Hospitality sales and marketing Case Study Example | Topics and Well Written Essays - 2750 words

Accommodation deals and promoting - Case Study Example Since it is a fundamental segment of advertising, item advancement decides if a business prevails in its industry. In this unique situation, the term item improvement joins administrations, subsequently its application to support based enterprises. Since the start of the twentieth century, firms have gotten progressively dependent on the prevalence of their items over pick up and keep up upper hand. Lee (2013) contends that the significance of the item is clear in hypothetical and down to earth information, exemplified by the thought that the item goes before every single other necessity for beginning a business. The item is likewise considered by numerous researchers to be the most significant of all Ps (Cunill, 2012). It, in this way, follows item improvement is an essential part of business development. This prompts one of the most widely recognized strategic approaches and a significant wellspring of upper hand: incorporation. At the point when organizations coordinate, they do as such to support extension and control in a particular industry. There are two sorts of incorporation that can be utilized by any organization to give an organization more prominent more nearness in any market: flat and vertical coordination (Evans, Campbell and Stonehouse, 2012). This writing survey will lean towards the last as it is applicable to the subject. As indicated by Fazlollahi, Franke and Ullberg (2012), truly, firms utilized vertical mix to impact access to constrained assets. In the contemporary business setting, organizations are crumbled both inside and remotely, and they take part in various joint endeavors and key unions as a major aspect of their development techniques (Lahiri and Narayanan, 2013). It has even gotten regular for enterprises to re-appropriate even those procedures that are normally seen as key. Probably the best instances of vertical combination can be found in the oil part. During the 70s and 80 s, various firms were engaged with the prospecting and

Wilson, Woodrow Essays - Freemen Of The City Of London,

Wilson, Woodrow Woodrow Wilson, 28th leader of the United States (1913-21), made sure about a administrative program of dynamic household change, guided his nation during WORLD WAR I, and looked for a harmony settlement dependent on high good standards, to be ensured by the LEAGUE OF NATIONS. Early Life and Career Thomas Woodrow Wilson was conceived in Staunton, Va., on Dec. 28, 1856. He was significantly impacted by an ardently strict family headed by his father, Joseph Ruggles Wilson, a Presbyterian pastor, and his mom, Janet Woodrow Wilson, the little girl of a priest. Woodrow (he dropped the Thomas in 1879) joined in (1873-74) Davidson College and in 1875 entered the School of New Jersey (later Princeton University), graduating in 1879. Wilson considered (1879-80) at the University of Virginia Law School, quickly specialized in legal matters in Atlanta, and in 1883 entered The Johns Hopkins University for graduate examination in political theory. His broadly acclaimed book, Congressional Government (1885), was distributed a year prior to he got the doctoral qualification. In 1885 he wedded Ellen Louise Axson; they had three girls. Wilson educated at Bryn Mawr College (1885-88) and Wesleyan University in Connecticut (1888-90) preceding he was called (1890) to Princeton as educator of statute and political economy. A well known speaker, Wilson likewise composed a score of articles and nine books, including Division what's more, Reunion (1893) and his five-volume History of the American People (1902). In 1902 he was the consistent decision of the trustees to turn into Princeton's leader. His changes included rearrangement of the departmental structure, amendment of the educational plan, raising of scholastic measures, fixing of understudy discipline, the still-celebrated preceptorial arrangement of guidance. However, Wilson's quad plan- - an endeavor to make schools or quadrangles where understudies and employees would live and concentrate together- - was vanquished. Contradicted by rich graduated class and trustees, he additionally lost his fight for control of the proposed graduate school. The Princeton discussions, seen broadly as a fight between popular government and vested riches, impelled Wilson into the political field. George Harvey, supervisor of Harper's Weekly, with assistance from New Jersey's Vote based gathering supervisors, convinced Wilson to run for representative in 1910. In the wake of scoring a simple triumph, he push off his machine supports and propelled a momentous program of dynamic enactment, including a direct-essential law, antitrust laws, a degenerate practices act, a laborers' remuneration act, and measures setting up an open utility commission and allowing urban areas to embrace the commission type of government. Achievement in New Jersey made him a contender for the Democratic presidential selection. In spite of the fact that Wilson entered the 1912 Democratic National Convention a poor second to Speaker of the House Champ Clark, his quality expanded as Clark's blurred, and he won the selection after 46 polling forms. Offering a program of change that he called the New Freedom, Wilson ran against a partitioned Republican gathering. In November, with just 42 percent of the well known vote, he won 435 appointive votes to 88 for Dynamic up-and-comer Theodore Roosevelt and 8 for the Republican up-and-comer, President William Howard Taft. ? Dynamic as President By introducing his program by and by before the Democratically controlled Congress, utilizing individual influence just as support, furthermore, speaking to the American open with his mixing talk, Wilson won section of an amazing cluster of dynamic measures. The Underwood Duty Act (1913), the first decrease in quite a while since the Civil War, moreover built up a humble personal expense. The Federal Reserve Act (1913) gave for money and banking change. Antitrust enactment followed in 1914, at the point when Congress passed the Federal Trade Commission Act and the CLAYTON Against TRUST ACT. In 1915, Wilson bolstered the La Follette Seamen's bill, intended to improve the working states of mariners. The next year he marked the Federal Farm Loan Act, giving low-intrigue credit to ranchers; the Adamson Act, allowing a 8-hour day to interstate railroad laborers; and the Child Labor Act, which constrained kids' working hours. In international strategy, Wilson was confronted with more prominent issues than any president since Abraham Lincoln. He endeavored to end U.S. dollar discretion what's more, advance the intervention of debates. He dismissed an advance to China on the grounds that it weakened Chinese sway, and he helped foil Japanese structures on the Chinese territory. He endorsed Secretary of State William Jennings BRYAN's endeavors to limit the threat of war through a progression of mollification bargains and went along with him in an ineffective endeavor to arrange a Pan-American settlement ensuring the trustworthiness of the Western Side of the equator. In endeavoring to manage progressive Mexico, Wilson first looked to advance self-government by declining to perceive the military usurper Victoriano HUERTA and compelling him to permit free races. When Huerta opposed, Wilson attempted to compel him out by requesting (April 1914) constrained American intercession at Veracruz and by supporting constitutionalist Venustiano

How to Reduce Sexual Side Effects From Antidepressants

How to Reduce Sexual Side Effects From Antidepressants Depression Treatment Medication Print How to Reduce Sexual Side Effects From Antidepressants Coping When Your Libido Takes a Hit By Nancy Schimelpfening Nancy Schimelpfening, MS is the administrator for the non-profit depression support group Depression Sanctuary. Nancy has a lifetime of experience with depression, experiencing firsthand how devastating this illness can be. Learn about our editorial policy Nancy Schimelpfening Medically reviewed by Medically reviewed by Daniel B. Block, MD on January 24, 2020 twitter linkedin Daniel B. Block, MD, is an award-winning, board-certified psychiatrist who operates a private practice in Pennsylvania. Learn about our Medical Review Board Daniel B. Block, MD Updated on February 04, 2020 Depression Overview Types Symptoms Causes & Risk Factors Diagnosis Treatment Coping ADA & Your Rights Depression in Kids Noel HendricksonCollection / Photographers Choice RF / Getty Images Loss of sexual desire and difficulties performing during intimate encounters can be symptoms of depression, but they can also be side effects of many medications used to treat depression. While antidepressants are often integral to managing depression, sexuality is an important piece of a healthy life for many people. Experiencing sexual side effects from antidepressants can be frustrating and disheartening, but there are ways to address them.   Talking openly with a partner, doctor, or mental health care provider about sex may feel daunting, but it’s the first step to finding solutions. Here’s what you need to know about how depression and its treatment can affect your sex life, as well as some potential ways to address these challenges.   Coping With Sexual Side Effects of Antidepressants Depression and antidepressant medications can cause symptoms such as low libido, vaginal dryness, and erectile dysfunction.?? People may also find it more difficult to have an orgasm, or may not have orgasms at all.     Research indicates these sexual side effects are quite common.?? In fact, a 2002 meta-analysis of more than 14,000 people found that a diagnosis of depression carries a 50% to 70% risk for developing sexual dysfunction. The risk was slightly increased in people who were taking antidepressants (71% vs. 65% in people who were not being treated).   Sexual dysfunction related to depression may be even more prevalent than the statistics show. People may feel embarrassed and reluctant to report sexual problems to their doctor or psychiatrist. Even when they do share these side effects, a connection between the changes in their sex life and depression or medication may not be made.     If you are experiencing sexual dysfunction, you can take the first step toward addressing it by acknowledging it exists and speaking up about it to your partner, as well as your doctor or therapist. Communication will be very importantâ€"not just with your partner, but with your health care team. For example, if you are considering a different medication, want to change your dose, or add a supplement, always talk to your doctor and/or psychiatrist before making changes.   