Safety and Crowd Management Essay Example | Topics and Well Written Essays - 2500 words

Safety and Crowd Management - Essay Example This makes it possible to ensure security of those who are in attendance. This paper will be looking at the safety structures and systems in two stadiums, comparing and contrasting them. These will be Adams Park and Wembley Stadium. The security systems and structures in each will be analyzed critically. The writer will also be interested in looking at the impacts of these structures and systems on those people who are attending events in these venues. It is the duty of an event organizer to provide security for the crowd present. To this end, many organisers put in place safety management systems that are aimed at providing safety for the crowd and at the same time managing it. The risks that are anticipated should be monitored and managed. The event organisers are helped to a great length by safety structures and systems that are already incorporated in the venue, be it a stadium or a park. Adams Park is one of the largest football stadiums in London. It is located in Buckinghamshire. Since it was opened to the public in 1990, the park has been renovated and expanded periodically. The first expansion was in 1996 while the second was in the year 2001. It was designed to hold approximately eleven thousand fans when full to capacity. Waycombe Wanderers, the resident club, is planning to expand the park to hold 20,000 fans. Been such a huge stadium, crowd security and control is of the utmost concern. This is considering that many of the events that take place here are football and rugby, two sports associated with riotous and violent fans. Likewise, Wembley is a large and famous stadium. Security systems and structures are a very important part of these two stadiums. These systems and structures will be compared and contrasted. Their impacts to the people attending events at these two stadiums will be analysed. All along, the writer will be referring to the developments t hat are taking place in the sporting events industry. These developments will include security standards, capacity limits of stadiums and crowd control measures. Objectives The study will have the broad objective of looking at the safety structures and systems of Adams Park and Wembley stadium. To achieve this, the study will be guided by several specific objectives. These are as listed below: Identifying the safety structures and systems in the two stadiums A critical appraisal of the security structures and systems in these stadiums A comparison between the two venues, especially in terms of their safety structures and systems A critical analysis of the possible impacts of these structures and systems to the people who will be attending events in these two venues Status of England's Stadia Safety Before embarking on the task of analysing the safety structures and systems of the two venues, it is perhaps important to look at the status of the safety measures that are carried out in England's stadia. In 1989, 96 people were trampled to death in Hillsborough football stadium (Sheard & Geraint 2009). This led to the constitution of a committee led by Lord Taylor of Gosforth (Jeffrey 2008). The committee was tasked with finding out the causes of the stampede and make recommendations as to the future of crowd safety in stadia. The committee came up with recommendations and the full report on the January of 1990 (Jeffrey 2008). Some of the recommendations that the team came up with were adopted by many sporting bodies and are adhered to

Features of smart phone Research Paper Example | Topics and Well Written Essays - 1500 words

Features of smart phone - Research Paper Example Furthermore, a majority of the contemporary smart phones exhibit 3G capabilities (Albright, 25). To this end, 3G is an acronym of third generation which implies new communication standards, procedures and devices that will enhance the quality and speed of services available on the go. In this regard, 4G technology is soon being incorporated within smartphone devices. This is projected to increase the benefits of smart phones. To this end, the popularity of smart phones has increased significantly over the years to the extent that it is viewed as a lifestyle trend to own one. Its popularity stems from the multiple benefits that have made the life of modern human beings much better. One of the benefits of a smartphone is that it keeps the user organised. Evidently, the smartphone handsets have inbuilt features such as contact lists, electronic diaries, calendar, note pad, voice recorder and automatic reminders that basically act as personal organisers. To this end, the smartphone is ve ry convenient among professionals in white collar jobs since they can easily organize their daily schedules pertaining to issues such as meetings, appointments, conferences, among others. The benefits of a Smartphone also extend to its similarity in functions to that of a desktop computer. Foremost, the smartphone has a QWERTY keypad that is similar to the computer keyboard. Moreover, the keypad comes in hardware version with physical keys that can be easily be typed as well as a software version that is evident on touch screens such as I-phones. Moreover, the smartphone exhibits capability of browsing entire websites that contain high amount of data. In addition, there are also smart phones applications similar to Microsoft office which allows the creation and editing of documents. To this end, persons owning smart phones do not necessarily need to own a desktop computer. The smart phones also have GPS capability (Ga?rtner, William, and Michael, 526). Evidently, the GPS is suitable whenever a person needs to locate an area that is unfamiliar or new to a