Tuesday, February 11, 2020

English Essay Example | Topics and Well Written Essays - 500 words - 69

English - Essay Example The freedom to speech and communication is a universally accepted provision within the modern day confines of democracy though the government and other oversight bodies are charged with the mandate to regulate the limits to this freedom. The government or the other regulatory bodies have the capacity to enforce regulation prohibiting publication of a piece of literary work such as a poem, thematic play or any personal declared piece of information upon establishing that the information being conveyed is detrimental to a country’s or institutions welfare and this define censorship. Nevertheless, there exists varying opinions between people in favor for or against censorship as supported by individual experience or perception of the same. I highly appreciate the government’s role in controlling and managing the freedom of expression as is provided for within our constitution. However, I highly disregard her role to censor the public for selfish gains or order to condone practices that are against ethics and morality as it happened through my own experience. My theatre group happened to be shortlisted the best student in provincial drama festivals in the category of High school competitions back in the year 2010. We had presentation of a play that had the theme of the deep rootedness of corruption within the governance structure of a hypothetical country though in real sense that was a direct representation of our country. The event that had lead to the script write choice of the theme had been a just recently concluded election where one ethnic community (and which had previously made the better part of the government) won the presidency as well as the majority representation in the national assembly. Through the play, we captured how this community and politics had shaped the institutions of the country to be more or less a communal structure and had over two-thirds of all-powerful

Friday, January 31, 2020

The NASCAR Market Essay Example for Free

The NASCAR Market Essay I love to watch NASCAR (National Association of Stock Car Racing) races on television.  Ã‚   The action is fast paced and the thrill and anticipation, the waiting for the next crash is addictive.   Although sporting events are great venues for advertising, NASCAR events are pure marketing heaven. If you ever watch one and analyze the production, you can not miss the fact that even the cars themselves are commercials that compel you to stare at brand names of products every second. Car related industries profit greatly by paid commercial breaks in television programming and â€Å"on car† endorsements.    This type of on car advertising is ideal for the racing circuit, effectively presenting a product advertisement that is clearly seen and focused upon throughout the entire racing event. In his article, Dale Zooms to the front of the endorsements, Bruce Horovitz writes that since the drivers themselves are the stars, driver endorsements actually pay them more than winning the races.   He also says that marketing sales jumped from $50 million in 1990 to $2 billion in 2003.   With these statistics in mind, marketing research is essential in order to present a product, at a sellable price to a demographically correct market. Chris Jones states in his article, NASCAR Sponsors: Drive-By Marketing that â€Å"on car† advertising is viewed as a sure thing with guaranteed return of investment since 189 million households viewed televised NASCAR Winston Cup series races in 2003, advertisers can count on both high exposure as well as a wide geographic range of that exposure. Since these racing are so saturated with advertising and marketing, right down to cars being identified by their sponsors (i.e. the NAPA car), and the target audience is usually the male American blue collar worker, scheduling of the race days are usually planned and televised on weekends, with the sponsors in mind. With over $50 million in marketing sales being seen per year due to NASCAR sporting events, it is a certainty that the four P’s (product, pricing, place and promotion) are being utilized better in the NASCAR arena better than just any other venue today. BIBLIOGRAPHY Horovitz, Bruce  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2/12/2004 Dale Zooms to the front of the endorsements,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   USA Today, McLean, Virginia Jones Chris  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   3/7/2004 NASCAR Sponsors: Drive-By Marketing, Las Vegas-Review Journal, Las Vegas, Nevada

