The Apaches :: Native American Indians

The Apaches were American Indians who moved from Canada to Arizona, parts of Colorado, New Mexico, Texas and North America between AD850 and 1400. The Apache were a wandering tribe, so they had two homes. One in the mountains and one in the desert. They lived in their houses for only a short period of time. The women built their houses which were called Wickiups. These were straw domed shaped houses. The Wickiup was only five or six feet high. Outside the Wickiup was covered with bundles of grass and branches. The early Apaches wore deer hide. They soaked the hide in water to make it soft. The men wore breechcloths and moccasins. The women wore skirts in the warm weather and simple dresses in the cold weather. The woman sometimes decorated their clothes with dried porcupine quills. The environment was important for them as they lived off the land a great deal. They lived on lots of wild plants and hunted deer, antelope, elk and buffalo. They also ate prairie dogs, squirrel and rabbits. They would not touch fish or any animals that lived in the water. As they moved around, they had to change how they lived. They picked up the ways of other cultures. For example, some of them rode horses that they discovered through the Spanish. They became fierce horse warriors from the 18th Century. They raided farming villages for food and goods. Environment was important to them because wherever they were they had to get food somehow which they hunted for. As they were on the move they had to adapt how they lived. They picked up the ways of different cultures. e.g. they learnt how to ride horses that they discovered through the spanish. The Chippewa tribe were living around Lakes Superior and Huron (now Quebec, Ontario, Michigan and Minnesota) by the 18th Century. They hunted, fished and gathered plants. They made birch-bark canoes and used the lakes and rivers to travel, so they made use of the environment by using the lakes and rivers as a use of transportation and sometimes food as they fished a lot. Did you know? Did you know there were thirty five thousand people in the Chippewa tribe!? They wore buck skin clothes and moccasins. In the winter they made fur lined shawls and wove turkey down robes. The Apaches :: Native American Indians The Apaches were American Indians who moved from Canada to Arizona, parts of Colorado, New Mexico, Texas and North America between AD850 and 1400. The Apache were a wandering tribe, so they had two homes. One in the mountains and one in the desert. They lived in their houses for only a short period of time. The women built their houses which were called Wickiups. These were straw domed shaped houses. The Wickiup was only five or six feet high. Outside the Wickiup was covered with bundles of grass and branches. The early Apaches wore deer hide. They soaked the hide in water to make it soft. The men wore breechcloths and moccasins. The women wore skirts in the warm weather and simple dresses in the cold weather. The woman sometimes decorated their clothes with dried porcupine quills. The environment was important for them as they lived off the land a great deal. They lived on lots of wild plants and hunted deer, antelope, elk and buffalo. They also ate prairie dogs, squirrel and rabbits. They would not touch fish or any animals that lived in the water. As they moved around, they had to change how they lived. They picked up the ways of other cultures. For example, some of them rode horses that they discovered through the Spanish. They became fierce horse warriors from the 18th Century. They raided farming villages for food and goods. Environment was important to them because wherever they were they had to get food somehow which they hunted for. As they were on the move they had to adapt how they lived. They picked up the ways of different cultures. e.g. they learnt how to ride horses that they discovered through the spanish. The Chippewa tribe were living around Lakes Superior and Huron (now Quebec, Ontario, Michigan and Minnesota) by the 18th Century. They hunted, fished and gathered plants. They made birch-bark canoes and used the lakes and rivers to travel, so they made use of the environment by using the lakes and rivers as a use of transportation and sometimes food as they fished a lot. Did you know? Did you know there were thirty five thousand people in the Chippewa tribe!? They wore buck skin clothes and moccasins. In the winter they made fur lined shawls and wove turkey down robes.

