Connections Between Components Comprises †Myassignmenthelp.Com

Question: Discuss About The Connections Between Components Comprises? Answer: Introduction Systems thinking is a discipline in management that is specifically concerned with the inherent comprehension and examination of connections between components that comprises a particular process. According to Weinberg (2011), systems thinking is an important concept in project management, quality and portfolio management, improving business processes and ensuring organisational maturity. Besides, Gharajedaghi (2011) defines systems thinking as the inherent ability to develop reliable insinuations about particular actions by establishing a progressively deep understanding of the fundamental structures. Through system thinking, innovative conception of facts can be stimulated opening up new possibilities, help in the identification and management of various risks and enhance communication. Moreover, the research by Leveson (2011) clearly stipulates that system thinking can effectively facilitate faster response to diverse changes during project execution as it can significantly improv e organisational leadership skills by raising awareness of various project objectives. Therefore, this research gives coherent exploration of relevant literatures on the concepts of systems thinking and how such relates to project, program and portfolio management. The research further identifies different tools of systems thinking, and will include the management of risks, value and systems engineering. Correspondingly, assorted forms of systems thinking that are important in project and portfolio management are discussed, and include, organizational forms, models, system engineering, and value and risk management. An explanation of the systems thinking approaches and a comparisons with the traditional methods is also given.; Significance of systems thinking to a project and an organisation According to Flood (2010), the application of systems thinking in project managements is becoming more paramount in most organisations. The research by Gharajedaghi (2011) point at the inherent need for increased transparency and comprehensive understanding of how diverse elements of systems thinking influences project management among other organizational facets. The underlying principles applicable here include the ability to develop quality thinking when solving various problems, increased candidness and identification of defective solutions. According to Weinberg (2011), some of the traditional approaches to project management majorly revolves around defusing complex elements of a project through accurate planning and establishing more control over the associated processes. However, such traditional approaches have limited influence on project management given that there are numerous arising issues that may occasionally necessitate critical thinking. Given the dynamic environments in which modern organizations operates in, project management is increasingly becoming a hard task. As such, by the research by Leveson (2011) perceive systems thinking as the most viable solution to the present and future challenges that relates to project management. To understand the significance of systems thinking, we must first understand the problem-solving processes in the context of project management. In their research, Best and Holmes (2010) further explains that problem-solving in an organization involve the precise identification of challenges that may interfere with the status quo. These challenges must be identified and properly understood by the decision-makers. Once the problems have been identified, systems thinking will enable an organization to adopt a holistic approach to problem solving. Such approaches include the determination of various opinions and techniques of thinking and how the status quo affects project implementation (Flood, 2010). Such holistic approaches include the identification of facts and related events, examining the subtle aspects of the identified challenges and developing instructive and characteristic reactions to the complex project dynamics (Kerzner, 2013). Another importance of systems thinking is that it enables an organization to clearly appreciate the cause-and-effect processes that are related to a particular phenomenon. This facilitates the establishment of network of interactions during project implementation based on an understanding of how problems can be connected to become complex organizational issues. According to by Leveson (2011) feedback loops are used in understanding variables that can influence project execution and interactions between such variables. The recapitulating patterns identified in the feedback loop can be used in the documentation of possible reasons for the complex problems. According to Leveson (2011), systems thinking is also instrumental in planning scenarios and modelling actions that simplifies the incorporation of diverse viewpoints. Such an approach to systems thinking majorly assumes that an organization relishes in relevant project information which can be used to solve arising challenges. Correspondingly, the research by Mingers and White (2010) clearly stipulates that systems thinking in project management can be used in the determination of specified behaviours and team approaches to project implementation. According to Nguyen et al. (2011), such approaches to systems thinking necessitates a higher level of adaptation to possible modifications to the present circumstances. For example, adapting to new technological innovations and increased level of knowledge sharing as some of the social processes that must be considered. As such, Best and Holmes (2010) further point that the project team must be more open and agile in the management of related activities. Besides, an organizational culture should be based on constant transformations in various aspects of the organisation