Thursday, January 23, 2020

John Rawls’s The Law of Peoples :: John Rawls Law Peoples Essays

John Rawls’s The Law of Peoples From its beginnings, Edward Said's Orientalism (1978) has produced conflict in post-colonial studies. Does Professor Said’s theory suggest global implications and/or strategies as Culture and Imperialism (1993) argues? Or does the East of Orientalism belong only to the Middle East and particularly to Middle Eastern studies? Is there a monolithic "Othering" at work? Or do resistive pockets exist within Western imperial discourse? Perhaps the thorniest issue, however, concerns the stance from which to view global issues of imperialism and colonization. Ethical decisions—judgments, in a word—should play a large part in post-colonial theorizing and critiques. But on what basis can judgments be made? Where should accountability lie? And if there is accountability, how can it be enforced? Moreover, there has been a recent shift in the major players in the 21st century version of the Great Game. Said and Bhabha have, in characteristically fine ways, questioned the stability of the term â€Å"nation.† â€Å"National identity† may now be seen more as a â€Å"notional identity.† But does it matter any more? Does national identity even count? These questions come on the heels of global political reactions to global capitalist institutions (multinational corporations) and the global political institutions wholly owned and operated by them. By global capitalist institutions, I mean organizations like Bertelsmann, Aramco, Merck, Sony, Microsoft, Daimler-Benz, and so on. By global political institutions, I refer to the World Bank, the IMF, the WTO, and the various protectors of Intellectual Property. Imperialism and colonization must now be looked at in terms of these global institutions, rather than in political or even cultural terms. The dichot omies first world/third world, east/west, north/south, developed/underdeveloped do not hold the relevance they once had. There are thus two issues to be faced: first, how to establish a foundational basis for ethical judgments, and second, how to theorize resistance to the new economic imperialism which has changed rather radically from the old imperialism of nation-state or region and which has rendered Samuel Huntington’s â€Å"clashes of culture† obsolete. Critics of both of these situations must ask where to look for guiding principles upon which to base judgments within a global context. I want to avoid both the hegemonic â€Å"westernization† of democratic/capitalist values and the seemingly benign cultural relativism that avoids any standards of ethical or political judgment.