While these approaches can be a helpful place to start, they may not work for everyone. You may need to try more than one before you find something that effectively addresses your symptoms.??   Ask About a Lower Dose With your doctors guidance, you may be able to take a lower dose of your antidepressant. Some people find this change is enough to reduce the sexual side effects while still effectively treating their depression.   Research has shown that some people with depression prescribed a standard dose of 20 milligrams of Prozac (fluoxetine) per day felt their symptoms were as well-managed when they only took 5â€"10mg a day. Plus, they experienced fewer side effects on a lower dose.   Have Sex Before You Take Your Pill The timing of when you take your antidepressant may make a difference in your sex drive as well. Waiting until after you’ve had sex to take medications like Zoloft (sertraline) or tricyclic antidepressants may help reduce the sexual side effects, as you’re engaging in intimacy when the levels of the drugs in your body are lowest.   Deciding when to take your medication will depend on many factors, such as your daily routine or other side effects you experience (such as nausea, which may be reduced if you take your pill with food, or trouble sleeping). When you’re deciding when to take your pill, make sure to factor your pattern of sexual activity into your scheduling. If you are most likely to have sex in the evening, it may help if you take your pill in the morning.   What Time of Day Should You Take Antidepressants? Try Meds That Treat Sexual Dysfunction Certain types of antidepressant medications may be less likely to have sexual side effects.   Wellbutrin (bupropion), a norepinephrine-dopamine reuptake inhibitor (NDRI), works in a different way than selective serotonin reuptake inhibitors (SSRIs) like Prozac, Zoloft, and Paxil (paroxetine). For some people experiencing sexual side effects when taking SSRIs, switching to an NDRI like Wellbutrin is enough to solve the problem.   In some cases, your doctor may want you to continue taking the medication you were originally prescribed for depression but add Wellbutrin as well.   They may also recommend drugs that are specifically designed to treat sexual dysfunction. Research has shown that in addition to antidepressants, people who experience erectile dysfunction can benefit from medications such as Viagra (sildenafil) or Cialis (tadalafil) that are targeted to treat the disorder.  ?? Does Zoloft Cause Erectile Dysfunction? Take a Medication Holiday If your doctor would prefer to stay on the same dose of your medication, you may be able to talk to them about taking periodic breaks or drug holidays. Some people find that scheduling a day or two off from taking certain antidepressants, such as Zoloft and Paxil, allows them to get relief from the side effects without interrupting the therapeutic benefits.   However, this strategy may not work with every antidepressant. Prozac, for example, has a much longer half-life than most antidepressants, which means the level of the drug remains consistent in your body for an extended period of time after you stop taking it.   While the drug’s long half-life can be beneficial when you’re trying to stop or switch antidepressants (as it makes withdrawal symptoms less likely), it also makes taking a “holiday” from the medication more difficult.     Experiment With Alternatives If you’ve tried making adjustments to your antidepressant or switching meds but the sexual side effects persist, you may want to shift your focus to other approaches.   Methods for addressing the sexual side effects of antidepressants can also help if the symptoms you’re experiencing are being caused by depression. You may find these strategies even help you better manage your depression overall.   Psychotherapy, acupuncture, nutritional supplements, and other alternatives may be worth trying. You can also encourage your partner to get in on some of these lifestyle changes. You might try exercising together to gear up for sex or incorporate new types of stimulation into your routine.     Consider Other Causes If you’ve tried to address your sexual symptoms with multiple methods and aren’t seeing any improvement, it may be that there’s another cause.   There are many psychological and physical ailments that can affect your sexuality other than depression and medications. Hypoactive sexual desire disorder (HSDD) is a common, but not frequently discussed, sexual health condition.?? People with HSDD (now split into two disorders in the DSM-5: female sexual interest/arousal disorder and male hypoactive sexual desire disorder) experience no drive for sexual or intimate experiences. A person with HSDD does not pursue sexual closeness and many do not think or fantasize about sex. Low libido or lack of interest in sex is not always experienced as a problem; in fact, it can be a valid sexual identity for some people (asexuality).  However, this is not the case for people with HSDD. People with the condition are distressed by their lack of desire,?? which they often report has a profoundly negative impact on their relationships.   An Overview of Hypoactive Sexual Desire Disorder Sexual dysfunction can also be caused by certain behaviors. If you use alcohol or other substances, sexual side effects may be felt when youre using and/or when you are withdrawing. Age-related changes, chronic illness or pain, and life stressors (such as having a new baby or starting a new job) can also impact your sex life. These factors may make it more challenging to cope with sexual side effects caused by depression or medications. How Stress Can Cause a Low Libido Talking With Your Partner   Communication is an important part of a healthy relationship, but when you and your partner are dealing with sexual difficulties, it’s even more important that you can talk to each other.   Discussing these topics may be emotionally intense and will require both of you to find (or make) time for the conversation, but its important that you do. Maintaining open dialogue is part of keeping your relationship strong. Together, you and your partner can create a space in which you both feel safe expressing your feelings. By the end of the talk, you will each ideally come away feeling heard, understood, and that you have the other persons love and support. Every couple has their own way of communicating and each person in the relationship has a different style of expressing how they feel.   Your individual emotional and sexual needs (as well as those of your partner) are unique, but you may find these general guidelines can help you both communicate more effectively.   Don’t stay silent. You might be hesitant to acknowledge the difficulties, but you won’t be able to work toward a solution until they are out in the open and up for discussion. Talking with your doctor or therapist first can help you figure out how to best approach the conversation with your partner when you’re ready.  Avoid blame. Whether you are experiencing the symptoms of sexual dysfunction yourself or you are the partner of someone who is, do your best to keep blame out of the conversation. Avoid placing blame on the other person, but also resist the urge to blame yourself.  Be honest. It can be difficult to express disappointment and frustration in a relationship, but these feelings can be even more sensitive when they’re about sex. You might think that keeping these emotions from your partner is saving their feelings, but ignoring your own emotional needs or playing them down isn’t healthy for you or your relationship.Work together. Depression can make someone feel ve ry alone. When you love someone who is depressed you may feel isolated from them. If you and your partner are trying to work through sexual difficulties in your relationship that are stemming from depression, approach the problem solving from a team perspective rather than an individual perspective. Remember that you are in it together. Reinforce your partnership often and in ways that are separate from sex.  Ask for help. If you are struggling to communicate, you and your partner may benefit from relationship counseling. Having a trusted therapist create a safe space to openly share feelings and work on a problem can make all the difference to couples who have had a hard time figuring it out on their own. A therapist can also act as a moderator and make sure each person gets a chance to share feelings and offer ideas. A therapist’s own knowledge and experience can also make them an invaluable resource for possible solutions.   How to Have the Sex Talk With Your Partner

Sciences Dissertations

Sample details Pages: 11 Words: 3395 Downloads: 8 Date added: 2017/06/26 Category Statistics Essay Did you like this example? Assessment Task Topic: The Photoelectric Effect 1. Introduction The photoelectric effect is the name given to the phenomenon whereby electrons are emitted from a metal when exposed to electromagnetic radiation of the appropriate frequency. It was first discovered by Heinrich Hertz in 1887, but remained a conundrum to many scientists who sought to explain it, as it clearly contradicted the accepted principles of classical physics such as James Clerk Maxwells Theory of Electromagnetic Waves. This phenomenon, unable to be explained by the wave model of light, was finally explained by Albert Einstein in 1905 with the inception of his Quantum Theory, a concept that would completely revolutionise scientific thought. The photoelectric effect has played and continues to play an important role in mankinds scientific development. Don’t waste time! Our writers will create an original "Sciences Dissertations | Photoelectric Effect Electrons" essay for you Create order 2. Discovery of the Photoelectric Effect: Hertz The original observation of the photoelectric effect can be traced back to the German scientist Heinrich Hertz. In 1887, in an attempt to generate and detect electromagnetic radiation, Hertz created a rapidly-oscillating electric field with a high voltage induction coil to cause a spark discharge between two spherical brass electrodes. He observed that when a small length of copper wire with brass spheres attached on either end was bent into a loop, leaving a small gap between the spheres, and held near the sparking induction coil, a spark would jump across the gap at the same time when the brass electrodes in the induction loop