Multiple Point Competition and Competitive Signaling Essay Example for Free

Multiple Point Competition and Competitive Signaling Essay This paper is the pre-assignment number 5 for course TU-91.2040 Global Strategic Management. The task was to answer three questions based on articles by Karnani, A. Wenerfelt B. (Multiple Point Competition, 1985) and Heil, O. Robertson, T. (Toward a Theory of Competitive Market Signaling: A Research Agenda, 1991). The questions are as follows: 1) How would you define multiple market competition? 2) What are pros and cons of the four alternatives to respond to a competitive attack? 3) Why engage in competitive signaling? Multiple market competition means a situation where two companies compete with each other not only in one place with one product but in several locations and possibly with similar products which are substitutes to each other. A simple example would be two companies of the same industry operating in two countries with the same products. As Karnani and Wenerfelt put it: â€Å"The more obvious examples of multiple point competition refer to situations where firms compete simultaneously in different product markets or in different geographical markets for the same product.† Multiple market competition is characterized by four different situations: peace, limited war, mutual foothold and total war. Total peace is extremely rare if two companies operate in the same market. The more likely situation is limited competition where two companies for example suppress the prices of a single product but do not challenge the competitors on other areas, leading the competition to being limited and not total. Mutual foothold equilibrium means a situation where both companies have a small market share on each other’s home/core markets but their core markets are separate and they are not in a total war situation. Total war means a competition in (nearly) every market. This is often a result of an escalation from mutual foothold equilibrium. Total war is usually very costly for both companies and can also lead to weakening and destruction of both companies. If company A comes under a competitive attack by company B, there are basically four ways how company A can react. Say that B lowers the price of product P on a mutual market. The first option is to do nothing. This naturally leads to B getting what it wanted: market share on the product P. The positive side is that there is no competition but the downside is that B won. Doing nothing also indicates weakness which might lead B to attack A on other markets also. The second option is to defend by also lowering the price of product P. This way there is limited competition equilibrium when both companies try to gain market share by suppressing prices. However, this might lead eventually to unprofitability in this product-segment and thus do harm to both companies. The third option for company A is to counterattack by lowering the price of product Q which is also produced by company B. Another example would be that the companies gain new products and penetrate new markets with them to start competing with each other. This way both companies have a foothold in each other’s core markets and the situation is thus called mutual foothold equilibrium. Mutual foothold is quite stable as both companies can easily counterattack if another makes a move toward the other. If this happens, the companies are very near to total war which is the fourth option for company A. If the companies end up in total war the companies start to imitate each other with their product portfolio and market presence. The prices and costs are cut in all product lines which leads to lower profits for both companies. The only good thing resulting from a total war is for customers: the momentary price cut. However, a long lasting total war drains the companies’ cash and resources for RD which might make the products inferior and the companies vulnerable for new entrants with high-quality technology. Companies can also indicate their future intentions by signaling to other companies. There are basically two reasons for companies to engage in competitive signaling: conveying information or gaining information based on the reactions of the signal-receiving companies. Often the information delivered through different public signals would be illegal to directly communicate to competitors (e.g. a coming price increase) but the signals enable companies to exchange this kind of information. The usual reason for competitive market signaling is for the signal sender to get a pre-emption and to discourage the competitors for following. The message needs to be both clear and packed with a high level of perceived commitment in order for the target companies to take it seriously. The message could be for example an intention of increasing production capacity or expanding to other market. This way the signaling company can gain pre-emptions and read their competitors’ reactions and countersignals. Through competitive signaling, companies can exchange information that would otherwise be illegal to convey. One example of such information would be making agreements on price increases. According to Heil and Robertson, this has been evident in airline industry where competing companies agreed on certain types of tickets’ pricing by changing their own prices on these tickets. This way other companies could get clear indications for other companies’ intension and willingness to raise prices. Exchanging this kind of information would lead to sanctions if the companies were to get caught in it. This kind of information is referred to as competitive norms of conduct. To conclude this, by competitive market signaling, companies might gain important competitor information, pre-emption, mislead competitors or agree on norms of conduct with its competitors.

