major Findings Intel is spearheaded by a chief executive named Andrew Grove. Grove is a "tightly wound engineering Ph.D. who has molded the company in his image. Both the secret of his success and the source of his current dilemma is an anxious management philosophy built around the motto 'Only the paranoid survive'." However, even with this type of philosophy the resulting dominance he has achieved in the computer arena cannot be overlooked. Intel practically dominates the computer market with $11.5 billion in sales. Intel has over 70% of the $11 billion microprocessor market, while it's Pentium and 486 chips basically control the IBM-compatible PC market. All of these factors have

Chemical Reactions Essay

Introduction In this paper you learn about the reactions that occur between backing soda and lemon juice. We will also describe what is occurring with the molecules on a molecular level. Lastly we will explain what chemical bonds are formed and or broken when lemon juice and backing soda. Observations of the Reactants When most people hear baking soda they think of the bright orange box sitting in their pantry or refrigerator soaking up the foul odors that have come about from the onions or fish. Some may think of pancakes or baking a cake. Baking powder is a fine white substance with the consistency of powdered sugar. Baking soda is a chemical base. Another substance most people do not recognize as a chemical in their household is Lemon Juice. This is a liquid mixture of water and citric acid. Its color is mildly foggy and a pale yellow. Lemon juice is a chemical acid and when mixed with a base like baking soda creates a reaction. Reactions that occur Mixing lemon juice with baking soda gives you a chemical reaction. The lemon juice contains citric acid. The citric acid from the lemon juice will donate a hydrogen ion (H+) to the bicarbonate or baking soda (NaHCO3). When the bicarbonate is mixed into solution, the bicarbonate acts as a base and takes the H+ ion from the citric acid to form carbonic acid (H2CO3) and carbon dioxide (CO2). Whenever a chemical reaction produces gas, it will be highly favored due to its large increase in entropy associated with the gas formation. In this reaction, you will notice the solution bubbling and foaming due to the CO2 production. The reaction of lemon juice and baking soda is as follows: C6H8O7 + 3NaHCO3 Na3C6H5O7 + 3H2CO Essentially, one molecule of citric acid will react with three molecules of sodium bicarbonate. This will form one molecule of sodium citrate and three molecules of carbonic acid. It is a very exothermic chemical reaction. Molecular Level Baking soda or sodium bicarbonate is a salt while lemon juice is a citric acid. When combined, on a molecular basis, the acid in the lemon juice is able to lose a hydrogen (H+) ion while the sodium bicarbonate (NaHCO3) of the baking soda is able to gain an ion. Mixed in a solution, the NaHCO3 dissociates into a sodium (Na+) and bicarbonate (HCO3-) ion. The HCO3- then takes the H+ ion to form H2CO3 (carbonic acid). Bonds that formed and broken The bonds that are forming between the lemon juices and backing soda are polar covalent bonds. The bonds have an uneven electron share which is known as a dipole moment that makes them insoluble. Each the backing soda and the lemon juice have bonds that are broken. The bonds that are broken in the citric acid are when the H+ ions are taken away to form the H2CO3 and CO2. While this is happening the two molecules are sharing there atoms which is making then fight one another. So in return the baking soda does not naturalize the lemon juice like most acids and bases do. This is the violent bubbling reaction you see occur when the two are mixed. Conclusion Backing soda and lemon juice are two very few reactants that react the way they do. Normally a base and an acid turn neutral. This is not the case between these two chemicals. The molecules fight on another casing them to react violently resulting in the bubbling situation that is observer. As you have learned these two chemicals react in a way to form a gas called carbon dioxide. The color changed mildly to form a fogy white color. When it is compared on a pH level it is stronger than stomach acid. This experience has showed us that different reactants react in many different ways and that is why it is important to observe them many different items before make an assumption. Reference Swindells, J. (n.d.). What does lemon juice and baking soda do?. Retrieved from http://www.blurtit.com/q7839108.html Tro, N. J. (2009). Introductory chemistry. (3rd ed.). Upper Saddle River, NJ: Pearson/Prentice Hall. What is the chemical equation for lemon juice and baking soda. (n.d.). Retrieved from http://wiki.answers.com/Q/What_is_the_chemial_equation_for_lemon_juice_and_baking_soda

Biometrics Essay

Biometric Recognition or Biometrics refers to the automatic identification of a person based on intrinsic physical or behavioral traits. It requires physically present at the point of identification. Identification based on biometric techniques lessen the need to remember a password or carry a token like a physical ID. Various biometric traits are being used for real-time recognition, the most popular being face, iris and fingerprint. However, there are biometric systems that are based on retinal scan, voice, signature and hand geometry. First, a user must be enrolled in the system so that his biometric template or reference can be captured. This template is securely stored in a central database. The template is used for matching when an individual needs to be identified. Depending on the context, a biometric system can operate either in a verification (authentication) or an identification mode. The biometric recognition system is a technology design to monitor the students’ official entry inside the campus. It will also serve as the Internet and Tool room access pass. With the issues concern on the monitoring of students, the researchers delve on the propose project study entitled â€Å"TUPT using Biometric Technology.† It will also be used to identify students who will use University facilities like Internet Center and Tool Room. This study will help the security system by adopting the biometric recognition to identify the bona fide students of TUP- Taguig. It will also track and manage the end user of Internet Center same with the borrower in Tool Room. Statement of the Problem This study would utilize the security systems in the campus. Several problems incurred in the campus wherein the security guards encountered difficulties in dealing with student’s admission. To a large extent, borrowing, monitoring and tracking of equipments by the students are also considered in this study. In view, the researchers prompted to conduct this study by enhancing the ID system in which the Biometric Recognition should be adopted. Objectives General Objective: This study aims to enhance the University ID system by adopting Biometric Technology. Specific objectives: 1.To create a system that will enhance the security of the campus using Biometric technology. 2.To develop a more efficient management and operation in ID system. 3.To gather information regarding the development of ID system in TUP- Taguig using Biometric. 4.To test and implement the effectiveness of said system in the campus.

Gia Marie Carangi essays

Gia Marie Carangi essays When looking back on all the photos and runways Ive seen of Gia Marie Carangi, I never would have suspected her life to have been so out of control and overwhelming. Gias life didnt last long enough; but for the time she was alive, Gia experienced a lot and broke boundaries that were never thought of being broken. Gia Marie Carangi gave a new meaning to the modeling industry catch phrase girl of the moment; Gia's life was amazing and touching to everyone that knew her name. Gia's childhood was intense and dramatic. Her life experiences, beginning at a young age, were abnormal. She had a yearning for "something" while growing up. Gia Carangi grew up in Levittown, in Northeast Philadelphia, in the 1970s. She lived with her mother, father, and two older brothers. When Gia was six years old a neighborhood boy sexually abused her, but she would not speak of the abuse until she was older. When Gia was 11 years old, her parents separated. Gia's mother left the family and moved out on her own. Gia was depressed by her mother's departure and there were no other women around as a role model. When Gia was around 14, she became a wild teenager. There was a new rock band called "Bowie", which Gia and her friends were obsessed with. Gia, along with her friends, started dressing wildly, painting their faces and created crazy hair styles; all to match "Bowie". Gia stated It was a crazy time to all be in high school. I remember staying out all nig ht on a weeknight and then hailing a cab to take me straight to school from the clubs, (Fried 32). Gia became a sort of icon at school; people looked up to her. No matter if they were gay or straight, everyone fell head over heals for Gia. She had been the first crush for many, male or female. Gia found herself infatuated with women rather than men. One friend reported to say "Gia was the purest lesbian I had ever met." It...

The Commonly Confused Words Avocation and Vocation

The Commonly Confused Words Avocation and Vocation The English language is full of words that sound similar but have different meanings - or ones that sound different but actually mean similar things. The nouns avocation  and vocation  are among the former group. Although these two nouns look and sound very similar, their meanings are actually not the same.   Definitions An avocation is a hobby or any other activity taken up in addition to ones regular work; it may especially refer to something that is a persons true passion or interest. A vocation is ones principal occupation, often used in the context  of a calling to a particular way of life or course of action. Why Do They Sound Alike? Both  avocation  and  vocation  derive originally from a Latin verb,  vocare,  which means to call.  Avocation  derives from a compounded version of this word,  avocatio, which compounded  ab  (a preposition meaning away from) and  vocare  to create a word that signified a distraction or something off the main path. Since an avocation is an interest thats off the path of ones day-to-day work, its easy to see how this word has come through.   Vocation, in contrast, comes from  vocare  without any alterations. When the word  vocation  appears, it typically carries a connotation of not just a job, but a job thats part of a persons calling in life. It can still be used just as a synonym for job or occupation, but in contemporary usage, it more often has that extra layer of meaning as a job that feels more like a calling. Examples Michel Roux is the chef of a London restaurant by profession and a marathon runner by avocation.Joan Feigenbaum . . . was delighted when she found her true vocation in the Summer Research Program at ATTs famous Bell Labs.(Notable Women in Mathematics: A Biographical Dictionary, ed. by Charlene Morrow and Teri Perl. Greenwood, 1998)Music was  the only vocation  anyone had ever heard of for a blind child, and the church took up a collection of pennies and nickels to buy Pilgrim a fiddle.(Michael Crummey, Sweetland. Liveright, 2015) Practice (a) After retiring from teaching, my father decided to focus on his  longtime _____ of juggling.(b) By  outward account Simone Weil was a failure several times over, yet in her true _____  as a writer  she succeeded brilliantly.(Thomas R. Nevin,  Simone Weil: Portrait of a Self-Exiled Jew. The University of North Carolina Press, 1991)   Answers to Practice Exercises Glossary of Usage: Index of Commonly Confused Words Answers to Practice Exercises: Avocation and Vocation (a) After retiring from teaching, my father decided to focus on his  longtime avocation of juggling.(b) By  outward account Simone Weil was a failure several times over, yet in her true vocation  as a writer  she succeeded brilliantly.(Thomas R. Nevin,  Simone Weil: Portrait of a Self-Exiled Jew. The University of North Carolina Press, 1991)  Ã‚   Glossary of Usage: Index of Commonly Confused Words