person. To this end, whenever a person is travelling to places that are unknown, it is highly convenient for him or her to activate the GPS and find the place (Karimi, 19). The smartphone hence assists in making the tour navigable. Furthermore, the GPS capability saves the user the inconvenience of carrying a map whenever travelling. In organizations smart phones enable organizational investment in the employee. According to Mohammad and Syed the solutions offered by smart phones enable work responsibilities to be more desirable (9). This is through the reduction of time spent by an individual on repetitive or menial tasks. Furthermore, the user can also reference flash presentations, eBooks, audiovisual training material, as well as carrying instructional manuals on storage cards with high capacity (Ilyas and Syed, 10). The smart phone also exhibits the benefit of customer relationship management (CRM) in org anizations (Ilyas and Syed, 10). This is through CRM applications that assist in the streamlining of supply chain operation. Evidently, the applications enable workers in an organization to track inventory levels and features, automate schedules and features. These consequently minimize customer visits and reduce downtime. Hospitality applications incorporated in smart phones have been beneficial to people working in the hotel and hospitality industry. These are through applications for curb side check-in

Social interaction and how we rapidly forms impressions

Social interaction and how we rapidly forms impressions Human beings are social creatures. Our interaction with another is important as it provides us with a vast amount of information necessary to carry out daily activities. With the amount of information that is available to us at one time, the human mind has naturally developed shortcuts that allow us to function more efficiently in a social world. One function of human interaction is the ability to make rapid assessments about other people. We often form impressions about people within seconds of meeting them. Impressions of personality form quickly and easily. It is quite hard to forget our impression of a person once it has been formed in our minds. These impressions form automatically and instantly provide us with important information about others. Then, this information provides us with a foundation on which we make additionally judgments and effects future attitudes about an individual. This ability to form rapid impressions of people is neither bad nor good. According to Asch (1946), it is simply a precondition of social life. Concerning social psychologists in particular are questions regarding the manner in which our impressions of other people are established, and what are the principles that regulate the formation of these impressions. It has been found in social psychological research, that impressions of personality can be influenced by certain cognitive biases. An excellent example of a cognitive bias that influences our perception of personality of others is the halo effect. The halo effect is a cognitive bias that occurs when the perception of one trait of a person or object influences the perception of another trait or multiple traits. Thorndike (1920) was the first to support the theory of the halo effect using empirical research. Commanding officers were asked to use a rating scale to assess traits of their soldiers. The results of his study showed a high cross-correlation between positive and negative traits (Thorndike, 1920), which suggests that people do not think of others in mixed terms, but rather as generally good or bad across different categories of measurement. Primarily, the halo effect biases our perception with a tendency to focus mainly on the good. A classic example would be judging a good-looking person as more sociable or more intelligent. Another example would be perceiving an individuals personality differently based on information given about that person. This includes influencing expectations of another person through the use of interchangeable adjectives. An overwhelming amount of research supports the notion that describing a strangers personality using particular words can significantly affect the way that person is perceived by others (Asche, 1946; Mensh Wishner; 1947; Kelley, 1950; Biggs McAllaster; 1981; Widmeyer Loy, 1988). A strangers disposition can be perceived to match up to the personality traits previously stated, despite the actual nature of the person. Influential Social Psychological Research Over sixty years ago, Asch (1946) demonstrated that certain labels can affect the entire impression of a person. Asch read a list of adjectives which were supposed to describe a hypothetical person. His subjects who were all college students (mostly women) were then asked to characterize that person. Asch found that by simply using interchangeable adjectives representing central qualities, such as warm and cold, he could influence the descriptions given by subjects about the personality of a hypothetical person. However, it was also found that including words to describe peripheral qualities, including terms such as polite or blunt, did not have a significant effect on subjects perceptions of the personality of the hypothetical person. A number of the Asch experiments were replicated by Mensh and Wishner (1947) to determine if the results of Aschs experiment were population specific. In their study, they used subjects that were a mix of both male and female students. Furthermore, they took measures to make sure that subjects were graduate and undergraduate students, and they also selected subjects from different geographical locations. Despite Mensh and Wishners modifications to Aschs experiments, the findings in Aschs study were effectively