The First Atomic Bomb Of The United States - 1249 Words

On December 7, 1941, Japanese forces attacked an American naval base, Pearl Harbor, in Honolulu, Hawaii. Twenty naval vessels and 200 airplanes were destroyed during the attack. 2000 soldiers were killed and 1000 were injured. The following day, December 8, President Franklin Delano Roosevelt asked the United States congress to declare war on Japan. Three days later, after the United States turned its attention to Germany and Italy, the two countries declared war on the United States, which the President and Congress freely agreed to. After two years of continuous fighting in the second World War, America had finally joined (â€Å"Pearl Harbor†). Two years before America even joined World War II, Albert Einstein, a German physicist,†¦show more content†¦All worked in the fear of what might happen if Hitler were to create the atomic bomb before they did. However, by November of 1944, it became quite clear that Germany had never intended to create the bomb in the first place. Einstein and Szilard sent yet another warning to the United States, though this time, for a completely different purpose: to warn President Roosevelt of the dangerous effects that the atomic bomb could have on the post-war world. They thought that the project should be abandoned, and that they should find peaceful ways to use nuclear energy. Many people who had worked on the project began to agree with Einstein and Szilard, and after a poll of these scientists was taken, only fifteen percent favored the use of the bomb against Japan. Nonetheless, work on the atomic bomb continued with insistence (â€Å"The First Atomic Bomb†). The creation of the atomic bomb starts first with a complicated background in physics. When neutron combines with the nucleus of an atom of the isotopes uranium 235 or plutonium-239, it causes the nucleus to split into two fragments. In the process of splitting, a great amount of thermal energy, plus gamma rays and neutrons, are released. The escaping neutrons strike and then divide more of the surrounding uranium nuclei, which then discharge more neutrons that still split more nuclei. This series of rapidly multiplying divisions culminates in a chain

Marketing Plan for Kickstart - 3512 Words

Kickstart Marketing Plan Author: EcD BUS 620: Managerial Marketing Dr. Jan T. March 17, 2013 Introduction This paper presents a marketing plan for Kickstart, a new product launched February 25, 2013 from Mountain Dew and PepsiCo in the United States. PepsiCo is a beverage and snack company worldwide and Mountain Dew’s Kickstart is launching out â€Å"’a new way to do mornings’ with Kickstart, a fruit-flavored caffeinated Mountain Dew beverage† (www.kickstart.com). Kickstart is advertised to present an â€Å"alternative to traditional morning beverages – one that tastes great, includes real fruit juice and has just the right amount of kick to help them start their days (www.kickstart.com). This plan analyzes Kickstart’s 4Ps†¦show more content†¦(McRae, 2013). For Kickstart, these industry trends can be leveraged significantly. Climate Key Trends (PEST) In terms of the PEST Analysis, political factors (Finch, 2012; The Secret Marketer, 2011) suggest that there is little governmental regulations regarding the non-alcoholic beverage industry domestically. There is evidence to suggest that politicians and consumer advocacy groups have asked the U.S. Food and Drug Administration to investigate the safety of the high levels of caffeine in energy drinks for younger people (Choi, 2013) and that other companies are under investigation for these concerns but this does not present a barrier to the marketplace. Economically, soft drinks are not expensive and they are consumed by most everyone. The soft drink industry is not influenced significantly by economic influences. However, the raw materials used to create soft drinks and in juices like sugar, fruits and vitamins may affect production costs and PepsiCo’s costs of production and the profit margin (Finch, 2012). The distribution channel and transportation also affect the price of the product and the commercial tax rates can vary (Finch, 2012). Socially (Finch, 2012), people today are sensitive towards the content of advertisements. Taking this into account, PepsiCo is targeting the next generation of consumers, and they differentiateShow MoreRelatedBreast Cancer : A Unique Non Wired Bra915 Words   |  4 PagesMillie after her research find out that many women felt the same way she did about ordinary bras. For instance, she learned â€Å"that women face a bewildering series of lingerie problems or â€Å"moments† that are hard to solve after surgery and treatment† (Kickstart, Millie). According to their Millie Lingerie Survey, 99% of women immediately tried to replace their entire bra wardrobe after breast surgery but the real problem is that they are having a difficult time finding a suitable bra. 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Social Performance and Social Influence Free Essays

