An Educators Privacy and Social Networks Essay -- Education, Technolog

This document â€Å"An Educators Privacy and Social Networks† will discuss educator’s privacy, due to the incidents that have been happening in today’s society. With technology taking over the world, writing letters and making phone calls have been replaced with social networks. These sites allow a person to socialize quickly with one another by posting comments about anything that is on his or her mind. However, with this comes the thought of what should and should not be commented. Does society believe that teachers’ First Amendment rights regarding Freedom of Speech protect them in every situation? Many school districts and teachers are now moving into the 21st century by using more technology and social networking to teach and communicate. The positive aspects of using social networking allow educators and students to broaden their knowledge in social learning. On the other hand, the negative aspect is that there is a larger gray area regarding the clarification of professional conduct. The fact is that technology is growing quickly, and districts need to find a way to maintain awareness of the new technical information. However, with all the positives aspects also come negatives with social networking. The case study chosen is a true story that happened in the state of Connecticut. The article â€Å"Courtside†, by Perry Zirkel on the PSEA website, explains the case regarding Jeffery Spanierman versus Connecticut Technical High School. Mr. Spanierman is a second year teacher and had created a Myspace page. Myspace allows users to create their own profile page about his or herself, and includes photographs (Zirkel, 2009). This website page was created by Spanierman so that he could communicate with his students about their homewo... ...ucators and students using it understand how it should be used (Klein, 2008). As educators, we need to come to the understanding that technology has grown and is effective. Instead of trying to teach around technology, educators should learn how to use it correctly and in a meaningful way. Being a second year teacher, I had the opportunity to take classes on different ways technology can be used in the classroom. This allowed me to understand that technology helps students bring out their ideas differently and in a useful manor. I do think that Spanierman was really trying to be a part of his students’ lives. We forget that as teachers we’re not just there to teach, but to understand and help our students grow. It seemed like Spanierman was trying to be there for his students. However, the way he presented himself online was unacceptable to any professional.

