Logistics Essay Example | Topics and Well Written Essays - 1000 words

Logistics - Essay Example When you need to coordinate and control the flow of information, goods, energy, etc and other kinds of resources between the manufacturer and the end-consumer, you are defining the 'logistics' of the process. This is exactly the point that defines the crucial difference between 'logistics and 'service response logistics.' Logistics is one among the many channels that decides the critical process of the management of supply and demand. Service response logistics deals with the concerns, the questions, the loopholes and the successes of these logistics-based networks and processes. To explain the differences more clearly, let us take a very simple example as sated below. Think about a hypothetical situation where the market force of demand starts exceeding that of the supply bandwidth. In such a scenario, you just have to ensure that the clients' needs are met at all costs. What has to be done is a three-step process. A. You need to increase your existing capacity. B. You need to get people hired and trained and then follows the supervision of the work, etc. C. You need to get an estimate on the number of clients your business unit is ready to cater to on a daily basis. This is otherwise known in business circles as a single term and that is 'Managing Service capacity.' In this case, each of these steps by themselves could have different metrics and logistics. The overall process that is pit in place is 'service response logistics' as you are arriving at an optimal figure of how many clients you can manage and you are meeting their demands. In step A, the hiring squad has a demand and the network providing suitable candidates to meet it are the suppliers. In step B, the trainers and the human resource managers are the suppliers and the candidates and... The researcher states that it is very interesting to note that the terms ‘logistics’ and ‘service response logistics’ have gained a lot of importance in the fields of business and the realm of business intelligence systems over the years. Service response logistics have a lot more to do with the kind of response a company draws as a result of its provided services. These metrics are very important as they decide the success or failure of an organization as well as its attempts to treat and service its customers in a better way. For every business, it is the end user or the consumers that are to be kept happy and satisfied and serviced well. Service Response Logistics actually goes way beyond defining logistics as it a measure of the manner in which consumers respond to the management of activities in an organization. It also involves the keeping customers in the loop constantly and assuring them to believe in your level and quality of service. Customers need to be grouped together too as this helps understanding and sorting out the data when it is required to ease out any potential problems when service response logistics data is required. Therefore, the researcher then concluds that these two terms should be though of and dealt with differently as the main end result and goal is to try and define processes and promotions that customers respond to well. The background processes like supply, production, manufacturing and sales are not the only problems that need to be taken into account.

The History and Mechanism of the Atomic Bomb :: Atomic Bombs Physics Weapons Essays

The History and Mechanism of the Atomic Bomb ----------------------- -+ Table of Contents +- ----------------------- I. The History of the Atomic Bomb ------------------------------ A). Development (The Manhattan Project) B). Detonation 1). Hiroshima 2). Nagasaki 3). Byproducts of atomic detonations 4). Blast Zones II. Nuclear Fission/Nuclear Fusion ------------------------------ A). Fission (A-Bomb) & Fusion (H-Bomb) B). U-235, U-238 and Plutonium III. The Mechanism of The Bomb ------------------------- A). Altimeter B). Air Pressure Detonator C). Detonating Head(s) D). Explosive Charge(s) E). Neutron Deflector F). Uranium & Plutonium G). Lead Shield H). Fuses IV. The Diagram of The Bomb ----------------------- A). The Uranium Bomb B). The Plutonium Bomb The History of the Atomic Bomb ------------------------------ On August 2nd 1939, just before the beginning of World War II, Albert Einstein wrote to then President Franklin D. Roosevelt. Einstein and several other scientists told Roosevelt of efforts in Nazi Germany to purify U-235 with which might in turn be used to build an atomic bomb. It was shortly thereafter that the United States Government began the serious undertaking known only then as the Manhattan Project. Simply put, the Manhattan Project was committed to expedient research and production that would produce a viable atomic bomb. The most complicated issue to be addressed was the production of ample amounts of `enriched' uranium to sustain a chain reaction. At the time, Uranium-235 was very hard to extract. In fact, the ratio of conversion from Uranium ore to Uranium metal is 500:1. An additional drawback is that the 1 part of Uranium that is finally refined from the ore consists of over 99% Uranium-238, which is practically useless for an atomic bomb. To make it even more difficult, U-235 and U-238 are precisely similar in their chemical makeup. This proved to be as much of a challenge as separating a solution of sucrose from a solution of glucose. No ordinary chemical extraction could separate the two isotopes. Only mechanical methods could effectively separate U-235 from U-238. Several scientists at Columbia University managed to solve this dilemma. A massive enrichment laboratory/plant was constructed at Oak Ridge, Tennessee. H.C. Urey, along with his associates and colleagues at Columbia University, devised a system that worked on the principle of gaseous diffusion. Following this process, Ernest O. Lawrence (inventor of the Cyclotron) at the University of California in Berkeley implemented a process involving magnetic separation of the two isotopes. Following the first two processes, a gas centrifuge was used to further separate the lighter U-235 from the heavier non-fissionable U-238 by their mass.