string(110) " tested the effects of groups on motivation, and social loafing has been replicated in most of these studies\." Social Performance and Social Influence Introduction Social performance is the study of how the presence of others affects behavior. At times, the mere presence of others can have a facilitating or motivating effect, improving performance. However, when others are present, people may also become hindered or less motivated. We will write a custom essay sample on Social Performance and Social Influence or any similar topic only for you Order Now This class will explore how one’s perception of others determines one’s response. Hetherington, Anderson, Norton, and Newson (2003) explored how eating behavior is influenced when eating alone, with strangers, or with friends. Would you predict that eating with others has a facilitating effect, increasing food intake, or the opposite effect, decreasing the amount of food eaten? Research on social influence, which refers to how the attitudes and opinions of others influence one’s attitudes and opinions, is one of the greatest contributions of social psychological research in understanding human behavior. This class focuses on two different types of social influence, one that serves to maintain group norms (social control: conformity and obedience) and the other that aims to change group norms (social change by minority influence and innovation). Social psychologist, Dr. Robert Cialdini has researched basic principles that govern how one person may influence another. You will read about these six principles in his 2002 article â€Å"The Science and Practice of Persuasion. † Social Performance Aristotle first called humans social animals. People tend to gather, play, and work in groups. Groups fulfill a variety of functions such as satisfying the need to belong, providing support and intimacy, and assisting in accomplishing tasks that individuals could not accomplish alone, etc. In Chapter 13 of the textbook, groups will be defined as two or more people working together on a task in which the outcome is quantifiable. This discussion will focus on two major areas that have been researched since the end of the 19th century: social facilitation and social loafing. Social Facilitation At first glance, these terms seem to be opposing behaviors: social facilitation refers to the fact that people work harder in groups, whereas social loafing describes their tendency reduce their efforts when in groups. The difference, it appears, is how people view the individuals in their groups–whether they perceive those in the group as being with them us or against them. If group members are against them, they perceive them as competitors, evaluators, or sources of comparison, which is likely to increase or facilitate their efforts. If they are with them, sharing in the demands of the task and evaluation, they are likely to â€Å"loaf† or reduce our efforts. These findings appear counterintuitive. Research on social facilitation began with Triplett (1989) who observed that cyclists pedaled faster, or performed better, when others were present than when performing alone. He argued that the other biker was a stimulus, arousing a competitive instinct in the cyclist. He tested his theory by asking children to wind fishing reels either alone or beside other children. The majority of the children turned the wheel faster when working alongside another child than when reeling alone. Allport (1924) termed this effect social facilitation. Still, it seemed that many disagreed about whether the presence of others increased or decreased performance on tasks. Zajonc (1965) renewed interest in social facilitation, and suggested that the presence of others enhanced a dominant response–which is the most probable response on a given task. If the task is simple and well-learned, the dominant response will be facilitated. For example, if you were a skilled concert pianist, performing in front of others would increase your proficiency on the task; you would play beautifully. Since you are not skilled at this art, being observed by others would no doubt cause anxiety and would result in quite the opposite effect, inhibiting your performance. Zajonc was suggesting that the presence of others increases drive. Others were still arguing that it was the evaluation or the competition associated with others being present that produced the drive. Whether it was mere presence or evaluation apprehension that increased the drive, the drive theory remained the dominant thought of the time. Alternative approaches to social-facilitation effects fall into three classes: The first was the continued thought that the presence of others increases drive by evaluation apprehension. The second thought suggested that the situation places demands on the individual to behave in a particular way; individuals are engaged in self-presentation and self-awareness. The third idea argued that the presence of others affects focus and attention to the task, meaning that the task becomes cognitive. Hence, the controversy over whether it is the mere presence of others or evaluation that causes social facilitation is unresolved. Social Loafing Social facilitation research demonstrates that the presence of others sometimes enhances performance, yet at times reduces it. But, how does working with others affect motivation? Many would argue that groups should energize and motivate. The tendency for individuals to work less hard on a collective task than on an individual task is called social loafing. For example, those group projects at work or school where a few individuals did the majority of the