Business Law - Ethical issues Essay Example | Topics and Well Written Essays - 2250 words

Business Law - Ethical issues - Essay Example International entrepreneur ship spans cultural boundaries and involves a variety of stakeholders, including the entrepreneur, investors and policy makers (Asel, 2003). "Social considerations must be given the same status as economic, financial and environmental concerns in a holistic approach. It is time for global thinking and local action. The implementation of the Core Labour Standards and the laws and regulations that give effect to them at national levels can be significantly enhanced if the capacities of national labour inspectorates are built up and strengthened. Labour inspectors have a crucial role to play because they are the only ones with the authority to directly access and impose changes in the workplace."(Albracht, 2005) The increased working hours pose several external costs to the employees and employers both. They give rise to different health problems such as heart problems, high blood pressure, gastrointestinal disorders, psychological wellbeing and circadian disruption. The resulting increase in sick leave makes the organisation bear the cost of the illness of employee. The external cost effect thus transfers to society in shape of increasing tax burden on taxpayers and on Government for the provision of more social care facilities (Dawson, McCulloch and Baker, 2001). But in order to compete internationally it is important to increase the working hours. As stated by Berry (2005) "Europe's productivity is lagging behind the US and Asia because inflexible labour laws are preventing companies restructuring and investing in new technologies, a report shows. A DTI-sponsored study, published to coincide with the UK's presidency of the EU, criticises member countries, particularly France, Germany, Spain and Italy, for not having the courage to reform labour laws. EU heads of state agreed a 10-year programme in 2000 to increase investment and make the EU "the most dynamic and competitive knowledge-based economy in the world". However, the DTI report said little progress has been made in achieving this goal. Companies in Europe have to pursue a policy of "creative destruction" to change the way they do business and learn from the "hire and fire" culture of the US to compete globally, the report said. At a conference key European players from business and government discussed the challenge of the future of information and communication technologies (ICT) policy. Viviane Reding, EU commissioner for information society and media, said many workers were concerned about their jobs and the EU would only strengthen economic growth by investing in ICT and abolishing "superfluous regulation" Although the hire and fire culture seems an easy way of achieving economic goals but the change in the policies regarding the employment can

Memoir of American Sniper Essay Example for Free

Memoir of American Sniper Essay Growing up in a small southern town, Kyle always loved the thrill of hunting, the adrenaline of a rodeo and the adventures of cowboys. Little did he know that his career would include each of these elements. Through his four tours of duty, Kyle served in many major battles of the Iraqi war and ranked over 160 confirmed kills. His first kill came in late March 2003. His Seal Team was tasked to assist the marines as they marched toward Baghdad. Set up on the roof of a run down building, he observed through his scope a woman yank a Chinese grenade from beneath her clothes. As ordered to, he opened fire and consequently saved several Americans’ lives. Over time he increased his accuracy and lethality. One day, he spotted a group of three insurgents 1,600 yards away. Though they believed they were a safe distance away, Kyle incredibly dialed up his own solution, and killed one of them; that shot resulted in his longest confirmed kill in Iraq. I liked this memoir because Kyle demonstrates his patriotism and his selflessness through his perilous adventures. Kyle enlisted in the Seals to honor America, and to protect her people. Chris â€Å"risked [his] life for [his] buddies, to protect [his] friends and fellow countrymen† (267). Furthermore, even though he had a newborn baby, he sacrificed his responsibility as a father in order to serve his country. His extreme patriotism and selflessness allowed him to become a legend.

Traiffic school :: essays research papers fc

Trojan Horses   Ã‚  Ã‚  Ã‚  Ã‚  A numerous amount of people depend on using remote access tools every day weather its to monitor other computers, Help people in large classes that cant get personal assistance, or even just for chatting with them. Every day a back door utility, otherwise known as the Trojan horse, infects hundreds if not even thousands of people over the Internet causing little annoyances to major destruction of a computer.   Ã‚  Ã‚  Ã‚  Ã‚  Trojans are very helpful utilities usually installed on computers networked on a server. With this installed the administrator can do a wide variety of commands on the other computer such as accessing files, looking at the screen, control the mouse, change the system bios and settings, log keys, and just about anything the other user can do.   Ã‚  Ã‚  Ã‚  Ã‚  Many of these utilities are free and can be found on the Internet but if you want one the more sophisticated and better quality you can purchase them. Big companies or places with several networked computers mostly purchase these products. Although this may seem like a really great idea there is also a dark malicious side to it.   Ã‚  Ã‚  Ã‚  Ã‚  These remote administrative utilities have mutated into Backdoor Trojan horses and have cause an enormous amount of damage. These programs are considered viruses my almost every anti virus there is. When a computer is infected the administrator can just about do anything he want to the infected computer. Many of these people call them self’s hackers when in fact an 8-year-old kid can learn how to use these types of programs in a matter of minutes or hours. How can a kid as young as 8 years old learn this kind of technology you might be wondering. Well its very simple and it goes like this.   Ã‚  Ã‚  Ã‚  Ã‚  First the â€Å"hacker† has to download the program off the Internet. Once that is accomplished there are a few things you have to do before you can use it. In most Trojan applications it comes with a file called a server witch is the file that actually infect your computer and an Edit server file with is used to set up the settings of the server. The first step is to change the name of the file to something else like †Mypic.jpg †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦exe† so the person downloading the file wont suspect anything if you tell them it’s a picture. The next step is to set up how the IP (Internet Protocol) address is going to be delivered to you once the file has been executed. Traiffic school :: essays research papers fc Trojan Horses   Ã‚  Ã‚  Ã‚  Ã‚  A numerous amount of people depend on using remote access tools every day weather its to monitor other computers, Help people in large classes that cant get personal assistance, or even just for chatting with them. Every day a back door utility, otherwise known as the Trojan horse, infects hundreds if not even thousands of people over the Internet causing little annoyances to major destruction of a computer.   Ã‚  Ã‚  Ã‚  Ã‚  Trojans are very helpful utilities usually installed on computers networked on a server. With this installed the administrator can do a wide variety of commands on the other computer such as accessing files, looking at the screen, control the mouse, change the system bios and settings, log keys, and just about anything the other user can do.   Ã‚  Ã‚  Ã‚  Ã‚  Many of these utilities are free and can be found on the Internet but if you want one the more sophisticated and better quality you can purchase them. Big companies or places with several networked computers mostly purchase these products. Although this may seem like a really great idea there is also a dark malicious side to it.   Ã‚  Ã‚  Ã‚  Ã‚  These remote administrative utilities have mutated into Backdoor Trojan horses and have cause an enormous amount of damage. These programs are considered viruses my almost every anti virus there is. When a computer is infected the administrator can just about do anything he want to the infected computer. Many of these people call them self’s hackers when in fact an 8-year-old kid can learn how to use these types of programs in a matter of minutes or hours. How can a kid as young as 8 years old learn this kind of technology you might be wondering. Well its very simple and it goes like this.   Ã‚  Ã‚  Ã‚  Ã‚  First the â€Å"hacker† has to download the program off the Internet. Once that is accomplished there are a few things you have to do before you can use it. In most Trojan applications it comes with a file called a server witch is the file that actually infect your computer and an Edit server file with is used to set up the settings of the server. The first step is to change the name of the file to something else like †Mypic.jpg †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦exe† so the person downloading the file wont suspect anything if you tell them it’s a picture. The next step is to set up how the IP (Internet Protocol) address is going to be delivered to you once the file has been executed.

The Quarrel About Historical Explanation :: essays research papers

The Quarrel About Historical Explanation   Ã‚  Ã‚  Ã‚  Ã‚  The discussion of the philosophical question of historical explanation is in reality a disagreement concerning the nature of the philosophic method.   Ã‚  Ã‚  Ã‚  Ã‚  There are primarily two sides taken in this argument, those who agree with Carl Hempel and those that do not.   Ã‚  Ã‚  Ã‚  Ã‚  According to Hempel a historical event is only sufficiently explained when it logically fits a set of confirmed pre-existing conditions along with some universal laws.   Ã‚  Ã‚  Ã‚  Ã‚  Certainly all things cannot easily be assigned to rules and laws. Political coups, assassinations and revolutions are too complex for such a rigid explanation. And who is to say what perquisites there are for situations. Certainly there is no one who can predict every instance of a given event, there are just too many variables.   Ã‚  Ã‚  Ã‚  Ã‚  Hempel then notes that Historians are seldom able to stick to his procedure and at best can only make an explanation sketch. Hempel seems to be saying then, that the majority of explanations surrounding historical events are inadequate and incomplete.   Ã‚  Ã‚  Ã‚  Ã‚  There are three main divisions of anti-Hempelians. There are those that agree with Hempel to the point that there are rules and general laws that can be followed, but a historian's explanation is adequate if all he can provide is a sketch. The second group states that the general laws are not necessary and as long as the explanation provides an understandable narrative, it is complete. The final group believes that only one condition is necessary, and if more information is needed, one only needs to elaborate on that one condition.   Ã‚  Ã‚  Ã‚  Ã‚  The Hempelians and the anti-Hempelians both have common ground. They are both engaged in the philosophy of history, but this is where the agreement stops for even the groups starting points are different.   Ã‚  Ã‚  Ã‚  Ã‚  Hempelians give their explanations to answer the question of why something happened. Their objective is to replace curiosity with understanding. For this to happen both the laws and general rules given must logically agree. In other words you must be able to deduce the answer after given the laws and rules.   Ã‚  Ã‚  Ã‚  Ã‚  It would not be enough for a Hempelian to hear that conditions led up to an event. He must know himself that these conditions are causes, and he'll know this only if the conditions are widely known or confirmed causes of said event. These conditions must not only be confirmed but true or the explanation would merely be an exercise in futility.   Ã‚  Ã‚  Ã‚  Ã‚  An anti-Hempelian's problem with all of this is summarized in that historians do not use such methods to do their explaining, even if they did an explanation may not result, and finally historians are doing a very fine job