I Write to Impress, Expose, and Inspire :: Writing Composition

I Write to Impress, Expose, and Inspire I'll just say it, "I like myself." I shake hands with just about every "part" of who I am. I have an admirable supply of self-esteem and I...well,...I show it off. I'll say this, "I'm a pretty decent writer." Of course, that's my own opinion, but I'm modest. I don't think I'm as good as "they" get, nor do I think that I'm as good as I can get. I like manipulating words so that they are comprehended at face-value and understood at a deeper value. I like to be enthusiastic when I write, and I like to project this to the reader. Am I doing that yet, you lovely reader, you? I like who I am, I like to hear myself talk, and I think I speak well. When rereading my introductory paper for this class, I smiled as I remembered typing it the night before it was due. I could tell that I wrote it, and that I had a bit of fun doing so. I used quotation marks around sarcastic, or pun-ny phrases. I used contractions and slang to sound more like "me" than anyone else. I had a flowing, conversational style, as Lanham might put it, with a catchy first sentence and a smile-producing conclusion. I admit that there's obvious theme paper influence within it: I have a definite intro, 4 paragraphs of "discussion," and a predictable conclusion; but I didn't let my creativity sit in the corner. I based my information on my own life, my own experiences, and my own darn opinion. I didn't look in a book for anything for that paper, and yet, it's believable. I think that there is definite magic within words and their organization on a page or in the air. While I think that I'm in control of what I say and what I mean when I say it, I can look back at something I've written and see a different, maybe deeper, meaning. In my intro paper, I can see the frustration about which I write, within the style of my writing. I get excited and poetic when I write about going to school forever to fill those barren 2/3rds of my brain, and when I write about how I'm beginning to know what I want. On the other hand, my writing "slows" in a sort of literary sigh when I write about my lack of dollars and the ambiguous future.

All Quite on the Western Front

HIST 234 March 21 All Quiet on the Western Front All Quiet on the Western Front is narrated by Paul Baumer. Paul was only a nineteen year old fighting in the German army on the French front with some of his classmates: Albert Kropp, the clearest thinker among them; Muller, a physics-inclined academic; and Leer, who wears full beard and lusty nature for girls. Their friends include Tjaden, a skinny 19-year-old locksmith who love to eat; Haie Westhus a large peat-digger, also 19; Deterring, a married peasant; and Stannislaus Katczinsky their wise and crafty 40-year-old leader.Page 3 they all joined the army voluntarily after listening to the stirring patriotic speeches from their teacher, Kantorek. But after experiencing ten weeks of brutal training at the hands of the petty, cruel Corporal Himmelstoss and the unimaginable brutality of life on the front, Paul and his friends have realized that the ideals of nationalism and patriotism for which they enlisted are simply empty line. They no longer believe that war is glorious or honorable, because they live in constant physical terror.At the very beginning of the book Erich Maria Remarque says â€Å"This book is to be neither an accusation nor a confession, and least of all an adventure, for death is not an adventure to those who stand face to face with it. It will try simply to tell of a generation of men who, even though they may have escaped shells, were destroyed by the war. † Page 0 This novel does not focus on daring stories of bravery, but rather gives a view of the conditions in which the soldiers find themselves. According to the writer â€Å"no one has the vaguest idea what we are in for. The wisest were just poor and simple people.They knew the war to be a misfortune. † page 11 The monotony between battles, the constant threat of artillery fire and bombardments, the young soldiers struggle to find food and the lack of training of young recruits meaning lower chances of survival. In the novel the author writes â€Å"our early life is cut off from the moment we came here and that without our lifting a hand† page 19. The young soldiers would often look back and try to find explanation but never quite succeed, since they consider themselves young and extraordinary vague because they were in the 20’s they only had their parents and maybe a girl, hich was not consider too much influences. Whereas older men have a strong background that cannot be destroy, they linked to various life for example they had a family, wife, children, occupations, interest and a background which was strong, which means that war cannot destroy their memory of family. During the war soldiers spent their time on the front line, in an infantryman and in front line trenches. The working conditions became very predictable since it was spent mostly in the trenches. Soldiers recall the boredom of life in the dreary, lice-ridden, diseases spreading, muddy and dusty trenches.The writer describe s the unsanitary conditions of life at the front as Tjaden, tired of killing lice one by one, scrapes them off his skin into a boot-polish tin. He kills them by heating the tin