How to Use Facebook Assignment Example | Topics and Well Written Essays - 1000 words

How to Use Facebook - Assignment Example You first need to fill out a sign-up form which needs you to enter your first and last name, address, birthday, and finally, your gender. You would be required to come up with a password and an email which you will use to log in into the Facebook account. Verify your account: once you have completed the process of creating the account, you will see a message on the newsfeed at the top of the page notifying you that an activation email has been sent to the address you signed up with. Once the account is verified, you can commence making use of Facebook. By clicking the ‘Edit Profile link which underneath your picture in the top-left corner, you can add information your Facebook accounts such as relationship status, hometown, current home, favorite quotes, religious views, and political views. Next, is reviewing your available options. This menu permits you to modify the basic privacy settings that affect your whole Facebook account. Customizing your settings can assist you to keep personal information private. This is because as a result of the social nature of Facebook, persons have a tendency of posting a lot of personal information (Harri, 2104). Enter the name, phone number of the person into the search bar and search. Click the results from the list and then click the button ‘Add friend.’ When the other person accepts the friend request, you automatically become friends (Harri, 2104). Respond to friend requests. Since you have started to use Facebook, you will also receive friend requests from other users and you can accept or decline the request. Next, to each request, you will observe the number of mutual friends you have with that particular individual. You can also like pages on Facebook. Begin by searching for musicians, artists, businesses, famous people, organizations, and more using the Facebook search bar.  

Microeconomics Math Problem Example | Topics and Well Written Essays - 500 words

Microeconomics - Math Problem Example For example, if the company decides not to fly, it will still incur the fixed costs as they are not related to the output. It will only save the variable costs. In this situation there's no revenue as firm's planes are lying idle. In this situation the firm will still have to pay its insurance and incur depreciation incurring a loss of $4000. However, if it flies between the two cities it makes a loss of only $2000. Hence, it is better for the company to fly between the two cities. However, if it keeps on making losses and they extend to the long-run, then it is better for the firm to shut-off its operations and invest its capital in an industry, where it could make a normal profit. b) At the product price of $28, the production will fall to 5 units. At his point the firm will be making a loss of = 140 - 175 = ($35). Despite the loss, the firm will continue to produce as it covering its variable costs. c) At the product price of $22, there will be no production at all. Looking at the data, the firm will try to equate its price with MR and the resulting output according to this should be 2 units. However, the revenue gained from this will be only $44, whereas the average costs will be $75, as a result the firm will not produce at all as its revenue is less than average costs and it will only increase the loss if the firm decides to go with the production. S

Knowledge Questions for Unit Hsc Essay Example for Free

Knowledge Questions for Unit Hsc Essay As a candidate, make sure you describe and explain your actions. | | | | | | | |Knowledge Questions for Unit HSC 44 | | | | | | | |5 | | | |Who draws up the Code of Practice for Social Care? | | |The General Social Care Council. | | | | | | | |6e | | | |Outline features of systems used in Lincolnshire in respect of confidential reporting of issues of concern. | | | |The council has its own policy which helps to inform on bad practice, difficulties between staff members and complaints ect. This is| | | |the ‘whistle blowing’ policy and it was designed in order to protect those wishing to make a complaint and to avoid such things as | | | |victimization. Although anonymous, complaints are still dealt with the same seriousness as named complaints although it is preferred| | | |that applicants with complaints should not be anonymous. | | | | | | | | | | |7 | | | |When the Children’s act 2004 was published it contained some major changes for the way in which services were to be delivered. Take | | | |one and explain in your own words the advantages this brings for the wellbeing of children and their families. | | | |The Childrens Act 2004 brought about many changes and most significant was the Every Child Matters campaign that runs along side the| | | |2004 act. For the Act itself the main change that helps in the work that I do is the implementation of the CAF. This works in line | | | |with the need for inter-agency working. I think this is one on the most crucial changes of the Act, and as the Victoria Climbie | | | |inquiry showed many agencies were involved with the case and through lack of communication, information sharing and joint working | | | |Victoria Climbie died at the hands of her aunt. One of the many advantages is local authorities drive for inter-agency working. | | |Through this many agencies are trying to change their way of working and with the help of the CAF more agencies are invited to the | | | |first meeting when a child has been shown to have additional needs. On the whole the process is proving to be more focussed on the | | | |child and family and this reduces any stigma for the families as in the past most cases where always referred to social workers. | | |Families and children are now seen more often and social workers can now focus on the more complex and child protection cases. | | | |Through inter-agency wo rking families and children are given the help that meets their needs and reduces the need for long term | | | |involvement. | | | | | | | | | | |8a | | | |Outline the features of the Dfes initiative â€Å"Building a Culture of Participation† | | | |This initiative is led by the government in their commitment to allow children to have a say in how policies affect them and to | | | |contribute to how a service is delivered. By listening to children and young people it ensures that policies and services are | | | |designed around their needs. This leads to better outcomes for children, young people and families. It also allows for policies to | | | |be effectively evaluated and evolve as necessary. | | | | | | | | | | | |9a | | | |Outline the Common Assessment Framework. Explain why this Government initiative has been introduced and its purpose. | | | |The CAF was implemented in 2006 in order to have a universal assessment form that could be used by all agencies and professionals. | | | |This was in line with some of Lord Laming’s recommendations