Global strategic Planning Assignment Example | Topics and Well Written Essays - 1000 words

Global strategic Planning - Assignment Example This research will begin with the statement that Zipcar was founded in the year 2000 and has been able to become one of the major players in the automobile rental segment in the United States market.  This essay discusses that the company offers membership-based car rental services to the consumer market segment and has its headquarters in Boston. The members can hire a car and pay the bill either day basis or hourly basis. The researcher states that the company was founded was Robin Chase and Antje Danielson, and has now grown as a major player and also operates in international markets of Spain, Canada, Austria, and the UK. The company provides rental services to about 1million customers and the members can even book the car for a day or even for a year. The company even has expanded its member base mainly because of the reference and positive word of mouth that is given by the members. The company operates in markets of US, UK, Canada, Austria, and Spain. However with the increa sed pace of competition in the market the markets where the company operates has become highly saturated with a large number of competitors.   The expansion into other markets is a very strategic decision that is taken into account by a company when it faces some problems in the current market or when it identifies some great opportunities that are prevailing in other markets that could be beneficial for the company.

Nutritional Value Preservation in Cooking Essay Example for Free

Nutritional Value Preservation in Cooking Essay Cooking is often defined as the application of heat to food products in which after the process, improvements in taste, visual, appearance, texture and aroma is attained prior to consumption. Cooking in food establishments and other food service facilities are often done by chefs or cooks. Cooks usually focus on making the food palatable and appealing to consumers. It is common to sacrifice the nutritional aspects of food preparation to attain the maximum satisfaction of the diners and create very appetizing courses for the sake of culinary arts. The twist of preparing very complex meals in terms of cooking method and expected taste output is the opportunity cost of nutritional value of the meal being prepared. Array of reasons suspend upon the discussion of nutrient conservation in cooking. The concepts of temperature, time, total surface area exposed and certain cooking techniques interplay for the betterment of retaining the nutrient content of the meals being prepared. Chefs of today’s cooking era should consider the nutritional content of the foods they are preparing for the aims of giving delicious and nutritious foods in their customers. Necessity of Nutrient Preservation in Cooking The food items being cooked undergo physical and chemical changes that opt to alter the nutrient content of the food. And the current trend leads to a lesser nutritional content because of the present practices. It is important to preserve nutrient content of the food to provide the diners a better quality of food in terms of nutrient content. This will also provide a help on the campaign for a healthier society. Moreover the nutrient content of the food item would not be put into waste. Hospital cooks should focus more on the preservation of nutrients for the reason that the patients inside the hospital need more nutrients for faster recovery. The patients with specific nutritional deficiencies also require specific amount of nutrient in such way, the dietary departments of the hospitals compute the diet of these patients but if the cooking process is not that nutrient conserving, the computations of the dietitians as well as the plan and time frame of dealing with the patient will be lost. The Techniques and Concepts for Preserving Nutrients in Cooking Cooking has an ample ways to preserve the nutrient contents. These vary from controlling the temperature, managing the time, using the right portion sizes and some techniques in food preparation. This is necessary for the conservation of the nutrients. Time and Temperature effects on the nutrients upon cooking The temperature greatly affects the nutrient content of the food as stated by the NutritionData. com. The trend is that higher temperature, the greater the loss of nutrients. Morris stated that blanching spinach can cause for the loss of 80% of amino acids and blanching peas will result into loss of 26% vitamin C. Therefore applying greater amount of heat will significantly increase the loss of vitamins. The time required to cook the food item is also directly proportional to the nutrient loss. As stated by Mateljan, there would be a greater loss if the cooking time is longer therefore cooks can lessen nutrient losses by shortening cooking time and lowering cooking temperature. The Total Surface area exposed Bastin stated that greater the surface area exposed, the greater the nutrient loss. This is according to Bridge. The smaller cut of vegetables serves as the greater surface thus more nutrients are exposed and greater loss will carry on. Thus chefs should master the art of bigger cuts to food portions. Bigger cuts have a relative smaller total surface area exposed. Amount of Water The amount of water is directly related to the nutrient loss. As water increases with respect to the meal portion, there would be a greater chance of more nutrient loss. This is due to the fact that water has more space to accept nutrient molecules thus more water means more losses in terms of nutrients. Chefs should try to concentrate on decreasing the water content of every course they are preparing to conserve nutrients. Washing Methods Washing food items after peeling will cause the lost of nutrients. It is necessary to wash first and then peel. After washing carefully, the food item can be peeled. The logic behind this sequence is that upon peeling, water labile nutrients such as Vitamin B will tend to go with water as the water runs over the surface of the peeled food item. The necessity for cooks to practice washing first before peeling is great to avoid further loss of nutrients. Cooking for the betterment of the nutritional status of the society The combination of the techniques and the processes will be a great tool to efficiently utilize the nutrient content of the food. Such practices will provide number of individual more nutritious food which in turn can support the reputation of the cooks for including nutritious and delicious foods in their menu. Cooks having this knowledge can provide nutritious food for the improvement of his diners’ health.

