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25th October, 2010

Maintaining Academic Honesty

Academic honesty can be described as a moral code in academia which encompasses maintaining required academic standards, avoidance of plagiarism or cheating and truthfulness in academic publishing and research. It is applicable in all types of educational settings raging from elementary to graduate school. Honesty is sincerity and truthfulness. It is being upright in actions and principle. Honesty builds a positive image socially and creates a warm atmosphere. Students who engage in honesty enjoy inner peace, long-lasting trust both in academia and in life. Sincerity bears good fruits and helps in interacting with others. Academic honesty enhances social and individual prosperity as well as fair play. The topic of academic honesty cannot be completely discussed without addressing academic dishonesty. Academic dishonesty includes fabrication, deception, plagiarism, sabotage, bribery, cheating and professional misconduct. Dishonesty leads to hate, deceit, miscommunications, mistrust and declining social values. Students should be honest with themselves and others so as to help cope with life challenges. They should know their strengths and work on their limitations. Cheaters never win and winners never cheat. With the changing technology, maintaining academic honesty is increasingly hard. Students engage in questionable ethical manners making them inevitably honest (Donald 2010).

The availability of information from the internet has posed as a challenge for students to maintain honesty. Plagiarism is common for students who find it hard to cite the source of in formation from the variety. Regarding honesty in academics, students have developed an attitude that is less serious. Videos and other instructional articles are readily available to give tips to the students on how to cheat. Academic institutions are unable to cope with the variety ways of cheating formulated by students. Academic honesty is a dual effort exhibited by the faculty and the students. For instance the aspect of grade inflation involves the faculty as the principle determinant of honesty in this case.

Academic honesty is violated in a number of ways. Cheating is achieved through attaining information from fellow students when examinations are on. Students communicate and share information in exams. They allow fellow students to copy from their work. Personification is also very evident in schools especially during exams. Students use unauthorized writing materials in exams. Some alter graded examination and return it to the teachers or instructors for additional credit. Some alter laboratory and research projects misreporting their findings. Others submit their work to research companies and make payments for their assignments to be done by someone else (Wilfried 2002).

Plagiarism is submitting creative products such as ideas and words as one’s own work. It involves reproduction or adoption of other’s original creations without their acknowledgement. Direct quotations, ideas, facts and paraphrases should be accredited to the source. Other forms of violating academic honesty are stealing answer key or examinations, altering academic records and forgery. Some students submit same work for various courses. Others engage in sabotage by impairing intentionally the work of others, distracting them, altering athletic or musical equipments, removing some pages from books, and altering reagents or laboratory samples of fellow students’ experiments. Collusion is the instance where a student intentionally aids another one in engaging in academic dishonesty. Disciplinary of collusion cases should be similar to that of the act itself (‘GWC’ 2010) Students engage in bribery where they pay for answers and gain other academic benefits. Others engage in deception by giving wrong information regarding academic exercises. This may involve false excuses for failing to submit due assignments or claiming that they have submitted their work while they haven’t. Other students engage in fabrication where they give wrong data, citations and information in their academic exercises.

Academic institutions should bear the responsibility of ensuring assigning of grades reflects the skill and knowledge level of students. Academic dishonesty weakens the society by producing intellectually incompetent individuals. To maintain honesty, the faculty should allocate honest grades to the students ensuring that honest students are not disadvantaged competitively. The faculty staff should bear the responsibility of elaborating the true importance of maintaining honesty to the students. It should conduct the students in a manner that makes plagiarism, cheating and any other dishonesty impossible. Students who engage in dishonesty should be disciplined in a manner that is timely (‘GWC’ 2010)

Students should avoid dishonesty, report incidences of dishonesty from fellow students and avoid aiding or being involved in any form of academic dishonesty. The administration is supposed to support students and the faculty to maintain honesty. It should facilitate disciplinary for personnel and the students involved in dishonesty. The administration is also supposed to disseminate the policy of academic honesty and its principles to staff, students and the faculty. It is the responsibility of the staff to co-operate with students, administration he faculty to eradicate cases of academic dishonesty. To maintain honesty, the staff is supposed to notify the body concerned with cases of academic dishonesty when incidences arise. Cases of violation of academic honesty involve evidence. Instructor could orally reprimand the student, deduct the points, give zero points or give an ‘F’ for the whole course. Serious cases involve tougher disciplinary actions such as discontinuity and suspension of the student. Some administrators reprimand students to go on probation as a disciplinary approach. Disciplinary actions helps minimize if not abolish violation of academic honesty thus improving the quality of education (‘GWC’ 2010)