after the Victoria Climbie enquiry. As a universal document it reduces | | | |the need for repetitive assessments and focuses more on the child and family and multi agency working. The CAF process can start at | | | |any time once it has been identified that a child has an additional need. Once agreed all information is shared between the agencies| | | |involved again reducing the chance of a child ‘falling through the system’. As the CAF is aimed at early intervention some one such | | | |as a school teacher can be the lead professional allowing more serious cases to be dealt with by social workers. As children can | | | |often have what was once deemed as minor issues and not warrant the classification as a child in need, through the CAF they are | | | |classed as having additional needs which allows professionals to work with the child and family. Once a child that has been | | | |highlighted as a CAF they can move in and out of the system as identified issues arise. | | | | | | | | | | |9bc | | | |Summarise the targets of the combined health and education initiative â€Å"Healthy schools†. | | | |The national healthy schools programme promotes a whole school approach to health. The programme is a joint initiative between the | | | |department of health and the department for children, schools and families. It aims to deliver benefits for children on improvement | | | |in health, raise pupil achievement, more social inclusion and a closer working between health promotion providers and education | | | |establishments. | | | |The public health white paper choosing health (2004) set a challenging target for 75% of schools to achieve healthy school status by| | | |2009 and for all schools to work towards this target. Through a planned curriculum schools can promote learning and healthy | | | |lifestyle choices. The four core themes within the programme are: | | | |Healthy eating | | | |Physical activity | | | |PSHE | | | |Emotional health and well-being. | | | | | | | | | | | | | |12 | | | |How does the Joint Annual Review shape the way in which Children’s Services are delivered locally. You may wish to discuss | | | |Lincolnshire’s last JAR and comment on how the recent Service restructuring has been a result of this. | | | |The Children’s Act requires joint area reviews to be conducted in each children’s services authority area. The multi-disciplinary | | | |team of inspectors review all services provided to children and young people aged 0 – 19. There are around 42 key judgements which | | | |relate directly to the five outcomes highlighted in the every child matters framework. Through the Lincolnshire JAR report published| | | |in March 2007 it was proved that there was a need for better facilities for all children aged 0 – 19. There are now plans to develop| | | |a further 23 children’s centres by 2008. Through this service restructuring the aim is to shift the balance of services from | | | |interventionist to a preventative approach. The strengthening families will work with partner agencies to deliver the five outcomes | | | |for the every child matters. This is where children’s services as a targeted service interface as part of a universal service. | | | | | | | | | | |16e | | | |Identify the risks to effective working caused by stresses on the work force and recommend what action can be taken. | | | |When work becomes too stressful for an individual it can cause a knock on effect throughout the staff team and the cases in which | | | |the individual is working on. The individual can start to have more days off sick which could cause other staff members to add to | | | |their workload in taking on those individuals cases. Stress can also cause the individual to lose direction and focus in the cases | | | |they work on and this can result in a reduced quality of service for those particular families. | | | |Stress in the work place can be identified early and then reduced by regular supervision. Supervision gives the individual a chance | | | |to discuss their cases and anything that might be causing them to feel stressed. Supervisors are then able to help supervisee’s in | | | |managing there stress before it gets to the point where it affects all that they do. Staff meetings are another opportunity to get | | | |together on a regular basis with other team members as it’s a chance for everyone to discuss their working role as well as any | | | |difficult cases they may have. This gives a chance for positive reinforcement by the manager on the work that is being done and also| | | |a chance to ‘brainstorm’ ideas that might help with the work. | | | | | | | | | | | | | | | |17 | | | |Explain in a short paragraph how the Social Model of disability affects children and their families which you work. | | |The social model of disability says that people are disabled not by their impairment, but by society that does not take account of | | | |their needs and prevents them from having full access to society due to physical, communication and social barriers. A large | | | |majority of the families that I work with fall into the category of being disabled by society. Those families that are most | | | |disadvantaged are those living in poverty. Families face multiple stresses which can affect a child’s needs. If a parent struggles | | | |to provide an adequate environment for a child this will impact on the child’s developments and the parent’s capacity to care for | | | |the child. | | |CHILD A | | | |CHILD B | | | | | | | |No dependence on social security benefits | | | |Household receives multiple enefits | | | | | | | |Two parent family | | | |Single adult household | | | | | | | |Three or fewer children | | | |Four or more children | | | | | | | |White | | | |Mixed ethnic origin | | | | | | | |Owner occupied home | | | |Council or privately rented home | | | | | | | |More room than people | | | |One or more persons per room | | | | | | | | | | | | | | | | | | | |18a/b | | | |See 8a above. | | | | | | | |18d | | | |Using Lincolnshire County Councils Competency framework, explain how you would assist a member of your team to develop skills in | | | |risk management with regards to child protection. You need to be specific to an individual competency. | | |Using competency number 8 –Analysis and Judgement. I would be able to assist the member of staff in the above question. As part | | | |of the competency it requires the individual to look closely at the work they do and how it could be improved. Part of this is | | | |through having a broad range of information about an issue. In this particular instance it would be child protection. This could be | | | |done in-house through regular supervision. This can be through asking the individual to research up to date information and then | | | |having a question answer session on the information they have found. This shows that the indivual has done what is requested and | | | |demonstrates that they have an understanding of the subject that