Focus on Siemens AG Company

There is a state of ambivalence over bribery in organizations. Some people regard bribery as a type of pecuniary corruption since it involves the transfer of money or any form of gift aimed at altering the behaviour of the recipient (Dowling 2008). In deed the Black’s law Dictionary defines bribery as a form of crime that involves giving, offering, soliciting for or receiving any item that has value in order to manipulate the actions of a person or official performing a certain duty (Dowling 2008).In this case, what makes bribery bad is the fact that the person receiving the bribe may act in a manner that would be detrimental to other operations in an organizations or related organizations. Such operations may include substandard services in which the bribery is used to protect the parties involved (Dowling 2008). On the other hand, some people view bribery as an act that is part of development ambitions in organizations. For instance, Lemieux (2005) argues that many countries whose underground economies have grown could not be where they are today were it not for bribery.And this seems to be the secret behind many organizations such as Siemens AG, which have to deal with authorities in terms of taxation and other legal requirements. Along this line, Lemieux (2005) opines that it is often not possible, or it is very costly, for a company or an individual to escape the restrictions and other prohibitions that are prerequisites to operation of business. Lemieux (2005) also notes that bribery in organizations is a phenomenon that cannot be easily gotten rid of because it is perfectly impossible to enforce the measures required to maintain a bribery-free business environment.Instead, the stricter measures to stop bribery in many organizations only serve to amplify the phenomenon (Lemieux 2005). Cash bribes are often used as donations to many political parties, and non-cash bribes may also be used to seek support in certain business ventures. Thus, according to Lemieux (2005), there is a common dictum among organizations: bribe them (the authorities) if you want to do peaceful business. Siemens AG was a company of high repute as the largest engineering firm in Europe, but its image was clouded when it ventured into bribery in order to expand its operations (OECD 2005).As discussed in this paper, Siemens AG was involved in massive bribery deals both locally and internationally in a bid to maintain a good image of the corporation as a global leader in engineering (Economist. com). But as further discussed, bribery is not only expensive but also a phenomenon that can tarnish the name of a company given the fines that Siemens AG had to pay and the numerous apologies it had to make ( Economist. com). The company also had to suspend many of its staff who were allegedly involve in the bribery claims, thus slowing down its vigour in the market (Economist.com). This makes bribery a topic that is amenable to further discussion as to whether it is a mechanism to advance the operations of a business or it is a vice that should be abhorred by organizations if they want to be successful. The Siemens AG Bribery Scandals Siemens AG’s slogan â€Å"Be Inspired† of the mid-1990s was perhaps of the most inspiring slogans to have been used by leading organizations in the world (Economist. com). However, the inspiration later turned out to involve murky deals aimed at promoting the company globally.So did the managers of the company lack the inspiration to build the company or they were just inspired to build it using alternative means? Siemens AG’s managers were involved in mischievous ways of funnelling huge sums of money to corrupt leaders of many authorities and politician the world over (OECD 2005). The methods used in the bribery cases were just astounding. According to Economist. com, the company bribed its subjects with a lot of trust and candour that no one could figure out the vice in many business transa ctions.To facilitate the bribery operations, the company set up three â€Å"cash desks† in its offices from which the bribery operations were performed (OECD 2005). Company employees would bring empty suitcases to the desks, which would be filled with cash in a manner that could raise no suspicion. As a result of such deals, as much as â‚ ¬1 million or $1. 4 million was withdrawn at different times to facilitate securing of contracts for Siemens AG’s telecoms equipment division (OECD 2005).The cash desks for bribery deals operated on honour mechanisms and not many questions were asked about the operations, nor was proof documentation required (Economist. com). In addition, managers who made application for money from the company were allowed to approve their requests without following due procedures (Economist. com). In fact, by the year 1999 Siemens AG was openly claiming tax deductions to cater for bribes, and the dealings were recorded in accounts books as useful expenditure (Economist. com).In the context of the bribery deals, it is worthwhile to note that Siemens AG considered bribery as a business venture aimed at widening its scope of operations. As a matter of fact, Siemens AG spent about $67 million in â€Å"suitcases† between 2001 and 2004 (OECD 2005). Nevertheless, according to OECD (2005), the people involved in the bribery transactions felt confident about what they were doing and knew that there was nothing wrong. The point here is that bribery was considered as a normal activity that required no questioning.The seemingly conducive culture of bribery continued with illicit payments even after Germany had banned bribing of foreign officials in the year 1999 (Balzli, Deckstein & Schmitt 2007). Thus, when Siemens AG listed its shares on United States’ New York Stock Exchange (NYSE) in 2001 and it was subjected to stringent American anti-bribery measures, the managers desisted from counting cash in office (Balzli, Decks tein & Schmitt 2007). Instead, they turned to the use of cash cheques to perform the same operations.The cheques were deposited in various accounts but the company did not keep records in its own books so that it could make more nefarious payments (Balzli, Deckstein & Schmitt 2007). In order to disguise the underhand operations, Siemens AG managers outsourced most of its accounts works to â€Å"business consultants† so that no it would not be culpable in any secret operation would be unearthed (Economist. com). In bid to cover their operations further, the managers of the company used more eccentric mean to avoid being found (Balzli, Deckstein & Schmitt 2007).When they authorised the bribery payments, they used removable sticky notes, which would be easily destroyed to conceal all evidence of any transaction (Fernando & Bellamkonda 2007). The sums of money transferred by the managers of Siemens AG were staggering. According to Balzli, Deckstein and Schmitt (2007), a total of $805 million was handed over by the company to foreign officials in bribes. The money handed out was aimed at ensuring that Siemens won as many contracts as it could in many foreign markets (Economist. com).In other instances, the bribes were meant to woo labour representatives in supervisory areas to support Siemens AG policies when they would obviously need to rejected (Fernando & Bellamkonda 2007). Along this line, Fernando and Bellamkonda (2007) note that the German government’s stance on bribery was perhaps a contributing factor in Siemens AG’s underhand operations. This is because many companies understood that the German law and even the law in many other OECD countries permitted bribery and even offered subsidies to companies in order to enhance their operations in spite of the huge sums of money given out in form of bribes.Implications of the bribery cases When the Siemens AG bribe scandals were unearthed between 2006 and 2007, it was dubbed the â€Å"$2 bill ion bribes-for-business scandal† (Bushan 2008). When the details of scandal spilled out, German authorities raised siemens AG’ s offices in Germany an further investigations were initiated in countries such as the United States, Italy, Greece, and Switzerland where the company hand major investments (Bushan 2008). What followed were court suits, apologies, and a general decline in the company’s performance.The first reaction by the company managers was a fallout in which the CEO, Heinrich von Pierer and head of the company’s supervisory board, known as Klaus Kleinfeld, resigned in spite of the fact that they were not directly implicated (Bushan 2008). On December 15 2008, Siemens AG agreed with its host country Germany and the United States to pay them $1. 34 billion in response to bribe charges (Dowling et al 2008). This ended a two-year inquiry that had been made by the German Government to Siemens AG officials all over the world.In the agreement, Siemen s AG paid â‚ ¬395 million to settle to the German Government’s inquiry expenses and a further $800 million as the charges raised by the United States Security Exchange Commission (Dowling et al 2008). In addition, Siemens AG pleaded guilty to flouting the United States anti-bribery laws, which resulted into a penalty of a further $1. 36 billion (Dowling et al 2008). In an attempt to recover the massive losses, Siemens AG sued eleven of its former board executives led by Heinrich von Pierer and Klaus Kleinfeld (Dowling et al 2008).The new management of Siemens said that the action was meant to seek compensation from the former managers for damages that the company incurred as a result of their wanton actions (Dowling et al 2008). Some of the damages that were inflicted on Siemens and which the company would take time to recover from included a fall in the company’s share price by 23 cent to â‚ ¬47. 15 on the Frankfurt stock market. In addition, Siemens’s st ock in the market plummeted by 56 per cent in 2008 (Dowling et al 2008). What the Bribery Scandal in Siemens AG means about Bribery in OrganizationsGiven that the law in Germany and other OECD countries was somehow supportive of bribery, the efforts by the German Government to investigate the bribery claims can be considered to have been aimed at dignifying international laws on trade and laws against bribery (Dowling et al 2008). This is particularly true since other countries such as the United States, Greece, Italy and Switzerland were involved. According to Lemieux (2005), countries usually support corporations that have significant influence on the magnitude of their gross national product, as was the case of Siemens in Germany.Here, the fact that the German government provided subsidies to Siemens AG to facilitate its bribery payments cannot be gainsaid and is a clear pointer that even the though the government reacted, its officials had been well aware of the underhand operat ions. The Siemens AG bribery case also points out the weaknesses in governments when it comes to dealing with giant corporations. It is particularly worthy noting that Europe is still miles behind the United States when dealing with corruption cases particularly bribery (Georgiev 2008).According to a further analysis in Economist. com, Siemens invited group of lawyers from a United States firm called Debevoise & Plimpton to represent it with the hope that doing so would make it win sympathisers and have its name cleared from the bribery scandal. Nevertheless, this move made things even worse as the lawyers carried out a private investigation that cost the company a further â‚ ¬204 million. Thus, according to Economist. com, an investigation by German investigators would not have unravelled as much.Although Siemens AG paid many fines, the amount of money cannot equal the damage it did to markets both locally and at the international level. Considering the fact that Siemens AG was used to paying bribes, the fines were just meant to polish the name of the company. Nevertheless, other companies lost several contracts due to Siemens AG’s bribery (Balzli, Deckstein & Schmitt 2007). This perhaps is the worst effect of the bribery claims as companies that seemingly would have been more competent than Siemens AG were denied the chance to compete for tenders due to the bribe mask.This shows how unpopular companies are treated unfairly at the expense of pleasing giant companies, which have the ability to finance illegal operations. Siemens AG was able to influence market policies through bribery and this therefore leaves a question of whether the giant organizations of the world actually reach the top through excellent performance or through underhand deals as portrayed by firm. According to Economist. com, the confession by Siemens AG of involvement in bribery was triggered not by the fact that bribery is a vice in the organizational environment.Rather, it was due to the realization that the company was bound to lose a major market in the United States- which was firmly against the deals, as well as other markets in Greece, Italy, and Switzerland. A question that arises therefore is what would have happened had the bribery scandal not been raised in the public limelight. Would Siemens AG have been praised as a company that has roots all over the world and experiencing rapid growth to necessitate government subsidies, or would it have been criticised to have grown based on underhand operations?Probably the answer lies in viewing bribery a vice and not an incentive within organizations, and realizing that fair competition should not involve bribery. Conclusion Bribery in organizations is viewed with different standpoints depending on the effect it has on the respective organizations. For large organizations such as Siemens AG, bribery is seen as a mechanism to augment expansion since restrictions such as laws are avoided. Nevertheless, the adverse effects of bribery include massive fines against the organizations involved and a significant corporate damage as was realized in the case of Siemens AG. ReferencesBalzli, B, Deckstein, D & Schmitt J 2007, New Report Details Far-Reaching Corruption, Spiegel Online International, Available from http://www. spiegel. de/international/0,1518,462954,00. html (16 March 2009) Bhushan, A 2008, Bribes-for-Business: Siemens AG Sues 11 former management board executives, CEOWORLD Magazine, Available from http://ceoworld. biz/ceo/2008/07/31/bribes-for-business-siemens-ag-sues-11-former-management-board-executives/ (16 March 2009) Dowling, P; Welch, D E ; Festing, M & Engle A D 2008, International human resource management: managing people in a multinational context, Cengage Learning EMEA, New YorkEconomist. com, 17 Dec 2008, The stench of bribery at Siemens signals a wider rot in Europe, Available from http://www. economist. com/business/displaystory. cfm? story_id=12800474 (16 March 2 009) Fernando, R & Bellamkonda, B 2007, The Bribery Scandal at Siemens AG, Available from http://www. caseplace. org/d. asp? d=375 (16 March 2009) Georgiev, P K 2008, Corruptive patterns of patronage in SE Europe, VS Verlag, London Lemieux, P 2006, In defense of bribery, Available from http://mises. org/story/1884 (16 March 2009) OECD 2005, Fighting corruption and promoting integrity in public procurement, OECD Publishing, London

