Early learning studies Essay

In the first five years of life, a child has gone through rapid development in physical, cognitive, and social/emotional characteristics. Around the time these children start kindergarten, their growth has slowed down. However, it is still vital for the kindergarten teacher to know how their students have developed and what they can do to further develop their students as a whole. According to â€Å"Educating Children in Nursery Schools and Kindergartens† by Lillian L. Gore, by the age of 5 children are learning how to relate to others in a positive manner. This skill forms the basis of all human relations (16). In general, kindergarten-aged children are beginning to develop their own self image and their likes and interests through sensory and other experiences (Gore 16). To a kindergarten-aged child, the world is big and mysterious. The combination of physical, cognitive, and social/emotional development allow these children to explore and begin imposing basic order and control over their environments (Gore 16). Overall, these experiences allow children to understand and appreciate the world around them. When the teacher looks at the overall development of their kindergarten students, the physical, cognitive, and social/emotional aspects are relatively similar across each child. That is to say that each child experiences relatively the same development in all three areas. Physically, a kindergartener has two distinct developmental characteristics. #1 is the individual characteristics such as rate of growth, body build, and eye color (Gore 17). The teacher should respect each child’s unique characteristics and teach others to respect them as well. #2 is each kindergartener has a wide output of energy (Gore 17). A kindergarten teacher should expect their students to be fully active one day and inactive the next. Similarly, the activities the children participate in receive different levels of energy from day to day (Gore 17). Cognitive development in kindergarten in vital for a child to understand and experience all that school and the world have to offer. In Gore’s book, she notes two important cognitive developments that a kindergarten child experiences. #1 is the development of hand-eye coordination (Gore 17). At this stage, children are developing awareness for everything that needs both hands and eyes in order to function properly. As the teacher, you should be aware of the students and their surroundings. Particularly on the playground, the teacher should know the students inability to judge speeds and distances properly (Gore 17). To aid in the development of proper hand-eye coordination, the teacher should incorporate hand-eye coordination lessons and activities into the daily schedule. The second important cognitive development in kindergarteners is that they want to grow and learn (Gore 19). Kindergarten is a stepping stone into what school will be like for the rest of their lives, and the fact that each student wants to grow and learn makes the teacher’s job easier because the students are intrinsically motivated. To further their enjoyment of learning it is important for the teacher to provide conditions for each student to explore, discover, and feed their sense of wonder at their own pace (Gore 19). Teachers should also allow students to think and solve problems at their own pace as well (Gore 19). By letting each student work at his or her own pace, the student feeds their desire to grow and learn and also learns that they are capable of many things. One of the most important developments that kindergarten children make is social and emotional developments. Both these developments aid children in forming friendships, relationships and emotional maturity as their lives continue. Two social developments are highlighted in Gore’s book. #1 is that children will fluctuate their patterns of social growth and they may regress at times (Gore18). This is a natural process that children go through and navigating it can be tricky. As a teacher, we should encourage children to proceed in and out of groups at will (Gore 18). This will allow children to experience many different people and form many friendships. As teachers we should also encourage students to relate an experience with one group of students to experiences with another group (Gore 18). This will allow each student to mentally process each experience and decide which experiences they prefer to have, which in turn leads to them having friends of similar beliefs and interests. Above all, kindergarten children learn how to cooperate with others when they choose which group of students to associate with. The second social characteristic that kindergarten children develop is their preference of children of the same sex as playmates and friends (Gore 18). As a teacher we should support this development and help each child learn appropriate sex role with their peers. In addition, kindergarten teachers should also encourage children of the opposite sex to interact. When it comes to emotional characteristics of development, the #1 characteristic is that children in kindergarten are learning how to accept and give affection (Gore 18). This developmental characteristic is vitally important because if children do not learn how to give and accept affection, then all their relationships with others will be short-lived. We as teachers can help foster this important characteristic by providing warm relationships for emotional growth in the classroom and individually with your students (Gore 18). In addition to the developmental characteristics, a kindergarten teacher must also be aware of how they arrange their classroom. Utilizing space and organizing the classroom to best suit the needs of the students allows each kindergartener to maximize their use of the classroom. In Doris Fromberg’s book â€Å"The Full-day Kindergarten†, it is important to know both the teacher’s and the student’s views on four elements relating to classroom organization. Those four elements are; â€Å"Choice: what the students will be doing. Space: where the students will be engaged. Pacing: when the students will be participating. Social Activity: how and with whom the students will interact† (Fromberg 62). These elements are also applicable to what the students are doing in a kindergarten classroom and what activities they participate in. By understanding when and where to implement these four elements, the classroom experience will be enhanced for all the kindergarten students. In a kindergarten classroom, the students are capable of making choices that are relevant to the school-day procedure (Fromberg 62). When a kindergarten student, or any other person, chooses what to do, their attention is higher to that activity than if they had not chosen. However, this is not to say that kindergarten students enter into an â€Å"anything goes† classroom (Fromberg 62). The teacher has preselected and screened everything that is already in the classroom to ensure that it is safe and educationally-sound. The teacher also screens the materials that students bring from home on the same criteria (Fromberg 62). By ensuring that all materials in the classroom are on the same level and that the children decide what they want to do, they will establish a routine of making independent choices knowing that what they choose will spark their interests and be educationally appropriate. The space and organization of the classroom is an important concept to consider when in a kindergarten classroom. Kindergarten students enjoy moving around and being independent, but also need a sense of stability and security. How the classroom space is organized reflects four characteristics about the teacher and the classroom in general: 1) How independent the students are expected to be. 2) How responsible the students are expected to be. 3) Relays what activities are valued in the classroom. 4) How students will spend their time in the classroom (Fromberg 64). When organizing the classroom, it is important to keep materials where they will be used and in limited-use sections. By creating a section of the room only for writing, or art, or reading, children will be more focused on that activity or feel part of a small group (Fromberg 64). Limited-use sections also help the students answer the question, â€Å"What will I do next? † (Fromberg 64) For example, a child that is finished at the writing center will know that there is nothing more they can accomplish at this center; they decide that they want to work on their art project and move to the appropriate section. By utilizing limited-use sections, the students are minimizing procrastination and are maximizing their ability to select their own choices. By using these elements, Fromberg describes a properly organized kindergarten classroom. In a kindergarten classroom, all materials are stored where they will be used; books are in the reading areas, writing supplies are in the writing area, and art supplies are in the art area. The students work in the areas where the materials are stored. This not only keeps them focused on their tasks, but also eliminates the possibility of misplacing materials. These active work areas should be located away from student desks or other areas where students are meant to concentrate and reflect (Fromberg 64). In addition, the teacher should always organize their classroom where they and the students are visible to each other at all times. This not only allows the teacher to monitor behavior, but it also allow students to see what model behavior looks like. In addition to the organization of the room, there also needs to be proper time management as well. Proper time management can help reduce the issues that arise in those students who have ADHD or other unpredictable behavior patterns (Fromberg 66). In a full day kindergarten classroom, it is beneficial to have a whole-class planning session in the morning and afternoon, with a small gathering before lunch or around 11:00 AM according to Fromberg (66). Kindergarten instructors have found it helpful to provide at least two long activity blocks of 30 minutes or more each day (Fromberg 66). In this time, the students will be engaging with the different sections of the room; art, writing, reading, etc. at their own choice and pace. From having this time to select which activity to do and how long to do it for, the students are inspired to make long-range plans and increase their sense of control over their environment (Fromberg 66). Within the kindergarten environment, the lessons and activities should emphasize academic content but also personal relationships and social behaviors. While kindergarten does prepare students to â€Å"do school† and everything that comes with it, I believe that lessons and activities that stress proper relationship techniques and social behaviors are just as important. For example, kindergarteners may not realize what they say sometimes and although they find nothing wrong with it, the teacher or others students will. Having several lessons on how to talk to other students in a nice and polite way will not only benefit the students in class, but they can take that knowledge and apply it to other situations as well, such as talking to adults. Lessons that demonstrate proper social behaviors and etiquette will also benefit kindergarteners. For example, how to stay quiet and listen while another person is talking or how to solve conflicts in a respectful manner will again not only benefit the students in the classroom, but also prepare them for the world as they grow older. Finally, classroom management is very important in a kindergarten class. A teacher could have a perfectly organized room and excellent lessons, but if they cannot manage their students they will never get a chance to utilize their room or lessons. Firstly, the kindergarten teacher should make a set of class rules for the school year. In addition to their professional opinion, the teacher should ask the students themselves what rules should be followed during the school year. This serves two purposes: 1. it reinforces the element that children are capable of making relevant choices pertaining to school and 2. It allows the students to feel that they have a say in how the classroom is to be run. By having this sense of control, the students are more likely to follow the rules and provide less argument when disruptions arise. Secondly, student behavior accountability should be established. In her article â€Å"Classroom Management†, Jody Camp describes her accountability system. She has four circles displayed in her room, each a different color and face. All the students have a clothes pin with their name on it. Every morning each student starts on the green smiley face. If a student breaks one classroom rule, they move their clothes pin to the yellow face. The yellow face is a warning for the student to start acting correctly. In addition to that, the student loses 5 minutes of recess. If the student breaks another rule, they move to the red face, which means the student needs to stop and think about what they are doing. The student also misses an entire recess. The last face in Jody Camp’s management system is the blue sad face. This means that the student needs to go to the principal’s office (Classroom Management). By implementing these or similar classroom management techniques, any teacher will be successful and be able to focus the majority of their time on educating the minds of America. As a student moves through elementary school and into middle school many changes occur so fast that they may, to the frustration of teachers and parents, act like kindergarteners once more. However, it is important to realize and understand the developmental characteristics of middle school students so they still have a positive educational experience. Similar to kindergarten students, middle school students have their own unique set of physical, cognitive, and social/emotional characteristics. Physically, middle school students are in transition between their childhood bodies and their adult bodies. This leads to three main physical characteristics. Susan Robinson, Guidance Counselor at Southern Columbia School District in Catawissa, PA, nicely lays out physical characteristics of middle school students (5th-8th grade) on her webpage. The first physical characteristic is large muscle development (5th Grade Characteristics). In boys, this means that their arm and leg muscles are becoming more defined, as well as their abdomens. In girls, muscle development leads to growth spurts and gaining weight. The second physical characteristic is the desire to be outdoors and physically challenged (5th Grade Characteristics). It is at this time that both boys and girls become very interested in sports and physical activity. This characteristic can also lead to a decline in school performance because the students are more interested in playing outside than doing homework. The third physical characteristic is that they become restless and in constant motion (6th Grade Characteristics). The need to move and be active can also lead to declining performance because the students won’t be as focused. This can also lead to more discipline because the students can’t stay in one place for extended periods of time. Cognitively, middle school students are now open to more abstract and logical reasoning than ever before. The first cognitive characteristic is that 5th grade students have is an increased memory and ability to abstract (5th Grade Characteristics). The increase in memory potential allows the students to remember more academic information, but also helps them remember social activities like birthday parties and phone numbers. The second cognitive characteristic is the affinity for logical reasoning and problems solving (5th Grade Characteristics). 5th and 6th grade students are now using more of their brain in every aspect of life which allows them to solve and reason more than ever before. Similar to how kindergarten students like to impose control on their environments, middle school students enjoy the feeling of being able to solve a problem or think logically with classmates and teachers. The third cognitive characteristic of middle school students is their increased concentration in all aspects of school (5th Grade Characteristics). With the increase of concentration students are able to read, focus on homework, and participate in activities for longer periods of time. This cognitive gain can help balance out the need for movement during physical development. Middle school is the time when every student starts to define who they are and who they want to be. Socially and emotionally, each middle school student is becoming more mature as they grow older and it is important to know what developmental characteristics these students face. When a student is in 5th grade they are more socially and emotionally sound than 6th graders. The first developmental characteristic of 5th graders is that they are generally content with themselves and others (5th Grade Characteristics). At this stage they are in a state of equilibrium in terms of social and emotional growth. This is not to say that 5th graders are void of anger. When this age group gets angry, they tend to get angrier faster than usual but they also are faster to forgive (5th Grade Characteristics). The second characteristic of 5th graders is that they work well in groups and enjoy team-oriented activities such as sports and clubs (5th Grade Characteristics). Because they are generally content, it boosts 5th graders abilities to work cooperatively. This age group would benefit greatly from pods in the classroom and team-oriented competition. Lastly, 5th graders are mostly truthful and are developing a larger sense of right and wrong (5th Grade Characteristics). At this age, students want to be taken seriously because they feel that they have valuable opinions. They realize that they can’t lie and be taken seriously so they tell the truth. Also, as they are telling the truth more, they are expanding their sense of right and wrong. It is at this point when crucial right/wrong situations should be explained to the students such as drugs and alcohol. When a child hits 6th grade, they change once again and sometimes not for the better. There are three main characteristics of 6th graders from Susan Robinson’s website. The first is that 6th graders become more moody and sensitive (6th Grade Characteristics). 6th graders are starting to hit puberty and this messes with their normal selves. The hormones set off mood swings and sensitivity towards almost any situation. It is important to know this because it could be the cause of many problems with your students. The second characteristic is that 6th graders are becoming more autonomous and with that comes more opposition to rules and punishments (6th Grade Characteristics). As they get older, the students begin to realize that they are held to higher standards but still try to get around those expectations. This inevitably leads to confrontations between teacher and student(s) and the student(s) will test your patience at this age. The third characteristic is more positive. As the students age and grow during 6th grade, they will start to take on an adult personality (6th Grade Characteristics). They will lessen their oppositional behavior and become more respectful and dutiful in school work and social activities. While their bodies are going through a massive amount of change in a short period of time, it is important to layout the classroom, lessons, and management techniques to keep up with these middle school learners. First off, it is important to keep the students in groups when at their desks. This helps the students remain social with others and it helps the students to keep working in teams. As they are older, each student should be given their own desk. This allows the student to become more independent and it allows for individuality to show through if they are permitted to decorate their desk. Similar to the kindergarten room, there should be sections of the room where students can go to complete different assignments. Especially at this time, the movement will allow these students to relieve some tension from their growing bodies. Overall, the classroom at the middle school level starts to become similar to that of high school and college classrooms, but should still represent a sense of home and security for 5th and 6th graders. The lessons and activities that these students participate in should also be developmentally appropriate. At this stage of life, the students are beginning to think and reason logically. Therefore, lessons in math and science can enhance the individual student’s ability to think and reason logically. In addition to logic and reasoning, social skills are key to a healthy development. In 5th and 6th grade, it is important to teach and model proper social etiquette and behaviors. One way to accomplish this is to have the students sit in pods when at their desks. This serves two purposes: 1) it allows each student to work in close proximity to other students and 2) it allows students to practice proper social behavior on a daily basis. Lastly, students at this age are going through major physical changes and it is important to keep that in mind when designing lessons and activities. When possible, incorporate some form of physical movement into your lesson plans. This will allow the students to move their bodies and retain focus in school. If you simply let the students sit at their seats all day, they will become restless very quickly and will lose focus and interest in what you are trying to teach them. Similar to the kindergarten classroom, without successful classroom management techniques, the teacher will struggle to maintain focus and interest in their lessons. With this age group, routines are essential to having successful classroom management. As noted by many teachers, routines help the students to know what is coming next in the school day and how to proceed from one task to the next. With a regular routine, students won’t need to be told to take out their reading materials or their math books; they will already know what is coming. By establishing successful routines, the teacher can minimize distractions and maximize learning time. Another management technique that I remember from 6th grade was the use of a money management system. My teacher, Diane Dale, set up a management system that revolved around the use of a weekly â€Å"allowance† for each student. Each student started the week with a predetermined amount of â€Å"money†, i. e.$100. Actions in class had either a positive or negative effect on the student’s allowance. For example, if one student got a perfect on their math test, they may get $25 added to their account. If another student starts a fight on the playground, besides the consequences of the principal, they may lose $75. At the end of each week the students with the 3 highest allowances got to pick a prize from the â€Å"Class Treasure Chest†. To my recollection, this system worked well in our class and I plan on modifying this management system to create my own. All in all, as an elementary teacher it is important to know and be able to work with students from all age groups. By understanding the characteristics of the students in your class, you will be able to maximize the effectiveness of your lessons because they are aimed to work with their developmental characteristics, not as a substitute. In addition, to knowing developmental characteristics, a teacher should also institute effective classroom management techniques and proper lesson plans that will maximize the learning experience for each student. Works Cited Gore, Lillian L. , and Rose Koury. Educating Children in Nursery School and Kindergartens. Washington: U. S. Dept. of Health, Education, and Welfare, Office of Education, 1964. Print. Wills, Clarence Dechent, and Lucile Lindburg. Kindergarten for Today’s Children. Chicago: Follett Educational Corporation, 1967. Print. Fromberg, Doris. The Full-Day Kindergarten. 1995. eBook. Camp, Jody. http://www. atozteacherstuff. com/Tips/Classroom_Management/Managing_Behavior/index. shtml Robinson, Susan. http://www. scasd. us/ms/RobinsonPage/grade5. htm White, George. Incoming 6th Graders. http://www. ringwoodschools. org/files/ryerson/parent_orientation_booklet. pdf.