confirmed and reinforced by Mensh and Wishner (1947). Aschs experimental work was also extended by Kelley (1950) who demonstrated that the warm/cold manipulation extends to actual people, as well. That is, Kelley found that this warm/cold manipulation effected subjects perception of a person with whom they had actually encountered, instead of just a hypothetical person whom they had never met. In Kelleys study, a man posing as guest lecturer was introduced to subjects in a neutral manner. Later, one of two notes about the stimulus person were randomly distributed to subjects. One note contained a description of him as being rather warm, while the other note described him as rather cold. Then, the guest lecturer proceeded to give a 20-min discussion to the subjects, while the verbal interaction that between the subjects and the stimulus person was recorded. The recording of the subjects interaction with the instructor was novel, because according to Kelley (1950), no previous studies reported had dealt with the importance of first impres sions for behavior (Kelley, 1950). After the discussion, subjects were asked to rate the personality of the stimulus person on 15 different scales that were predetermined. In addition to rating the stimulus person, subjects were also asked to write free descriptions of him, as well. It was by observing the interaction between the subjects and the stimulus person that Kelley found support for the autistic hostility hypothesis (Newcomb, 1947). The autistic hostility hypothesis states that when someone perceives another individual as cold, that person will limit his or her interactions with the cold person. It was observed by Kelley that students who were in the warm group engaged in discussions more freely and more frequently than those in the cold group (Kelley, 1950). Like Asch, Kelley found that subjects total impression of a person is significantly influenced by the attribution of a central quality such as warmth. Kelleys results showed that subjects who were given preinformation describing him as warm, gave him consistently better ratings on multiple personal attributes than did those who were given preinformation describing the stimulus person as cold. Furthermore, Kelly found that 56% of the warm subjects actively participated in the discussion, as opposed to only 32% of the cold subjects. These studies conducted by Kelley (1950) and Asch (1946) are important because they were both novel and influential. Their early studies stimulated a considerable amount of research concerning the perception of people, specifically a study by Widmeyer Loy (1988). They designed their study with the primary intent to determine whether or not Kelleys warm/cold effect could be replicated in a classroom setting 35 years later. More specifically, they examined the effects of warm/cold manipulation on first impressions of individuals and their teaching ability. In Widmeyer Loys study (1988), a man posing as a guest lecturer gave a neutral lecture to 140 male and 100 female college students. Before the lecture, as in Kelleys study, forms were randomly distributed to subjects describing the instructor. One half of the group received information describing him as rather cold, while the other group received information describing him as rather warm. To half of each of these groups, the stimulus person was said to teach physical education, while the other half of these groups were told that he taught social psychology classes. Following the stimulus persons 40-min lecture, subjects evaluated his personality and teaching ability though a Likert scale and through additional written comments. Results showed that subjects who were told the stimulus person was rather warm rated his personality and his teaching ability more positively than did subjects who were told he was rather cold. Additionally, it was found that the manipulations of both discipl inary status of the instructor and the sex of the subjects had no significant influence on subjects ratings of the stimulus persons teaching ability. Research done by Asch, Kelley, and others is strongly supported by the findings of a similar study conducted by Biggs McAllaster using warm/cold manipulation (1981). In this study, it was found that subjects who were told that a guest lecturer was warm tended to evaluate that person as more favorable than subjects who were led to believe he or she was cold. Additionally, the use of the neutral group (one that was told that the speaker was neither warm nor cold) also helped to reinforce the findings of Asch (Biggs McAllaster, 1981), which will be discussed in further depth along with some interesting novel occurrences within the experiment. Critical Review of Research The studies conducted by Asch, Mensh Wishner, Kelley, Biggs McAllaster, and Widmeyer Loy are similar in ways that link them together and give them the ability to use modifications in order to add to existing research. It is because of these modifications that they all contain important differences that extend the level of research to a new level. One important similarity is that they use all warm/cold modification to discover if subjects total impression of a person is influenced by the attribution of a central quality such as warmth or coldness. All studies found that this modification of adjectives did affect the way the stimulus person was perceived by subjects. Additionally, four out of the five studies use a male as a stimulus person. Interestingly, Biggs McAllister (1981) intentionally uses him or her when discussing the stimulus person. This raises an important question regarding the sex of the stimulus person. Would subjects rating across multiple characteristics such as personality and teaching ability differ if the stimulus person used