Effective Educational Leader Essay Sample

Effective Educational Leader Essay Sample Effective Educational Leader Essay Sample Effective Educational Leader Essay Sample The ability to lead is inborn only in 5% percent of the population. The rest should either follow the group or develop the key leader ship characteristics. Perhaps, the majority would prefer the second option, yet, not everyone is that talented. The rareness of the ability to lead makes it an important and desirable feature for many people. The leadership is even more important in the school settings where each student aims at achieving high levels. A systematic approach to learning processes as well as managing diverse teams becomes crucial for the future of the children today and adults tomorrow. These children will choose the President and determine the trends for the upcoming days. Therefore, they have to be guided in a quite wise manner by the professionals. Otherwise, the system will be ruined and the talents would be lost. The educational leadership plays a key role in motivating, encouraging, stimulating, and challenging the practices of pedagogy. It refers to many endeavors involving the reflections and inquiries that significantly impact the interactions among the communities, educators, parents, and children. Thus, educational leadership matters. This MA program is believed to prepare professionals who would be able to lead or occupy leadership positions in the communities, schools, districts, states, universities, etc. The curriculum provides critical assessment of the conceptual, organizational, managerial, social, political, and other dimensions that are inherent for the leading schools. The further analysis of these techniques and their implementation would allow increasing educational opportunities for children and youth residing in both urban and rural communities. The overall aim of the MA students is to learn how to enhance the opportunities for the children and youth through the programs that are linked to the practices important in everyday life. Leadership Strengths Self-Appraisal Considering inborn leadership and developed characteristics, I dare say that the following are inherent for my leadership style. The first advantage refers to my natural charisma. This is an issue that I exactly know when I need to apply my inborn charisma, and when I can simply let it shine through. In fact, I consider this feeling to be even more important than simply having charisma. To be honest, I use this natural ability very often as it can help to achieve considerable success. I always feel the moment when the situation is the most suitable and when there is a need for letting others, who are less charismatic or shy, shine. In addition to the mentioned, I consider myself to be able to communicate freely without any barriers and, if needed, to criticize people in a rather constructive way.   Moreover, I always provide a feedback, especially the positive one. In my opinion, it is a good model for cooperation, sharing, and goodwill. All of it would definitely be contributing f or my success as an educational leader. Moreover, I have good manners which make people like me at first glance. Sometimes, I guess I have a heightened feeling of charm or special style, which attracts others. Perhaps, the main reason for this is the fact that most of the time I am rather attentive to the non-verbal means of communication. Using it, I always try to encourage people, to motivate them, to provide them with certain amount of energy, and to allow them to feel my sympathy and loyalty when needed. Thus, I hope that they feel my caring about them. Furthermore, I have drive or dynamism that leaders need. This reflects my inner metal power that helps me to continue going. Additionally, I am well organized and can control my temper. There are practically no barriers in communication with others. I used to give feedbacks and criticize people in a constructive way providing them alternatives. In my opinion, such a constructive yet inspiring method of indicating one’s mistakes makes the world a better place and helps to remove everything secondary. I can cope with stressful management. I am not hasty in making decisions. Finally, I am sympathetic with regard to others, and this makes me rather tolerant person. The Attitudes, Behaviors and Skills that Ensure the Effective Educational Leadership In terms of the leadership appraisal provided above, there are a lot of things that should be mastered in order to become a qualified educational leader. They primarily refer to the building of four dimensions: the enhancement of the instructional leadership skills, the development of the unique management style (as provided below), the ability to build the community, and the ability to create the vision. The instructional leadership provides some features of character that are either inborn or needed to be developed. First of all, effective educational leaders have to improve their qualifications on ongoing basis. The frequent methods of learning and counseling and other educational assistance become outdated with time. Thus, in order to ensure that the children are guided by the best techniques possible, this theoretical background of the leadership should be reviewed repeatedly. Secondly, the leaders themselves have to understand, realize, and accept the commitment to academic success of all students, especially those who are struggling for learning new things. An effective educational leader must also have an efficient communication system within school facilities. The teachers, students, administration, etc should provide feedbacks. All of this is important to ensure two- or multiway communication and interaction that would help to address the emerging challenges immediately. Special attention is to be paid to the feelings and perceptions of the students as they are usually in their most vulnerable age, and everything should be explained to them in a wise manner. The traumas that could be acquired at this age might influence their entire lives. Thus, the educational leader should encourage the interactions among teachers and students as well as school administration. And, therefore, it requires certain skills to be learned and sharpened by a successful educational leader. The concept of the instructional leadership also provides such a behavioral pattern when educational leader is engaged in educational practices (Green, 2012). They are frequently recommended not only to observe learning process but also to be engaged in and to monitor the reactions of the group. All if would help to recognize moods and expectations of the students and take steps to meet their expectations towards learning process. Most importantly, the leaders should develop some new rules. That is all that educational leadership is about. The leaders have to show positive examples and encourage others to take responsibilities. They also should defend others so the latter realize their own initiatives that would positively impact community or even the whole country they live in. The educational leader has to strengthen the community where he or she operates and to contribute to developing cohesiveness among its residents. The role of educational leaders widens together with the need for building strong relations inside certain community. Naturally, the traditional approach of top-down decisions could not be applicable under the conditions of the modern society. The traditional community is filled with teachers, leaders, students, parents, etc, and the mission of an educational leader is to reach synergy in his/her efforts in order to achieve common goals. Thus, the communication is crucial for educational leaders, and these skills are to be developed at the highest level possible. Finally, a vision of an ultimate goal has to be established by the leader that everyone follows. The goal-setting is quite challenging process as it involves audit of the current resources and drawing of the action plan off these resources. The actions are frequently limited by various factors, thus the educational leader should learn how to retrieve maximum utility from the resources available at the moment. Management Style The effective educational leader has to ensure that the personnel are managed properly and that the conflicts are resolved in a timely manner. To ensure that the leader should adopt strategy of building strong and cohesive team, be able to produce new initiatives, set the procedures for the conflict settlement, and, finally, elaborate the plan for dealing with the resistance to changes that are introduced within the educational environment. The challenges that are faced by educational leaders may vary by a group of educators or by the rules of the schools, academic communities, etc. However, the most serious issue that concerns all leaders is their ability to engage in, effectively manage, and motivate their followers or team members. It is particularly important when the entire educational personnel are given the task or project which is to be performed with the help of all members’ efforts. Moreover, the success of it depends on how much energy and creativity such educators are going to produce. There are no issues that will reach the stage of its implementation if group members are uninterested in its development. At this point, the lack of motivation or focus on work might cause the decrease in productivity. Thus, the goal of the successful educational leader is to engage everyone into activities in the most productive way. Productive educators are easily recognizable. First of all, they know their goals and use wisely all the resources given to them. The effective use of time, skills, and abilities of everyone is their key priority. Any worker gets his/her orders and is responsible for a certain part of work. At the same time, those activities, which require team efforts, are performed in groups where the guidance is made through the orders of an educational leader. They are not prohibited from criticizing the results of others, and their ideas are born during hot discussions in which virtually every member of the group actively participates. Even if there is a glimpse of disagreement, it is considered as a good thing. The atmosphere the personnel operate in is rather comfortable, informal, and relaxing. In order to realize all the things described above, an effective educational leader should introduce the following steps. First of all, he/she must establish the goal or task that is to be reached through the joint efforts of the whole team. Secondly, he/she must introduce the rules of a game or, in other words, explain how the process of achieving common goal will be implemented. He/she determines the tasks being performed separately and the areas of work needing joint activities. In addition to this, an effective leader should determine strengths and weaknesses of his team members at first sight. Moreover, he/she has to divide duties accordingly to ensure the high productivity of the team. All of these will simultaneously make the team cohesive and the tasks oriented towards many common activities. This will also prevent the conflicts due to the existence of clear rules for everyone to follow. The conflict is defined as the â€Å"interaction of interdependent people who perceive opposition goals and values, and who see the other party as potentially interfering in their realization† (Green, 2012). In case the conflict occurs, the following steps should be taken. First, the dispute should be assessed in terms of its intensity, clarity, longevity, etc. The golden rule in this regard is that the conflict should be resolved in a timely manner. A hidden conflict equals to time bomb; and the longer it remains unresolved, the more disastrous the consequences of its explosion may be (Green, 2012). Definitely, there is no such a way that would allow decreasing and minimizing all the conflicts. They are an integral part of any daily routine, and they help in identifying the truth. In case of their occurrence, an educational leader should identify the positions of the parties involved and their key arguments. Afterwards, he/she has to make decisions either solely or together w ith the board. The latter is viewed as the means of a more objective way for conflict resolution as more people are involved, and it is harder to bribe them all. Therefore, this method of dealing with conflicts is recommended for the introduction within school settings. Finally, an effective educational leader should develop strategies in order to cope with the change resistance. The reasons for resistance to changes vary. Therefore, it is rather silly to infer that somebody is reluctant to simply change his/her private reasons or character inclinations. The truth lies in the middle. Some individuals are just afraid of anything unfamiliar due to their temperament, while others are not ready to face new challenges due to poor management of changes implementation. People resist changes because of mistrust and individual predisposition towards these changes. It should be noted that educational leaders can significantly decrease the resistance to changes while applying the techniques and following the models that help employees to go through transitional period. They should serve as the means of communicating messages of change. On the other hand, such leaders are those who can provide the board with the feedbacks received from employees being of great importance for change-implementation process and needing to be addressed to immediately. There are a lot of approaches an effective educational leader might use in order to overcome change resistance. For example, he/she might offer the educators to participate in change-introducing process. In accordance with one of the studies conducted recently, the degree to which employees are engaged in change-implementing process significantly impacts the rate of change resistance. The results showed that those employees, who actually were provided with the opportunity to suggest the changes introduced, offer no resistance later. Thereafter, those others are simply ordered to perform their work activities in a different way dropped by two thirds by the end of the first month after the changes were introduced. Therefore, in order to minimize the risks of change resistance, one can simply involve the personnel into the process of decision-making in terms of introducing the changes. Expected Outcomes In conclusion, all of the skills, behaviors, attitudes, and management styles that have been mentioned above create a comprehensive strategy. The latter is to be followed in order to develop strong educational leadership. It represents the puzzle where every element is important in finishing the masterpiece. Thus, the communication serves many purposes from explaining the reasons and the benefits of the changes to the discoveries of the underlying thoughts and considerations regarding the ideas collected from the students. The ability to organize team and make it cohesive and strong will be important for the productive and fruitful cooperation of everyone in reaching their common goal. The unique management style that provides the engagement of the employees, the strategies for change resistance and conflict resolutions would help to eliminate possible flaws or barriers to defective operations. The vision would serve as the uniting reason for everyone to make his or her best achievin g the set goals and improving the learning processes for all the students.