Overtraining, and Burnout in Child and Adolescent Athletes. Pediatrics Essay

Exercise and sports behavior has been an area of vigorous research interest. Athletes and people who compete at a high level of physical exercise are usually habituated to intense levels of activity for over a prolonged period of time. However, there is hesitation to term it as a psychological disorder or a disorder associated with characteristic patterns of psychological disturbance. People with very high levels of athletic activities may be high achievers who participated in these activities with intense physical work due to many reasons, but the most important is their sense of achievement. Many of them feel that these activities contributed to their psychological well-being and their emotional stability. A closer examination of their exercise patterns happened to be adaptive and hence has been contemplated to be contributing to the overall psychological functioning. Investigation into their lifestyles revealed that those revolved about their athletic or physical exercise activities, and many of them had disciplined, inflexible, and well-ordered routine. To be able to maintain such routines, these individuals rigidly followed a regimented running programme and often subordinated other aspects of their life such as diet, occupation, and socializing to their running. The question remains, whether this obligatory pattern of excessive exercise and physical activity have any detrimental effects on these people with high athletic activity. In this assignment, current research will be reviewed to find out the answer of this question. Overtraining or burnout is commonly regarded as a generalised stress response to a prolonged period of overload. Thus, overtraining can be defined as â€Å"an abnormal extension of the training process culminating in a state of staleness† (Weinberg and Gould, 1999). Many other terms have been used to denote this syndrome. These include staleness, burnout and failing adaptation (Hooper et al. , 1993). Tenenbaum et al. (2003) recently suggested as theoretical model of this condition (Tenenbaum et al. , 2003). Generally speaking, overtraining can be attributed to a combination of high-intensity training at excessive levels and provision of inadequate rest or insufficient time for recovery. There have been arguments as to whether a single, universally agreeable diagnostic index of burnout is possible, case studies have revealed a host of physiological and psychological symptoms. Physiologically overtraining may manifest signs of depressed immune function leading to an increased incidence of upper respiratory tract infections. The physiology alters so that there are increases in resting heart rate. Endocrinologically, there may be decreases in testosterone levels and increases in cortisol concentration. In some individuals, there may be decreases in maximal blood lactate concentration, which is otherwise expected to be high. All these may culminate into deterioration in athletic performance of the affected person, but there may be psychological symptoms which may include include mood disturbances, feelings of chronic fatigue, loss of appetite, repetitive loading injuries, and quite often insomnia (Cashmore, 2002). The prevalence of this syndrome can be estimated from Morgan (2000) that over 50% of both male and female marathon runners have at least sometimes suffered from burnout in some time. As a paradox, burned out athletes tend to try harder and perform increasingly worse. There are many factors associated with this phenomenon. Literature has revealed that these factors may include â€Å"inadequate recovery time between bouts of training, prolonged or over-intense training regimes, personal problems and inadequate coping resources† (Weinberg and Gould, 1999). Morgan (2000) also claimed that mood disturbance in these individuals may be etiologically related to burnout, although there have been disputes against this claim. In general, it has been shown that people who exercise vigorously tend to suffer from symptoms of mood changes, irritability, restlessness, insomnia, lack of appetite, or feelings of guilt. Bill Norris, the principal trainer on the American Tennis Professionals’ tennis tour, observed recently that problems of injury and burnout stem from a combination of the â€Å"never-ending pursuit of achievement and the inability of coaches to understand that the human body can only take so much for so long† (cited in Evans, 2002, p. 24). Consequently excessive stress is an important initiating event for psychological, emotional, and physical withdrawal from a formerly enjoyable sport. As Gould et al. (2002) concurs exercise or sport burnout can be defined as the â€Å"manifestation or consequence of the situational, cognitive, behavioural, and physiologic components of excessive stress† (Gould et al. 2002). This phenomenon has been embodied most strikingly in teenage sports performers or athletes, who have spectacular and sudden rise with similarly abrupt and premature decline. Many young tennis prodigies can be used as examples to illustrate this phenomenon, and even some of them despite being prolific achievers could not go to the extent that they would have. Moreover, some of them fell prey of recurring back or neck problems or other chronic injuries. History suggests that a combination of parental pressure and coaching tyranny was operational in leading to halt of many promising careers in sporting (Gould et al. 2002). There had been attempts to explain the phenomenon of sports burnout through different theoretical framework. The progression of burnout has been presumed to be due to pressure of training and development of competitive approaches. This demand is interpreted by the athletes’ psyche in a different manner, and some indeed end up seeing it as a threatening situation. If the demand is perceived to be threatening, the youth usually demonstrates physiological responses, which are characterised by fatigue or