was a female? It might be interesting to see how a female instructor might be rated by female subjects, and also by male subjects, as well. Another variation of this experiment might seek to investigate the length of the description of the instructor provided to the subjects. It might be interesting to examine whether a longer description would increase or decrease the differences between the cold ratings and the warm ratings. In a longer description, for example, the word warm or cold might be glossed over given the larger amount of information being provided or ultimately missed all together. It is possible, however, that people might accidently read only certain words that help them to form an impression of the stimulus person due to an overload of too much information. Varying the length of the description could be another possible modification of these experiments. It should also be noted that while the study conducted by Asch (1946) found that the use of interchangeable adjectives could influence the descriptions given by subjects about the personality of a hypothetical person, Kelley (1950) found that this warm/cold manipulation effected subjects perception of a person with whom they had actually encountered, instead of just a hypothetical person. Furthermore, as mentioned earlier, no previous studies reported had dealt with the importance of first impressions for behavior according to Kelley (1950). This made Kelleys recording of the subjects interaction with the instructor quite novel, as it had not been reported to have been done by a previous study. Widmeyer Loy (1988) sought to modify and extend Kelleys work in three specific ways which will be discussed below. Since Kelleys study only examined teaching performance indirectly by looking at whether the observers expectation of the instructor was favorable or not, Widmeyer Loy tried to determine whether warm/cold manipulation would affect subjects impression of the instructors teaching ability specifically. Secondly, according to Wilson (1968), an instructors perceived status has an influence on subjects perception of an instructor. For example, physical education is likely to be seen as being less academically prestigious than other disciplines that are more traditional (Seater Jacobson, 1976). These finding were of particular interest to Widmeyer Loy who wanted to determine whether the labels of physical education professor and social psychology professor would have different influences on subjects judgments on an instructors teaching performance, and on their central and peripheral personality traits, respectively. They found, however, that the disciplinary status of the instructor had no significant effect on subjects ratings of the stimulus person. Thirdly, based on evidence that suggests male and female college students assess college-level instructors differently (Lombardo Tocci, 1979), Widmeyer Loy were interested in the sex of the subjects. The subjects in Aschs study were mostly female college students, while Kelleys study included only male college students. Just as Biggs McAllister intentionally used gender-neutral terms when discussing the stimulus person, the sex of the subjects was also went unreported. Widmeyer Loy specifically made efforts to determine if male and female subjects were influenced differently by the preinformation given about the instructor, in regards to the warm/cold variable, by using a mixture of both male and female college students as subjects. It should be noted that Mensh Wishner (1947), seeking to extend on the original research of Asch, also used subjects that were a mix of both male and female students, but despite their modifications to Aschs experiments, the findings in Mensh Wishne r showed that subject sex had significant influence on subjects impression of the stimulus person. Despite the finding that the manipulations of disciplinary status and the sex of subjects has no significant effect on subject ratings (Widmeyer Loy, 1988), effects were found in regard to perceptions of personality and perceptions of teaching ability. In regard to the warm/cold manipulation, significant effects were reported. More specifically, subjects who were told that the stimulus person was warm, perceived him (with regard to personality) as less unpleasant, more sociable, less irritable, less ruthless, more humorous, less formal, and more human compared to subjects to were led to believe that has was a cold person (Widmeyer Loy, 1988). Additionally, in regard to perceptions of teaching ability, it was found that subjects who were told that the stimulus person was rather warm perceived him to be more intelligent, more interesting, more considerate of the class, and more knowledgeable of his material than subjects who were given information that the instructor was cold. These findings strongly support previous research in a number of ways. First, they confirm the hypothesis that the attribution of the central quality of warmth greatly influences the overall impression of subjects on the personality of the instructor. These results also lend support to Kelleys observation that the size of this effect seems to depend upon the closeness of relation between the specific dimension of any given rating scale and the central quality of warmth or coldness' (Kelley, 1950). In other words, it was asserted by Kelley that the warm/cold manipulation does not have an equal influence on all variables. In the studies conducted by Asch, Kelly, Biggs McAllastar, and Widmeyer Loy found that being sociable, humorous and considerate were positively related to warmth, while being proud ruthless and irritable were negatively related to warmth. It was also found that being proud, self-assured and dominant were not related to warmth at all. The