Tuesday, January 14, 2020

Dance and Movement Teaspoon of Light Project

â€Å"Keep your eye on the arrow not on the target† (Faculty of Education, University of Auckland, 2011b) Dance is expressive movement with intent, purpose, and form. It exists in many forms and styles and is practised in all cultures, taking place in a range of contexts for various purposes. Drama is the expression of ideas, feelings and human experience through movement, sound, visual image and the realisation of role. Both Drama and Dance is essential in children’s education and has many benefits however also portrays challenges for teachers.In this essay I have explored three learning out comes linked to Drama and Dance that were evident in the ‘Teaspoon of Light’ project coordinated by Dr Peter O’Conner in Christchurch, New Zealand which was aimed to use drama and dance education to support children and teachers during the aftermath of the 2011 major earthquake. I have discussed benefits and challenges that may occur by incorporating the followi ng learning outcomes into the primary school curriculum; Imagining and Creating New Works, Using Skills, Techniques and Processes and Making Aesthetic Choices.The first learning outcome is Imagining and Creative New Works. It is a dimension of drama and dance that focuses on exploring and experimenting with movement to express ideas and feelings (Tasmanian Curriculum, 2007). It includes discovering and creating movement solutions that emerge from a range of starting points and stimuli. There are benefits and challenges the occur from Imagining and Creating New Works. A benefit to this learning outcome is that through stimuli for guidance, students can interpret their own ideas and this work encourages social sensitivity and group cooperation during collaborative work.The Tasmanian Curriculum (2007), states that the ultimate expression of movement is recognised in performance. During ‘A Teaspoon of Light’, O’Connor told the students of a stimulus; the first line o f a story: â€Å"There was a girl who, when she got out of bed, tripped, and tore her cloth of dreams. † (Faculty of Education, University of Auckland, 2011a). A discussion then emerged about the story. The seven- and eight- year-olds told O’Conner that if you tear a dream cloth, your dreams disappear.The students then solemnly said that it is the saddest thing that can happen to anyone. O’Conner asks the students to show him what the girl from the story might look like when she tore her cloth of dreams. Cornett (2011) states the dance is beneficial to the primary school curriculum as it develops creative problem solving. It is stated that power is put to use to solve problems in every subject matter, including the subject of life (Parrish, 2007 cited in Cornett, 2011).Through the learning outcome of Imagining and Creative New Works the student’s demonstrated key components such as representing ideas and making choices, reinforcing the benefit-stimulus en courages students to explore and experiment with movement to express their personal ideas and feelings. A challenge that Imagining and Creative New Works portrays is the planning component from Drama. This component suggests that the creators of a lesson need to be very immediate- working in the here and now (Tasmanian Curriculum, 2007). The challenge is for teachers to be flexible in their sessions.Teachers need to know how and when to change direction in a lesson when a new lead appears that is worth proceeding. During ‘A Teaspoon of Light’ the students involved were continuously participating in whole class imaginary worlds, i. e. dream makers, re-creating Sarah’s cloth of dreams, using magic rubbers and shaking the dreams with magic spells (Faculty of Education, University of Auckland, 2011a). O’Conner (2011) believes that the imaginary world that was created during the sessions was â€Å"the joy of the work† (Faculty of Education, University of Auckland, b).He states that as teachers, the session ended up in different ‘places’ because they were prepared to let it. O’Conner mentions a quote from Dorothy Heathcote related to working on classrooms â€Å"keep your eye on the arrow not the target† (Faculty of Education, University of Auckland, 2011b). Wright (2003) describes this challenge in that teachers must be able to communicate expectations, needs and difficulties in a direct and sensitive manner and be able to accept the same level of directness from the children. The teacher needs to watch, listen and fell what the children need and want to express (Wright, 2003).O’Conner (2011) reflects on his session in ‘A Teaspoon of Light’ as constantly changing. He believed that deciding in the moment was an important challenge for the teachers and directors. The second learning outcome is Using Skills, Techniques and Processes in drama and dance. It is movement based as students mani pulate a medium by reorganising, reinterpreting and assimilating movement and design element in new contexts or for a new purpose. The process involves working collaboratively to experiment with dramatic techniques in constructing, rehearsing and refining the performance (Tasmanian Curriculum, 2007).There are benefits and challenges for the teachers and students when exploring this outcome. The Tasmanian Curriculum (2007) states that a benefit for Using Skills, Techniques and Processes is the developing of awareness, relationships and appropriate behaviours in dance and drama, leads to an increase in self-esteem and confidence. During ‘A Teaspoon of Light’ it was shown that the students gained confidence throughout the sessions. Ginny Thorner, a Christchurch artist showed the students a role-play, demonstrating practical dance skills and drama elements.The students observed Thorner’s demonstration first before shortly having the opportunity to create their own re sponse to create a whole class experience of ‘moving dreams’ (Faculty of Education, University of Auckland, 2011b). O’Conner stated that very few of the students had danced before, but through the use of teacher modelling it enabled them to develop their own short dance phrases, and therefore gaining huge amounts of confidence enhancing their opportunity to learn key concepts such as kinaesthetic awareness, performance