Contributions of Charles Darwin to Science

Contributions of Charles Darwin to Science Title: The contribution to science by a scientist of your choice. 3000 words This paper discusses the contribution to science made by the English scientist Charles Darwin, (1809-1882), author of The Origin of Species (1859), the originator of the Theory of Natural Selection or Evolution. It examines the manner in which the work of Darwin could be related into the existing science curriculum, considering his work as an exemplar of the scientific method. It also sets out to relate the scientific discoveries and principles involved to other aspects of the school curriculum, especially in the area of citizenship. The contentious nature of Darwin’s ‘discovery’ in his own time illustrates the fact that there is a common interest in the discipline: we are, in a sense, stakeholders in scientific facts and methods, since they help to determine the shape of our daily lives. As the House of Lords points out, ‘.this is not confined to scientists; it extends to those who make policy, whether public or commercial, on the basis of scientific opport unities and advice. Policy-makers will find it hard to win public support.on any issue with a science component, unless the publics attitudes and values are recognised, respected and weighed in the balance along with the scientific and other factors.’ (House of Lords, 2000, para 2.66). Despite its age, Darwin’s theory continues to be debated, and can inform us about the importance of observational skills and scientific integrity. It also provides precedents for the way science and society interact, which may be useful in our society. As the Royal Society observes, ‘It is thus not trust in science per se which is of concern but the speed of scientific and technological development, the uses to which science is put, and the ability of regulatory and institutional structures to keep pace with this change.’ (Royal Society, 2004, p.13). Darwin’s work brought him notoriety, but also controversy and personal vitriol. (See illustrations). This is where the link between science and citizenship can be made. How does this contribution map to the science curriculum? As a 2002 Report by House of Lords acknowledges, ‘The foundations of an interest in science are laid at primary school, between the ages of 5 and 11.’ (House of Lords, para. 6.3) The principle benefit which could be obtained through the work of Darwin is a general accessibility, which would itself enable learners to engage with the curriculum. As Meadows points out, ‘Much of cognition and learning depends on identifying the relevant knowledge that the learner already has in existing memory so that this knowledge can be used as a starting point for learning what is new. Having no starting point†¦will hamper learning and reasoning†¦Ã¢â‚¬â„¢ (Meadows, 2006: p.112). A variety of authorities and analysts have noted there that are continuing conceptual problems in the way learners, and the wider community engage with science. These are attributable to a variety of factors. Qualitative (i.e. phenomenological) research commissioned jointly by the DTI and the Well come Trust revealed public support for the idea that ‘Science makes our lives change too fast.’ (Wellcome Trust, 2000, p.23) Beyond this apparently simple picture there lay a more complex picture, with differentiated levels of understanding and interest claimed for different areas of science. Environmental concerns, health issues and medial discoveries held the greatest interest for 82-91 per cent of respondents, whilst new technology was considered more interesting by 74 per cent. Only 48 per cent of those questioned claimed that energy issues were the most significant for them. (Wellcome Trust 2000: p.21) The same research also discovered that it was possible to categorise respondents into different groups, determined by their interest in science, and the degree of trust they felt in science and scientists. Correspondingly, subjects characterised themselves as ‘confident believers’ at the end of the continuum most engaged with science, to ‘supporter s’ half way along the scale, right down to those who stated that science was ‘not for them’. (Wellcome 2000: pp.5-7) Correspondingly, there are several overlapping benefits which could be obtained through an expanded use of Darwin’s work. Firstly, an enhanced understanding of scientific method, secondly, an improved awareness of the operation of natural laws, and thirdly, the means by which research results are validated, interpreted and shared. The benefits of this could start to be felt even at the Primary phase, as Peacock et.al. argue, ‘Primary science is perhaps best regarded†¦as an intellectual, practical, creative and social endeavour which seeks to help children to better understand and make sense of the world in which they live†¦(and)†¦should involve children in thinking and working in particular ways in the pursuit of reliable knowledge.’ ( Peacock et al., 2007: p.1). It is in this way that a rigorous interpretation of the general principles established by Darwin might be very beneficial, in overturning and challenging pre-conceived ideas about identity and value, such as those often attributed to the so-called ‘hidden curriculum.’ As Bishop and Simpson point out, ‘The pressures of the hidden curriculum are also present with regard to structure. The children themselves can be very forceful in structuring science activities with preconceived social frameworks.’ (Bishop and Simpson, 1995: p.7). In thematic terms, Darwin’s work is thoroughly supportive of the Knowledge, Skills and Understanding element of the science curriculum, i.e. , Ideas and evidence in Science, Investigative Skills, and subsidiary disciplines such as planning and presenting evidence. By the time students reach Key Stage 3, these skills are being further developed under the headings of Practical and Enquiry Skills, Critical Understanding of Evidence, and Communication. In practical terms, principles developed from Darwin’s theory could be incorporated into the science curriculum as early as unit 1A, Ourselves, and then continued on through key Stage 2 in Life Processes and Living Things. Within the latter, it would be important to focus on sub-unit 4, Variation and Classification, and 5, Living Things in Their Environment, noting how living organisms vary and change according to their context. This theme could be carried on developmentally in the context of Key Stage Three, which incorporat es two highly relevant modules, Organisms, Behaviour and Health, and The Environment, Earth and Universe. Moving away from the formal curriculum, Darwin’s theory could help by developing the foundations of causal reasoning and also problem solving, contributing to a general improvement in science standards overall, across all units of study. How does the work of the scientist demonstrate the scientific method, or is it a counter example? From an educational and scientific perspective, Darwin’s work is interesting because it is based extensively on observation and deduction, rather than extensive or repeatable physical experimentation. Because of the enormous timescales involved in the evolutionary processes which preoccupied Darwin, it is in effect, impossible to prove, in absolute terms, whether the theory is correct or not. The theory still has its detractors, and direct opponents, who object to it on ideological or theological grounds. Despite this however, it has become a generally accepted scientific principle. Darwin’s work is therefore, in one sense, the purest expression of the scientific method, especially since it was formulated in a vacuum of worthwhile antecedents, and an atmosphere of considerable ideological opposition. The only possible way in which his work might be deemed a ‘counter example’ is the manner in which it ran directly contrary to much mainstream scientific think ing amongst his contemporaries. However, it definitely was a discovery made because of – rather than in spite of – scientific method. Essentially, what Darwin did was to propose an interpretation of events, extrapolated from a vast amount of biological and geological evidence: he then formulated a specific interpretation of causality which, in his analysis, had only one possible scientific outcome. It is this kind of observational model, based on causality, which can tap into the learner’s innate cognitive ability, even from the youngest age. As Meadows observes of children’s interpretative perception, ‘†¦By the beginning of school years, it follows basic causal principles, for example that causes precede effects rather than following effects, that they covary with their effects – the effect regularly and predictably appears after the cause and does not appear without it, and the cause and effect are close, or at least linked, in time and space.’. (Meadows, 2006: p.109) How can the work being discussed be used to address citizenship issues in schools? As Rose and Rose indicate, it has always been possible to take the view that, ‘science appears to advance in a more or less ordered manner, irrespective of the prevailing social environment in which it is performed.’ (Rose and Rose, 1970, p.241) The power of Darwin’s work lays in its ability to bridge the gap between science and the community, and it is here that his relevance to issues of citizenship may be found. Darwin’s contribution to science as mirrored to a great extent by the way his work reinforced other areas of academic, philosophical and social study: all of this makes it directly relevant to citizenship issues. As Wallace points out, ‘A reading of the Origin†¦make it difficult to assert that Darwin’s mind was ‘devoid’ of economic and philosophy. A more sustainable conclusion is that it was permeated by principles of political economy and philosophy in the form of a language which did not differentiate between the political and the biological.’ (Wallace 1995: p.11) In other words, Darwin’s work was implicitly bound up with the values of his host society: it is this which makes it an ideal link between science and citizenship. The only contrast is that we move from a Victorian context, to a present day one. This, it may be argued, has potential benefits for science, education, and society alike. As the Royal Society concluded with regard to the current science curriculum, ‘many students lacked enthusiasm for. the subject, and felt frustrated by a content-heavy curriculum which gave them little room to explore controversial and ethical issues that might interest them.’ (Royal Society, 2004, p.21 ) Darwin’s work, it may be argued, is perfectly adapted to facilitate the latter: it is not remote, or obscure, and on certain levels it is highly accessible. The links between science and citizenship manifest themselves in various ways. Firstly, there is the whole issue of public understanding of, and trust in science. As Meadows points out, ‘†¦understanding cause builds up into what has been called a ‘naà ¯ve physics’, a coherent set of notions about how objects behave; if this gives rise to the formation and testing of hypotheses by observation and experiment, it becomes the basis for a physics which is scientific rather than naà ¯ve.’ (Meadows, 2006: p.109). Darwin’s work teaches us that it is not only the observation of a phenomena, but the cultural capacity to assimilate its meaning, which is important. Scientific matters are not the discrete concern of the scientific community itself, but spill over into the political sphere and eventually concern us all. This is especially true when ethical issues become involved, as they increasingly tend to do in the biological and life-sciences, affecting everything from the air we breathe, the food we eat, the health treatment we can expect, and even the degree of control we might have in determining the health, gender, and character of our children. The important point here is that attitudes vary, from a profound mistrust, to an almost myopic faith in science. As the House of Lords observed, neither position is entirely valid, a situation it attributes sqaurely to schools. ‘In common parlance, scientific is almost synonymous with certain. This perception, which is probably picked up at school, is virtually true of much old and well-established scientific knowledge. In many of the areas of current concern, from climate change to cancer, it is however very wide of the mark.’ (House of Lords, 2000, para. 4.1) It is not the fallibility of science which is useful from a citizenship point of view, but rather the necessity of maintaining an open mind and capacity for objective debate. It is also important to remember that we all share a collective responsibility for the way that society is conducted, and the manner in which scientific affair are run on our behalf. Again, this is not a remote or academic debate, and at its most intense, can demonstrate the relevance of scientific method in our everyday lives. As the Royal Society points out, contemporary crises such as that created by BSE illustrates this. ‘ BSE highlighted profound concerns about the science advice process and the role of scientists and government officials, the effectiveness policy making and action within departments such as the Ministry of Agriculture, Fisheries and Food, the ability of Ministers to both gauge and communicate risk effectively, and fundamentally the relationship between science and politics.’ (Royal Society, 2004, p.17) If we take the Key Stage Three Citizenship curriculum as an example, the continued relevance of Darwin’s ideas becomes apparent. In the sphere of political, legal and human rights, we must take account of the DFES guidance that every child is A unique child.every child is a competent learner from birth who can be resilient, capable, confident and self assured. (DFES, 2007: p.5). The essence of Darwin’s thought is that all people are descended from the same ultimate source, and therefore equality before the law, and of political rights, is a prerequisite of an equitable society and civil polity. This in turn leads into the principles of democracy and the idea everyone should have a voice in determining the legislative conduct of government. The importance of maintaining freedom of speech and allowing a diversity of views are also essential to the principles of citizenship as enshrined in the curriculum. It is important to remember that, without these facilities, Darwin’s scientific ideas might never have received public attention. In Section 2, Key Processes, the KS3 Citizenship curriculum requires that learners ‘†¦engage with and reflect on different ideas, opinions, beliefs and values when exploring topical and controversial issues and problems.’ (QCA 2007: p.30). Darwin knew that publishing his ideas about evolution in Victorian society would draw fierce opposition from many quarters, because of its dissonance with biblical teachings about the Creation. This opposition was likely to be immovable and resistant to logic: As Hull points out, those ‘†¦who rejected evolutionary theory primarily for theological reasons†¦would not have been able to accept it even if all the evidence had been overwhelmingly in its favour – which it was not.’ (Hull 1974: p.450). Similarly, his right to debate his theories with opponents and critics fo rmed an important part of the way in which he fundamentally changed attitudes, way beyond the purely scientific sphere. As Darwin himself wrote of one of his counter-theorists, ‘He will be dead against me, as you prophesied†¦but he is generously civil to me personally. On his standard of proof, natural science would never progress, for without the making of theories I am convinced there would be no observation.’ (Hull 1974: p.229). As can be seen from this, it should be possible, in a tolerant and progressive society, to express and discuss opposed views in a reasonable way: the freedom to do this, and determination to protect such freedoms, are important tenets of contemporary citizenship. As the Key Stage Three citizenship curriculum puts it, responsible citizens should be able to ‘†¦communicate an argument, taking account of different viewpoints and drawing on what they have learnt through research, action and debate†¦justify their argument, givi ng reasons to try to persuade others to think again, change or support them.’ (QCA 2007: p.30). In contemporary UK society, responsible citizenship also requires us to understand diversity of cultures and identities, and that movement of people, either temporarily or permanently, is an intrinsic feature of our society and economy. This is fully reflected in the citizenship curriculum, which states that learners should recognise †¦the hanging nature of UK society, including the diversity of ideas, beliefs, cultures, identities, traditions, perspectives and values that are shared.’ (QCA 2007: p.33) Darwin’s theory of natural selection is supportive of such perspectives in a variety of ways. By teaching us that we all have common origins, his thinking undermines any ideas of intrinsic racial difference, or any barriers erected around such ideas. Since we all developed from the same biological source, there can be no justification for valuing any individual differently: in other words, concepts of ‘biological determinism’ are invalidated. Moreover, a ny attempt to do so can, by Darwin’s teaching, at once be revealed as arbitrary, subjective and unscientific. There are obvious cross-curricular links to be made here, both historically and in terms of contemporary societies, where such conditions still endure. Children are natural observers of the phenomenon around them, and Darwin’s ideas are profoundly supportive of this. Meadows points out that children ‘†¦appear to draw inferences about the causes of events they see, to discriminate between self-caused and other-caused movement, to categorize living things that are agents as different from inanimate objects.’ (Meadows, 2006: p.109). Being citizens also accrues us the responsibility to change things for the better: correspondingly, although we have rights in society, we have a duty to ensure that such rights are exercised responsibly, without impinging on the rights of others. Darwin’s theory also taught us that we are, as social actors, en tirely interdependent upon each other. Bibliography Amigon, D., and Wallace, J., (1995), Charles Darwin’s the Origin of Species: new Interdisciplinary essays. : Manchester University Press, Manchester. Anderson, R.D., (1992), Universities and Elites in Britain since 1800, MacMillan, Basingstoke. Bishop, A., and Simpson, R., (1995), Strategies for Structured Play in Science in the Nursery’, Primary Teaching Studies, Autumn, Vol.9, No.3, pp.5-8. Burgess, R.G., (1989), The Ethics of Educational Research, Falmer Press, Lewes. The Children’s Plan: Building Brighter Futures, (2007), Department for Children, Schools and Families. HMSO, London. DeFalco, J., ‘Trade-Offs, Risks and Regulations in Science and Technology: Implications for STS Education.’, in Kamur, D.D., and Chubin, D.E., (eds), (2000), Science, Technologyand Society: A Sourcebook on Research and Practice, Kluwer Academic/Plenum Publishers, New York. DFES, (2007), Practice Guidance for the Early Years Foundation Stage: Setting the Standards for Learning, Development and Care for Children from Birth to Five, HMSO, London. House of Lords, (2000) ScienceandTechnology, 3rd Report, downloaded from http://www.parliament.the-stationery-office.co.uk/pa/ld199900/ldselect/ldsctech/38/3801.htm Hull, D.L., (1974), Darwin and his Critics, Harvard University Press, Mass. Kamur, D.D., and Chubin, D.E., (eds), (2000), Science, Technologyand Society: A Sourcebook on Research and Practice, Kluwer Academic/Plenum Publishers, New York. Lenton and McNeil, (1991), ‘Primary school teachers understanding of the biological concepts in the National Curriculum’ Primary Teaching Studies, Oct., Vol.6, No.2, pp.196-203. Mackenzie, D., and Wacjman,J., (eds), (1994), The Social Shaping of Technology: How the Refrigerator got its Hum, Open University Press, Milton Keynes. Mauther, M., Birch, M., Jessop, J., and Miller, T., (2002), Ethics in Qualitative Research, London, Sage. Meadows, S., (2006), The Child as Thinker: The Development and Acquisition of Cognition in Childhood, Routledge, London. Pursell, C., (1994), White Heat, BBC Books, London. QCA, (2007), Citizenship: Programme of Study for Key Stage 3 and Attainment Target, QCA. Rose, H., and Rose, S., (1970), Science and Society, Penguin, Harmandsworth. The Royal Society, (2004) Excellence in Science: Science in Society, London. Rose, H., and Rose, S., (1970), Science and Society, Penguin, Harmandsworth. Scruton, R., (1982), A Dictionary of Political Thought, MacMillan, London. Science and the Public: A Review of Science Communication and Public Attitudes to Science in Britain, A Joint Report by the Office of Science and Technology and the Wellcome Trust, (2000), HMSO, London. Wakeford, T., and Walters, M., (eds) (1995) Science for the Earth: Can Science Make the World a Better Place? John Wiley and Sons,Chichester. Wallace, J., (1995) ‘Introduction: difficulty and defamiliarisation-language and process in the Origin of Species’, in Amigon, D., and Wallace, J., (1995), Charles Darwin’s the Origin of Species: new Interdisciplinary essays. : Manchester University Press, Manchester, pp.1-46. Winner, L., ‘Do Artefacts Have Politics’, in Mackenzie, D., and Wacjman,J., (eds), (1994), The Social Shaping of Technology: How the Refrigerator got its Hum, Open University Press, Milton Keynes.

The Rationale of Suicide in Bartleby Essay -- Bartleby Scrivener Essay

The Rationale of Suicide in Bartleby        Ã‚   One of the most strikingly confusing details of Herman Melville's "Bartleby" is the repetitive use of the specific form of his refusals; he "prefers" not to comply with his employer's demands. Bartleby never argues for his convictions, rather he refuses on the grounds of his preference. Such a vast repetition, along with its inherent perplexity, leads me to believe that the actual wording is symbolic in nature.         Ã‚  Ã‚  When someone is asked for his/her preferences, the question is directed to the individual's inner motives and desires. Any question addressed as a preference question, usually grants the consideration of the innermost inclinations. The lawyer never asked Bartleby whether he would like to comply or not, yet the latter keeps answering with the same term of preference; a choice of word that comes to show that Bartleby does not regard the demands laid upon him as intrinsically valid, he rather questions them in light of his inclinations and answers accordingly.      Ã‚  Ã‚   The lawyer, on the other hand, does view his demands as intrinsically valid. The lawyer represents society with all its requirements and demands. Society expects us to work for our living under the terms and conditions that it sets, but what if we choose not to? *   The lawyer does not make much of Bartleby's choice of words, he does not recognize the real problem; namely, Bartleby is neither interested, nor subjected to the rules of society      Ã‚  Ã‚  Ã‚   Bartleby's state is further clarified by the symbolic use of the walls and the dead letter office described in the epilogue. First, throughout the story he is depicted time and again as facing and staring at a wall. Staring at a wall can mean ... ...it.  Ã‚  Ã‚  Ã‚  Ã‚           Ã‚  Ã‚  Ã‚   As much as we all strive to "see the full half of the glass," for some people the half is either empty, or not full enough. While those of us that have an incentive for life cannot understand how it can elude anyone else (in the way the Lawyer could not understand Bartleby), each reason to get out of bed every morning is unique and personal. Apparently not everyone has a reason, and the mere loss of a reason is a short step away from the loss of life.  