The Scope and Challenge of International Marketing

Chapter 01 The Scope and Challenge of International Marketing True / False Questions 1. (p. 3) Global commerce thrives during peacetime. TRUE Difficulty: Easy Type: Knowledge 2. (p. 4) To date, the lesson for international commerce in the 21st century is â€Å"expect the unexpected. † TRUE Difficulty: Easy Type: Knowledge 3. (p. 5) Today, every American business is international. TRUE Difficulty: Moderate Type: Comprehension 4. (p. 5) One event that will influence the shape of international business as the future unfolds is the rapid growth of the World Trade Organization, NAFTA, and the European Union.TRUE Difficulty: Moderate Type: Comprehension 5. (p. 5) One event that will influence the shape of international business as the future unfolds is the unprecedented acceptance of communism and socialism in Latin America. FALSE Difficulty: Moderate Type: Comprehension 6. (p. 5) A trend that will impact international business in the future is a mandate to properly manage the resou rces and global environment. TRUE Difficulty: Moderate Type: Comprehension 7. (p. 5) Today, most business activities are local or regional in scope. FALSE Difficulty: Moderate Type: Knowledge . (p. 6, Crossing Borders 1. 1) What do French farmers, Chinese fishermen, and Russian hackers have in common–they can all receive subsidy payments from the U. S. government. FALSE Difficulty: Moderate Type: Knowledge 9. (p. 6) Foreign-made products remain a small portion of all consumer products sold in the United States. FALSE Difficulty: Easy Type: Knowledge 10. (p. 8) U. S. companies compete with global competitors in foreign markets and have little competition in domestic markets from global competitors. FALSE Difficulty: Easy Type: Knowledge 11. (p. , Exhibit 1. 2) The leading U. S. multinational with foreign revenues of $345 billion plus annually is Wal-Mart. TRUE Difficulty: Hard Type: Knowledge 12. (p. 9) International marketing is the performance of business activities designed to plan, price, promote, and direct the flow of a company's goods and services to consumers or users in more than one nation for a profit. TRUE Difficulty: Moderate Type: Knowledge 13. (p. 9-10) A good illustration of an uncontrollable variable that might impact international business is a marketing decision with respect to research.FALSE Difficulty: Hard Type: Application 14. (p. 11, Exhibit 1. 3) The foreign uncontrollable environment is the same as the domestic uncontrollable environment. FALSE Difficulty: Hard Type: Comprehension 15. (p. 12) The level of technology is an uncontrollable element for international marketers. TRUE Difficulty: Moderate Type: Knowledge 16. (p. 14) The political and legal environment is a controllable element for international marketers because of the ability to lobby and influence legislation. FALSE Difficulty: Moderate Type: Knowledge 7. (p. 14) In a broad sense, the uncontrollable elements of the foreign business environment constitute the culture. TRUE Difficulty: Hard Type: Comprehension 18. (p. 15) John refuses to buy Japanese products because he sees them as a way of selling out to nation known for its aggressive behavior. John is using a self-reference criterion to make his decision. TRUE Difficulty: Moderate Type: Application 19. (p. 15) A self-reference criterion is closely related to ethnocentrism. TRUE Difficulty: Moderate Type: Comprehension 20. (p. 5) Sam Watkins just recently ate and, therefore, feels justified in refusing food from his Middle Eastern host. In this instance, Sam's self-reference criterion has just saved him from making a cultural blunder. FALSE Difficulty: Hard Type: Application 21. (p. 16) To avoid errors in business decisions, it is necessary to conduct a cross-cultural analysis that emphasizes the need for ethnocentrism. FALSE Difficulty: Moderate Type: Comprehension 22. (p. 17) To be globally aware, you should be tolerant of cultural differences. TRUE Difficulty: Easy Type: Comprehension 23. ( p. 7) To be globally aware, you should require that all of your international customers know about your cultural rules and adhere strictly to each one. FALSE Difficulty: Moderate Type: Comprehension 24. (p. 18) If a company is in a stage designated as being one with â€Å"no direct foreign marketing,† the company does not actively cultivate customers outside national boundaries. TRUE Difficulty: Easy Type: Knowledge 25. (p. 20) Of all the stages in international business, a stage called â€Å"regular foreign marketing† produces the most profound change in the orientation of the company toward markets and associated planning activities.FALSE Difficulty: Moderate Type: Knowledge 26. (p. 22) If a company uses a strategic orientation called domestic market extension, it views its international operations as secondary to and an extension of its domestic operations. TRUE Difficulty: Moderate Type: Knowledge 27. (p. 22-23) The global marketing concept views the marketplace as consisting of one primary domestic market that is complimented by several smaller regional markets. FALSE Difficulty: Hard Type: Knowledge Multiple Choice Questions 28. (p. 3) International __________ play an important role in promoting global peace and prosperity.A. foreign aid and treaties B. competition and consumer spending C. trade and marketing D. consumer and industrial services Difficulty: Easy Type: Knowledge 29. (p. 4) According to the text, all of the following events have impacted international business EXCEPT: A. the Indian Ocean tsunami in 2004 B. the high-tech bust of 2001. C. the steroids in major league sports scandal D. 2003 SARS outbreak in Asia. E. September 11, 2001 disasters. Difficulty: Easy Type: Comprehension 30. (p. 5) Of all the events and trends affecting global business today, four stand out as the most dynamic.Which of the following would be one of those events? A. The trend toward buying American cars in Europe. B. The trend toward the acceptance of t he free market system among developing countries in Latin America, Asia, and Eastern Europe. C. The trend toward using English as the global language. D. The trend toward establishing a world currency. E. The trend toward worldwide instant communication. Difficulty: Moderate Type: Comprehension 31. (p. 5) All of the following events and trends are among the four major trends described in the chapter as having a major impact or effect on global business EXCEPT: A. he trend toward the acceptance of the free market system among developing countries in Latin America, Asia, and Eastern Europe. B. the rapid growth of the World Trade Organization and regional free trade areas such as NAFTA and the European Union. C. the burgeoning impact of the Internet and other global media on the dissolution of national borders. D. the trend toward decreasing OPEC profits as oil reserves decline in the 21st century. E. the mandate to properly manage the resources and global environment for the generatio ns to come.Difficulty: Hard Type: Comprehension 32. (p. 5-6) Strategic plans that are competitive in global markets are _____. A. the challenge of international marketing B. expanded domestic marketing plans C. not necessary for small firms D. multilingual and multicultural in scope Difficulty: Easy Type: Knowledge 33. (p. 5) Every American company is international, at least to the extent that: A. Federal law requires all corporations to outsource whenever it is cost-effective. B. the Internet generates orders for all American businesses from abroad. C. ts business performance is affected by events that occur abroad. D. natural disasters create a greater global community. E. all of the above. Difficulty: Hard Type: Knowledge 34. (p. 5) Simi Khan wants to move his business into the international arena as quickly as possible; however, to be successful he must consider a variety of factors that have global dimensions. Which of the following factors would be most important to Simi Khan' s computer technology business as he moves forward with his global expansion plans? A. Electricity usage around the world. B.The drive toward a more ergonomic workplace. C. Communication and technology networks in third-world countries. D. Restrictions on advertising in Russia. E. Increasing licensing fees in Spain and Portugal. Difficulty: Moderate Type: Application 35. (p. 7) Foreign investment in the United States is growing yearly. At present, foreign investment in the United States is in excess of $16. 3 ______________. A. trillion B. million C. billion D. thousand E. cannot be determined. The government does not track foreign investment. Difficulty: Moderate Type: Knowledge 36. (p. ) Companies from ____________________ lead in foreign investment in the United States: A. Kingdom of Saudi Arabia B. Russia C. China D. United Kingdom E. Canada Difficulty: Hard Type: Knowledge 37. (p. 7) Foreign investment is a two-way street. An organization (through investment and acquisition) fr om which of the following countries now controls all United Kingdom rail freight business and runs the queen's private train via its English, Welsh, & Scottish Railway unit? A. Germany B. Switzerland C. United States D. Canada E. Netherlands Difficulty: Hard Type: Knowledge 38. (p. 9, Exhibit 1. ) Many U. S. firms do exceedingly well in the global arena. Which of the following organizations is considered to be the U. S. leader with global revenues approximated at $345 billion annually? A. IBM B. ExxonMobil C. Ford Motor D. Wal-Mart E. Hewlett-Packard Difficulty: Moderate Type: Knowledge 39. (p. 9) For firms venturing into international marketing for the first time, the first requirement is: A. employment of foreign nationals in target foreign markets. B. a thorough and complete commitment to foreign markets. C. obtain market data from consulate of the country being targeted.D. an assessment of the cost of doing business in the foreign market. E. performance reviews of all potential salespeople being considered for foreign assignment. Difficulty: Moderate Type: Knowledge 40. (p. 9) ___________ is the performance of business activities designed to plan, price, promote, and direct the flow of a company's goods and services to consumers or users in more than one nation for a profit. A. Global management B. Global business C. Marketing D. International marketing E. Global marketing concept Difficulty: Moderate Type: Knowledge 41. (p. ) The performance of business activities designed to plan, price, promote, and direct the flow of a company's goods and services to consumers or users in more than one nation for a profit is called: A. global management. B. global business. C. marketing. D. the global marketing concept. E. international marketing. Difficulty: Moderate Type: Knowledge 42. (p. 9) The only difference between the definitions of domestic marketing and international marketing is that marketing activities: A. focus on consumers in domestic markets and bartere rs in foreign markets. B. take place in more than one country.C. follow traditional communication paths in domestic markets. D. focus on distribution in the domestic market. E. are usually non-regulated in foreign markets. Difficulty: Moderate Type: Comprehension 43. (p. 9) According to the text, the primary difference in the practice of marketing at the domestic versus the international level is: A. the environment within which the marketing plans must be implemented. B. the revenues necessary to be successful. C. the demand charts available to the marketer. D. the control over the budget. E. the accountability of board of directors. Difficulty: HardType: Comprehension 44. (p. 9) With respect to the environment in which a business operates, such factors as competition, legal restrains, government controls, and the weather would all be examples of what are called: A. controllable elements. B. uncontrollable elements. C. predictable elements. D. demographic elements. E. cultural elem ents. Difficulty: Easy Type: Knowledge 45. (p. 9-10) All of the following would be considered to be controllable elements of marketing decisions EXCEPT: A. product. B. price. C. promotion. D. research. E. government regulations. Difficulty: Easy Type: Knowledge 46. (p. 1, Exhibit 1. 3) Considering the model of the international marketing task displayed in the text, which of the following reasons demonstrates the most important difference between the international marketer's task and that of the domestic marketer? A. The international marketer must deal with at least two levels of uncontrollable uncertainty instead of one. B. The international marketer must rely on at least two levels of controllable certainty instead of one. C. The international marketer is never certain about supply or demand. D. The international marketer is never certain about total market size.E. The international marketer must be aware of international monetary exchange rates. Difficulty: Moderate Type: Compreh ension 47. (p. 11, Exhibit 1. 