that my limit the ability of the project team to adapt. The table below indicates alternative approaches and comparisons towards project management. Approaches Traditional approach Agile approach Systems thinking approach Comparisons Project solving and goals Gives a comprehensive delineation of project objectives based on the SMART model Such definition of project objectives is based on the strict examination of the diverse project requirements Gives a general explanation of concepts and possible outcome of the project The primary objective of the project team is to avail various project values to the clients Assumes an all-inclusive or holistic approach to solving related problems Gives a comprehensive definition of a project based on varied perceptions Gives a clear representation of project objectives among other phases of a project Project management cycle Assumes a linear cycle in project management that include clear explanation of various phases the project Project planning is strictly based on exhaustive timeframes which forms the basis of project management Assumes an iterative project management cycle that stresses on the delivery of functional elements Explains how organizations can adapt to changing situations Offers a close interaction with project beneficiaries such as clients Project executions processes are significantly simplified Assumes a non-linear cycle in project management that is majorly based on a cause-effect relationship in complex project setting Enables the examination of collaboration between various project elements Facilitates the development of potential substitute project scenarios Offers the project team an opportunity to adapt and manage changes in a dynamic project environment Organisational aspects A Work Breakdown Structure defines the organisational structure Project is highly formalized Majorly focuses on establishing a balance especially between fundamental project limitations such as cost and quality constraints Simplified organizations structures Majorly focuses on organizational flexibility, efficiency and adaptability Organizational structures moderately formalized Flexible, efficient and functional organizational structure Facilitates the development and adaptability to dynamic or complex project settings A highly competent project team Project team The oject team comprise of a narrow group of specialists The project team depicts high level of competency and experience Integrative (democratic) style of leadership is depicted The management style is majorly task-oriented The project teams are self-disciplined and organized The team comprises of a competent group of professionals Higher level of cooperation especially in decision making Increased communication especially among the project team members Incorporating project clients in the creation of final value The leadership and management styles stresses on cooperation and directing other team members. The project team comprise of a various interdisciplinary groups Project challenges are holistically examined The primary assumption is that the identified project problem is more complex than earlier anticipated The deciphering of the identified project problems based on the stipulated cause-and-effect relations in a complex project situation Encourages the sharing of thoughts on project implementation Stresses on the application of creative thinking to solve the identified problems The style of leadership common here is democratic that encourages project team members to freely participate in the process. Therefore, from the above comparisons, it is clear that systems thinking can complement other approaches to project management. Tools and techniques of systems thinking According to Davis et al. (2014), systems thinking tools are instrumental in facilitating the generation and organization of situations during project management. Some of the tools and techniques that comprise systems thinking include risk management, value and systems engineering. According to Senge (2014), systems engineering refers to the processes of designing and managing dynamic systems in the life cycle of a project. It include the ability to accurately test and evaluate, design and implement complex projects. Specifically, in this context, systems engineering deals with various project-related processes and aim at reducing the possible need for re-planning and optimization of the identified risk margin (Conti, 2010). Correspondingly, risk management refers to the processes involved in the assessment and elimination project risks. It includes increasing performances to ensure an iterative management of perceived project risks. According to Underwood and Waterson (2014), systems engineering also enable organizations to liaise and co-ordinate with pertinent bodies and other facets of project implementation. The figure below shows a functional systems engineering process. How systems thinking influences organisational structures, forms and business cultures According to Barile and Saviano (2011), systems thinking introduces a new insight on organisational structures, forms and business cultures. This is because it encourages a comprehensive and different look at organizational problems, and encourages the project team to freely interact and share important information. Systems thinking is also important in addressing various organizational challenges such as fragmentation and inadequate sharing of information among various departments (Caldwell, 2012). Specifically, systems thinking introduces a culture of cohesiveness and increased ability to handle complex systems based on a unique and all-inclusive learning process. ; How systems thinking influences Portfolio alignment and portfolio management process cycle Essentially, portfolio management focuses on the introduction of relevant change initiatives to a management system. As such, systems thinking facilitates the coordination and alignment