they would then be able to take into their work practice. Another | | | |useful development skill would be to assign the individual to a child protection case that was held by a social worker. The indivual| | | |would gain insight into the process of how child protection is identified and then managed. This hands on approach would give valued| | | |knowledge and development without risk to the family involved. | | | |Finally a child protection training course would be beneficial to the individual to again further develop there knowledge of the | | | |subject. | | | | | | | | | | | | | | |19 | | | |What impact does placement disruption potentially have on the wellbeing of Children In Public Care. You should relate your answer | | | |the recent Government paper ‘Care Matters’ | | | |Most children who end up in care experience multiple moves. It is standard that three or more moves constitutes as placement | | | |stability. Child development theories say that repeated movements jeopardize the opportunity for children to develop secure | | | |attachments with carers and trusting relationships with adults. Children with behaviour problems, prior instability and the age of | | | |the child at placement have all been found to be important factors in placement instability. | | | | | | | | | | | | | | | | | | | | | | |24 | | | |List 3 types of evidence that would be valid in court. Explain your rational behind each one. | | | |1) Video Evidence- For children 14years and under. Also for children classed as a vulnerable witness. Video evidence reduces the | | | |need for a child to be in court and to be face to face with the perpetrator. | | | |2) Court reports – These are factual based evidence which follow a mandatory guideline for completing. | | | |3) Records – Records are an essential source of evidence for investigations and inquiry’s, and may also be used in court | | | |proceedings. Therefore it is essential that any records on a child are clear and accurate and ensure that there is a documented | | | |account of an agency’s or professional’s involvement with a child and/or a family. | | | | | | | | | | |25 | | | |Provide three examples of recording information that might be deemed discriminatory and explain why, in at least one of these | | | |examples, the discrimination might pass without comment. | | |1) The child is ‘missing’ from the record – This doesn’t mean that the child hasn’t been mentioned at all, but that their wishes and| | | |feelings, their views and understanding of their situation, are not recorded. The absence of a child from the record suggests to the| | | |reader that no work has been done with the child, or that the child has not been involved in any work. | | | |2) Facts and opinions are not differentiated – Failing to differentiate between fact and opinions can result in the significance of | | | |some information being overlooked, or opinions becoming accepted as facts and which could influence the management of the case. If | | | |opinions and judgements are not substantiated in the record it can be difficult to explain how these were made to family members who| | | |access the records especially if the case holder who wrote them is no longer working within the agency. | | | |3) The record is not written for sharing. | | | | | | | | | | | | | | | | | | | | | | | | |This account must (except in the case of responses to questions) be authenticated by at least one of the following | |Work products seen | | |List | | |Witnessed by— |Name |Sign |Expert | |Include on witness list | | |Y/N | |I confirm the authenticity of the |Signature of Candidate | |work above |DATE 31. 03. 08 | |I confirm the judgements claimed |Signature of Assessor |TICK IF OBSERVED | |above |DATE | | EV 5

Wet Mix and Dry Mix Concrete: Cost and Quality

Wet Mix and Dry Mix Concrete: Cost and Quality This is a conceptual proposal in which the main objective is to determine the cost and quality effectiveness on the application of modular wet mix and dry mix concrete batching plant. Based on the data collected over the pass years, a detail study was being conducted to determine the various cost factors arising from the setting up of concrete batching plant, production operations, quality control, inventory and delivery of the products to the customers. As this study covers the entire overall operations of a commercial concrete batching plant, the complexity of the various processes and functionalities has to be identified to provide a full understanding on the limitations on the speed, cost, quality, flexibility and dependability. This proposal is also inline with the company long term strategy of increasing the marketing share by twenty percent annual growth. Therefore, to achieve this goal, various steps have to be taken into consideration such as the speed, cost, quality, flexibility and dependability. Existing Dry Mix Concrete Batch Plant Plant Component The basic components of dry mix concrete batch plant and its related facilities are as tabulated below:- Item Descriptions Remarks 1 Ground Hopper For feeding of raw material, coarse and fine aggregates 2 Movable Inclined Conveyor To convey the coarse and fine aggregate to the designated storage compartment 3 Aggregate Storage Bin For storage on top of the aggregate weighing bin 4 Aggregate Weighing Bin For weighing of the coarse and fine aggregates 5 Shooting Conveyor To convey the coarse and fine aggregates at high speed which shoot directly into the mixer drum of the mixer truck 6 Cement Storage Silos For storage of cement OPC, PFA and Slag Cement 7 Cement Weighing Bin For weighing of various cement 8 Water Weighing Bin For weighing of water 9 Admixtures Weighing Bin For weighing of admixtures 10 Control Room To provide staff on the control of the production 11 Water Storage Tank For water storage 12 Aggregate Stockpile For storage of coarse and fine aggregates 13 Slump Check Platform For concrete slump check 14 Wheel Loader For material handling from aggregate stockpiles to ground hopper 15 Mixer Truck For mixing of concrete and delivery of finished products to customers 16 QC Laboratory For quality control and testing 17 Power Supply To provide power supply to the plants and other facilities either by TNB or generator set 18 Waste Material Storage To collect all waste material and disposed to designated area Figure 1 in the Appendix shows a typical dry mix concrete batch plant layout. The ideal size for setting up is plant is 2,950m2, this set up will include a laboratory for quality control, a site office for staff and other facilities such as workshop and weighbridge on material control. Process Flow of Dry Mix Plant The process flow of the entire dry mix plant operation per 8 m3 load is as illustrated below:- Cycle Time per Load = Batching + Mixing Slump Check + Delivery + Discharging + Return + Queuing = 5 min + 15 min + 30 min + 45 min + 30 min + 10 min = 135 min From the process flow mapping, it is clearly shown that the complete