3) Robert Jonas is in charge of a new marketing effort directed toward Peru. In order for his company to effectively market and distribute to all of Peru's major cities, Mr. Jonas must devise a logistics plan for crossing the Andes Mountains on a daily basis. Which of the following foreign environment uncontrollable variables would be a chief concern as Mr. Jonas devises his plan? A. Competitive forces B. Cultural forces C.Geography and infrastructure D. Economic forces E. Political/legal forces Difficulty: Moderate Type: Application 48. (p. 11, Exhibit 1. 3) Compared to the foreign environment uncontrollable variables, which of the following elements is excluded from the domestic marketer's list of uncontrollable variables? A. Political forces B. Competitive structure C. Economic climate D. Cultural forces E. Legal forces. Difficulty: Hard Type: Comprehension 49. (p. 11, Exhibit 1. 3) All of the following would be among the domestic marketer's controll able environmental variables EXCEPT: A. esearch. B. price. C. product. D. channels of distribution. E. economic climate. Difficulty: Moderate Type: Comprehension 50. (p. 11, Exhibit 1. 3) All of the following appear as a foreign environment uncontrollable variable in the model of the international marketing task shown in the text EXCEPT: A. economic forces. B. competitive forces. C. product demand forces. D. cultural forces. E. political/legal forces. Difficulty: Easy Type: Knowledge 51. (p. 10) Amy Sims has been assigned the task of preparing a marketing plan for company for the next year's business activities.She knows that she should begin her plan by examining the variables that she has some control over. These controllable variables would include price, product, channels-of-distribution, and: A. demand. B. supply. C. competition. D. economic climate. E. promotion. Difficulty: Easy Type: Knowledge 52. (p. 10) A political decision involving _______________ would most likely have a direct effect on a firm's international marketing success. A. domestic foreign policy B. immigration reform C. oil exploration policy D. FCC satellite regulations E. FAA airline regulations Difficulty: ModerateType: Knowledge 53. (p. 11) Which of the following would be a chief way that U. S. companies attempt to influence domestic foreign policy? A. A company could lobby with respect to its own interests. B. A company could attempt to bribe elected officials to influence policy decisions. C. A company could ask a foreign government to bring pressure on U. S. legislative bodies. D. A company could threaten to withdraw operations from foreign markets. E. A company could threaten to move its corporate headquarters to a foreign market. Difficulty: Hard Type: Comprehension 54. (p. 2) Competition within the home country can have a profound effect on the international marketer's task. Which of the following BEST illustrates this statement? A. Boeing recently opened talks with its primary trade union to avoid a forecasted strike. B. Microsoft and Dell have jointly invested $700 million in a new venture to investigate high technology of the future. C. Fuji opened a $300 million plant in the U. S. and now commands a 12 percent share of the lucrative U. S. film market. D. Several name companies are still under investigation because of the Enron scandal.E. Declaration of independence by Baltic States after the collapse of the Soviet Union. Difficulty: Moderate Type: Application 55. (p. 12) With respect to challenges faced by the international marketer, a significant source of uncertainty is the number of factors in the: A. foreign environment controllables. B. foreign environment uncontrollables. C. domestic environment controllables. D. parallel environment uncontrollables. E. parallel environment controllables. Difficulty: Easy Type: Comprehension 56. (p. 12) Ralph Waite has just been assigned the task of reviewing his ompany's international investment opportunities. He knows that his view of the list of opportunities should be tempered by foreign environment uncontrollables that might be encountered. Which of the following would be the BEST illustration of a foreign environmental uncontrollable that Mr. Waite should investigate? A. A country's level of technology. B. Pricing policies in the foreign country. C. The ability to do research in the foreign country. D. Manufacturing capabilities in the foreign country. E. The ability to do advertising in the foreign country. Difficulty: Hard Type: Application 57. (p. 2) The _____________ is an uncontrollable element that can often be misread because of the vast differences that may exist between developed and undeveloped countries. A. Structure of distribution B. competitive forces C. economic forces D. political/legal forces E. level of technology Difficulty: Hard Type: Knowledge 58. (p. 13) The _____________ and issues abroad are often amplified by the â€Å"alien status† of the company, whi ch increases the difficulty of properly assessing and forecasting the dynamic international business climate. A. structure of distribution B. competitive forces C. economic forces D. olitical/legal forces E. level of technology Difficulty: Moderate Type: Knowledge 59. (p. 13) Which of the following would be the BEST illustration of the â€Å"alien status† found in the political and legal arena that sometimes cause problems for international marketers as they attempt to do business in foreign countries? A. A company in the U. K. recently purchased Ben & Jerry's ice cream operations. B. The Indian government told Coca-Cola that it must reveal its â€Å"secret formula† if it wished to continue do business in India. C. Richard Branson's Virgin Cola was not widely accepted in the United States. D.French Canadians prefer French to English when conducting business in Canada. E. British Airlines and Japan Airlines join American Airlines to form OneWorld Alliance. Difficulty: M oderate Type: Application 60. (p. 14) Global businesses must be willing to adjust and adapt a marketing program to a foreign market. In a broad sense, the environmental uncontrollable elements constitute the: A. problem. B. opportunity. C. culture. D. marketplace. E. commerce landscape. Difficulty: Hard Type: Comprehension 61. (p. 14) The task of ____________ is the most challenging and important one confronting international marketers.A. care for the environment B. dealing with politics C. international standardization D. cultural adjustment E. international branding Difficulty: Moderate Type: Comprehension 62. (p. 14) Which of the following would be the BEST example to illustrate the fact that international marketers need to make cultural adjustments as they seek to do business abroad? A. In America, white is an accepted color for wedding gowns; in Asia it is the color of mourning. B. Many teens earn extra income by working. C. Women out number men in the United States. D. Most Mi ddle Eastern women do not work outside the home. E.Many European nations require a period of national service for youth. Difficulty: Hard Type: Application 63. (p. 15) ____________ is the conscious effort on the part of the international marketer to anticipate the influences of both the foreign and domestic uncontrollable factors on a marketing mix and then adjust the marketing mix to minimize the effects. A. Standardization B. Adaptation C. Segregation D. Segmentation E. Projection Difficulty: Moderate Type: Knowledge 64. (p. 15) The primary obstacles to success in international marketing are a person's _________ and an associated ethnocentrism. A. egionalism B. holism C. self-reference criterion D. segregation E. integration Difficulty: Easy Type: Comprehension 65. (p. 15) _____________ is an unconscious reference to one's own cultural values, experiences, and knowledge as a basis for decisions. A. Regionalism B. Holism C. Self-reference criterion D. Segregation E. Xenophobia Diff iculty: Moderate Type: Knowledge 66. (p. 15) In the United States, unrelated individuals keep a certain physical distance between themselves and others when talking or in groups. We do not consciously think about that distance; we just know what feels right without thinking.Someone from another culture would not necessarily understand this and would apply their own rules for contact when speaking. The preceding is an illustration of what is called applying a ___________ when reviewing the mentioned social custom of contact. A. self-space B. segregation C. integration D. space command theory E. self-reference criterion (SRC) Difficulty: Moderate Type: Application 67. (p. 15) Your ____________ can prevent you from being aware that there are cultural differences or from recognizing the importance of those differences. A. self-space B. personality C. demographic character D. elf-reference criterion (SRC) E. concept of integration Difficulty: Easy Type: Comprehension 68. (p. 16) The most effective way to control the influence of ethnocentrism and __________ is to recognize their effects on our behavior. A. the self-reference criterion (SRC) B. regionalism C. tunnel vision D. standardization E. xenophobia Difficulty: Moderate Type: Knowledge 69. (p. 17) To avoid errors in business decisions, it is necessary to conduct a cross-cultural analysis that isolates the self-reference criterion influences. Which of the following would be the BEST first-step to take to avoid the aforementioned errors?A. Redefine the problem without the SRC influence. B. Solve the problem for the optimum business goal situation. C. Isolate the SRC influence in the problem and examine it carefully to see how it complicates the problem. D. Define the business problem or goal in home-country cultural traits, habits, or norms. E. Define the business problem or goal in foreign-country cultural traits, habits, or norms through consultation with natives of the target country. Difficulty: Hard Type: A pplication 70. (p. 17) Which of the following steps in a cross-cultural analysis to solate self-reference criterion influences would finalize the process and lead to a solution of the problem? A. Redefine the problem without the SRC influence and solve the problem for the optimal business goal situation. B. Isolate the SRC influence in the problem and examine it carefully to see how it complicates the problem. C. Define the business problem or goal in home-country cultural traits, habits, or norms. D. Define the business problem or goal in foreign-country cultural traits, habits, or norms through consultation with natives of the target country. E.The last step is not indicated in the list of alternatives. Difficulty: Easy Type: Application 71. (p. 17) To be globally aware, an international marketer must have all the following EXCEPT: A. a tolerance of cultural differences. B. a knowledge of cultures. C. a knowledge of history. D. a knowledge of microeconomics. E. a knowledge of worl d market potential. Difficulty: Easy Type: Knowledge 72. (p. 17) Successful businesspeople in the twenty-first century have ___________ and a frame of reference that goes beyond a region or even a country and encompasses the world. A. a sense of fashion B. lobal awareness C. an intimate knowledge of ecological problems D. a consumer mind-set E. a pronounced skill in promotion Difficulty: Moderate Type: Knowledge 73. (p. 18) There are a variety of stages in the process of becoming involved in international marketing. Which of the following best describes the stage of development where the company's products reach a foreign market through no conscious effort on the part of the marketer? A. Infrequent foreign marketing B. Regular foreign marketing C. No direct foreign marketing D. International marketing E. Global marketing Difficulty: Easy Type: Comprehension 4. (p. 18) If a marketer is motivated to enter into an international marketing effort because of temporary surpluses in the dom estic market, which of the following stages BEST characterizes the stage of international marketing involvement for this marketer? A. Infrequent foreign marketing B. Regular foreign marketing C. No direct foreign marketing D. International marketing E. Global marketing Difficulty: Moderate Type: Comprehension 75. (p. 19) James Bright's company seek markets all over the world and attempts to sell products that are a result of planned production for markets in various countries.Which of the following stages BEST characterizes the stage of international marketing involvement for Mr. Bright's company? A. Infrequent foreign marketing B. Regular foreign marketing C. No direct foreign marketing D. International marketing E. Global marketing Difficulty: Hard Type: Application 76. (p. 20) Maria Peron's company treats the world, including the home market in Spain, as one market. Market segmentation decisions no longer focus on national borders. Instead, market segments are defined by income l evels, usage patterns, and other factors that span countries and regions.Which of the following stages BEST characterizes the stage of international marketing involvement for Ms. Peron's company? A. Infrequent foreign marketing B. Regular foreign marketing C. No direct foreign marketing D. International marketing E. Global marketing Difficulty: Moderate Type: Application 77. (p. 22) If a company basically sees the process of international marketing as one where the domestic company seeks a sales extension of its domestic products into foreign markets, the company is using which of the following concepts to formulate its international policies and strategies?A. Domestic market extension concept B. Multidomestic market concept C. Global marketing concept D. Universal marketing concept E. Standardized marketing concept Difficulty: Easy Type: Comprehension 78. (p. 22) The Ajax Corporation has decided to enter the international marketing arena by marketing its products on a country-by-co untry basis, with separate marketing strategies for each country. The company is using which of the following concepts to formulate its international policies and strategies? A. Domestic market extension concept B. Multidomestic market conceptC. Global marketing concept D. Universal marketing concept E. Standardized marketing concept Difficulty: Moderate Type: Comprehension 79. (p. 22-23) A company using the ________________ views an entire set of country markets as a unit, identifying groups of prospective buyers with similar needs as an opportunity market segment and develops a marketing plan that strives for standardization wherever it is cost and culturally effective. A. domestic market extension concept B. multidomestic market concept C. global marketing concept D. universal marketing concept E. tandardized marketing concept Difficulty: Hard Type: Comprehension Fill in the Blank Questions 80. (p. 3) _____________ commerce thrives during peacetime. Global (or international) Diff iculty: Easy Type: Knowledge 81. (p. 7) ___________ (country) leads in foreign investment in the United States. The United Kingdom Difficulty: Hard Type: Knowledge 82. (p. 9, Exhibit 1. 