with a flame. Haie’s lice have red crosses on their heads, and he jokes that he got them at a hospital where they attended the surgeon general. Paul remembers he and his friends were embarrassed to use the general latrines when they were recruits but now they find them a luxury. With Behm’s death, Paul and his classmates lost their innocent trust in authority figures such as Kantorek.Kantorek writes a letter to them filled with the empty phrases of patriotic fervor, calling them â€Å"Iron Youth† and glorifying their heroism. The men reflect that they once idolized Kantorek but now despise him; they blame him for pushing them into the army and exposing them to the horror of war. They would wake up middle of the night by hearing loud booms. According to Paul he believed that they â€Å"ha ve lost their senses of other consideration because they are artificial since only the facts are real and important to them.Page 21 As Paul sits with Kemmerich who knew his leg has been amputated, he tries to cheer him up, but Kemmerich is convinced he will die, Paul has seen friends die before, but growing up with Kemmerich makes life harder, the orderlies were not helpful, and when they return, Kemmerich has died. Paul collects his things and they remove the body to free up the bed for more wounded. As younger soldiers arrived, Paul and his friends feel like mature veterans. Paul believes every company has one or two resourceful people, but Kat, a cobbler by trade, is the smartest he knows. Page 37.Paul is glad to be his friend, and tells a story to illustrate his strength as a leader. For example Kat, bunking in a small, ravaged factory one night, Kat finding straw for the men to sleep on, and when they are hungry with no food, Kat goes off again and returns with bread and horse- flesh without providing an explanation. page 37 It was assumed that Kat's sixth sense help locating food and his special talent. As men return from the fronts, they see the shells shattered and coffins pilled by the dozens, however they made jokes in order to distance themselves from the unpleasant knowledge that coffin are made for them.Their first front was completely demolished by a direct hit and the second only to discover it has been buried. Captured Russian soldiers, who are reduced to picking through the German soldiers’ garbage for food, which means there might not be any food in the garbage. Food is so scarce that everything is eaten. Looking at the Russian soldiers, Paul can scarcely believe that these men with honest peasant faces are the enemy. Since nothing about them suggests that he is fundamentally different from them or that he should have any reason to want to kill them.Many of the Russians are slowly starving, and they are stricken with dysentery in large numbers. But most people simply ignore the prisoners begging, and a few even kick them. When Paul returns to the front, he finds Kat, Muller, Tjaden, and Kropp still alive and uninjured. He shares his potato cakes with them. There is excitement among the ranks: the Kaiser, the emperor of Germany, is coming to see the army. In preparation for his visit, everything is cleaned thoroughly, and all the soldiers are given new clothes.But when the Kaiser arrives, Paul and the others are disappointed to see that he is not a very remarkable man. After he leaves, the new clothes are taken away. Paul and his friends muse that if a certain thirty people in the world had said â€Å"no† to the war, it would not have happened. They conclude that wars are useful only for leaders who want to be in history books. During the Great War millions men lost their lives in one of the greatest acts of barbarity the world has ever seen. The heroism and sacrifice of troops in the trenches is probably wi thout parallel.The pretexts for execution for British soldiers had a common theme: many were suffering shell shock or now recognized as Post Traumatic Stress Disorder. Most of those men were young, defenseless and vulnerable teenagers who had volunteered for duty. Millions of men lost their lives fighting for war and millions of men came home without a leg, an arm, or blind, or deaf, or mentally broken due to the things they had to live through in the trenches. Others had their lives cut short through the effects of poison gas, and injuries due to blast, with collapsed lungs.While others came home whole in body, appearing normal, but with such serious nervous and mental conditions that they could not work, and were confined to mental hospitals for the rest of their lives. It should be noted that most, especially on the Allied side, later believed the war to have been worthless. Technological and military innovations such as poison gas, the machine gun, and trench warfare revolutioni zed combat during World War I, and Remarque effectively dramatizes how these innovations made the war bloodier, longer, and more costly.In almost every case, military innovations make the soldiers’ lives more dangerous, while medical innovations lag increasingly far behind. Kemmerich, for instance, dies from complications from a relatively light wound. Glory and patriotism cease to be rational ideals in the conflict because advanced technology limits the effect that an individual soldier can have on the conflict and alienates him from the consequences of his actions. Life and death thus become meaningless.