process cycle time for 8 m3 load is 135 minutes. As the plant capacity is 80m3/hour, if the efficiency of the plant is 80%, therefore the plant is capable of producing 8 loads of 8m3-load but all the rest of the processes are done by the mixer trucks from mixing to discharging at site. In order to have a smooth operation flow, the number of mixer truck required by this dry mix plant is calculated as below: Number of Mixer Truck = 135/60X8 = 18 From the calculation above, 18 units of mixer truck is required for the smooth operation. Quality of the Product In dry mix plant, all the pre-determined materials are charged into the mixer drum of the mixer truck, then the mixing and quality check are carried out by the individual mixer truck operator accordingly. The product quality is not consistent as this is done by the 18 mixer truck operators and therefore, quality is becoming a major issue in this type of plant as the requirement of the quality is increasing with the advancement in construction technology. This quality will also hinder the further penetration of market share and jeopardise in achieving the long term strategic goal. Cost This operating cost is only covering all the facilities except the raw material cost as this remains consistent either dry mix or wet mix plant. But there are other costs that everyone is aware of such as the maintenance cost of the mixer truck. In this case, the operating cost of the plant is cheap but the mixer truck is much higher as there are 18 units of mixer drums which are having high wear and tear parts as they are used for mixing the concrete. These costs will be tabulated in the comparison and the overall operating cost will be identified. Flexibility In term of flexibility, this dry mix plant will have a limitation in producing high grade concrete as the mixing is done by mixer truck. The mixer truck will not be able to mix consistently and thoroughly inside the mixer drum of the mixer truck as the mixing is only dependent on the ploughing and dropping action of the mixer blade on the side wall of the mixer drum. Other than this, it is the same as in other type of plants. Dependability The availability, reliability and maintainability of this plant is actually quite similar to the other types of plant available in the market but duration for each maintenance will be a little bit shorter than wet mix plant because the components is less and the mixing is transferred to the mixer truck, therefore the availability is better. The reason for this is, there are 18 units of mixer instead of 1 unit of mixer. Proposed Modular Wet Mix Plant Basic Plant Components The basic components of dry mix concrete batch plant and its related facilities are as tabulated below:- Item Descriptions Remarks 1 Ground Hopper For feeding of raw material, coarse and fine aggregates 2 Aggregate Weighing Bin For weighing of various types of aggregates 3 Horizontal Conveyor To convey the weighed coarse and fine aggregates to Inclined Conveyor 4 Inclined Conveyor To convey the weighed coarse and fine aggregates to the aggregate transfer bin 5 Aggregate Transfer Bin For storage on top of the Mixer 6 Mixer For mixing of concrete 7 Concrete Holding Hopper For holding of finished product before discharging into mixer truck 8 Cement Storage Silos For storage of cement OPC, PFA and Slag Cement 9 Cement Weighing Bin For weighing of various cement 10 Water Weighing Bin For weighing of water 11 Admixtures Weighing Bin For weighing of admixtures 12 Control Room To provide staff on the control of the production 13 Water Storage Tank For water storage 14 Aggregate Stockpile For storage of coarse and fine aggregates 15 Wheel Loader For material handling from aggregate stockpiles to ground hopper 16 Mixer Truck For mixing of concrete and delivery of finished products to customers 17 QC Laboratory For quality control and testing 18 Power Supply To provide power supply to the plants and other facilities either by TNB or generator set 19 Waste Material Storage To collect all waste material and disposed to designated area Figure 2 in the Appendix shows a typical modular wet mix concrete batch plant layout. The ideal size for setting up is also plant is 2,950m2, this set up will include a laboratory for quality control, a site office for staff and other facilities such as workshop and weighbridge on material control. Process Flow of Modular Wet Mix Plant The process flow of the entire modular wet mix plant operation per 8 m3 load is as illustrated below:- Cycle Time per 8 m3Load = Batching + Delivery + Discharging + Return + Queuing = 5 min + 30 min + 45 min + 30 min + 10 min = 120 min From the process flow mapping, it is clearly shown that the complete process cycle time for 8 m3 load is 120 minutes. As the plant capacity is 80m3/hour, if the efficiency of the plant is 80%, therefore the plant is capable of producing 8 loads of 8m3-load in just 5 minutes as the process of mixing is done by the mixer and mixer truck is only used for delivery and discharging at site. In order to have a smooth operation flow, the number of mixer truck required by this dry mix plant is calculated as below: Number of Mixer Truck = 120/60X8 = 16 From the calculation above, 16 units of mixer truck is required for the smooth operation. Comparison of Process Flow Item Descriptions Dry Mix Plant Wet Mix Plant 1 Batching 5 minutes 5 minutes (Mixing by Mixer) 2 Mixing 15 minutes (By Mixer Truck) 3 Delivery to Site 30 minutes 30 minutes 4 Discharging at Site 45 minutes 45 minutes 5 Return to Plant 30 minutes 30 minutes 6 Queuing at Plant 10 minutes 10 minutes 7 Total Cycle Time per Load 135 minutes 120 minutes 8 Mixer Truck Required 18 16 By looking at the table above, it is clearly shown that the cycle time per load is reduced by 15 minutes or 11%. The number of mixer truck required to complete the work in progress is also reduced by 2 units, there will be a significant improvement in the whole process flow and this will be reflected in the investment cost and operating cost later. Quality of the Product In wet mix plant, all the weighed materials are charged into the mixer of the mixer for mixing and quality check are controlled by the batching operator accordingly of which the product quality is consistent therefore, quality issues can be minimized in this type of plant as the requirement of the quality can be assured to fulfil the modern construction technology. This quality assurance will also help increase the image and market recognition thus, to further penetrate into the untapped market share and also in achieving the long term strategic goal. Cost This operating cost is only covering all the facilities except the raw material cost as this remains consistent either dry mix or wet mix plant. Tabulated on the next page is the comparison of the overall operating cost of the whole process flow. It can be shown that the overall operating cost is reduced by RM1.26/m3 or 7.2% and it is very significant and substantial as the