sparked. This induced spark occurred despite the copper loop not being connected to any electrical current source. Thus Hertz came to the conclusion that the copper loop was a detector of the electromagnetic waves propagated by the transmitting loop. This successful experiment was followed up by a series of others, through which Hertz demonstrated that these electromagnetic waves could be reflected from a metal mirror, and refracted as they passed through a prism made from pitch, thus proving that these waves behaved similarly to light waves. He also proved these waves were polarised. Through the course of his investigations, he discovered a mysterious phenomenon: I occasionally enclosed the spark B[the detector spark]in a dark case so as to more easily make the observations; and in so doing I observed that the maximum spark-length became decidedly smaller in the case than it was before. On removing in succession the various parts of the case, it was seen that the only portion of it which exercised this prejudicial effect was that which screened the spark B from the spark A[the transmitter spark]. The partition on that side exhibited this effect, not only when it was in the immediate neighbourhood of the spark B, but also when it was interposed at greater distances from B between A and B. A phenomenon so remarkable called for closer investigation. Upon shielding the detecting loop with glass, the intensity of the spark produced was reduced. However, when a quartz shield (a substance that allows UV rays to pass) was applied, there was no drop in the spark intensity. He then used a quartz prism to separate the light from the transmitter spark into its various components, discovering that the wavelength which made the detector spark more powerful was in the ultraviolet range. Unable to explain this phenomenon, Hertz concluded his series of investigations in 1887, declaring that: à ¢Ã¢â€š ¬Ã‚ ¦ I confine myself at present to communicating the results obtained, without attempting any theory respecting the manner in which the observed phenomena are brought about. 3.Further Investigations: Hallwachs, Thomson, von Lenard After learning of Hertzs experiments, another German scientist, Wilhelm Hallwachs, devised a much simpler investigation to demonstrate the photoelectric effect. In his own words: In a recent publication Hertz has described investigations on the dependence of the maximum length of an induction spark on the radiation received by it from another induction spark. He proved that the phenomenon observed is an action of the ultraviolet light. No further light on the nature of the phenomenon could be obtained, because of the complicated conditions of the research in which it appeared. I have endeavored to obtain related phenomena which would occur under simpler conditions, in order to make the explanation of the phenomena easier. Success was obtained by investigating the action of the electric light on electrically charged bodies. By placing a zinc plate atop an insulating stand and wiring it to a negatively-charged gold leaf electroscope, he observed a slow loss of charge from the electroscope. However, when he exposed the zinc plate to ultraviolet light from an arc lamp or from burning magnesium, the discharge occurred much quicker. Conversely, a positively-charged electroscope resulted in no fast leakage of charge. In 1899, British scientist J.J. Thomson finally identified that the light caused the metal surface to emit electrons. He enclosed the metal in an evacuated tube before exposing it to radiation, showing the electrons to be the same particles emitted in cathode ray tubes. Three years later, German physicist Philipp von Lenard, who had worked with Hertz earlier in Bonn, conducted a series of experiments in which he used a bright carbon arc light to examine how the energy of the emitted electrons varied with the lights intensity (see Figure 2). By using a vacuum tube, he showed that when electrons emitted by the metal plate upon exposure to light hit another plate, the collector, a small measurable current was produced. By charging the collector negatively so as to repel the electrons, von Lenard discovered that a minimum voltage existed, Vstop, so that only electrons with a certain energy threshold could reach the collector and thus generate a current. He found that while increasing light intensity caused more electrons to be emitted (as can be gathered from an observed increase in current), it did not affect the amount of energy carried by each electron, as the stopping voltage was constant. On the other hand, increasing the frequency of the light led to an augmentation in the electrons kinetic energy, thus finding that for a particular frequency of light, the kinetic energy of the electrons remained constant. Von Lenard also showed that if the frequency was lowered beyond a certain threshold, no current was produced, regardless of the intensity of the light. However, like the scientists preceding him, he was unable to account for these phenomena. 4.Inadequacy of Classical Physics Explanations The phenomenon observed during the photoelectric effect was in contradiction to classical theory explanations such as Maxwells Theory of Electromagnetic Waves which was then commonly accepted by scientists. According to such rules of classical physics, for an electron to gain enough energy to be liberated from the metal, the metal surface would have to be exposed to the light waves for a period of time. However, as observed in experiments of the photoelectric effect, the electrons were freed instantly. The Wave Theory maintains that increasing the intensity of a beam of light also increases the amplitude of the oscillating electric field vector E, thus the amount of electrons emitted should be proportional to the intensity of the light. However, according to the observations made, the current flow was independent of light intensity, yet varied according to the frequency of the light, and was non-existent when the frequency decreased beyond a certain level, regardless of the intensity. Von Lenards experiment confirmed the existence of a threshold frequency in the photoelectric effect, another phenomenon unable to be explained with a classical physics approach. Thus the belief in light being completely wavelike in nature was incompatible with the experimental observations of the photoelectric effect. 5.Black Body Radiation and Plancks Hypothesis A black body cavity can be defined as a perfect cavity that absorbs all radiation that falls onto it and then perfectly radiates all energy absorbed until it is at equilibrium with its surroundings. The intensity of various wavelengths emitted by the black body changes according to its temperature, forming black body radiation curves (see diagram on right). Experimental data showed that the intensity of radiation emitted increased with decreasing wavelength, until a definite peak is reached, after which lower wavelengths of radiation are emitted at lower intensities. Yet, according to the classical wave theory of light, as the wavelength of the radiation emitted shortened, the intensity should increase, thus as the wavelength tends to zero, intensity would approach infinity. However, this would be a gross violation of the principle of conservation of energy. Hence it remained an inexplicable conundrum for scientists for a long time, who gave this effect the name ultraviolet catastrophe. In 1900, German scientist Max Planck came up with a revolutionary explanation for this phenomenon. He made the assumption that the radiant energy may be treated statistically not as continuous waves but rather as discrete packets of energy, each of which he called a quantum. Based on this radical assumption of light as particles, he formulated a mathematical equation by which this phenomenon could be exemplified. He proposed this relation that calculated the energy of a quantum for radiation of a certain frequency: E= hf,Ebeing the energy in joules, fthe frequency in Hertz, and ha small constant (6.626 x 10-34Js) now known as Plancks constant. Figure 4 is a graph of experimental results that confirms Plancks equation, with the gradient corresponding to h. He proposed that any quanta of a particular frequency (and thus wavelength) would carry the same amount of energy. However, he did not attribute any physical significance to this postulation, merely perceiving it as a mathematical t rick by which the corresponding answer could be obtained. 6.Quantum Theory: Einsteins Explanation Due to the inadequacies of classical physics in explaining the photoelectric effect, in 1905 Albert Einstein further developed upon Plancks hypothesis to come up with a new ground-breaking theory to explain the photoelectric effect. He proposed that light was made up not of continuous waves but rather of discrete bundles of energy which he termed photons. He wrote in the renowned journal Annalen der Physik: It seems to me that the observations on black-body radiation, photoluminescence, the production of cathode rays by ultraviolet light and other phenomena involving the emission or conversion of light can be better understood on the assumption that the energy of light is distributed discontinuously in space. According to the assumption considered here, when a light ray starting from a point is propagated, the energy is not continuously distributed over an ever increasing volume, but it consists of a finite number of energy quanta, localised in space, which move without being divided and which can be absorbed or emitted only as a whole. Einstein used Plancks equation that each photon had an energy E=hf, and proposed that light intensity was proportional to the number of photons. The higher the frequency of the electromagnetic radiation, the greater the energy carried by its photons. Einstein provided a comprehensive explanation for the photoelectric effect. When an electron is liberated from the metal surface, the energy in the light photons must be great enough to overcome the forces that bind the electrons to the surface. This minimum energy required to liberate an electron from a metal surface is known as the work function, represented by the symbol , and is dependent solely on the material of the metal. The corresponding minimum frequency required for the photons to contain the required energy is called the threshold frequency (f0). If the energy of the photon is greater than the work function of the metal (i.e. E hf0), than the difference in their energy levels will provide the kinetic energy for the photoelectrons (electrons released from interaction with a