insomnia. In the next state, these physiological responses lead to strategies for coping, which in turn may manifest as diminishing levels of competitive performance. This may lead to interpersonal problems of the affected individuals and failure of coping may lead to complete withdrawal from sport or any other athletic activity. It has been argued that it is difficult to generalize since to cause this, many subjective factors, such as, self-esteem, ambition, and personal anxiety may play important roles. Lonsdale et al. (2009) had examined the potential factors contributing to the psychological impacts of sports burnout. They used self-determination theory by employing a cross-sectional design with the primary aim to investigate the behavioral regulations and athlete burnout. It has been shown that less self-determined motives showing positive associations and more self-determined motives showing negative correlations with burnout. Competence, autonomy, self-determined motivation, exhaustion, devaluation, reduced accomplishment, and global burnout play important roles in exercise and sports burnout (Lonsdale et al. , 2009). This means, personality and factors related to motivation influence the different stages of burnout process. Some authors have identified training stress as the determinant of the burnout process. This is a physical characteristic of the burnout process. This occurs due to the fact the body cannot tolerate the physical strain anymore. As an additive, competition also plays important roles. Although in some cases, some of the young people are grown up enough to cope up with the stressors associated with higher level of competition, in many cases, the young competitors experience a psychophysiological malfunction once their bodies fail to respond positively to training. This would affect their mental orientation leading to incapability of meeting the demands placed on their bodies. Brenner et al. (2007) describes burnout syndrome as a series of psychological, physiologic, and hormonal changes that may result in decreased sports performance. The common manifestations have been described as chronic muscle and joint pain, changes in the personality, resting tachycardia, and decreased performance in sports. This is commonly associated with fatigue manifested by lack of enthusiasm about practice or competition. The athlete may also encounter immense difficulty in completing the normal routines of an athlete. Burnout in sports has been recognised as a serious sequel of the syndrome of overtraining. Although this is a serious problem, it can be prevented. Usually, the athletes are encouraged to participate and practice different kinds of sports rather than one particular type of activity. Sometimes these may be prevented though various training adjustment approaches. It has been seen that steps to keep workouts interesting with age-appropriate games and training may prevent it. There should be time off from structured or organised sports at least 1 to 2 days per week, to allow the body and mind to rest. This time may be utilised in other activities. The trainer must allow longer scheduled breaks from training and competition every 2 to 3 months, but during this time, he must focus on other activities involved with cross training so his loss of skill and level of conditioning does not deteriorate (Brenner et al. , 2007). Conclusion The detrimental effects of high level exercise are numerous. There is risk of over-use injury, potential for excessive weight loss, mood disturbance, psychological burnout, eating disorders, depression, and low level of psychological wellbeing. Recently, there has been a growth of research interest in the areas of personal problems. These include stress and burnout afflicting people involved in sport and exercise. Research also suggests that not infrequently exercise habit can have adverse consequences. For certain vulnerable population practicing athletics, sports, and physical activities, exercise is associated with specific psychopathologies. Furthermore, a variety of physiological hazards to health have been demonstrated to be associated with habitual physical activity and/or sport. These include metabolic abnormalities, such as, hypothermia in swimmers or dehydration in marathon runners; disorders of hemapoeisis, such as, anemia in endurance athletes and cardiac problems, such as, arrhythmia. All these may result from prolonged vigorous athletic activity. On the contrary, it has long been known that intensive training regimens do not always enhance athletic performance. More precisely, when the nature, intensity and/or frequency of athletic training exceed the body’s adaptive capacity and lead to a deterioration in sport performance, then the condition is known as burnout or overtraining. Modern research has suggested many changes. Reference List Brenner, JS. and the Council on Sports Medicine and Fitness Overuse Injuries (2007). Overtraining, and Burnout in Child and Adolescent Athletes. Pediatrics; 119: 1242 1245. Cashmore, E. (2002). Sport psychology: The key concepts. London: Routledge Evans, R. (2002). â€Å"Breaking point†. The Sunday Times, 19 May, p. 24 (Sport). Gould, D. , Damarjian, N. , and Greenleaf, C. (2002). Imagery training for peak performance. In J. L. Van Raalte and B. W. Brewer (Eds. ), Exploring sport and exercise psychology (2nd ed. , pp. 49–74). Washington, DC: American Psychological Association. Hooper, S. L, Traeger Mackinnon, L, Gordon, R. D. , and Bachmann, A W. (1993). Hormonal responses of elite swimmers to overtraining. Medicine and Science in Sports and Exercise, 25, 741–747. Lonsdale, C. , Hodge, K. , and Rose, E. , (2009). Athlete burnout in elite sport: A self determination perspective. J Sports Sci; 27(8): 785-95. Morgan, W. P. (2000). Psychological factors associated with distance running and the marathon. In D. T. Pedloe (Ed. ), Marathon medicine (pp. 293–310). London: The Royal Society of Medicine Press. Tenenbaum, G. , Jones, C. M. , K