Do violent video games cause behavior problems? Essay

Violence in video games lead to violent outbreaks and bad behaviour in real life, many people believe so. Are these violent video games moulding and fuelling today’s generation of young minds to a more violent side, forgetting the idea that these games are solely for entertainment purposes. Many studies have taken place surrounding this idea, giving valid points to both sides of the topic. Video games are extremely popular all over the world, connecting people through the internet allowing them to interact with one another through a cyber-portal for entertainment, with varying genres of games from card games, first person shooter’s, racing or even 3D strategy games. These games connect millions of people all around the world, gamers spending countless hours glued to screens looking at a bunch of pixels. These games are evolving every year, as technology gets better so do the games, with more realistic graphics, sound effects and scenarios. So with this, the violent game s are also becoming far more realistic, violent and aggressive. Are these prolonged hours spent playing these games damaging these people’s minds? Many of the violent war games being released today have age restrictions on them, R16 or R18 warning people of the violent content the game has, however this does not stop underage people getting their hands on them. In the article â€Å"Video games and youth violence: A prospective Analysis in Adolescents† written by Christopher J Ferguson, it quotes â€Å"The potential influence of violent video games on youth violence remains an issue of concern for psychologists† , stating that this topic is widely concerning to many people. Many studies have taken place to look into whether or not these games are causing bad behaviour, but in this article Christopher J Ferguson states that none of these studies have developed well validated measures of youth violence caused by the games. This article also points out that having depressive symptoms can lead to violent outbreaks due to antisocial traits with the individual, and gaming is an antisocial activity, therefore these games attract to those who  already have these depressive symptoms and the potential to act out violently. And the violent game has nothing to do with making the person violent, as these potential issues are there prior t o the individual even playing the game. There have been many studies based around violence in video games, whether it is elevated blood pressure, aggressive behaviour or violent outbreaks. A study led by Brock University PhD student Paul Adachi has proved that yes these violent games are causing aggressive behaviour, but this is based on how competitive the game is and not due to the violence. Therefore a non-violent game that is equally competitive will lead the user to show similar aggressive behaviour. In many cases, like the 1999 Columbine High school massacre where Eric Harris and Dylan Klebold killed 12 students, one teacher, and injuring 21 other students before turning the guns on themselves. It was well known that the two teenagers who committed this extreme violent act were excessive players of the violent video game called â€Å"Doom 3D†, in which the player embarks on defending mars from aliens with large automatic weapons. A lot of people claim that this game caused the two to violently outbreak into the massacre, however there is no proof, and once again, the game has not caused anyone else, out of its millions of players over the years to commit t he same heinous crime, Eric and Dylan were capable of these crimes before playing the game, it is however a possibility that the game helped their psychopathic views to be glorified. Where normal people do not have these psychopathic traits in the first place and play games like this for entertainment only. Children failing in school can become violent or show aggressive behaviour due to the low academic marks and failing to achieve, and many studies state that video games cause children to fail school, thus leading to violent aggressive behaviour. This is falsely accusing video games based upon facts that can be associated with various other activities. Spending six hours a day watching TV, shopping, or sleeping will just as equally affect your school grades, it is down to the individual how they use their time effectively. In the article â€Å"Violent video games do not cause aggression† written by Lester Haines, it states that the university of Illinois carried out studies regarding the