Changes in the family structure | Analysis

Changes in the family structure | Analysis Many countries have experienced very significant changes in patterns of family formation and family structure. Great Britain is one of the countries where these changes have been particularly marked with the result that British families have become less stable . The roles of women and men with the parents or within the family have also changed. The last 100 years have seen changes in attitudes and expectations. Bruner, J. (1985) Vygotsk, the last 100 years have been seen in the structure of technology, attitudes and expectations. Families are mix of cohabiting parents, stepfamilies, single parent families, those living apart together and civil partnerships, as well as the traditional family. it was necessary to prove that in one of five ways such as unreasonable behaviour, desertion, adultery, two years separation with consent, five years separation without consent. J. (1985) Vygotsky, the public are divided into their views in which relaxation of societal attitudes towards marriage means it is no longer seen as unusual to be involved in a complicated family structure. Families are no longer just made up of married parents living with their children. Although seven in ten households are still headed up by married couples, this proportion has been declining for some time. Families are now a mix of cohabiting parents, stepfamilies, single parent families, those living apart together and civil partnerships, as well as the traditional nuclear family. The changes in marriage, divorce and cohabitation have contributed to the growing number of new types of family. Two in five of all marriages are now remarriages, which makes stepfamilies one of the fastest growing family forms in Britain. In the decade to 2006, the number of single parent families also increased to 2.3 million, making up 14% of all families. Consequently more and more children are now growing up in single parent families, and in stepfamilies. A growing number of couples are also now living apart together, often following failed marriages or cohabitations. Initial estimates suggest that around two million people have regular partners in other households excluding full-time students and people who live with their parents. In most cases this is due to working in a different location to the family home or because the relationship is still in the early stages . However, womens focus on their career may also be a factor. As women choose to focus on their career before set tling into a committed relationship, they are getting married and having children later in life. Finally civil partnerships between same sex couples have created a new type of family. By the end of 2007 there had been 26,787 civil partnerships since the law was introduced in December 2005. Teenage motherhood is one of the most distinctive features of British Demography. Without teenage pregnancies, Britains rate would fall from 1.8 to 1.68 (Coleman and Chandola, Chapter 2; also Coleman 1997). Teenagers throughout Europe both East and West now engage in sexual intercourse at earlier ages than their parents or grand-parents. In disapproval pre-marital sex . Marriage was broken, little remained to prevent young people who are physically ready to have sex from doing so. The analysis of European social attitudes data (Chapter 3; also Scott, Alwin, and Braun 1996) provides information about attitudes to pre-marital sex in various countries in 1994. In these information ,52 per cent were opposed to men, and 63 per cent opposed to women, having any pre-marital sex. Only a small number believed that pre-marital sex was natural (McKibbin 1998: 296) For teenage men and women in Britain today, the average age at à ¯Ã‚ ¬Ã‚ rst intercourse is 17. But whereas in most of Western Europe, rates of teenage motherhood have fallen as teenage sexual activity has risen. Demographically, Britain more closely resembles to Eastern Europe, where a tradition of marriage has long meant high teenage fertility rates (Coleman and Chandola, Chapter 2; also Coleman 1996b: 23).Almost all of the East European births are inside marriage while all of the Western are outside marriage with a large number being outside partnership as well. In Britain, teenage births account for just over one-à ¯Ã‚ ¬Ã‚ fth of all non-marital births 21 per cent while 80-90 per cent of teenage births are outside legal marriage. In 1996, there were 44,700 babies born to women aged 15-19. Although this represents a rise over the previous year. However, it is also the case that the number of teenage girls in the population was falling from the early 1980s onwards and that the rate at which 15-19 year olds become pregnant and remain pregnant .The conception rate and the abortion rate was stable or rising throughout the period and into the late 1990s (ONS 1997d: 62). Figure shows changes in the abortion rates for selected years since 1974.There was a large drop from 1974-84 when teenage births fell steadily. From 1984 onwards, however, conceptions have à ¯Ã‚ ¬Ã¢â‚¬Å¡uctuated around 60 and abortions around 35, per 1000 women aged 15-19. The stability of both the conception and abortion rates gives few grounds for thinking that in the short term at least . British teenagers will behave different than they have in the past. And as their numbers in the population are set to rise over the next decade and number of b abies born to teenagers (Craig 1997). Britain is also distinctive for its high divorce rate. Thirty years ago, there were two divorces for every 1,000 marriages. Liberalization of the divorce laws in the 1970s was sharp rise in divorce and by the mid-1980s about 1,000 marriages ended in divorce a rate (Pullinger 1998). The rate of increase is slower now than in the 1970s and early 1980s largely because the married population contains fewer of those at high risk (Murphy and Wang, Chapter 4). Nonetheless, 40 per cent of marriages will end in divorce measures of divorce per 1,000 marriages or per 1,000 population. Moreover, people are divorcing after shorter periods of marriage. One in ten marriages which took place in 1981 ended in divorce within 4.5 years, compared with one in ten divorcing within 6 years in 1971 and after 25 years in 1951 (Roberts 1996: 2). Early marriage have long been understood to be strongly associated with marital breakdown. The younger the age at marriage, the greater the likelihood of the marriage ending (Kiernan and Mueller, Chapter 16). Between 1971 and 1996, people under age 25 experienced the greatest growth in divorce rates with rates increasing for men and women (Pullinger 1998). The problem of lone motherhood is poverty. Research suggests that, as a group, lone mothers have few chances of obtaining other than low-paid work, often because they enter the labour market disadvantaged by their low level of qualià ¯Ã‚ ¬Ã‚ cations (Bryson, Ford, and White 1998). The majority, however, have young children to care for and thus need jobs which provide enough income to meet the costs of child care. Consequently, lone mothers in Britain are less likely to be employed than in most other case countries and in the 1970s and their employment rate has declined. The difference in economic activity between married and lone mothers is particularly sharp between women with children under age 5. In the 1970s, lone mothers with preschool children were more likely to be in work than married mothers This changed during the1980s, and during the 1990s married mothers with young children have been twice as likely as lone mothers to be economically active. During the1990s one in two m arried mothers with pre-school children have been in employment compared with fewer than one in four comparable lone mothers (Kiernan, Land, and Lewis1998: 128). Most of the fall in employment among lone mothers has come in full-time work while the full-time employment of married women has risen with part-time