Didelphodon - Facts and Figures

Didelphodon - Facts and Figures Name: Didelphodon (Greek for opossum tooth); pronounced die-DELL-foe-don Habitat: Swamps, lakes and rivers of North America Historical Period: Late Cretaceous (70-65 million years ago) Size and Weight: About one foot long and a few pounds Diet: Insects and small animals; possibly omnivorous Distinguishing Characteristics: Opossum-like teeth; semi-aquatic lifestyle; short, powerful jaws About Didelphodon Throughout the history of life on earth, marsupials have been mostly confined to two continents: Australia (where the vast majority of pouched mammals live today) and Cenozoic South America. However, one family of marsupialsthe pint-sized opossumshave prospered in North America for tens of millions of years, and are represented today by dozens of species. Didelphodon (Greek for opossum tooth), which lived in late Cretaceous North America alongside the last of the dinosaurs, is one of the earliest opossum ancestors yet known; as far as we can tell, this Mesozoic mammal wasnt significantly different from its modern descendants, burrowing underground during the day and hunting for insects, snails and possibly the hatchlings of prehistoric turtles at night. One of the odd things about Didelphodon is that it was apparently suited to a semi-aquatic lifestyle: the recently discovered skeleton of a nearly intact specimen, recovered near a Triceratops individual, reveals a sleek, otter-like body equipped with a Tasmanian Devil-like head and strong jaws, which may have been used to feast on mollusks in lakes and rivers, as well as insects, plants, and pretty much anything that moved. However, one shouldnt take Didelphodons guest appearances on animated TV documentaries too literally: in one episode of Walking with Dinosaurs, this tiny mammal is depicted unsuccessfully raiding a clutch of Tyrannosaurus Rex eggs, and an installment of Prehistoric Planet shows Didelphodon scavenging the carcass of a juvenile Torosaurus!

Review a song called Wagon Wheel Essay Example | Topics and Well Written Essays - 250 words

Review a song called Wagon Wheel - Essay Example The singer has employed the use scuffling drums to complement the signature rip-off melody. Guitars have also been used as part of the instrument. Darius Rucker also made good use of Lady Antebellum. This was extremely important as she offered the supportive lyrics on the track and facilitated to seal it out. Overall, it is however noted that the song is not original and distinguishing. A person would easily be tempted to think that the song is similar to the â€Å"Brown Eyed Girl† by Van Morrison or â€Å"The joker† by Steve Miller Band. The singer has therefore unfortunately failed to distinguish his song which would have been a good starting point in order to capture a wide market base. Listeners would have enjoyed more if the song did not sound too familiar to them. The singer should have tried to differentiate it from the original recording that was done was Old Crow Medicine Show. Nonetheless, I think the song has a healthy commercial potential especially in bars and other alcoholic joints. This is because the singer has kept it loud and flashy, just like it ought to be. It is definitely going to sound like a success in its radio sustainability as the singer has tried to use some broadcaster tone. Lastly, the song has an excellent and familiar arrangement of sections (Guz, 2013). This makes it easy for the listener to be more comfortable with

Working Capital and Financial Environment Paper Essay

Working Capital and Financial Environment Paper - Essay Example The total amount is $10493m. They are collectable within a year. Current liabilities - is another balance sheet item. It is the sum of money owed by an organization that is due for payment within a period of one year. For GlaxoSmithKline, current liabilities for year 2005 as given in the financial statements include elements such as: - Trade and other payables - trade payables, wages and salaries, social securities, other payables, deferred income, customer return and rebate accruals, other accruals, dividends payable, derivative financial instruments - $1,0091.7m Financial regulators such as IFRS body are seen as international marks quality and transparency and thus boost the image of the reporting Entity (Michael W. Maher, William N. Lanen, Madhav V. Rajan. 2004). 4. Mitigation of risks. Effective control also ensures that risks are identified early and assessed properly inorder to come up with timely mitigation plans. This is because it is not possible to completely eliminate risks in such areas as research and development where it's not certain whether investment will bear significant returns.. 7. Control programs also ensure group's compliance with audit functions, as well as regulations and ethical codes of practice. This ensures the integrity of financial statements (Horngren, C., Sundem, G. and Elliott, J. (1991). (i) GSK has... Cash and cash equivalents Short term investments Accounts receivables Short term loans Inventories Pre-paid expenses and taxes Assets held for sale Total current assets = $41,896m (Pfizer financial reports 2005) Current liabilities - This is money owed by the company and repayable within one year. For Pfizer Inc. current liabilities include: - Short term borrowings ($11,589) Accounts payables ($2,226)m Dividends Payables ($1,772)m Income tax payable ($3,617)m Accrued compensations and related items ($1,720)m Other current liabilities ($7,522)m Liabilities held for sale ($2)m Total current liabilities are given as $28,448m = 28.45 billion dollars Working capital is therefore $41,896 - $28,448 = $13,448 = $13.45 billion b. Explain the functions of intermediaries and financial regulatory bodies with the company. Functions of intermediaries and financial regulators Financial regulators such as IFRS body are seen as international marks quality and transparency and thus boost the image of the reporting Entity (Michael W. Maher, William N. Lanen, Madhav V. Rajan. 2004). They provide a platform for comparison of similar companies in same Industry and therefore boost standardization. They also enhance financial reporting ensuring that companies understand risk controls and management and understand the impact of finance in business activities. They ensure compliance of set rules and regulations within the particular industry. C. Determine the importance of control programs and effective internal control techniques to the selected organization. Discuss the impact of the 2002 Sarbanes- Oxley Act. For GlaxoSmithKline good control programs are important due to the following reasons: - 1. They enable the board to present a balanced and

The concept of language standardisation and an analysis of its Essay

The concept of language standardisation and an analysis of its application to the history and development of the English languag - Essay Example Some languages such as Greek, Sanskrit and Spanish have been given greater importance compared to others because of their richness of expression, whereas other languages have been regarded as inferior to them because of their lacking in these elements. According to Wardhaugh (2006, p.1), language standardization is the process whereby the language is â€Å"codified†. This process of codification of the language can be done by a number of ways such as the development of language, spelling books, dictionaries and at times even literature too. Elaborating upon this view, standardization of language encompasses presenting and storing the language in an official way so that this variety of the language can be given the status of the preferred and most accurate variety. Each language manifests itself in an array of varieties, and is essentially regarded as an aggregate of all these different varieties (Wardhaugh 2009, p.23). Hudson (1996, p.22) refers to the variety of language as t he â€Å"set of linguistic items with similar distribution†. He claims that Canadian English, London English and the English that is spoken in football commentaries are all a variety of the language English. ... For instance, for Ferguson (1971, p.30) a variety is a body compromising of human speech patterns and a large collection of elements and their organization which is able to function in any formal context of conversation and is adequately identical to be evaluated by the available methods of synchronic explanation. This follows that a complete homogeneity is not needed and there is always some variation on existence at which ever level language is interpreted, be it a dialect of the language or a group or the language as a whole. Language, when subjected to the process of standardization, starts to undergo a continuous progress with respect to this process. Standardization is not an ideology that has an impact on language in a particular era and then finishes to further have any effects on it as time progresses. On the contrary, the process of standardization is never a universal and complete process; rather it is in state of being enhanced and improved in the populations (Stein & Ost ade 1994, p.19). Standardization does not necessarily have the same impact on every language. It affects those languages more which are not only in use by the majority of the population but also encompass a sense of nationhood or the notion of a shared identity. Observing the standardization of language from the vantage point of a student of linguistic change, it can be seen that standardization entails the creation and promotion of non-localized norms of language usage. Analyzing the variations in language from a sociolinguistic perspective, it can be established that it is not easy to fathom the process of language standardization (Stein & Ostade 1994, p.19). Duranti (1997, p.45) furthers upon the concept of language

Social Contract Theory Research Paper Example | Topics and Well Written Essays - 1500 words

Social Contract Theory - Research Paper Example The social contract theory examines the notion of political legitimacy, which states that human beings have no ultimate right to exercise power over each other until the parties involved have mutual consent in an agreement (Rawls 223). According to the social contract theory, a natural basis for morality can be provided by the need for social order. The interaction between people forms the basis for certain incentives within the social system, which determine the peaceful coexistence between people in society. Social contract theory calls for the formation of certain agreements and follows some fundamental rules while at the same time treating each other with a lot of respect. Based on the social contract theory, humans find it beneficial to enter into some form of social contracts that will guide their moral judgments. Without such a contract, people would not exist peacefully as their interaction with one another would be disorderly (Rawls 225). The social contract theory also holds the view that the political, social, and moral obligations of a person largely borrow from the agreements they have made in their society. The modern political and moral theory is related to the social contract theory. In a nutshell, the social contract theory mainly focuses on the consensus that should emanate from explicit consent between several players in an agreement. The consent should be between people who reason properly and no one should be coerced to enter into an agreement. Social contract theorists, such as Jean-Jacques Rousseau, strived to explain consensus with his explanation of the â€Å"general will.† For Rousseau, the social contract theory involves entering into a contract based on the collective interest of the entire group rather than focusing on the interests of a few individuals. The will of an individual should be appropriated with the interests of the entire group so as to

Preventing Ventilator Associated Pneumonia in the Intensive Care Unit Research Paper