annual production is huge. For example, an annual production of 1 million cubic meters will mean a saving of RM1.26 million and so on and so forth, thus increasing the profitability of the sales and competency in the market place. Comparison on Wet and Dry Mix Plant Operational Cost excluding Raw Material Flexibility In term of flexibility, the wet mix plant will have less limitation in producing high grade concrete as the mixing is done by mixer. The mixer will be able to mix consistently and thoroughly inside the mixer as the mixer is specially design for this specific purpose. It can also produce different types of design mix as required by customers. Another advantage is that the supply radius can be increased by 5 km, thus the coverage area. Dependability The availability, reliability and maintainability of this plant is actually quite similar to the other types of plant available in the market and the duration for each maintenance will be a little bit longer than dry mix plant because the components is more, therefore the availability is slightly less but this can be eliminated by pre-planned preventive maintenance. Conclusion With the study and experience that had been merged and input, it is strongly advisable to convert all the dry mix plant into the modular wet mix plant for the following reasons:- Cheaper operating cost as justified on the operating cost Better flexibility for high grade concrete Less mixer truck requirement Quality consistency and assurance All the above implementations will be justifiable to achieve the company long term strategy to provide the highest quality, service at the lowest cost and to increase the market share in the next 10 year.

The Somewhat Scary Progression of Technology :: Computers

The Somewhat Scary Progression of Technology Technology has carved the path of human existence since our humble origins. It is our curious nature and ever present ingenuity that leads us to create technological wonders of perplexing magnitude. As the first Neanderthal man sharpened a spear and tempered it in lightning born flames he sealed man-kinds future; a future as certain as our past. The pendulum of human dominance started its undulation and science was conceived to replace the ignorance of our times of yore. With our undying fortitude our achievements soared to the sky within heavens reach, surpassing even our own expectations. Although, with this progress also came the burdens of responsibility, and our technology soon outreached the length of our control. Controlled or not, technology has shaped our fate in ways that are unfathomable by the human mind. The future of technology is difficult to foretell, and can only be prophesized by the study of our past. Technology as it exists in current times has taken the digital for. With a matrix of binary number systems; computers process information at speeds mystifying the more appreciative of our race. Our innocence and simple life style has been traded for the raw technology that subsidizes our every day existence. The evolution of technology has spurred the loss of culturally identifying characteristics of our society. Par example, labor has become less skilled and more monotonous in structure. The development of computers destroyed many talented workers who created superior goods with a level of quality unmatched by computerized mass production. Also, technology has lead to the ignorance of much of our youth. Video games have prevented scores of people from experiencing life and its awesomeness. They use false fantasy worlds created in the minds on game designers to replace their scanty reality. This spawns drab people without the necessary experiences to live life. With the advent of technology also came mankind’s loss of privacy. There are many things that the masses do every day that are being recorded and analyzed without our knowledge or consent. The purchases you make, such as beer, are recorded by servers to analyze the effects companies marketing strategy is having on your subconscious (cnn.

Corporate Development During The Industrial Revolution :: essays research papers fc

Corporate Development During the Industrial Revolution The Standard Oil Company founded by John D. Rockefeller and the U.S. Steel Company founded by Andrew Carnegie. The Standard Oil Company and U.S. Steel Company were made successful in different ways due to the actions of their different owners. The companies differed in their labor relations, market control, and structural organization. In the steel industry, Carnegie developed a system known as vertical integration. This means that he cut out the middle man. Carnegie bought his own iron and coal mines because using independent companies cost too much and were inefficient. By doing this he was able to undersell his competetors because they had to pay the competitors they went through to get the raw materials. Unlike Andrew Carnegie, John D. Rockefeller integrated his oil business from top to bottom, his distinctive innovation in movement of American industry was horizontal. This meant he followed one product through all its stages. For example, rockrfeller controlled the oil when it was drilled, through the refining stage, and he maintained control over the refining process turning it into gasoline. Although these two powerful men used two different methods of management their businesses were still very successful (Conlin, 425-426). Tycoons like Andrew Carnegie, "the steel king," and John D. Rockefeller, "the oil baron," exercised their genius in devising ways to circument competition. Although, Carnegie inclined to be tough-fisted in business, he was not a monopolist and disliked monopolistic trusts. John D. Rockefeller came to dominate the oil industry. With one upward stride after another he organized the Standard Oil Company, which was the nucleus of the great trust that was formed. Rockefeller showed little mercy. He believed primitive savagery prevailed in the jungle world of business, where only the fittest survived. He persued the policy of "ruin or rule." Rockefeller's oil monopoly did turn out a superior product at a relatively cheap price. Rockefeller belived in ruthless business, Carnegie didn't, yet they both had the most successful companies in their industries. (The American Pageant, pages 515-518) Rockefeller treated his customers in the same manner that Andrew Carnegie treated his workers: cruel and harsh. The Standard Oil Company desperately wanted every possible company to buy their products. Standard Oil used ruthless tactics when Rockefeller threatenedto start his own chain of grocery stores and put local merchants out of business if they did not buy oil from Standard Oil Company. Carnegie dealt with his workers with the same cold lack of diplomacy and consideration. Carnegie would encourage an unfriendly competition between two of his workers and he goaded them into outdoing one another. Some of his employees found working under Carnegie unbearable.