work remaining stable. People live alone for a variety of reasons. For example, living alone may be a permanent choice and for others , it may be a temporary. While there are more people living alone at all ages and the largest increases since 1971 have come among men and women under retirement age, particularly those aged under 40 (Hall and Ogden 1997). The increase in solo living among people under pension age rejects the way in which household change is some-times linked to economic change. Since 1970s ,the number of lone-parent families has been increased in Britain and also the proportion of children raised in such families (Coleman and Chandola, Chapter 2). In the late 1990s, 1.6million families in Britain with dependent children. During the 1960s, divorce overtook death as the primary source of lone-parent families while in the 1970s and 1980s, sharply rising divorce rates and falling remarriage rates furthered their growth (Kiernan, Land, and Lewis 1998; Murphy and Wang,Chapter4). From the mid-1980s, however, most of the growth in lone-parent families has come from never-married mothers as changing attitudes towards pre-marital sex. Nonetheless, there has been a substantial increase in the number of single women who become mothers while not living with a partner (Berthoud, McKay, and Rowlingson, Chapter 15). Since in 1990s, women who had never married before becoming mothers (Pullinger 1998). The parents who were working and busy of whole day to day responsibilities, grandparents could spend more time with their grandchildren and develop a special bond (Weissvourd, 1998). Children and their grandparents each were close to each other and were able to offer mutual support for each other. There were lot of facilities on the parents to teach their children even that grand parents played important role in this situation. This gave scope for reciprocal social relationships and joint interaction in learning and contrasts with the role of the parents as well as grand parents in learning (Bruner, 1985). In the context of the family, mutual trust and respect for each members perspective (Rommetveit, 1974, 1979) was a important to this process. Government has moved away from financial support for marriage towards families. Legislative changes have given families more flexibility to maintain their home and work lives and have a degree of choice in their options. The public would like to see support made available to families and delivered to the service provider and providing additional cash. In recent years the amount of money spent by government to support families has increased significantly but it has also been dramatically re-targeted which has the effect of shifting support from one type of family form to others. Up until 1999 the three key family benefits were Child Benefit (which began in 1975), Family Credit for low-income working families, Married Mans Allowance (it became the Married Couples Allowance in 1990). Family benefit as it is available to all those in employment with a low income including single people with no dependants. However, couples and single parents do get additional credit and there is a childca re element for those that have children.

Hedda Gabler :: essays research papers fc

Hedda Gabler's personality type is of a different character than Nora Helmer's. She expresses herself wickedly, for her own enjoyment; not caring of other peoples feelings. Hedda has feelings of confinement and frustration, with her life, and directs her bottled up energy at people with an ill temperament. "Life becomes for Hedda a ridiculous affair that isn't worth seeing to the end. Life isn't tragic†¦life is ridiculous†¦and that's what I can't bear" (Henrik Ibsen's Notes). Hedda doesn't want to know and face the reality that she's pregnant. For her, this would mean she is permanently trapped in her life, with no chance of escaping. Hedda ended up married to her husband George Tesman, because of a lie that she told to him about liking a house that he was writing about, to make him feel better. From there she was trapped, because he was the only man to ask for her hand, and was stuck in a loveless relationship. Whereas Nora married Torvald, because she fell in lo ve with him when they were younger. Hedda is living in an apollonian society, but has a great dionysian side to her personality. She wants Eilert Loveborg to come back with vine leaves in his hair, and fantasizes of romantic deaths. HEDDA. What do you intend to do? LOVEBORG. Nothing! Just put an end to it all. The sooner the better. HEDDA (coming a step closer). Eilet Loveborg - listen to me. Couldn't you arrange that - that it's done beautifully? LOVEBORG. Beautifully? (Smiles.) With vine leaves in my hair, as you used to dream in the old days- (Hedda 287) Hedda supplies Eilert with the pistol to kill himself with, so he would make her fantasy of a romantic tragedy come true. When it doesn't, and turns into a mess where she will be the one blamed, Hedda is pushed over the edge, and losses complete control. She can no longer handle her confined, impulsive feelings, and makes her death become the reality she craves. TESMAN (shrieking to Brack). Shot herself! Shot herself in the temple! Can you imagine! BRACK (in the armchair, prostrated). But, good God! People don't do such things! Henrik Ibsen created these two characters as an expression of life. Nora acted like a wife was expected to, making a happy home that was dependent on the head male. When she left her husband and family, it was something that was appalling and that women just didn't do. Hedda Gabler :: essays research papers fc Hedda Gabler's personality type is of a different character than Nora Helmer's. She expresses herself wickedly, for her own enjoyment; not caring of other peoples feelings. Hedda has feelings of confinement and frustration, with her life, and directs her bottled up energy at people with an ill temperament. "Life becomes for Hedda a ridiculous affair that isn't worth seeing to the end. Life isn't tragic†¦life is ridiculous†¦and that's what I can't bear" (Henrik Ibsen's Notes). Hedda doesn't want to know and face the reality that she's pregnant. For her, this would mean she is permanently trapped in her life, with no chance of escaping. Hedda ended up married to her husband George Tesman, because of a lie that she told to him about liking a house that he was writing about, to make him feel better. From there she was trapped, because he was the only man to ask for her hand, and was stuck in a loveless relationship. Whereas Nora married Torvald, because she fell in lo ve with him when they were younger. Hedda is living in an apollonian society, but has a great dionysian side to her personality. She wants Eilert Loveborg to come back with vine leaves in his hair, and fantasizes of romantic deaths. HEDDA. What do you intend to do? LOVEBORG. Nothing! Just put an end to it all. The sooner the better. HEDDA (coming a step closer). Eilet Loveborg - listen to me. Couldn't you arrange that - that it's done beautifully? LOVEBORG. Beautifully? (Smiles.) With vine leaves in my hair, as you used to dream in the old days- (Hedda 287) Hedda supplies Eilert with the pistol to kill himself with, so he would make her fantasy of a romantic tragedy come true. When it doesn't, and turns into a mess where she will be the one blamed, Hedda is pushed over the edge, and losses complete control. She can no longer handle her confined, impulsive feelings, and makes her death become the reality she craves. TESMAN (shrieking to Brack). Shot herself! Shot herself in the temple! Can you imagine! BRACK (in the armchair, prostrated). But, good God! People don't do such things! Henrik Ibsen created these two characters as an expression of life. Nora acted like a wife was expected to, making a happy home that was dependent on the head male. When she left her husband and family, it was something that was appalling and that women just didn't do.