High Scope Approach | Overview and Implementation

High Scope Approach | Overview and Implementation This paper will be talking about the High/Scope Curriculum Approach. The philosophy under the High/Scope Curriculum Approach is children should actively be part of their learning with the help and support of teachers/educators. The High/Scope philosophy believes that children are better learners when they can touch, manipulate, and explore. I will also explain the ways this model promotes the teaching and development of young children, the theoretical influences of High/Scope, and other important elements, such as planning, observation, and implementation. In this paper, I will review the types of assessments and documentations strategies used to evaluate on-going learning, and finally use the ELECT document to evaluate how the High/Scope Curriculum supports the six core principles. Theoretical Influences David Weikart is the educator that thought and organized the High/scope Curriculum. The main theorists behind the High/Scope Curriculum are Jean Paget and Vygotsky. Early in the development of the High/Scope Curriculum, the work of Piaget became influential and the curriculum was renamed the cognitively oriented curriculum. Also, Vygotsky socio-cultural theory had influenced the High/Scope Curriculum. The High/Scope Curriculum is based on the child development ideas that children learn better when they are actively engaged. From there the High/Scope create key experiences for teachers to help children in their learning process. The environment in the High/Scope is organized with developmentally materials/activities based on the needs and interest of children in the program. The main component of the High/Scope in the preschool area is related to key experiences that are divided into three sectors and each sector include learning experiences 1. Social and emotional development, including recognition and solution of problems, understanding routines, expectations, and communicating with others. 2. Movement and physical development, including block building, climbing, ball throwing and catching, and play with manipulative. 3. Cognitive development, including representation, language, classification, seriation, number, space, and time. The key experiences that shape the curriculum give opportunities to new experiences and can also be used for planning, assessments as wells as observations tools. Observations Observations in a High/Scope are beneficial for children, educators as well as for parents. Through observations, teachers find out about childrens needs and interests while interacting, asking open ended questions and participating in activities with children. Observations are done through the COR which is the Child Observation Record to assess children growth and development. Anecdotal notes are taken in a daily basis and are used to complete the COR. The Child Observation Record (COR) is based on the 58 key developmental indicators. Usually, this is done by educators that know really well the child and work with on a daily basis. Teachers evaluate children as well as their own performance. It is very important for educators to have written observations of their work, not only as written evidence to show parents how their child is progressing but also as a way to help parents identify how they can help in the process. Observations are done better if all educators in the program are observing the children in the room at the same time. This way educator can gather and draw comparisons from their observations and evaluate or reevaluate activities and key experiences that needed to be worked on in the future. Planning A main component of the High/Scope Curriculum Approach is the plan-do-review sequence. Teachers set up the environment with developmentally appropriate materials and the children first decide what materials they want to work with and what they wanted to do. Children plan with the educator in a group of 3 or 4. Educators speak to each child by taking turns while sharing ideas about their choices of activity and material. Planning time last about 10 minutes. After planning, children carry out their own initiatives by choosing materials or friends to work with and have freedom to execute their own thought. Educators supervise, interact, and support children in their learning skill. Educators also assist children in the problem solving. In the High/Scope setting, learning experiences are determined by both children alongside with teachers which means children decide and pick their own activities and teachers ask questions, add challenge to it, and support children in the learning. The curriculums plans are recorded through daily observations by teachers using the COR. Daily observations help teachers keep track of their work with children as well as their won performance. The role of the team in planning is very important in a High/Scope Curriculum. By working together as a team, educators will share their observations to see if they came across with the same information. I also think team work is important in the choice of materials provided children and finally important to the success of the program. Implementation High/Scope Curriculum Approach always follows specific structure to implement curriculum. The daily routine is fragmented into segments and each segment is planned depending on the needs of the program. The daily routine is made of: Arrival and greeting Plan-Do-Review time Large group time Small group time Outside time Transition time Eating and resting time The space is High/Scope is organized into different areas that will be relevant and motivating for children learning such as block areas, dress up areas, kitchen areas, book areas, rest areas, art areas, etc. All areas are all labeled in a way so the children can understand for example pictures of different items. I think this a good way to support early literacy. The materials are selected by the teachers so they are well organized and also labeled with pictures, photographs, or real objects. Materials are available all the time to children. The use of time is very effective in the High/Scope Curriculum. There is a time for planning which lat 10-15 minutes and the work time is approximately 45-60 minutes. 