discovery that the warm/cold manipulation affects the ratings of some characteristics more than others supports an assertion made by Kelley concerning the extent of the halos effects influence. Kelley states that, the effect cannot be explained altogether on the basis of a simple halo effect (Kelley, 1950). The pattern found by Widmeyer Loy with regard to the differential effects across 12 common scales is similar to the patterns found by both Asch Kelley. This pattern lends support to the explanation given by Kelley of how the effect is dependent on the closeness of the characteristic being rated to the quality of warmth (Kelley, 1950). Any discrepancies in the findings of Widmeyer Loy that do not parallel the patterns in the other studies, lend support to an idea asserted by Mensh Wishners (1947) that depending on the context, the strength of the effect of the warm/cold manipulation can vary. For example, formality was not related to warmth in Widmeyer Loy, while it was related in Kelleys investigation. Biggs McAllister (1981). Using warm/cold manipulation, subjects who were told that a guest lecturer was warm tended to evaluate that person as more favorable than subjects who were led to believe he or she was cold. Additionally, the use of the neutral group (one that was told that the speaker was neither warm nor cold) also helped to reinforce the findings of Asch (Biggs McAllister, 1981). More specifically, the warm/cold comparison made it possible for Biggs McAllister to replicate Kelleys experiment, while the addition of the neutral group allowed them to make sure that other words in the biography were not contributing to differences in the evaluations between the warm and cold groups, as Asch did in his study. Something else that should be taken into consideration is the lecture or discussion led by the stimulus person. In Asch and Mensh Wishners experiments the person described was merely hypothetical, so there was no lecture or discussion. In Biggs McAllisters (1981) study, the stimulus person used was real as opposed to hypothetical. This stimulus person gave a lecture as opposed to an interactive discussion, but not amount of time was reported regarding the length of the lecture given. In Kelleys experiment, the stimulus person led the class in a 20-min discussion and subject verbal interaction was recorded. In Widmeyer Loys experiment, however, the stimulus person gave a 40-min lecture to the subjects, and there was no reported subject interaction with the lecturer. Discussions can vary in formality and the comfort-level of the atmosphere can be influenced, while lectures do not tend to vary as much in these respects. It could be possible that one of these conditions could be easie r or harder for the stimulus to demonstrate intelligence and knowledge of the subject. Also, it may be the case that subject interaction with the instructor could provide a different foundation on which subjects base personality ratings and ratings regarding teaching ability. As previously mention, there were some interesting occurrences within the Biggs McAllaster (1981) experiment. There were two occurrences in particular that should be noted. First, some students realized later, after talking to each other, that some descriptions of the instructor contained the world warm, while others contained the word cold. What was interesting, though, was that one subject later told the instructor that the cold groups description of contained words such as vicious and unforgiving, as well as other negative thing that were not included in the description. It seems that in the perception of the instructors personality, the word cold became combined with extra negative characteristics. The second occurrence to be noted is that one individual from the class felt that she did not have sufficient information to rate the instructor. Her refusal to finish the questionnaire was turned into a positive point of discussion in this study because it demonstrated that her decis ion regarding the personality of the instructor did not have to be made based solely on the information that was provided. Conclusion Each of these studies replicates, modifies, and/or extends the original Asch study pertaining to warm/cold manipulation in a variety of ways. They all lend support to hypothesis that a subject who is told that another person, whether real or hypothetical, is warm will tend to evaluate the stimulus person more favorably than another person who is led to believe he or she is cold. These studies demonstrate how easily first impressions are formed despite limited or even invalid information. Additionally, the experiments can be used to discuss trait theories of personality perhaps and why it would be important to be careful when make predictions based on single traits. Furthermore, the error in cognition referred to as the halo effect can be pointed out since the evaluator is making generalizations about a person from a single personality trait. It is noteworthy that personality characteristics as well as teaching abilities can be influenced by the halo effect. By being perceived as a wa rm person, an instructor would be able to influence students rating of his or her personality as well as teaching abilities. When considering the role that students evaluations of their instructors play in regard to tenure and promotions, these findings have considerable implications within the educations system. Teachers who would like to get ahead, for example, should present themselves being warm. It is possible that students expectations of professors can be influenced by student ratings. These expectations can, in turn, have an influence on the attitude and behavior of the instructor. Thus, these studies have significant educational implications.