Ã‚  Ã‚         * The assumption made by the lawyer, and for that matter, by society, that its values and demands are intrinsically a priori valid, are a matter for another interesting research, yet it diverges too much from our point.    Work Cited: Melville, Herman. "Bartleby, the Scrivener: A Story of Wall-street." 1853. Bartleby.com. 30 Oct. 2000. http://www.bartleby.com/129/. The Rationale of Suicide in Bartleby Essay -- Bartleby Scrivener Essay The Rationale of Suicide in Bartleby        Ã‚   One of the most strikingly confusing details of Herman Melville's "Bartleby" is the repetitive use of the specific form of his refusals; he "prefers" not to comply with his employer's demands. Bartleby never argues for his convictions, rather he refuses on the grounds of his preference. Such a vast repetition, along with its inherent perplexity, leads me to believe that the actual wording is symbolic in nature.         Ã‚  Ã‚  When someone is asked for his/her preferences, the question is directed to the individual's inner motives and desires. Any question addressed as a preference question, usually grants the consideration of the innermost inclinations. The lawyer never asked Bartleby whether he would like to comply or not, yet the latter keeps answering with the same term of preference; a choice of word that comes to show that Bartleby does not regard the demands laid upon him as intrinsically valid, he rather questions them in light of his inclinations and answers accordingly.      Ã‚  Ã‚   The lawyer, on the other hand, does view his demands as intrinsically valid. The lawyer represents society with all its requirements and demands. Society expects us to work for our living under the terms and conditions that it sets, but what if we choose not to? *   The lawyer does not make much of Bartleby's choice of words, he does not recognize the real problem; namely, Bartleby is neither interested, nor subjected to the rules of society      Ã‚  Ã‚  Ã‚   Bartleby's state is further clarified by the symbolic use of the walls and the dead letter office described in the epilogue. First, throughout the story he is depicted time and again as facing and staring at a wall. Staring at a wall can mean ... ...it.  Ã‚  Ã‚  Ã‚  Ã‚           Ã‚  Ã‚  Ã‚   As much as we all strive to "see the full half of the glass," for some people the half is either empty, or not full enough. While those of us that have an incentive for life cannot understand how it can elude anyone else (in the way the Lawyer could not understand Bartleby), each reason to get out of bed every morning is unique and personal. Apparently not everyone has a reason, and the mere loss of a reason is a short step away from the loss of life.  Ã‚  Ã‚         * The assumption made by the lawyer, and for that matter, by society, that its values and demands are intrinsically a priori valid, are a matter for another interesting research, yet it diverges too much from our point.    Work Cited: Melville, Herman. "Bartleby, the Scrivener: A Story of Wall-street." 1853. Bartleby.com. 30 Oct. 2000. http://www.bartleby.com/129/.

Physics of Superconductors Essay -- physics superconductor

As most people know (or don't know, whichever is the case) the component of an electrical circuit that causes energy loss is called "resistance," which can be defined as a materials opposition to current being passed through it. Usually, this resistance results in the production of heat, sound, or another form of energy. In many cases, this transformation of energy is useful in such applications as toasters, heaters, and light bulbs. Even though it is a useful property, resistance often gets in the way of performance in such cases as high voltage transmission wires, electric motor output, and other cases where internal system energy losses are unwanted. This is where the phenomenon of superconducting materials comes into play and may present the solution to this energy loss problem. Superconductors are materials that display zero resistance under certain conditions. These conditions are called the "critical temperature" and "critical field," denoted Tc and Hc respectively. The Tc is the highest temperature state the material can attain and remain superconductive. The Hc is the highest magnetic field the material can be exposed to before reverting to its normal magnetic state. Within the substances currently known to superconduct, there is a divide between what has come to be called type I and type II superconductors. Type I are composed of pure substances, usually metals, and type II are composite compounds, usually some sort of ceramic. Additional differences between type I and type II exist, mainly that type II display superconducting qualities at much higher temperatures and can remain superconductive in the presence of much higher magnetic fields. While type I have Tc's that hover just a few degrees from absolute zero, t... ...e the track and is propelled by the magnetic forces caused by the induced currents. Another use of superconductors is in Magnetic Resonance Imaging, or MRI, in which the superconductor helps in creating a non-invasive method of looking at a persons brain activity. Yet another area where superconductors would be especially helpful is in the power and electronics industry where power losses arise from a systems internal resistance. If a power generator was constructed with superconducting components the efficiency of the motor would be greatly increased. The electronics industry would benefit from faster switching times, smaller components, and greater circuit efficiency. The world of superconductors is expanding at a tremendous rate. As the uses and possibilities for their use become more apparent, our society might see them more and more in everyday life.