10 minutes to recall, 15 to 20 minutes small group time, 10 to 15 minutes large group time and finally 30 minutes of outside time. The time frame allows teachers to cover all sequences of the daily routine. It will also allow children to have consistency in their routine. In the High/Scope Curriculum, educators play an important role. They are responsible of setting up the environment, providing appropriate materials that are age and developmentally appropriate. They are also there to work alongside with children, encourage, guide, and support them in the learning. Educators use quality tools to observe children on a daily basis and also maintain a relationship between childrens family and the program. Finally, I will say that the way teachers conduct themselves in the High/Scope environment give children opportunities to build relationship with adult and school friends, in order to build confidence and self esteem. Assessment Assessment is very essential in the High/Scope Curriculum. Educators use the Child Observation Record to measure children development and growth. Educators take anecdotal notes at a daily basis to record the children activities and behavior while playing. The assessments help teachers and directors to measure the quality of the program. Quality of a program includes the learning environment, adult child interaction, daily routine, curriculum planning, assessment, parents involvement, teachers qualifications, and development and program management. Learning environment, is it inviting for children to learn? Is the space well arranged and are the materials appropriate for age level? Are there different segments in the daily routine that show what is coming next, planning has to be well balanced to meet learning goals and objectives. Are the children assessed with the right tools? Is the learning environment inviting and open for families to be involved in their childrens learning? Do teachers have some training to improve and update their skills? Is the program management supportive of the staff for professional development, dealing with stress related to work and offers some type of appreciation and recognition to teachers. Assessment is vital, it help improve the work environment for children and teachers. Documentation Documentation is very important in the High/Scope environment because it provides educators with a lot of hands on that they can utilize to improve their work, to keep families informed of their children work or progress. Documentation can also be used to provide community/social workers some information that can help in needed situations. Documentation goes from Child Observation Record, photographs, portfolio childrens work to a recording material. Documentation is a valuable tool and can be used as proven facts all the time if well kept. However every documentation should be personal to every child, confidential and can be used cautiously. ELECT Principles/Curriculum Model: High Scope 1.) Early Childhood Development sets the foundation for lifelong learning, behavior and health In the High/Scope Curriculum, children are given the opportunity to make choices, be responsible for their choices and think about it in the plan-do-review process. By allowing children to do so, they are learning important skills like communication with others, sharing ideas and critical thinking, and confidence. Those skills will be used throughout their life. 2.) Partnership with families and communities strengthen the ability of early childhood setting to meet the needs of going children Parents/families are welcome in the program to ask theyre children are doing. They can access their childrens art work, portfolios, progress, or any other issues. Parents provide support to children and by the way to teachers. Parents involvement helps their children and facilitates learning process. 3.) Demonstration of respect for diversity, equity, and inclusion are prerequisites for optimal development and learning. High/Scope Curriculum is open to all children including special needs children. Children are respected as a whole individual for the choices and ideas Parents and families involvement in the program can be used as a learning opportunity. Example: Art, dance, cooking project, song, form other cultures. In a learning program, respect for diversity equity, and inclusion are important to integrate while planning and implementing because it gives a child a sense of recognition, confidence and self-esteem. 4.) A planned curriculum supports early learning. In the High/Scope setting, teachers set up the environment depending on childrens interests Observations are done to assess childrens learning and growth. The plan-do-review process allows educators/children to have a feedback of their work, and this can be used to see what works or did not work. 5.) Play is a means to early learning that capitalizes on childrens natural curiosity and exuberance. In the High/Scope Curriculum, play takes very important place. Children experience new skills through play and play requires manipulation, exploration, and achievement. Educators support children in their play, ask questions to help or increase childrens learning, add more challenges to it, and also help children in problem solving approach. Educators also play alongside with children. Play is the main activity of childhood and we cannot separate play from children because I considerate play as 1st learning tool for children. 6.) Knowledgeable, responsible early childhood professional are essential Educators observe children at a regular basis to identify their needs, level of learning, and growth. Educators organize the environment and materials that are age appropriate for children. Educators work in small/big group with children depending of the activity. By working in a small, teachers get to know better and identify their needs. Educators support childrens learning and behavior with positive guidance. Teachers assess children learning as well their own performance. Educators maintain a relationship with families and community/social services Knowledge and experiences in the fields are needed to perform effectively in the program. Recommendations 1.) Its important to give opportunity to children to explore their environment and build knowledge around it. 2.) Maintain a relationship with parent by sending whether weekly newspaper, asses their childrens wok and parents/teachers meetings. 3.) Integrate diverse cultures and values in the classroom. Take time to assist children with special needs so they can effectively integrate into the learning environment. 4.) High/scope curriculum requires a large input that takes time. 5.) It will be hard to put in place a long project with children. Conclusion The High/Scope Curriculum is a very effective curriculum that provides a clear, concise, and constructive learning environment and learning tools for children. Its also interesting to see how children take care of their own learning with teachers support and build relationship that gives them confidence and helps them develop their self-esteem. From my research, I think the High/Scope Curriculum is beneficial for children today and will allow them to succeed in the future.