Preventing Ventilator Associated Pneumonia in the Intensive Care Unit - Research Paper Example From this perspective, I want to find various methods of preventing ventilator-associated pneumonia in the ICU patients. Huang, S. J., Huang, H. J., Yu, S. F., Chen, J. H., Huang, H. Y., Cheng, P. C., ... & Lu, M. C. (2015). The implement of bundle care improves the incidence of ventilator-associated pneumonia in ICU. Journal of Microbiology, Immunology and Infection, 48(2), S153. The above journal discusses a research carried out in a medical center in central Taiwan. The purpose of the study was to evaluate the incidence of ventilator-associated pneumonia after implementation of VAP bundles. Before the introduction of VAP bundles the prevalence rate was 2.5% in 2013 where a respirator was utilized in 49.9% of the patients hospitalized in the 20-bed Medical Centre. The incidence rate reduced from 2.5% in 2013 to 1.0% in Q3 of 2014, after the application of VAP bundle care. Laird, P. (2015). Preventing ventilator-related injury in the ICU. Retrieved May 22, 2015, from http://ovidsp.tx.ovid.com.southuniversity.libproxy.edmc.edu/sp-3.15.1b/ovidweb.cgi?QS2=434f4e1a73d37e8ca9c2ed569e2a6bcb0f412b007c9b7e54280dcd11f81c8b88c241ed21141302487cfd3d58d1402427e90395d588a7c5c119687037986016f981c651e712f27d984010f4812b662d4aee3eb831 This resource talks about a mechanical ventilation technique that is utilized in the ICU. It is a treatment for patients suffering from respiratory failure. Nevertheless, the method has various complications and risks related to its use. It is, therefore, recommended that patients using this type of therapy should be monitored daily. Monitoring daily is paramount to establish preparedness to perform early extubation and safeguard against possible fatal ventilator-associated problems. The document suggests that using ‘VAP-bundle’ may minimize the infection rate. It talks about a 5-element Institute

Plantation Economy Essay Example | Topics and Well Written Essays - 2000 words

Plantation Economy - Essay Example (West and Augelli, 1999) The history of Central America is linked with the growth and development of the plantation economy. When the colonialists reached the land, they found enabling climate and they set of establishing plantations to create what came to be known as the sugar kingdom in the history of America. The economy of the region is large reliant on Agriculture. There is production of cash crop like coffee, bananas, sugarcane and cotton which is produced through large holding and most of the products is exported to the Northern American and to Europe. However there is also the growth of subsistence crops like corns, beans, bananas, mains, rice and pulley. In the drier regions there is the production of beef cattle. The large holdings most employee modern farming while the subsistence farmers still use the simple farming techniques that have been in use for along time now. (Wrigley, 1999) Plantation farming has been practiced in the region since the settlement of colonialists in the region. However the region still lags behind in economic development despite producing agricultural products to the world. Has the plantation economy helped the region develop economically or has it helped the investors in the large holdings' This paper represents a well arranged and researched inquisitive essay on the impact of large holding farming in the region. The first part will look at the historical development of the large scale farming over the time and how it has developed in the region. Then it will look at the impact this has been making on the economy of the region and at the end it will look at the present economic situation of these countries so as to make a conclusion of there the plantation economy has been of use to the region of if it has not helped the region. In the conclusion it will look the problem that the region has been facing and what can be done on the situation. Development of plantation economy in the region The historical development of plantation economy in the region dates back when the Spanish colonization was started. With the arrival of Spanish and other colonialist in the region, there was increased development of agrarian economy which was favored by the Amazon climate that extends to the region. When the Spanish came, they immediately stated planting bananas in large plantation around 1860s and by 1870 there was increased growth of banana in the region. Most of the plantations in the region were started along the railway lines which were by then expanding northward to America. When an American entrepreneur was commissioned by the Costa Rica government to build a transition railroad, he started growing bananas along the railway road and immediately began exporting them to United States. Keith was highly successful in the venture and he embarked on the same plantation economic along all other major railway roads that he built. He was able to acquire large tracks of undeveloped la nd and in the process expanded the development of banana plantation to Guatemala and Hondura. In 1869 he merged with Boston Fruit Company and formed the United Fruit Company which rapidly expanded to Central America and by 1955 the company had over 400,000 hectares under production of bananas. (Ferguson, 1998; Mahar and Schneider, 1994) As the colonialists settled there was

Preventing Ventilator Associated Pneumonia in the Intensive Care Unit Research Paper

Preventing Ventilator Associated Pneumonia in the Intensive Care Unit - Research Paper Example From this perspective, I want to find various methods of preventing ventilator-associated pneumonia in the ICU patients. Huang, S. J., Huang, H. J., Yu, S. F., Chen, J. H., Huang, H. Y., Cheng, P. C., ... & Lu, M. C. (2015). The implement of bundle care improves the incidence of ventilator-associated pneumonia in ICU. Journal of Microbiology, Immunology and Infection, 48(2), S153. The above journal discusses a research carried out in a medical center in central Taiwan. The purpose of the study was to evaluate the incidence of ventilator-associated pneumonia after implementation of VAP bundles. Before the introduction of VAP bundles the prevalence rate was 2.5% in 2013 where a respirator was utilized in 49.9% of the patients hospitalized in the 20-bed Medical Centre. The incidence rate reduced from 2.5% in 2013 to 1.0% in Q3 of 2014, after the application of VAP bundle care. Laird, P. (2015). Preventing ventilator-related injury in the ICU. Retrieved May 22, 2015, from http://ovidsp.tx.ovid.com.southuniversity.libproxy.edmc.edu/sp-3.15.1b/ovidweb.cgi?QS2=434f4e1a73d37e8ca9c2ed569e2a6bcb0f412b007c9b7e54280dcd11f81c8b88c241ed21141302487cfd3d58d1402427e90395d588a7c5c119687037986016f981c651e712f27d984010f4812b662d4aee3eb831 This resource talks about a mechanical ventilation technique that is utilized in the ICU. It is a treatment for patients suffering from respiratory failure. Nevertheless, the method has various complications and risks related to its use. It is, therefore, recommended that patients using this type of therapy should be monitored daily. Monitoring daily is paramount to establish preparedness to perform early extubation and safeguard against possible fatal ventilator-associated problems. The document suggests that using ‘VAP-bundle’ may minimize the infection rate. It talks about a 5-element Institute

Teaching Reading to Students with Learning Disabilities Essay

Teaching Reading to Students with Learning Disabilities - Essay Example The development of effective reading strategies can have positive consequences for students with learning disabilities, yet many students do not learn to use strategies automatically. Finally, the implications for reading instruction for students with and without disabilities in inclusive settings are discussed. The ability to read is a critical component of school success. A strong correlation exists between poor reading ability and school failure, and students who do not learn how to read during their elementary years have difficulty navigating the school curriculum during middle and upper grades (Marston, Deno, Dongil, Diment, & Rogers, 2005). The National Center for Education Statistics reported that more than 75% of all fourth graders and eighth graders scored below the reading proficiency range on the most recent National Assessment of Educational Progress (NAEP) reading assessment (U.S. Department of Education, 2002). These numbers suggest that a large number of students with and without disabilities are not benefiting from current traditional reading curricula and instructional practices (Carnine, Silbert, & Kameenui, 2001; Simmons & Kameenui, 2000). Improving reading instruction is a top priority for both general and special education. These concerns are paramount for students with high-incide... Among the students with high-incidence disabilities, children classified with learning disabilities constitute the largest group of students receiving special education services. More than 2 million students in the United States are classified with a learning disability, a number that has increased dramatically since the late 1970s. In the past decade alone, the number of students classified with a learning disability increased 38%, and currently students identified with a learning disability represent 51% of all students with disabilities (U.S. Department of Education, 2000). The 2001 reauthorization of the Individuals with Disabilities Education Act (IDEA) specifically identified the general education setting as the most appropriate placement for all students, and about half of the students classified with a learning disability participate full time in a general education classroom. Full-time placement in the general education classroom is commonly called inclusion or inclusive education (U.S. Department of Education, 2000). In inclusion settings, students with disabilities may or may not receive additional support from a special education teacher. Some programs involve general and special education teacher collaboration, but in many cases the general education teacher is responsible for implementing all academic support services, curricular adaptations, and testing modifications (Schulte, Osborne, & Erchul, 2002). Moreover, most new standards-based reform initiatives require that students with learning disabilities meet minimum local and state competenc y requirements. Despite the extra responsibilities this places on teachers, many school districts continue to reshape the roles of