possible link between violent video games and real world aggression, concluding their findings from their first long term study to show that the violent games â€Å"did not cause any substantial increase in said aggression†. Violent video  games bring millions of people around the world entertainment, and social interaction through the internet connecting them with other gamers, who have similar interests. Allowing interaction through talking and playing the game, there are many people who believe that these violent video games are causing many people to act out violently, recreating what they see or play in these games. Blaming these games for people’s actions is obscured. If someone is capable of committing extreme violent acts, or acting in an aggressive manor, they were capable of it well before they took part in playing a computer game. It is down to the individual who plays these games to act responsible, know right from wrong, and play the games for entertainment only. Violence is not just in video games, it is everywhere and all around us. Works Cited Poole, S. (2000, Apr 26). Parents 2: Healthy living: Video games will make your kids violent and more likely to fail at school, according to new research. nothing could be further from the truth, says games junkie steven poole. The Guardian, pp. 16-2.16. Retrieved from http://ezproxy.aut.ac.nz/login?url=http://search.proquest.com/docview/245514814?accountid=8440Ferguson, C. J. (2011). Video games and youth violence: A prospective analysis in adolescents. Journal of Youth and Adolescence, 40(4), 377-377-391. Retrieved from http://ezproxy.aut.ac.nz/login?url=http://search.proquest.com/docview/858659823?accountid=8440Keenan, T. (2008, Apr 04). Do some video games encourage violence?; one former soldier thinks that this type of entertainment is teaching kids to kill. Nanaimo Daily News, pp. C.6. Retrieved from http://ezproxy.aut.ac.nz/login?url=http://search.proquest.com/docview/361607229?accountid=8440Study finds competition in video games, not violence, causes aggression. (2011, Sep 03 ). Daily Gleaner, pp. C.4. Retrieved from http://ezproxy.aut.ac.nz/login?url=http://search.proquest.com/docview/887134689?accountid=8440Grace Shin. (2008). Video Games. A Cause of Violence and Aggression.Retrieved from http://serendip.brynmawr.edu/exchange/node/1723Lester Haines, (2005, Aug 15), Violent video games do not cause aggression, retrieved fromhttp://www.theregister.co.uk/2005/08/15/video_games_and_aggression/

Colleges should provide as much money for sports

In todays generation book is not the only knowledge which is enough for practical life, practical knowledge is equally important as the knowledge which we get from books. In context of Nepal schools and colleges don't seem to provide as much money for sports activities as they provide for libraries. Many people think that book gives us all the cognition but I disagree. We live in a generation filled with competing students. Yes, it is true that studies are the most important pillar for student's good uture but sports is equally important.Regular participation in sport activities will help a student to keep his/her body fit and mind fresh. If students are involved in sports then they will know what they're good at, because there is a very good career in sports too and they may even choose to follow that career. Colleges spend too much money for libraries but hesitate to spend money for sports but it is not healthy to do so even biologically because if a student only studies and doesn' t take part in ny sports activities then his mind automatically becomes dull and all that he has studied might not get inside his head, which will be useless.Its 21st century, a modernized time, where people are interested in people who are good at both education as well as sports. It isn't enough for people to be good Just studies; they should also be good at sports. As it is said â€Å"A sound soul dwells within a sound mind and a sound body', Just like that sports helps us our maintain our physical fitness nd mental abilities come to the conclusion that a good physical condition creates a strong mental power.Just studying makes people dull and Just sitting in one place for a long time makes us lazy and physically unfit. I know we students should study but we should also give our body some time to relax by playing games so that it can get some break by all that studying. Some parents might think sports are unnecessary but it is actually very important for a child to go out and pl ay and have some fun.