Employment Benefits in the Fast Food Industry Essay example -- Essays o

Employment Benefits in the Fast Food Industry The fast food industry has been expanding rapidly over the past years. It has become a part of our culture. In the book Labour Relations in the Global Fast-Food Industry, Robin Leidner quotes from Eric Schlosser who wrote the popular Fast Food Nation , â€Å"According to one estimate, there are approximately 2.5 million fast-food workers in the United States, making them the country’s largest group of low-paid workers (Leidner 11). Those 2.5 million fast-food workers are now working at Subway, McDonald’s, Burger King, Taco Bell, Wendy’s, Pizza Hut, KFC, etc. The American fast food industry was built on the promise of low prices and fast services. Therefore, the corporations have to keep the labor and other operating costs down. Employees who work in fast food restaurants receive low wages and minimal benefits. In the past, many fast food workers tried to unionize themselves for guaranteed wages and benefits; yet, they have failed as many times as they ha ve tried. I argue that fast food employees should get basic benefits such as health insurance, personal days and sick days, and perhaps a 401K plan because these hard workers are worth the benefits they should receive based on their commitments and contributions to the company. I feel it is unfair for them to receive low wages and no to minimum benefits while the company earns great profits. Some argue that the burger flippers and cashiers at fast food chains do not deserve high wages and full benefits because most of them are unskilled and uneducated. Some of these workers are grateful to the franchises for giving them opportunities for jobs based on their lack of skills and education. Most of these employees are teenage... ..., they should be qualified for greater benefits. From the commitments that employees put into their jobs, the company should appreciate their efforts by offering something more in return to the hard workers. Although the business goal is to make more profits, and fast food restaurants such as McDonald’s achieve this goal by reducing employment wages and benefits, the fast food corporations should recognize the effects of negative publicity. McDonald’s seem to have more negative publicity compared to Starbucks because Starbucks offers more benefits to their employees but less dangerous and easier jobs. Although they are both growing rapidly, Starbucks may be extending longer than McDonald’s based on their quality products and employee’s loyalty. The fast food industry should work harder to compete and maintain good workers as the labor market is getting tighter.