Asking for Directions in German

Asking for Directions in German In this lesson youll learn German vocabulary and grammar related to going places, asking for simple directions, and receiving directions. This includes useful phrases such as  Wie  komme  ich  dorthin? for How do I get there? Youll find all of this very helpful when traveling in Germany, so lets start the lesson. The Tips You Need to Ask for Directions in German Asking  for directions is easy.  Understanding the torrent of German you may get back is another story. Most German textbooks and courses teach you how to  ask  the questions, but fail to deal adequately with the  understanding  aspect. Thats why we will also teach you some coping skills to help in such situations.   For example, you can ask your question in such a way that it will elicit a simple ja (yes) or nein  (no), or a simple left, straight ahead, or right answer. And dont forget that hand signals always work, no matter the language. Asking Where: Wo  vs.  Wohin German has two question words for asking where. One is wo? and is used when asking the location of someone or something. The other is wohin? and this is used when asking about motion or direction, as in where to. For instance, in English, you would use where to ask both Where are the keys? (location) and Where are you going? (motion/direction). In German these two questions require two different forms of where. Wo  sind die Schlà ¼ssel?  (Where are the keys?)​Wohin  gehen Sie?  (Where are you going?) In English, this can be compared to the difference between the location question wheres it at? (poor English, but it gets the idea across) and the direction question where to? But in German you can only use  wo?  for wheres it at? (location) and  wohin?  for where to? (direction).  This is a rule that cannot be broken. There are times when  wohin gets split in two, as in: Wo gehen Sie hin? But you cant use wo without hin to ask about motion or direction in German, they must both be included in the sentence. Directions (Richtungen) in German Now lets look at some common words and expressions related to directions and the places we might go. This is essential vocabulary that you will want to memorize. Notice that in some of the phrases below, the gender (der/die/das) may affect the article, as in in  die  Kirche (in the church) or an  den  See (to the lake). Simply pay attention to those times when gender changes der  to den  and you should be okay. Englisch Deutsch along/downGo along/down this street. entlangGehen Sie diese Straße entlang! backGo back. zurà ¼ckGehen Sie zurà ¼ck! in the direction of/towards... the train station the church the hotel in Richtung auf... den Bahnhof die Kirche das Hotel left - to the left links - nach links right - to the right rechts - nach rechts straight aheadKeep going straight ahead. geradeaus (guh-RAH-duh-ouse)Gehen Sieimmer geradeaus! up to, untilup to the traffic lightup to the cinema bis zum (masc./neut.)biszur (fem.)bis zur Ampelbiszum Kino Compass Directions (Himmel Srichtungen) The directions on the compass are relatively easy because the German words are similar to their English counterparts. After you learn the four basic directions, you can form more compass directions by combining words, just as you would in English. For example, northwest is  nordwesten, northeast is nordosten, southwest is sà ¼dwesten, etc. Englisch Deutsch north - to the northnorth of (Leipzig) der Nord(en) - nach Nordennà ¶rdlich von (Leipzig) south - to the southsouth of (Munich) der Sà ¼d(en) - nach Sà ¼densà ¼dlich von (Mà ¼nchen) east - to the easteast of (Frankfurt) der Ost(en) - nach Ostenà ¶stlich von (Frankfurt) west - to the westwest of (Cologne) der West(en) - nach Westenwestlich von (Kà ¶ln)

Executive Summary Essay Example

Executive Summary Essay Example Executive Summary Paper Executive Summary Paper As health insurance marketing is a highly competitive field, society is glimpsing the first indications that only innovative marketing techniques and tactics will win out over the competition. Of foremost importance to this situation is comprehending which segment of society prefers which marketing strategies. Because time is of the essence and an abundance of information can be found on-line, marketing agencies are seeing that the emerging health insurance marketing strategies must also use the web to obtain information about its potential clientele as well as provide information to users. B. Current Marketing Situation a. Market Description It is common knowledge that with skyrocketing health insurance costs, individuals seeking insurance recognize that it is vital to obtain it while ensuring that they do not get ripped off in the process. Marketing for health insurance attempts to show consumers that they can get a good deal for their money while having easy access to medical facility as they are needed. In addition, consumers who research on the web acknowledge that they are looking for insurance which has no gaps, allows you to pay for what you need with no frills or unnecessary extras, and you receive treatment as promised. For the elderly, receiving treatment is essential and often they are faced with â€Å"red tape† or have to jump through hoops while attempting to receive the benefits they are paying for. (amazon.com/Health-Insurance-Without-Getting-Ripped-Off/dp/0979478103/ref=sr_1_45?ie=UTF8s=booksqid=1238539157sr=8-45#reader) b. Product Review: Online health insurance marketing is a new frontier. It allows for feasible and easy access to information. As a platform for communicating insurance rates, premiums, co-pays, benefits, opportunities, referrals, and provider information, it gives an element of security for consumers wanting to research and see such information in clear writing (heartland.org/policybot/results/424/FreeMarket_Health_Insurance_Flourishes_Online.html). With online, consumers can also be provided with information which has been translated into their native language as well. For some cultures, they might feel intimidated calling health insurance representatives upfront because of language barriers. This new marketing tool will allow them to grasp at a new wealth of information at their disposal prior to reaching out to representatives who are fluent in their specific language.   They can get quick individual or group quotes or even requoted if they are looking to modify their potential plans to better fit within the plan rates that they are seeking. (sasid.com/products/Health/basic_health_insurance.htm) In addition, sometimes consumers find that information about insurance is diluted and thus causes ample confusion, which is why marketing strategies for health insurance predominately depend on using financial strategies like referrals, leads, and other such methods. Because we want to insure that consumers see added value to our online services we have had to reinvent the idea of marketing health insurance by focusing on specific market segments prior to branching out to others. For example, it is common place for the younger generation to lose coverage upon graduating from high school or upon reaching 18 yrs of age. This generation is also highly focused utilizing web-based sites such as facebook, linkedin, shutterfly, etc.. Our product will advertise on such websites in order to coax such individuals to hyperlink their pages into our website or delve further into our web-based site for specific fact finding information. We also advertise online via recorded radio broadcasters and weekly newsletters because if you don’t need or want insurance now that doesn’t mean that you won’t require it in the future.

Leading Organization Change Essay Example | Topics and Well Written Essays - 2500 words

Leading Organization Change - Essay Example Macro level (big scale - organizational level causes) Demand for Little-bit's product has been strong, however, quality decrease because of organizational culture. Little-bit's reputation is crumbling because of its managers' negative public statements. Fairly flat structure of Little-bit. Micro level (small scale - group/individual level causes) Members of the organization has their own agenda, the whole organization is not working for the company's vision and objectives. The leaders also divided, they decide individually. Too many members of the management, the functions and responsibilities overlap. 3. Identify which of the four systems are affected - e.g. Interpersonal, Techno-structural, Human processes, Strategic. Note: Using Text Book The most affected by change is the strategic system, because change is simply unavoidable in the business world. The advent of globalization and information technology taught organizations well that change is necessary. To become stagnant is to deprive the organization of its chances to survive in a harsh, unpredictable and rapidly changing business environment. 4. Identify which organizational metaphors (machines or political or organisms or flux and transformation ) are generally applied by members of the organization Note: Using concept stated in S_Reading 4.6 The members of Little-bit are applying the organizational metaphors such as organisms (it is important to maximize to fit between individual, team and organizational needs), cultures and political system (the company applies autocracy and there are coalitions between individuals that is more important than work teams). 5. Identify which new metaphors (machines or political or organisms or flux and...For example, if you selected a theoretical approach that indicated that managers are capable of shaping their environment, then you would need to select interventions and other factors that are consistent with this approach. The most affected by change is the strategic system, because change is simply unavoidable in the business world. The advent of globalization and information technology taught organizations well that change is necessary. To become stagnant is to deprive the organization of its chances to survive in a harsh, unpredictable and rapidly changing business environment. The members of Little-bit are applying the organizational metaphors such as organisms (it is important to maximize to fit between individual, team and organizational needs), cultures and political system (the company applies autocracy and there are coalitions between individuals that is more important than work teams). Little-bit should apply the concept of "organizations as machines" because in this metaphor change must be driven and resistance can be managed. The company's objectives can be set at the beginning of the process and can give the direction. 7. Identify which meta-model of change is most appropriate.

How would you benefit from and contribute to such an environment Essay

How would you benefit from and contribute to such an environment Consider variables such as your talents, travels, leadership a - Essay Example For me helping out others is a blessing because giving to the community helps enrich the culture in which we live in. As a member of the student alumni of Rutgers University I can get involved in experiences that help enrich the culture of the university. I am a very talented dancer. My abilities could be used by the theater club to integrate dancing into some of their work. I can also help students learn to dance better. During my lifetime I have demonstrated leadership abilities. I was president of the Luna Club. My leadership abilities can be put to good use at Rutgers University. Normally part of the educational experience includes working with teams. I have served the role of team leader a lot of times in the past. I could help lead my fellow classmates during class projects. I believe a lot in the value of volunteer and community work. I have served as a volunteer since middle school through the Lunar Club. Volunteer work helps you gain experience, develop new skills, and it ex pands your network of contacts (Brummel). I can take advantage of my time at Rutgers University to give back to the community. The community engagement program directory is to a great way to search for volunteer and service learning opportunities (Rutgers). Work Cited Page Brummel, A. 2011. â€Å"The Value of Volunteering.† 15 March 2011. Infoplease.com. 2011.

Human Resources Problems Assignment Example | Topics and Well Written Essays - 250 words

Human Resources Problems - Assignment Example Based on your text and supplemental readings, what are some of the potential problems associated with employee self-service? After sharing some problems facing self-service, how would you address those problems? What is your professional opinion related to management self-service, where managers have access to more employee information through HRIS systems?In a self-service system like ESS, many errors remain covered for a long time which negatively interferes with the quality process. Though employee satisfaction is increased by use of ESS, many ESS software used by companies have many disadvantages like costs associated with its maintenance, functionality issues, and poor performance. These problems can be rectified by using an ESS software which is specifically designed to meet an organization’s needs.5-Does the web present problems for employee self-service applications? Find an article on this subject and provide a summary of the article, including the web address.Many we b self-service pitfalls have been reported. The web creates problems for ESS applications because every bit of employees’ interaction with employers is automated. Technology is always better and lack of HR automation will seriously affect many organizations in terms of time of costs. Automation of HR functions has relieved the HR professionals from much of the burden because much of the tasks assigned to them by managers and employees can be now handled by themselves by use of ESS and manager self-service.