photon), allowing them to travel and thus generate an electric current. Einsteins quantum theory explains the existence of a threshold frequency for the light below which no electrons would be emitted from the metal, an experimental observation that had puzzled scientists up to that time. Einstein established that when different metal surfaces are illuminated with monochromatic light, photoelectrons are emitted by the metal surface. The magnitude of the forces by which electrons are held varies with different metals. Thus the work functions of each different metal are also varied. Below is a table of the work functions of various metals. Figure 6:Work Functions for Various Metals Source: Nave, CR. HyperPhysics: Photoelectric Effect According to Einsteins theory a single photon collides with an electron in the metal, transferring all its energy to the electron, thus liberating the (photoelectron from the metal surface. This concept successfully explained the instantaneity of the electron emission upon light exposure, another phenomenon that classical wave theory was unable to account for. In Einsteins own words, According to the idea that the incident light consists of energy quantaà ¢Ã¢â€š ¬Ã‚ ¦ one can picture the production of cathode rays by light as follows. Energy quanta penetrate into a surface layer of the body, and their energy is at least partly transformed into electron kinetic energy. The simplest picture is that a light quantum transfers all of its energy to a single electron; we shall assume that that happens. We must, however, not exclude the possibility that electrons only receive part of the energy from light quanta. An electron obtaining kinetic energy inside the body will have lost part of its kinetic energy when it has reached the surface. Moreover, we must assume that each electron on leaving the body must produce work P, which is characteristic for the body. Electrons which are excited at the surface and at right angles to it will leave the body with the greatest normal velocity. Einstein formulated an equation, known as Einsteins Photoelectric Equation, to provide a quantitative explanation for the photoelectric effect: E= hf= + Ek with Ebeing the energy of the photon (thus E= hffrom Plancks hypothesis),the work function of the particular metal (= hf0), and Ekthe photoelectrons kinetic energy (in Joules or electron volts). Einsteins theory also explains the stopping voltage in the photoelectric effect, which von Lenard had discovered earlier. This voltage is a good measure of the kinetic energy of the photoelectrons. It can be demonstrated (see figure 7) by introducing a variable electric potential difference to make the anode negative, thus generating a repelling force against the photoelectrons emitted from the cathode. As this opposing voltage is increased, it will arrive at a point where there is no current flowing in the external circuit as the photoelectrons kinetic energy is not enough to overcome the voltage. This stopping potential equals the maximum kinetic energy of the electrons at the cathode, as it is just enough to stop any electron from reaching the anode. Thus EK max= -qV0, where EK maxis the maximum kinetic energy of the electron in joules, V0the magnitude of the stopping potential in volts, and q the charge of the electron (-1.60 x 10-19C). As the unit of the joule is too large to be used effectively for atomic systems, the electron volt (eV) is employed instead, with 1 eV = 1.60 x 10-19J. Thus the maximum kinetic energy of a photoelectron can be experimentally obtained from the stopping voltage. Radiation with higher frequencies will result in higher stopping voltages, and vice versa. With his theory of the quantisation of light, Einstein was able to derive Plancks formula and account directly for such hitherto inexplicable phenomena as the photoelectric effect and black-body radiation. His work overturned the previously accepted, but now proven flawed, wave theory of light, heralding a new era with the concept of wave-particle duality, in which light can be seen both as waves and as particles (quanta). It was for his services to Theoretical Physics, and especially for his discovery of the law of the photoelectric effect that Einstein was awarded the Nobel Prize for Physics in 1921. Another notable scientist, the American Robert Millikan, expressed grave doubts about Einsteins quantum theory and set out to experimentally prove him wrong. However, after a decade of thorough scientific investigations, Millikans results confirmed Einsteins theory in every aspect. He was even able to measure Plancks constant to within 0.5% accuracy. These travails earned Millikan the Nobel Prize in 1923 and further validated Einsteins quantum theory in explaining the photoelectric effect. 7.Practical Applications of the Photoelectric Effect The principle of the photoelectric effect is utilised in many domains. One significant application of the photoelectric effect is the solar cell. This is a device that converts electromagnetic radiation from sunlight into electrical energy. It is generally made up of a series of metallic plates facing the sun, emitting photoelectrons when struck by sunlight. These electrons then flow through an external circuit, thus generating electrical power. Another practical application is the photomultiplier tube (PMT). When light is shone onto a photosensitive cathode, electrons are emitted, and subsequently accelerated towards a second cathode. This produces more electrons, and is repeated for a number of cathodes, resulting in the multiplication of the number of electrons initially emitted by a factor of a million, to be detected as a current pulse at the final electrode. Thus PMTs are extremely sensitive light detectors, used in scientific applications that require high levels of accuracy, such as emission spectroscopy experiments. Phototubes also operate on the principle of the photoelectric effect. The electrical characteristics of these devices are dependent on the light that they are exposed to. Thus the current produced from a phototube may be used to operate sensor-based appliances such as automatic doors, sensor taps, alarm systems and light-activated counters. 8.Conclusion The photoelectric effect has undeniably played a significant role in the development of modern physics ever since its discovery. It has revolutionised mankinds understanding of the nature of light, its wave-particle duality. It was in the pursuit of an explanation for this phenomenon that Einstein made what was an important great leap forward in the world of science 3/4his conception of quantum theory. In fact the photoelectric effect and the problem of the ultraviolet catastrophe in black-body radiation formed the two experimental foundations upon which quantum theory was built. Thus the experiments conducted on the photoelectric effect can be considered among the most significant in the history of physics. Three distinguished physicists received the Nobel Prize in part for their work on the photoelectric effect: Max Planck in 1918, Albert Einstein in 1921 and Robert Millikan in 1923. The observations of the photoelectric effect and its subsequent explanations by Einstein can be regarded as directly responsible for the birth of modern physics. Appendix:A Timeline of the Photoelectric Effect Bibliography Andriessen, M et al. Physics 2: HSC Course2nded. Sydney: John Wiley Sons Australia; 2003. Burns, RW. Communications: An International History of the Formative Years. London: Institution of Electrical Engineers; 2003. Cassidy, D. [Internet]. Einstein on the Photoelectric Effect.[cited 2ndJuly 2008]. Available from https://www.aip.org/history/einstein/essay-photoelectric.htm Fowler, M. [Internet]. The Photoelectric Effect.1997. [cited 2ndJuly 2008]. Available from https://galileo.phys.virginia.edu/classes/252/photoelectric_effect.html Institute of Physics.[Internet].Did you knowà ¢Ã¢â€š ¬Ã‚ ¦ Photoelectric Effect.2007. [cited 2ndJuly 2008]. Available from https://www.einsteinyear.org/facts/photoelectric_effect/ Lukefahr, H Hannah J. [Internet]. Photo Electric Effect.[cited 2ndJuly 2008]. Available from https://www.eequalsmcsquared.auckland.ac.nz/sites/emc2/tl/pee/overview.cfm McGraw-Hill Higher Education. [Internet]. Millikan Oil Drop.2005. [cited 3rdJuly 2008]. Available from https://highered.mcgraw-hill.com/olcweb/cgi/pluginpop.cgi?it=swf::100%::100%::/sites/dl/free/ 0072512644/117354/02_Millikan_Oil_Drop.swf::Milikan%20Oil%20Drop MIT OpenCourseWare. [Internet]. The Demise of Classical Physics.[cited 4thJuly 2008]. Available from https://ocw.mit.edu/NR/rdonlyres/Chemistry/5-61Fall-2004/EBB0651F-6B5D-4333-83CE-8FB1E0863860/0/5_61_l03_f04.pdf Nave, CR. [Internet]. Blackbody Radiation.[cited 4thJuly 2008]. Available from https://hyperphysics.phy-astr.gsu.edu/hbase/mod6.html Nave, CR. [Internet]. Wave-Particle Duality and Photoelectric Effect.[cited 2ndJuly 2008]. Available from https://hyperphysics.phy-astr.gsu.edu/hbase/mod1.html Ng, A. HSC Study Package 2007: Physics.Sydney; 2008. Schombert, J. [Internet]. Photoelectric Effect.[cited 2ndJuly 2008]. Available from https://abyss.uoregon.edu/~js/glossary/photoelectric_effect.html Ter Haar, D. The Old Quantum Theory. Oxford: Pergamon Press; 1967. [Online version cited 4thJuly 2008]. Available from https://lorentz.phl.jhu.edu/AnnusMirabilis/AeReserveArticles/eins_lq.pdf Trapp, D. [Internet]. Electrons from Bright Light: the Photoelectric Effect.. [modified 19thJan 2007; cited 3rdJuly 2008]. Available from https://homepage.mac.com/dtrapp/ePhysics.f/labV_7.html University of Winnipeg. [Internet]. The Photoelectric Effect.[modified 10thSeptember 1997; cited 2ndJuly 2008]. Available from https://theory.uwinnipeg.ca/physics/quant/node3.html Vallance, C. [Internet]. The Photoelectric Effect.[cited 3rdJuly 2008]. Available from https://physchem.ox.ac.uk/~vallance/pdfs/PhotoelectricEffect.pdf Yuly, ME. [Internet]. Photoelectric Effect. [cited 8thJuly 2008]. Available from https://campus.houghton.edu/webs/employees/myuly/Courses/phys275/Labs/photoelectric.pdf

A Concise History Of The French Revolution - 860 Words