Weekly News from the Arab World Essay Example for Free

Weekly News from the Arab World Essay The Arab World is facing various issues this week regarding the situation of the countries within it as well as important matters that also affect the whole world. Based upon the leading newspapers and news Web site the Middle Eastern region is dealing with affairs in different realms, which are mainly about politics, economics, as well as peace and order. As such, these events should be given due attention and consideration because the situations in the Arab World do not only affect the Middle Eastern region but it also has implications upon the international community. Most countries in the Middle East are rich in petroleum products. The presence of this kind of natural resources in these countries is the primary backbone of their economies. They are also responsible in exporting a huge percentage of oil and petroleum products in the international market. Being the case, the supply of oil coming from the Arab World is very important in order to sustain the needs for this product in the whole world. However, based upon the recent reports in Amman, Jordan the leading refinery in the country is having difficulties in meeting the increasing demand for oil. The Jordan Petroleum Refinery Company (JPRC) said that gas station orders have already quadrupled as compared to the previous days when the oil prices are still high. The CEO of JPRC Ahmad Rifai said that the decrease in the price oil has been the primary reason the refinery received 898 orders to provide gas station with 18, 392 tones of various fuel products. Unlike, the orders before that only amounted to 311. Nevertheless, Rifai added that their company is working round-the-clock to attend to all the demands of the gas stations in time. Moreover, he also assured the public that the supply of the company is sufficient enough for the needs of the consumers (Hazaimeh, 2008). The matter of peace and order in the region is still a primary concern especially in the country of Iraq. This has been become more evident when the Iraqis held an anti-US rally this week. The supporters of the Shia cleric Moqtada Sadr staged a mass demonstration wherein they marched from the eastern suburb of Dasr City towards the country’s capital, Baghdad. This was there way of showing their disagreement and disappointment in the plans of extending the U. S. mandate in the country. There were about 50,000 protesters that chanted the slogans â€Å"Get out occupier! † The opposition of these militants is based from the United Nations mandate that U. S. -led coalition forces are finish by the end of the year (BBC, 2008). On the brighter side of things, Israel’s defense Minister Ehud Barak expressed the country’s leaders in considering the plan that was proposed by Saudi Arabia, which offers comprehensive peace among Israel and the Arab world. Barak said that it is just timely to pursue an overall peace deal because there is little progress in individual negotiations. The peace plan stipulates that Israel will be recognized by its Arab neighbors in exchange for the country’s withdrawal from the lands in the West Bank, Gaza Strip, East Jerusalem as well as the Golan Heights captured in the 1967 Middle East war. Barak also said that he had a discussion with Tzipi Livni, the Kadima party’s leader wherein they are considering a response with regards to the peace plan. This is regarded as a good start in establishing a comprehensive regional peace (Aljazeera, 2008). The aforementioned events discuss the major current situations that are happening in the Arab world. These reported incidents show the challenges that the region is facing and the corresponding reasons behind it. Nevertheless, despite the problems that the Middle East is encountering there are still developments towards addressing these issues. The Arab world is not merely stagnant in its usual dilemmas because they are also moving forward towards the betterment of their respective countries and their region as a whole. References Aljazeera. (2008). Israel weighing Saudi peace deal. Retrieved October 19, 2008, from http://english. aljazeera. net/news/middleeast/2008/10/20081019234422358867. html. BBC. (2008). Iraqis stage mass anti-US rally. Retrieved October 19, 2008, from http://news. bbc. co. uk/2/hi/middle_east/7677551. stm. Hazaimeh, H. (2008). Refinery struggles to meet soaring demand on fuel after prices lowered. The Jordan Times. Retrieved October 19, 2008, from http://www. jordantimes. com/? news=11457.

Conflict and Harmony in The Tempest Essay -- Tempest essays

Conflict and Harmony in The Tempest   Ã‚  Ã‚   William Shakespeare describes a 'utopic' world saturated with supernatural images and ideas which works to create the mysterious island where The Tempest takes place.   This is one of Shakespeare's best examples of how a natural harmony reveals itself through the actions of discourse and confusion.   To illustrate this idea best one must examine the historical context upon which The Tempest is based.   Because this play was published in the early 1600s, controversial cultural and political events undoubtedly surface.   Furthermore, by analyzing the sub-plots in the play, the reader has a better understanding of Shakespeare's purpose for including multi-plots, which is to create conflicts that all have a different context but coexist to create a more natural harmony.  Ã‚   Finally, one must recognize that the moral conflict that characters face in The Tempest is crucial in understanding the harmony that is created.   For example, it is important to realize tha t although the play ends with reconciliation for most of the characters, it does not have the same effect on all of the characters.   Therefore, by examining the effects of the historical context, the inclusion of sub-plots, and the importance of moral conflict the reader may take a more comprehensive approach in understanding how Shakespeare finds a harmonious closure in The Tempest.      In 1623, The Tempest made its debut in Shakespeare's First Folio of works (Hirst 36).   Historically, this play is different from Shakespeare's later plays in that he divides it into acts and scenes and leaves the island nameless (Hirst 36).   In other plays such as Twelfth Night and Merchant of Venice, where the same natural harmony is ultimately c... ... F. (Ed.) Shakespeare: Modern Essays in Criticism.   New York: Oxford, 1957. Hatch, James V. Black Theater, U.S.A.: 45 Plays by Black Americans, 1847-1974.   New York: The Free Press, 1974. Hay, Samuel A. African American Theatre: An Historical and Critical Analysis. New York: Cambridge University Press, 1994. Hill, Errol (ed). The Theatre of Black Americans: A Collection of Critical Essays. New York: Applause Theatre Book Publishers, 1987. Hill, Errol. Shakespeare in Sable: A History of Black Shakespearean Actors. Amherst: The University of Massachusetts Press,   1984. Marshal, Herbert and Mildred Stock. Ira Aldridge: The Negro Tragedian. Rockcliff: London, 1958. Hirst, David.   Notes on The Tempest.   London: Ginn, 1969. Vaughan, Alden T. and Virginia Mason Vaughan. Shakespeare's Caliban: A Cultural History.   New York: Cambridge, 1991.

Gender Stereotypes in Media Essay example -- Media Stereotyping of Me

The judgments we make about people, events or places are based on our own direct impressions. But for most of the knowledge, we rely on media. The media actually re-present the world to us. However, the media only shows us some aspects of the world, ignoring the rest. So basically, the media chooses what is to be shown and what is to be discarded (Andrew Pilkington and Alan Yeo (2009)). . In this essay, I will explain what stereotypes are and primarily give an example of a famous men’s magazine called ‘nuts’ and explain how these stereotypes are created by print and the digital media and what are their impacts on people. Stereotypes can be defined as an exaggerated belief about an individual or a group based on their appearance, behavior or beliefs. Though our world seems to be improving in many other ways, it seems almost impossible to emancipate it from stereotypes. Today, the media is so powerful that it can make or break an image of a person and also can change the views of the audience. ‘Gender refers to the cultural nature of the differences between the natural biological sexes of male and female’ (Long, P & Wall, T (2009)). Gender is perhaps the basic category we use for sorting human beings. The media mostly portrays men as strong, masculine, tough, hard and independent while women are shown as fragile, soft, clean and mostly 'sexy'. Whatever the role, television, film and popular magazines are full of images of women and girls who are typically white, desperately thin, and tailored to be the perfect woman. The representation of women on the print and the visual media mostly tend to be stereotypical, in terms of societal expectations (mediaknowall.com). These days, most of the fashion magazines are full of white ... ...ogy in focus for AQA A2 Level. 2nd ed. Britain: Causeway Press.p99-112. Branston, G & Stafford, R (2010). The Media Students Book. 5th ed. London: Natalie Fenton, Goldsmiths, University of London, UK. 22. Harper, S. (2008). Stereotypes in the Media. Available: http://www.edubook.com/stereotypes-in-the-modern-media/9200/. Last accessed 2nd May 2011. Long, P & Wall, T (2009). Media Studies- Texts, production and context. Italy: Pearson Education Limited 2009. p82-85. Wilson, K. (2010 - 2011). Gender and Media representation. Available: http://www.mediaknowall.com/as_alevel/alevkeyconcepts/alevelkeycon.php?pageID=gender. Last accessed 1st May 2011. Wright, M. (2005). Stereotypes of women are widespread in media and society. Available: http://www.quchronicle.com/2005/02/stereotypes-of-women-are-widespread-in-media-and-society/. Last accessed 4th May 2011.

African American Experience Essay

African Americans lived differently than white men did during the turn of the century. They faced many problems within the society. Some of the issues they faced were out of their hands. Although things were not the greatest all the time, there were supporters and organizations that they could turn to. Along with these organizations they had leaders that tried to help the race. Many African Americans became successful in the late 1920’s, and still to this day there are many African Americans that are successful. During the time period around the late 1870’s through the 1920’s many African Americans did not have good jobs. The majority of African Americans lived in the southern states. Many were sharecroppers who worked the land and gave the land owners part of the profit from the crops. African Americans were cheated out of money through this process most of the time. The African Americans did receive the right to vote before white women. African Americans faced many issues throughout these years. A series of laws were passed in the South to keep the African Americans at the lowest point possible in society. These laws were known as the Jim Crow Laws. Shortly after these laws were established segregation became legalized, and black codes that were abolished during the Reconstruction resurfaced and were supported in Plessy vs. Ferguson. This lead to African Americans being looked down on and equality far from reach. African Americans were not allowed to go to the same schools or drink out of the same water fountains as whites; they were even told where they could and could not live. This put a strain on the race and the way they had to live. Many African Americans were also stripped of their voting rights. In 1890 a poll tax was enforced. This meant that poor people, of both races, were not able to vote simply because they could not afford to. They also instituted a literacy test where you had to show that you were able to read and write. Many times African American college graduates failed the test, yet illiterate whites were some how able to pass. The responses to these issues were not good. They did not understand why they should be treated any differently from the whites. This led to riots and outburst throughout the country. After this, African Americans became the center of violent and cruel attacks. Lynchings were on an all time high in the late 1800s with more than a hundred African Americans being lynched per year. Law enforcement usually did nothing to stop these terrible acts and sometimes even participated. African Americans fled to the North during this time in search of better jobs and home lives for their families. Many organizations were formed during this time in hopes of ceasing the violence and bringing America to equality. Two of the largest influences were Booker T. Washington and W. E. B. Du Bois. Both of these men had separate approaches with the end result being the same. Washington thought that equality would be achieved, but it would be a very slow and ongoing process. He wanted to concentrate on getting African Americans better paying jobs and a greater education. Du Bois believed that you should demand equality and stop at nothing to get it. He wanted better education, equal rights, and suffrage. Another well known advocate for African Americans was Ida B. Wells. She founded the anti-lynching movement that came into existence in the 1880s. This group set out to stop the violent acts aimed at African Americans. Wells’ goal was to make lynching a federal crime and keep the local law agencies from allowing and participating in hate crimes. White women from the North and some others supported this movement, but it wasn’t until the 1930’s that lynching became a federal crime. For a time, Wells published a newspaper, Free Speech. An angry mob of people burned down her office in Memphis, Tennessee and forced her to leave town. In 1891, Wells supported the strike of black cotton pickers. She was dismayed when fifteen of the cotton pickers were lynched. The whites sent a strong message that they were not going to conform to her desires and accept the equality of the African Americans for some time. With the end of the Civil War, the African Americans received freedom from slavery and gains some rights but lost many of those same rights a mere twenty years later . They had sacrificed much and did not give them up easily. Even though they were often defeated in court and often threatened with violence, a visionary group of leaders laid the foundation for the future successes of the civil rights movement. They founded important educational institutions and organizations to fight for civil rights and cultivated both a new generation of leaders and a growing number of writers, artists, and professionals who embodied Du Bois’s idea of a ‘talented tenth’ and who became increasingly active and effective in the 1920s. Almost a century later, African Americans are better accepted in society than ever before. There is less of a double standard and more equality thanks to the brave men and women who came before and strove to encourage, nurture, and raise their children to grow up in a more civil environment.