Pointing Fingers in Refugee Responsibilities Assignment

Pointing Fingers in Refugee Responsibilities - Assignment Example ghts convention acts as the foundation of asylum and states that according of the basic rights to persons considered refugees in a foreign territory is important as it would aim at their well being. Such rights include prohibition from all manner of discrimination, procedural safeguards on situations of expulsion, protection of their private and family life and protection against any ill-treatment. In the case of Germany, denying the woman asylum was a violation of the refugee convention as her home country was in a state of turmoil engulfed in an ethnic civil war. The Secretary General of the UN, Ban Ki Moon had described the situation as a serious crisis that had led to the displacement of thousands of people. The lower administrative court’s decision to deny the woman asylum implied that she had to leave Germany and make a return to her home country, Libya. Germany, in that light, had out rightly violated the refugee human rights convention which granted the woman asylum. The doctrine of the Universal human rights declaration protects the right of refugees by allowing for individuals to seek asylum in areas they consider safe as opposed to staying in their home countries (Forsythe & David, 2009. 89). Furthermore, most of the asylum seekers in Germany arrive through the use of dangerous paths which involve sailing through the Mediterranean sea by use of packed boats, a situation that leads to many of them getting lost and even drowning. The adopted criterion is, however, not legitimate because before arriving in Germany, they go through various countries considered safe states. It is equally important to note that the appellant was right in challenging the Federal Administrative court’s decision as denying her asylum amounted to a violation of her right as well as the obligation of non-refoulement. Meanwhile, Germany on her part acted to counter the escalating influx of refugees in its territory and was vocal in stating that the clause of non- refoulement

This research can focus on any historical topic related to the Paper

This can focus on any historical topic related to the course.that is, on any topic covered in class or in your dossie - Research Paper Example The third section will examine the role of women in 1930s film and theorise that some women, notably Norma Shearer, transcended stereotypes. It will explore how women’s roles in the cinema evolved from the beginning to the end of the Great Depression (1929–1939). The fourth section will examine criticisms of women in 1930s film while the fifth section will present a conclusion. Annotated Bibliography Berry, S. (2000). Screen style: Consumer fashion and femininity in 1930s Hollywood, Minneapolis: University of Minnesota Press. This book will be useful in assessing the influence of 1930s films because it details how Greta Garbo, Joan Crawford and Marlene Dietrich influenced women filmgoers as role models of self-determination, and shows why the public is fascinated with these strong-willed women. Davies, C. (1988). New women, new culture: The Women’s Weekly and Hollywood in Australia in the early 1930s. Brisbane: Griffith University. This study is very important to this research because it explores how the new woman (from the period after the censorship policy was implemented) came to exist, and how she affected culture, including how women were portrayed in films and it examines how the Hollywood portrayal of women in the 1930s affected women in Australia. Dawson, J.E. (1995). Hollywood’s image of the workingwoman, Las Vegas: University of Nevada. This dissertation enables exploration of the roles that women have taken in films, how women are portrayed in films, and the psychological aspects and influence of films on women. Feuer, J. (1993). The Hollywood musical, Bloomington: Indiana University Press. This book will assist in understanding the origins and evolution of the Hollywood musical, as well as how it has affected society over the years, particularly in the chapter ‘Dream worlds and dream stages’, which details how Hollywood musicals provided audiences with escapist entertainment during the difficulties of the war and Great Depression in the 1930s. Kolbjornsen, T.K. (1998). ‘Dansingi Hollywood: punktnedslagi film-musikalenshistorie’, dissertation, Philadelphia: Villanova University. This dissertation explores musical film aesthetically, examines how spectators are transformed by the experience of watching Hollywood musicals (such as the Busby Berkeley shows in the 1930s), explores dance as an aesthetic sign, and discusses how musicals transform women into kinetic ornaments. Lovasz, K. (2007). ‘Technologies of self-presentation: Women’s engagement with mediated representation from the era of silent film to the Internet age’, dissertation, Princeton: Princeton University. In this dissertation, Lovasz explores identity theory, which explains how women relate to patriarchal culture, by exploring a woman’s imagined and virtual cultural experiences, including those of film. Mulvey, L. (1999). ‘Visual pleasure and narrative cinema’, in Leo Braudy and Marshall Cohen (eds), Film Theory and Criticism:Introductory Readings, New York: Oxford University Press. This text analyses the Madonna–whore complex and the role of women pleasing men in Hollywood productions,

Pointing Fingers in Refugee Responsibilities Assignment

Pointing Fingers in Refugee Responsibilities - Assignment Example ghts convention acts as the foundation of asylum and states that according of the basic rights to persons considered refugees in a foreign territory is important as it would aim at their well being. Such rights include prohibition from all manner of discrimination, procedural safeguards on situations of expulsion, protection of their private and family life and protection against any ill-treatment. In the case of Germany, denying the woman asylum was a violation of the refugee convention as her home country was in a state of turmoil engulfed in an ethnic civil war. The Secretary General of the UN, Ban Ki Moon had described the situation as a serious crisis that had led to the displacement of thousands of people. The lower administrative court’s decision to deny the woman asylum implied that she had to leave Germany and make a return to her home country, Libya. Germany, in that light, had out rightly violated the refugee human rights convention which granted the woman asylum. The doctrine of the Universal human rights declaration protects the right of refugees by allowing for individuals to seek asylum in areas they consider safe as opposed to staying in their home countries (Forsythe & David, 2009. 89). Furthermore, most of the asylum seekers in Germany arrive through the use of dangerous paths which involve sailing through the Mediterranean sea by use of packed boats, a situation that leads to many of them getting lost and even drowning. The adopted criterion is, however, not legitimate because before arriving in Germany, they go through various countries considered safe states. It is equally important to note that the appellant was right in challenging the Federal Administrative court’s decision as denying her asylum amounted to a violation of her right as well as the obligation of non-refoulement. Meanwhile, Germany on her part acted to counter the escalating influx of refugees in its territory and was vocal in stating that the clause of non- refoulement

Marketing Management Assignment Example | Topics and Well Written Essays - 2500 words

Marketing Management - Assignment Example Clustered market might reveal distinct preference clusters, called natural market segments. Own brand with fashionable and price sensitive consumer who looks for more modern looking footwear but price conscious because short duration of styles, actively targeting people between age group of 35 to 45 years. (b). Marketers advocates a need based market segmentation approach. Robert J. Best (2000) proposed seven step process and these are i. needs-based segmentation ii. Segment identification iii. Segment attractiveness iv. Segment profitability v. segment positioning vi. Segment 'Acid test' vii. Marketing mix strategy. For effective segmentation process, the market segment must be i. Measurable ii. Substantial iii. Accessible iv. Differentiable v. Actionable. Now on the basis of above 5 parameters we would discuss Clark's segmentation process. Clark's market segment could be measurable. As we know that consumer expenditure on footwear is increasing by 3.5% producing an additional GBP 166 million. Clark's brand is controlling 10% of consumer expenditure on footwear and over 30% of children shoe market. Targeted market segment of Clark's is comparatively and young affluent generation between age group of 18 to 30. This generation is fashion driven, ready to spend money and have earning. They are looking for more modern designed, trendy, easy to wear, comfortable and stylish foot wears. This age group has the potential to buy as well as influence the other segments also. So Clark's segments are measurable. This market segment is substantial also. A large number of persons belong to this age group. They have similar kind of needs. They want to wear exclusive designs that have brand name also. Clark is known for its quality as well as for its brand name so when Clark has launched the specific products, which fulfilled the needs of, the new market segment, people tend to buy those products. This segment has been easily accessible and Clark has reached to them effectively through advertising with catchy slogan via modern communication media i.e. through T.V and terrestrial and satellite channels. This young people between age 18 to 30 are easily distinguishable through their attitudes. The second segment, which Clark is targeting, is between age group of 35 to 45 who are fashion oriented but more prices sensitive as well as also make decision while buying shoes for their children. So they are decision-makers also. They have the purchasing power and they are looking for style as well as comfort. These segments have different needs and requirements than any other segment. So no two segments could be mixed up. Finally Clark has formulated an effective integrated flexi communication strategy to attract its newly targeted segm ent, which is predominantly fashion oriented. This fashion oriented affluent segment of younger people creates a major market potential in terms of buying practices and tendency to do expanses on fashion oriented objects like footwear. So if we evaluate keeping in mind the different segments of Clark we could easily find that Clark's segmentation process is good but needs