of strategic business planning and corporate governance among other important functions to attain effective alignment of organizational portfolio (Caldwell, 2012). This ensure the creation of structures that can coordinate project activities and successfully deliver strategic project objectives. In essence, portfolio management as a form of systems thinking stresses on the prioritization of such processes that can result in the best possible outcome. This will enable an organization to avoid duplicating projects and initiating initiatives that can help in attaining the stipulate organizational objectives. How systems thinking influences business value model According to Conti (2010) business value model is an important form of systems thinking that can help an organization to better understand its problems that should be solved. This model assess such values that can drive customer satisfaction and possible limitations that can affect a business desire to establish relevant solutions. By establishing a business value model, an organization can be able to create a shared ideas and align the project team members to attain organizational objectives (Kerzner, 2013). How systems thinking influences organisational maturity Every company is pursuing absolute maturity in project management and implementation. Thus, systems thinking are seen as important factor in the successful implementation of organizational objectives. According to Barile and Saviano (2011), maturity in organizational setup aim at attaining near perfect development of organizational abilities. The company established that weak supply chain systems was a significant barrier to its market performances. The barrier meant that Costco would not adequately meet the growing demand of its organic food products among its customer bases. As such, they introduced a systems thinking model that focused on acquiring more organic food suppliers. This increased their capital prowess and improved their relationship with the customers. Thus, the company is guaranteed of organic food supplies and a positive return on its investments and increased value to customers.; Conclusions Indeed, systems thinking is a very powerful problem solving tool and technique especially in complex project situations (Caldwell, 2012). Notably, the research has clearly specified different literature, theories and how systems thinking can be applied in project management. Through system project, the research ascertains that an organization solve challenges related to project execution through a comprehensive perspective that acknowledges various systems and components constantly interacting during a particular process. Notably, systems thinking the management of an organization can significantly improve given the amplified level of information provided. This is because systems thinking encourages organizational management to approach issues through first assessing the perceived impacts and consequences of their resolutions. Such analyses will further help an organization to use systems thinking to generate alternative solutions to diverse issues arising in project and portfolio management (Kerzner, 2013). Furthermore, systems thinking encourages the formulation of optimal decisions and solutions that can benefit an organization in its entirety. Thus, the importance of systems thinking in project and portfolio management cannot be ignored whatsoever. The case study of Costco depicts a classic application systems thinking to increase organizational competence and customer value. References Barile, S. and Saviano, M. (2011) Foundations of systems thinking: the structure-system paradigm Best, A. and Holmes, B. (2010) Systems thinking, knowledge and action: towards better models and methods, Evidence Policy: A Journal of Research, Debate and Practice,6(2), pp.145-159. Caldwell, R. (2012) Systems thinking, organizational change and agency: A practice theory critique of Senge's Learning Organization, Journal of Change Management,12(2), pp.145-164. Conti, T. (2010) Systems thinking in quality management, The TQM Journal,22(4), pp.352-368. Davis, M.C., Challenger, R., Jayewardene, D.N. and Clegg, C.W. (2014) Advancing socio-technical systems thinking: A call for bravery, Applied ergonomics,45(2), pp.171-180. Flood, R.L. (2010) The relationship of systems thinkingto action research, Systemic Practice and Action Research,23(4), pp.269-284. Gharajedaghi, J. (2011) Systems thinking: Managing chaos and complexity: A platform for designing business architecture. Elsevier. Kerzner, H. (2013) Project management: a systems approach to planning, scheduling, and controlling. John Wiley Sons. Leveson, N. (2011) Engineering a safer world: Systems thinking applied to safety. MIT press. Leveson, N.G. (2011) Applying systems thinking to analyse and learn from events, Safety Science,49(1), pp.55-64. Mingers, J. and White, L. (2010) A review of the recent contribution of systems thinking to operational research and management science, European Journal of Operational Research,207(3), pp.1147-1161. Nguyen, N.C., Bosch, O.J. and Maani, K.E. (2011) Creating learning laboratories for sustainable development in biospheres: a systems thinking approach, Systems Research and Behavioral Science,28(1), pp.51-62. Schiuma, G., Carlucci, D. and Sole, F. (2012) Applying a systems thinking framework to assess knowledge assets dynamics for business performance improvement, Expert Systems with Applications,39(9), pp.8044-8050. Senge, P.M. (2014) The fifth discipline fieldbook: Strategies and tools for building a learning organization. Crown Business. Underwood, P. and Waterson, P. (2014) Systems thinking, the Swiss Cheese Model and accident analysis: a comparative systemic analysis of the Grayrigg train derailment using the ATSB, AcciMap and STAMP models, Accident Analysis Prevention,68, pp.75-94. Weinberg, G.M. (2011) An introduction to general systems thinking. New York: Wiley.