Multicultural Britain Essay

My task is to explain why people chose to immigrate to Britain, with reference to the period 1880 to the present day. Britain has been Multicultural for hundreds of years. There are the diverse cultures and languages of the people of Scotland, Wales, Ireland and England. Britain’s links with the commonwealth countries of the Caribbean, Anglophone Africa, Cyprus, Australia, New Zealand and the Indian subcontinent were established through trade and subsequent conquest and colonization. Around five per cent of Britain’s present population are from ethnic minorities. â€Å"Multicultural† can be a controversial term, associated with various ideas about racial and cultural identities, cultural, diversity and difference, and policies and practices in schools and local government authorities. Since ancient times people have been moving to Britain and settling there. These immigrants have all made a change to Britain as a whole. There are many reasons for immigration, some of which being wars, famine, draught, economic changes, lack of facilities, religious restraints, prejudice, discrimination or even as refugees. Since the seventeenth century Jews had lived in Britain and had soon become a vital part of British life, including the social, political and economic life of Britain. Throughout the nineteenth century a minority of Jews continued to migrate to Britain, with many Jews even being born there. However after the welcoming of 1880, the minority of Jews already living there (Anglo-Jewish) experienced a sudden flood of Jews into Britain. In 1881 the Russian Jews were held responsible for the assassination of Tsar Alexander II. Many Jews now became certain that it was time to leave and start a new life in a Western country. Many moved to Britain knowingly there was already a secure successful community of Jews there. The Jewish immigrants were condemned by some English Jews whilst others welcomed them with open arms. On the other hand the English people blamed the Jews for the overcrowding in Britain and also for making it difficult to look for jobs and work. The Jews settled in the large cities of London, Leeds and Manchester. These cities had a large population of Jews who were hoped to be supported by the Russian Jews, there was also a great opportunity of work here. However the Jews had to live in the poorer, overcrowding areas of these cities. Despite the overcrowding and poor living conditions, the house rent was high due to the shortage of housing. The rent along with lack of jobs and living conditions were all causes of racism and injustice against the Jews. However most Jews lived in the poorer areas, as this was all they could afford. Some wealthy Jews took action and built blocks of flats. Due to the immigration of the Jews, before 1881 British inhabitants expanded at a rate of 4% per year, after 1881 the population increased 10% every year. However the Jews that had come all settled in the East end, thus making this area concentrated with the number of Jews. This worried some of the Anglo-Jewish community for many reasons. It made the Jews very visible; the Jewish people already living in England were disturbed regarding the influence that so many Jews would have on the good interaction built up by the Jews already living in England with the English people. The Jews were already very different in their traditions, etiquettes and political affairs than that of the British Jews. Soon the Jews became news. The type of work the Jews chose to do – in tailoring and footwear – they chose to do it with Jews who could speak Yiddish (a Jewish language), and who understood their religious needs. The work they chose relied on their existing skills or involved skills that could be learned quickly and had a number of simple recurring procedures. All the work could be done in small grounds, such as houses, cellars e.t.c. The work was done by a small number of people. The situation in such work areas was objectionable. Work hours could also be varied according to the religious calendar. The Jews entered England at a time of rising redundancy and therefore were held responsible by the legislator of challenging with the English taking into account the few jobs which were obtainable. The idea of the immigrant Jews and sweating (the practice of overworking and underpaying workers in cramped, ill-lit and unhealthy conditions), became associated in the minds of many English people. The people of England had many views of the Jews. A negative impression of the Jewish immigrants is that they caused overcrowding, working in unhygienic conditions and breathing an atmosphere of wool particles containing dangerous dyes. The flush was also so outlandish to the laypeople that they had not yet learnt how to pull the chain so as to wash out and clear the toilet. However a positive impression is gained by other inhabitants that they soon became successful and praised them of their intelligence. Most British people commiserated with the Jews but because of the numbers and celebrity of Russian Jewish immigrants, the attitude of people to the Jewish immigrants began to revolutionize. The ‘alien question’, soon became the subject in the British politics. The ‘Alien question’ was of three parts being that some individuals sensed that a law was essential to determine who could colonize in Britain, The aliens became a factor to the sweating matter, and some also reasoned that it was the aliens who pushed up the rents of houses. Soon later a pressure group, the British Brothers’ league was structured, which was to confine alien immigrants. With all these pressures the Conservative Government allotted a Royal Commission on Alien immigration. A new law was soon primed on the Royal Commission’s work. The Bill of 1904 would eliminate as undesirable, ‘persons of extremely bad character, or without perceptible means of support or likely to become a public charge. However the shipping companies who transported the immigrants also promoted the Government to gain their support and the liberals also strongly opposed this bill being passed. Due to such opposition the bill was withdrawn. However the Conservatives that the new law would promote voters especially at a time when the next general election was in a years time, so the Aliens Bill was put back into the Parliament in 1905, and this time the Liberals also never stood in its way as they knew a new law be popular. On 10 August 1905 the bill became law, however if ‘the immigrant is seeking admission to avoid prosecution or punishment on religious or political grounds, permission to enter shall not be refused on the ground that he does not have enough money or will be a burden on others.’ An extract from the Aliens Act (1905) The conservatives lost the election in 1906, and so the Liberal Home Secretaries operated the law. To start with many immigrants were sent back as they failed to state things which would grant them entry, therefore the number of Jews coming to Britain fell until 1909. However after 1909 the figure of immigrants returned back to the normal figure of 5000 a year. Many Jews welcomed the act or refused to condemn it. The Jews who had just immigrated t6o the East End of London reacted in much the same way as they feared overcrowding and competition of work. The Anglo-Jewish community had stated that the Jews settling in one place would bring attention to their dress, language and manner. They also warned that in fifteen years time the progeny of today’s refugees would be the great bulk of England’s population, and therefore bring shame to the community. To deal with this prospect the education of the children of the Immigrated Jews was encouraged. The leaders of the Jewish community were very anxious and supportive in the fist world war. In the last ten years of the nineteenth century a new movement was put into action called Zionism, this was in favour to gain a Jewish homeland. The favoured place for this was in the ancestral Jewish home, Palestine. However the Anglo-Jewish community opposed the idea of a homeland as they never wanted all their relationships with the British to be gone down the drain. They wanted to be seen as a community loyal to the British and religious not as a people without a homeland. In 1917 the British army invaded Palestine which was then under Turkish rule. The British government issued a statement that broadly supported the creation of a homeland. At t6he same time the British issued another statement which promised the Arabs inde3pendence from the Turks. This was to win the support of the Jews in America and to involve America in the war. Empty promises were also made to the Arabs to involve them in the war too on Britain’s side. From 1914, the anti-German hysteria that swept the country did not distinguish between Jew and German. Criticism to the Jewish immigrants centred on how many of the new immigrants joined up to fight. The Anglo-Jewish wanted to fight for their new country. Press reports of Russian Jews moving from London to the countryside to avoid the Zeppelin raids added to prejudice towards the Jews. The Balfour Declaration brought attention to Zionism in Britain which made people believe that the Jews were ungrateful to their adapted country – Britain. The Russian Revolution also helped form the views of the British against the Jewish immigrants and were portrayed by the newspaper as communists. The Aliens Restrictions Act was passed in 1914 which as a result had a huge influence on Jewish immigrants. Zionism was too now weakened whilst prejudice against the Jews increased. Using the powers of 1919 almost all the poor working-class immigrants went to decline. In the 1920s many Jews had now gained a higher position within the British society and were a more prosperous community. Due to this prosperity the Jews now started to move out of the East end of London. As Britain saw the beginning of the Depression years one Labour Politician was Sir Oswald Mosley. He resigned from Labour in 1930 as many of his ideas of how to solve the problem of unemployment were rejected. He set up his own new party in 1931 known as the New Party. Mosley, in 1932 created the British Union Fascists (BUF). Mosley saw the socialists and the communists as a danger. Mosley also enjoyed support from the ‘Daily Mirror’ owner, Lord Rothermere, through which he made sure that it reported favourably of the BUF. In the beginning the BUF were not anti-Semitic, but later in 1934 the BUF policy changed and now Jewish people were no longer allowed to be members of the BUF. Throughout the year 1934 Jewish people were attacked and provoked. The Jews were all advised not to do anything against the law thus not to be seen as lawbreakers. On 4 October 1936 the BUF planned a march through the East End of London and planned to listen to Mosley speak at intervals. Jewish Trade Unionists and communists arranged a blockade to the march with barricades. As a result the BUF had to abandon the march from the Tower of London to Victoria Park in Hackney. Immediately after the event of Cable Street, support for the BUF grew. However in the long term the BUF were in decline. Mosley’s attempts to try and stir up violence towards the Jews were much criticised. The Government tried to stop this by passing the Incitement to Disaffection Act in November 1934 and a new public Order Act in 1936 which affected the holding of marches. However the BUF did not win any local or general election seats and as a result Mosley was imprisoned from 1940 to 1943. The event of Cable Street showed that there were divisions among the Jews themselves as thousands of working-class Jews rejected the calls of their leaders to stay off the streets. This event also proved that extreme parties were also a threat to law and order, and as a result was acted quickly to in order to stop their influence. In 1945 when the Second World War ended, Europe had changed. Millions of people had lost their homes etc. Towns and cities were devastated. Countries in Eastern Europe were taken over by the communist government with very different ideas about equality and freedom to those governments in the