The Influence of Mass Media on the Way Political Campaigns are Run Essa

The Influence of Mass Media on the Way Political Campaigns are Run On the Monday when the United States Supreme Court issued its ruling on whether the deadline for certifying votes could be extended in Florida, there was an unsettling sight on TV. News correspondents came flying out of the court and stood, out of breath, before the cameras. Without having read the six-page ruling, reporters began to talk to millions of people about what the court had done. Some reporters got it flat wrong, saying the high court's ruling was in favor of George W. Bush and a defeat for Al Gore. News wire services and several Web sites also incorrectly summarized the court's action. It was only later that the news media corrected itself by reporting that the court had simply sent the case back to the Florida Supreme Court and requested some clarification. Walter Cronkite, the living legend of TV news, has criticized his profession for having too much of an emphasis on getting the news out fast. And the Society of Professional Journalists has criticized the media in the aftermath of these events for failing to act independently in their reporting on the election...so what is the real role of the media in political campaigns? Does it report or influence? INTRODUCTION One of the most important aspects of political elections is its media presentation. This is especially enhanced in the United States where the majority of the people are media thirsty. The important factor that plays on the electoral process is the ability to promote and set the agenda for the candidate. This comes from the outcome they want from their campaigns. Most candidates believe that their policy to promote their agenda at the beginning of the year is never effective because people eventually get tired of watching their faces and their biographies on the media channels and other mass media distribution. Hence, it acts negatively on the psychology of the people. Therefore it is imperative that media must be used in a very contingent manner. Secondly, the image of the candidate presented in mass media is paid therefore they need to be effective. Candidates depend on the office of the campaigner to do this. The media for example gives the power to the candidate to create policy views in a realistic manner that is meant to attract the attention of the viewer. The imagery, the impression and the psycho... ... influence people to believe that the candidates are true to their campaigning. Even if they were losing against the main opponent, they are still willing to fight till the last moment because what they believe is concrete. This creates a ripple effect on the voters, thereby compelling them to make decisions for the candidate. Those who drop out earlier on do not get the benefit of last minute decision-makers. References 1.  Ã‚  Ã‚  Ã‚  Ã‚  John Nichols, STAVE OFF THE PREDICTED LOW: VOTE TODAY. , Capital Times (Madison, WI), 02-16-1999, pp 8A. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Lawrence, David. America: The Politics of Diversity. United States: Wadsworth Publishing Company, 1999. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Masterson, Karen. â€Å"Campaign 2000: Businesses Feel Strains of Political ‘Shakedown’.† The Houston Chronicles. October 19, 2000, Star Edition. 4.  Ã‚  Ã‚  Ã‚  Ã‚  The Case Program, Kennedy School of Government, Harvard University 1996 5.  Ã‚  Ã‚  Ã‚  Ã‚  TOM FITZGERALD, AIR WARS IN NEW HAMPSHIRE. , The Record (Bergen County, NJ), 02-16-1996, pp a14. 6.  Ã‚  Ã‚  Ã‚  Ã‚  BERTIL HANSON, 'Fixing' Campaign Spending. Vol. 15, The World & I, 03-01-2000, pp 32. 7.  Ã‚  Ã‚  Ã‚  Ã‚  Julia Kindl, Agenda-Setting Function, Last modified: 3/15/00 http://oak.cats.ohiou.edu

Can One Be Moral and Not Believe In God Essay

Can One Be Moral and Not Believe In God? Is it possible for an individual to live morally without believing in God? For someone who believes in God this may be a difficult question to answer. Whereas, someone who does not believe in God might immediately say that having morals has nothing to do with religion. So, to answer this question, we will look at what it means to have morals, compare the views of an Atheist and a Catholic, and look how ethics plays a role in answering this question. In the end, we will see that it is not necessary to believe in a higher power to live morally. According to the Merriam-Webster Dictionary, a moral is defined as â€Å"concerning or relating to what is right and wrong in human behavior† (2013). For many years it has been debated on what it means to have morals. Some believe that a higher power such as God set forth rules or guidelines as to how to live morally. Others believe that people do not need a higher power to determine how one should behave in life. Ultimately, the answer lies in each individual and their understanding, and each answer may vary. However, there is a universal understanding of what is right and wrong. Everyone could agree that it is wrong to commit murder. We could all agree that we should treat others with the level of respect that we wish to receive. But where did the underlying rules of morals come from? Whether a person is religious or not, each person could agree on the concept of the Golden Rule. According to Mosser (2010), â€Å"†¦the best-known version comes from the Christian Bible: â€Å"Do unto others as you would have them do unto you† (Sec. 2.1, Para. 19). Simply put, do not do something to someone else that you would you not want them doing to you. If you do not want  someone to cheat off your test, do not cheat off someone else’s test. If you do not want your significant other to cheat on you, you should not cheat on them. No matter what background