Making assignment writing efficient through smartphone apps - Technological advancements have transformed

Technological advancements have transformed the lives of every individual throughout the world because it has made innovation possible in countless ways. In every field and industry, technology has become an essential part of the process without which no economic agent can survive. Technological advancements can include any equipment, process or invention that boosts productivity and makes life easier including but not limited to construction machinery, agricultural processes, gadgets like laptops and tablet PCs, software and smartphone apps. Without such advancements, world would not have been such a great place to live in. Education sector is a prominent industry that transformed the ways teachers teach and students learn. Efficient learning has been made possible because of these technological advancements and students claim that they are able to learn relatively faster than before when I used to write my assignment during college due to the improved methods and inventions. Professors also find it easier to deliver their content to hundreds of students altogether using technology and they also agree to the fact that technology is required in the education sector to maximize efficiency in learning. Why would efficient methods of doing an assignment help you as a student in the first place? Following are some of the most common reasons that students suggest: Gives them more time: One of the major struggles of college students is the scarcity of time due to which they panic at the eleventh hour when deadlines are near. Therefore, they try all the possible ways that can allow them more time to spend on assignments and essays assigned to them. One of the ways is by making assignment writing effective due to which you will be able to complete the given tasks on time and spend the saved time on other tasks. So they need to become efficient in the writing process. Avoid missing deadlines: Another reason is that students often tend to miss deadlines either because they forget to submit the task or omit it on purpose as they are not able to complete it. Using technological ways of doing an assignment can avoid you from facing any such issues and you will not miss deadlines again. Accuracy and convenience: The third reason that students state for why technological advancements are a blessing is that it makes assignment writing very convenient for them. Also, human error is possible when proofreading content but accuracy can be achieved using the help of technology. With these avoidances, students believe that they should adopt every possible strategy that makes assignment writing efficient. Following are some of the best smartphone apps that can help you complete your assignments in the most efficient manner: Documents on iOS: If you are an Apple user, this app can be of great use for you because students usually need to save a lot of files on dropbox and other cloud drives. Extracting them again and again from their locations is quite inconvenient and may take up a lot of your time so Documents can compile and save them in one place. You can then conveniently access each file from one place instead of opening every location where that file was originally saved. Also, the app is available for free! Wunderlist making lives easier: There are very few apps that fulfill a number of requirements of the students and Wunderlist is one of them. Available on Android, iOS, OS X and Windows, Wunderlist allows students to create multiple lists of tasks, set as many reminders as they want and connect their account with other Wunderlist users to collaborate with them on any projects. This kind of a multitasking app is very useful to become efficient as you can set deadline reminders for assignment, plan the assignment and discuss with group members all at one place with convenience. Wolfram Alpha the most popular? A survey revealed that a majority of students use Wolfram Alpha for various purposes. From math geeks to scientists and music lovers, Wolfram alpha is a complete source of exploration where you can find solution to almost every academic problem. It is usually required to solve mathematical problems because it reveals complete step-by-step solutions and is also used to extract statistical data by Economists.The best part about Wolfram Alpha is that despite being so useful and resourceful, students can download it for free on iOS and Android operating system both. It had been very convenient at times when I used to write my assignment because I used to get a lot of information and statistical data from Wolfram Alpha. RefMe is the revolutionized way of citing books: Despite the fact that majority of students prefer conducting research online and using e-books, there are instances when books have to be used. Since citing sources is important, students can do that in the desired style automatically using online tools but when it comes to books, RefMe can help. By just scanning the bar code using phone’s camera, it can cite the book for you in whatever citation style you want. Again, the app is free and is available for a vast majority using either iOS or Android phones. Scanner Pro for advanced level students: There is a frequent need to scan papers for various purposes and Scanner Pro is exactly what students need at that time. Available only for iPhone users, Scanner Pro allows conversion of picture taken from camera to be converted to PDF or JPEG instantly. The final result is so accurate that it is impossible to tell if a real scanner has been used or not. However, you will have to buy the app but the benefits are worth paying for if you are one of those who need to save or send scanned documents on urgent basis quite frequently. With these apps, you can easily make your assignment writing process efficient and ensure that you ace every assignment and follow the deadlines.