“Jasper Jones” by Craig Silvey Essay Essay

When Jasper Jones asks Charlie for help, he also asks Charlie to develop a new moral code, one that sees beyond conventional morality to a deeper, more complex understanding of right and wrong. Discuss with close reference to the novel. In the novel Jasper Jones by Craig Silvey, we the reader see the gradual evolution of moral understanding that the young protagonist endures as he observes the morality of others. A cry for help from the town’s half-caste misfit soon triggers the burdening question that the young boy carries with him throughout the novel, the truth emerging as his silent observations strip away faux facades leaving the justice of right and wrong. Charlie is best described as a wallflower, the unlikely hero who seems to shy way from confrontation and perceives the world on the basis of words written by the likes of Harper Lee and Mark Twain. Silvey’s careful composition of the character enables us to perceive the story on an un-biased and open-minded basis. Within the opening chapter, Charlie is placed in an unfamiliar position, challenging his initial thoughts on right and wrong, â€Å"We have drowned her. We are monster†. The young sheltered boy who has committed this act alongside the infamous Jasper Jones begins his journey with an undying sense of uncertainty, but we soon see how Charlie perceives Jasper, his fellow accomplice; â€Å"I think he’s the most honest person in this town†. This bold friendship, formed in secrecy, exposes young Charlie to ever looming maturity, a window into a world that leaves the truth bare and sees the faults that lie within the streets of Corrigan. Charlie has yet to experience this in its full glory but Jasper’s presence trigger the rise of inquisitive questions in young Charlie’s mind. Throughout the novel we see the prominent theme of prejudice and ill-conceived mindsets that the small mining town of Corrigan contains, resulting in outcasts with reputations built on fiction. The wild ways of jasper Jones seems to blanket this town through false sightings and personal accounts. Jasper Jones ­Ã‚ ­Ã‚ ­Ã‚ ­Ã¢â‚¬â€the poster boy for bad behaviour. As Charlie  winces down strong spirits that burn his throat to the pit of his stomach, he listens intently to Jasper’s drunken ramblings, words that leave a deeper meaning in the readers mind. â€Å"†¦nuthin up there that gives a shit if I took a pack of smokes or lifted a tin of beef, I’m left with myself, and I know what’s right and what isn’t.† The beauty of his justification, through the raw eyes of someone who has witnessed the truth behind ‘conventional morality’, leaves a great influence on Charlie. His entire conception of ethics being shattered by Jasperâ€⠄¢s words on small town morality, an empty hollow shell covered with tales of Godly observers who bring fear to mortals, rules set by society which are left insignificant and disregarded by many. Hardship and the knowledge of Corrigan’s conventional morality, a victim of its lies have influenced Jasper’s unique look on ethics. As the novel progresses Charlie begins to evolve into a mature adolescent. Jasper’s influence on Charlie—whether it is from having his first swig of alcohol or changing and broadening his perspective on moral code—is a major element to Charlie’s understanding, as is discovery, mainly of the hypocrisy that runs through the town. Major honorable figures are soon seen as disgraceful citizens who contain contradictory morals, which co-exist nevertheless. Following the beating Jasper receives—without justification—from the Sarge, Charlie remains astounded at the truth †Ã¢â‚¬ ¦if I hadn’t touched the ugly pink pucker with my fingertips, I wouldn’t suspect this man to be the monster he was†. The rate of faux facades that shatter throughout the journey escalate, as does Charlie’s understanding of right and wrong; â€Å"†¦someone mentioned Jasper Jones. The same way they did when the post office burned to the gro und†¦And I understand then that maybe we really did do the wrong thing for the right reason†. This pivotal thought marks the point when Charlie’s uncertainty evaporated, his one dimensional view on justice and morality evolving into a far more complex understating. The novel described as a ‘coming-of-age’ story, is true throughout Charlie’s journey. The development of the character within such a short time frame is conducted through experience and various influences, some which act as building blocks and others that rip away the veil of ignorance. As the novel concludes Charlie joins his fellow accomplice in seeing Corrigan and  Ã¢â‚¬Ëœconventional morals’ in its true light.