people may have, we can all come up with the same conclusion that there are good and bad actions. But how does each person’s background effect their understanding of what is moral? Someone with a religious background, such as a Catholic, will tell you that God laid out the rules of what it means to have morals. Cynthia Stewart (n.a.) states, â€Å"Catholics see the Ten Commandments found in the Hebrew scriptures as the basic groundwork for moral action, which together with the life of Jesus provide a deep and abiding understanding for how to act with love and justice in the world† (Para. 3). The Ten Commandments are typically thought of when determining what God considers to be sins. Catholics believe that how an individual behaves here on Earth will determine what they are to expect in the afterlife. If you live a life filled with love of God and his children, you will obtain eternal happiness in heaven. However, if you live a life of evil actions and choices you will be punished by going to hell. On the other hand there are the nonbelievers, such as Atheists, who do not believe in a God. According to Walters (2010), â€Å"†¦philosophical atheists put a high premium on reason, insisting that a rejection of God-belief must be based on the same judicious scrutiny of available evidence and arguments called for in examining any claim† (p. 12, Para. 3). Some people are just raised not to believe in this higher power, others may have had a bad religious experience which led them to this understanding. For these individuals they look at the situation at hand and determine through logical thinking and reason what they must do in life. They do not look to a higher power to decipher what they should do, but look within themselves and what is expected of them from their community. For example, if an Atheist sees someone steal something from an individual and run down the road, they may run after the culprit because they have a sense of duty to do what is right. Now that we have seen two different points of view, we must then consider how ethics can determine if someone can live a moral life with or without the belief in God. Ethics is the way an individual justifies their decision on what is means to have morals. Lawler (2013) states, â€Å"Contemporary ethics takes three normative approaches to determining the morality of an action: (1) the utilitarian approach, which gauges morality by utility; (2) the deontological approach, which emphasizes rules, obligations, and duties; and (3) the â€Å"new† virtue-ethical approach, which gives precedence not to the actions of the agents but to their personal characters formed in their respective moral communities and learned through the imitation of the respected role models in those communities† (p. 443, Para. 2). Which view each individual will agree with will drastically vary. Each approach has integrity and will serve the same purpose in determining what is right from wrong. The difference is in the approach, whether by utility, rules, or an individual’s actions. However, even though these views may come up with the same conclusion, which is the best ethical system? The ethical system that works best for me is the virtue-ethical approach of which focuses on the individual. Adults have an obligation to raise children to be responsible and respectable so that they can then teach the next generation and so on. However, as individuals we can only take responsibility for our own actions. According to McCloskey (2008) there are â€Å"seven virtues† of which can be rearranged and combined in order to determine if one is virtuous; courage, temperance, justice, prudence, faith, hope, and love (p.46, Para. 4). After reviewing multiple ways that one can merge these virtues together, I have determined that one does not necessarily need every single one of these to be considered virtuous. For someone who believes in God, they may very well combine faith with courage, and take the belief that their courage comes from God. Someone who is a non-believer may unite courage with prudence. Each person would still be considered virtuous. Because either person’s views can be used is the ethical system it shows that this system can be used universally between religious and non-religious beliefs. To understand all of what we have reviewed thus far, let us look at Heather the Catholic and Mary the Atheist. Both people drive down the same road every day to go to work. They both see a man on the side of the road with  the sign pleading for money. Both stop and give the man some money to help him get through the day. Why do they do it? Heather was raised Catholic and was taught that when you see someone in need the right thing to do is to help. She believes that helping others will get her to heaven. On the other hand, we have Mary who is an atheist. She stopped to give the stranger money because she likes the good feeling she gets when helping someone. She does not rely on the thought of a God looking down on her, judging her actions for what is to come in her afterlife. So, would it be correct in saying that both individuals can be viewed as having morals? Some people who are strongly influenced by their religion may say that morality can only come from believing in a God. Without the moral rules set forth by God there is no reason to live in such a way. They may argue that without God-driven morals, there is no reason to believe that stealing is wrong. If there is no punishment by a higher power, then there are no rules to follow. However, there belief or argument is that there is in fact punishment in the afterlife for actions taken in this life. That judgment is determined by God, so therefore God does exist and one should live a life according to the rules he gave us.