Introduction to working with children Essay Example for Free

Introduction to working with children Essay There are three different provisions that provide care and education to children. Upton Infant School is a statutory provision; they are funded by the government. Upton Infant School educates and cares for children from 4 years to 7 years of age. They follow the National Curriculum, and the EYFS. They support and work with the children and family by observing the children, and producing written or verbal feedback to the parents; this can be done by holding parent evenings. They are also supporting the children and parents by having fully trained SEN staff in the setting; so they help the children who require additional support. (Upton Infants School, 2012) The DEBRA charity is an organisation which supports and helps to find a cure to heal or help the children and families that are suffering from a generic skin blistering condition. This condition is called Epidermolysis Bullosa (EB). This is a voluntary organisation; this is funded by the public. They support and help children of all ages from birth. They provide emotional and physical support for families coping with EB. (DEBRA, 2008-2012) Private provisions are organisations that make profits from their services. Buckholme Towers in Parkstone; is an independent day school and nursery, which cares for both boys and girls from 3 to 12 years of age. They provide classes for individual learning. The staff quickly gets to know pupils so that their strengths and talents and be enhanced, and their weaknesses are developed upon. They provide a supportive environment this makes the children feel secure and ready for challenges of school life. They support families that have children with; Emotional Needs, ADHD, Dyslexia, Asthma and Serious Allergy’s. (Poole Family Information Service, 2012) There are various legislations in the UK that supports working with children, these are:- Health And Safety At Work Act 1974 Children’s Act 1989 Children’s Act 2004 Children’s Act 2006 Equality Act 2010 United Convention On The Rights Of The Child 1989 Data Protection Act 1998 The Children’s Act 1989 came into force in October 1990. It aims to help children in every situation; at home, at day-care, or in full time care. Some of the principles are that the welfare of the child is paramount and every child has the right to be free from neglect and abuse, every child should be brought up by their parents, if the child is in need, help and guidance should be provided. Both parents and professionals should consult the child when decision making. (Beaver, et al, 2008) Children’s Act 2004 promotes the five outcomes for the Every Child Matters (2003) legislation for every child; this was created because some of the points in 1989 were not being done. These five points are; 1. Be healthy 2. Stay safe 3. Enjoy and achieve 4. Make a positive contribution 5. Achieve economic well-being (Beaver, et al, 2008) The needs of the child and family are central in the Children’s Act 2006. Local authorities must improve the outcomes for children less than 5 years of age. This was created to focus on the children in question and their families. This is where the EYFS came into practice. This was introduced to support the delivery of quality of education and care in the early years. This Act also entitles parents to get the information they need. (Beaver, et al, 2008) The United Convention On the Rights Of The Child came into force in 1989. This Act contains 54 articles. All the articles were put into place to ensure every child enjoys health and education; every child should be within a caring family and have the right of survival. Every child should be protected from exploitation and abuse at all times and should have the freedom to have their voice and opinions taken into account on significant issues. (Beaver, et al, 2008) The Data Protection Act was put into place in 1998, to protect Information of individuals as this is confidential. Other than the care worker, the information can only be shared between the guardian or parent and the child in question. It is very important that you maintain confidentiality when working with children. This is important because it protect the child in question and the family. (Legislation, 2012) Principles and values are very important when working with children. Principles are a professional rule of action of conduct. Values are beliefs and ideas that are shared between groups of people that are from the same culture. This is important because it will give you an understanding of what is good or desirable and what is not. (Tassoni, et al, 2007) Through positive relations the children learn to be strong and to be independent. According in the EYFS (2012) every child is a unique child; they can have a strong character, confident and are self-assured. Enabling environments are essential in helping the children develop and learn. Every child learns and develops in a different way, every child should be treated equally, and their needs to be taken into account. The education and care of all the children in early year’s provision, including children with special educational needs and disabilities, are covered by this framework. Without a unique child, positive relationships and enabling environment’s there would not be any learning and development. The CWDC principles are to reinforce that the welfare of the child and young person is paramount. The safeguarding, learning and development is reflected in practice and service provision. Practitioners work closely with parents as they are very important in their child’s upbringing, recognising they are the children’s most important careers and educators. The values of CWDC are that every child’s individuality is valued and respected and celebrated. Also the children’s personal and physical safety is safeguarded, whilst allowing for risk and challenge as appropriate to the capabilities of the child. Self-esteem is very important to every child’s development. Also confidentiality and agreements about confidential information are respected as appropriate unless a child’s protection and well-being are at stake. Best practice requires a continuous search improvement and self-awareness of how workers are perceived by others. (Children’s Workforce Development Council, 2012). Inclusion and diversity is very important in respecting and valuing each child at a place setting. If this is done correctly it should build the child’s confidence and improve their concentration. This will also remove learning barriers; whether this is emotional or learning where a child may need extra support. (Beaver, et al, 2008) Everyone is different and entitled to their own opinions this means everyone should get treated equally, as they are a unique child, this complies with the EYFS curriculum (Moylett.et al. 2012) According to article.10 UNCRC states that every child has the rights to be able to be heard, valued and listened to. ‘The United Nations Convention On The Rights Of The Child, article 12, says that we must listen to the child’s view and take those views into account in any planning that effects the child’ (Fajerman,2001:12). Both `the children and the staff are benefitting by taking into account the views and the opinions of the child. This builds upon the child’s self-esteem, the children become independent, creative learners, this also makes them aware they have rights and that they do matter. This benefits the staff because they gain an increased awareness of children’s needs, rights and abilities. Also the parents will benefit from this by them feeling involved with their children’s development and their contribution to the setting. (Fajerman, 2001) An example of the place settings giving the children the freedom to express themselves and have their own opinions is at tea time or snack time; this enables them to be able to decide what they want to eat from a plate of food. This way the children will eat what they like and feel valued. According to an early years consultant Margret Collins (2006) children with low self-esteem are timid and are easily bullied. They struggle to take up challenges, and rarely reach their full potential, on some cases people with low self-esteem look at themselves as a failure! On the other hand children with high self-esteem embrace new challenges and see themselves as a success. Children with high self-esteem do usually have an excellent relationship with their teachers as they receive praise. From September 2008, The EYFS emphasis that every person who cares for the children, e.g. child minders and the EYFS practitioners under the age of five have to show the evidence of ‘Look, Listen, and Note’. This shows what development stage the children are at and what the children like doing, also this gives the practitioner a clear understanding of what the child can do or not and if the child needs extra support or not. By doing this you are treating the children like individuals. (Renouf, 2008). People have different opinions this gives them a sense of themselves and others around them. They can also see how individual everyone is. (Graham, 2002). The children will learn that other people have different opinions and feelings; this enables them to be sensitive to others. They will learn that every child believes and their personal views on things can vary, every child has the right to, and need to be treated with respect. Encouraging children to talk about their opinions and their feelings is important because this will build greater relationships with the child and you will be able to understand and help that child more. It is also important for the child to express what they like or dislike doing, and why. (Graham, 2002) There are many professional skills that will support you when working with children. Some of the professional skills are being an effective practitioner: this covers everything from being empathetic and sensitive to having effective communication skills, Being professional: this includes skills such as being reliable and an anti-bias approach, and ensuring you know your roles and responsibility; this involves putting the needs and rights of the child and the family first. (Beaver, et al.2008) Professional standards are essential in working with children; this covers all the professional standards that are needed to be an affective practitioner. Time keeping; is essential because this reflects well on you. Regular attendance is an individual responsibility; you also need to make sure you have everything with you to get the best out of the day. Appropriate dress code; this is important as this will show you have self-respect and that you value the children by not wearing anything inappropriate. It is very important that everyone in each setting understand the different ways of communicating with individual children’s needs. (Beaver, et al, 2008) It is important that everyone smells fresh, and they need to ensure they regularly wash their hands during the course of the day. Smoking is not allowed in public areas, due to a new law that has been recently created. Workers who choose to smoke should do this by going off site, and out of sight of parents and the children. (Beaver, et al, 2008) It is also a good idea to take in hoody or spare clothing so that you do not smell of smoke when you go back. You could also chew on gum, but remember to get rid of it before you go back to the children. All of this is being an effective role model. Study skills are important to being an effective practitioner. Basic needs are the most important one of them all. Without fulfilling your personal needs you will not be able to get the most from your experience and learn properly. Even looking at things like your health and mental health is important, as if you are ill, you are unable to learn to the best of your abilities and get the most from your day. (Northedge, 2005) Motivation is needed in childcare; this is what gets you through the days. Self-motivation comes from deep within, only you can motivate yourself, someone else can only inspire you to do something. By setting yourself little goals, you are able to achieve big goals. (Beaver, et al, 2008) Time management is also important, and this will need to be developed, you need to be able to manage your home life with your college life-try to keep these separate. You need to make sure you are realistic with your time scales to do something, and to be able to do them to your best abilities. (Beaver, et al, 2008) Note taking is important in studying as you will not be able to remember everything that you have learnt over the course of the day. (Beaver, et al, 2008) Planning is essential in childcare, without planning nothing will run smoothly and the days will be hectic. It is also important to plan your assignments this will help you complete it to the deadline. There are many things that learning environments provide to help their students achieve. There things such as learner support, they will help you to improve your work to a higher standard, they provide all sorts of help with your assignments they help you to plan them, they can proof read and check for spellings, and they can help you with referencing. (Beaver, et al, 2008) In childcare it is very important to develop and maintain appropriate relationships with the children, parents and other professionals. A practitioner’s role is to behave in a professional manner. (Tassoni, et al, 2007) Bowlby attachment theory, helps understand relationships, he understands the relationships between; children and carers, and parents and EYP. EYP’s now understand that there will be some children that need a little extra time to feel secure in the setting. This benefits the child because they become more independent and confident. EYP work in partnership with parents, and they should never undermine the relationship between the parent and child. By having a good relationship between the parent and EYP, will benefit the child, this will meet the child’s needs more effectively as the parent has the most knowledge of their child. (Tassoni, et al, 2007) By keeping the family informed about their child performance and any injury or discomfort will build trust. Building and maintaining relationships between colleagues, is essential. This can be done by sharing responsibility and duties equally. (Tassoni, et al, 2007) It is also important to share the information about the child you are about to work with, with the appropriate people. This also needs to be kept updated, by all the members that are working with that child. If there are any frictions between colleagues, the line manager will need to be contacted to help sort out such issues. (Tassoni, et al, 2007) Consistency is the key point in working with children, as you are a role model for children. The information the child receives from adults should be the same, this can have a negative effect on the children, as they pick up things like consistency and tension between parents, EYP, Colleagues and the children. (Tassoni, et al, 2007) Some children may need more than one organisation to help and support them and their families for any additional support. This is called multi-agency team. This consists of various professional that join their skills to help the children to the best of their abilities. It is a practical mechanism to deliver the integrated working required of public services by Every Child Matters, published in 2003, and by The Children Act 2004. (Beaver, et al, 2008) Multi-agency teams benefit the children because they receive tailor-made support for their needs. Some of the benefits of this is easier and quicker access to services and expertise, and reduced needs for specialist services. (Beaver, et al, 2008) Parents are also part of the multi-agency team, and their choices should also be respected and valued. E.g. parents may choose to discuss the situation to other professionals; this is their decision. (Beaver, et al, 2008) It is very unprofessional to discuss another child’s situation with other parents. Some parents find it very daunting for professionals to have contact with them on a daily basis. (Beaver, et al, 2008) Characterises of working with other colleagues and professionals in a multi-agency team are cooperation, this encourages the children to learn to work well with each other. Every team member needs to be consistent this is to ensure that everyone has the same approach of caring for children and working with their family. All members of the team should encourage, praise, stimulate, and support one another. Every member should share their ideas and aims and should feel respected; they should also feel a sense of belong. Every team member needs to be efficient, so all the skills of each individual can be used to the best of their ability. The responsibilities should be shared between every member in the multi-agency team. Workers need to be willing to learn and develop new ways of learning and thinking, and to balance out their weakness and strengths between them. It is also important you remain confidential within a multi-agency team, this shows that you respect your role and the child; you will also be complying with the Data Protection Act. (Beaver, et al, 2008) Common Assessment Framework (CAF) is a process to make sure that children needs are met in the most efficient and pro-active way. This is also a key component in the ‘Every Child Matters-change for children’ program. The CAF aim is to ensure every child receives the universal to which they are entitled and the additional services they need at the earliest opportunity. (Children’s Workforce Development Council 2008) Child-Centred approach is where the children get the freedom to experience, think, question, and research for their own answers. Nursery practitioners get to see how play develops between the children, and not telling them what to do. This enhances the children’s communication skills. This is the complete opposite of Adult-Led; this is where the adult’s initiates play. (Beaver, et al, 2008) The benefits of a Child-Centred approach are that the children get fully involved in activities and are proud of what they can achieve by themselves. They can actively explore the environment and enjoy playing with others. (Beaver, et al, 2008) Although some children find this situation awkward, as they believe the teacher should be in control, whereas others believe they are fully responsible for their play. (Beaver, et al, 2008) There can be issues with the parents too, as they believe children should not learn through playing they prefer their children to learn through literacy and numeracy skills. (Beaver, et al, 2008) Child-Centred approach links to the EYFS because every child is given the opportunity to choose what they want, this encourages every child to be unique. (Beaver, et al, 2008) The practitioners and teachers work in partnership to create a positive relationship and create and enabling environment for the children. The ‘Look, Listen and Note’ observation links to the adult led approach because you can have a better opportunity for observation this way. (Beaver, et al, 2008) The Reggio Emilia approach supports the child-centred approach; an approach based on children’s ideas, thoughts and observations they have gathered through the environment. This was founded by Loris Malaguzzi. (Beaver, et al, 2008) Reggio Emilia believed that the environment, in which the children learn, should be considered as a third teacher. (Wenex Technologies, 2006) Some of the characteristics of the Reggio Emilia approach are that the teachers work in pairs this is called ‘co-teaching’. ‘There is no staff structure, i.e. no head teacher; and staff such as cooks and assistants are regarded as equal with teachers.’ (Beaver, et al, 2008:251) ‘Teachers do plan and make preparations, but there is not a strict curriculum or timetable. Teaching and learning is allowed to evolve and unfold at the pace of the children and follows the interests they develop along the way’ (Beaver, et al, 2008:252) There is four main areas that are Important within your role, limits and boundaries these are; Health and Safety, managing children’s behaviour, child protection and confidentiality. (Tassoni, et al, 2007) It is everyone’s responsibility to ensure the child’s safety. It varies from a basic level by doing little things such as; shutting doors and gates behind you, to a more extreme level; what to do when there is a fire alarm. You also need to consider other aspects of physical safety; this includes things such as one of the children you are with has an accident or the child is unsafe. You will also need to follow policies on personal hygiene this could be simple things such as; wearing a uniform, tying your hair back, and using the supplied resources. (Tassoni, et al, 2007) It is essential to follow the settings policies and procedures, and the policies on hygiene. (Tassoni, et al, 2007) By following the policies and procedures you are reducing the risk of being accused of something such as neglectful behaviour or being in an abusive situation, it also ensures that everyone’s rights and responsibilities are respected, this also shows that the setting is running smoothly and everyone is doing what is expected of them. Having written policies is a requirement of OFSTED. (Tassoni, et al, 2007) It is very important to be aware of how different settings deal with managing children’s behaviour and where it is appropriate to intervene or when not to. (Tassoni, et al, 2007) Also it is important to observe how other professionals deal with the situation. Child protection is very important this will give you the knowledge of how to follow the correct policies to protect children from harm, and abuse. This is to ensure the child id receiving similar messages, so they can feel secure. (Tassoni, et al, 2007) Some children may tell practitioners things that are a cause of concern, this information should be immediately passed onto the appropriate people and no one else. Confidentiality is very important in -settings, as this protects the child and the families. (Tassoni, et al, 2007)