skills, interaction and planning.It was evident in the clip that as the development of these skills increased, the students’ self-esteem and confidence increased also, hence being a benefit in the primary school curriculum A challenge that Using Skills, Techniques and Processes may reveal is the call for teacher’s awareness of and sensitivity to other people’s ideas, physical boundaries, background and experience. The Tasmanian Curriculum (2007), states in order to manipulate the medium successfully in the classroom context, th ere are a set of behaviours that should be expected and encouraged during the session, such as respect and empathy.In addition, Cornett (2011) writes that students value the surprising ways peers express ideas through movement; no one body shape or locomotor movement is right or wrong. In ‘A Teaspoon of Light’ activities were used where students created their own dance sequence based on what they felt were expressive movements. The students were also given the task to mirror a partners movement (Faculty of Education, University of Auckland, 2011a). There is evidence of the students working in their personal space, and developing awareness of what their body can do.The clip shows students dancing uniquely to how they felt dreams may be brought to life. Students come to delight in the artistry of fellow classmates as they witness the inventiveness of peers (Cornett, 2011). This is a time where teachers and students must be sensitive to other people’s designs. Oâ₠¬â„¢Conner believed this was a time during the sessions that delivered â€Å"rich, good theatre† (Faculty of Education, University of Auckland, 2011b). While exploring this learning outcome, teacher’s awareness of and sensitivity to other student’s perceptions is critical.The third learning outcome is Making Aesthetic Choices. A sense of aesthetics is deeply personal and students use their knowledge of aesthetic choice to make meaning and to critically appraise the works of others. In drama and dance, aesthetic choices are used to bring out the intention of the performance (Tasmanian Curriculum, 2007). There are both benefits and challenges that array from this learning outcome. A benefit to Making Aesthetic Choices in drama and dance is to deepen sensory awareness and learn to express themselves through the artistic use of pantomime, dialogue and improvisation (Cornett, 2011).Maslow places aesthetic understandings at the top of his motivation pyramid (Cited in Cornett, 2011). Aesthetic Choices are demonstrated in ‘A Tea Spoon of Light’ when the students wrote a recipe of the things they would use in order to repair the torn cloth of dreams (Faculty of Education, University of Auckland, 2011a). Initially the list consisted of their own wants, needs and likes; bed, to be asleep, pyjamas and lights off. The second list mentioned after some Aesthetic Choices were made, demonstrated a deeper understanding of the purpose.The second list consisted of 1 tsp of light in the darkest tunnel, 10 cups of love, 2 tsp of belief, 1/2 cup of adventure, 3/4 cup of hope. The list created by the students produced the rich Stendhal effect, the â€Å"ah† experience of being touched or moved (Lushington 2003, cited in Cornett, 2011). A challenge for successfully in cooperating Making Aesthetic Choices into the primary school curriculum is to be conscientious planning teachers who are knowledgeable about drama strategies and willing to adapt them for specific student needs (Cornett, 2011).In ‘The Teaspoon of Light’ one occasion demonstrating Aesthetic Choices was the ‘cloud bowl’ activity. The students decided that they needed an imaginary ‘cloud bowl’ to mix all the ingredients together to create the new ‘cloth of dreams’. The students were able to explore and experiment with different types of movement spontaneously and in response to O’Conner’s requests (Faculty of Education, University of Auckland, 2011a). The students chose what, how, who, when and even what colour when they were putting their ingredients into the cloud bowl. O’Conner asked questions to deepen their aesthetic understanding. Is 2 tsp. of belief light or heavy? What colour might it be? † And with each description, the element went into the bowl (Faculty of Education, University of Auckland, 2011a). The lesson was successful, but due to the fact that O’Conner was kno wledgeable enough to create a safety net while guiding the students through the activity. He used strategies that enhance students’ ability to look, discuss, view, review, select, reflect and refine (Tasmanian Curriculum, 2007). Cornett (2011), states that the dance literacy level needed by teachers is contingent upon what their students are expected to know and do.Reason can answer questions but imagination has to ask them (Albert Einstein, cited in Cornett, 2011). Learning through drama and dance develops the ability to appreciate and value on dramatic works. Drama develops the courage and persistence to ‘have a go’. The ‘Teaspoon of Light’ project coordinated by Dr Peter O’Conner in Christchurch demonstrates the learning outcomes of Imagining and Creating New Works, Using Skills, Techniques and Processes and Making Aesthetic Choices which in turn, have both benefits and challenges whilst being in cooperated into the primary school curriculu m.References Cornett, C. (2011). Integrating dance and creative movement. In Creating Meaning Through Literature and the Arts (4th ed. ), pp. 255-281. Allyn & Bacon, Boston, USA Faculty of Education, University of Auckland [foedauck]. (2011a, April 14). Earthquake: a teaspoon of light. . Retrieved from http://www. youtube. com/watch? v=jznOhFrSvJY Faculty of Education, University of Auckland [foedauck]. (2011b, September 4). Earthquake: a teaspoon of light (2). .Retrieved from http://www. youtube. com/watch? v=ZoMpzIzJrFM The Tasmanian Curriculum. (2007). Dance. Retrieved from https://www. education. tas. gov. au/documentcentre/Documents/Tas-Curriculum-K-10-Arts-Syllabus-and-Support. pdf Wright, S. (2003). Dance. In The Arts, Young Children and Learning. (1st ed. ) pp. -230-255. Boston, USA: Allyn & Bacon. Wright, S. (2012). Dance-moving beyond steps to ideas. In Children meaning-Making in the Arts (2nd ed. ), pp. 85-114. Sydney Australia, Peason Education Australia.