School start times and its effects on Students

If you were tired and were really un-alert, how would you execute at your occupation? Not really good, how do instructors, parent and rules expect us, the pupils, to execute at the highest degree we can without acquiring the slumber needed to make that? I believe school should get down later in the forenoon, because surveies say that pupils have been more watchful. If pupils are more alert they are more likely to make good in there academic surveies. The people who are for get downing school subsequently in the forenoon are pupils, parents and some principals. These people are for this, because in the surveies that have been conducted pupils have gotten better classs and there has been less student related auto wrecks. â€Å" There are informations that demonstrate that deficiency of slumber has negative effects for teens, and some informations show that younger drivers are more likely to hold accidents when they have unequal slumber † Verona, 1 ) . Although these are good grounds to be for this, there are some people that do differ, including some principals, who think it wont work, and parents who think it will cut into there work clip to take pupils to school, and the pupils who think it will impact extracurricular activities. Some principals think that if they start school subsequently that they will be pampering the adolescents, and it will non school will non learn adolescents good wonts. Besides some parents think that it ‘s non the schools mistake, but the adolescents, they say adolescents stay up excessively late, and besides they say that the teens do n't give themselves plenty to kip. Some parents say that if the schools start subsequently, the teens wo n't hold any clip to make what they need to acquire done after they get out of school. The experts say that schools get downing later may be indulging them a little excessively much. If you think this, here are some grounds that might carry you to exchange sides. With the earlier start times pupils have been less down, non merely did the instructors say this, but the foremans of the pupils who had after school occupations had said that the pupil is less down and is working harder to make better in his occupation. Even if the classs did n't travel up, the attempt is at that place. Edina and Minneapolis, two schools that have made the alteration to get down subsequently, there after school patterns may hold been shorter, but these two schools have competed the same, if non better, than they have in the past old ages. Some schools are taking action into doing excess curricular activities work. There have been studies of schools shortening all of the categories and alternatively of to two yearss that are spread out its one large long twenty-four hours so that the agenda would work. The mean adolescent needs up to nine hours of slumber or even more on a given dark to work decently the following forenoon. Kayla Wahlstrom has done surveies with all kinds of different schools. â€Å" Students have reported less depression when there was a ulterior start clip ; instructors reported that pupils were more watchful and ready for the school twenty-four hours † ( Wahlstrom, 1 ) . Wahlstrom besides found that there were less bead outs when schools started after 8:00 a.m. 20 % of pupils fall asleep in category everyday. Experts say that the start of simple school times and high school start times are switched. If the start times were based on the sleep rhythms of pupils, high school would get down subsequently and simple would get down earlier. Adolescents are at there deepest slumber two hours before they wake up. If something interrupts that period of slumber, say waking up for school, it can go forth teens sleep deprived, dazed and un-alert, down and will non desire to larn. A survey at St. Georges High School says that since they have been get downing later, pupils have reported holding better tempers towards instructors, arrived to category on clip, and has even eaten a better breakfast. If the pupils eat a better breakfast so â€Å" Sleep want can impact temper, public presentation, attending, larning, behaviour and biological maps † ( Sheldon, 2 ) . â€Å" Sleeping is like eating, it is executing a biological map that is required † ( Sheldon, 2 ) Some pupils think this is an exceptionally good thought, as you would conceive of. There was a survey done at Walter Johnson High School in Bethesda. Here was what a couple pupils had to state about get downing school in the ulterior hours of the forenoon. â€Å" If I was able to acquire more slumber in the forenoon, I would be able to remain awake in all my afternoon categories † ( Nazdin, 3 ) . Although some pupils think this is a really good thought, some do n't. There have been studies where pupils think this should n't go on, because they think it will interfere with the after school activities, such as, occupations athleticss and jobs that need to be done at place. The National Sleep Foundation ( NSF ) did a random survey on pupils go toing Harrington High School. Here are the statistics of that survey. 78 % said that it was hard to acquire up in the forenoon. 16 % said they thought they got plenty sleep. 70 % said they thought their classs would better. 90 % thought that the faculty members of the whole school would better. Besides the pupils said they did non experience alert or prepared to take a trial in the forenoon. The pupils besides said that they think the ideal clip to take a trial is 11 a.m. to 1 p.m. Most pupils are taking trial at 8 or 8:30 in the forenoon, this clip is when pupils need to be merely waking up, non taking trials. A survey showed that pupils who took trials in the afternoon have gotten better trial tonss than pupils who took trials in the early forenoon. You may non believe me but the statistics do n't lie. Every school that has been tested with get downing school subsequently, the classs have been better, attitudes happier, less drowsing and less childs falling asleep in category. If the schools do start later they will see dramatic alteration in the classs, attitudes and there will be less auto wrecks. All this information above supports this. In the province of Rhode Island, 201 schools have changed their start times and all have had additions in things I ‘ve told you that they would increase in. â€Å" I think the grounds truly is mounting that it ‘s an project that ‘s good deserving at least sing † ( Owens, 4 ) . Schools need to get down get downing later in the forenoon if they want to get down holding better classs, fewer dropouts and less auto wrecks. Most pupils start at that place twenty-four hours at 7:30 in the forenoon. For at least 75 % of those pupils that is manner excessively early. Like a said before, adolescents need the lower limit of nine hours of slumber, and merely 22 % of pupils get that nine hours of slumber. The pupils that get the sum of slumber that is recommended for adolescents will be the 1 who get better classs feel better about themselves because they ‘re acquiring better classs, and they will be less down. The pupils will be more up-beat and more watchful if they had non gotten adequate slumber. My point is schools need to get down get downing later in the forenoon. If they do n't, pupils will maintain dropping out and maintain acquiring bad classs. If we start subsequently, none of the bad things will come to the pupils if we would hold started subsequently in the forenoon. In decision, schools all around America need to get down subsequently, as you can see a batch of bad things can come to your pupils if we do n't get down categories subsequently, including bad classs, depression, and bead outs these are all grounds why schools need to get down subsequently.

