Research Methods for Business Assignment Example | Topics and Well Written Essays - 2250 words - 1

Research Methods for Business - Assignment Example Apart from this based on the study, it has been recognized that during the global trade, companies are facing several kind of risks from the global market place, which may be in terms of political aspects, economical aspects and commercial aspects. USASuperCars has been selling luxury sports cars. The company has developed a contractual agreement for selling cars to customers on a global context. In this respect, the intention of the article is to highlight information relating to foreign exchange along with the concept of global trade. Moreover, the study identifies the role of the bank in the sphere of exchange rate policy. At the same time, the involvement of risks in the foreign trade has been also discussed. In this assignment, selling prices of the USASuperCars has been given below along with the name of the countries. Thus, the aim of this assignment is to identify the consequences according to the situation given in the case. At the same time, involvement and occurrences of bank in case of foreign trade has been demonstrated through the study. In order to identify the probability of exceeding the revenue $ 2,200,000, it can be ascertained that if the company USASuperCars will incur loss approximately around (17%) due to foreign exchange and for other reasons such as distribution purpose, even then the company will definitely be able to ensure a revenue approximately $2,200,000 or more. Rationally, the cost of cars is found to be recorded as $2207607.45, which signifies that during the global trade if the company will perform their trade operation with a loss of 17%, instead of that the company will able to earn a revenue around at least $ 2,200,000. Thus, it can be claimed that the probability is high of exceeding the revenue level $2,200,000 (Niepmann & Schmidt-Eisenlohr, 2014; Economy watch, 2010). In order to identify the probability of exceeding the revenue $2,225,000, it can be claimed that

IMPLEMENTING CHANGE IN HEALTH CARE (UK) Essay Example | Topics and Well Written Essays - 2500 words

IMPLEMENTING CHANGE IN HEALTH CARE (UK) - Essay Example How easy is it for people to give up their belief in their own competence Sometimes the need for learning new skills is recognised formally by an organisation when it builds training events into the change programme. Change affects people in different ways, but management experts tend to agree that people go through similar stages in order to come to terms with change. From this transition from resistance to acceptance of change to move into the desired future situation would depend mainly on tow factors, available resources and the willingness to change. Some theories cane be of help to assess this. Lewin's (1951) model of change is one of the most frequently used and easily understood approaches to planning and implementing change in organizations. Many people have added their own elaborations to this model, but its basic ideas remain the same. The basic elements of Lewin's change model are unfreezing, change, and refreezing. Assuming that a work situation is basically stable before change is introduced, although some changes occur naturally, people tend to stay in the "comfort zone" meaning they are generally accustomed to each other, have a routine for doing their work, and are pretty confident that they know what to expect and how to deal with whatever problems may arise in the course of a day (Lewin, 1951, 1-23). A change of any magnitude is likely to move people out of this comfort zone into discomfort. Lewin calls this movement unfreezing. People resist change for a variety of reasons, which vary from person to person and situation to situation. Some are ready to risk ch ange, and others seem to prefer maintaining the status quo. One change in routine provokes a storm of protest, whereas another change is hardly noticed. Resistance to change comes from three major sources: technical concerns, psychosocial needs, and threats to a person's position and power (Lewin, 1951, 35-41). Lewin suggested a way of looking at the overall process of making changes. He proposed that organizational changes have three steps. The first step involves unfreezing the current state of affairs. This means defining the current state, surfacing the driving and resisting forces and picturing a desired end-state. The second is about moving to a new state through participation and involvement (Lewin, 1951, 45-53). The third focuses on refreezing and stabilizing the new state of affairs by setting policy, rewarding success and establishing new standards. Lewin's three-step model uses the organism metaphor of organizations, which includes the notion of homeostasis. This is the tendency of an organization to maintain its equilibrium in response to disrupting changes. This means that any organization has a natural tendency to adjust itself back to its original steady state (Lewin, 1951, 57-78). Lewin argued that a new state of equilibrium has to be intentionally moved towards, and then st rongly established, so that a change will persist. Lewin's model was designed to enable a process consultant to take a group of people through the unfreeze, move, and refreeze stages. For example, if a team of people began to see the need to radically alter their recruitment process, the consultant would work with the team to surface the issues, move to the desired new state and reinforce that new state (Lewin, 1951, 85-99). Lewin's ideas provide a useful tool for those considering organizational ch