Monday, January 6, 2020

How Do Humans Contribute to Global Warming

Throughout most of human history, and certainly, before human beings emerged as a dominant species throughout the world, all climate changes were the direct result of natural forces like solar cycles and volcanic eruptions. Along with the Industrial Revolution and an increasing population size, humans began altering climates with ever-growing influence, and eventually surpassed natural causes in their ability to change the climate. Human-caused global climate change is primarily due to the release, through our activities, of greenhouse gases. Greenhouse gases are released into the air, where they persist for a long period at high altitude and absorb reflected sunlight. They then warm the atmosphere, the surface of the land, and the oceans. Many of our activities contribute greenhouse gases to the atmosphere. Fossil Fuels Carry Much of the Blame The process of burning fossil fuels releases various pollutants, as well as an important greenhouse gas, carbon dioxide. We know that the use of gasoline and diesel to power vehicles is a large contributor, but overall transportation only accounts for approximately 14% of total  greenhouse gas emissions. The single largest culprit is electricity production by coal, gas, or oil-burning power plants, with 20% of all emissions.   Its Not Only About Power and Transportation The various industrial processes that use fossil fuels are  also to blame. For example, large quantities of natural gas are needed to produce the synthetic fertilizers used in conventional agriculture.    Just the process of extracting and processing coal, natural gas, or oil involves the release of greenhouse gases -- those activities make up 11% of the total emissions. This includes natural gas leaks during the extraction, transportation, and delivery phases. Non-Fossil Fuel Greenhouse Gas Emissions Cement production hinges on a chemical reaction that releases massive amounts of carbon dioxide.Land clearing (for agriculture or other types of land use) exposes the soil which allows the release of carbon dioxide.Deforestation, especially associated with burning, allows a lot of the  carbon stored in tree roots, branches, and leaves to be released into the atmosphere. Its not a trivial amount: together, land clearing and burning account for 10% of all greenhouse gas emissions.Methane (the main constituent in natural gas) is produced in large quantities by microorganisms present in rice fields, making rice production a significant contributor to climate change. And its not just rice: lots of methane is also produced by cattle and other herbivorous livestock.Temperatures are warming especially fast in Arctic regions, and there the thawing permafrost is releasing both carbon dioxide and methane.  By  2100, it is estimated that 16 to 24% of the permafrost will have thawed, enteri ng a vicious feedback loop: as permafrost thaws, it releases stored carbon dioxide and methane, which further warms the climate, melts more permafrost and releases more greenhouse gases. Just as we create greenhouse gases, we can also  take steps to reduce those emissions.  It should become clear from reading this list that a whole suite of solutions is necessary to tackle climate change, beginning with the switch to renewable energy. Responsible stewardship also means encouraging sustainable agricultural and forestry practices. Edited by Frederic Beaudry