Research and critical reflection †Money doesn’t buy you happiness. Essay

Money doesn’t buy you happiness. Everyone has heard the statement before and most studies of happiness and well-being generally agree on it. However, even though money does not buy you happiness it is largely agreed that money can be a means to an end. Hence, money cannot buy you happiness, but it can provide you with financial security and well-being. If you asked a poor person if they were happy most will tell you they are not due to living in poor conditions and having poor health. Their need for safety and security outweighs their need for nice things and possessions. So if money does not buy you happiness what does buy you happiness? What are the factors in life that make you happy? One way to address this question could be looking at ones well-being. As such a deeper interpretation of well-being is necessary. When considering the concept of well-being, there are two major approaches, objective well-being, and subjective well-being. Objective well-being looks at how healt hy a person is and the access he has to resources. Subjective well-being on the other hand looks at the overall happiness of a person. In the same breath it is also argued that material well-being, that is the things we buy and want, does not lead to our overall happiness. Hence, money doesn’t buy you happiness. (Williams, 2014). Considering this notion that money does not buy you happiness (Myers & Diener, 1995), Kawachi and Kennedy (2002, p.30 -31) sought out to summarise the main ingredients to happiness in one’s life. They noted sex, ethnicity and age scarcely make you happy. Rather it is the relationships and community you have around you that generates levels of happiness. Furthermore, enjoying one’s work and leisure is highly correlated with happiness. On the other hand, one’s wealth and income does not have a straight correlation with happiness. Some poor people are happy, some rich people are unhappy and vice versa. Nonetheless, millions of people across the globe spend large amount of money consuming things they do not need. I myself fall victim to marketing ploys and consume materialistic things that I do not always need, but want because I believe it will make me fit in more in my community, or make me happier. People follow fashionable trends and want all the new toys that come out thinking it will make them happy. This need of people to have nice fancy things has previously been coined the â€Å"new consumerism†. Back in the day, it meant keeping up with others in your community, if your neighbour got a new flash car, you had to go get one. However, with the popularisation of television,  and later on the rise of mass media, â€Å"new consumerism† meant people were now competing all over the globe. Furthermore, as we live in a world of inequality in terms of income and wealth, the gap between what we want and what we have largely depends on our income. Schor (1998), referred to this as â€Å"the aspirational gap†. If one cannot afford something, he can either be â€Å"unhappy† dealing with not having that product/want, or he chooses to take on debt in order to afford it and have it then and there; thus having to work more to cover the debt and the cycle conti nues. So if we look at happiness as the â€Å"difference between what we have and what we want we suddenly become unhappy† (Williams, 2014, p.5). Largely, I agree with the statement the money does not buy you happiness. By society’s standards I am definitely not a rich man but I consider myself to live a moderately happy life; largely due to the fact that I am healthy, I have good friends and a loving family. According to several scholars (Benin & Nierstedt, 1985, Inglehart, 1990, Myers, 2000) it is indeed our social relationships that generate the highest levels of happiness. With that said, I still consume certain things, materialistic things, and go to certain places in order to construct my social identity. I want things in order to fit in or get praise from my peers. According to many scholars however this does not lead to my well-being but rather to unhappiness. This draws back to the â€Å"aspirational gap†, if I cannot afford to look a certain way or buy certain things and keep up with the times do I ultimately become unhappy? Personally I would like to say it does not apply to me, but reflecting back to Schor’s (1998) study, it appears to point in that direction. As such, I do agree with the concept more so as a lot of people around me become unhappy when they cannot afford something they want. Or become unhappy because they got themselves into debt due to their unnecessary consumptions. Maslow (1943) devised a theory of motivation which attempted to explain the hierarchical nature of people’s well-being. Firstly it is our basic psychological needs like hunger and thirst that we have to satisfy. Next, it is our needs for security and protection, followed by our need for social bonds and love. The last two steps are ones self-esteem and self-actualisation. This is a very hierarchical view which means once a certain level has been satisfied one seeks to satisfy the next until you reach to the top – self actualisation. This will explain why people become unhappy when they cannot afford  something – reach self-actualisation. Moreover, identities are fluid. I constantly consume new trends, go to new places, and change my habits to fit society’s norms. Social psychology attributes this to people’s nature to conform. One study by Asch (1952, ci ted in Bond & Smith, 1996) shows the tendency of people to conform to the majority even when the outcome is clearly wrong. I agree with this as I buy certain clothes and go to certain places because I want to fit in with my surroundings. Zaichkowsky (1994) claims that peoples involvement with a product depends on a person apparent relevance of a product based on his inherent needs and values. Hence my values stem from my surroundings and my need for a product comes from my need to fit in to my surroundings. A lot of the above-mentioned concepts discussed were first investigated after WWII and throughout the 20th century. However, as the world is constantly evolving and changing do these outlooks on happiness and well-being still apply today? Have they gotten any better or worse? Early studies showed an increase in mental disorders and divorces throughout the late 20th century, as well as the increase need of people for bigger and better things. A study by Helliwell, Layard, and Sachs (2012) found that on average rich people are happier than poor people. However, they found that a country’s economic growth does not indicate an increase in the overall happiness of its people. This is simply due to the fact that once people reach a comfortable/secure level of income; further increase of it does not generate higher levels of happiness. Moreover, they found unemployment is highly correlated with low levels of well-being, whilst being employed – and satisfied with your job – was correlated with higher levels of well-being. Finally, they noted in Maslow’s pyramid of human needs, love and belonging come just after basic physiological and safety needs. Clearly, the sources of individual happiness include the set of social interactions through which individuals are interconnected.† (p.70). The aforementioned trends discussed appear to be in line with the current state of New Zealand. Helliwell et. al. (2012) found New Zealand ranked as the 13th happiest country in the world. This was attributed due to a low unemployment rate (6.2%), divorce number down (stats.govt.nz), and ranking high on education as well as freedom. (Helman, 2013). However, when looking at the top 50 richest countries in the world (aneki.com) New Zealand does not even make an appearance. However, it is safe to assume that new  consumerism and the â€Å"aspirational gap† still apply to New Zealand as the countries spending ($2,578 million) is higher than its GDP ($211,678 million). (stats.govt.nz). It certainly appears that money does not buy you happiness. Rather being poor is correlated with low levels of well-being. Money in itself can provide a person with security, but increased income does not appear to have an effect on overall happiness. Looking at Maslow’s theory, a person could have all the money in the world but if they are alone and do not have a loving community of friends and family to share it with they are almost always going to be unhappy. Rather, happiness is determined by a large number of factors with an emphasis on basic needs such as food and water, as well as friendships and belonging to a loving community. Consumption of materialistic objects and the aspiration for more money negatively affects our well-being. References Benin, M.H. and B.C. Nierstedt: 1985, ‘Happiness in single- and dual- earner families: The effects of marital happiness’, job satisfaction and life cycle, Journal of Marriage and the Family 47, pp. 975–984. Bond, R. & Smith, P. B. (1996). Culture and conformity: a meta-analysis of studies using asch’s (1952b, 1956) line judgment task. Psychological Bulletin, 119(1), 111–137. Maslow, Abraham H. 1943 â€Å"A theory of human motivation.† Psychological Review, 50: 370-396. Helliwell, J., Layard, R., & Sachs, J. (2012). World Happiness Report. Centre for Economic Performance. The Earth Institute Columbia University. Helman, C. (2013). The world’s happiest (And Saddest) countries. – http://www.forbes.com/sites/christopherhelman/2013/10/29/the-worlds-happiest-and-saddest-countries-2013/ Inglehart, R.: 1990, Culture Shift in Advanced Industrial Society (Princeton University Press, Princeton, NJ). Myers, D.G.: 2000, ‘The funds, frie nds and faith of happy people’, American Psychologist 55(1), pp. 56–67. Myers, D. G. & Diener, E. (1995). Who is happy? Psychological Science, 6(1), 10–19. Offer, A. (2006). The challenge of affluence: self-control and well-being in the United States. Williams, J. (2014) Consumption and Well-being. Chapter 12. P. 104 – 127. Zaichkowsky, J. L. (1994). The personal involvement inventory: reduction, revision, and application to advertising. Journal of Advertising, 23(4), 59–69.