Cayleys Sextic Essays - Algebraic Curves, Equations, Polynomials

Cayley's Sextic Essays - Algebraic Curves, Equations, Polynomials Cayley's Sextic The curve, Cayleys Sextic can be described by the Cartesian equation: 4(x^2 + y^2 ax)^3 = 27a^2(x^2 + y^2)^2. It is the involute of a nephroiod curve because of its slight kidney shape and because they are parallel curves. This curve was first discovered by a mathematician by the name of Colin Maclaurin. Maclaurin who was born in February of 1698, became a student at Glasgow University in Scotland during his early teen years. It was here that he discovered his abilities in mathematics and began working towards a future in geometry and mathematics. In 1717 Maclaurin was given the job as the professor of mathematics at Marischal College in the University of Aberdeen. Later during his mathematical career, Maclaurin wrote Geometrica Organica, a book which displayed early ideas of what later becomes known as the curve, Cayleys Sextic. The actual man credited with the distinct discovery of Cayleys Sextic is the man it is named after, Arthur Cayley. Cayley, who had a family of English ancestry, lived in St. Petersburg, Russia during his childhood where he attended his first years of schooling. In 1835 he began attending Kings College School in England because of his promise as a mathematician. After Cayley became a lawyer and studied math during his spare time, publishing papers in various mathematical journals. These journals were later looked at by Archibald and in a paper published in 1900 in Strasbourg he gave Cayley the honor of having the curve named after him. Cayleys Sextic The polar form of the equation for the curve, Cayleys Sextic, is shown as: r = 4a cos^3 (q/3). For the specific equation for the graph, the polar form is the equation of greatest ease of use. Use 1 in place of a and switch the calculator to polar form. The best viewing window for this graph is q min= -360; q max= 360; q step= 10; x-min= -5; x-max= 5; x scale= 1; y-min= -5; y-max= 5; y scale= 1. This window and equation will give an excellent picture of the curve, Cayleys Sextic. When a is increased in the equation for the curve, the entire curve increases in size, giving it a larger area. The value for x is greatly increased on the right side positive y-axis, while the value for x on the left side negative y-axis becomes gradually more negative at a much lower rate then that of the right side positive y-axis. The y values for the curve increase and decrease at the same rate on both sides of the x axis when the value of a changes. When the value of a becomes negative, the curve is flipped over the y-axis. When the value of a decreases to a lower negative number the area of the curve increases giving it a larger area. The value for x in greatly increased on the left side, negative y-axis, while the x on the right side positive y-axis becomes gradually more positive at a much lower rate then that of the left side negative y-axis. The y values once again increase and decrease at the same rate on both sides of the x-axis when the value of a changes.