2) Among the top ten players in the global game of commerce, __________ (company) leads the pack with $345 billion in revenues coming from global markets. Wal-Mart Difficulty: Hard Type: Knowledge 83. (p. ) ___________ marketing is the performance of business activities designed to plan, price, promote, and direct the flow of a company's goods and services to consumers or users in more than one nation for a profit. International Difficulty: Easy Type: Knowledge 84. (p. 11, Exhibit 1. 3) Domestic marketing elements as price, product, promotion, channels of distribution, and research are called ____________ elements. controllable Difficulty: Moderate Type: Comprehension 85. (p. 15) A person's self-reference criterion is often associated with an associated term called ________. ethnocentrism Difficulty: ModerateType: Knowledge 86. (p. 15) A person's ________________ is an unconscious reference to one's own cultural values, experiences, and knowledge as a basis for decisions. self-reference criterion (SRC) Difficulty: Moderate Type: Knowledge 87. (p. 17) The successful businessperson in the twenty-first century has global _____________ and a frame of reference that goes beyond a region or even a country and encompasses the world. awareness Difficulty: Moderate Type: Comprehension 88. (p. 20) At the __________ marketing level, companies treat the world, including their home market, as one market. globalDifficulty: Hard Type: Knowledge 89. (p. 23) The global _____________ views an entire set of country markets as a unit, identifying groups of prospective buyers with similar needs as a global market segment. marketing concept Difficulty: Moderate Type: Knowledge Essay Questions 90. (p. 3) Global commerce thrives in peacetime. Explain why this statement is true. Economic booms often oc cur as the world finds itself at peace. Resources go toward research and technology rather than â€Å"war machines. † Peace brings renewed efforts to negotiate and trade. Barriers generally come down between nations.Nations enter into partnerships and alliances that foster trade. Individual companies are willing to take greater investment risks when peacetime is blooming. Difficulty: Easy Type: Comprehension 91. (p. 4) Provide examples of events and issues that contribute to uncertainty in the international marketing environment. Answers will vary but may include any of the issues discussed on page 4 including, terrorism, growth of the U. S. balance of payments deficit, conflicts between the U. S. and China, predictions of collapse in U. S. consumer spending and housing markets. Difficulty: Moderate Type: Comprehension 92. (p. ) List and briefly describe the four events or trends described in the text that have shaped international business beyond today's bumpy roads and into the future. The events or trends are: (1) the rapid growth of the World Trade Organization and regional free trade areas such as NAFTA and the EU; (2) the trend toward the acceptance of the free market system among developing countries in Latin America, Asia, and Eastern Europe; (3) the burgeoning impact of the Internet and other global media on the dissolution of national borders; and, (4) the mandate to properly manage the resources and global environment for the generations to come.Difficulty: Hard Type: Comprehension 93. (p. 6) Joan Wilson owns a small software company, SecureSoft, that specializes in home network security. The company has been in business for 5 years and its sales have grown rapidly. Last year the company began offering international versions (multilanguage) of its software. SecureSoft sells its products through a network of software distributors. However, recently Ms. Wilson has become concerned that Russian software hackers have produced pirated copies of th e company's leading software. Explain how the Russian hackers disrupt SecureSoft's international marketing efforts.SecureSoft international marketing efforts will now have to take into account the lost of sales/profits due to the pirated software. Virtually all components of marketing will likely be impacted. Marketing will have to consider product modifications to preclude prirating efforts, a change in distribution to direct sales, and other software protection schemes. In addition, special advertisement and promotion may be required to promote the security-enhanced products. These efforts to protect is software against piracy come at a cost which means that software retail prices will increase. Difficulty: ModerateType: Application 94. (p. 9) Define international marketing. International marketing is the performance of business activities designed to plan, price, promote, and direct the flow of a company's goods and services to consumers or users in more than one nation for a pro fit. Difficulty: Moderate Type: Knowledge 95. (p. 10-12, Exhibit 1. 3) List and briefly discuss the domestic environment uncontrollable elements found in the model that describes the international marketing task. The domestic environmental uncontrollable elements include political/legal forces, competitive structure, and the economic climate.For a brief discussion of each element see pages10-12. Difficulty: Moderate Type: Comprehension 96. (p. 11, Exhibit 1. 3) List and briefly comment on the elements found in a company's domestic controllable environment. The elements include price, product, promotion, channels of distribution, and research. For more information see page 10. Difficulty: Easy Type: Comprehension 97. (p. 10-14, Exhibit 1. 3) Explain the differences between the domestic environment uncontrollable elements and the foreign environment uncontrollable elements. According to information presented in the text and in Exhibit 1. , the domestic environmental uncontrollable ele ments include the political/legal forces, competitive structure, and the economic climate. The foreign environment is more inclusive with the following elements political/legal forces, economic forces, competitive forces, level of technology, structure of distribution, geography and infrastructure, and cultural forces. For additional information on differences see pages 10-14. Difficulty: Hard Type: Comprehension 98. (p. 14-15) To be an effective international marketer, why is it necessary to master cultural adjustment? Explain.The marketers must adjust their marketing efforts to cultures to which they are not attuned. In dealing with unfamiliar markets, marketers must be aware of frames of reference they are using in making their decisions or evaluating the potential of a market. As an illustration, the story goes that two shoe salesmen report back to their companies after making a survey trip to an impoverished portion of Africa. One salesman says, â€Å"There is no market for sh oes–no one has any money–poverty is everywhere. † The other shoe salesman (representing world famous Bata Shoe Company) says, â€Å"Great news everybody needs shoes. Bata leads the world in selling shoes to third-world countries. Difficulty: Moderate Type: Comprehension 99. (p. 15) Explain the concept of the self-reference criterion (SRC). SRC is an unconscious reference to one's own cultural values, experiences, and knowledge as a basis for decisions. The concept is closely associated with ethnocentrism. Difficulty: Moderate Type: Knowledge 100. (p. 16) To avoid errors in business decisions, it is necessary to conduct a cross-cultural analysis that isolates the self-reference criterion influences.List the four steps that make up the framework for such an analysis. The steps are: (1) define the business problem or goal in home-country cultural traits, habits, or norms; (2) define business problem or goal in foreign-country cultural traits, habits, or norms throu gh consultation with natives of the target country–make no value judgments; (3) isolate the SRC influence in the problem and examine it carefully to see how it complicates the problem; and, (4) redefine the problem without the SRC influence and solve for the optimum business goal situation.Difficulty: Hard Type: Comprehension 101. (p. 17) In order for a company to be globally aware, the company must do what two things (according to the text)? The company must (1) have a tolerance for cultural differences and (2) have knowledge of cultures, history, world market potential, and global economic, social, and political trends. Difficulty: Moderate Type: Comprehension 102. (p. 23) With respect to a strategic orientation to conducting international marketing, describe the global marketing concept.The global marketing concept views an entire set of country markets (whether the home market and only 1 other country, or the home market and 100 other countries) as a unit, identifying gro ups of prospective buyers with similar needs as a global market segment and developing a marketing plan that strives for standardization wherever it is cost and culturally effective. Difficulty: Moderate Type: Comprehension 103. (p. 5) Rick Russell owns a small company that specializes in waste cleanup on the high seas. He believes that his company can grow dramatically if he can find foreign partners and investors.According to the events and trends cited in the text as affecting global business today, which of these trends would have the most impact on Mr. Russell's business? Explain your rationale. After reviewing the trends, the trend that is most likely to affect Russell's operation is the fourth trend–the mandate to properly manage the resources and global environment for the generation to come. Students should supply their own rationale. If another trend is chosen, it should be explained, characterized, and justified. Difficulty: Moderate Type: Application 04. (p. 11, E xhibit 1. 3) Scott Web Services has decided to go international with their new anti-spam software. Using the International Marketing Task model shown in the text, discuss which factors will impact Scott Web Services the most as it gears up to pursue international expansion. To effectively answer this question, students must be familiar with Exhibit 1. 3. Students can comment on the inner ring (domestic controllables), middle ring (domestic environment [uncontrollables]), and the outer ring (foreign environment [uncontrollables]).Students should focus on the technological aspects of the company, political/legal forces, competitive forces, and cultural forces that might impact the company. Students can be creative with this answer; therefore, you might wish to establish ground rules or guidelines. Difficulty: Hard Type: Application 105. (p. 15-17) You are about to eat at a friend's house for dinner. However, your friend is from a foreign country and you are sure that his family will h ave prepared an ethnic meal for you.Explain how your self-reference criterion (SRC) might cause you problems with your upcoming new experience. What should do about this? This example is created to stimulate students into thinking about how that their own â€Å"cultural baggage† can sometimes make a new experience frightening. Eating strange food among â€Å"foreigners† is a common occurrence. Stimulate students think about what SRC is and how it can either hinder or help a relationship. For additional information on SRC, see pages 15-18. Difficulty: Easy Type: Application