Implementation Plan Essay Example for Free

Implementation Plan Essay Cut over strategy defines the strategies and decision for the system installation. Once a system has been developed and tested, it must be installed and placed into operation. Installing a system and making it operational is complex as there are many conflict constraints. Some of important issues when planning installation are to be considered like cost, customer relations, employee relations, logistical complexity, and overall exposure to risk (Silvia, 2000). Some of the most important issues to be considered when planning installation include incurring costs of operation both systems in parallel, detecting and correct the errors in the new system, potentially disrupting the company and its IS operation and training personnel and familiarizing customers with new products. Different approaches to installation represent different trade-offs. The most commonly used installation approaches are: 1. Direct installation; in a direct installation the new system is installed and quickly made operational and any overlapping system are then turned off. This is also called as immediate cut over. The primary advantage of direct installation is it simplicity; the primary disadvantage of this is its risk. Because legacy systems are not operated in parallel, there is no backup in the event that the new system fails. This installation is typically used under the new system is not replacing a legacy system or downtime of days or weeks can be tolerated. 2. Parallel installation: In this the new system is implemented and run in parallel with the new one but not completely implemented at a stance. The old system is kept in place and slowly replaced. The cost factors are high but efficiency is derived from it. 3. Phased installation: The system is installed and get into operation in a series of steps and phases. Each phase is well observed before and after implementation. The new system is not operating completely at this time but is replacing the old system in phases. It is time consuming but very effective in the long run. Our installation strategy for the equipment tracking system would be the phased approach. It marks the continuity of the present business and also taking into account the changes the new system is about to begin. The business requires to flow and cannot be halted for installation of the system; therefore phased installation is the most suitable. a. Training Guide The function of training is to teach the user of the system the process of data flow within the system and the various operational procedures for correct and timely implementation of the knowledge for better productiveness. All the required user of the system will be given training and to provide know-how of the system working procedure and the involved business process. The effective use of business function needs to be well understood for the correct utilization of the system for the required purpose (Laudon, 2003). They are also required for learning the technical issues which would come up in the process of handling the system. The disaster recovery plan is also required to be provided so that risk can be managed well and the user of the system will not have to halt the operations of the business in case of failure or exceptional situations. All the users of the system will be trained in the following manner namely Face to face, Group manner, Individual training, Video audio conference and many other methods. All the techniques will be used for successful training of personnel of equipment tracking system.