List of the 47 Prefectures of Japan by Area

List of the 47 Prefectures of Japan by Area Japan is an island nation located in eastern Asia in the Pacific Ocean. It is to the east of China, Russia, North Korea and South Korea. Japan is an archipelago that is made up of over 6,500 islands, the largest of which are Honshu, Hokkaido, Kyushu,  and Shikoku. It is one of the worlds largest countries by population and it has one of the largest economies in the world due to its many international companies and highly advanced technologies. Because of Japans large size, it is divided into 47 different prefectures for local administration (map). Prefectures in Japan are the highest level of government that an area can have as it is right below the federal government. They are similar to the 50 states of the United States and the 28 states of India or the provinces of Canada. Each prefecture has its own governor and they are subdivided into districts and municipalities. The following is a list of Japans prefectures by area. For reference, capital cities have also been included. 1) HokkaidoArea: 32,221 square miles (83,452 sq km)Capital: Sapporo2) IwateArea: 5,899 square miles (15,278 sq km)Capital: Morioka3) FukushimaArea: 5,321 square miles (13,782 sq km)Capital: Fukushima City4) NaganoArea: 4,864 square miles (12,598 sq km)Capital: Nagano5) NiigataArea: 4,857 square miles (12,582 sq km)Capital: Niigata6) AkitaArea: 4,483 square miles (11,612 sq km)Capital: Akita7) GifuArea: 4,092 square miles (10,598 sq km)Capital: Gifu8) AomoriArea: 3,709 square miles (9,606 sq km)Capital: Aomori9) YamagataArea: 3,599 square miles (9,323 sq km)Capital: Yamagata10) KagoshimaArea: 3,526 square miles (9,132 sq km)Capital: Kagoshima11) HiroshimaArea: 3,273 square miles (8,477 sq km)Capital: Hiroshima12) HyogoArea: 3,240 square miles (8,392 sq km)Capital: Kobe13) ShizuokaArea: 2,829 square miles (7,328 sq km)Capital: Shizuoka14) MiyagiArea: 2,813 square miles (7,285 sq km)Capital: Sendai15) KochiArea: 2,743 square miles (7,104 sq km)Capital: Kochi16) OkayamaArea: 2,706 square miles (7,008 sq km)Capital: Okayama17) KumamotoArea: 2,667 square miles (6,908 sq km)Capital: Kumamoto18) ShimaneArea: 2,589 square miles (6,707 sq km)Capital: Matsue19) MiyazakiArea: 2,581 square miles (6,684 sq km)Capital: Miyazaki20) TochigiArea: 2,474 square miles (6,408 sq km)Capital: Utsunomiya21) GunmaArea: 2,457 square miles (6,363 sq km)Capital: Maebashi22) YamaguchiArea: 2,359 square miles (6,111 sq km)Capital: Yamaguchi23) IbarakiArea: 2,353 square miles (6,095 sq km)Capital: Mito24) OitaArea: 2,241 square miles (5,804 sq km)Capital: Oita25) MieArea: 2,224 square miles (5,761 sq km)Capital: Tsu26) EhimeArea: 2,191 square miles (5,676 sq km)Capital: Matsuyama27) ChibaArea: 1,991 square miles (5,156 sq km)Capital: Chiba28) AichiArea: 1,990 square miles (5,154 sq km)Capital: Nagoya29) FukuokaArea: 1,919 square miles (4,971 sq km)Capital: Fukuoka30) WakayamaArea: 1,824 square miles (4,725 sq km)Capital: Wakayama31) KyotoArea: 1,781 square miles (4,613 sq km)Capital: Kyoto32) YamanashiArea: 1,724 square miles (4,465 sq km)Capital: Kofu33) ToyamaArea: 1,640 square miles (4,247 sq km)Capital: Toyama34) FukuiArea: 1,617 square miles (4,189 sq km)Capital: Fukui35) IshikawaArea: 1,616 square miles (4,185 sq km)Capital: Kanazawa36) TokushimaArea: 1,600 square miles (4,145 sq km)Capital: Tokushima37) NagasakiArea: 1,580 square miles (4,093 sq km)Capital: Nagasaki38) ShigaArea: 1,551 square miles (4,017 sq km)Capital: Otsu39) SaitamaArea: 1,454 square miles (3,767 sq km)Capital: Saitama40) NaraArea: 1,425 square miles (3,691 sq km)Capital: Nara41) TottoriArea: 1,354 square miles (3,507 sq km)Capital: Tottori42) SagaArea: 942 square miles (2,439 sq km)Capital: Saga43) KanagawaArea: 932 square miles (2,415 sq km)Capital: Yokohama44) OkinawaArea: 877 square miles (2,271 sq km)Capital: Naha45) TokyoArea: 844 square miles (2,187 sq km)Capital: Shinjuku46) OsakaArea: 731 square miles (1,893 sq km)Capital: Osaka47) KagawaArea: 719 square miles (1,862 sq km)Capital: Ta kamatsuSources:Wikipedia.org. Prefectures of Japan - Wikipedia, the Free Encyclopedia. Retrieved from: http://en.wikipedia.org/wiki/Prefectures_of_Japan.