A research project to look if bullying is spiralling out of control Essay

For my research project, I decided to look at bullying, which is a contempery issue as over recent months it has received a lot of media attention. My hypothesis was bullying is spiralling out of control. I used a wide range of research methods using both primary and secondary sources of information including questionnaires, interviews and internet research. I also considered ethical issues and problems this research may of encountered Introduction I have decided to do my research topic on bullying. Over recent months bullying has received a lot more media attention for a number of different reasons. One reason is the new form of bullying called Happy Slapping. This is whereby bullies record their victims being physically abused on their mobile phones. Also many serious incidents of bullying taking place such as 15 year old Natasha Jackman who was recently stabbed in her eye, back , head and chest in her school dinner queue. In July of this year the beat bullying campaign was launched, fronted by many famous stars. Bullying was defined as ‘longstanding violence, mental or physical, conducted by an individual or a group against an individual who Is not able to defend himself or herself in that actual situation’. I wish to find out if bullying is spiralling out of control or that people are becoming more aware of how common bullying is. I plan to use a wide range of research methods including both primary and secondary sources. One method I will be using is questionnaires. I will give these to children in year 6 and adults between the age of 40-55 to find out their views on bullying. I will also interview a head teacher of a school to find out her views and I will also interview a primary school teacher. I will use a unstructured format to help me get more information. I will also ask in the interviews about how the schools deals with bullying and if they think bullying is getting worse or society is becoming more aware of it. Secondary methods I will use are internet and newspapers. I will consider any ethical issues that I may come across and try to avoid them by using the appropriate methods. One ethical issue I need to consider is confidentiality of the respondents. Also I need to be aware of emotional damage respondents may have and always be considerate. I will also get full consent from participants to carry out my research and debrief them fully. Literature review Over recent months bullying has been increasingly talked about in the media. Sports stars Kelly Holmes and Rio Ferdinand are among the Celebes who have signed up to the beat bullying campaign to try and tackle bullying in schools. Around one in four primary school children and around one in three secondary school children are bullied at some point in their school life according to official estimates. Children were encouraged to wear a blue wristband as a sign of solidarity. The campaign encouraged children to talk about their bullying problems and to remember their not alone. http://news. bbc. co. uk/1/ni/programmes/breakfast There has also been research done to find statistics about the issue. The NSPCC published a list of key findings. They found 31% of children experienced bullying during childhood, a further 7% were discriminated against and 14% were made to feel different. A quarter of young adults bullied by their peers during childhood reported they suffered long term harmful effects as a result. Also research involving2300 pupils aged 10-14 from schools across England found 30% of children did not tell anyone that they had been bullied. This percentage was higher for boys and older children.