Load Flow Analysis For Electricity Supply Engineering Essay

Load Flow Analysis For Electricity Supply Engineering Essay Power flow studies, commonly referred to as load flow, are essential of power system analysis and design. Load flow studies are necessary for planning, economic operation, scheduling and exchange of power between utilities. Load flow study is also required for many other analyses such as transient stability, dynamic stability, contingency and state estimation. Network equations can be formulated in a variety of forms. However, node voltage method is commonly used for power system analysis. The network equations which are in the nodal admittance form results in complex linear simultaneous algebraic equations in terms of node currents. The load flow results give the bus voltage magnitude and phase angles and hence the power flow through the transmission lines, line losses and power injection at all the buses. 1.1 BUS Classification Four quantities are associated with each bus. These are voltage magnitude, phase angle ÃŽÂ ´, real power P and reactive power Q. In a load flow study, two out of four quantities are specified and the remaining two quantities are to be obtained through the solutions of equations. The system buses are generally classified into three categories. Slack bus: Also known as swing bus and taken as reference where the magnitude and phase angle of the voltage are specified. This bus provides the additional real and reactive power to supply the transmission losses, since there are unknown until the final solution is obtained. Load buses: Also know as PQ bus. At these buses the real and reactive powers are specified. The magnitude and phase angle of the bus voltage are unknown until the final solution is obtained. Voltage controlled buses: Also known as generator buses or regulated buses or P- buses. At these buses, the real power and voltage magnitude are specified. The phase angles of the voltages and the reactive power are unknown until the final solution is obtained. The limits on the value of reactive power are also specified. The following table summarizes the above discussion: 1.2 BUS Admittance Matrix In order to obtain the bus-voltage equations, consider the sample 4-bus power system as shown in Fig. 1.1 1.1 The impedance diagram of sample 4-bus power system For simplicity resistances of the lines are neglected and the impedances shown in Fig.1.1 are expressed in per-unit on a common MVA base. Now impedances are converted to admittance, i.e, = 1.1 Fig.1.2 shows the admittance diagram and transformation to current sources and injects currents at buses 1 and 2 respectively. Node 0 (normally ground) is taken as reference. 1.2 the admittance diagram of 1.1 Applying KCL to the independent nodes 1,2,3,4 we have Rearranging the above equations, we get Let, The node equations reduce to Note that ,in Fig.1.2, there is no connection between bus 1 and bus 4, so Above equations can be written in matrix form, 1.2 or in general 1.3 Where vevtor of the injected currents (the current is positive when flowing into the bus and negative when flowing out of the bus) admittance matrix. Diagonal element of Y matrix is known as self-admittance or driving point admittance, i.e. 1.4 Off-diagonal element of y matrix is known as transfer admittance or mutual admittance, i.e. 1.5 can be obtained from equation (1.3), i.e. 1.6 From Fig.1.2, elements of Y matrix can be written as: So 1.3 BUS Loading Equations Consider i-th bus of a power system as shown in Fig.7.4. transmission lines are represented by their equivalent à Ã¢â€š ¬ models. is the total charging admittance at bus i. Fig 1.4: i-th bus of a power system Net injected current into the bus I can be written as : 1.7 Let us define 1.8 Or 1.9 The real and reactive power injected at bus is is 1.10 From equations 7.9 and 7.10 we get 1.11 1.12 1.4 BUS Impedance Matrix The bus impedance matrix for en t 1T nodes can be written as Unlike the bus admittance matrix, the bus impedance matrix cannot be formed by simple examination of the network circuit. The bus impedance matrix can be formed by the following methods: à ¢- Inversion of the admittance matrix à ¢- By open circuit testing à ¢- By step-by-step formation à ¢- From graph theory Direct inversion of the Y matrix is rarely implemented in computer applications. Certain assumptions in forming the bus impedance matrix are: 1. The passive network can be shown within a closed perimeter, (Fig.1.3). It includes the impedances of all the circuit components, transmission lines, loads, transformers, cables, and generators. The nodes of interest are brought out of the bounded network, and it is excited by a unit generated voltage Fig.1.3 Representation of a network as passive elements with loads and faults excluded. The nodes of interest are pulled out of the network and unit voltage is applied at the common node. 2. The network is passive in the sense that no circulating currents flow in the network. Also, the load currents are negligible with respect to the fault currents. For any currents to flow an external path (a fault or load) must exist. 3. All terminals marked 0 are at the same potential. All generators have the same voltage magnitude and phase angle and are replaced by one equivalent generator connected between 0 and a node. For fault current calculations a unit voltage is assumed 1.5 POWER IN AC CIRCUITS The concepts of instantaneous power, average power, apparent power, and reactive power are fundamental and are briefly discussed here. Consider lumped impedance Z, excited by a sinusoidal voltage E (1.13) (1.14) The first term is the average time-dependent power, when the voltage and current waveforms consist only of fundamental components. The second term is the magnitude of power swing. Equation (1.2) can be written as (1.15) The first term is the power actually exhausted in the circuit and the second term is power exchanged between the source and circuit, but not exhausted in the circuit. The active power is measured in watts and is defined as (1.16) The reactive power is measured in var and is defined as: (1.17) These relationships are shown in Fig. 1.4; cosÃŽÂ ¸ is called the power factor (PF) of the circuit, and ÃŽÂ ¸ is the power factor angle. The apparent power in VA is given by (1.18) The power factor angle is generally defined as (1.19) If cosÃŽÂ ¸=1, Q=0. Such a load is a unity power factor load. Except for a small percentage of loads, i.e., resistance heating and incandescent lighting, the industrial, commercial, or residential loads operate at lagging power factor. As the electrical equipment is rated on a kVA basis, a lower power factor derates the equipment and limits its capacity to supply active power loads. The reactive power flow and control is one important aspect of power flow. The importance of power factor (reactive power) control can be broadly stated as: à ¢- Improvement in the active power handling capability of transmission lines. à ¢- Improvement in voltage stability limits. à ¢- Increasing capability of existing systems: the improvement in power factor for release of a certain per unit kVA capacity can be calculated from Eq. (10.6): where PFimp is improved power factor, PFext is existing power factor, and kVAava is kVA made available as per unit of existing kVA. à ¢- Reduction in losses: the active power losses are reduced as these are proportional to the square of the current. With PF improvement, the current per unit for the same active power delivery is reduced. The loss reduction is given by the expression: Where Lossred is reduction in losses in per unit with improvement in power factor from PFext to PFimp. An improvement of power factor from 0.7 to 0.9 reduces the losses by 39.5% à ¢- . Improvement of transmission line regulation: the power factor improvement improves the line regulation by reducing the voltage drops on load flow. All these concepts may not be immediately clear and are further developed. Fig 1.4 1.5.1 Complex Power If the voltage vector is expressed as A t jB and the current vector as C t jD, then by convention the volt-ampe`res in ac circuits are vectorially expressed as E= (A +jB) (C- jD) = AC +BD +j(BC-AD) = P+ jQ (1.20) where P = AC t BD is the active power and Q BC _ AD is the reactive power; I_ is the conjugate of I. This convention makes the imaginary part representing reactive power negative for the leading current and positive for the lagging current. This is the convention used by power system engineers. If a conjugate of voltage, instead of current, is used, the reactive power of the leading current becomes positive. The power factor is given by cosÃŽÂ ¸= (1.21) 1.5.2 Conservation of Energy The conservation of energy concept (Tellegens theorem) is based on Kirchoff laws and states that the power generated by the network is equal to the power consumed by the network (inclusive of load demand and losses). If i1; i2; i3; . . . ; in are the currents and v1; v2; v3; . . . ; vn the voltages of n single-port elements connected in any manner: (1.22) This is an obvious conclusion. Also, in a linear system of passive elements, the complex power, active power, and reactive power should summate to zero: (1.23) (1.24) (1.25) 1.6 POWER FLOW IN A NODAL BRANCH The modeling of transmission lines is unique in the sense that capacitance plays a significant role and cannot be ignored, except for short lines of length less than approximately 50 miles (80 km). Let us consider power flow over a short transmission line. As there are no shunt elements, the line can be modeled by its series resistance and reactance, load, and terminal conditions. Such a system may be called a nodal branch in load flow or a two-port network. The sum of the sending end and receiving end active and reactive powers in a nodal branch is not zero, due to losses in the series admittance Ysr (Fig. 1.5). Let us define Ysr, the admittance of the series elements= j or Z= zl= l(+j)= + =1/Ysr, where l is the length of the line. The sending end power is = Where is conjugate.This gives where sending end voltage is Vs and, at the receiving end: If is neglected: where ÃŽÂ ´ in the difference between the sending end and receiving end voltage vector angles= (. For small values of delta, the reactive power equation can be written as Fig1.5 Power flow over a two-port line. where is the voltage drop. For a short line it is Therefore, the transfer of real power depends on the angle ÃŽÂ ´, called the transmission angle, and the relative magnitudes of the sending and receiving end voltages. As these voltages will be maintained close to the rated voltages, it is mainly a function of ÃŽÂ ´. The maximum power transfer occurs at ÃŽÂ ´=90(steady-state stability limit). The reactive power flows is in the direction of lower voltage and it is independent of ÃŽÂ ´. The following conclusions can be drawn: 1. For small resistance of the line, the real power flow is proportional to sin ÃŽÂ ´. It is a maximum at ÃŽÂ ´=90ËÅ ¡. For stability considerations the value is restricted to below ÃŽÂ ´=90ËÅ ¡. The real power transfer rises with the rise in the transmission voltage. 2. The reactive power flow is proportional to the voltage drop in the line, and is independent of ÃŽÂ ´. The receiving end voltage falls with increase in reactive power demand. 2.1 Practical Load Flow The requirements for load flow calculations vary over a wide area, from small industrial systems to large automated systems for planning, security, reactive power compensation, control, and on-line management. The essential requirements are: à ¢- High speed, especially important for large systems à ¢- Convergence characteristics, which are of major consideration for large systems, and the capability to handle ill-conditioned systems. à ¢- Ease of modifications and simplicity. i.e. adding, deleting, and changing system components, generator outputs, loads, and bus types. à ¢- Storage requirement, which becomes of consideration for large systems The size of the program in terms of number of buses and lines is important. Practically, all programs will have data reading and editing libraries, capabilities of manipulating system variables, adding or deleting system components, generation, capacitors, or slack buses. Programs have integrated databases, i.e., the impedance data for short-circuit or load flow calculations need not be entered twice, and graphic user interfaces. Which type of algorithm will give the speediest results and converge easily is difficult to predict precisely. Table.2.1 shows a comparison of earlier Z and Y matrix methods. Most programs will incorporate more than one solution method. While the Gauss-Seidel method with acceleration is still an option for smaller systems, for large systems some form of the NR decoupled method and fast load-flow algorithm are commonly used, especially for optimal power flow studies. Speed can be accelerated by optimal ordering .In fast decoupled load flow the convergence is geometric, and less than five iterations are required for practical accuraci es. If differentials are calculated efficiently the speed of the fast decoupled method can be even five times that of the NR method. Fast decoupled load flow is employed in optimization studies and in contingency evaluation for system security. The preparations of data, load types, extent of system to be modeled and specific