work–social loafing. Research in this area has been conducted in a way that makes individuals believe that they are either working alone or working with others–then measures efforts toward the task. For example, Ringelmann (Kravitz Martin, 1986) had volunteers pull on a rope as hard as they could in groups of varying sizes. Their efforts decreased as group sizes increased. This was explained in two ways: their motivation decreased as groups size increased or maybe the larger groups were not able to coordinate their efforts efficiently. Researchers sought to tease apart these two factors, focusing on motivation. You can imagine that it was difficult to devise methods that lead participants to believe they were either working alone (when they were not) or with others (when they were working alone), which lends to the difficulty of studying social loafing. However, over 100 studies (Steiner, 1972; Griffith, Fichman, Moreland, 1989; Jackson Williams, 1985; Henningsen et al. , 2000) have tested the effects of groups on motivation, and social loafing has been replicated in most of these studies. You read "Social Performance and Social Influence" in category "Papers" Other theories have attempted to explain social loafing. Social impact theory states that when a group is working together, the expectation is that the effort should be diffused across all participants, resulting in diminished effort. Arousal reduction postulates that the presence of others should increase drive only when they are observers and reduce our efforts when they are coworkers. Evaluation potential suggests that social loafing occurs because individual efforts are so difficult to identify during a collective task; one can easily hide in the crowd or may feel they will not be acknowledged for their hard work. Dispensability of effort argues that individuals may feel their efforts are unnecessary or dispensable. The group simply does not need them. An integrative theory: the collective effort model states that individuals will work hard on a task only to the degree to which they believe their efforts will be instrumental in leading to outcomes they value, personally. Hence, the value they place on the task (and their efforts) depends on their personal beliefs, task meaningfulness, favorable interactions with the group, the nature of the rewards, and the extent to which their future goals are impacted by the task. Social loafing can be moderated, or reduced, when individuals’ efforts can be identified or evaluated, when individuals are working on a task they deem as important or of personal relevance, or when individuals are working with cohesive groups or close friends. Individual differences or characteristics also influence who engages in social loafing less because they value collective outcomes. For example, a need for affiliation, a hard work ethic, or high self-monitoring can influence effort. It should be clear that the mere presence of others is arousing. It appears that if others are competitors or evaluators they facilitate motivation to work harder. If individuals see others as a part of themselves, they can hide behind them or their efforts can get lost in the efforts of others. Further research in this area can help us determine how our view of others affects our motivation and performance. Social Influence Processes of Control and Change Social influence is one of the primary research areas in social psychology and refers to the ways in which opinions and attitudes influence the opinions and attitudes of others. Two types of social influence can be identified in groups: influence aimed at maintaining group norms (social control) or changing group norms (social change). The most common form of social control is conformity, where an individual complies with or accepts the group’s views. Since the influence is typically within a context of a group of people influencing an individual, it is referred to as majority influence. Another type of social control is obedience, where individuals obey an authority figure, often against their will. For group norms to change, a small subset of the group must resist the majority view, which is termed minority influence. If minorities never resisted, group opinions would persist, fashions would never change, innovations would not come about, etc. It must be clear that the term majority refers to the larger group of people who hold the normative view and has power over others. Minority groups tend to be small, hold nonnormative positions, and wield very little power. This study textbook is concerned with two influence processes: processes that ensure that others adhere to the group’s position (social control; conformity and obedience) or processes that aim to change the group’s position (social change: innovation and active minorities). Social influence has studied how individuals conform to the majority, often by giving an obvious erroneous response to a question. According to Festinger (1950, 1954), this occurs because there are social pressures for groups to reach consensus, especially when there is a group goal. Individuals seek social approval and seek others to verify their opinions. Deutsch and Gerard (1955) distinguish between normative social influence (conforming to expectations of others) and informational social influence (accepting information