Plato and Mill on the relationship between individual and society Essay

Plato was born around 428-7 BC, he lived for the most part of his life in Athens, and had much to say about Athenian democracy. Mill was born much later in London in 1806, but although over two thousand years of political philosophy divide the two, much of the same issues and concerns arise in both their work though often with very different outlooks. Despite their differing opinions Plato and Mill are both antithetical, or in other words believe that the â€Å"tyranny of the majority† is to be feared. Plato believes that individuals are selfish and pursue their own self-interests at the expense of the rest of the population, and follow their own moral path. The philosopher individual is epitomised by the â€Å"Gadfly†. The gadfly is referred to by Plato in the Apology, to describe Socrates’ relationship with the Athenian political scene. Socrates believed he irritated for the purpose of leading people closer to the truth ‘to sting people and whip them into a fury, all in the service of truth’. The gadfly describes a person who upsets the status quo by posing lots of questions. Plato states that while the gadfly is easy to swat, the cost to society of silencing an individual simply because of his irritancy could be extremely high. This seems to contradict some of what he has to say on his republic, as he stifles the lower class citizens in the Kallipolis, counting their opinions as obsolete in comparison to the philosophers. The gadfly is also mentioned in the Bible in the Book of Jeremiah also relating to political influence ‘Egypt is a very fair heifer; the gadfly cometh, it cometh from the North’. Plato believes that Democracy fosters the wrong kind of individual, hence the Kallipolis, which is the inverse of Democracy, designed to bring about the ‘right way of living’. In Plato’s view, an individual is fulfilled by the contribution that he or she makes to the overall functioning of the community, and the Kallipolis is designed to make this possible for everyone. Plato’s state also respects the individuality of its members and treats them equally. In Plato’s republic, the state limits the freedom of its individuals, but only to ensure that all the members receive the same amount of freedom. In effect, Plato believes that the repression of individual freedom results in equal freedom for the society as a whole. This is contrasted to Mill, whose view is that, excluding children, the individual is sovereign over himself, his body and his mind. Interference in an individual’s beliefs or actions is wrong. Unless it is known that one is inflicting harm upon another, interference is not justified. Mill has three liberties that are the hallmark of a free society- the first is the freedom of thoughts and sentiment on all subjects, including freedom of expression and publication. The second liberty is the freedom of taste; the fact that others may disapprove of an individual’s actions or beliefs, is not justified by Mill as the basis of interference, for example homosexuality. The third and final liberty necessary for a free society is the freedom of individuals to unite as long as the resulting union does not lead to others being harmed as a result. Mill forbids coercion and deception within the union, as he believes it is unjustified to have a direct negative impact on the utility of others (this does not involve doing something which someone else does not agree with). Mill encourages individualism and self-development or ‘human flourishing’ as he believes that it will only benefit society, as the individuals will be able to contribute more if they reach their full potential and are allowed to develop their own ideals and opinions. Mill has concerns over the limits of which power can be legitimately exercised by society over the individual. Safeguards are necessary to ensure that the majority does not suppress the minority. ‘Mankind would be no more justified in silencing one person, than that one person; if he had the power would be justified in silencing mankind’. Plato believes that false opinions could be dangerous to society, whereas Mill would say they were necessary in order to help obtain the truth, something that we as humans so desperately strive to obtain. Plato believes that satisfying our desires is something scarcely worth caring about, whereas Mill would encourage us to do so as long as it brings utility rather than harm. Free discussion in Mill’s opinion will only aid us in getting closer to the truth, as who is to decide what is true if there is no proof? A combination of views, questions and opinions are better than one view or opinion that is decided to be true, and not questioned. There are always people who will disagree with something that others agree with, so who is ‘right’? Plato believes that in order to have a productive and harmonious society, conditioning or training is necessary to ensure that the members’ actual desires coincide as far as possible with their real desires, thus reducing conflict. Mill would argue that this is in a sense brainwashing the individuals to believe that they are happy and that they are fulfilling desires, when in fact they are only fulfilling what the Philosopher Kings have told them they desire. Plato believes in critical freedom, which the Kallipolis is intended to provide to its members as much as their nature permits, Mill however believes in actual freedom in which all is permitted but harm (The Harm Principle). Mill’s rejection of social contracts is accompanied with the acceptance of certain rules of conduct in our dealing with others in return for the protection we receive from society. For example, we are bound to observe and respect the rights of others and according to him â€Å"As soon as any part of a person’s conduct affects prejudicially the interests of others, society has jurisdiction over it†. Otherwise Mill states that foolish actions do not deserve penalties, and that mature individuals should be left to develop and coagulate their own views and act on their own impulses. All society can do is help educate its members as to what is moral and immoral before they reach the state of maturity and therefore the freedom they have a right to. Plato’s similes are used to demonstrate the negative aspects of democracy and Athenian politicians. The simile of the cave is used to show how politicians will conceal the truth from the people (represented by the prisoners). The people are ignorant and do not possess the knowledge that they deserve. The prisoners are bound and only have a view of the wall in front of them, there is a