Needs Analysis Survey Research Paper Example | Topics and Well Written Essays - 750 words

Needs Analysis Survey - Research Paper Example The Job to be analyzed is the customer service representative. The procedure to be used in collecting job data is questionnaire survey. Some of the questions to be asked during analysis include:†¢Ã‚  What are the formal qualifications of this job combined with the relevant field experience needed in this job?†¢Ã‚  What technical skills are needed in this job such as skills in computers or word processors? †¢Ã‚  Apart from the formal education, what other skills are needed for additional training in this job?†¢Ã‚  What special skills in reading and writing are needed in this job?†¢Ã‚  How long does the training of the specific skills necessary in this job take to perform the job satisfactory?†¢Ã‚  After how long should be skills be updated through training?†¢Ã‚  What is the level of decision making required by this position?†¢Ã‚  How will the training help in the positions the customer service representative oversees or directs?Individual analys isThe individual to be analyzed in this case are the customer service representatives.   The method to be used in collecting the individual analysis information is interviews.   Some of the questions to be asked during this analysis:†¢Ã‚  Do you think you need training in your job?†¢Ã‚  How often should you be trained and why?†¢Ã‚  Do you encounter problems which are difficult to solve?†¢Ã‚  Do you think they can be solved through training?†¢Ã‚  How many days a week do you think are sufficient for your training and for how long?†¢Ã‚  What are your strengths in this job?†¢Ã‚  What are the weaknesses you have in this job?