Sunday, December 29, 2019

Eurasian Badger Facts

The Eurasian badger or European badger (Meles meles) is a social, omnivorous mammal that resides in woodlands, pastures, suburbs, and urban parks throughout most of Europe and Asia. In Europe, the badgers are also known by several common names including brock, pate, grey, and bawson. Fast Facts: Eurasian Badger Scientific Name: Meles melesCommon Name(s): Eurasian badger, European badger, Asian badger. In Europe: brock, pate, grey, and bawsonBasic Animal Group: Mammal  Ã‚  Size: 22–35 inches longWeight: Females weigh between 14.5–30 pounds, males are 20–36 poundsLifespan: 6 yearsDiet:  OmnivoreHabitat: Europe and AsiaPopulation: Worldwide unknown; range size variesConservation Status: Least Concern; considered Endangered in Albania Description Eurasian badgers are powerfully built mammals that have a short, fat body and short, sturdy legs well suited for digging. The bottoms of their feet are naked and they have strong claws that are elongated with a sharp end honed for excavation. They have small eyes, small ears, and a long head. Their skulls are heavy and elongated and they have oval braincases. Their fur is grayish and they have black faces with white stripes on the top and sides of their face and neck. Badgers range in body length from about 22–35 inches, with a tail extending another 4.5 to 20 inches. Females weigh between 14.5–30 pounds, while males weigh from 20–36 pounds. DamianKuzdak/Getty Images Species Once thought to be a single species, some researchers split them into subspecies which are similar in appearance and behavior but have different ranges. Common badger (Meles meles meles)Cretan badger (Meles meles arcalus)Trans Caucasian badger (Meles meles canascens)Kizlyar badger (Meles meles heptneri)Iberian badger (Meles meles marianensis)Norwegian badger (Meles meles milleri)Rhodes badger (Meles meles rhodius)Fergana badger (Meles meles severzovi) Habitat European badgers are found throughout the British Isles, Europe, and Scandinavia. Their range extends westward to the Volga River. West of the Volga River, Asian badgers are common. They are most often studied as a group and referred to in the scholarly press simply as Eurasian badgers. Eurasian badgers prefer deciduous woods with clearings or open pastureland with small patches of wood. They are also found in a wide variety of temperate ecosystems, mixed and coniferous woodlands, scrub, suburban areas, and urban parks. Subspecies are found in mountains, plains, and even semi-deserts. Territory ranges vary depending on food availability and so reliable population estimates are not currently available. Diet Eurasian badgers are omnivores. They are opportunistic foragers that consume fruit, nuts, bulbs, tubers, acorns and cereal crops, as well as invertebrates such as earthworms, insects, snails, and slugs. They also eat small mammals such as rats, voles, shrews, moles, mice, and rabbits. When available, they will also feed on small reptiles and amphibians such as frogs, snakes, newts, and lizards. The badgers forage alone even when involved in a social group: Eurasian badgers live in territorial, mixed-sex social colonies each sharing a communal burrow. The animals are nocturnal and spend much of the daylight hours hidden away in their setts. Behavior Eurasian badgers are social animals that live in colonies of six to 20 individuals made up of multiple males, breeding and non-breeding females, and cubs. The groups create and reside in a network of underground tunnels known as a sett or den. Some setts are large enough to house more than a dozen badgers and can have tunnels that are as much as 1,000 feet long with numerous openings to the surface. Badgers excavate their setts in well-drained soils that are easy to dig in. The tunnels are 2–6 feet beneath the surface of the ground and the badgers often construct large chambers where they sleep or care for their young. When digging tunnels, badgers create large mounds outside the entryway. By placing entrances on slopes, the badgers can push the debris down the hill and away from the opening. They do the same when cleaning out their sett, pushing bedding material and other waste out and away from the opening. Groups of badgers are known as colonies and each colony may construct and use several different setts throughout their territory. The setts they use depend on the distribution of food resources within their territory as well as whether or not it is breeding season and young are to be raised in the sett. Setts or sections of setts not used by badgers are sometimes occupied by other animals such as foxes or rabbits. Like bears, badgers experience winter sleep during which time they become less active but their body temperature does not drop as it does in full hibernation. In late summer, badgers begin to gain the weight they will need to power themselves through their winter sleep period. Reproduction Eurasian badgers are polygynous, meaning males mate with multiple females but females only mate with one male. Within social groups, however, only the dominant male and female mate. Dominant females are known to kill cubs from non-dominant females in the social group. Badgers can mate year round, but most commonly in late winter through early spring and late summer through early fall. At times, males expand their territories to cross-breed with extra-group females. Gestation lasts between 9 and 21 months and litters produce 1–6 cubs at a time; females are fertile during pregnancy so multiple paternity births are common. Cubs first emerge from their dens after eight to 10 weeks and are weaned by the age of 2.5 months. They are sexually mature at about a year old, and their lifespans are typically six years, although the oldest known wild badger lived to 14. TonyBaggett/Getty Images Threats European badgers do not have many predators or natural enemies. In some parts of their range, wolves, dogs, and lynxes pose a threat. In some areas, Eurasian badgers live side-by-side other predators such as foxes without conflict. The IUCN Red List comments that since Eurasian badgers occur in many protected areas and there are high densities found in anthropogenic habitats in large parts of its range, the Eurasian badger is highly unlikely to be declining at nearly the rate required to qualify for listing even as Near Threatened. They are targeted for hunting for food or persecuted as a pest, and in some urban and suburban areas, the population has decreased. Although estimates are unreliable, researchers believe the overall population has been increasing throughout their range since the 1980s. During the mid-1990s, the Badgers were classed Lower Risk/least concern (LR/LC) because of elevated occurrence of rabies and tuberculosis, although those diseases have since decreased substantially. Sources Carpenter, Petra J., et al. Mating System of the Eurasian Badger. Molecular Ecology 14.1 (2005): 273-84. Print.,Meles Meles, in a High Density Populationda Silva, Jack, David W. MacDonald, and Peter G. H. Evans. Net Costs of Group Living in a Solitary Forager, the Eurasian Badger (Meles meles). Behavioral Ecology 5.2 (1994): 151-58. Print.Frantz, A. C., et al. Reliable Microsatellite Genotyping of the Eurasian Badger (Meles Meles) Using Faecal DNA. Molecular Ecology 12.6 (2003): 1649-61. Print.Frantz, Alain C., et al. Estimating Population Size by Genotyping Remotely Plucked Hair: The Eurasian Badger. Journal of Applied Ecology 41.5 (2004): 985-95. Print.Kranz, A., A.V. Abramov, J. Herrero, and T. Maran. Meles meles. The IUCN Red List of Threatened Species.T29673A45203002, 2016.  Wang, A. Eurasian badgers (Meles meles). Animal Diversity, 2011.