For my book review, I have read and evaluated Sylvia Neely’s history book entitled A Concise History of the French Revolution published in 2007 by Rowman Littlefield Publishers. Neely’s purpose is to gives an overview of the French revolution with the most important events, the most prominent people and the essential terms. We can see that the author proved her thesis by explaining the background causes of the revolution such as the ancient regime with Louis XVI. Also she described all important events in chronological orders which made it easier for the reader to understand. Neely’s book is at the same time an history book, but also an kind of encyclopedia because she included all essentials terms which were use during that time period, such as â€Å"dà ©rogeance†, which means the loss of nobility. This book is divided into nine chapters, from the Ancien Regime to the Thermidor and the Director. There are essential maps with the years and the page number, such as France in 1789. France were divided between Pays D’à ©tats such Rennes or Toulouse and Pays d’à ©lections such as Ile-de-France or Normandy. Also, there were seat of parlement all around the coast or borders. Neely gave us a list of important figures in the French Revolution such as the Jacobins Club or Robespierre. The author explained how the French Revolution starts and also how choice made by the royal government affect the old regime which moved the country into different conflicts. For example, in chapter 1 â€Å"TheShow MoreRelatedThe American Revolution : A Concise History By Robert J. Allison Essay1405 Words   |  6 Pages In The American Revolution: A Concise History, by Robert J. Allison, the main thesis of the book is the American Revolution. Allison thoroughly describes not only events that took place during the war but the events that caused the war and its aftereffects. Allison discusses tons of key players who were a major part of the war that many were unaware of like John Burgoyne, Henry Clinton and several other generals and/or politicians who helped shaped the war. Furthermore, one major point AllisonRead MoreThe Battle Of Warfare During The Napoleonic Era1422 Words   |  6 PagesBrittany Adkins Dr. Knox History 1301 1 January 2017 Argumentative Essay Support or disapprove the argument that warfare in the Napoleonic era is fundamentally similar to warfare as it is practice today. Warfare in the Napoleonic era is fundamentally similar to warfare as it is practiced today. The Napoleonic era took place towards the end of the French Revolution between the years 1803-1815. Despite occurring over 200 years ago, the Revolution in Military Affairs (RMA) that occurredRead MoreEssay on French Revolution and the Creation of the National Assembly 792 Words   |  4 PagesThe French Revolution and the creation of the National Assembly Introduction The French Revolution was a critical era in the history of France and Europe that radically transformed the social and political aspects of the nation from the ancient monarchy system of government and feudal system, to the introduction of democracy. The French people drew their motivation from the American people who had already achieved the democratic institutions. As such, the Enlightenment age compelled individuals toRead MoreFactors Leading To The French Revolution Essay1084 Words   |  5 Pagesthe famous words of French Enlightenment thinker Jean Jacques Rousseau, but these simple words are also an example of the feelings and inevitable reality of most French people during the late eighteenth century. It was the writers, thinkers, and philosophers like Rousseau whose principles shaped the beginning of a monumental movement throughout Europe which eventually led to the French Revolution. The Enlightenment, also known as the Age of Reason was a time in French history that is be st characterizedRead MoreDifferences Between the French and American Revolutions1362 Words   |  6 Pagesthe American and French Revolutions Sometimes a revolution can take place within a country against its own current state of government, other times a revolution can take place externally to rid a country of another countrys influence. There are many components that are involved in a revolution taking place. One must consider the causes or reasons of the situation, the events that occur during the revolution and the effects or aftermath that had been created by that revolution. There were majorRead MoreThe American Revolution And The French Revolution1673 Words   |  7 PagesThe American Revolution and the French Revolution marked a change in history for both nations. The American Revolution led to freedom and also their rise to power as their own nation. However the French Revolution marked a change in their government for the worse. Both nations fought to remove the corruption of the monarchy. With the same general idea both nations sought to better themselves. Though both were revolutions one nation really capture d what they were fighting for. The war did not officiallyRead MoreThe Revolution Of The Haitian Revolution1491 Words   |  6 Pagesof the rebellions and revolts are inspired largely by the successful Haitian Revolution. Slaves saw the success of this famous rebellion as a way for them to achieve freedom. But if people want to know why the revolution was successful, they must look at the history of the rebellion itself. In the book, Concise History of the Haitian Revolution, author â€Å"Jeremy Popkin provides an interpretation of the Haitian Revolution of 1791, at once a massive slave revolt and the second successful independenceRead MoreRomanticism in Music Essay1614 Words   |  7 PagesRomanticism in Music Romantic: of, characterized by, or suggestive of an idealised, sentimental, or fantastic view of reality#8230; concerned more with feeling and emotion than with form and aesthetic qualities. The Concise Oxford Dictionary, Eighth edition, 1991. The term romantic first appeared at sometime during the latter half of the 18th Century, meaning in quite literal English, romance-like, usually referring to the character of mythical medieval romances. The first significantRead MoreThomas Gage And His Impact On The Revolutionary War Essay1608 Words   |  7 Pagescountry, people looked to Gage to make it right. Gage was unable to take the necessary actions to prevent the war and ended up being a driving factor in the American Revolution. In the beginning of Gage’s time serving in the military and the start of his tenure as Military Governor he was fairly well liked. Gage had fought in the French and Indian War after fighting a handful of battles in Europe. He joined the military in 1741 and came to America in 1754 (Walsh, 2013). As he served his countryRead MoreThe French Revolution: A War of the Social Classes Essay1465 Words   |  6 PagesThe French Revolution was basically a war of the social classes. The middle class believed that in order to gain equality they had to get rid of the privileges that were stopping the progress of their rise in society. To do this they had to gain power within the government and make changes, such as, improving the tax system, creating a fair system of production where profits went to the producer, improving the whole economic system of the government, and plus many more. The revolution was a fight

Theory and Practice of Work with Young People Free Essays

string(241) " moral underclass discourse lays the blame for social inequalities, poverty and disaffection solely on the shoulders of the working class themselves because: ‘The problems faced are then seen not so much as structural but as personal\." ‘The group constituted an open air society, a communal gathering which had great importance socially, culturally and economically. ——— During each nightly meeting the young worker, once fully integrated, listened, questioned, argued and received unawares an informal education.. We will write a custom essay sample on Theory and Practice of Work with Young People or any similar topic only for you Order Now ’ (Roberts in Smith, 1998:24). Describing his experience of street groups in the early part of the 20th century, Roberts uses the term ‘informal education’ to describe the accidental learning that took place as a direct result of the interaction between young working men. But can what we call ‘informal education’ in the 21st century be described as accidental? Mark Smith argues that whilst: ‘Learning may at first seem to be incidental it is not necessarily accidental; actions are taken with some purpose. The specific goal may not be clear at any one time – yet the process is deliberate.’ (Smith, 1994:63). Throughout this assignment I shall be exploring the term ‘informal education’, examining its origins and meanings, its purpose and practice. Using historical information to examine the early roots of present day youth work, I shall asking whether anything has really changed in the past 150 years by exploring the issues that I face in my day to day practice as a youth and community worker. In 1755 Jean Jacques Rousseau published his work ‘A Discourse on Inequality’ and argued that as civilisations grew, they corrupted: ‘Mans natural happiness and freedom by creating artificial inequalities of wealth, power and social privilege’ (Smith, 2001, www.infed.org/thinkers/et-rous.htm) In 1801 Johann Heinrich Pestalozzi published How Gertrude Teaches Her Children. Like Rousseau, Pestalozzi was concerned with social justice and he sought to work with those he considered to be adversely affected by social conditions, seeing in education an opportunity for improvement. (Smith, 2001). In the first half of the 20th century John Dewey published three books that built on the earlier work of educationalists like Rousseau and Pestalozzi. These works heavily influenced the development of informal education as we know it today since they: ‘Included a concern with democracy and community; with cultivating reflection and thinking; with attending to experience and the environment.’ (Smith, 2001, www.infed.org/thinkers/et-hist.htm#theory). In 1946 Josephine Macalister Brew’s book Informal Education: Adventures and Reflections, brought informal education into the realm of youth work. This was followed in 1966 by The Social Education of the Adolescent by Bernard Davies and Alan Gibson. Since then there have been numerous works on the subject of informal education, most notably, in relation to youth work, those of Tony Jeffs and Mark Smith. So what exactly is informal education? Like many terms in use today, it is widely used to describe an enormous variety of settings and activities. In 1960 the Albermarle Report used it to describe youth work provision as: ‘The continued social and informal education of young people in terms most likely to bring them to maturity’. (in Smith, 1988:124). Houle (1980) favoured the experiential definition of informal education describing it as ‘education that occurs as a result of direct participation in the events of life’ (In Smith, 1988:130), whilst Mark Smith said ‘one way of thinking about informal education is as the informed use of the everyday in order to enable learning’ (Smith, 1988:130). In 2001 Smith went further, describing informal education that: ‘* works through and is driven by conversation * involves exploring and enlarging experience * can take place in any setting’ (Smith, 2001, www.infed.org/i-intro.htm) And of its purpose: ‘At one level, the purpose of informal education is no different to any other form of education. In one situation we may focus on, say, healthy eating, in another family relationships. However, running through all this is a concern to build the sorts of communities and relationships in which people can be happy and fulfilled.’ (Smith, 2001, www.infed.org/i-intro.htm). Whilst I would agree with Mark Smiths definition of informal education there is and has been an enormous diversity of opinions, theories and explanations of exactly what sort of community we need for people to be happy and fulfilled. Smith’s assertion that the role of informal educators is to work towards all people being able to share a ‘common life’ with an emphasis on: ‘Work for the well-being of all, respect the unique value and dignity of each human being, dialogue, equality and justice, democracy and the active involvement of people in the issues that affect their lives’ (Smith, 2001, http://www.infed.org/i-intro.htm) involves a commitment to anti-oppressive practice that is expounded in much of the literature surrounding the field of informal education. But this has not always been the case and can we hand on heart honestly lay claim to practicing liberating education in our work today? Whilst Rousseau, Pestalozzi and Dewey all identified structural inequalities and believed that ‘education is the fundamental method of social progress and reform’ (Dewey in Smith, 2001, www.infed.org/archives/e-texts/e-dew-pc.htm) the application of their theories were not always applied to the work of those who first began providing services for young people. Indeed early ventures into the field of youth work are often seen as controlling not liberating and as overtly oppressive instead of anti-oppressive. ‘The early youth service history in both England and Wales has been described – as a time when work with young people was characterised by both appalling social and employment conditions and by rapid social and political change caused by the development of an industrialised urban society’ (Jones Rose, 2001:27) It is within this context that intervention by middle class societies and organisations in the 1800’s was seen to be necessary in order to rescue, control and/or rehabilitate young, working class people. Concern over the working conditions of children and young people brought into being an array of groups, clubs and educational services and policies designed to rescue and protect young people from the worst excesses of employment practices and the failure of working class parents to provide a suitable and controlled home life. ‘Working class adolescents were thought to be most likely to display delinquent and rebellious characteristics – because it was widely assumed that working class parents exercised inadequate control over brutal adolescent instincts’ (Humphries 1981 in Smith, 1988:9) This moral underclass discourse lays the blame for social inequalities, poverty and disaffection solely on the shoulders of the working class themselves because: ‘The problems faced are then seen not so much as structural but as personal. The central deficit is often portrayed as emotional or moral’ (Smith, 1988:56). And it also suggests that: ‘Their behaviour, without coercion and control, will mean that they will remain unable to join the included majority’ (Payne, 2001: handout) By the end of the 19th century, compulsory education and a growing number of welfare statutes meant that youth workers focus shifted from welfare and rescue to a concern with the moral character of young people which was underpinned by the growing influence of Victorian family ideology. ‘The Victorian middle class had very definite ideas about the ideal family and the desirability of imposing such an ideal upon the whole of society.’ (Finnegan, 1999:129) This was: ‘Not just a family ideology but also a gender ideology. It was a careful and deliberate attempt to reorganise the relations between the sexes according to middle-class ways and values and then define the outcome as somehow being natural’ (Smith, 1988:4) Thompson says of this view: ‘To describe, for example, the traditional male role of breadwinner as ‘natural’ adds a false, pseudo-biological air of legitimacy.’ (Thomspon, 2001:28) This was at a time when the ‘discovery’ of adolescence by Hall and Slaughter and a biologically determined explanation of human behaviour meant that: ‘Those who saw it as their duty or job to intervene in the lives of young people, now had a suitable vocabulary of scientific terms with which to carry forward their intentions’ (Smith, 1988:9) The Biological determination of human behaviour further justified differentiated gender roles within the family as well as creating an: ‘Ideology of adolescence marked out (by) a biologically determined norm of youthful behaviour and appearance which was white/anglo, middle class, heterosexual, able bodied male’ (Griffin, 1993:18) However, just as family ideology was a driving force in determining social relations at the beginning of the twentieth century; it is just as powerful here in the twenty-first. Roche Tucker say that: ‘It is through the use of the representations (discursive messages and images) contained within ‘family ideology’ that social policies and educational and welfare arrangements are constructed and maintained.’ (Roche Tucker 2001:94) Gittins agreed: ‘Family ideology has been a vital means – the vital means – of holding together and legitimising the existing social, economic, political and gender systems.’ (Gittins in Roche Tucker 2001:94) This is significant if Driver and Martell are correct in asserting that present day ‘Labour increasingly favours conditional, morally prescriptive, conservative and individual communitarianisms’ (Driver Martell, 1997:27) which Etzioni believed would right the social problems of today that are attributable to the ‘failure of people to exercise social and moral responsibility’ (Etzioni in Henderson Salmon, 1988:22). Etzioni emphasised the role of the traditional nuclear family in inculcating in children the right moral standards and he described communitarianism saying: ‘Communitarians – call for a peer marriage of two parents committed to one another and their children’ (Etzioni in Henderson Salmon, 1988:22) Like the Victorians, present day government can be seen as equally keen to legislate into being their ideology of the nuclear family through the use of stricter divorce laws and punitive measures imposed on single parents. The decision to cut lone parent premiums from income support and child benefit in 1998 are examples of a willingness to impose their ideology on society as a whole despite the fact that what they are proposing as ‘normal’ or ‘natural’ is not bourn out statistically. ‘The ideological norm of the nuclear family is often presented as if it were a statistical norm whereas, in fact, only 23% of households follow the nuclear family pattern of biological parents with their dependent children.’ (Thompson, 2001:28) Michael Anderson also points out that despite the belief that the traditional family has only recently become fragmented, marital break up was a regular feature of 19th century Britain and is not peculiar to the 20th century. Comparing marital dissolution caused by death in 1826 and by death and divorce in 1980, Anderson concluded that: ‘The problem of marital break-up is not then new – (it) was clearly, statistically, an equally or even more serious problem’ (Anderson in Drake, 1994:73) However, this desire and determination to bring about a particular kind of society influenced by a set of morals and ideals is reminiscent of Mark Smiths definition of the purpose of informal education as: ‘A concern to build the sorts of communities and relationships in which people can be happy and fulfilled.’ (Smith, 2001, www.infed.org/i-intro.htm). The only real difference lies in the definition of what makes for community fulfilment and happiness. Smith says that informal education: ‘Involves setting out with the intention of fostering learning. It entails influencing the environment and is based on a commitment to certain values..’ (Smith, 1999:19). It would not be difficult to describe the efforts of the middle class in the 19th century in such a way although with our 21st century eyes we now believe we can read the intended control and oppression of working class communities behind their ideals. But in the 21st century are we actually doing much better? If our suspicions concerning the intentionality behind the actions of Victorian middle class youth workers are correct, can we say our own intentionality is any purer? If intentionality can be understood as power as defined by Bertrand Russell when he says that power is the ‘production of intended effects’ (in Jeffs Smith, 1990:5), we could be accused of wielding power in order to create the sorts of communities and relationships in which people can be happy and fulfilled’ (Smith, 2001, www.infed.org/i-intro.htm), according to our own philosophies, beliefs and current hegemonic principles, in much the same way that we accuse the middle class philanthropists of the 19th century. Is the ability to wield power to effect change in the lives of others conducive with a practice that has at its heart a commitment to anti-discriminatory practice which: ‘Means recognising power imbalances and working towards the promotion of change to redress the balance of power’ (Dalrympole Burke, 2000:15). As professional workers we can also be considered middle class? All of which begs the question, have we more in common with our predecessors than we like to think? It is certainly possible that they too thought they were operating with the same ‘moral authority’ that Jeffs Smith describe as part of an informal educators role in: ‘Being seen by others as people with integrity, wisdom and an understanding of right and wrong’ (Jeffs Smith, 1999:85) Especially in their desire to provide a ‘strong guiding influence to lead them (young people) onward and upward socially and morally’ (Sweatman, 1863 in Smith, 1988:12). No doubt they would also have agreed with Kerry Young’s description of youth work as supporting ‘young people’s moral deliberations and learning’ (Young in Banks, 1999:89). But early youth workers cannot be described as