Beer Game

The Beer Game Copyright by Professor John Sterman, MIT October 1984 Sources:http://www. sol-ne. org/pra/tool/beer. html The Fifth Discipline: Pg 27-54 Why play the ‘Beer Game’? Instructions for running the game Steps of the Game Outline for post-game discussion and tasks Supplies Checklist & Mock-up of the Game Board Bibliography CHARTS AND TABLES TO PRINT OUT: [only issue Table 1 and 2 at the onset of the game. Chart 1-3 to be distributed at the end of the game and before post-game discussion. ] Table 1:Record Sheet: Cost of Inventory and Backlog Table 2:Computation of cumulative inventory backlogGraph 1:Inventory and Backlog Graph 2:Orders Graph 3:Perceived order by Customers Slide 1:Facilitator Slides Slide 2:Facilitator Slides Slide 3:Facilitator Slides Slide 4:Facilitator Slides Slide 5:Facilitator Slides Slide 6:Facilitator Slides Slide 7:Facilitator Slides Slide 8:Facilitator Slides Contact Point for loan of Beer Game Set: If you or your unit is interested in play ing this game and need assistance, please contact any of the 1Y LO participants, including the webmaster: Ms Sheila Damodaran at [email  protected] gov. sg. The game sets are kept at TRACOM's Resource Centre (SIRC, TRACOM).Contact: 3594241. Why play the Beer Game? The Fifth Discipline, pg 27 [Prisoners of the System, or Prisoners of our Thinking] This game was developed by Professor John Sterman of MIT to introduce people to fundamental concepts of systems dynamics. Participants experience the pressure of playing a role in a complex system, and come to understand first hand a key principle of systems thinking that structure produces behavior. The Beer Game is a simulation exercise – like a laboratory experiment, where one is able to see: ? The consequences of your decisions play out more clearly in real organisations; In effect it presents a microcosm of how a real organization functions. ? Shift in prevailing assumption of what is required of us for creating fundamentally different organisations; from a perspective of â€Å"the system we are trying to change is out there and we (as change agents) are trying to fix it† to â€Å"we and the system are inextricably linked together†. It was first developed in the 1960s at the Massachusetts Institute of Technology’s Sloan School of Management. Because it is a â€Å"laboratory replica† of a real setting (rather than reality itself), we can: Isolate the disabilities, and; ? Their causes more sharply than is possible in real organisations. Often this reveals that the problems originate in basic ways of thinking and interacting, more than in peculiarities of organisations and policy. Instructions for Running The Beer Distribution Game John Sterman October 1984 This document outlines the protocol for the beer distribution game developed to introduce people to concepts of system dynamics. The game can be played by as few as four and as many as 60 people (assistance is required for lar ger groups).The only prerequisite, besides basic math skills, is that none of the participants have played the game before, or else agree not to reveal the â€Å"trick† of the game. 1. State purpose of Game: a) Introduce people to the key principle â€Å"structure produces behavior† b) Experience the pressures of playing a role in a complex system 2. Provide overview of production-distribution system: a) The game is played on a board, which portrays the production and distribution of beer (show board game). [pic] b) Orders for and cases of beer are represented by chips, which are manipulated by the players.The players at each position are completely free to make any decision that seems prudent. Their only goal is to manage their positions as best as they can to maximise profits. c) Each brewery consists of four sectors: retailer, wholesaler, distributor and factory. One person manages each sector. d) A deck of cards represents customer demand. Each week, customers dema nd beer from the retailer, who ships the beer requested out of inventory. The retailer in turn orders beer from the wholesaler, who ships the beer requested out of the wholesaler's inventory.Likewise, the wholesaler orders and receives beer from the distributor, who in turn orders and receives beer from the factory. The factory produces the beer. At each stage there are shipping delays and order receiving delays. These represent the time required to receive, process, ship and deliver orders, and as well be seen play a crucial role in the dynamics. e) If your participants are not familiar with the concept of manufacturing, shipping, and distribution, consider presenting these concepts initially before proceeding. Call the participants together at one board and demonstrate each step of the way carefully.Often it is the lack of this information that causes the initial confusion of the game. You could say something like: â€Å"The Beer Game immerses us in a type of organization that is widely prevalent in all industrial countries: a system for producing and distributing a single brand of beer. There are four main characters in the story – a retailer, a wholesaler, a distributor and the Marketing Director of a brewery †¦ f) The players at each position are completely free to make any decision that seems prudent. All they have to do is meet customer demand and order enough from your own supplier while avoiding costly backlogs.They should manage their positions as best as they can to maximise profits. 3. State Basic rules: a) Have each team pick a name for their brewery (e. g. the name of a real beer). Have them label their record sheets with the name of their brewery and their position, e. g. retailer, wholesaler, etc. b) Have each person ante up $1. 00, or an appropriate amount, which will go to the winning team, winner take all (optional). c) The object of the game is to minimize total costs for your team. The team with the lowest total costs wins. Co sts are computed in the following way: ? The carrying costs of inventory are $. 0 per case per week ? Out-of-stock costs, or backlog costs, are $1. 00 per case per week ? The costs of each stage (retailer, wholesaler, distributor, factory) for each week, added up for the total length of the game, determine the total cost. d) No communication between sectors. Retailers should not talk to anyone else, same for wholesalers, distributors, and factories. The reason for this is that in real life there may be five factories, several dozen distributors, thousands of wholesalers, and tens of thousands of retailers, and each one cannot find out what the total activity of all the others is.The only communication between sectors should be through the passing of orders and the receiving of beer. e) Retailers are the only ones who know what the customers actually order. They should not reveal this information to anyone else. f) All incoming orders must be filled. If your inventory is insufficient to fill incoming orders plus backlog, fill as many orders as you can and add the remaining orders to your backlog. 4. Steps of the Game. a) Issue only Table 1 and Table 2 to all the participants. b) The game Facilitator should call out the steps as the game progresses. ) The first few times when the system is still in equilibrium the facilitator should go through the steps very slowly to make sure people have the mechanics down. d) Notice that of the six steps of the game, only the fifth, placing orders, involves a decision. e) The remaining five steps only involve moving inventory of beer or order slips or recording your position, and are purely mechanical. For the first few weeks the facilitator should tell everyone to order four units to keep the system in equilibrium. 5. Initialization of the boards: ) There should be twelve pennies or chips representing twelve cases of beer in each inventory. Each chip or penny represents one case. There should be four pennies in each shipping box and production delay. b) There should be order slips with â€Å"4† written on them, face down in each incoming and outgoing order box (orders and production requests). A supply of blank order slips should be available at each sector, as well as a supply of pennies or chips. c) The deck of cards with the customer demand should not be revealed in advance.The pattern of customer demand that is most effective for first-time players is a pattern of (†¦. To be revealed after the game/debrief by the Game Leader). d) Each order deck should have fifty weeks' worth of cards, and the players should be told that the game will be fifty weeks long. Typically it's only necessary to run the game thirty-five weeks or so in order to see the pattern of fluctuation, but telling the players it will be fifty weeks prevents horizon effects, where they run their inventories down because they feel the end of the game is coming. 6. Tips for Facilitators: ) It's very helpful if the game facil itator makes sure that each team stays in step so that you can quickly glance around the room and see that everyone is at the right place. Remind the participants to follow the steps in order to keep pace of the game. b) The game facilitator should write the current week on the blackboard as the steps for that week are called out. c) In about the eighth or ninth week the retailer will run out of inventory and have a backlog for the first time. People do not understand the meaning of backlogs, or the cumulative nature of the backlog.It is necessary to stop the game at this point, ask everyone to pay attention, and explain how backlog accounting works. Explain that: The backlog represents orders you've received, but have not yet filled, and which you must fill in the future, and d) The backlog is cumulative. â€Å"Next week you have to fulfill the incoming orders that you receive, plus whatever is in your backlog, if possible. If it not possible to fulfill the incoming orders, then t he amount left over is added to the existing backlog and must be filled in later weeks. † (see Table 2). ) Emphasize at this point that backlog costs twice as much as inventory. You may need to do this one or two more times, and should be careful to check and be sure that they do in fact fill their backlog. It is helpful to write the following equation on the blackboard to help with backlog accounting (see below). Orders to fill = New orders + Backlog this week + last week + †¦ f) The game can be played in as little as one and a half hours if the facilitator maintains a very brisk pace. The debriefing usually requires at least 40 minutes and can be expanded substantially. g) Consider having 2 persons to play each role.One person is responsible for taking the decision and advancing the chips and order slips and the other person to maintain the figures and filling up Tables 1 and 2. The pair may switch their roles mid-way during the game. 7. End of game a) Halt the game aft er about 36 weeks (but play the game, up to that point as if it is going on to 50 weeks, to avoid unusual end-of-game moves). b) Ask each position on each team to calculate their total cost: c) Cost = Total inventory x $0. 50 + Total Backlog x $1 and to mark the total cost on the Record Sheet for the position d) Pass out Orders graph sheets – one to each position.Ask each position to graph their own orders, week by week. Clarify to Factory that they will graph their Production Requests. e) Pass out Effective Inventory graph sheets – one to each position. Ask each position to graph the inventory week by week, showing any backlog as negative inventory. f) Team name and position must be indicated on all sheets. Once the graph is complete, have the players connect the dots with a bold magic marker (colour coded – Retailer = black, Wholesaler = blue, Distributor = green and Factory = red – to the board) for ease of viewing by the group. ) Pass out the Customer Order graph sheets to everyone except Retailers. Ask each person to sketch what he or she thinks the customer order rate looked like over time. Ask each to indicate a simple scale or maximum value. ? Ask retailers not to discuss anything about customer orders until after the debrief of the game. h) Collect all the sheets, and send players off for a break. i) During break: ? Calculate team costs to determine the winner and compute the average team cost. ? Tape sheets together (as shown below) and hang up team graphs.Effective Inventory Team 1Team 2Team 3 |Retailer | |Retailer | |Retailer | | |Wholesaler | |Wholesaler | |Wholesaler | | |Distributor | |Distributor | |Distributor | | |Factory | |Factory | |Factory | |Orders/Production Requests Team 1Team 2Team 3 |Retailer | |Retailer | |Retailer | | |Wholesaler | |Wholesaler | |Wholesaler | | |Distributor | |Distributor | |Distributor | | |Factory | |Factory | |Factory | |STEPS OF THE GAME (Adapted) |Step # |General instructions |Speci fic Instruction to players playing the roles| | | |of Factory/ Retailer | | |Receive inventory (move chips from shipping delay 2 into current |Factory advance from production delay 1 to | | |inventory) and advance the shipping (from shipping delay 1 to |production delay 2. | |shipping delay 2). | | | |Use both hands to slide the chips over from respective boxes. | | | |Caution players not to move all chips into one box]. | | | |Look at incoming orders (check the order slip placed in your |Retailer draws consumer card. Follow | | |inbox) |instructions as in adjacent set. ] | | |Fulfill orders from your stock (your current inventory only). | | | |Move chips out into shipping delay 1 of the player downstream. | | | |All incoming orders must be filled. Facilitator to re-mention | | | |this step when the team has entered week 6/8) If your inventory | | | |is insufficient to fill incoming orders plus backlog, fill as | | | |many orders as you can and add the remaining orders to your | | | |backlog (use Table 2 to work out your cumulative backlog). | | |Record your balance inventory and/or cumulative backlog (in the | | | |latter case your balance inventory would have been reduced to | | | |zero) on Table 1. | | | |Advance the rder slips that you placed in the previous week from|Factory introduces production requests from | | |your outbox into the inbox of the player upstream. |previous week into production delay 1. | | |Take decision on the orders you wish to place for the upcoming | | | |week. Place your order slips in your outbox. | | | |Record your orders on Table 1. | FOLLOW-UP TASKS AND OUTLINE FOR POST-GAME DISCUSSION (Adapted) |Step # |Tasks and outline |Group Task | | |Remind participants of the objective |Emphasize that although they played the game to minimize cost, that's | | |of the game. |not the real purpose of the game. | | | | | | |The game is designed to: | | | |give players an experience of playing a role in a system | | | |show them how â€Å"st ructure produces behavior† | | |Request players tabulate total current|None. | |inventory, cumulative inventory on | | | |Table 1. | | | |Accounting: |None. | | |Record penalty of $0. 