Business Environment

Purposes: mission; vision; aims; objectives; goals; values; profits; market share; growth; return on capital employed (ROCE); sales; service level; customer satisfaction; corporate responsibility; ethical issues Stakeholders: owners; customers; suppliers; employees; debtors; creditors; financial institutions (banks, mortgage lenders, credit factors); environmental groups; government agencies (central government, local authorities); trade unions Responsibilities of organizations: stakeholder interests; conflict of expectations; power- influence matrix; satisfying stakeholder objectives; legal responsibilities e. g. consumer legislation, employee legislation, equal opportunities and anti-discriminatory legislation, environmental legislation, health and safety legislation; ethical issues egg environment, fair trade, global warming, charter compliance e. g. Banking Code 2 Understand the nature of the national environment in which businesses operate Economic systems: the allocation of scarce resources; effective use of resources; type of economic system eg command, free enterprise, mixed, transitional The UK economy: size (gross domestic product, gross national product); structure; population; labour force; growth; inflation; balance of payments; balance of trade; exchange rates; trading partners; public finances (revenues, expenditure); taxation; government borrowing; business behaviour eg investment, objectives, risk awareness; cost of capital; consumer behaviour; propensity to save; propensity to spend; tastes and preferences Government policy: economic goals; fiscal policy: control of aggregate demand; central and local government spending; Public Sector Net Borrowing (PSNB) and Public Sector Net Cash Requirement (PSNCR); euro convergence criteria, monetary policy; interest rates; quantitative easing; private finance initiative (PFI); competition policy (up-to-date legislation including Competition Act 1998, Enterprise Act 2002); Competition Commission, Office of Fair Trading; Directorate General for Competition); European Commission); sector regulators eg Ofgem, Ofwat, Civil Aviation Authority; Companies Acts; regional policy; industrial policy; enterprise strategy; training and skills policy 3 Understand the behaviour of organisations in their market environment Market types: perfect competition, monopoly, monopolistic competition, oligopoly, duopoly; competitive advantage, strategies adopted by firms; regulation of competition Market forces and organisational responses: supply and demand, elasticity of demand; elasticity of supply; customer perceptions and actions, pricing decisions; cost and output decisions; economies of scale, the short run; the long run, multi-national and transnational corporations; joint ventures, outsourcing; core markets; labour market trends; employee skills, technology; innovation; research and development; core competencies; business environment (political, economic, social, technical, legal, environmental); cultural environment 4 Be able to assess the significance of the global factors that shape national business activities Global factors: international trade and the UK economy; market opportunities; global growth; protectionism; World Trade Organisation (WTO); emerging markets (BRIC economies – Brazil, Russia, India, China); EU membership; EU business regulations and their incorporation in to UK law; EU policies eg agriculture (CAP), business, competition, growth, employment, education, economics and finance, employment, environment, science and technology, regional); labour movement; workforce skills; exchange rates; trading blocs (eg monetary unions, common markets; customs unions, free trade areas); labour costs; trade duties; levies; tariffs; customs dues; taxation regimes; international competitiveness; international business environment (political, economic, social, technical, legal, environmental); investment incentives; cost of capital; commodity prices; intellectual property; climate change eg Kyoto Protocol, Rio Earth Summit; third world poverty; the group of 20 (G-20); global financia l stability Learning outcomes and assessment criteria Learning outcomesOn successful completion of this unit a learner will:| Assessment criteria for passThe learner can:| LO1 Understand the organizational purposes of businesses| 1. 1 identify the purposes of different types of organisation1. 2 describe the extent to which an organisation meets the objectives of different stakeholders1. explain the responsibilities of an organisation and strategies employed to meet them| LO2 Understand the nature of the national environment in which businesses operate| 2. 1 explain how economic systems attempt to allocate resources effectively2. 2 assess the impact of fiscal and monetary policy on business organizations and their activities2. 3 evaluate the impact of competition policy and other regulatory mechanisms on the activities of a selected organisation| LO3 Understand the behaviour of organizations in their market environment| 3. 1 explain how market structures determine the pricing and output decisions of businesses3. 