Academic honesty comes with a number of benefits. Students make intellectual progress. The measure of skills, intellectual maturity and knowledge is achieved when one is honest. This helps the students to acquire standard academic success. Institutions that maintain integrity in academics flourish intellectually and are able to win the trust of the society and the world at large. Honesty in academics is reflected when one gets a career where one avoids being engaged in fraud in the workplace. Students who are honest in class will definitely be honest at work with fellow workers and avoid any incidences e that may diminish their honesty. Since potential employers use the qualifications of the student to gage their capability, honest certificates are essential in the job market. If wrong qualifications are handed in, then the result is incompetence at work and failure to deliver which may eventually lead to being laid off. Academic honesty saves the staff and student the emotional agony associated with dishonesty. Dishonesty destructs the student involved and the instructors who may be forced to take a tough disciplinary action against their wish. Honest students earn good reputation and may attract potential employers (Kenneth 2009)

Conclusion

Honesty in academics cannot be over emphasized. Learning institutions should ensure that there is integrity in academics contributed by staff and the students. Disciplinary action should be taken for students involved in dishonesty so as others can learn by example. The academic world maintains its integrity when honesty is emphasized. Honesty exalts education and creates conducive learning environment for students to reap the right rewards for their effort and this helps in pursuing knowledge.

Reference

Donald L. McCabe, LK Trevino. (2010). Journal of Higher Education. Questia. Cengage Learning

Golden West College (GWC). (2010). Academic Honesty Policy. Huntington Beach, CA

Kenneth A. Gabriel. (2009). Management Consulting. Robert H. Smith School of Business. Washington, DC

Wilfried Decoo. (2002). Crisis on Campus: Confronting Academic Misconduct. Cambridge. HYPERLINK “http://en.wikipedia.org/wiki/MIT_Press” o “MIT Press” MIT Press

Borderline Personality Disorder Characteristics

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Date

Borderline Personality Disorder Characteristics

People with borderline personality disorder are unable to properly regulate emotion. They experience extreme emotion and for protracted periods and find it difficult to return to a stable emotional state. This problem leads to strong emotional reactions to stressors. An individual with borderline personality disorder encounters problems with controlling their impulse. By making hasty decisions, a person with BPD cause harm to themselves or people around them. Impulsive behavior is a characteristic that is used to diagnose borderline personality disorder especially when the behavior is pervasive or in other terms extreme. According to Milto & Odle, (2011), “array of unbalanced and intense personal relationships, characterized by interchanging between idealization and devaluation (‘‘love-hate’’ relationships).”

Impulsive Behavior

In the hobbling scene, after finding out that Paul Sheldon was attempting an escape, Annie conducts an operation she calls hobbling to prevent him from attempting the escape again. In this operation, she places a piece of wood between Paul’s both ankles and uses a sledge hammer to break them by hitting them against the piece of wood (TaraFyYou, 2013). What she does in this scene clearly demonstrates impulsivity as a hallmark of borderline personality disorder. Impulsivity is actions one conducts without foresight, premature expression, without properly conceiving the reason why and measuring it against the risk or appropriateness to the situation. With impulsivity, the outcome is always undesired. In this scene, Annie is rash, clearly mentally unstable, unpredictable and hot-headed in the sense that Paul cannot convince her otherwise. People with BPD as shown by the behavior of Annie in this scene are quick to lash out on something they perceive to be a mistake and will not realize how this reaction is unreasonable or excessive. As a characteristic of BPD, Annie behavior is pervasive, injurious and interferes with her ability to function like a normal person.

References

Milto, L. D., & Odle, T. G. (2011). Borderline personality disorder. GALE ENCYCLOPEDIA OF MEDICINE, (4).TaraFyYou. (2013, October 16). Misery- Hobbling Scene [Video file]. Retrieved from https://www.youtube.com/watch?v=2pbfkNI2d_A

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Course

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A Study of Human-Robot Interaction

In the contemporary world, tasks require robots to work in collaboration with humans in order to execute them. This process requires communication to synchronize events, collaborate, and portray the image of a team. The aforementioned statement requires the comprehension of human communication; although robots/agents experience the world from a different perspective.

Urban search and rescue provides illustrations that portray that the individual-robot team involves several individuals and one or several robots. The individuals in this team might be positioned tenuously or operate beside the robots in the hot zone. The teams are usually disseminated but the robots occupy the hot zone. The combined effort between the robots and the individuals occur in mutually skilled state whereby both parties’ skill offers the root of how strategies, activities and predictable outcomes are discretely understood (Lison et al, 140).