50 per item in | | | |inventory (at each stage). | | | |Record penalty of $1. 0 per item | | | |ordered but not filled. | | | |Plot inventory versus time (Chart 1) |Place charts at front of classroom for everyone to see (see typical | | |and unfilled orders (on Chart 1 also) |chart below). | | |versus time for your stage and for | | | |your company overall. | | | | | | |Plot order versus time (Chart 2) for |Place charts at front of classroom for everyone to see (see typical | | |your stage and for your company |chart below). | | |overall. | | | | | | | | | | | | | | | | | | | | | | |Ask participants: |Each of the players had the best possible intentions: to serve his | | |What’s going through the minds of the |customers well, to keep the product moving smoothly through the system, | | |p layers? |and to avoid penalties. Each participant made well-motivated, clearly | | |What problems arose during the game |defensible judgments based on reasonable guesses about what might | | |playing? |happen.Still there was a crisis- built into the structure of the | | | |system. | | | | | | | |Most people try to explain reality by showing how one set of events | | | |cause another or, if they've studied a problem in more depth, by showing| | | |how a particular set of events are part of a longer term historical | | | |process. | | | | | | |Have the participants illustrate this for themselves by looking at their| | | |own â€Å"explanations† for events during the game. | | | | | | | |Take a particular incident in the game, for example a large surge in | | | |production requests at the factory, and ask the person responsible why | | | |they did that. | | | | | | |Their answer will invariably relate their decision to some prior | | | |decision of the person they supply or who supplies them. Then turn to | | | |that person and ask them why they did that. Continue this until people | | | |see that one can continue to relate one event to earlier events | | | |indefinitely. | | | | | | |Wholesaler/Distributor may say: â€Å"I am ordering four/fives times my usual| | | |order. Maybe the retailer is ordering so much because they can’t get | | | |any of the beer from me. Either way I have to keep up. I am dismayed | | | |the brewery had just stepped up production. How could they be slow? | | | |What if I can’t get any of the beer and they go to one my competitors? | | |The backlog costs due. I am afraid to tell the accountant what to | | | |expect. † | | | | | | | |Retailer may say: â€Å"I ordered more just to be safe and to keep up with | | | |the sales. I don’t want to get a reputation for being out of stock of | | | |popular beers.By the time I call my backlogged customers, I am sold | | | |out before I can sell a single new cas e. What is that wholesaler doing | | | |to me? Doesn’t he know what a ravenous market we have down here? I | | | |think of all the lost potato chip sales† | | | | | | | |Brewery may say: â€Å"Even after Week 14 I had not caught up with the | | | |backlogs.At Week 16 I have finally caught up but the distributors had | | | |not asked for any more beer at all? Why did the order mushroom and then| | | |die? † | | | | | | | |â€Å"The orders have finally arrived but what’s wrong with the retailers? | | | |Why have they stopped ordering? † | | | | | |Briefly describe what strategy you |After a few minutes (about 10) of discussion, look at the graphs of the | | |developed during the game for making |results. Ask them, â€Å"What commonalities do you see in the graphs for the| | |ordering decisions. |different teams? † | | | | | | | |Participants should see common pattern of overshoot and oscillation. | | | |This should be most evident in the effect ive inventory graph. | | | | | | |Get them to really see for themselves that different people in the same | | | |structure produce qualitatively similar results. Even though they acted | | | |very differently as individuals in ordering inventory result (there was | | | |free will), still the overall patterns (qualitative pattern) of behavior| | | |are similar. | | | | | | |This is a very important point–take as long as necessary to have them | | | |see it for themselves. | | | | | | | |Obviously at the factory, the Marketing Director will be blamed for any | | | |layoffs or plant closings that come out of this crisis – just as the | | | |wholesaler blamed the retailer and the retailer blamed the wholesaler | | | |and oth wanted to blame the factory. | | | | | | | |You might reflect at this point on what happens in the real world when | | | |such performance target oscillations are generated. The typical | | | |organizational response is to find the â€Å"person respon sible† (the guy | | | |placing the orders or the inventory manager) and blame him. | | | | | | |The game clearly demonstrates how inappropriate this response | | | |is–different people following different decision rules for ordering a | | | |generated oscillation. | | |Plot what you think was the customer |After having had them all see the extent to which different people | | |order over time (Chart 3) during the |produce similar results in a common structure, you then need to move on | | |game. |to what is usually the most powerful point made by the game: that | | | |internal structure not external events cause system behavior. | | | | | | |The way to make this point is to ask the following question: | | | | | | | |†All of you who were not retailers, or who otherwise have not found out | | | |what the pattern of customer orders was, what do you think the customers| | | |were doing? † | | | | | | | |Most people usually believe that customer demand was fluctu ating because| | | |they believe that the system fluctuations must have been externally | | | |driven. Most draw a curve which rises and falls, just as their orders | | | |rose and fell. | | | | | | |Get each of them (other than retailers) to see that they assumed | | | |fluctuating customer orders. | | |Retailer in your team to plot actual |Draw in each order rate graph the actual customer ordering pattern. The| | |customer order on the same chart. |small step from 4 to 8 orders should make a strong visual impression in | | | |contrast to the order rate fluctuations which often have amplitude of | | | |20- to 40-orders per week.Moreover, the sustained oscillations | | | |generated by the system contrast sharply to the absolutely flat customer| | | |order rate after the step at week 5. | | | | | | | |The Retailer may respond with: â€Å"The demand never mushroomed. And it | | | |never died out. We still sell eight cases of beer – week after week. | | | |But you didn’t send us the beer we wanted. So we had to keep ordering, | | | |just to make sure we had enough to keep up with our customers†. | | | | | | | | | | | | | | |This simple exercise of getting them to see how, contrary to their | | | |expectations, the internal system structure is completely capable of | | | |generating fluctuating behavior is the most profound lesson they can | | |Are the oscillations due to external |learn from the game. | | |or internal reasons? | | | |It is important that they see this for themselves, as a demonstration or| | | |an experimental result, which they did, not as an idea of which you're | | | |trying to convince them. In fact, the game is an experiment in very true| | | |sense. The result of oscillating behavior was not predetermined. | | | | | | | |The assumption that the system's problems are caused by the customer | | | |stems from our deeply felt need to find someone or something to blame | | | |where there are problems. | | | | | | |Initially after the game is over, many believe that the culprits are the| | | |players in the other positions. This belief is shattered by seeing that| | | |the same problems arise in all plays of the game, regardless of who is | | | |manning the different positio ns. Many then direct their search for a | | | |scapegoat toward the consumer. | | | | | | |But when their guesses are compared with the flat customer orders, this | | | |theory is shot down too. This has a devastating effect on some players. | | |In the last 20 years, the beer game |If literally thousands of players all generate the same qualitative | | |has been played thousands of times in |behaviour pattern the causes of the behaviour must lie beyond the | | |classes and management training |individuals. The causes of the behaviour must lie in the structure of | | |seminars. It has been played on five |the game itself. | |continents, among people of all ages, | | | |nationalities, cultural origins and |When placed in the same sy stem, people however different, tend to | | |vastly varied business backgrounds. |produce similar results. | | |Some had never heard of a production/ | | | |distribution system before; others had|In system dynamics we take an alternative viewpoint—that the internal | | |spent a good portion of their lives |structure of a system is more important than external events in | | |working in such businesses. |generating qualitative patterns of behavior. | | | |A system causes its own behaviour. In the game.The structure that | | |Yet every time the game is played the |caused wild swings involved the multi-stage supply chain and the delays | | |same crises ensue. First there is |intervening between different stages (refer Tools on ST), the limited | | |growing demand that can’t be met. |information available (refer Tools on TL) at each stage in the system, | | |Orders build throughout the system. |and the goals, costs, perceptions and fears (refer Tools on MM) that | | |Invent ories are depleted. Backlogs |influenced individuals’ orders for beer. | | |grow. Then the beers arrive enmasse | | | |while incoming orders decline. |These an be illustrated by this diagram: | | | | | | |By the end of the experiment, almost | | | |all players are sitting with large |Events | | |inventories they cannot unload –e. g. |(e. g. inventory backlogs and surges) | | |it is not unusual to find brewery and | | | |distribution inventory levels in the | | | |hundreds over hanging orders from | | | |wholesalers for 8-12 cases per week. Patterns | | | |(Panic behaviours / oscillations) | | | | | | | | | | | | | | | |Structure | | | |(only form of communication is through order slips, the use performance | | | |measures by inventory and order sizes and the effect of delays – from | | | |upstream) | | | | | | | |But also remember the nature of structure in a human system is subtle | | | |because we are a part of it and this means we often have the power to | | | |alter structures, which we are operating. | | | | | | | |How can such controlling structures be recognised? | | | | | | | |Characteristic pattern of order buildup and decline at each position, | | | |amplified in intensity as you move upstream from retailers to breweries. | | | | | | |Each position goes through an inventory-backlog cycle: first there is | | | |insufficient inventory and then there is too much. | | | | | | | |Assumptions of an external cause (e. g. the other players or the | | |Think of examples in your |customer) are characteristics of non-systemic