Tesco in Indonesia Essay Example | Topics and Well Written Essays - 1500 words

Tesco in Indonesia - Essay Example 1). Due to their nature of co-operation and the willingness to share, competition is not very common, as it is viewed as a practice that benefits oneself. Nevertheless, business is evident in Indonesia with competitive industries from within and foreign; however, the government of Indonesia is very keen on how businesses operate such that, laws that ensure fair competition have been put in place. For instance, Law number 5 prohibits monopolistic practices and unfair business competition. The objectives of Indonesia competitive law include safeguarding the interests of the public by improving the economic efficiency. Secondly, it is geared towards creating a conducive business climate by ensuring fair business competition. Thirdly, the law prevents monopolistic practices, which may lead to unfair business practices, and finally, it ensures effectiveness and efficiency in business operations. In addition, Indonesia gives room from foreign businesses to operate in their country, as long as they abide to the rules and regulations governing business practices (Act number 5, p1). Historical background of Tesco Tesco started its operations in 1919, when its owner Jack Cohen started selling groceries in a stall, which was located in London, with only a ?1 on the first day. In 1924, Tesco become a brand after acquiring tea shipment and in 1930, Mr. Cohen built a warehouse in North London declaring Tesco a private company. Over the years, it bought rival shops, and by the 60s, the supermarket was already selling a variety of products. Tesco entered Guinness book of records as the largest store in Europe, and in the 70’s, Tesco had opened a petrol station, which was an independent retailer. In the 90’s, Tesco had already completed several takeovers, while in 1996, it introduced a 24-hour store (The telegraph Para. 10). Today, Tesco has grown to a giant supermarket, and it is visible globally. Its diversification is evident in the United States, Indonesia, La tin America, china, Scotland, china, Norway, Middle East and Mexico. In addition, Tesco is committed to corporate social responsibility such as charities for schools and communities. The company has incorporated technology and it encourages online shopping. In addition, the supermarket offers a range of products to meet the customer’s needs. Business culture and social preferences of Indonesia To operate successfully in Indonesia, a corporate requires understanding the business culture and laws governing businesses this country. Therefore, establishing of relationships is necessary; however, it takes time. Loyalty and trustworthiness are a necessity in maintaining a relationship, especially with the government officials. In this country, men are considered mature if they are over the age of 40 years; therefore, a foreign country may consider sending older executives rather than the young ones, especially in negotiations (Doing Business in Indonesia, p112). In addition, busine sses in Indonesia are required to develop their surrounding community; therefore, corporate social responsibility is encouraged. Firms are encouraged to recruit carefully for their positions, as unsatisfactory performance is not regarded enough reason to lay off an employee. Dismissal for misconduct is effective only after three warnings. Developing strong relationships with

Unit 8 Asignment Essay Example | Topics and Well Written Essays - 250 words

Unit 8 Asignment - Essay Example Key players involved in investigating a disease outbreak includes local, state or federal agencies depending on the extent of disease spread and type of disease. Most diseases start at the local level and hence it is the primary duty of local agencies to initiate response. In case the diseases spread across states and nations, state agencies also gets involved in the response. Help from federal agencies such as CDC is sought when the diseases spread is huge or the disease is unusual. The basic step to initiating a disease response is joint collaboration with the Food and Drug Administration (FDA) or Food Safety and Inspection Service (FSIS). These agencies investigate the reasons behind a diseases outbreak, initiate steps to control and subsequently prevent it. This is done by food tests and inspection of food products and service quality at restaurants. Epidemiologist, Microbiologists, Environmental health specialists and regulatory compliance officers and inspectors make up a basic investigating team. Another important stakeholder is the Food industry. I personally feel that the food industry needs to comply strictly with food regulations s to prevent contamination of the food and subsequent outbreaks. Today food is not restricted to one place only, we engage in import and export of several food items which also raises concern in case such items are contaminated. In case of a diseases outbreak it become hard to pin point the cause and hence a series of steps is adopted to investigate the problem. After detection of the outbreak a cause is determines. A hypothesis is made after interviews are conducted with those involved in or witness to the outbreak. Laboratory tests are carried out and in case nothing is found the hypothesis is changes. However in case the findings are positive, point of contamination is investigated and a food is recalled. After recalling, if the disease is in control it is declared safe else the hypothesis is