from the group as reality). Another view is that people conform over concerns for positive self-evaluations, to have good relationships with others, and to better understand a situation by reducing uncertainty. Social influence also addresses why people comply with acts that clearly cause harm to another. The study of obedience is intimately tied to one social psychologist–Stanley Milgram (1963). His post-WWII research aimed to understand why people willingly engaged in the atrocities perpetrated by the Nazis. People probably preferred to believe these were evil, disturbed men who were intrinsically evil? However, many of them claimed they were not responsible for their behavior. After all, they were simply following orders. In Milgram’s (1963) classic study, he led participants (who were assigned to be â€Å"teachers†) to believe they were administering harmful shocks to the â€Å"learners† each time they made an error on a task. The experimenter (the authority figure) demanded they increase the level of shock for each incorrect response. As shocks increased, the receiver (the learner, who was out of the sight of the teacher) responded with distressed reactions. However, the teacher was encouraged, even demanded, to continue the experiment, even though he believed the learner was experiencing extreme distress. The question was, to what extent normal people would obey the instructions of the authority figure and administer harmful levels of shock to harm another individual. Milgram’s results showed that a full 65% of all participants administered every level of shock, surpassing levels believed to do fatal harm to subjects. Milgram’s findings have been replicated with consistent results. Why did they obey? Milgram offered the following explanations: (a) they had entered into a contract with the experimenter and did not wish to spoil the experiment; (b) they were absorbed in the experiment and lost sight of the implications of their actions; (c) the participants are acting for the experimenter; they may be pushing the buttons, but they are not responsible, the experimenter is. Notice these are all situational explanations; participants were put into a powerful role relationship with the experimenter. However, when the experimenter was not visible, or another participant played the role of the experimenter, obedience rates decreased, but did not fall to zero, indicating the role relationship did not fully account for their obedience. Milgram’s research remains some of the most intriguing and influential in social psychology. Minority Influence Moscovici’s (1976) book Social Influence and Social Change, he argues that minorities can create conflict by offering a different perspective, thereby challenging the dominant or majority view. Moscovici claims that people trying to avoid conflict may dismiss the minority position, and possibly denigrate it. However, when the minority demonstrates commitment to their position, the majority may consider the minority view as a viable alternative. He called this the minority’s behavioral style–meaning the way the message is organized and communicated. By standing up to the majority, the minority demonstrates that it is certain, confident, committed, and not easily persuaded. Researchers have compared majority and minority influence. Conversion theory is the dominant perspective and argues that all forms of influence, whether minority or majority, create conflict that individuals are motivated to reduce. However, people employ different processes depending on whether the conflict is the result of majority influence or minority influence. Comparison process suggests that people focus attention on fitting in, or complying with what others say. Their goal is to identify with the group and comply with the majority position, often times without examining the majority’s arguments in detail. Social comparison can drive majority influence, but cannot motivate minority influence, according to Moscovici (1976), because people desire to disassociate themselves with undesirable groups. Because minority groups tend to be distinctive, they stand out, and this encourages a validation process where some examine the judgments in order to confirm or validate them–to see what it is the minority saw or to understand the minority’s view. This process can lead to increased message processing which results in an attitude change on an indirect, latent, or private level. Convergent-divergent theory is proposed by Nemeth (1986) and simply states that people expect to share the same attitude as the majority and to differ from the minority (the false-consensus heuristic). Stress is the result of realizing that the majority has a different perspective than oneself, especially if one is in the physical presence of the majority. Stress narrows one’s attention and majority influence, and then leads to convergent thinking. Minorities, on the other hand, do not cause high levels of stress, since they hold different views, which allows for less restricted focus of attention and leads to a greater consideration of alternatives that may not have been considered without the influence of the minority view. This results in creative and original solutions. Other theories that integrate minority and majority influence include mathematical models, objective-consensus models, conflict-elaboration