Comparative Analysis Of Hobbes Locke And Rousseau Philosophy Essay

Comparative Analysis Of Hobbes Locke And Rousseau Philosophy Essay Hobbess, Lockes and Rousseaus imagination of the Social Contract. Social Contract Theory, is one of the oldest philosophical theories on the origin of state .The original inspiration for this notion is said to have derived from the bible, covenant between God and Abraham and later by the Socrates in Greece  [1]  , but it is mostly brought up by the writings of Thomas Hobbes, John Locke, and Jean-Jacques Rousseau. The social contract is moral and/or political obligation dependent upon a contract or agreement between the people to form society. The social contract theory has three main stages of progression, namely- state of nature, contract or covenant and civil society. These three stages provide the basic differences between the theories of Thomas Hobbes, John Locke, and Jean-Jacques Rousseau. THOMAS HOBBES THEORY OF THE SOCIAL CONTRACT Thomas Hobbes (1588-1679) was an English philosopher and political thinker. The English civil war became the back drop for all his writings. In the context of a number of overlapping conflicts Hobbes wrote various versions of his political theory, begning with The elements of Law (1630s),De Cive(1642),and Leviathan (1651).  [2]   According to Hobbes, the state of nature represented the interactions of human beings with each other in the absence of any kind of relations of political authority. In other words the state of nature represented a state of war. Hobbes believed that the human beings in the state of nature were concerned only with their desires  [3]  . The human nature here was selfish. No person was superior over the other. Hobbes further said that the desire to acquire power never ended and thus it aggravated the state of war where everyone was trying to ensure that no one will stop them from fulfilling their desires of glory. Thus creating a situation favorable for long-term projects, like farming, industry, etc. became impossible. It was a situation of continuous fear and violence.Such a state called for some laws to be enforced. Hence, the need arose to have an authority that would enforce the laws of nature and help man to fulfill his desires in a more efficient way. This led to the signing of the Social Contract between men leading to the formation of a state as well as a sovereign. In such a state or commonwealth, as stated by Hobbes, men authorized a particular individual or a group of individuals to perform all actions. Moreover men also gave up certain rights on a condition that such rights were also given up by the entire multitude. Hobbes sovereign had absolute authority. His judgments and actions could not be questioned as this sovereign was not a part of the social contract. Opposing this sovereign meant opposing oneself as this sovereign represented the people itself. The only right that men had against this sovereign was the right to life or self-preservation. JOHN LOCKES THEORY OF THE SOCIAL CONTRACT Initially, although John Locke (1632-1704) believed in the absolute power of the monarchy and religious uniformity, his stance changed drastically later. His changed stance is best put forward in the work Two Treatises of Government. Unlike, Hobbes for whom the state of nature is a state of war, Lockes state of the nature is the state of peace, Good Will, Mutual Assistance, and Preservation.  [4]  His theory brings out that man is a wise, sociable being who can judge the ill effects of going to war . It can be noted that Lockes has positive view of the state of nature and of human beings. Locke brings in the concept of private property which in all probability leads to inequalities of wealth. In order to ensure the security of the natural laws, and the inequality of wealth, man to enter into a community governed by a set of laws and the government. Locke disbelieves in censorship by the state, and says that state must exist and function separately from the people. The main goal of state is to ensure personal safety and protection of personal property rights. If it fails so he empowered people to revolt against the state, and, to go for a revolution if it abuses its authority. Hence Lockes view of government, which is not absolute, and is against that of Hobbes. The governments powers are limited to an extent where it starts encroaching on public good. JEAN JACQUES ROUSSEAUS THEORY OF THE SOCIAL CONTRACT Jean Jacques Rousseau (1712-1778) remains one of the first thinkers to offer us a strong critique of modern social and political institutions in the name of the modern values of equality, liberty and democracy.  [5]   Rousseaus theory on the state of nature shows in progressive stages how men, from behaving like animals, transform themselves into a society. This society, according to Rousseau, is not civil at all as it gives rise to more corruption and negative feelings in Mans mind. Thus Rousseaus view point differs from Hobbes or Locke who believe in the transformation of men from the state of nature to a more civil society. Rousseau in his theory favours men in the state of nature in which they only have natural differences rather than having political, social or economic differences. But however we have no moral liberty in the state of nature, because we have not yet developed a moral sense. This moral sense can only be born in society, and we need to establish a society in which, not only do we preserve the liberty of the state of nature, but also provide the conditions for us to achieve moral freedom.  [6]  So in order to solve this problem men enter into a social contract. The new polit ical entity which is formed as a result of this contract reflects and works for the general will. This general will leads to the protection of individual liberty which as a corollary leads to the removal of economic, social and political inequality. Thus; Rousseau says; that it is only because of this general will that the sovereign is indivisible, inalienable and infallible.  [7]  Because of this people are ready to lay down even their right to self-preservation. This concept, as clearly seen, is a stark contrast to Hobbes and Lockes theory. In this way one sees that all three Hobbes, Locke and Rousseau differ in their theories of the Social Contract. All three of them start off by describing the state of nature and mans progression into civil society. Each philosopher agrees that before men came to govern themselves, they all existed in a state of nature. But, however, the reasons which force man into such a society differ from one author to the other. This, in turn, leads them to have a contrasting view point on the powers and duties of the sovereign as well the state. Despite the differences in their viewpoints, their theories have one common thread running through them which reflects that The Social Contract is the best way to maintain peace and order. Though this end propagated by them is the same, the means and prerequisite conditions differ. Despite their differences these three are regarded as the most influential political theorists in the world created a revolutionary idea of the state of nature