A Duty of Care Essay

1.1 Explain what is meant to have a duty of care in own work role Duty of care is a requirement to exercise a reasonable degree of attention and caution to avoid negligence which would lead to harm to others. Staff to be vigilance and attention keeps individuals safe as they develop: A duty of care is a legal obligation imposed on an individual requiring that they adhere to a standard and reasonable care while performing any acts that could foreseeable harm others. By including, daily cleaning rotas for staff to stop spread of germs and infections. To have first aid trained staff and to include body maps for when individuals go home and come back from home if they have any marks, cuts or bruises on them. Duty of care includes the following: to keep individuals safe to keep individuals free from harm to give choice see more:explain what it means to have a duty of care in own work role 1.2 Explain how duty of care contributes to the safeguarding/protection of adults Duty of care is to keep individuals safe and to protect them from sexual, physical and emotional harm. Individuals have a right to be safe and to be treated with respect and dignity. We as adults must take reasonable steps to ensure the safety and well-being of individuals. Failure to do this could be regarded as professional neglect. Duty of care safeguards individuals by the setting having done risk assessments and precautions taken to avoid accidents of the spreading of infections. Follow the correct procedures if you have any concerns for the individual’s well-being, set clear boundaries, depending on age, stage and development and discourage any behaviour, which could result in individuals being harmed or upset. Assessments and observations can alert you to any problems that may need addressing and the discussions with parents and other professionals. Always listen to individuals and take an y concerns they may have seriously. 2.1 Describe potential conflicts/dilemmas that may arise between the duty of care and an individual’s rights Working with individuals has a significant duty of care. Individuals who are younger and more vulnerable need greater care. The attention and vigilance of the staff helps to keep them safe as they develop, gives the individuals understanding to be able to  for see and cope with potential dangers and have an understanding that their actions may hurt and upset others, also communication to be able to talk about the harm others may be doing to them. The duty of care contributes to the safeguarding and protection of individuals this can be carried out in a variety of ways:- †¢ Risk assessment both inside and outside. †¢ Avoiding potential hazards, which could lead to harm through accidents or spreading infections. †¢ Having clear instructions and set boundaries. †¢ Observing individuals and assessing their development. †¢ Working with parents and other professionals to aid individuals development. †¢ Hold a relevant Safeguarding Certificate. †¢ Have a member of staff who is SENCO trained (Special Educational Needs Co-Ordinator). Conflicts and Dilemmas that may arise between the duty of care and individuals rights could be staff having a difference of opinion over a individual for example a staff member believing they have signs of abuse and another staff member thinking they don’t. This could lead to conflict between the individuals family / carers if staff involved other agencies such as Social Services. Dilemmas could be knowing when to get further help regarding child protection and safeguarding issues for example if staff did not refer the case to social services the individual might still continue to suffer abuse. Another dilemma would be knowing when to break confidentiality and share information. If you have any concerns about a individual or feel they are at risk you need to share them and report it, it is always better to be safe than sorry. Other dilemmas in our setting could be: †¢ Staff falling out, †¢ Break confidentiality †¢ Swearing and behaviour †¢ Absent staff members †¢ Lack of team work There are many ways to manage risks associated with conflicts and dilemmas: †¢ Allowing individuals to explore with guidance †¢ Making individual aware of potential hazards and dangers †¢ Allowing individuals to acquire life skills through learning how to cope with risky  situations †¢ Staff ignorance †¢ Parents are a risk to staff if reported to social services One example could be how less healthy food choices involve personal taste preference, cultural upbringing, parent’s and carer’s guidance, all of which are individual’s right and responsibilities. Dilemma: Staff are aware healthy foods benefit both growth and development now and as considerations for the child’s future health. Dilemma & conflict: How can help the child understand and select healthier food options and support the family or parent in assisting staff with this. How can this be done without causing upset, unnecessarily interference, invading that family’s privacy or demean their cultural heritage 2.2 Describe how to manage risks associated with conflicts/dilemmas between an individual’s rights and the duty of care To manage risks associated with conflicts and dilemmas and child protection issues can cause conflict with parents if staff report them and dilemmas that staff might come across. Conflicts such as; Manager to staff, staff to manager one staff thinking there is a problem another thinking there is no problem. There could be conflicts between abuser and carers regarding an allegation that were made and this could mean conflicts between staff and staff, parent or carer and staff, staff and parent or carer etc. Dilemmas will be when to get help regarding child protection issues e.g. if you do not refer case, the child might continue to suffer abuse. You should know when to share information with others in aspect of confidentiality. If you sure, the child is at risk and see any concerns regarding any child you should report it, like the motto better safe than sorry . Avoiding potential risks which could lead to harm through accident or spread of infection: While individuals have the right to explore we must still follow policies and procedures regarding accidents and infection Having clear instructions and setting boundaries: For staff this is policies and procedures. For individuals we should have rules to follow around the setting. Observe individuals and assess development: Part of duty of care is to assess development and be aware of any indication that their development is not as broadly expected for their age. 2.3 Explain where to get additional support and advice about conflicts/dilemmas Manager or headteacher or lead, supervisor, committee chairperson, SENCO (Special Educational Needs Co-Ordinator) Settings paperwork – policies, procedures, contract, publications, framework pages, laws Staff colleagues Where appropriate the settings parent partnership Advisory teacher services Local authority and their online information: direct.gov.uk Social services Charity and support groups Nationally head offices Local safeguarding teams Local children and information services – early years development officers Local health visitor Local behavioural support team Child protection team Other professional service providers: speech therapy, fire safety, police, life guard, rspca Websites – NHS, Doh, HSE, CAPT, Ofsted, CAB, NSPCC, business link Trade union representative Local library where reference and research books might support new knowledge 3.1 Describe how to respond to complaints Responding to complaints includes: Listening to the complaint Giving the complainant time and respect Recording the information Reporting to a senior member of staff Accessing the Complaints Policy Ensuring the complainant has access to the Complaints Policy Ensuring the complainant knows what will happen next Main points of agreed procedures for handling complaints include: The Complaints policy is a recorded and documented procedure that is available The complainant is listened to and respected The Complaints Policy is time-based and the complaint is dealt with in a documented time-frame. Complaints are normally dealt with by nominated members of staff The procedure is clear There may be both formal and informal options. 3.2 Explain the main points of agreed procedures for handling complaints A complaints procedure sets out a plan of actions that ensure the complainant knows what to expect and reassures the staff member that they’re following a series of steps that can be considered as complying with legal requirements or ensuring best practice. The main points for handling complaints is A time frame A verbal response A mutually agreed time & place for a meeting A written response Follow up – where if the matter remains unresolved the complaint needs to be put into writing for a higher authority’s awareness. You have to approach the senior on shift, manager or team leader if you have a complaint or you could write it down and give them the note about the complaint.