fire behind them, between them and the wall is nothing. All that the prisoners can see are shadows of themselves, and of the objects behind them. The prisoners naively believe that the shadows are real as they have nothing else upon which to base their knowledge. One of the prisoners manages to escape from the cave, and in the light of the sun sees the real world for the first time. He realises that all this time he was deceived by shadows. This man, if according to Plato is in possession of the capacity for knowledge and wisdom will feel it is his duty to go back to the cave, release his fellow prisoners and enlighten them. The other prisoners are hard to persuade however, as his exposure to the sunlight renders him unable to see the shadows as clearly as before, and so the prisoners just think that he is less intelligent than when he was trapped. Plato justifies the Philosopher Kings lying to the people in order to protect them. Plato argues the necessity of a structured organised society separate from the outside world in which every individual reaches their maximum potential and has a fundamental part to play in contributing all they can to their community as a whole. Education is available to all members of the Kallipolis regardless of gender. Mill states in his introductory chapter to On Liberty that the ‘struggle between liberty and authority is the most conspicuous feature’. Mill developed a principle to counteract what he calls the ‘interference of collective opinion’ on an individuals’ independence, this principle was called the Liberty principle. Mill and Plato have different styles of communicating their points, Mill expresses his ideas in the form of discursive arguments, Plato however expresses his ideas in the form of dialogue, something which Mill praises Plato for regardless of their conflicting conclusions. Plato’s Kallipolis, or utopia is designed as a hierarchical state consisting of three different classes, the Producers, the Auxiliaries, and the Guardians. These three different classes will have very different experiences of life, and which one they will lead depends on their capacity for knowledge. The three classes experience different upbringings, and receive different levels of education. Plato contradicts himself, he says that all people in the Kallipolis should be ‘friends’ and ‘equals’ yet he also unashamedly states that the Producers will not be able to choose how they wish to live their lives, and that their opinions are the least worthy. The Producers are in effect not free, but rather slaves to their senior ranking class, the Guardians. The Producers are thought to be the least intelligent mass of the population, and they are therefore expected to trust and believe their rulers. This is justified by Plato because it is better for them to be under the control of ‘divine wisdom’ something that the minority of the population possess, and what makes those that do worthy to rule over all others. Plato’s belief is that if these less intelligent people are allowed to think freely, then they will make the wrong choices, and an individual is only worth what they contribute to their community as a whole. This means that personal desires are not as important as the overall functioning of the community, which is immaculately ruled by the Philosopher Kings who have the ability to learn and retain the knowledge leaded to rule and guide the citizens of the Kallipolis. Mill’s views contradict these of Plato’s; his liberalist view is that the individual is important in creating the desired environment within the state and is worthy of reaching their full potential in all areas. Mill considers freedoms of opinion and of actions necessary, and his Harm Principle was made to help protect other individuals from being hurt. Mill believes that individuals have a fundamental right to discover and develop their knowledge to their maximum capacity with the absence of ‘a priori’ constraints. Plato’s view on the freedom of individual development of knowledge is that it is the â€Å"despotism of custom†. Mill prioritises the freedom of thought and expression; he believes that unless we push an argument to its absolute limit, then we cannot claim to fully understand it. Mill says that we must listen to everyone, even those that offend us, or those who we believe to be irrelevant. Mill’s justification for this is that if one person speaks out against an otherwise unanimous society about a certain topic, and they are right, then they could enlighten the mass to the truth. If they speak out and are found to be wrong, then they have simply helped the mass come closer to the truth by falsely opposing it. Plato’s analogy of the Beast shows how politicians will keep society happy in the short term, while not regarding what is best for them in the long term. It works on the basis of keeping the people satisfied rather than truly doing what is best for them (according to Plato). The keeper of the Beast manipulates it with what is wants at the time by giving it treats, with no regards for its health. It is made clear however that the Beast is manipulating the keeper too, by getting what it currently desires out of him. For this reason Plato says that freedom to do what one wants when ignoring the absolute truth, or the long term real effects of certain action or decision can be damaging to the â€Å"inward domain of consciousness†. Similarly, his analogy of the Ship of State depicts his attitude on Athenian democracy. The captain of the ship is stronger than any of the crew, but he lacks the skill of working on and handling the boat. The crew argue over who should be in control, and beg the captain to allow them to take control of the ship. Those who succeed turn the voyage into a â€Å"drunken pleasure cruise†. The true navigator or â€Å"star-gazer† is overlooked by his fellow men although he is the only one skilled enough to actually guide the ship, he possesses the â€Å"art of navigation†, and seamanship. He is unable to gain the control needed to steer the ship to safety. The captain represents Athenian citizens responsive only to the rhetoric of the crew, the crew represent the politicians, they are manipulative and are not concerned with the truth, but rather power. Plato says that eventually the crew will ask the navigator for help, sacrificing their freedom and control for their safety and social benefit. The navigator is capable of using his knowledge of astronomy (knowledge of Being) to help guide the ship and those on it through a world of constantly changing and sometimes-dangerous weather conditions (the world of Becoming). The crew must surrender to the