The English contract Offer and Acceptance :: essays papers

The English contract Offer and Acceptance General principles There are three basic essentials to the creation of contract which will be recognised and enforced by the courts. These are: contractual intention, agreement and consideration. The Definition of Offer. This is an expression of willingness to contract made with the intention (actual or apparent) that it shall become binding on the offeror as soon as the person to whom it is addressed accepts it. An offer can be made to one person or a group of persons or to the world at large. The offeror is bound to fulfil the terms of his offer once it is accepted. The offer may be made in writing, by words or conduct. Unilateral – some offers are purely one sided, made without the offeror’s having any idea whether they will ever be taken up and accepted, and thereby be transformed into a contract. For example when an advertisement where a person is rewarding another one if he finds his pet (which was lost). In this case the person who is making such an offer is not sure whether this offer will be ever accepted. Bilateral – The majority of offers are Bilateral. While it is not always true, most people make an offer to one named offeree or a small group of parties. Most contracts are made with both parties present on a face-to-face basis. Invitation to treat An invitation to treat made by one party to another is not an offer. An invitation to treat is made at a preliminary stage in the making of an agreement, where one party seeks to ascertain whether the other would be willing to enter into a contract and, if so, upon what terms. To distinguish between an offer and an invitation to treat it is necessary to look at the intention of the person making it. It is not an offer unless it was made with the intention that it should be binding as soon as the person to whom it was addressed communicates hi assent. Some examples of invitations to treat are: Display of goods in shops ï‚ · Advertisement (which can be of bilateral transaction or unilateral contract) ï‚ · Ticket cases ï‚ · Auction sales ï‚ · Tenders ï‚ · Subject to contract Duration and termination of offer An offer continues in existence, capable of acceptance until it is brought to an end. It occurs in six ways ï‚ · Revocation ï‚ · Rejection by the offeree ï‚ · Lapse of time ï‚ · Occurrence of a terminating conditions

Holocaust :: essays research papers

Tarek El Zein Holocaust Jesus or Hitler? Anti-Semitism was widespread in Europe at the time Hitler came to power. Much of this anti-Semitism was rooted, first, in religious beliefs that arose more than 1500 years before Hitler came to power, and second, on political beliefs, often cynically exploited for political gain. Though it was not accepted by everyone, this existing anti-Semitism was common and provided a receptive audience for Hitler's anti-Semitic claims. Hitler did not just exploit the existing anti-Semitism in Germany; he changed it and built on it until it became an all-consuming obsession both for himself and for the rest of the National Socialist leadership. The most significant difference between traditional anti-Semitism and the philosophy of the Nazis was that the basis for the anti-Semitism was distorted and changed. Previous anti-Semitism had been based upon religious convictions - primarily on the questionable fact that Jews were responsible for the execution of Jesus - and political attacks to exclude Jews from the rest of society. Although he exploited this religious anti-Semitism, Hitler and the other Nazi leaders, who were opposed to traditional religions, found another basis for their hatred of the Jews. They relied on the theories of "eugenics" and "social Darwinism" which were then common in Europe and transformed them into "race science." They also used the political expression of anti-Semitism coupled with the myth of the Aryans. This myth had developed in Europe the last part of the 19th century. According to Hitler's philosophy the Germanic peoples called "Aryans," were superior to all other races and had the right to rule over them. Hitler and the other Nazis claimed that other races, such as the Slavs and the Poles, were inferior species fit only to serve Aryan man. The Jews were even lower than the Slavs. Hitler believed that "Aryans" were the builders of civilization while Jews were parasites fit only for extermination. This racism had a polit ical agenda as well. Hitler blamed the Jews for the loss of World War I, which he called "the stab in the back" and made the focus of his political campaigns. The combination of religious anti-Semitism and political anti-Semitism with patriotism led many German people to accept Hitler's message. One of the stumbling blocks to even wider acceptance of the Nazis' racism was the assimilation of Jews into German life. Unlike the Jews of Eastern Europe, German Jews considered themselves no different from other Germans, but in religion.