Teaching Civic Education in the Post-Trump Era

Educators teaching civics during the presidency of Donald Trump can turn to social media to provide teachable  moments and have conversations  with students  about Americas democratic process. Beginning in the election campaign and continuing through the presidency, there have been many teachable moments in the form of 140 characters that come from the personal Twitter account of President Donald Trump. These messages are clear examples  of social medias growing influence on American foreign and domestic policy. Within a few days, President Trump may tweet about a range of topics including immigration issues, natural disasters,  nuclear threats, as well as the pregame behavior of NFL players.    President Trump’s tweets are not bound to the Twitter software platform. His tweets are then read aloud and analyzed on news media outlets. His tweets are re-published by both paper and digital newspaper outlets. In general, the more incendiary the tweet from Trump’s personal Twitter account, the more likely the tweet will become a major talking point in the 24-hour news cycle. Another example of a teachable moment from social media comes from the admission by Facebook’s CEO Mark Zuckerberg that campaign ads could have been purchased by foreign agencies during the 2016 presidential election in order to shape public opinion. In coming to this conclusion, Zuckerberg stated on his own Facebook page  (9/21/2017): â€Å"I care deeply about the democratic process and protecting its integrity. Facebooks mission is all about giving people a voice and bringing people closer together. Those are deeply democratic values and were proud of them. I dont want anyone to use our tools to undermine democracy. Zuckerburg’s statement indicates a growing awareness that the influence of social media may need more oversight. His message echoes a caution offered by the designers of the C3 (College, Career, and Civic) Frameworks for Social Studies. In describing the important role of civic education for all students, the designers also offered the cautionary note, â€Å"Not all [civic] participation is beneficial.† This statement alerts educators to anticipate the growing and sometimes controversial role of social media and other technologies in the future lives of students.    Beneficial Civic Education Using Social Media Many educators themselves use social media as a part of their own civic life experiences. According to the Pew Research Center (8/2017) two-thirds (67%) of Americans report getting their news from social media platforms. These educators may be included in the 59% of people who state that their interactions on social media with people of opposing political views are stressful and frustrating or they may be part of the 35% who find such interactions interesting and informative. Educator experiences can help inform the civic lessons that they design for their students. Incorporating social media is an established way to engage students. Students already spend much of their time online, and social media is accessible and familiar.   Social Media as Resource and Tool Today, educators can readily access primary source  documents  from politicians, business leaders, or institutions. A  primary source  is an original object,  such as audio or video recordings and social media is rich with these resources. For example, the  White House  YouTube  account hosts the video recording of the  Inauguration  of the 45th president. Primary sources can also be digital documents (firsthand information) that were written or created during the historical time under study. One example of a digital document would be from the Twitter account of  Vice-President Pence  in reference to Venezuela in which he states,No free people has ever chosen to walk the path from prosperity to poverty (8/23/2017). Another example comes from  the Instagram account of President Donald Trump: If America comes together – if the people speak with one voice – we will bring back our jobs, we will bring back our wealth, and for every citizen across our great land... (9/6/17) These digital documents are resources that educators in civic education to call attention to specific content or to the role that social media has played as a tool for promotion, organization, and management in recent election cycles.   Educators who recognize this high level of engagement understand the great potential for social media as an instructional tool. There are a number of  interactive websites  that are aimed at promoting civic engagement, activism, or community involvement in intermediate or middle schools. Such online civic engagement tools can be the initial preparation for engaging young people in their communities to get involved in civic activities. In addition, educators can use examples of social media to demonstrate its unifying power to bring people together and also to demonstrate its divisive power to separate people into groups.   Six practices for incorporating social media Social studies teachers may be familiar with the Six Proven Practices for Civic Education hosted on the National Council of Social Studies website. The same six practices can be modified by using social media as a resource of primary sources and also as a tool for supporting civic engagement.   Classroom Instruction: Social media offers many primary document resources that can be used to spark debate, support research, or take informed action. Educators must be ready to provide instruction on how to evaluate the source(s) of texts that come from social media platforms.Discussion of Current Events and Controversial Issues: Schools can access current events on social media for classroom discussion and debate. Students can use social media  texts as the basis for polls and surveys to predict or to determine public response to controversial issues.Service-Learning: Educators can design and implement programs that provide students with hands-on opportunities. These opportunities can use social media as communication or management tool for more formal curriculum and classroom instruction. Educators themselves can use social media platforms to connect with other educators as a form of professional development. Links posted on social media can be used for inquiry and research.Ext racurricular Activities: Educators can use social media as a means to recruit and continue to engage young people to get involved in their schools or communities outside of the classroom. Students can create portfolios on social media of their extra-curricular activities as evidence for college and career.School Governance: Educators can use social media to encourage student participation in school government (ex: student councils, class councils) and their input in school governance (ex: school policy, student handbooks).  Simulations of Democratic Processes: Educators can encourage students to participate in simulations (mock trials, elections, legislative sessions) of democratic processes and procedures. These simulations would use social media for ads for candidates or policies. Influencers in Civic Life Civic education at every grade level has always been designed to prepare students to be responsible participants in our constitutional democracy. The evidence suggests that what be added to the design is how educators explore the role of social media in civic education. The Pew Research Center lists recent high school graduates (ages 18-29) as choosing Facebook (88%) as their preferred social media platform compared to students in high school who rank Instagram (32%) as their favored platform. This information indicates educators must become familiar with multiple social media platforms to meet student preferences. They must be ready to address the sometimes outsized role social media plays in Americas constitutional democracy. They must bring perspective to the different points of view expressed on social media and teach students how to evaluate the sources of information. Most importantly, educators must provide students practice with social media through discussion and debate in the classroom, especially when the Trump Presidency offers the kinds of teachable moments that make civic education authentic and engaging. Social media is not limited to our nations digital borders. Roughly one-quarter of the worlds population (2.1 billion users) is on Facebook; one billion users are active on  WhatsApp  daily. Multiple social media platforms connect our students to networked global communities. In order to provide students with critical skills important for 21st century citizenship, educators should prepare students to understand the influence of social media and to be able to communicate using social media on issues both national and global.