concerned with equality and anti-oppressive practice. On the contrary, their work was: ‘Contained within particular class, gender, racial and age structures: a woman’s place was in the home, to be British was to be best, betters were to be honoured and youth had to earn its advancement and wait its turn’ (Smith, 1988:19) This made life extremely difficult for anyone who did not fit the stereotypical image of British youth. Tolerance and respect for other races and religious systems was not a feature of informal education and, for example, the estimated 100,000 Jewish immigrants that arrived in Britain between 1840 and 1914 had great difficulty: ‘Maintaining a distinctive culture in a climate of oppression and restriction – (coupled with) pressures – to acculturate to middle-class norms’ (Pryce, 2001:82) So what of my practice, of my intentionality? Do I operate from a moral underclass ideology that blames homeless young people for their situation or do I work from a redistributive discourse that sees the issue of poverty as central to the exclusion these young people experience? Can what I do in my day to day practice be termed informal education? Am I concerned with oppression and anti-oppressive practice? Much of what I and Nightstop as an agency do in our work involves enabling young people to live within a system that is discriminatory, unfair and biased towards a particular form of family ideology that suggests that young people should remain dependent on their parents until financially independent or aged 25 which means that they are entitled to lower rates of benefit. Even those young people who work find themselves living on lower wages than their older colleagues. Christine Griffin argued that the discovery of adolescence: ‘Emerged primarily as a consequence of changes in class relations as expanding capitalist economies demanded a cheap and youthful labour force’ (Griffin in Roche Tucker, 2001:18) Even today the notion that young people deserve less pay than their elders finds voice in the policies of the minimum wage which offers no restriction on wages for 16/17 year olds and a lower rate for those aged 18-22. Our continued involvement in teaching them to budget their reduced incomes could easily be described as an expression of an ideology that believes that it is the lack of skills these young people have that cause them difficulties in surviving the benefit and pay systems rather than a belief in the failure of the systems to provide adequate means of survival. And if this was all that we do we could not be described as informal educators if part of the formulae for informal education involves: ‘Equality and justice, democracy and the active involvement of people in the issues that affect their lives’ (Smith, 2001, http://www.infed.org/i-intro.htm) However, whilst enabling young people to develop the skills necessary to live independently we also encourage them to question the inequalities they face and the ideologies underpinning them. By engaging young people in conversation, which Jeffs and Smith say is ‘central to our work as informal educators’ (Jeffs Smith, 1999:21), and asking ‘is that fair’ and ‘why do you think that is’ we encourage them to question things they take for granted as normal and natural and involve them in what Freire described as ‘problem-posing’ education which encourages people to critically examine the world so they may: ‘Perceive the reality of oppression, not as a closed world from which there is no exit, but as a limiting situation which they can transform’ (Freire, 1993:31). I do not believe the same can be said for the work of early youth workers and much of the work they undertook can be understood as designed to maintain the status quo, to silence the witnesses to oppressive regimes and to control the masses that were beginning to organise themselves via the emergence of trade unions. Emile Durkheim described this type of education as ‘simply the means by which society prepares, in its children, the essential conditions of its own existence’ (Giddens, 1972:203), which can be understood as a form of social control. ` The process which enforces values and maintains order is termed social control` (Hoghughi, 1983 in Hart, 2001, youthworkcentral.tripod.com/sean1.htm) Again the question arises, as informal educators in the 21st century are we doing much better? Sean Hart believes we may not. Social control within a context of community work may be regarded as a process of continuity. Indeed much community work, especially that of those with right wing political ideology, involves self-help and making the best of what you have. Thus, it could be argued that this kind of work reinforces the current hegemony and deflects from attempts to challenge the oppression it creates. (Hart, 2001, youthworkcentral.tripod.com/sean1.htm) The difficulty in this for my work is that the young people with whom I work must learn to make the best of what they have and the daily grind of finding enough to eat means that they have little energy left for dismantling oppressive regimes. As Friere said: ‘One of the gravest obstacles to the achievement of liberation is that oppressive reality absorbs those within it and thereby acts to submerge human beings consciousness’ (Freire, 1993:33). And as they struggle with meeting their most basic of needs I sometimes find it difficult to justify my continuing commitment to educate them about inequality when their overwhelming deprivation is viewed from my comfortable, middle class life style. The inescapable ethical dilemma is very clear since their need pays for and justifies my existence as the manager of Nightstop. As Mark Smith says the welfare professions: ‘Provide a rich source of desirable jobs – for members of elite and middle class groups where such groups can enjoy varying degrees of power, privilege and freedom in their work’ (Smith, 1988:58). And I certainly do have power, not only within my own organisation but within local government departments who actively seek my input on the development of services for homeless young people. But in order to ensure that I do not ‘help to maintain the system which supports (me)’ (Smith, 1988:58) I now encourage those systems to interact directly with the young people for whom services are being designed at the same time as encouraging young people themselves to play an active part in service development by helping them develop their social intelligence. This can be described as: ‘An understanding of social rules which govern our interactions and an ability to follow or manipulate these to achieve our ends.’ (Graham in Hunter, 2001:75). and although this means that I favour David Clarks model of community ‘as a collection of social systems and of individuals in community as affected by different systems’ (Hunter, 2001:20) and of community development as ‘opening systems up to each other’ (Hunter, 2001:112) this does not fit with Freire’s view that: ‘The solution is not to â€Å"integrate† them into the structure of oppression but to transform that structure so that they can become â€Å"beings for themselves’ (Freire, 1996:55). However, I also believe that young people themselves have the ability to transform the structure by virtue of their active involvement within it since I do not see young people as incapable of making a vital and valuable contribution to their communities. In this I seek to avoid the accusation that I have a ‘lack of confidence in the people’s ability to think, to want and to know’ (Freire, 1996:42). The same cannot be said of the youth workers in the early 20th century who felt it necessary to improve young people but without the welfare and rescue focus found it necessary to have other ways of encouraging young people to attend. This was resolved in so far as young people were to be attracted by leisure opportunities whilst support from the ruling classes could be enlisted via the aims of moral improvement so close to their heart. Baden-Powell’s identification of citizenship as an answer to problematic youth in 1907 enabled him to offer up scouting and its emphasis on: ‘Observation and deduction, chivalry, patriotism, self-sacrifice, personal hygiene, saving life, self-reliance, etc’ (Jeal, 1995:382) Claiming this would produce a new generation of young people who would fit more closely the ideals sought. In other words he described his practice in terms likely to fit the dominant ideology of the day in order to secure the support he needed to continue the work. Again reminiscent of today since: ‘Attempts to attract changing sources of funding have usually been accompanied by promises to elicit from young people whatever behaviour was required by the particular funding body’ (Young in Banks, 1999:78). I encounter the dilemma between the needs of my organisation for funding and the desire to end the stereotypical classification of homeless young people on a regular basis as I am frequently required to describe homeless young people in terms that are labelling and oppressive in order to meet the criteria and therefore the ideology of funders which suggests that young people should be capable of independent adult life but whose efforts are actually ‘ consistently thwarted by (their) relegation to the status of a dependent underclass’ (Henderson Salmon, 1988:30). The new youth service of 1900s found that: ‘While clubs have exploited the need for recreation among working class adolescents, and combined this with their being vehicles for a conservative ideology, they did not necessarily attract large numbers’ (White early 1900’s in Smith, 1988:14). Concern with the numbers of young people attending youth provision is no less today than it was then. The continued need of sponsors, whether statutory or voluntary, for statistical information concerning the use of facilities and opportunities, means that we are ever pushed towards quantifying our work for evaluation purposes instead of concentrating on the quality of provision. Mark Smith says that: ‘Part of the reason for the failure to attract working class young people lies in the tension between social provision and improving aims’ (Smith, 1988:14) and although he was describing the dilemmas of early youth workers I believe this is also present today. If informal education has purpose then it cannot be anything other than improving, even Jeffs and Smith say that informal education works to the ‘betterment of individuals, groups and communities’ (Jeffs Smith, 1999:83). And if we are not honest and open about our improving aims, can young people be said to be participating voluntarily from a position