Osmosis Case Study Essay

These two Case Studies come from a National Center on Case Studies. I think that a case study approach is very useful in applying knowledge and this is what makes you learn it better. They may be a little daunting when you read them but I will help you go through them. Please ask for help so this topic becomes more enjoyable for you. Part I—Too Much of a Good Thing Times were difficult in Habersham County. The skyrocketing prices of fuel and food were threatening to bankrupt the Johnson family’s small farm, which was no match for the multi-million-dollar mega-farms that had been popping up all over the southeast. Joseph, the family patriarch, was especially troubled by the farm’s financial circumstances. He knew that this year’s corn crop was his best chance to save the farm, and his distress was evident to his family as they sat around the dinner table. â€Å"Michael, I’m going to need your help tomorrow,† Joseph said to his eldest son. â€Å"I have to go into town to pick up a part for the combine so I can fix it before it’s time to harvest in a few months. I need you to spread the potash and phosphate on the corn because we’re expecting some rain by the end of the week. † Michael, his mouth full of fried chicken, nodded in agreement. He wasn’t all that interested in farming, which over the years had been a point of contention between him and his father. At the moment Michael was thinking more about the time he’d be missing with his friends, but he also realized how vital this chore was to his father and the farm. â€Å"I’ll do it right after school, Dad,† he replied. The following afternoon, Michael was loading heavy bags of fertilizer into the drop spreader on the farm tractor. His father’s cheerless demeanor the previous evening weighed heavily on him. Michael knew that 25 bags of the potassium and phosphorous-based fertilizer was the normal load to cover the 40 acres of corn the family had planted that spring. But as he was emptying the 25th bag into the spreader, an idea flashed through his mind: â€Å"If we need a good corn crop to make it, maybe I should add a little extra fertilizer. † Michael decided that some extra fertilizer couldn’t hurt, so he quickly loaded 15 extra bags. He was certain that adding the extra fertilizer would produce a massive crop when it came time to harvest in a few months. Michael hadn’t told his father about the extra fertilizer he’d added to the corn, wanting to see his father’s surprise over the size of the harvest in a few months. As expected, the rain started Friday afternoon; Michael was certain it would start an incredible growth spurt in the newly fertilized, young corn plants and that his family would hit pay dirt in a few months. He was out of bed early on Saturday morning, taking his four-wheeler down to the cornfields. He expected to see a vibrant green sea of young corn, extra healthy due to the fertilizer â€Å"boost† he had given them. His stomach dropped a bit as he stared out at a field of sickly looking corn plants, their leaves pale green and slightly wilting. â€Å"Maybe it rained too hard and that beat the plants up a little,† thought Michael, trying to be optimistic. â€Å"I’ll check on them again in a few days. I’m sure they’ll have perked up by then! † The next few days didn’t bring the results Michael was hoping for. The corn plants looked even worse! The leaves were beginning to yellow significantly and were continuing to wilt. Having watched his father grow corn for most of his 14 years, Michael knew this crop wasn’t going to make it. A lump was forming in his throat as he made his way back to the house, not sure how to tell his father about the corn. Questions 1. What sort of environment (hypotonic, hypertonic, isotonic) did the extra fertilizer create around the roots of the corn? 2. Keeping in mind your answer to the previous question, what do you believe caused the corn plants to wilt and eventually die? 3. If Michael’s mistake had been caught earlier, is there anything that could have been done to prevent the corn from dying? 