Essay --

Corey Schirmer An Appropriate Monarchy in Ancient Israel The Deuteronomistic literature of the Hebrew Bible seem to present opposite viewpoints on the topic of kingship. The pro platform presents the Davidic kingship in a very positive light, while other texts particularly 1 Samuel appear to be against the topic of kingship. Upon further evaluation, the institution of a monarchy in the Ancient Near East (ANE) was appropriate because it could provide stability to Israel. On the other hand the monarchy was not appropriate because it was a clear rejection of God. A kingship is not inherently evil, but the people’s request for a human as king showed a complete lack of faith in God as the primary ruler of his people. When examining Deuteronomy, the â€Å"law of the king† provides more information on what a king cannot do as a monarch. Most of what is outlined in these laws restricts royal authority and the monarch is subject to them. Some of these laws were things that later kings (even under the Davidic kingship) were guilty of committing. The first king of the Davidic Kingship (David) held multiple wives and even sent a soldier (Uriah) to his own death (New Oxford Annotated Bible, 2 Samuel 11:24). David was not perfect and screwed up many times, but his heart was for the Lord. And the Lord formally appointed the Israelite King as an instrument of his rule. No matter how much these kings screwed up they were still held in good standing because God viewed them as the closest thing to himself. This is what God intended the kingship of Israel to represent. A king that is not above the covenant. A monarchy could be beneficial in many ways. Most of the pro platform displayed in 1 Samuel shows us that a king can provide leadership ... ...was their expectations for a king like all the other nations. This king would impose practices that would limit personal freedom and eventually lead to the abuse of power. After examining the disdain that a kingship brought to God. It seems as though a king would not be beneficial to Israel. In the right context, a king that was appointed by God to lead under his covenant would benefit the people because it would bring stability to Israel. The right leader is a human being that is still in need of divine help. The Israelite king is an instrument of divine justice and the icon of God’s universal rule. The king will lead the army in the name of God and defeats the Lord’s enemies. A kingship is not inherently evil. The appropriate king would be one after God’s own heart, while a non-appropriate king would be one that abuses power and leads the people of Israel astray.

Acetone Research Paper

Acetone is an extremely popular solvent that is used in rubber, resin, plastics, lacquers, varnishes, and rubber cements. It is also used in the creation of fats, oils, and waxes where is a primary component. Acetone has many uses in modern technology including those that relate to the medical field and various domestic uses. It is a very important organic compound found in everyday life, but it is also a toxin and can be an extremely dangerous environmental pollutant.Acetone has many valuable uses in modern life and many American companies use Acetone as one of their key components to many household items. There are many ways that Acetone is used everyday. One of the most common purposes of Acetone and one of its most well known, is the use of Acetone as a primary ingredient in nail polish remover. Acetone is also commonly found in the use of artist and craft makers. Similar to nail polish remover, Acetone can be used in other artistic agents. A common use of Acetone is for the remo val of residues off metals, glass, and porcelain.It also commonly used as a remover of superglue. Acetone is also used greatly by make-up artists in order for them to easily remove skin glues and adhesives from fake moustaches and wig materials. There have been many claims that Acetone is dangerous to the humans due to concentrated exposure from these very sources, which has been proven true. Concentrated exposure has been proven on numerous occasions to have an adverse affect upon humans. There are many negative health effects from exposure to Acetone, and each one differs from different types of exposure.According to the National Pesticide Information, there four ways exposure to Acetone can occur. The first is through inhalation, which can cause the symptoms of confusion, coughing, dizziness, headaches, sore throat, and unconsciousness. The second form of exposure is through direct contact with the skin. This can cause dry skin and rashes. The third way is exposure to the eyes, w hich can cause redness, irritation, pain, blurred vision, and possible cornea damage. The fourth and final way of exposure is from ingestion.Ingestion can cause the same symptoms as inhalation as well as the possibility of nausea and vomiting. Clearly, there are many health risks to the exposure of Acetone. Along with these mentioned symptoms, there have also been studies that