Norms in Security

Do international norms have an impact on security issues? Why? Norms can be understood as rules for standard behavior. Norms are a common belief or understanding usually shared by a majority. International norms are determined by the international community and they usually set the stage for the behavior of individual countries. These norms shape international as well as domestic security issues. These norms shape Inter-state behavior, they also shape the security policies of nation-states and they also serve to set certain normative standards about how the world should be.In this paper we will look at how the emergence of certain norms, taboos and International laws have contributed to International security concerns and sometimes also problems of mistrust. The major schools of International relations theory such as unilateralism and unrealism have not satisfactorily confronted the evolution of norms of Interstate behavior. However the constructivist literature draws on a variety of theoretical texts and empirical studies to argue that norms have illustrative power independent of structural and situational constraints. The belief that all norms are created by the powerful can be Halloween.As international norms have come to be shaped by a number of factors such as newer democracies, pressure groups, international and humanitarian organizations. Humanitarian values, global security, moral ethical behavior by powerful states are some of the values that have given direction to and reflect international norms as illustrated by the following quote. † The case of nuclear taboo is important theoretically because it challenges conventional views that international norms, especially in the security area, are created mainly by and for the powerful,† (Tangential, 2005, 7).The use of certain weapons or their prohibitions rather are shaped by factors that are not limited to decisions by nation states. The stimulation of a weapon and the mass opinion against it are responsible for giving rise to an international norm prohibiting that weapon. A case in the point is the chemical weapons. Stratifications of a weapon gives rise too taboo which then gets politicized. According to Price this is what ultimately led to the decision of countries In WI to refrain from the use of COW.In 1925 the Geneva Convention prohibited countries from first use of COW. An example Price (1995,77) states Is how In 1940 Britain considered resorting to COW In the occasion of a German Invasion but had to discard such thoughts as those acts would mark a departure from British traditions and principles. This shows that the public pollen mattered and public pollen highly consisted of principles that believed COW were Immoral and could not be used as a resort even In times of desperation.International norms however not always go In a singular deletion of cooperation and upholding of humanitarian values. Constructivist argue that international interactions can only advance international norms towards a culture of mutual help and friendliness. But this argument is not supported by the reality of International politics. Sometimes it triggers fresh rivalry or intensifies conflicts. An example here is during the five years from August 2003 to December 2008 seven rounds of Six Party Talks on nuclear issues on the Korean Peninsula.The outcome of the six nations' continuous interaction during this time, however, was not in North Koreans acceptance of the norm of non-proliferation, but in its conducting on May 25 2009 its second nuclear test. Even though the aim of the other five countries was to prohibit North Korea from doing so (Executing, 2011: 233-264). Thus, the idea of international norm indeed may be to uphold the supremacy of a few and states like North Korea like to defy that, Just like India and Pakistan as well.Hegemony advance new international norms to other states to accept norms set out by the Hegemony which originated to serve its own securi ty needs, by normative persuasion, external inducement, and internal reconstruction. Sometimes countries accept to do so as the prevailing internal conditions in its own country allow to recognize the importance of such a norm. In other cases, such a norm is against the national security interest of a Tate and that is where a conflict of interest arises. When Total Briar Payees became Indian Prime Minister, he authorized nuclear weapons testing at Popcorn.The United States forcibly condemned the testing, promised sanctions, and voted in favor of a United Nations Security Council Resolution condemning these tests at Popcorn. President Clinton during that time imposed heavy economic sanctions on India, which included cutting off all military and economic aid, freezing loans by American banks to state owned Indian companies, prohibiting the issue of American aerospace technology and uranium exports to India, and requiring the US to oppose all loan demands by India to international lend ing agencies . This created an air of mistrust.Indeed we see how international norms, and taboos affect security policies across the globe. Florin argues that the constructivist have not yet given a theoretical basis for explaining why one norm instead of the other becomes institutionalized (Florin, 1996: 40, 363-389). International norms have varying impacts on security issues globally. As an example , the middle east can react in a complete opposite way to a norm that is widely accepted by the others. In conclusion, we can say that international norms govern policy agendas concerning security for different states.International norms set standards of behavior for states in security matters. Failure to do so is followed by intense scrutiny by the international community. The case of Syria is an example of that. This is because international norms condemn certain weapons, or acts and as such they have strict adherence structures entailed in them. Breaking away from these norms has it s own consequences, it could lead to eyeing boycotted by other states, This of course affects how states think, act in relation to each other.This also affects how or what measures states can or will take in order to feel secure. On many occasions, adherence to international norms may make a state feel less secure and look weak in front of the eyes of its own citizens. Therefore what can be said is that yes, in some cases international norms have led to friendly cooperation between states, yet on other occasions, it has led to hostility accompanied by an unconventional arms race, triggering new international conflicts and intensifying already existing international conflicts.