Drivers of Sustainable Supply Chain Management Essay

Drivers of Sustainable Supply Chain Management Introduction                   Sustainability in all operations of a business is a contemporary issue that ensures firms gain competitive advantage. Supply chain management is a discipline dealing with the reorganization of a firm’s extra-supply activities to achieve a competitive edge in the market and take advantage of customer value. It is also concerned with the suppliers attempt to establish and effect supply chains which are both efficient and economical for them. An organization’s supply chain is a multidimensional activity covering most aspects ranging from manufacturing, to goods and services development, and the information systems.The drivers of a sustainable supply chain management can be either internal or external. Internal sustainability drivers include internal business processes while the external are legislation, environmental drivers, customers, and social drivers (Hanuv 35).                   Legal requirements compliance is a fundamental drive in achieving a sustainable supply chain management. It is the starting point because failure to comply to regulations implies that the business is illegal (Cohen 80). Regulatory issues include general environmental laws that may give direction to products disposal and recycling. Compliance to the law enhances the supply chain and hence making it sustainable.                   Financial drivers are also vital for a sustainable supply chain management. Sustainable supply chain management leads to efficiency and effectiveness in business operations that result to good financial performance. This is brought by reversed logistics that result to cost minimization and saving.                   Sustainability is also driven by internal business processes such as offering warrants, product leases, and replacements. These activities enhance effectiveness in production to minimize replacements and hence in the long run a business attains a sustainable supply chain.                   Customers are the most important stakeholders to any business and they greatly drive firms into adopting sustainable supply chain management (Hugos 56). The clients have large number of substitute goods at their disposal, which gives them the driving force to impact the operations a firm. As firms work to accumulate customer’s pressure such as buying from companies with green image, they end up attaining sustainable supply chain management. References Cohen, Shoshanah. â€Å"Contemporary Supply Chain Management.† Strategic Supply Chain Management: The Five Disciplines for Top Performance:2nd Revised Edition. New York: Mcgraw-hill Professional, 2013. 80-132. Print. Hanuv, Mann. Drivers of Sustainable Supply Chain Management. The IUP Journal of Operations Management. Vol. IX. No. 4(2010): 1-58 Hugos, Michael H. â€Å"Sustainability in Supply Chain Management.† Essentials of Supply Chain Management. 3rd ed. Hoboken, N.J.: Wiley, 2011. 56-124. Print. Source document

Buy Anyzone Gold Today Essay

Natural cleaning, Healthy living Air, water, residual agricultural chemicals (pesticides/herbicides) and unpleasant odours (food, bathroom, refrigerator, cigarette smoke and turbid indoor air odours all contribute to our daily toxic load. Most of the solutions developed by industry for ridding ourselves of these pollutants contain additional chemicals, which increase our exposure to potentially harmful chemicals. 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Ozonated air is environmentally safe for: †¢ Disinfecting and â€Å"debugging† closets, and cupboards. †¢ Freshening, deodorizing and disinfecting bedding, linens, and clothing. Place linens in plastic bags with ozone nozzle for just a few minutes. It’s so simple! Company Profile †¦ Global Healthy Link Sdn Bhd with its main office in Petaling Jaya is currently actively involved in the distribution of Ozone/ Anion sterilization equipment, health-related products and water filtration system for both household and commercial use. One of our goals is to exceed the expectations of every customer we come in contact with by offering outstanding customer service, value-added functionalities and operational efficiency. GHLSB strives to provide environmental-friendly, safe, durable and reliable products to its valued customers and will not compromise on product and service quality. 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Functions and Effectiveness of Anyzone Gold Anion Ozone Sterilizer Summary †¢ Removes chemical residue and pesticides on vegetables and fruits †¢ Disposes harmful bacteria in meat and fish †¢ Get rids of unpleasant odor from food Expunges parasites and larva on vegetables and fruits †¢ Ozonated water improves skin metabolism and reduces allergy †¢ Removes washing detergent residues and bacteria from household items and utensils †¢ Preserves freshness in food Sterilization †¢ Food – food are exposed to pathogens (illness causing bacteria) and harmful chemicals during the growing per iod and handling †¢ Kitchen sponges and rags – effective as a germicide/ fungicide to destroy germs, molds, bacteria and any microbes. Does not produce chemical residues during cleaning as in other cleaning agents †¢ Utensils and dishes – Salmonella, E. Coli and many pathogens can cause food poisoning, if not properly cleaned. Thus soaking the utensils and dishes in ozonated water can rid these pathogens. †¢ Pets accessories – Bacteria is common in the stool of pets, thus washing the accessories can rid these bacteria †¢ Children toys – If not cleaned and sterilized properly, can lead to illness and infections †¢ Baby’s Utensils – Babies are sensitive to illness, tooth decay and diarrhea if utensils are not properly cleaned especially bottle nipples and pacifiers. Soaking in ozonated water will help destroy bacteria †¢ Medical instruments – Economical way to sterilize equipment Purification †¢ Drinking water – 90% bottled water uses ozone for purification. The taste of Ozonated water is improved. †¢ Fish tanks/ aquariums – Ozone can destroy algae and bacteria in fish tank with no harmful effect on the fish. Within 20 minutes, ozone will change back to oxygen, due to the instability of the 3rd oxygen, thus increasing the level of dissolved oxygen, keeping the water clearer and the fish healthier. Work as fridge purifier (reduces fodd spoiling and illnesss) – Ozone destroys food spoiling bacteria and mircroorganisms and organic chemicals, maintaining the freshness of meat and vegetables. †¢ Hot tub, spa and bath water – Ozone is far cheaper than chlorine at destroying bacteria and microorganisms without any adverse effect on sensitive skin †¢ Air purifier – Ozone destroy impuriti es in the air such as bacteria, molds, smoke etc. It also reduces dust and other particles because of the negative ions produced as a by product.