have shown possible dangerous and long-term health risks to concentrated exposure. These studies have shown that concentrated exposure has lead to fainting and long-term effects have shown to be kidney, liver, and nerve damages. There have also been studies that support that birth defects and male reproductive problems were also health concerns due to long-term exposure.While there appear to many health risks due to exposure of Acetone, Acetone itself is actually considered a relatively safe compound if used properly. According to The National Health and Medical Research Council, Acetone has been rates General ly Recognized as Safe. Many manufacturing companies see Acetone as safe is exposure is minuscule and to the minimum. Because of this, Acetone can be found in beverages, pastries, desserts, processed and unprocessed foods, and is also found in a variety cosmetic and beauty products.While Acetone is considered to be only slightly hazardous to many manufacturing companies, it is important to recognize what Acetone truly is. Allow Acetone exhibits relatively low dangerous properties, it can deadly when properly exposed. Acetone is still considered a toxic chemical and can cause devastating destruction if exposed as an environmental pollutant. While Acetone does not pose much threat to humans in moderate doses, just slight exposure to the environment can completely upset an ecosystem. When exposed to the environment, Acetone is typically found polluting groundwater areas.This is due to Acetone’s high water solubility in water. In water, Acetone can cause great health defects to wi ldlife. Because common groundwater would be the home and drinking source of many organisms, Acetone pollution can quickly cause health problems and sicknesses in a surrounding ecosystem. The most common wildlife affected by Acetone are those that are water based. Studies have shown that fish and amphibians exposed to high levels of Acetone have numerous internal health defects, which include deformation to the reproductive organs.Acetone has also been shown to cause a risk of oxygen depletion in these aquatic areas. Acetone is also known to evaporate relatively quickly, which allows it to dissipate and spread into the atmosphere even when properly disposed of. Acetone is one of the most used solvents in the world and is found in numerous consumer products. From an economic standpoint, Acetone is found to be a relatively safe chemical. However studies have shown that exposure to Acetone can lead to adverse effects in humans. Acetone has also been shown to be an extremely deadly envir onmental pollutant, which can destroy ecosystems.

Management Essay

Ny organization, whether new or old, small or big, requires certain methods, procedures and plans in place for its efficient functioning. For this to happen, they must develop and implement management concepts which help them implement their vision for the future of the organization. Index Planning Organizing Directing/Leading Controlling Staffing – The Fifth Function The concept of functions of management was put forth by Henri Fayol, a management theorist from France, influential in proposing many of the management concepts in use today. Originally, he had proposed five management functions; amely, planning, organizing, commanding, coordinating and controlling. Modern texts have reduced the functions from five to four. They include planning, organizing, leading, and controlling. The four concepts of management, translated into functions lead to the creation of a cohesive organization. They can be seen here as a diagram. It is interesting to note that there is no hard and fast rule to be followed in the application of these functions, as management is a real-time decision-making system, any of these functions can be operational in conjunction with any other and also as ndependent entities themselves. Planning is the foundation pillar of management. It is the base upon which all other areas of management are built. Planning requires administration to assess where the company presently is and where it would be in the coming years. From there, an appropriate course of action is determined and implemented to attain the company’s goals and objectives. Planning is an unending course of action. There may be sudden strategies required to be implemented during a crisis. There are external factors that constantly affect a company, both positively and negatively. Depending on the conditions, a company may have to alter its course of action regarding certain goals. This kind of preparation or arrangement is known as strategic planning. In strategic planning, management analyzes internal and external tactors that may affect the company, its objectives and goals. One of the primary tools of strategic planning is the use of SWOT Analysis, a technique that helps organizations find their strengths and weaknesses, identify areas of opportunity and take preventive measures against threats arising from both internal and external environmental factors.