West. Many people in Eastern Europe did not want to live under a communist government. As a result of these wars millions of people became refugees. Many people were already in Britain when the war ended. After Hitler invaded Poland many Poles left Poland and many came to Britain, and some came to Britain only to fight against Germany. When Poland became communist in 1945, many of the Poles decided to stay in Britain. Some of the refugees from Europe came to Britain in search of a new life and were welcomed by the British as Britain needed to be re-built after the devastation of the war. Large numbers of workers were needed especially in mining, engineering, agriculture, transport and building. This was due to many British men and women being killed, injured etc. During the war many women were encouraged to work but after were encouraged to stay at home. This meant that more workers were needed to replace them. Britain was made worse by many British people moving to the Old Common Wealth countries. During the Second World War the British Empire was very important in the war, as these people had raw materials, people industries etc. After the Second World War, these people from British colonies were encouraged to come to settle in Britain. This was because Britain’s post war labour shortage could not be solved by refugees alone. British companies advertised in the New Commonwealth Countries for workers. All citizens of the British colonies were given the right to settle in Britain. Almost one quarter of the world’s population was allowed to settle in Britain due to its great empire. In 1948 the British Nationality Act was passed which gave citizens of the British colonies and of the commonwealth equal rights of citizenship in Britain as those people who had been born and bread in Britain. After the second World War many Caribbean’s emigrated to Britain. This was partly because they had fought for this country and others were just curious to see the land they had fought for. At first immigration from the Caribbean to Britain was slow but soon after a hurricane in Jamaica in 1951 immigration increased. Another cause of the rise in immigration was that the USA had set strict rules on immigration from the Caribbean and so people who wanted to migrate had to look for other options of where to migrate to. Many people who lived in cities were well paid and did not want to do jobs like cleaning etc and so immigrants from the colonies were encouraged to do this type of work. Many West Indians were welcomed as nurses and the Caribbean’s settled in Britain and so the later arrivals were mainly wives, children and parents of those people who had settled in Britain. Britain was portrayed to these people who migrated to Britain as being the ‘mother-country,’ kind, caring and powerful. Upon migrating, many of these people were surprised to see the amount of filth and dirt in Britain. Britain was not as wealthy as they had expected. However people who had come to Britain to fight in the Second World War were welcomed warm heartedly, but on the other hand when these people returned to Britain due to labour shortages, the treatment they received was completely contradictory to what they had received at the Second World War. When Queen Victoria came to throne, Britain had the smallest empire with the least territory. Queen Victoria’s death however, left behind a greater territory approximately ruling 500 million people. British ideas were of being superior to any other race, thus inferior. Britain used ‘adverts’ to target many people and to spread its ideas of unity and loyalty to the people of Britain. Between 1945 and 1968, important changes were made to who had the right of citizenship in Britain. The rights of citizenship had been restricted by 1968. The changes happened partly because of racist attitudes and partly due to changing economic changes. Since the Second World War the pattern of migration into and out of Britain has changed. This has been due to changes in the law, wars, abuses of human rights, poverty, famine, and the formation of the European Union. Since 1990 the rights of refugees and asylum seekers in Britain have also changed and become a controversial political issue. There was less immigration after the Second World War of the British citizenships had been born in the colonies of commonwealth. The British Nationality Act and the immigration Laws made it difficult to enter Britain. However immigration from the European Union was allowed however immigration from poor undeveloped countries such as the Caribbean were not allowed to set work permits in Britain. Overtime people had come to Britain as refugees and also left in search of refuge such as the Jews. Nevertheless, people have migrated to Britain due top wars in their own countries leaving millions of people homeless, in search of jobs, famine in their homelands, in search of a better life, education, medication, for marriage purposes, persecution in their country and some have also come to Britain as refugees and even as asylum seekers. In conclusion, the reasons for the entry of millions of people into Britain during the years from 1880 to the recent day are extremely complicated, revolving around a complex of economic, political. Short term, underlying and personal push and pull factors. The immigration of any individual minority includes a set of factors peculiar to itself. In some cases, such as the mid-nineteenth century, Irish push factors played an overwhelming role, as the famine literally forced the people off the land. However the geographical proximity of Britain and the open door policy towards immigration played a fundamental role in attracting the Irish. â€Å"The potato crop failed completely and one million Irish died of disease starvation. As a result about 200,000 people emigrated, about half of them to Britain.