A Marxist Analysis of the Accra Mall

3rd December, 2012. Marxist analysis of the Accra Mall Marxist describes the power struggle between different social classes in society. Marxism is further explained by certain concepts, such as ideology and hegemony, base and superstructure and reification. Ideology is a set of ideas or viewpoints that one social class has of another which influences the way they behave towards each other while hegemony refers to the way people act based on the ideas or ideologies that they hold and act out regarding other classes.Base and superstructure refers to the system whereby the working class, which represents the majority of the people, is ruled by the few, the owners of the sources of production. Marxism in essence can be seen in all walks of life and in various parts of our society. The Accra mall in Greater Accra is one such place. The Accra Mall is more than just an avenue to shop. The Accra Mall is the place to see and be seen. It is strategically located at the very tip of the Spintex Road, at the Tetteh Quashie Roundabout, in close proximity to a number of hotels, high end residential apartments and corporate buildings.In essence the mall caters to a certain class of people; the affluent in the Ghanaian society. It contains about twenty or so shops with mostly overpriced goods. There is a food court located right in the middle of the shopping mall with a playground for children. The mall’s general ambience, of money, expensive food, high end clothing and a large parking lot, usually overcrowded with flashy and expensive cars gives one a good idea of what to expect in the mall.The air of spending is further heightened by the presence of the numerous automated teller machines (ATM) placed at one part the mall. The neighborhood and the mall in general gives a clear cut distinction of who they serve and who serves them- it caters for the rich and wealthy that are served by the working class or the poor. The large parking lot mentioned earlier, constantly has a greater ratio of flashy cars to a very small number of not so nice cars. Without a doubt, it is evident that the mall is frequented by the upper classmen, or those who can afford to drive them.The price tags does not encourage the lower class to frequent the place because the products or items sold at the mall are above the financial means of a person for instance, the price of a bottle of soda at Rhapsody’s, one of the restaurants is ludicrously expensive and hence caters to the high class or the middle class that can spend extravagantly. On the other hand a restaurant like Pizza Inn prices the goods somewhat moderately to cater to all the classes. Another case is of two supermarkets, Game and Shoprite. It is common to see people coming out Game with few items.In contrast, Shoprite prices their goods that most people could at least buy a cookie from their bakery or a little toy for their children or a plate of nicely decorated and somewhat tasty meals. The people in the m all fall into two categories, as society dictates; the proletariat and the bourgeoisie. The proletariat is made up of the janitors, the shop attendants, security guards and basically people who are not likely to spend in the mall. The other group, mainly made up of the business men and women, doctors and lawyers are mainly the customers; the proletariat.The shop attendants, the janitors and security guards depend on the purchasing and patronized services of the customers, in this case the bourgeoisie, to spend at the mall, so that they can earn money. The bourgeoisie are catered to by the proletariat at the mall. They serve them at the mall and are the people who work â€Å"behind the scenes† to make things the way they are for the bourgeoisie to enjoy. The proletariats on the other hand are employed by the bourgeoisie and depend on them for their livelihood. At the Accra Mall, there is a general reaction by the shop owners and the other people, based on the way people look.P eople are profiled into either whether they are of high class or a low class, in other words, the bourgeoisie and the proletariat. The society has a way of classifying people by the way they dress. If your clothes appear trendy or fashionable enough then you must be in the upper class. The proletariats on the other hand are looked down upon immediately because they are judged to be the lower class based on their dressing and are hence treated as potential shoplifters or people up to no good. Marxism permeates all areas of our society; healthcare, in education and in a number of other aspects of life. The Accra Mall is one such place.People of all sorts can be identified here, and there in lie the groups of the bourgeoisie and proletariat. There is a constant, somewhat passive struggle for power. While the bourgeoisie (the rich, upper class, wealthy customers) continue to revel in their spending and high end lifestyle, the proletariat (the janitors, the security guards and staff in g eneral) work long hours to try to attain a respectful position in life, to become like the bourgeoisie. As long as the society continues to go on in this manner, Marxist theory of power struggle will continue to be relevant in explaining such conflict.