There are several fundamental necessities for transforming a robot into a team player. There is a general assumption that there exists no common foundation between humans and robots, each of them possesses their own perspective. The approach adopted in agent architecture is situational awareness. This approach embraces the procedure of buttressing and upholding an understanding of authenticity and the depiction of that understanding. Modeling a robot while complying with situational awareness enables a robot to understand and reason with strewn situational awareness. This approach creates a connection between probabilistic illustrations of familiarity and logical depictions of domain understanding. The latter enables robots to infer properties, existing engagements, and the probable consequences. Through the act of modeling the implications as beliefs, they can be ascribed to any number of team members (human or robot). Creating a link between the beliefs and experiences enables the positioning of robots in instances that confine them to what is achievable.

Moreover, the adoption of topological mapping construction equips the robot with a number of domain ontologies, connecting things, locations, and milestones to activities the robot can execute. When a robot encounters an ontological model, it derives further properties for that scenario. An exemplary illustration is a car in an accident. The robot can deduce that the vehicle has windows thus is more likely to have occupants. In such circumstances the robot checks for passengers. A recurring issue in the field of artificial intelligence is the capability to appropriately capture the social organization and utilize the subsequent model to circumnavigate and attain the objectives. The social behavior activity is founded on belief, desire, and intention model of human concrete thinking. The aforementioned model captures the complete social behavior band and offers design ideologies that permit robots to reason and transform their tendencies according to their individual insight of the compliant and modest natures of the community.

Communication within the individual-robot team entails more than mere comprehension of words. For a robot to comprehend what communication depicts, it has to understand the meaning behind the words. Communication in an individual-robot team is focused on task setting which is usually vastly monitored. Channel of communication in the above circumstance embraces a specific structure and applies a specific design. The conversations in this setup focus on the content conveyed, improving on precision and reducing uncertainty.

In an individual-robot team, the role one plays varies depending on one’s capabilities, ability to act under stress, and one’s autonomy. It is certain that robots cannot perform actions autonomously, and any attempt made to deployment of robotic systems which are autonomous will fall short of the objective. In simple terms, a robot’s autonomy varies, thus the roles assumed by such robots will occasionally shift. The aforementioned statement, affects the human’s roles and the overall team dynamics.

The sociological models embraced in human-robot teams postulate a band of social interpersonal behavior between the parties. First and foremost, the models suggest that robots have the ability of identifying themselves as members of a social group. Furthermore, every individual in the group possesses its own history, improvement configurations, and behavior outlines, that are portrayed in an individual’s summary to the degree they are recognized. Finally, there subsists mutual dependence that serves to be beneficial to the parties in the team (Burke, 39).

Conclusively, human beings tend to be socially competent but after extensive evolutionary process computational entities require an unequivocal means of demonstrating and perceptions about acts that possess social consequences.

Works Cited

Burke, Jennifer L. Moonlight in Miami: A Field Study of Human-Robot Interaction in the Context of an Urban Search and Rescue Disaster Response Training Exercise. Tampa, Fla.: University of South Florida, 2004.

Lison, P, C Ehrler, and G.-J.M Kruijff. “Belief Modelling for Situation Awareness in Human-Robot Interaction.” Proceedings – Ieee International Workshop on Robot and Human Interactive Communication. (2010): 138-143.

Borderline Personality Disorder Characteristics

Name

Institution

Date

Borderline Personality Disorder Characteristics

People with borderline personality disorder are unable to properly regulate emotion. They experience extreme emotion and for protracted periods and find it difficult to return to a stable emotional state. This problem leads to strong emotional reactions to stressors. An individual with borderline personality disorder encounters problems with controlling their impulse. By making hasty decisions, a person with BPD cause harm to themselves or people around them. Impulsive behavior is a characteristic that is used to diagnose borderline personality disorder especially when the behavior is pervasive or in other terms extreme.

Impulsive Behavior

In the hobbling scene, after finding out that Paul Sheldon was attempting an escape, Annie conducts an operation she calls hobbling to prevent him from attempting the escape again. In this operation, she places a piece of wood between Paul’s both ankles and uses a sledge hammer to break them by hitting them against the piece of wood (TaraFyYou, 2013). What she does in this scene clearly demonstrates impulsivity as a hallmark of borderline personality disorder. Impulsivity is actions one conducts without foresight, premature expression, without properly conceiving the reason why and measuring it against the risk or appropriateness to the situation. With impulsivity, the outcome is always undesired. In this scene, Annie is rash, clearly mentally unstable, unpredictable and hot-headed in the sense that Paul cannot convince her otherwise. People with BPD as shown by the behavior of Annie in this scene are quick to lash out on something they perceive to be a mistake and will not realize how this reaction is unreasonable or excessive. As a characteristic of BPD, Annie behavior is pervasive, injurious and interferes with her ability to function like a normal person.