4. Generally, people water their plants with 100% H2O—no solutes added. What sort of environment does this create around the roots of the plant? Part II—Too Little, Too Late Meanwhile, elsewhere in Habersham County, Tom was feeling slightly nervous as he exited the staff lounge and entered the hustle and bustle of County Hospital’s ER to begin his first shift as an RN. The first few hours of his shift passed slowly as Tom mostly checked vital signs and listened to patients complain about various aches, pains, coughs, and sniffles. He realized that the attending physician, Dr. Greene, who was rather â€Å"old  school† in general about how he interacted with nursing staff, wanted to start him out slowly. Tom knew, though, that the paramedics could bring in a trauma patient at any time. After his lunch break, Tom didn’t have long to wait before the paramedics burst in through the swinging double-doors of the ambulance bay wheeling in a young man on a gurney. Edward, a veteran EMT, recited the vital signs to Tom and Dr. Greene as they helped push the gurney into the trauma room, â€Å"18-year-old male, GSW to the right abdomen, heart rate 92, respiratory rate 22, blood pressure 95/65, no loss of consciousness. † A gunshot wound! Tom knew that gunshot wounds were sometimes the most difficult traumas to handle. Once inside the trauma room, Dr. Greene began his initial assessment of the patient while Tom got busy organizing the things he knew would be needed. He attached a pulse-ox monitor to the patient’s index finger so Dr. Greene could keep an eye on the O2 levels in the patient’s blood and he inserted a Foley catheter so the patient’s urine output could be monitored. After finishing his initial duties, Tom heard Dr. Greene saying, â€Å"It looks like the bullet missed the liver and kidney, but it may have severed an artery. That’s probably why his BP is a bit low. Tom, grab a liter of saline and start a fast IV drip †¦ we need to increase his blood volume. † Tom grabbed one of the fluid-filled bags from the nearby shelf, attached a 12-gauge IV needle to the plastic tubing, and gently slipped the needle into the patient’s antecubital vein. He then hung the plastic bag on the IV stand and let the fluid quickly start to flow down the tubing and into the patient’s vein. The reaction was quick and violent. The patient’s heart rate began to skyrocket and Tom heard Dr. Greene shouting, â€Å"His O2 saturation is falling! Pulse is quickening! What is going on with this guy?! † Tom stood frozen in place by the fear. He heard Dr. Greene continuing, â€Å"Flatline! We’ve lost a pulse †¦ Tom, get the crash cart, we need to shock this guy to get his heart going again! † Tom broke free from his initial shock and did as Dr. Greene had ordered. He then started CPR as Dr. Greene readied the cardiac defibrillator to shock the patient. They continued to alternate between CPR and defibrillation for almost an hour, but to no avail. As Dr. Greene announced the time of death, Tom felt a sickening feeling in the pit of his stomach. He couldn’t believe that he had lost his first trauma patient! Then Tom noticed that the fluid in the Foley catheter bag was bright red. â€Å"Dr. Greene, there’s hemoglobin in the Foley bag,† he said. â€Å"How could that be? † responded Dr. Greene. Tom began to trace back over his steps in the trauma, trying to think of anything that could have caused the hemoglobinuria. His mounting fear turned to outright terror as he looked at the now empty bag on the IV stand. Its label didn’t read â€Å"Saline,† but rather â€Å"Distilled Water. † He looked at Dr. Greene, his heart quickly sinking, and said, â€Å"I think I may have killed the patient. † Questions 1. What problem did the distilled water in the patient’s bloodstream create? 2. What happed to the patient’s blood cells as a result? 3. Considering the function of red blood cells, why did the patient’s oxygen levels fall? 4. After Tom made his error, is there anything that could have been done to save the patient’s life?