of informed consent? The need to ‘improve’ and ‘socialise’ young people has continued to be a recurring theme throughout the 20th century within government policy. The Education Act of 1918 gave Local Education Authorities the power to spend money on the ‘social training of young people’ (Smith, 1988:34). Circular 1486, In the Service of Youth (Board of Education, 1939) which said that youth services should have ‘an equal status with other educational services’ (Nicholls, 1997:8) talked of the disruption the ’14-20 age group had suffered in its physical and social development’ (Smith, 1988:34). Circular 1516, The Challenge of Youth said the aim of an LEA should be to ‘develop the whole personality of individual boys and girls to enable them to take their place as full members of a free community’ (Nicholls, 1997:9) whilst Circular 1577 (Board of Education 1941) required young people to register with their LEA and ‘be interviewed and advised as to how they might spend their leisure time’ (Smith, 1988:35). In 1960 the Albermarle Report portrayed ‘the main job of youth work as being to help young people to become ‘healthy’ adults’ (Smith, 1988:49) although Mark Smith argues that the ‘second element of Albemarles vision for the youth service (was) the containment and control of troublesome youth’ (Smith, 1988:71). In 1966 the Home Office Children’s Department began planning: ‘Community Development Projects – to aid work preventing family breakdown and juvenile delinquency’ (Nicholls, 1997:20) which effectively takes us back 100 years. Informal education since then has taken on many guises, from concern about dwindling numbers of young people attending provision, to a growing awareness that there are young people who do not attend at all, the ‘unattached’ youth. However it is the continuing response to a problematic discourse that has characterised the series of moral panics about young people that has in the past and continues today to shape youth work. Conclusion Although a growing political awareness of the needs of young people who have been marginalised and excluded by society because of their race, gender, disability, sexuality and class etc., led to targeted work that was and is ‘issue based’, youth work has, throughout the past 150 years, maintained its associational character (Smith, 2001). However, recent work has begun to concentrate more on the individual than the ‘social groupwork’ (Smith, 2002, www.infed.org/youthwork/transforming.htm) Smith says is fundamental to informal education. The linking of the youth service to the Connexions Strategy with its emphasis on surveillance, control and containment, coupled with an individual, case work emphasis will mean that: ‘The concern with conversation, experience and democracy normally associated with informal education is pushed to the background’ (Smith, 2002, www.infed.org/youthwork/transforming.htm) Working to state led objectives and targets that are fed by a communitarianist ideology that focuses on the family mean that what informal educators do in the twenty-first century does not differ greatly from the work undertaken in the 19th and the assumption that adults have a right to intervene in the lives of young people, from a variety of hidden agendas and purposes continues unchallenged. In 1944 Paneth asked: ‘Have we been intruders, disturbing an otherwise happy community, or is it only the bourgeois in us, coming face to face with his opponents, who minds and wants to change them because he feels threatened? Or do they need help from outside? (Paneth, 1944 in Smith, 1988:37). How to cite Theory and Practice of Work with Young People, Papers

Business Intelligence Brand Perception

Question: Discuss about theBusiness Intelligencefor Brand Perception. Answer: Reasons Make It Work Inc. developed and implemented the business intelligence project as a strategy for evaluating its environment and determining issues that should be resolved and opportunities that should be leveraged to enhance the companys growth. As the companys operations expanded beyond Santa Barbara, the management sought to become the leading company in consumer digital technology service industry. This involved building a positive brand perception and enhancing the companys appeal to the target consumers. Additionally, the company had to identify issues that may undermine its operations as well as opportunities emerging that could be tapped to expand the companys services and build its customer base. A business intelligence project could assist the company to track these key aspects that played an instrumental role in defining the companys image. Through the project, the company could identify issues with its services by tracking various metrics such as customer complaints. This would be good key performance indicators (KPI) that show the companys performance and illustrate factors affecting its operations. With the project, the company management could view performance metrics that indicated the level of customer satisfaction and other performance measures. Besides tracking key performance indicators, a business intelligence project could enable the company to monitor performance stats, sales, and financial measures which were important in evaluating the financial performance of the company. Monitoring such metrics was important to the company as the management sought to continuously assess its performance and growth as it expanded to new markets to ensure that it had a healthy financial growth. The company management aimed at determining issues that required quick remedial action to mitigate risks and their effects on the company operations. Collecting and analyzing customer complaints would be important in determining the quality of service offered by the company and the brand perception among the target consumers. With a business intelligence project, Make It work Inc. could monitor issues in real time and prioritize them to ensure that the critical ones were attended to eliminate the threat to brand image. This would be key in enabling the company to respond to such issues quickly. Integrating business intelligence in company operations implied that the company could enhance its IT capabilities in making its businesses more flexible and improving its responsiveness to the dynamics associated with its environment. The management sought to implement the project to improve collaboration among its employees and make it possible for the company to act quickly on issues identified. Outcomes By implementing the business intelligence project, Make It Work has improved its operations and customer satisfaction. The project has enabled the company to gears its business processes towards the core competencies. That is, the company has made its business operations to be customer-centric which has been essential in satisfying customers. With the business intelligence project, the company has leveraged on the information obtained to enhance financial performance and increase customer satisfaction. The business intelligence project has played an instrumental role in helping the company staff to identify and resolve issues. For example, the operators can identify a customers problem and connect them with specialists with skills relevant to the problem. This has improved task performance as some processes can be completed within minutes and service delivered as expected by clients. The project also enables the company to collect feedback from customers about service delivery. It can analyze the feedback and identify customers rating score which serves as a performance metric that is leveraged by the company to determine its performance. Since the company collects a lot of data, business intelligence project has been essential in assessing this data and calculating key performance indicators that illustrate issues and customer satisfaction. The project has features that define thresholds. These thresholds trigger alerts such as emails and indicators color which allows managers to identify problems that may be occurring. By monitoring customer feedback, Make It Work can determine issues affecting service delivery and customer feedback. This allows the company to implement remedial action to enhance customer satisfaction by reducing chargeable service time and perform remedial actions for service considered to be unsatisfactory. This has improved the companys capability in delivering a superb customer experience that maintains customer satisfaction and encourages repeat purchases. This has led to an increase in sales and revenue as the company retains most of its satisfied customers. Business intelligence project has enabled the company to enhance collaboration in the company geared towards improving service delivery. Through the project, the company can keep the staff informed about various events related to the company operations and interact with them to ensure they meet the company expectations. Additionally, the project analyzes data in a customer database that enables the company to gain a deep insight into customer habits and other aspects related to customers that can be leveraged to improve service delivery or create new customer-oriented services that align with customer needs. Make It Work has developed the capability to track and analyze sales data related to its service. The business intelligence project analyzes the data to indicate the companys financial performance. This has enabled the companys managers to identify operations incurring many costs and managing them on time to reduce operation costs and maintain the financial viability of the companys operations. As part of the information systems, the business intelligence project has played an instrumental role in integrating business processes and facilitating data analysis which has allowed the company to identify and resolve issues with negative implications on its operations. Additionally, the managers have become more responsive to the company operations as they can quickly prioritize and address issues affecting service delivery. Through the business intelligence project, Make It Work has delivered the quality customer experience that gives it a competitive advantage over its rivals. The project has resulted in an increased company growth in sales and customers. It has improved the quality of technical service offered to the customers which has enabled the company to gain recognition in its industry and forge valuable relationships with companies such as Verizon Communications and Apple. Its quality service has allowed the company to develop premium packages and gain more loyal customers.