What Dramatic Devices Were Used in the Inspector Calls

A little help with Analyse of The Inspector Calls by J. B Priestly. Detailed explanations of Dramatic devises used, backing quotes in an essay format. Within the play An Inspector Calls J. B Priestly uses numerous dramatic devises to get across his message of moral, class and political influence. In this essay I am going to explore and illustrate some key and subtle points in act one and further, of these themes of which Priestly works towards to influence the audience and finds himself involved in. The first hints of his central themes are imposed when J. B describes the scene and setting of the first act.An immediate perception is given off towards the audience of ‘heavily comfortable house. ’ With this being a place of constant setting, a reflection of real time and naturalism is released. The lighting prescribed for the scene also creates the mood of the play. Priestly states within his stage directions the lighting should be ‘pink and intimate’ prior to the inspector arrives a shaded glow of rose tint then should grow ‘brighter and harder’. In context and example of these stage directions are as pursued. ‘The dining room of a fairly large suburban house, belonging to a prosperous manufacturer.It has good solid furniture of the period. At the moment they have all had a good dinner, are celebrating a special occasion, and are pleased with themselves. ’ Subtly is added to the atmosphere presented to the audience when the notion of not all is as it seems is suggested. Initially the ambience obtained appears slightly forced. This is exemplified trough the mannerism of Eric’s nervousness, Shelia’s unknowing curiosity of Gerald’s whereabouts the previous summer and the reasons behind Gerald’s parents, Lord and Lady Croft, for not attending the engagement dinner.The spectators of the play may be stimulated due to the use of this dramatic devise, of the unknowing, indefinite being impli ed on what should be a comfortable scene, this works because of natural human curiosity searching for something deeper amongst the characters and setting. Another devise used to enhance the play writer’s dramatic concepts is the use of dramatic irony and tone. These are used when the knowledge of the audience exceeds those of the characters within the play. This technique of dramatic irony is in attendance when Mr Birling makes self-assured conjectures about the coming war and the ship Titanic being unsinkable.For example J. B Priestley uses techniques to expose Birling’s naivety and generation gap, for example Birling’s speech, ‘Why a friend of mine went over this new liner last week – the Titanic – she sails next week – forty six thousand eight hundred tons – New York in five days – and every luxury – and unsinkable, absolutely unsinkable. That’s what you have got to keep your eye on, facts like that, prog ress like that –and not a few German officers talking nonsense and a few scaremongers here making a fuss about nothing. Now you three young people just listen to this – and remember what I am telling you now.In twenty or thirty years’ time – let’s say in 1940 – you may be giving a little party like this – your son or daughter may be getting engaged – and I tell, by that time you’ll be living in a world that’ll have forgotten all these Capital versus Labour agitations and all these silly little war scares. There’ll be peace and prosperity and rapid progress everywhere – accept of course in Russia, which will always be behindhand naturally. ’ This tactic makes the spectators of the play feel involved with the play due to their knowledgeable, advantaged background.Tension is also secured throughout the play as each character holds significant connection with the suicide victim, Eva Smith, who rep resents the universal populace. By making Eva a representation rather than a real character the moral of the play is taken more literally. The contribution from each character also produces a deeper and more involved structure towards the play’s plot. The Inspector, the true voice/mouth piece of Priestly adds a dramatic tone. The character is directed with the use of pace and tension and presents each idea and enquiry without conjunction, by observing and exposing each statement from an individual’s account.This method slowly throws light on the core of Eva’s life and the real effect of classes on a wider population. Another devise used by the inspector is an aura of menacing, ominous gloom, with is brought on with the added value of his ability to manipulate and influence the rest of the people in conjunction with his line of enquiries, due to his dominance. This is presented at the end of Act one and further on during the play and an example of this is ‘ That’s what I asked myself tonight when I was looking at that dead girl.And then I said to myself â€Å"Well, we’ll try to understand why it had to happen? † And that’s why I’m here, and that’s why I’m not going until I know all that happened. Eva Smith lost her job with Birling and Company because the strike failed and they were determined not to have another one. At least she found another job- under what name I don’t know- in a big shop, and had to leave there because you were annoyed with yourself and passed the annoyance on to her. Now she had to try something else. So first she changed her name to Daisy Renton-‘The final devises of great importance are tension and timing. Within the performance copious alterations in tone are witnesses. A key example of this is the attitude and confidence of Mr Birling showing amendment and supplanted actions, initially with self-justification endeavouring to elucidate his function in the bereavement of Eva/ (the citizens of the world in the class struggle). ‘, and as it happened more than eighteen months ago- nearly two years ago- obviously it has nothing whatever to do with the wretched girl’s suicide. Anxiety is then portrayed by Mr Birling ‘Oh well-put like that, there’s something in what you say. Still, I can’t accept and responsibility. If we were all responsible for everything that happened to everybody we’d had anything to do with, it would be very awkward, wouldn’t it? ’ Timing which features is a critical decisive; with stage directions of speech, movement exits, entrances and sounds. A strategic illustration of this is the arrival of the Inspector instantaneously, subsequent to Mr Birling notifying Gerald about his imminent knighthood and regards of how ‘a man has to look after himself and his own. In conclusion many devises are used throughout act one, some overlapping and although some ar e subtle, each technique holds great presence and importance within the play to convey J. B Priestley’s ideology of class struggle. Citizenship values are portrayed and the dependence each person shares to one another come through. This is voiced through the inspector as Priestley’s own mouth piece and with Eva as example of consequence from such actions.