theory, context/comparison model, and self-categorization theory. More contemporary models include social-cognitive responses with an emphasis on information-processing such as the elaboration likelihood model and the heuristic systematic model we discussed in an earlier chapter. New research continues to develop. Conclusion This module reviewed social psychological research that has made great contributions to the understanding of human behavior. Early research (e. g. , Triplett, 1898; Zajonc, 1965) led to the beginning of the relatively new field of social psychology. Research investigating social performance–whether performance is improved (social facilitation) or hindered (social loafing) by the presence of others became widely studied as researchers inquired about under what circumstances and what variables determined our response. Supplementary reading by Hetherington (2006) examined the effects of the presence of others on eating behavior. Milgram’s (1963) research on obedience may be some of the most cited research in social psychology. Cialdini’s contributions to the study of social influence (and social psychology in general) have been significant, as well. References Allport , F. (1924). The influence of the group upon association and thought. Journal of Experimental Psychology, 3, 159-182. Cialdini, R. B. , Goldstein, N. J. (2002). The science and practice of persuasion. Cornell Hotel and Restaurant Administration Quarterly,43(2), 40-50. Deutsch, M. Gerard, H. B. (1955). A study of normative and informational social influences upon individual judgment. Journal of Abnormal and Social Psychology, 51, 629-636 Festinger, L. (1950). Informal social communication. Psychological Review, 57, 271-282. Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7, 337-360. Griffith, T. L. , Fichman, M. , Moreland, R. L. (1989). Social loafing and social facilitation: An empirical test of the cognitive-motivational model of performance. Basic and Applied Social Psychology, 10, 253-271. Henningsen, D. D. , Cruz, M. G. Miller, M. L. (2000). Role of social loafing in predeliberation decision making. Group dynamics: Theory, research and practice, 4, 168-175. Hetherington, M. M. , Anderson, A. S. , Norton, G. N. M. , Newson, L. (2006). Situational effects on meal intake: A comparison of eating alone with eating with others. Physiology Behavior, 88, 498-505. Jackson, J. M. , Williams, K. D. (1985). Social loafing on difficult tasks: Working collectively can improve performance. Journal of Personality and Social Psychology, 49, 937-942. Kravitz, D. A. Martin, B. (1986). Ringelmann rediscovered: The original article. Journal of Personality and Social Psychology, 50, 936-941. Milgram, S. (1963). Behavioral study of obedience. Journal of Abnormal and Social Psychology, 67, 371-378. Moscovici, S. (1976). Social influence and social change. London, England: Academic Press. Nemeth, C. (1986). Differential contributions of majority and minority influence. Psychological Review, 93, 23-32. Steiner, I. D. (1972). Group processes and productivity. San Diego, CA: Academic Press. Triplett, H. C. (1989). The dynamogenic factors in peacemaking and competition. American Journal of Psychology, 9, 507-533. Zajonc, R. (1965). Social facilitation. Science, 149, 269-274. How to cite Social Performance and Social Influence, Papers

Food Safety Management System and Validation MyAssignmenthelp.com

Question: Discuss about the Food Safety Management System and Validation. Answer: Introduction The hospitality industry in Australia has experienced some significant changes in the past two decades. With the growing sales in the market, it had contributed sufficiently in the national income of the country. The Australian consumers have also experienced enormous changes in their food habits; therefore, analysts have indicated that more people now tend to dine out. The expenditure on this sector is increasing rapidly (Milios, Drosinos and Zoiopoulos 2014). Therefore, with the increase of the consumers, there is also an urgent need of quality assurance of the food at the same time. It is also defined by the satisfaction of the consumers with the service. This report aims to discuss the audit outcome of the restaurant Cafe Piatto adelaidein Sydney. I have worked in that restaurant for a few months a year ago. Therefore, I have conducted this study on this restaurant. At the end of the report, recommendations have been made. Cafe Piatto Adelaide is an Italian restaurant in the Ebenezer Place, City center. Their kitchen is open twenty four hours a day and serves pasta, pizza, steak, chicken and sea food. The caf is famous for serving great coffee and cakes. The caf offers a relaxed and warm atmosphere for the visitors. There are options for outdoor seating and wheelchair is accessible for the disabled persons. The caf is generally known for sitting with numbers of people with good food in the open space. It has a separate smoking area and bar is available there. The restaurant is also vegetarian friendly. The objective of the audit was to assess the food safety and hygiene standards of the restaurant and whether it is following the rules and regulations carried out the government of Australia. Food safety is very much significant while purchasing the food, as the contaminated food supply can cause due to