Explanation of Modern Physics

Explanation of Modern Physics While the term â€Å"modern physics† often suggests that all that came before it was incorrect, 20th and 21st century additions to physics simply modified and expanded the phenomena which Newton and his fellow scientists had already contrived. From the mid-1800’s onward, new advances were made in the way of physics, specifically the revolutions of Einstein’s relativity, removing mankind further from the absolute, and quantum mechanics, which replaced certainty with probability. All of this led to an advance in nuclear weaponry, the advancement of laser technology, and the information age of computers.Although it directly contradicted the classical equipartition theorem of energy, black body radiation was one of the first discoveries in modern quantum mechanics. This theorem states that within thermal equilibrium, where each part of the system is the same temperature, each degree of freedom has 12kBT, kB representing the Boltzmann con stant, of thermal energy associated with it, meaning that the average kinetic energy in the translational movement of an object should be equal to the kinetic energy of its rotational motion.By this point, it was known how heat caused the atoms in solids to vibrate and that atoms were patterns of electrical charges, but it was unknown how these solids radiated the energy that they in turn created. Hertz and other scientists experimented with electromagnetic waves, and found that Maxwell’s previous conjectures that electromagnetic disturbances should propagate through space at the speed of light had been correct. This led to the explanation of light itself as an electromagnetic wave.From this observation, it was assumed that as a body was heated, the atoms would vibrate and create charge oscillations, which would then radiate the light and the additional heat that could be observed. From this, the idea of a â€Å"black body† formed, an object that would absorb all radia tion that came in contact with it, but which also was the perfect emitter. The ideal black body was a heated oven with a small hole, which would release the radiation from inside.Based on the equipartition theorem, such an oven at thermal equilibrium would have an infinite amount of energy, and the radiation through the hole would show that of all frequencies at once. However, when the experiment was actually performed, this is not the result that occurred. As the oven heated, different frequencies of radiation were detected from the hole, one at a time, starting with infrared radiation, followed by red, then yellow light, and so on.This proved that high oscillators are not excited at low temperatures, and that equipartition was not accurate. This discovery led to Stefan’s Law, which said that the total energy per square unit of black body per unit time, the power, is proportional to the absolute temperature to the fourth power. It also led to Wien’s Displacement Law, stating that the wavelength distributions of thermal radiation of a black body at all temperatures have essentially the same shape, except that the graphs are displaced from each other.Later on, Planck characterized the light coming from a black body and derived an equation to predict the radiation at certain temperatures, as shown by the diagram below. For each given temperature, the peaks changed position, solidifying the idea that different temperatures excite different levels of the light spectrum. This was all under the assumption that radiation was released in quanta, now known as photons. All of these laws help modern physicists interpret radiation and make accurate estimations at the temperature of planets based on the radiation that comes from them.Einstein used the same quantization of electromagnetic radiation to show the photoelectric effect, which disproved the idea that more intense light would increase the kinetic energy of the electrons radiated from an object. Photo electric effect was originally the work of Heinrich Hertz, but was later taken on by Albert Einstein. Einstein determined that light was made up of packets of energy known as photons, which have no mass, but have momentum and energy given by the equation E=hf, h representing Planck’s constant and f representing the frequency of the light used.Photoelectric effect explains that if light is shone on a metal with high enough energy, electrons will be released from the metal. Due to the energy equation, light of certain low frequencies will not cause the emission of electrons, not matter how intense, while light of certain high frequencies will always emit electrons, even at a very low intensity. The amount of energy needed to release electrons from a metal plate is dependent upon the type of metal it is, and changes from case to case, as every type of metal has a certain work function, or an amount of energy needed to remove an electron from its surface.If the photons that hit t he metal plate have enough energy as the work function of the metal, the energy from the photon can transfer to an electron, which allows it to escape from the surface of the metal. Of course, the energy of the photon is dependent upon the frequency of the light. Einstein postulated that the kinetic energy of the electron once it has been freed from the surface can be written as E=hf-W, W being the work function of the material. Prior to Einstein’s work in photoelectric effect, Hertz discovered, mostly by accident, that ultraviolet light would knock electrons off of metal surfaces.However, according to the classical wave theory of light, intensity of light changed the amplitude, thus more intense light would make the kinetic energy of the electrons higher as they were emitted from the surface. His experiment showed that this was not the case, and that frequency affected the kinetic energy, while intensity determined the number of electrons that were released. By explaining th e photoelectric effect, scientists find that light is a particle, but it also acts as a wave. This help support particle-wave duality.In order to explain the behavior of light, you must consider its particle like qualities as well as its wave like qualities. This means that light exhibits particle-wave duality, as it can act as a wave and a particle. In fact, everything exhibits this kind of behavior, but it is most prominent in very small objects, such as electrons. Particle-wave duality is attributed to Louis de Broglie in about 1923. He argued that since light could display wave and particle like properties, matter could as well.After centuries of thinking that electrons were solid things with definite positions, de Broglie proved that they had wave like properties by running experiments much like Young’s double slit experiments, and showing the interference patterns that arose. This idea helped scientists realize that the wavelength of an object diminishes proportionally to the momentum of the object. Around the same time that de Broglie was explaining particle-wave duality, Arthur Compton described the Compton effect, or Compton scattering.This was another discovery which showed how light could not solely be looked at as a wave, further supporting de Broglie’s particle-wave duality. Compton scattering is a phenomenon that takes place when a high-energy photon collides with an electron, causing a reduced frequency in the photon, leading to a reduced energy. Compton derived the formula to describe this occurrence to be ? ‘-? =hCme1-cos? = ? c(1-cos? ), where ? ‘ is the resulting wavelength of the photon, ? is the initial wavelength of the photon, ? is the scattering angle between the photon and the electron, and ? c is the wavelength of a resting electron, which is 2. 