† Between 1870 and 1914 over 200,000 Jewish people arrived in Britain. Most of these Jews lived in East London where living conditions were bad. It was easy for them to fin d work (for untrained people e.g. clothing and furniture) but were low paid and worked long hours. Yet many Jews visited the synagogue and were free to practice their religion. The entry of immigrants to Britain did not happen steadily but in waves. Some periods had more immigrants flooding into Britain than others. The media have recognised that Britain has become a multi society and presents some positive images of Blacks and Asians. People of Asian origin have become the most successful businessmen in Britain. In short, there have been both continuities and new developments in the history of immigrant minorities in Britain before and after 1945. Because of the more complete documentation after 1945, we can form a fuller picture of the contemporary situation. However, we can make the following assertions for the whole course of the nineteenth and twentieth centuries. First, Britain has witnessed for a complex of reasons, the constant entry of a wide variety of immigrants, who have played an important role in the development of the economy. Second, these groups have varied in size, social composition, and gender make-up, but they are part of British capitalist class society, not distinct from it. Finally, ethnicity has developed to a great extent, especially amongst larger minorities. However, as a different view, in conclusion, I also say that social scientists have found it very difficult to explain one of the most popular methods of explanation is to use a ‘push – pull’ model which distinguishes between the ‘push’ of economic necessity in the migrants home society and the ‘pull’ of opportunity from abroad. The difficulty with this approach is that it obscures the inherent complexity of population movements and, as some critics have pointed out, it often treats the subjects as if they were automatons reacting to forces beyond their control. Ceri Peach, in his study of West Indian migration to Britain (1968), warns against relying too much on ‘push’ determinism. The movements he describes did not take place during periods of economic depression in the Caribbean and they were not correlated to high rates of population growth. Peach concludes that there is ‘strong evidence for the view that (West Indian) migration was reacting not to internal conditions, but to a sing external stimulus’ – namely the demand for labour in Britain (1968:93). This conclusion might be satisfactory if one wishes to leave the analysis of the highest levels of abstraction, but the migrants themselves rarely accept generalisations of this nature. Furthermore, other Historians have clearly demonstrated that it is impossible to categorise all of the relevant factors as either ‘push’ or ‘pull’.

What Is Entropy and How to Calculate It

What Is Entropy and How to Calculate It Entropy is defined  as  the quantitative measure of disorder or randomness in a system. The concept comes out of thermodynamics, which deals with the transfer of heat energy within a system. Instead of talking about some form of absolute entropy, physicists generally discuss the change in entropy that takes place in a specific thermodynamic process. Key Takeaways: Calculating Entropy Entropy is a measure of probability and the molecular disorder of a macroscopic system.If each configuration is equally probable, then the entropy is the natural logarithm of the number of configurations, multiplied by Boltzmanns constant: S kB  ln WFor entropy to decrease, you must transfer energy from somewhere outside the system. How to Calculate Entropy In an isothermal process, the change in entropy (delta-S) is the change in heat (Q) divided by the absolute temperature (T): delta-S  Ã‚  Q/T In any reversible thermodynamic process, it can be represented in calculus as the integral from a processs initial state to its  final state of dQ/T. In a more general sense, entropy is a measure of probability and the molecular disorder of a macroscopic system. In a system that can be described by variables, those variables may assume a certain number of configurations. If each configuration is equally probable, then the entropy is the natural logarithm of the number of configurations, multiplied by Boltzmanns constant: S kB  ln W where S is entropy, kB is Boltzmanns constant, ln is the natural logarithm, and W represents the number of possible states. Boltzmanns constant is  equal to 1.38065 Ãâ€" 10−23  J/K. Units of Entropy Entropy is considered to be an extensive property of matter that is  expressed in terms of energy divided by temperature. The SI units of entropy are J/K (joules/degrees Kelvin). Entropy and the Second Law of Thermodynamics One way of stating the second law of thermodynamics is as follows: in any  closed system, the entropy of the system will either remain constant or increase. You can view this as follows: adding heat to a system causes the molecules and atoms to speed up. It may be possible (though tricky) to reverse the process in a closed system without drawing any energy from or releasing energy somewhere else to reach the initial state. You can never get the entire system less energetic than when it started. The energy doesnt have any place to go. For irreversible processes, the combined entropy of the system and its environment always increases. Misconceptions About Entropy This view of the second law of thermodynamics is very popular, and it has been misused. Some argue that the second law of thermodynamics means that a system can never become more orderly. This is untrue. It just means that to become more orderly (for entropy to decrease), you must transfer energy from somewhere outside the system, such as when a pregnant woman draws energy from food to cause the fertilized egg to form into a baby. This is completely in line with the second laws provisions. Entropy is also known as disorder, chaos, and randomness, though all three synonyms are imprecise. Absolute Entropy A related term is absolute entropy, which is denoted by S rather than ΔS. Absolute entropy is defined according to the third law of thermodynamics. Here a constant is applied that makes it so that the entropy at absolute zero is defined to be zero.