Data Encryption Essay Example | Topics and Well Written Essays - 500 words

Data Encryption - Essay Example , storing as well as managing our passwords allowing us to click just the once and obtain the entire the password regarding information we require without encompassing to be afraid of data susceptibility. Simple multi-user arrangement permits by PassMonster enterprise-wide. PassMonster offers business to put together faultlessly into our present computing situation thus making it simple to install as well as utilize this application by a lot of users as we require. This system offers the facility to the users to place perceptive files in the folder organized through the IT Supervisor, DEOS take control to consistently encrypt files in batch format when Users shut down their systems. By means of the Timed-Interval Encryption utility, a User places secret files in the directory created through our IT manager, DeltaCrypt will encode/encrypt them consecutively at the timed-period set. If DeltaCrypt determines a vulnerable file, it will automatically encrypt that particular file. In DeltaCrypt by means of the .ADM file placed in the Active Directory Group Policy administration, this system offers alternatives those are simply organized through the IT manager. As of the encryption algorithm to the client password arrangement, DeltaCrypt configuration is formed according to our safety requirements. In the present age of information technology we are facing a lot of challenges such as data hacking and theft. In this scenario the Encryption is the only way that offers enhanced support for handling and managing the security and privacy of the data. In this scenario I have analyzed three top encryption software applications. I have assessed some of the main advantages and potential benefits attained through these systems. However I have found DeltaCrypt DEOS more excellent in case of offering better and enhanced solution for the business and personal data security. Encryption is one of the main tools for ensuring information security. We cannot imagine a security

Promote Products & services and undertake marketing activites Assignment

Promote Products & services and undertake marketing activites - Assignment Example Online Advertising iii. Mobile Advertising d. Conclusions Drawn i. Relationship between Ads and Student Admission in TAFE Institutes ii. Key Points of the Findings iii. Operational Issues 5. Recommendations for the TAFE institute Ads a. Steps to Solve Immediate Problems b. Critical Points to Be Addressed To Get Maximum Benefit c. Taking Advantage of Indentified Opportunities d. Decisions to be taken based on the conclusions in the findings 6. Conclusion 7. Bibliography 8. Appendix A Review on the Marketing Strategies of TAFE Institutions in Queensland Executive Summary The main objective of this report is to review how the three major Technical and Further Education (TAFE) institutes in Australia market themselves. The TAFE institutes play an important role in equipping the students with the job market skills. A major proportion of students who complete their high school land into such institutes directly as they will be able to attain part-time or full time jobs much earlier than th ey get the college degrees through these institutes. However, the marketing strategies of many such institutions are outdated. This report conducts an elaborate survey among the students who study in the three major Australian TAFE institutes, the Metropolitan South Institute of TAFE, Southbank Institute of Technology and Brisbane North Institute of TAFE. ... The third part presents the gathered results and discusses the current pros and cons of the TAFE marketing strategies. The fourth part presents productive recommendations to improve the reach of their TAFE institutes among the student community through various innovative marketing ideas. Introduction Background of the Study In Australia TAFE colleges award diploma's which are valued less than the Bachelor degree, but very useful in equipping students with industry related skills. Certain TAFE colleges in Victoria and Queensland are eligible to provide their own bachelor and post-graduate degrees ( Wheelahan, et al, 2009). These colleges offer a variety of vocational training in various fields like mechanics, engineering, finance and construction. Students looking for a quick employment and those who cannot afford university education find TAFE colleges quite useful. Students who finish year 12 examination attain a short term diploma course and secure a job. The diploma course is then used as a partial credit to enter Bachelor degree courses in the mainstream universities. The students, who come follow this path, easily earn while they learn and come out with substantial experience in their field when they complete their degree. This extra qualification helps them gain up to three times more salary than their fresher colleagues. TAFE colleges are usually widespread offering a variety of industry niche oriented training. But many students who complete year 12 look upon them as colleges used by students who get low grades and economically backward students. They are not well informed about the advantages of using the TAFE diploma's efficiently. Most of the youngsters who complete year

Commercial Law Essay Example | Topics and Well Written Essays - 3000 words - 1

Commercial Law - Essay Example The purchase of the conveyor belt raises the issue of whether or not Contigrain is an innocent third party and can claim damages for fraudulent misrepresentation on the part of Hampshire. The sale of the truck to farmer Giles may also expose Contigrain to liability on the grounds that the truck was not of merchantable quality. In order to determine whether or not Contigrain is entitled to demand possession of the Brazilian peanut extract from the liquidators of Agrigus or demand payment in full from Munchy Feeds for the turnip fibre it is necessary to examine each contract by reference to the Sale of Goods Act 1979. To start with Section 2(1) defines a contract for the sale of goods as an agreement where the vendor â€Å"transfers or agrees to transfer the property in goods to the buyer† for a price.1 On the facts of the case for discussion there is a sale of goods contract in both instances. Clearly, Contigrain and Agrigus agreed that in consideration of the sum of 1000 pounds per ton, Agrigus would transfer 100 tonnes of peanut extract to Contigrain for which the latter made a payment of 50,000 pounds. Similarly, Contigrain agreed to and did deliver 500 tonnes of turnip fibre to Munchy in consideration of the sum of 1000 pounds per ton to be paid in full within 30 days of delivery. Having established that contracts for the sale of goods have been completed between Contigrain and Agrigus and Contigrain and Munchy, it is necessary to determine whether or not and at which point title to the property passes from the seller to the purchaser. This is important for ascertaining who bears liability for any risk associated with the goods. Section 20(1) of the Sale of Goods Act 1979 provides: Unless otherwise agreed, the goods remain at the sellers risk until the property in them is transferred to the buyer, but when the property in them is transferred to the buyer the goods are at the buyers risk whether delivery has been

Women during the Second World War Essay Example | Topics and Well Written Essays - 250 words

Women during the Second World War - Essay Example This paper looks at the complaints of comfort women during World War II and their demands for compensation as payment for their sufferings when they were repeatedly raped and were exposed to non-human treatments. At the same instance, the study uncovers the reasons whether the denial of the Japanese government to accept responsibility for the conditions of the comfort women is justified. To establish pieces of evidence to support justifications of both parties, the study uses data gathering through a review of kinds of literature from published sources, both primary and secondary. There are many pieces of evidence found in the literature archives that showed women were in the brothels army camp but none of these directly link the response to the Japanese government. There were also photos found showing former comfort women, now in their 80’s standing in protest rallies. On the other hand, there are hard pieces of evidence on the part of the Japanese government that sustains th eir position of denial. On the basis of pieces of evidence, the study concludes that the Japanese government did not violate any international law on armed conflict as rape is one of the atrocities of war. A recommendation on further study of the law on armed conflict is suggested to avoid recurrence of the situation in the future.

Social economics Essay Example | Topics and Well Written Essays - 2000 words

Social economics - Essay Example Improving the social being is one of the prime concerns of the governments and devotes a lot of interest to achieve economic prosperity. But economic prosperity may not bring improved social well being for all as well being is not directly related to income. The aspects of social capital can act to reduce transaction costs and also encourage behavior and trust. The different sources within the community can be thought of as the origination of social capital. Social capital can operate and emerge in families and educational institutions and also in business and local community. Social capital can have both positive and negative impacts on the society. On the one hand it creates social division and on the other leads to social and economic well being at least for some sections of the society. There are mainly five mechanisms by which social capital can affect the outcomes. A distinction can be made between the formal and informal forms of social capital. Formal social capital refers to patterns of behavior, exchange norms, networks which are formally defined. The networks operating outside this formal system refer to informal social capital. The usefulness of this distinction lies in illustrating the problems arising in operations of social capital. The first kind of social capital can be found in the extent of civil society while the second form can be difficult to find as it requires household surveys. At the national level poverty refers to a country’s lack of resources necessary towards education, health and infrastructure. This may give rise to political unrest. In the developed countries poverty is one of the social problems. Poverty alleviation has been one of the guiding principles for most of the governments. The role of economic growth and development in creating employment avenues has clearly been recognized. Some specific sectors have been chosen by most administrations and growth oriented approach has been undertaken.

Does god really exist Essay Example | Topics and Well Written Essays - 1250 words

Does god really exist - Essay Example In this regard, it is difficult to challenge the contents of religious beliefs especially to the believers because they rely heavily on hope and faith to elucidate matters pertaining to God (Hoyle, 1983, p93). However, many events occurring around the world signify the presence of greater force that cannot be adequately explained and be predetermined by man. This paper discusses that irrespective of one’s religion, there is evidence that proves existence of God. From scientific point of view, we as human beings exist freely in nature and we are made of various compounds, such as water and other structural compounds and elements that have been indentified by scientists (Morris, 1967, p 90). By the virtue of our existence, it is clear that we all originated somewhere. The Biblical point of view holds that in the beginning, God created heaven and earth, and man was created thereafter (Morris, 1967, p52). Atheists argue that there was no beginning of life, an assertion supported b y the science proclamation that matter cannot be created or destroyed and therefore is eternal (Andrews, 1978, p57). However, the atheist assertion is wrong because cosmic observations and processes around the world indicate a gradual consumption of energy that affirms that if there was no beginning, our world could have become extinct long time ago (Andrews, 1978, p19). For example driving a vehicle requires energy in form of fuel. When the fuel gets used up, the vehicle stalls and cannot function again. In the planet, the sun is sole source of energy and besides it; there are numerous stars in the atmosphere. Scientists have established that in order for the stars including the sun to emit energy, hydrogen gas is compressed into helium and in the process; vast amounts of energy are released. The sun compresses an approximate 564 million tons of hydrogen to form 560 million tons of helium and 4 tons of energy per second, through the process of nuclear fusion (Hoyle, 1983, p42). Tak ing into consideration that there are numerous stars, the amount of hydrogen used by these cosmic bodies is astronomical and by now, it could have become exhausted. This means the world has a beginning, because if it has been ongoing forever, there could be no hydrogen left. Hoyle (1983, p51) noted that the sun remains with 98% of its initial hydrogen composition and this shows that at some point, there was a beginning and there shall be an end. The earth undergoes numerous chemical and physical processes, which imply that its composition has changed. Therefore, the assertion that matter remains unchanged is scientifically erroneous. There must have a beginning, a force that brought everything to existence, and this could be God, just as the Bible states (Douglas, 1993, p37) In this respect, there was a beginning to the universe, and the question arises on how both the living and non-living creations came into existence. From a religious perspective, a certain force, meaning that it did not occur spontaneously, caused the creation. On the other hand, atheists argue that matter is self-sustaining and cannot be created or be destroyed. Atheists do not show the cause to the creation, suggesting that the matter happened out of undefined or unexplainable process. Logically, if matter had a beginning, there must have been something that came from nothing to give the matter existence. Then how did matter come into existence if there was no force, energy and intelligence? This

Eastern Kentucky moder Essay Example for Free

Eastern Kentucky moder Essay In today’s most modern and challenging world, struggling for your professional career is a complex task for every individual. At the initial, when we realize that every thing in this changing world of business and commerce industry is pretty much depending on technological innovations, but we also cannot deny the traditional style of our business and industry leaders. In this scenario, an individual who is not pretty much aware of all the facts, finds it difficult to select his field for future profession, though even at this part of life, we may also realize the importance of leadership skills in every aspect of our life. While the decision seems much complicated to take on, at the same place Eastern Kentucky University is the only gateway for me that ensure my future success in the professional career. At EKU a wide range of opportunities, activities and events designed to enhance my experiences. Apart from studies, concerts, movies, comedians and other activities at campus will help me to develop myself how to keep every aspect of human desire and how to calendar my timetable that would ultimately lead to develop my leadership skills. What most I felt to be impressed is their mission to enhance the quality of life of students by supporting the Universitys commitment to the academic success and holistic development of each individual student. It fosters intellectual, physical, and social development through programs and direct services which challenge and support students as they develop attitudes, abilities and skills for life-long learning within an ever-changing global environment. Eastern Kentucky University, founded in 1906 with a faculty of seven in 1909, when the first commencement was held, 11 people received degrees. Over the last century, they have grown to a full-fledged comprehensive university offering 168 degree programs and serving more than 15,000 students a year. This is a regional, coeducational, public institution of higher education offering general and liberal arts programs, pre-professional and professional training in education and various other fields at both the undergraduate and graduate levels. Located in Richmond, Madison County, Kentucky, Eastern has a distinguished record of almost a century of educational service to the Commonwealth. Finally, at EKU you get the best return of what you spend by getting an very well internationally recognized degree by further enjoying best experiences of your life. The experience at EKU are ever wondering to each student even on individual level. Their best teaching and learning methods will develop me to become a leader in my certain category. I wont be just a face in the crowd when it comes to campus life, either. Theres always something going on to capture my interest and help me make new friends. I can get involved in one of the 175 student organizations, play intramural sports, try out for a play or a musical group whatever everyone’s interests are, theres something there for everyone. Resources: http://www.eku.edu