Saturday, December 21, 2019

Business Plan Cardinal Health - 2179 Words

Strategic Management Case Cardinal Health Inc. by Developed for Study Assignment Purposes for MBA Course at American Military University BUSN 620 Strategic Management Cardinal Health helps pharmacies, hospitals and ambulatory care focus on patient care 1 Disclaimer and Material Purpose Material Purpose: This document and all of the materials contained within are strictly for study assignment purposes to fulfill MBA course BUSN 620 Strategic Management on August 01, 2011-September 25, 2011 requirements. Disclaimer: This strategic management case study plan for Cardinal Health Inc. was developed by the student using course learning resources, outside sources, and other relevant miscellaneous data and facts. The materials†¦show more content†¦By 2006 there were only three major health care distributors, Cardinal, Amerisource, and McKesson, all offering the same products and services (Pearce, 2011). But, Cardinal stood far apart from its competition because a larger percentage of their overall operating income came from non-distribution activities. Their portfolio was diversified into distributing pharmaceuticals, packaging them, providing devices to hospitals that automate dispensing of drugs through their Pyxis subsidiary and providing pharmacy services through Medicine Shoppe (Pearce, 2011). Cardinal Health helps pharmacies, hospitals and ambulatory care sites focus on patient care 6 Key Dates and Timelines Date Acquisition 1971 Robert Walter acquires Monarch Foods in leveraged buyout 1980 Walter acquires drug distributor in Zanesville, Ohio 1983 Company goes public as Cardinal Distribution 1988 Walter sells food group to Roundy’s Inc. 1991 Cardinal’s revenues exceed $1 billion 1994 Cardinal acquires Whitmore Distribution and Medical Strategies; company name change to Cardinal Health 1995 Cardinal acquires Medicine Shoppe International 1996 Cardinal acquires Pysix and PCI Services, Inc. 1997 Cardinal acquires Owen Healthcare Inc. 1998 FTC blocks Cardinal’s purchase of Burgen Brunswig; Cardinal acquires R. P. Scherer 1999 Cardinal acquires Allegiance 2000 Cardinal acquires Bergen Brunswig Medical Corp.; Cardinal established Cardinal.com andShow MoreRelatedCardinal Health Supply Chain Performance Essay1143 Words   |  5 PagesCardinal Health Inc. was founded in 1971, as Cardinal Foods and then changed to Cardinal Distribution in 1979, and sin ce 1994 is has been named Cardinal Health. Cardinal Health has become a leader in the healthcare services sector. The company serves more than 60,000 healthcare sites daily and has over 50,000 customers in North America. One-third of all distributed pharmaceutical, laboratory and medical products in the U.S. and Puerto Rico flow through the Cardinal Health supply chain (CardinalHealthRead MoreCardinal Health, A Leader s Healthcare Industry On Many Fronts Essay1259 Words   |  6 PagesCardinal Health is a leader in healthcare industry on many fronts. 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A manager who takes an authoritative approach to management provides long-term direction and a vision for their team, often leaving the means of accomplishing their vision in the hands of the team (Cardinal and Benincasa). â€Å"Visionary leaders articulate where a group is going, but not how it will get there – setting people free to innovateRead MoreThe Benefits Of Scope Economies760 Words   |  4 Pagesof 36 large IDNs that contained hospitals, physicians, and health plans found that the more providers invested in their IDNs, the lower their operating margins. Moreover, as hospitals diversified into these different businesses, the larger was the negative impact on their financial position (e.g., higher debt to capitalization ratio). (Burns, Gimm, and Nicholson, 2005 pg 21). 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Nigeria which is Africa most crowded nation, represent one fourth of allRead MoreSams Club and Costco1255 Words   |  6 PagesMission, Business Model, and Strategy Professor Lillian Schumacher Darrick Beckwith January 30, 2011 Costco 2 Costco Wholesale in 2008: Mission, Business Model, and Strategy What struck you as positive and/ or negatives? Were there certain strategic elements that were particularly insightful? Were there any glaring weaknesses that could jeopardize their success? There are many positives that can be drawn from the way that Costco runs and controls its business. Costco’s