navigator, as he possesses not opinions or beliefs, but facts. The crew have to recognise his superior knowledge and therefore his authority, although they would fail to do so if it did not ultimately benefit them. Mill would argue that this analogy is incomplete, for the crew are able to be taught the skill of navigation themselves and do not need to rely solely on the â€Å"star-gazer†, wouldn’t a crew of capable navigators be better than just one? Mill would argue that it is vital for the well being of the state to be able to argue against the truth. He argues the positive value of blasphemy as it challenges assumptions that are established as being right or wrong. We can criticise Mill for assuming that all individuals are capable of being rational and having rational thoughts and discussions. Equally, Plato fails to recognise the need for questioning and testing and assumes that people will accept sacrificing their freedom because he tells them too. If the â€Å"tyranny of the majority† is to be feared then why would Plato put the minority in power, and deprive the majority of control over their lives and the lives of their children? Mill and Plato hold the same or similar views on the issue of gender. Plato says that all citizens of the Republic, male or female will have access to equal education, as gender is obsolete when knowledge is the main focus, although a woman could never become a Philosopher Ruler. In 1869 Mill wrote â€Å"The Subjection of Women†, in which he encouraged and supported equal rights for both genders. Mill encouraged the equal rights for women on the basis of utility. He argued that we could not criticise women for being less skilled than men if we did not give them equal opportunity to try. He also said that society could not be at its best when half the population could contribute nothing to society outside of the home. Plato had a number of conditions that he says will help maximise the usefulness of all members of society, the stories which children are told must be authorised, and there is the censorship of music and the restriction of meat and fish unless it is roasted. Children are to be removed from their parents and are not to know who their parents are and visa versa. They are to call all males old enough ‘father’ and all females ‘mother’, the purpose of this was to minimise private possessive emotions therefore reinforcing their focus on their relationship with their community. Deformed children and children of inferior breeding will be ‘put away in some mysterious unknown place as they ought to be’. The works of Homer and Hesiod, two of the earliest Greek poets are banned, as they encourage their readers to fear death, and depict the heavens as being filled with the ‘inextinguishable laughter of the blessed Gods’. Plato on the other hand banned loud laughter. Mill would argue that this repression is an infringement of basic human rights, and the suppression of individual development and human flourishing will do nothing but hinder the development and progression of mankind. How can society benefit if most individuals are at a disadvantage as to developing their own unique skills? Plato classifies people in three groups, as gold, the best members of society fit to be guardians, as silver members fit to be soldiers, and the common herd of brass and iron, fit only to be the producers. This is what Plato describes as the ‘one royal lie’ used to deceive both the rulers, and the rest of the city, if he can justify lying about God’s creation of the three differing classes of people then why is he justified in choosing which one they belong to? Breeding is organised with the strongest members of society used simply to keep the population ‘constant’ and as best bred as they can be. The strongest of sires are allowed to have the most children and the weaker ones less. The fundamental difference between Mill and Plato is that while Plato wished to radically change the structure of society in order to condition and force the people to behave and think in a certain way, Mill would leave the people to develop naturally, yet offer them all the education and teaching needed to steer them away from negative things and intervene only when one is inflicting harm upon another. Mill’s two main criticisms of Plato’s republic are that the proper function of the state is to regulate behaviour, not to encourage one or another’s set of belief or values. The second is that tolerance should be restricted to cases where it does not undermine the moral foundations of the community. He would argue that social bigotry should be restrained for the sake of encouraging freedom of thought and expression. Mill endorses Grote’s admiration of Athenian tolerance, as tolerance is a necessity and encourages genius as a society ‘may have persons of talent†¦but genius in such a soil is fatally stunted in it’s growth’. Plato on the other hand criticises Athenian tolerance on the basis that the maintenance of public emotions requires repression by both law and by non-legal sanctions. He held the belief that Athenian tolerance undermines civic spirit required for the furtherance of the tolerant society itself. Aristotle, a student of Plato’s born in 384BC stated that it is ‘the mark of an educated mind to be able to entertain a thought without accepting it’. It is interesting that somebody taught by Plato would recognise the need for the self-development of opinion, something that Mill believes to be essential for a progressive society. Mill states that his father taught him to value Plato and his contributions to philosophy, and he says that he does just that. He called himself a pioneer when he began his translations of Plato’s work. Perhaps this was because he believed that the time that separated the two philosophers had made way for changes albeit dramatic, to Plato’s ideas that would concur with the modern world. Mill criticised Plato for trying to show that virtue is in the individuals’ interest, but also for attempting to give justification that virtue should be preferred at all. Neither Plato nor Mill’s work is flawless, so criticisms can be made on their errors and self-contradictions, yet both of these men helped advance philosophy immensely, and provided the basis of much discussion and debate. For Mill, freedom is necessary and desirable by both the individual and society. For Plato however freedom is not of fundamental concern; it is far more important to live according to the eternal and immutable truths. Herein lays the biggest contrast in the works of these two influential philosophers as regards the relationship between the individual and society.