26 ? 10-12 meters. Compton came about this by considering the conservation of momentum and energy. Although they have no mass, photons have momentum, which is defined by ? =Ec=hfc=h?. In order to conserve momentum, or to collide at all, light must be thought of as a particle in this case, instead of a wave. Quantum mechanics is not the only facet of modern physics, and it shares equal importance with relativity. Relativity is defined as the dependence of various physical phenomena on relative motion of the observer and the observed objects, especially in relation to light, space, time, and gravity.Relativity in modern physics is hugely attributed to the work of Albert Einstein, while classical relativity can be mainly attributed to Galileo Galilei. The quintessential example of Galilean relativity is that of the person on a ship. Once the ship has reached a constant velocity, and continues in a constant direction, if the person is in the hull of the ship and is not looking outside to see any motion, the person cannot feel the ship moving. Galileo’s relativity hypothesis states that any two observers moving at constant speed and direction with respect to one another will obtain the same results for all mechanical experiments.This idea led to the realization that velocity does not exist without a reference point. This idea of a frame of reference became very important to Einstein’s own theories of relativity. Einstein had two theories of relativity, special and general. He published special relativity in 1905, and general relativity in 1916. His Theory of Special Relativity was deceptively simple, as it mostly took Galilean relativity and reapplied it to include Maxwell’s magnetic and electric fields. Special relativity states that the Laws of Physics are the same in all inertial frames.An inertial frame is a frame in which Newton’s law of inertia applies and holds true, so that objects at rest stay at rest unless an outside force is applied, and that objects in motion stay in motion unless acted upon by an outside force. The theory of relativity deals with objects that are approaching the speed o f light, as it turns out that Newton’s laws begin to falter when the velocity gets too high. Special relativity only deals with the motion of objects within inertial frames, and is quite comparable to Galilean relativity, with the addition of a few new discoveries, such as magnetic and electric fields and the speed of light.The theory of general relativity is much more difficult to understand than special relativity due to the fact that it involves objects traveling close to the speed of light within non-inertial frames, or frames that do not meet the requirements given by Newton’s law of inertia. General relativity coincides with special relativity when gravity can be neglected. This involves the curvature of space and time, and the idea that time is not the definite that we have always assumed that it was. General relativity is a theory that describes the behavior of space and time, as well as gravity.In general relativity, space-time becomes curved at the presence o f matter, which means that particles moving with not external forces acting upon them can spiral and travel in a curve, which becomes conflicting with Newton’s laws. In classical physics, gravity is described as a force, and as an apple falls from a tree, gravity attracts it to the center of the Earth. This also explains the orbit of planets. However, in general relativity, a massive object, such as the sun, curves space-time and forces planets to revolve around it in the same way a bead would spiral down a funnel.This idea of general relativity and the curvature of space-time led scientists to realize what black holes were and how they can be possible. This also explains the bending of light around objects. Black holes have massive centers and are hugely dense. Each particle that it includes is also living in space-time however, and so the center must continue to move and become more and more dense from the motion of these particles. Black holes are so dense that they bend s pace-time to an enormous degree, so that there is no escapable route from them.General relativity also explains that the universe must be either contracting or expanding. If all the stars in the universe were at rest compared to one another, gravity would begin to pull them together. General relativity would show that the space as a whole would begin to shrink and the distances between the stars would do the same. The universe could also technically be expanding, however it could never be static. In 1929, Hubble discovered that all of the distant galaxies seemed to be moving away from us, which would support the explanation that our galaxy is expanding.The basis of general relativity is the dynamic movement of space and time, and the fact that these are not static measurements that they have always been assumed to be. However, a key issue is that there has been little success in combining quantum mechanics and Einsteinian relativity, other than in quantum electrodynamics. Quantum el ectrodynamics, QED, is a quantum theory that involves the interaction of charged particles and the electromagnetic field. The scientific community hugely agrees upon QED, and it successfully unites quantum mechanics with relativity.QED mathematically explains the relationships between light and matter, as well as charged particles with one another. In the 1920’s, Paul Dirac laid the foundations of QED by discovering the equation for the spin of electrons, incorporating both quantum mechanics and the theory of special relativity. QED was further developed into the state that it is today in the 1940’s by Richard Feynman. QED rests on the assumption that charged particles interact by absorbing and emitting photons, which transmit electromagnetic forces. Photons cannot be seen or detected in anyway because their existence violates the conservation of energy and momentum.QED relies heavily on the Hamiltonian vector field and the use of differential equations and matrices. F eynman created the Feynman diagram used to depict QED, using a wavy line for photons, a straight line for the electron, and a junction of two straight lines and one wavy line to represent the absorption or emission of a photon, show below. QED helps define the probability of finding an electron at a certain position at a certain time, given its whereabouts at other positions and times. Since the possibilities of where and when the electron can emit or absorb a photon are infinite, this makes this a very difficult procedure.Compton scattering is very prevalent to QED due to its involvement in the scattering of electrons. Modern physics is a simple term used to cover a huge array of different discoveries made over the past two hundred years. While the two main facets of modern physics are quantum mechanics and relativity, there are an amazing number of subtopics and experiments that have brought about rapid change, giving the world new technologies and new capabilities. 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