HACCP Plan For Fresh Canned Mushrooms

HACCP Plan For Fresh Canned Mushrooms This project is based on the development of a generic model of a HACCP plan for fresh canned mushrooms by the usage of Canadian Food Inspection Agencys Food Safety Enhancement Program. The goal of this program is to indicate bare minimum requirements for an effective food safety management system. It is based on the principles of the Hazard Analysis and Critical Control Point (HACCP) system developed by the Codex Alimentarius Commission. FSEP has created 10 specific forms that can be used for the documentation of a HACCP plan. The 10 FSEP-HACCP Plan forms are: HACCP is an acronym for the Hazard Analysis Critical Control Point system, which is identical with food safety management. Basically it is a system which identifies, evaluates, and controls hazards which are significant for food safety. It gives confidence that food safety is being administered efficiently. The method looks for hazards, or anything that could go wrong regarding product safety, and implements controls subsequently to ensure that the product will not cause harm to the consumer. HACCP was developed originally as a microbiological safety system in the early days (1960s) of the US manned space programme, as it was vital to ensure the safety of food for astronauts. The Pillsbury Company working alongside the National Aeronautics and Space Administration (NASA) of the United States and the US Army Laboratories developed the original system (International trade centre December, 2002). PRINCIPLES OF HACCP:- There are seven discrete activities that are necessary to establish, implement and maintain a HACCP plan, and these are referred to as the seven principles in the Codex Guideline (1997). The seven principles are: Principle 1:- Conduct a hazard analysis. Identify hazards and assess the risks associated with them at each step in the commodity system. Describe possible control measures. Principle 2:- Determine the Critical Control Points (CCPs) A critical control point is a step at which control can be applied and is essential to prevent or eliminate a food safety hazard, or reduce it to an acceptable level. The determination of a CCP can be facilitated by the application of a decision tree, such as the one given in Appendix IV. Principle 3:- Establish critical limits. Each control measure associated with a CCP must have an associated critical limit which separates the acceptable from the unacceptable control parameter. Principle 4:- Establish a monitoring system Monitoring is the scheduled measurement or observation at a CCP to assess whether the step is under control, i.e. within the critical limit(s) specified in Principle 3. Principle 5:- Establish a procedure for corrective action, when monitoring at a CCP indicates a deviation from an established critical limit. Principle 6:- Establish procedures for verification to confirm the effectiveness of the HACCP plan. Such procedures include auditing of the HACCP plan to review deviations and product dispositions, and random sampling and checking to validate the whole plan. Principle 7:- Establish documentation concerning all procedures and records appropriate to these principles and their application (Food and Agricuture Organization 2003) BASIC TERMINOLOGY INVOLVED IN HACCP:- Corrective Action: Detection and eradication of the causes of a problem, thus preventing their recurrence. Critical Control Point: A point, step, or procedure at which control can be applied and as a result, a food safety hazard can be prevented, eliminated, or reduced to acceptable levels. Critical Limits:- The maximum or minimum value to which a physical biological, or chemical hazard must be controlled at a critical control point to prevent, eliminate, or reduce to an acceptable level the occurrence of the identified food safety hazard. Deviation: Failure to meet a critical limit. HACCP Plan: The written document that is based upon the principles of HACCP and delineates the procedures to be followed to ensure the control of a specific process or procedure. HACCP System: The HACCP plan in operation, including the HACCP plans itself. Hazard: Any biological, chemical, or physical property that may cause a food to be unsafe for human consumption. Hazard Analysis:- The identification of any hazardous biological, chemical, or physical properties in raw materials and processing steps, and an assessment of their likely occurrence and potential to cause food to be unsafe for consumption. Preventive Measure: Physical, chemical, or other means that can be used to control an identified food health hazard. Process:- A method consisting of any number of separate, distinct, and ordered operations that are directly under control of the establishment employed in the manufacture of a specific product, or a group of two or more products wherein all CCPs, such as packaging, may be applied to one or more of those products within the group. DEVELOPMENT OF PLANT SPECIFIC HACCP PLAN:- Some preliminary steps are required before development of a plant specific HACCP plan. These includes assembling of HACCP team, describing the food and its method of distribution, identifying the intended use and the consumers of the food, developing the flow diagram that describes the process and finally verifying the flow diagram. The following steps are all a part of developing your plant-specific plan. Description of the Product: The primary step in the development of the model for your process. To help you to progress through the remainder of your model development, it will assist you in describing your product. Process Flow Diagram: After completing product description, this form should be completed. This step consists of the course of the process as the product moves from receiving to finished products shipping. It is helpful to complete this portion of your plan while actually walking through your plant and following the production steps involved in the particular product or process. Hazard Analysis: This is a crucial step in the development of a plant specific HACCP plan. This portion must take into consideration the risk or likelihood of incident, and the rigorousness of each hazard. In order to be considered, an identified hazard must be of such a nature that its prevention, elimination, or reduction to an acceptable level is essential to the production of a safe food. Hazards that are not significant or not likely to occur will not require further consideration. According to its frequency, risk, and severity, the potential significance of each hazard should be assessed. Risk is an estimate of the likely occurrence of a hazard. The estimate of risk is usually based on a combination of experience, epidemiological data, and information in the technical literature. Pathogenic microorganisms of public health significance should be identified as a biological hazard with preventive measures to preclude their growth and propagation. In your hazard analysis there are three categories of hazards to considered: chemical, biological, and physical. Each process step will be evaluated to determine if significant hazards from one or more of these categories are present. The hazards will be listed at each process step along with the specific preventive measures that can control the hazard. Identify the processing steps that present significant hazards and any preventive measures on the Hazard Analysis/Preventive Measures Form. These will be derived from the process steps on your flow diagram. Critical Control Point (CCP) Determination: Detection and explanation of the CCP for each identified hazard is the next step in plan development. For the completion of this form we need the CCP determination and the information and data you recorded on the Hazard Analysis/Preventive Measures form. HACCP Plan Development: To ensure that your process is under control and adequate to produce a safe product, this portion of the plan development will be used to delegate the specific activities, frequencies, critical limits, and corrective actions. In addition, the HACCP plan will include specification of critical limits. These limits will be specified after the identification of the CCPs for the process and will be listed in the HACCP Plan. The critical limit must, at a minimum, meet the regulatory requirement for that specific process step if one exists. An equivalent limit based on a process or technology proven to render the product unadulterated may also be used. The following will be identified or described in the HACCP plan: the establishment monitoring procedure or device to be used; the corrective action to be taken if the limit is exceeded; the individual responsible for taking corrective action; the records that will be generated and maintained for each CCP; and the estab lishment verification activities and the frequency at which they will be conducted. (United States Department of Agriculture April, 1997) MODEL PLAN FOR FRESH CANNED MUSHROOMS:- Hazard Analysis: The foremost critical step in the effective development and implementation of the plant specific HACCP plan is conducting an analysis of the physical, chemical, and biological hazards associated with a process. The information gathered for the biological, chemical, or physical hazard will aid in determining where a hazard might happen in the process, what may possibly cause the hazard, how it can be prevented, and actions to be taken if conditions which could result in a hazard occur. Information on physical hazards may be more general and may consist simply of items found in foods that are injurious to human health such as glass, metal, broken needles, etc. The evaluation of physical hazards should include the suppliers utilized and their ability to provide products, ingredients, or materials that meet the food safety requirements of the plant. Past incidents of physical contamination occurring in the plant should also be a consideration when determining the significance of a hazard and the likely occurrence of a similar or related deviation. If specific chemical hazards exist that are associated with the process, these should also be considered at this point. Contamination from chemicals used for cleaning, equipment maintenance or upkeep is also of concern (United States Department of Agriculture April, 1997). Critical Control Point Decision Tree:- (http://www.fda.gov/ucm/groups/fdagov-public/documents/image/ucm054476.gif). PREPARING YOUR HACCP PLAN:- Assemble the HACCP team: Your HACCP team should be composed of a HACCP trained individual and/or other member(s) who are familiar with the product and the process as it is conducted in your plant. There is no set number of participants. This will be determined by each individual establishment. All team members should receive at least a basic introduction to HACCP. Training can be formal classroom training, correspondence, on-the-job training, information from college courses, and/or books or manuals. Product Description Form:- Form 1 Product Name(s) Canned mushrooms Important Product Characteristics (aw, pH, Salt, Preservatives,) pH 4.6 to 6.5 (low-acid) aw >0.85 (high moisture) How it is to be used Normally heated before serving or sometimes served unheated (salads, appetizers, etc) and can also be used for dressing Pizza etc. Packaging Hermetically sealed metal container Shelf Life Exactly Two years plus from the date of purchase, at normal retail shelf temperatures Where it will be sold Retail outlets, institutions, food service, and general public Labeling Instructions As per the ingredients added. Special Distribution Control No physical damage, excess humidity or temperature extremes Date: Approved by: (Canadian Food Inspection Agency 2009) List of Product Ingredient and Incoming Material:- This form is only needed if there is more than one ingredient. Form 2 Raw Material Mushrooms Packaging Materials Cans Ends Dry Ingredients Salt Ascorbic acid Citric acid Other Water Date: Approved by: (Canadian Food Inspection Agency 2009) Process Flow Diagram:- Plant Schematic:- A plant schematic should be prepared for the products or process groups covered by the HACCP plan. Plant schematic provides a basis for calculating prospective regions of cross-contamination. Plant schematic shall be clear, accurate and sufficiently detailed. Plant schematic shall at least include: the flow of raw products, ingredients and finished products, flow of packaging materials, employee traffic pattern throughout the establishment including change rooms, washrooms and lunchrooms, flow of the waste, inedible products and other non-food products that could cause cross-contamination and finally the hand/boot washing and sanitizing installations. The overall evaluation of potential areas of cross-contamination at the establishment should include any other plant schematic from other HACCP plans. The HACCP team shall verify the accuracy and completeness of the plant schematic by on-site checking. (Canadian Food Inspection Agency 2009). Biological Hazard Identification:- Form 5 Biological Hazards List all Biological Hazards related to Ingredients, Incoming Material, Processing, Product Flow, etc. Identified Biological Hazards (Bacteria, Parasites, Viruses) Incoming Materials Mushrooms: Could contain C. botulinum or other pathogenic bacteria, yeasts and moulds Could contain heat-stable staphylococcal enterotoxin from improper grower handling Empty cans/ends Cans could arrive with serious double seam, side seam, metal plate defects or physical damage