problems to be studied are identified as a first step. The data entry can be divided into four main categories: bus data, branch data, transformers and phase shifters, and generation and load data. Shunt admittances, i.e., switched capacitors and reactors in required steps, are represented as fixed admittances. Apart from voltages on the buses, the study will give branch power flows; identify transformer taps, phase-shifter angles, loading of generators and capacitors, power flow from swing buses, load demand, power factors, system losses, and overloaded system components. No. Compared parameter Y matrix Z matrix Remarks 1 Digital computer memory requirements Small Large Sparse matrix techniques easily applied to Y matrix 2 Preliminary calculations Small Large Software programs can basically operate from the same data input 3 Convergence characteristics Slow, may not converge at all Strong Both methods may slow down on large systems 4 System modifications Easy Slightly difficult See text 2.2 Y-Matrix Method The Y-matrix iterative methods were the very first to be applied to load flow calculations on the early generation of digital computers. This required minimum storage, however, may not converge on some load flow problems. This deficiency in Y-matrix methods led to Z-matrix methods, which had a better convergence, but required more storage and slowed down on large systems. Some buses may be designated as PQ buses while the others are designated as PV buses. At a PV bus the generator active power output is known and the voltage regulator controls the voltage to a specified value by varying the reactive power output from the generator. There is an upper and lower bound on the generator reactive power output depending on its rating, and for the specified bus voltage, these bounds should not be violated. If the calculated reactive power exceeds generator Qmax, then Qmax is set equal to Q. If the calculated reactive power is lower than the generator Qmin, then Q is set equal to Qmin. At a PQ bus, neither the current, nor the voltage is known, except that the load demand is known. A mixed bus may have generation and also directly connected loads. The characteristics of these three types of buses are shown in Table 2-1. Bus type Known variable Unknown variable PQ Active and reactive power Current and voltage PV Active power and voltage Current and reactive power Swing Voltage Current, active and reactive power 2.2.1 GAUSS AND GAUSS-SEIDEL Y-MATRIX METHODS The principal of Jacobi iteration is shown in Fig. 2.1. The program starts by setting initial values of voltages, generally equal to the voltage at the swing bus. In a well-designed power system, voltages are close to rated values and in the absence of a better estimate all the voltages can be set equal to 1 per unit. From node power constraint, the currents are known and substituting back into the Y-matrix equations, a better estimate of voltages is obtained. These new values of voltages are used to find new values of currents. The iteration is continued until the required tolerance on power flows is obtained. This is diagrammatically illustrated in Fig. 2.1. Starting from an initial estimate of, the final value of x* is obtained through a number of iterations. The basic flow chart of the iteration process is shown in Fig. 2.2 Fig2.1 Illustration of numerical iterative process for final value of a function Fig. 2.2 Flow chart of basic iterative process of Jacobi-type iterations 2.2.2 Gauss Iterative Technique Consider that n linear equations in n unknowns () are given. The a coefficients and b dependent variables are known: à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. These equations can be written as à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. (2.1) An initial value for each of the independent variables is assumed. Let these values be denoted by The initial values are estimated as à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. These are substituted into Eq. (2.1), giving à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. These new values of are substituted into the next iteration. In general, at the k-th iteration: à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. 2.2.3 Gauss-Seidel Y-Matrix Method In load flow calculations the system equations can be written in terms of current, voltage, or power at the k-th node. We know that the matrix equation in terms of unknown voltages, using the bus admittance matrix for n+ 1 node, is Although the currents entering the nodes from generators and loads are not known, these can be written in terms of P, Q, and V: The convention of the current and power flow is important. Currents entering the nodes are considered positive, and thus the power into the node is also positive. A load draws power out of the node and thus the active power and inductive vars are entered as:-p j (-Q) =-p + j Q. The current is then (-P + j Q)/. The nodal equal of current at the k-th node becomes: In general, for the k-th node: (2.2) The k-th bus voltage at r + 1 iteration can be written as (2.3) The voltage at the k-th node has been written in terms of itself and the other voltages. The first equation involving the swing bus is omitted, as the voltage at the swing bus is already specified in magnitude and phase angle. The Gauss-Seidel procedure can be summarized for PQ buses in the following steps: 1: Initial phasor values of load voltages are assumed, the swing bus voltage is known, and the controlled bus voltage at generator buses can be specified. Though an initial estimate of the phasor angles of the voltages will accelerate the final solution, it is not necessary and the iterations can be started with zero degree phase angles or the same phase angle as the swing bus. A flat voltage start assumes 1 + j0 voltages at all buses, except the voltage at the swing bus, which is fixed. 2: Based on the initial voltages, the voltage at a bus in the first iteration is calculated using Eq. (2.2) 3: The estimate of the voltage at bus 2 is refined by repeatedly finding new values of by substituting the value of into the right-hand side of the equation. 4: The voltages at bus 3 are calculated using the latest value of found in step 3 and similarly for other buses in the system. This completes one iteration. The iteration process is repeated for the entire network till the specified convergence is obtained. A generator bus is treated differently; the voltage to be controlled at the bus is specified and the generator voltage regulator varies the reactive power output of the generator within its reactive power capability limits to regulate the bus voltage: where stands for the imaginary part of the equation. The revised value of is found by substituting the most updated value of voltages: For a PV bus the upper and lower limits of var generation to hold the bus voltage constant are also given. The calculated reactive power is checked for the specified limits: If the calculated reactive power falls within the specified limits, the new value of voltage is calculated using the specified voltage magnitude and. This new value of voltage is made equal to the specified voltage to calculate the new phase angle. If the calculated reactive power is outside the specified limits, then, This means that the specified limits are not exceeded and beyond the reactive power bounds, the PV bus is treated like a PQ bus. A flow chart is shown in Fig. 2.3 2.3 Newton-Rapson Method Newton-Raphson method is an iterative method which approximates the set of non-linear simultaneous equations to a set of linear equations using Taylors series expansion and the terms are restricted to first order approximation. 2.3.1 Simultaneous Equations The Taylor series is applied to n nonlinear equations in n unknowns, à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. As a first approximation, the unknowns represented by the initial values can be substituted into the above equations, where are the first estimates of n unknowns. On transposing Where is abbreviated as The original nonlinear equations have been reduced to linear equations in The subsequent approximations are à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ Or in matrix form: The matrix of partial derivatives is called a Jacobian matrix. This result is written as This means that determination of unknowns requires inversion of the Jacobian 2.3.2 Rectangular Form of Newton-Rapson Method of Load Flow The power flow equation at a PQ node is Voltage can be written as: Thus, the power is ] ] Equating the real and imaginary parts, the active and reactive power at a PQ node is: where and are functions of and . Starting from the initial values, new values are found which differ from the initial values by and (First iteration) (First iteration) For a PV node (generator bus) voltage and power are specified. The reactive power equation is replaced by a voltage equation: 2.3.3 Polar Form of Jacobian Matrix The voltage equation can be written in polar form: Thus the power is Equating real and imaginary terms: The Jacobian in polar form for the same four-bus system is The slack bus has no equation, because the active and reactive power at this bus is unspecified and the voltage is specified. At PV bus 4, the reactive power is unspecified and there is no corresponding equation for this bus in terms of the variable. The partial derivatives can be calculated as follows: 2.3.4 Calculation Procedure of Newton-Raphson Method The procedure is summarized in the following steps, and flow charts are shown in Figs 2.4 and 2.5 à ¢- Bus admittance matrix is formed. à ¢- Initial values of voltages and phase angles are assumed for the load (PQ) buses. Phase angles are assumed for PV buses. Normally, the bus voltages are set equal to the slack bus voltage, and phase angles are assumed equal to 0ËÅ ¡, i.e., a flat start. à ¢- Active and reactive powers, P and Q, are calculated for each load bus à ¢- P and Q can, therefore, be calculated on the basis of the given power at the buses à ¢- For PV buses, the exact reactive power are not specified, but its limits are known. If the calculated value of the reactive power is within limits, only P is calculated. If the calculated value of reactive power is beyond the specified limits, then an appropriate limit is imposed and Q is also calculated by subtracting the calculated value of the reactive power from the maximum specified limit. The bus under consideration is now treated as a PQ (load) bus. à ¢- The elements of the Jacobian matrix are calculated à ¢- This gives and à ¢- Using the new values ofand, the new values of voltages and phase angles are calculated. à ¢- The next iteration is started with these new values of voltage magnitudes and phase angles. à ¢- The procedure is continued until the required tolerance is achieved. This is generally 0.1kW and 0.1 kvar. Fig 2.4 Flow chart for NR method of load flow for PQ buses. Fig.2.5Flow chart for NR method of load flow for PV buses 2.3.5 Impact Loads and Motor Starting Load flow presents a frozen picture of the distribution system at a given instant, depending on the load demand. While no idea of the transients in the system for a sudden change in load application or rejection or loss of a generator or tie-line can be obtained, a steady-state picture is presented for the specified loading conditions. Each of these transient events can be simulated as the initial starting condition, and the load flow study rerun as for the steady-state case. Suppose a generator is suddenly tripped. Assuming that the system is stable after this occurrence, we can calculate the redistribution of loads and bus voltages by running the load flow calculations afresh, with generator 4 omitted. Similarly, the effect of an outage of a tie-line, transformer, or other system component can be studied. Table 2-2 Representation of Load Models in Load Flow 3. Conclusion Load flow is a solution of the steady-state operating conditions of a power system. It presents a frozen picture of a scenario with a given set of conditions and constraints. This can be a limitation, as the power systems operations are dynamic. In an industrial distribution system the load demand for a specific process can be predicted fairly accurately and a few load flow calculations will adequately describe the system. For bulk power supply, the load demand from hour to hour is uncertain, and winter and summer load flow situations, though typical, are not adequate. A moving picture scenario could be created from static snapshots, but it is rarely adequate in large systems having thousands of controls and constraints. Thus, the spectrum of load flow (power flow) embraces a large area of calculations, from calculating the voltage profiles and power flows in small systems to problems of on-line energy management and optimization strategies in interconnected large power systems. By the load flow studies which performed using digital computer simulations. I have a main idea of how a power networks power flow calculation operation, planning, running, and development of control strategies. Applied to large systems for optimization, security, and stability, the algorithms become complex and involved. While the study I have done above just a small part of the research and I think the treatment of load flow, and finally optimal power flow, will unfold in my following study.