thinking. | |organisations where you can apply | | | |these principles. When we feel: |How would such knowledge help us to be more successful in a complex | | |Too much work? |system – redefining your scope of influence? | | |Not enough information? | | | |Too many changes? |Each player adopts the simplest ordering policy possible – simply place | | |Not able to manage changes? |new orders equal to ord ers he received. When this strategy is followed | | |Someone is unfair to you? unswervingly by all the players, all positions settle into stability by | | |Customers are demanding? |Week 11. The strategy may generate persistent backlogs (may not be | | | |practical in real life as it invites competitors to enter the market) | | | |but it eliminates the buildup and collapse in ordering and the | | | |associated wild-swings in inventories. In 75% of teams that play the | | | |game, the â€Å"no strategy† position have a lower total cost. | | |Most players see their job as â€Å"managing their position† in isolation | | | |from the rest of the system. What is required is to see how their | | | |position interacts with the larger system – your influence is broader | | | |than simply of your own position. | | | |You pay close attention to own inventory, costs, backlog, orders, etc. | | | |(events).You respond to new orders by shipping out beer. What this | | | |view misses, is the ways that your order influences your supplier’s | | | |behaviour. Which in turn might influence yet another supplier’s | | | |behaviour. For example, if they place a large number of orders, they | | | |can wipe out their supplier’s inventory, thereby causing their | | | |supplier’s delivery delay to increase.If they then respond by placing | | | |still more orders, they create a â€Å"vicious cycle† that increases problems| | | |throughout the system (see below). Players that share the systems | | | |viewpoint tends to win – in order for you to succeed others must succeed| | | |as well. | | | | | | | |Causal Diagram of effect of systemic structure downstream & delays | | | |upstream | | | | | | | | | | |(see overleaf) | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |What do you believe to be the causes |This is a good point to introduce learning disabilities and our ways of | | |of these problems? thinking in an organization: | | | | | | | |Fixation on events – Each player focuses on events giving very little | | | |power to alter the course of events at a structural or strategic levels. | | | |I am my position – because they â€Å"became their positions†, people do not | | | |see how their own actions affect the other positions. | | |The enemy is out there – The game reveals the problems originate in | | | |basic ways of our thinking and interacting, more than in peculiarities | | | |of organisations and policy. Often when problems arise, people quickly | | | |blame each other – â€Å"the enemy† becomes the players at the other | | | |positions, or even the organization structure and polices and/or | | | |customers. | | |The illusion of taking charge – when they get â€Å"proactive† and place more| | | |orders, they make matters worse. | | | |The pa rable of the boiled frog – because their overordering builds up | | | |gradually, they don’t realise the direness of their situation until its | | | |too late. | | | |Delusion of learning from experience – by and large they don’t learn | | | |from their experiences because the most important consequences of their | | |actions occur elsewhere in the system, eventually coming back to create | | | |the very problems they blame on others. | | | |The Myth of the Management Team – the teams running the different | | | |positions become consumed with blaming the other players for their | | | |problems, precluding any opportunity to learn from each others’ | | | |experience. | | |What could we do to potentially change|Analysis using Levels of Perspective tool: | | |the behaviour observed in the game? Espoused Vision: Everybody working as a team | | | |Vision-in-Use: I am my position | | |Check-up the Vision-Deployment Matrix. |Systemic Structure-in -use: No communications, minimising losses for | | | |one’s position and overanticipating the orders | | | |Patterns-in-use: Are not able to meet orders in time and having to deal | | | |with delayed productions and over-doers in the long-run. | | | |Events: Is constantly reacting leading to frustrations and burnouts in | | | |the long-run. | | |Desired Systemic Structure: First, wait patiently for the beer that you | | | |have ordered but because of the delay, it has not yet arrived. Second, | | | |don’t panic. It takes discipline to contain the overwhelming urge to | | | |order more when backlogs are building and your customers are screaming. | | | |Without the discipline, you and everyone will suffer. Third, assume a | | | |†No strategy† approach can actually work. | | |Shift in prevailing assumption of what is required of us for creating | | | |fundamentally different organisations; from: | | | |Firstly, a perspective of â€Å"the system we are trying to change is out | | | |there and we (as change agents) are trying to fix it† to â€Å"we and the | | | |system are inextricably linked together†. | | | |Secondly, a perspective of serving the team rather than the â€Å"individual†| | | |is who counts here; watch out for Number One! | SUPPLIES CHECKLIST PER TEAM: |3 TEAMS |4 TEAMS |5 TEAMS |6 TEAMS | |Game Board |3 |4 |5 |6 | |Single Chips |600 |840 |960 |1200 | |Ten Chips |90 |120 |150 |150 | |Customer Deck (1) |3 |4 |5 |6 | |Order Slips (200) |600 |800 |1000 |1200 | |Graphs (4) |12 |16 |20 |25 | |Record Sheets (4) |12 |16 |20 |25 | |Pencils (4) |12 |16 |20 |25 | |Calculators (4) |12 |16 |20 |24 | |PER SESSION: |Masking Tape | |Four-color markers per team | |Magic Markers | |Debriefing Book | |Flip Charts | |Either white board to hold charts for each organization or space on a blank wall | |Previous game graphs | |Table set ups | [B]- Items are not available with the game set. Please provide required sets. [I] - Items are not available with the game set. Please make required number of copies. MOCK GAME BOARD [pic] Table 1: Cost of Inventory and Backlog Team Name: _______________________ Circle your position:WholesalerRetailerDistributorFactory Wk | | |INV 1 = | |This week's order from customer: _____ |This week's order from customer: _____ | |last week's backlog: + _____ |last week's backlog: + _____ | |total orders to ship: = _____ |total orders to ship: = _____ |this week's shipments: – _____ |this week's shipments: – _____ | |this week's backlog: = _____ |this week's backlog: = _____ | |This week's order from customer: _____ |This week's order from customer: _____ | |last week's backlog: + _____ |last week's backlog: + _____ | |total orders to ship: = _____ |total orders to ship: = _____ | |this week's shipments: – _____ |this week's shipments: – _____ | |this week's backlog: = _____ |this week's backlog: = _____ | |This week's order from customer: _____ |This week's order from customer: _____ | |last week's backlog: + _____ |last week's backlog: + _____ | |total orders to ship: = _____ |total orders to ship: = _____ | |this week's shipments: – _____ |this week's shipments: – _____ | |this week's backlog: = _____ |this week's backlog: = _____ | |This week's order from customer: _____ |This week's order from customer: _____ | |last week's backlog: + _____ |last week's backlog: + _____ | |total orders to ship: = _____ |total orders to ship: = _____ | |this week's shipments: – _____ |this week's shipments: – _____ | |this week's backlog: = _____ |this week's backlog: = _____ | Graph 1: My Inventory (including Backlog) Team Name: _______________________ [pic] Graph 2: My Orders Team Name: _______________________ [pic] Graph 3: My perception of orders by customer Team Name: _______________________ [pic] The Beer Distribution Game An Annotated Bibliography Covering its History and Use in Education and Research Prepared by John D. Sterman Sloan School of Management Massachusetts Institute of Technology Cambridge, MA 02139 (617) 253-1951 (voice); (617) 253-6466 (fax); [email  protected] edu (email) April 1992; revised July 1992 The Beer Distribution Game dates to the earliest days of system dynamics.The game has been used for three decades as an introduction to systems thinking, dynamics, cumputer simulation, and management. It has been played by thousands of people, all over the world, from high-school students to CEOs of major corporations. The references below provide useful information for those who want to follow up the experience of the game. These works describe the history of the game, the equations for simulating the game on a computer, the success of organizational change efforts based on the original model embodied in the game, the psychological processes people use when playing, and even how these processes can produce chaos. * ? Forrester, J. W. (1958) Industria l Dynamics: A Major Breakthrough for Decision Makers.Harvard Business Review, 36(4), July/August, 37-66. The first asrticle in the field of system dynamics. Presents the production-distribution system as an example of dymanic analysis of a business problem. Reprinted in Roberts (1978). ? Forrester, J. W. (1961) Industrial Dynamics. Cambridge, MA: MIT Press. Contains a description of an early version of the Beer Distribution Game ? MacNeil-Lehrer Report, (1989) Risky Business – Business Cycles, Video, Public Broadcasting System, aired 23 October 1989. Videotape showing students in John Sterman's Systems Dymanics course at MIT playing and discussing the Beer Game. Relates the game to boom and bust cycles in the real world.Excellent in debriefing the game, and helpful to those seeking to learn how to run the game. Copies available from System Dynamics Group, E60-383, MIT, Cambridge MA 02139. ? Mosekilde, E. , E. R. Larsen & J. D. Sterman (1991). Coping with complexity: Determini stic Choas in human decision making bahavior. In J. L. Casti & A. Karlqvist (Eds. ), Beyond Belief: Randomness, Prediction, and Explanation in Science, 199-229. Boston:CRC Press Shows how simple and reasonable decision rules for playing the Beer Game may produce strange nonlinear phenomena, including deterministic chaos. ? Radzicki, M. (1991). Computer-based beer game boards. Worcester Polytechnic Institute, Dept. f Soc Sci and Policy Studies, Worcester, Ma 01609-2280 Beer game boards in PICT format for Macintosh computers available on disk for $5. 00; all proceeds go to the System Dynamics Society. ? Thomsen, J. S. , E. Mosekilde, & J. D. Sterman (1992). Hyperchaotic Phenomena in Dynamic Decision Making. Systems Analysis and Modelling Simulation, forthcoming. Extends earlier papers by Moskilde, Sterman, et al. to examine hyperchaotic modes in which the behavior of the beer distribution system may switch chaotically among several different chaotic attractors (for afficionados, †Å"hyperchaos† exists when a dynamical system contains multiple positive Lyapunov exponents). ? Roberts, E. B. , ed. (1978) Managerial Applications of System Dynamics.Cambridge, MA: Productivity Press. Excellent anthology of early-applied system dynamics work in organizations, including analysis of efforts to implement the results of the model which led to the Beer Game. ? Senge, P. (1990) The Fifth Discipline. New York: Doubleday. Excellent non-technical discussion of the Beer Game, and systems thinking principles generally. ? Sterman, J. D. (1984). Instructions for Running the Beer Distribution Game. D-3679, System Dynamics Group, MIT, E60-383, Cambridge, MA 02139. Explains how to run and debrief the Beer Game, including layout of boards, set up, play, and discussion. Incorporates debriefing notes by Peter Senge.Some people have found this document, in conjunction with the MacNeil/Lehrer video and plenty of practice, is sufficient to enable them to lead the game successfully. ? Sterman, J. D. (1988). Modeling Managerial Behavior: Misperceptions of Feedback in a Dynamic Decision Making Experiemnt. Management Science, 35(3), 321-339. Detailed analysis of Beer Game results. Examines why people do so poorly in the Beer Game. Proposes and tests a model of the decision making processes people use when playing the game and shows why they do so badly. Additional information on systems dynamics, including publications, simulation games, management flight simulators, journals, etc. is available from John Sterman at the address above. *If you know of additional publications which discuss aspects of the game not ncluded in this bibliography please send a copy to John Sterman at the address above so they can be incorporated in future releases of this bibliography. ———————– [1] Order fulfilled Cost Storage] Total Inventory Balance(w=t) = Inventory Balance(w=t-1) + New Inventory Received(w=t) [2] Balance Inventor y After fulfilling Order(w=t) = Total Inventory Balance (w=t) – Order Fulfilled (w=t) [3] Cumm Backlog (w=t) = New Backlog (w=t) + Unfulfilled Cumm Backlog(w=t-1) ———————– Reta