which could result in leakage causing post-process contamination Ends could arrive with compound skips, metal plate defects, or damage, which could result in leakage causing post-process contamination Dry ingredients Could contain bacterial spores Could contain filth from insects, animals or the environment Water Could contain pathogens Process Steps Receiving Empty cans/ends received from suppliers without valid contract specifications could have serious defects or damage Dry ingredients received from suppliers without valid contract specifications could be contaminated with bacterial spores or filth from insects, animals or the environment Mushrooms (Raw) Storing Improper storage temperature humidity could result in an increased bacterial load Could be contaminated with filth from insects, animals or the environment Empty Cans/Ends Storing Physical damage could cause the formation of poor double seams, which could result in post process contamination with pathogenic bacteria Could be contaminated with filth from insects, animals or the environment Dry Ingredients Storing Could be contaminated with filth from insects, animals or the environment Depalletizing Using incorrect cans or damaged cans could result in leakage and subsequent post-process contamination with pathogenic bacteria Blanching Improper cleaning of blancher could result in the growth of thermophilic bacteria in mushroom accumulations Inadequate removal of gases could cause stressed double seams and leakage, which could result in post-process contamination with pathogenic bacteria Can conveying Physical damage could cause the formation of poor double seams, which could result in post process contamination with pathogenic bacteria Slicing/Dicing (If required) Slice thickness/clumping and percent fines could affect the heat penetration, which could result in underprocessing Filling Mushroom compaction during filling may result in underprocessing Weighing Cans not properly rejected for overweight could result in overfilled cans being underprocessed Water Filling Inadequate temperature could result in low initial temperature (IT) End Feeding/Closing/Inspecting Ends with damaged curls, compound skips or other serious defects could result in leakage and contamination with pathogenic bacteria Improperly formed double seams could result in leakage and contamination with pathogenic bacteria Thermal Processing (Still Steam Retorts) Non-validated process or vent schedule could result in underprocessing and survival of pathogenic bacteria Improper product flow procedures in retort area could result in retort baskets missing the retort allowing the survival and growth of pathogenic bacteria Excessive time lapse between closing and retorting could result in excessive build up of bacteria, some of which could survive the thermal process Lack of adherence to time, temperature and other critical factors of the scheduled process or vent schedule could result in inadequate heat treatment allowing the survival of pathogenic bacteria Cooling Insufficient bactericide in cooling water could result in contamination of product during vacuum creation in cans Excess bactericide in cooling water could eventually result in corrosion and subsequent leakage and contamination of product Insufficient contact time between the bactericide and water could result in contamination of product during vacuum creation in cans Insufficient cooling could result in thermophilic spoilage Excessive cooling could result in post-process contamination due to leakage of corroded cans Conveying/Drying Contaminated water from wet unclean post-process can handling equipment and general handling could contaminate product Container Integrity Evaluating/Labelling Failure to statistically sample and/or dud detect lots and reject and evaluate containers with no/low vacuum or serious defects could result in defective product going to market Physical damage to cans could result in leakage and contamination of product Storing Physical damage to cans could result in leakage and contamination of product High temperatures could result in growth of thermophilic bacteria Shipping Physical damage to cans could result in leakage and contamination of product Date: Approved by: (Canadian Food Inspection Agency 2009) Chemical Hazard Identification:- Form 6 Chemical Hazards List all Chemical Hazards Related to Ingredients, Incoming Material, Processing, Product Flow, etc. Identified Chemical Hazards Incoming Materials Mushrooms Could contain agricultural chemicals residues Empty cans/ends Could be contaminated with cleaning chemicals and lubricants Water Could be contaminated with dissolved heavy metals or toxic organic chemicals Process Steps Receiving Empty cans/ends received from suppliers without valid contract specifications could contain cleaning chemical residues and/or lubricants Empty Cans/Ends Storing Improper storage of cleaning compounds and other chemicals could lead to empty can/end contamination Dry Ingredients Storing Improper storage of cleaning compounds and other chemicals could lead to dry ingredient contamination Blanching Excessive cleaning chemical residues and/or lubricants could cause product contamination Mushroom Conveying/Inspecting Excessive cleaning chemical residues and/or lubricants could cause product contamination Slicing/Dicing (If required) Excessive cleaning chemical residues and/or lubricants could cause product contamination Filling Excessive cleaning chemical residues and/or lubricants could cause product contamination End Feeding/Closing/Inspecting Excessive cleaning chemical residues and/or lubricants could cause product contamination Date: Approved by: (Canadian Food Inspection Agency 2009) Physical Hazard Identification- Form 7 Physical Hazards with Controls List all Physical Hazards Related to Ingredients, Incoming Material, Processing, Product Flow, etc. Identified Physical Hazards Incoming Materials Mushrooms Could be contaminated with hazardous extraneous material, eg. glass, metal, plastic, stones and wood (slivers and fragments) Empty cans/ends Could contain hazardous extraneous material Dry ingredients Could be contaminated with hazardous extraneous material Process Steps Receiving Cans received from suppliers without valid contract specifications could contain hazardous extraneous material Dry ingredients received from suppliers without valid contract specifications could contain hazardous extraneous material Raw Mushroom Storing Inadequate protection against hazardous extraneous material could result in contamination of raw mushrooms Dry Ingredients Storing Inadequate protection against hazardous extraneous material could result in contamination of the food ingredients Can Conveying Inappropriate design and protection against hazardous extraneous material could result in contamination of the final food product Mushroom Conveying/Inspecting Inappropriate design and protection against hazardous extraneous material could result in contamination of the mushrooms Slicing/Dicing (If required) Product could become contaminated with metal fragments from plant equipment Foreign-Object Removing Inadequate monitoring and cleaning of foreign object remover could allow foreign objects to contaminate the product Filling Cans of filled mushrooms could become contaminated with metal fragments from filling equipment End Feeding/Closing/Inspecting Cans of filled mushrooms could become contaminated with metal fragments from closing machine during and after jam ups Date: Approved by: (Canadian Food Inspection Agency 2009) Critical Control Point Determination:- Form 8 Category and Identified Hazard Determine if fully controlled by Prerequisite Program(s) If YES, indicate Prerequisite Program and proceed to next identified hazard. If NO, proceed to question 1 (Q1) Q1. Could a control measure(s) be used by the operator at any process step? If NO = not a CCP + identification on how this hazard will be controlled before and after the process + proceed to the next identified hazard If YES = description + next question (Q2) Q2. Is it likely that contamination with the identified hazard could occur in excess of the acceptable level or could increase to an unacceptable level? If NO = not a CCP + proceed to the next identified hazard If YES = next question (Q3) Q3. Is this process step specifically designed to eliminate/reduce the likely occurrence of the identified hazard to an acceptable level? If NO = next question (Q4) If YES = CCP + go to last column Q4. Will a subsequent step eliminate the identified hazard or reduce likely occurrence to an acceptable level? If NO = CCP + go to last column If YES = not a CCP + identify subsequent step + proceed to the next identified hazard CCP Number + proceed to next identified hazard Process Step/Incoming Material: Mushrooms as delivered Biological Pathogens Yes Heat treatment Yes N/A Yes Thermal Processing Biological Heat stable toxins No Upstream programs (farms) Chemical Agricultural chemicals No Upstream programs (farms) Physical Hazardous extraneous material Yes Visual inspection Plant equipment No Process Step/Incoming Material: Empty cans/ends as delivered Biological Post process contamination from serious can defects and damage Yes Contract specifications Visual and can tear-down inspection Yes N/A Yes Receiving Biological Post process contamination from compound skips, plate defects and end damage Yes Contract specifications Visual end inspection Yes N/A Yes Receiving Chemical Cleaning chemical contaminants and lubricants Yes Contract specifications Yes N/A Yes Receiving Physical Hazardous extraneous material Yes Contract specifications Yes N/A Yes Receiving Process Step/Incoming Material: Dry ingredients as delivered Biological Bacterial spores Yes Contract specifications Yes N/A Yes Receiving Biological Filth Yes Contract specifications Yes N/A Yes Receiving Physical Hazardous extraneous material Yes Contract specifications Yes N/A Yes Receiving Process Step/Incoming Material: Water at intake Biological Pathogens Prerequisite programs Chemical Heavy metals other toxic chemicals Prerequisite programs Process Step Process Step/Incoming Material: Receiving Biological Empty cans/ends received from suppliers without contract specifications may contain serious defects, or damage Yes Contract specifications Yes Yes CCP-1 Biological Dry ingredients received from suppliers without contract specifications may contain bacterial spores or filth Yes Contract specifications Yes Yes CCP-1 Chemical Empty cans/ends received from suppliers without contract specifications may contain chemical residues or lubricants Yes Contract specifications Yes Yes CCP-1 Physical Empty cans/ends and dry ingredients received from suppliers without contract specifications may contain hazardous extraneous material Yes Contract specifications Yes Yes CCP-1 Process Step/Incoming Material: Mushrooms Refrigerated storing Biological Increased bacterial load Prerequisite programs Biological Filth Prerequisite Program Physical Hazardous extraneous material Prerequisite programs Process Step/Incoming Material: Cans/Ends Storing Biological Post process contamination due to cans/ends damaged during storage Prerequisite programs Biological Filth Prerequisite programs Chemical Cleaning chemical contamination Prerequisite programs Process Step/Incoming Material: Dry Ingredients Storing Biological Filth Prerequisite programs Chemical Cleaning chemical contamination Prerequisite programs Physical Hazardous extraneous material from storeroom Prerequisite programs Process Step/Incoming Material: Can Depalletizing Biological Post-process contamination due to incorrect or damaged cans Prerequisite programs Process Step/Incoming Material: Blanching Biological Growth of thermophiles Prerequisite programs Biological Inadequate removal of gases Prerequisite programs Chemical Cleaning chemical residues and/or lubricants Prerequisite programs Process Step/Incoming Material: Can Conveying Biological Post-process contamination due to damaged cans Prerequisite programs Physical Hazardous extraneous material from plant environment Prerequisite programs Process Step/Incoming Material: Mushroom / Conveying / Inspecting Chemical Cleaning chemical residues and/or lubricants Prerequisite programs Physical Hazardous extraneous material Prerequisite programs Process Step/Incoming Material: Slicing/Dicing (If required) Biological Improper slice thickness / clumping, and percent fines could result in under-processing Prerequisite programs Chemical Cleaning chemical residues and/or lubricants Prerequisite programs Physical Metal fragments from equipment Prerequisite programs Process Step/Incoming Material: Foreign Object Removing Physical Failure to remove foreign objects Prerequisite programs Process Step/Incoming Material: Filling Biological Mushroom compaction during filling resulting in under processing Prerequisite programs Chemical Cleaning chemical residues and/or lubricants Prerequisite programs Physical Metal fragments from equipment Prerequisite programs Process Step/Incoming Material: Weighing Biological Product heavier than maximum fill weight in scheduled process could result in under-processing Yes Weighing Yes Yes CCP-2 Process Step/Incoming Material: Water filling Biological Inadequate temperature resulting in low it Yes Take it just prior to thermal process Yes No Yes Thermal Processing Process Step/Incoming Material: End Feeding/Closing/ Inspecting Biological Post-process contamination due to damaged ends, compound ski