2 illustrate the way in which market forces shape organizational responses using a range of examples3. judge how the business and cultural environments shape the behaviour of a selected organisation| LO4 Be able to assess the significance of the global factors that shape national business activities| 4. 1 discuss the significance of international trade to UK Business organisation4. 2 analyse the impact of global factors on UK business organizations4. 3 evaluate the impact of policies of the European Union on UK business organizations. | GRADE DESCRIPTORS Learners would be graded as ‘PASS, MERIT or DISTINCTION. The indicative characteristics for each grade are mentioned below: Pass grade:A pass grade is achieved by meeting all the requirements defined in the assessment criteria for pass for each unit. Merit grade: Merit descriptors| Indicative characteristics| In order to achieve a merit the learner must:| The learner’s evidence shows for example:| IdentifyandapplyStrategiestofind appropriate solutions| ? Effective judgments have been made? Complex problems with more than one variable have been explored? An effective approach to study and research has been applied| Select/design and apply appropriateMethods/techniques| ? Relevant theories and techniques have been applied? A range of methods and techniques have been applied? A range of sources of information has been used? The selection of methods and techniques/sources has been justified? The design of methods/techniques has been justified? Complex information/data has been synthesized and processed? Appropriate learning methods/techniques have been applied| Present and communicateappropriate findings| ? The appropriate structure and approach has been used? Coherent, logical development of principles/concepts for the intended audience? A range of methods of presentation have been used and technical language has been accurately used? Communication has taken place in familiar and unfamiliar contexts? The communication is appropriate for familiar and unfamiliar audiences and appropriate media have been used| Distinction grade: Distinction descriptors| Indicative characteristics| Inordertoachieveadistinctionthelearner must:| The learner’s evidence shows for example:| Use critical reflection to evaluate own work and justify valid conclusions| ? Conclusions have been arrived at through synthesis of ideas and have been justified? The validity of results has been evaluated using defined criteria? Self-criticism of approach has taken place? Realistic improvements have been proposed against defined characteristics for success| Take responsibility for managing and organizing activities| ? Autonomy/independence has been demonstrated? Substantial activities, projects or investigations have been planned, anaged and organized? Activities have been managed? The unforeseen has been accommodated? Theimportanceofinterdependencehasbeen recognized and achieved| DemonstrateConvergent/lateral/creative thinking| ? Ideas have been generated and decisions taken? Self-evaluation has taken place? Convergent and lateral thin king have been applied? Problems have been solved? Innovation and creative thought have been applied? Receptiveness to new ideas is evident? Effective thinking has taken place in unfamiliar contexts| Assignment Unit 1 McCain McCain is the worlds largest producer of chips. Its range includes other potato products like hash browns and waffles. It buys 12% of the UK potato crop. It is also one of the biggest suppliers of frozen light meals. External factors Businesses set themselves aims. These help them to be efficient. For instance, they may aim to increase sales or make more profit. It then plans to reach these aims. To do this it must look at its own strengths. These are called internal factors. It must also look at outside influences. These are called external factors. McCain looks at changes in these. This helps it to plan how to respond. SLEPT SLEPT is one tool that can be used to look at external factors. It can be used to measure their effect. The letters in SLEPT stand for five factors. These are * Social Legal * Environmental * Technological and * Political. McCain dealt with these factors as follows: Social and Legal factors Social A number of campaigns have told people to eat in a more healthy way. This led to falling sales for some McCain products. McCain responded by reducing the salt and oil in its potato pr oducts. It also sent out the message that its chips were not unhealthy. Legal Governments pass laws, and set standards. McCain has to obey the law or set its own, higher, standards. The Food Standards Agency has developed a system of traffic light labels. These are designed to help consumers see which products may be less healthy. The food industry uses a system based on Guideline Daily Amounts. These GDAs are what an average person should eat to stay healthy. McCain uses both of these. All of its potato products can display the green traffic light (low levels) for saturated fat. None of its products displays a red traffic light (for high levels) in any category. Economic, Political and Technological Factors Economics 100 Edition 12 This refers to changes in buying habits. Income is rising, but people have less time to