Memo Essay Example | Topics and Well Written Essays - 750 words - 1

Memo - Essay Example However, you also asked me to consider the opinions of the employees at the plant and what they feel about working overtime. We have completed the report that you asked for and this report presents the cost differentials of the two alternatives to increase the production and manufacturing. Moreover the report analyzes both alternatives in detail and also provides recommendations after considering the cost differential as well as the responses of the employees. Summary I have analyzed that the cost per unit of overtime and if the production of additional 150 units per day is increased through overtime then it would cost $388.54 or $2.59/unit. On the other hand, the cost of production for the second shift with additional 150 units per day would be $421.08 or $2.81/unit. Therefore, it shows that the cost of production with overtime is lower if the production is 150 units and Wilderness Toys would be able to save $0.22 per unit or $32.32 for 150 additional units. However it has been foun d that most of employees are not willing to work in the long term but only for the short term. Therefore because of this reason, I would prefer Wilderness Toys to start a second shift rather than asking employees for overtime. Discussion As the demand of new lighted hiking hat has been increasing, therefore there is a need to increase the demand of the product. In order to increase the production and meet the increasing demand, the management of the company has two different alternatives; to start a new production shift or to require its employees to work overtime. The report presents the cost differentials with the two alternatives in producing the new lighted hiking hat. Table 1 shows per unit cost of production of the two alternatives available. Table 1 also shows the differences between the two alternatives and it can be seen that per unit cost difference initially is in negative as per unit overtime cost is less than per unit second shift production cost. Therefore it reveals t hat if the management plans to produce fewer units then it is preferable that they can encourage employees for overtime rather than starting a second shift. Table 1: Per Unit Cost Units  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   OT unit cost  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2nd shift unit cost   Differences 75 2.59 3.49 -0.9 150 2.59 2.81 -0.22 225 2.59 2.58 0.01 300 2.59 2.46 0.13 375 2.59 2.46 0.13 450 2.59 2.46 0.13 525 2.59 2.46 0.13 600 2.59 2.46 0.13 Figure 1 graphically shows the cost per unit of the alternatives and it can be seen that the cost per unit of second shift at 75 units is very high in comparison to per unit cost of overtime. However per unit cost of second shift has been decreasing as the production is increasing and it is visible. As the production increase, per unit cost of second shift would decrease whereas the cost per unit of overtime would remain the same irrespective of the production. Figure 1: Cost Per Unit Figure 2 shows the cost differential between the two alternatives and it can be identified from the Figure 2 that the difference is in negative initially thus, showing that per unit cost of overtime is less than the per unit cost of second shift. However, as the production

Autobiographical Transformation as a Child to an Adult Essay

Autobiographical Transformation as a Child to an Adult - Essay Example My transformation as a child to an adult was in a Toronto suburb as an only son in a family of eight. What made me grow up differently from my siblings was that I always had a carefree and, sometimes, quite reckless mindset towards life. While my seven sisters were either doing their homework or doing house chores, there I was, running up and down my neighborhood searching for stray dogs to terrorize and play football with the neighborhood children. My father, who had waited patiently for a son until I was born, always referred to me as a waste of life, although my mother always defended me. My father was adamant that I was the family’s hope but, at nine, you rarely see yourself as anyone’s hope, so our relationship was a mess. In the summer of 1996, I arrived home from school to a rude shock. My father, finally fed up, had made a decision of leaving my mother and marrying his black mistress who already had his son. When my mother refused to grant him custody of any of us, he seemed quite relieved. I could tell this because, by then, I had begun looking at people and observing their facial expressions. My father could not bear to look at us, but I always knew my mother’s housewife routine had gotten to him. This is an autobiographical paper that discussing the people, places, events, and experiences that have influenced my culture, social class, gender, religion and sexual orientation. Race Growing up as a child, my neighborhood, was predominantly white. However, some of my friends were not white; for example, my best friend’s family had emigrated from Papua New Guinea. My feelings towards racial minorities were non-existent during my childhood, as I even went to my friend’s house for dinner and â€Å"homework†. As I became older, however, I began to have a different outlook towards other races, especially African Canadians. While my attitude was not racist, I had a hard time convincing myself that not all black people were like the woman who took my father away from my mother. I met her once during a school trip to the zoo, as she clung to my father’s arm and I was afraid of talking my black friends after that. However, when I joined high school, my attitude took another turn when I met a black girl who had emigrated from Tanzania. I was amazed at how different she was from what I had envisioned black women to be growing up, and watching my mother struggle as a single mum. When I met my father’s new partner at the zoo, she had sneered at me, which had given me the impression that this was a â€Å"black thing†. However, with Aisha, she had the most loving face I had ever seen. Going to college saw me meet more black people and my attitude by then had changed to one of inclusiveness. This was brought on by my comprehension that we were all after the same things in life. Social Class When I was growing up in a middle-class suburb, my interaction with lower class citizens was lim ited to the mall and school. I remember I always had a â€Å"keep away† attitude towards them. This was informed by an incident where my sister was robbed and almost raped coming from her boyfriend’s house across the rail tracks. I remember my mother being livid that her boyfriend had not even had the courtesy to come and explain the situation. From that day, she forbids us from mixing with those â€Å"uncivilized folk†. When I was ten, my friends and I came up against a gang of youth from the ghetto as we scurried after a stray dog. While they did not beat us as they took our clothes and the little money we had, I still remember their â€Å"rich kids† taunts. I did not consider myself a rich kid at that point since my parents had to take care of eight siblings, so I began to wonder what these rich kids could have done to deserve this kind of treatment. When I joined High School, I came to the realization that the rich kids were not very different from us .