several issues in the restaurant such as contaminated soil, unsafe water, contaminated utensils and equipments, infected raw meat, infected pests or untreated sewage (Bardi 2017). This check list for this report had included all this hygiene related issues. The first part of the check list had included the hygiene of the equipments and the kitchen room. The check list has included two sections yes or no whether the results are satisfactory. The first part of the check list discussed whether the hygiene of the equipments and the kitchen is up to the mark. The kitchen and equipments were satisfactory; however, the auditors have issues with the cleanliness of the staff. As they need to go different places, they were not as clean as they are expected to be. All the equipments are kept in a clean place and were being clean right after they were being used. The work stations of the chefs in the kitchen were adequately clean and were in a good condition. The kitchen also had the appropriate cleaning chemicals and those were stored in a suitable place. However, it was observed that there were no separate cleaning towels for the employees working in the kitchen. The next section of the check list was the food storage section of the restaurant. T he food storage room was sufficiently pleasing. The deliverables were stored in a suitable place. There are several kinds of foods in the restaurant, some of them were raw food materials, ready to eat foods and other dried food materials, but each of them were stored in a proper place. The freezer was covered. The foods with the high risks were stored properly. The dried food materials were also stored in a suitable place. The freezer was seen to be defrosted on a regular basis. The next sections reviewed the food handling process in the restaurant. The restaurant also ensured that the food materials are handled appropriately. The dishwashers were working properly and the restaurant had separate staffs handling the ready to eat and the other food materials. The foods which were marked to be the high risk ones were mostly prepared in small batches so that there is less wastage. However, the prevention for the chemicals, rust, glass materials were not at all satisfactory. The employees working with the kitchen were also not well aware of the hazards related to food allergies. Regarding personal hygiene of the staffs, it was observed that the hand basins were not that clean and no proper and clean place to keep the hand towels for the staff members. Regarding the paste control, the restaurant had made the entire premises paste proofed. However the insectocutors were not maintained properly and the food materials were not satisfactorily protected from the paste contamination. The restaurant has taken all the precautions for the waste control, the food area is cleaned and properly labeled where the waste foods are being kept. Conclusion After the minute observation in the restaurant the researcher has proposed five recommendations for the restaurant, which may help them in future to keep the premises more clean and serve more quality products to the customers. The recommendations are: As there are no proper hand towels for the employees working in the kitchen, the restaurant management should provide more of those to the employees The hand basin needs to be more clean For the paste control purpose the management needs to order covered containers for keeping the food materials in the freezer, therefore the food materials would not be contaminated by the pastes. As the employees were seen not to be satisfactorily aware regarding the food allergy, there should be adequate training and development sessions. The management should also review the cleaning schedule of the kitchen. Reference List and Bibliography Bardi, J. (2017). Hotel Front Office Management (5th ed.). Milios, K.T., Drosinos, E.H. and Zoiopoulos, P.E., 2014. Food Safety Management System validation and verification in meat industry: Carcass sampling methods for microbiological hygiene criteriaA review.Food Control,43, pp.74-81. Mullan, B., Allom, V., Fayn, K. and Johnston, I., 2014. Building habit strength: A pilot intervention designed to improve food-safety behavior.Food research international,66, pp.274-278. Mullan, B., Allom, V., Sainsbury, K. and Monds, L.A., 2015. Examining the predictive utility of an extended theory of planned behaviour model in the context of specific individual safe food-handling.Appetite,90, pp.91-98. Mullan, B., Wong, C., Todd, J., Davis, E. and Kothe, E.J., 2015. Food hygiene knowledge in adolescents and young adults.British Food Journal,117(1), pp.50-61. Powell, D.A., Erdozain, S., Dodd, C., Costa, R., Morley, K. and Chapman, B.J., 2013. Audits and inspections are never enough: a critique to enhance food safety.Food Control,30(2), pp.686-691. Thompson, C.K., Wang, Q., Bag, S.K., Franklin, N., Shadbolt, C.T., Howard, P., Fearnley, E.J., Quinn, H.E., Sintchenko, V. and Hope, K.G., 2017. Epidemiology and whole genome sequencing of an ongoing point-source Salmonella Agona outbreak associated with sushi consumption in western Sydney, Australia 2015.Epidemiology Infection, pp.1-10. Zwietering, M.H., Jacxsens, L., Membr, J.M., Nauta, M. and Peterz, M., 2016. Relevance of microbial finished product testing in food safety management.Food Control,60, pp.31-43.