spend it. This is called being cash-rich but time-poor. This leads to more demand for convenience foods. To meet this challenge McCain provides a range of products to suit different tastes. Political There is government pressure for suppliers to come up with healthier foods. McCain supports the government. It believes that the foods it provides are healthy when prepared properly. Technological The technology used to prepare food is fast moving. McCains food technologists have made its potato products more healthy. They have reduced levels of fat and salt but still maintained flavour. This was achieved through a switch to sunflower oils. This reduced saturated fats by 70%. Conclusion Businesses must take account of changes in external factors. Change comes from a number of sources. Each presents a challenge. McCain is a business focused on the market. It knows that it is vital to keep customers happy. It has listened to what customers want and made changes in response. It aims to give them the best value chips and other healthy food products. Task 1 1. 1 Using working example or the case the study indentify the purposes of different types of organisation. (Outcome 1. 1) 1. 2 Using an example of your choice illustrate how an organisation meets the objectives of different stakeholders. (Outcome 1. 2) 1. 3 Using the case study, explain the responsibilities of an organisation and the strategies employed to meet them. (Outcome 1. 3) Task 2 2. 1 Illustrate how economic systems attempt to allocate resources effectively. Use the case study to illustrate your answer. (Outcome 2. 1) 2. Fiscal and monetary policy affects business organisations and their activities, disucuss this with a working example of your choice. (Outcome 2. 2) 2. 3 Evaluate the impact of competition policy and other regulatory mechanisms on the activities of an organisation of your choice or that or the case study. (Out come 2. 3) Task 3 3. 1 Pricing and output decisions of an organisation are determined by market structures. In your opinion is this true. (Outcome 3. 1) 3. 2 Using a working example of your choice show how market forces shape organisational responses. (Outcome 3. 2) 3. 3 Using an example of your choice discuss how the business and cultural environment shape the organisations behaviour. (Outcome 3. 3) Task 4 4. What is the significance of international trade to the UK business organisation? (Outcome 4. 1) 4. 2 The impact of global factors on UK business organisations is quite variable, discuss. (Outcome 4. 2) 4. 3 Discuss the impact of policies of the European Union on the UK business organisations. (Outcome 4. 3) To achieve a Pass/Distinction or Merit student must address all the above criteria by producing a word processed report of 2500- 3500 words. Reports must be supported by appropriate referencing. The report must be submitted by the required formal submission date by 5pm at r eception where a receipt will be given. The Times 100 Edition 12

Social Media and Its Impact Worldwide Essay Example | Topics and Well Written Essays - 1000 words

Social Media and Its Impact Worldwide - Essay Example Some of the websites include social bookmarking such as Blinklist; social news, e.g. Propeller; social networking e.g. Facebook; social photo and video sharing, e.g. YouTube; wikis, e.g. Wikipedia. Social media has both the negative and the positive impact on the users. However, as much as we criticize social media, the benefits outweigh the drawbacks. Social media connects people, allows them to interact with different people and hence exposes them to different opinions and ideas (Pernisco 5). People are also given an opportunity to share their opinions with a wide variety of social media users. This kind of interaction has made the world smaller. People can communicate with friends and beloved ones from any part of the world. Information is passed much faster compared to other media, and organizing events and workshops have been made easier especially for the young generation since it is easier to find them on social media than anywhere else. Businesses and individuals are using so cial media for advertising (Faraz and Zohaib 2). For companies to prosper in this generation, they must embrace social media. In social media, one is able to contact more friends than they would if they did it personally. Therefore, companies are taking advantage of this to advertise their products online. Zuckerberg's Facebook is the most successful social media with over 500 million users, and the number is still increasing. Many companies have turned to Facebook for their advertising by creating groups, pages, events, and social ads. These Facebook tools are used to promote a company’s product. Discussions about the products are generated, and the consumers are enlightened more about the product. Pictures, videos, and links are also shared (Faraz and Zohaib 3). In job hunting, the network is key, and hence, individuals are creating their profiles on various websites for the target employers to view them and offer them jobs. Children and adolescents have benefited a lot fro m social networking. They can connect with their mates and exchange notes on their school work.