Contribute to the Child and Young Person Development Essay Example for Free

Contribute to the Child and Young Person Development Essay An explanation of how to give adult support to the children for each of these transitions. If the child has had a death in the family. For instance, a child that they miss their parents or families and they want to be with parents and don’t like to stay at the nursery, firstly they need to be reassured, hugged and soothed, so they can feel that you are there to help them to listen to them, I can talk to them and encourage him or her to do some activities that can help the child to forget the parents for a certain hile, I can encourage him or her to play with other children, tell them a story, or bring them in a home corner to have a quiet time or 1 to 1 talking so they can express their feelings and afterwards they’ll might feel like getting involved with other children when they feel more comfortable and they can make friends and make their bereavement fade with time. They will also need therapy so they can talk through this difficulty or psychologists to help the child. Going to nursery. Going to nursery for the first time is not easy, the child might be worried because they don’t have friend there, they don’t know anyone and they don’t know what do, most of the children, will be shy, and so on. As a nursery practitioner I need to know how to deal with children at the first time in the nursery and I need to think of what best I can do to help them settle in, to make the children development progress. It would be good to meet the parents and child before starting nursery, to see the child daily environment by a home visit. Some children find it difficult to separate from mummy when starting the nursery and might cry, I can seat him or she on my lap reassuring the child, talk to him or her 1 to 1 let the child know that mummy will come back later after lunch, at this time children need to be hug and soothe so they know I am there to help them, take care of them, give them love, I can introduce the other children to him or her, the child might get interested in what other children are doing so I can encourage and help the child to join in. Some might take a while to settle in and might cry they might have a special toy that they use for comfort and bring it with them. All the staff of the nursery will need to work hard to encourage the child to take part in activities, to make him or her feel welcome. I could talk to parents to know more the child’s like and dislikes and use the knowledge to make an interesting activity for the child. Also allow them visits beforehand to the nursery and so they became familiar with the staff. Moving home/ country. Families who moved from one place to another, it’s quite hard for the child to adjust to a new environment, education and people. But I can do a various activities to help assist the child to deal with their emotional feelings while transition takes place. If a child is new, I can encourage the child to talk about where they used to be, I could look at a map with other children and show where he is from and how far he come from, maybe we could encourage the child to draw a picture of the new nursery to send it to ask his parents to send it to their friend in that country or even family e. . grandmother. Allow the child time to settle in. I can spend time with the child doing 1:1 activities so that they can get to know me. Admitted to hospital. When a child has a long term medical condition and needs to be admitted to hospital very often, it gets hard on the child when coming back to school as they have missed much, I can keep in contact with the parents to know the child progr ess, I could arrange to bring the child homework so he or she can keep up with the rest of the children, I could arrange to visit him or her with some student at a time to encourage him or her. If it was a child from a nursery I could prepare some activities to take to the hospital for the child to make him or her fell included, encourage the children in the nursery to do a get well card, once the child was back at the nursery I could arrange a game of dressing up of doctors.