References

TaraFyYou. (2013, October 16). Misery- Hobbling Scene [Video file]. Retrieved from https://www.youtube.com/watch?v=2pbfkNI2d_A

A Study on the Factors Affecting the Infant Feeding Practices of Mothers in San Antonio

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Institution affiliation

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Introduction

The melamine controversy that emitted amid the last quarter of year 2008 brought individuals’ consideration over to the open deliberations in the middle of breastfeeding and the utilization of breast milk substitutes like business baby recipe. This wasn’t the first occasion when that baby recipe had created sicknesses and even deaths to newborn children around the world – subsequently the nonstop crusade of World Health Organization (WHO) and UNICEF alongside other breastfeeding promoters, for mothers to breastfeed their youngsters in any event until 6 months of age.

Baby feeding practices allude for the most part to help the infant. An investigation of baby bolstering practices was completed on an example of 100 mother and newborn child sets. The results uncovered that just 20% of mothers in the study as of now only breastfeed their children. It additionally demonstrates that financial components like mother’s work status, conjugal status and instructive accomplishment had immediate bearing on these practices. Utilized mothers have a tendency to stop breastfeeding their infants and in the long run stop and simply turn to equation bolstering as they retreat to work. The study additionally demonstrated that mothers who are hitched and living with their accomplices are more inclined to breastfeed their newborn children than single parents. Those with higher instructive fulfillment resort more to recipe bolstering and blended sustaining than those with lower instructive achievement. Health awareness expert’s impact mothers the most with regards to newborn child nourishing choices.

MethodologyType of Research

The sort of research that will be utilized within this study is qualitative examination and quantitative exploration. Qualitative specialists plan to accumulate an inside and out understanding of human conduct and the reasons that represent such conduct. The order researches the “why” and “how” of choice making. Other than this, the scientist will likewise look at the wonder through perceptions in numerical representations and through factual examination. Alongside polls that will be offered out to respondents for the factual representation of the discoveries in the study, meetings with the respondents and a couple of specialists in this field will likewise be directed.

Sampling Method

The exploration examining system that will be utilized within this study is irregular testing to get a more exploratory come about that could be utilized to speak to the aggregate of the population. A rundown of all health awareness offices (maternity and lying-in facilities, open and private clinics, wellbeing focuses) was procured from the San Antonio Hall.

From 20 groups, three will be picked through random testing. The health awareness offices and foundations in these three barangays will then be the target wellsprings of respondents of the specialist. The social insurance offices and foundations will be reached to get a verbal agree to regulate the survey to mothers at their spots. A letter of assent will likewise be sent to them alongside an example duplicate of the poll that will be utilized, and also the convention of the specialist. A letter was likewise tended to the City Health Officer to get underwriting and agree to lead an exploration in chose barangays and appropriate polls to the mothers in the region.

Information accumulation was directed all through the facilities‟ and wellbeing centers‟ working hours from Mondays through Sundays so as to incorporate both working and non-meeting expectations mothers.

Respondents

The respondents in this examination will all be originating from one single area – San Antonio, particularly the arbitrarily chose barangays of Pamplona I, CAA/BF International and Pamplona III. The scientist picked San Antonio on account of the financial conditions display in the territory that is applicable to the study furthermore as it fits the period and assets of the specialist. The specialist will approach the arbitrarily examined respondents for agreeing and endorsement to answer the survey until the wanted number of respondents that is 100 is arrived at. The notion of masters will likewise be looked for in this exploration to give clarifications in regards to the respondents‟ baby nourishing practices and practices.

Questionnaire

The poll obliges data about the financial and demographic foundation of the mother. It additionally has inquiries identified with past baby sustaining practices and the conception of her most youthful newborn child furthermore in regards to the infant’s general wellbeing and age.

Explanations that are seen to be elements that impact mothers‟ newborn child is feeding choices were displayed. The depiction of the sort of baby recipe given by equation and blended bolstering mothers will likewise be asked in the material.

Conclusion

Larger part of the mother’s recipe sustain their tyke and just a minority only breastfeeds their youngsters, particularly according to the proposal of the World Health Organization. While dominant part of the mothers in this study demonstrated an inspirational disposition towards breastfeeding, the majority of them chose just to equation nourish because of the reasons of deficient drain supply and work.

In light of the aftereffects of the study, the instructive fulfillment, work status, conjugal status, and courses in the barangay the respondents are part of, about breastfeeding, are the noteworthy elements that influence the newborn child nourishing choice of mothers in San Antonio. Most of the mothers that served as respondents in this study fall under the age scope of 17-30 years of age. More than 50% of them were additionally school graduates while a noteworthy number are students and have just arrived at until secondary school. A large portion of the mothers is housewives and the others remaining have full-time occupations, low maintenance employments and independently employed. A couple of them are still understudies. While lion’s shares of them were hitched, a great deal were still in the status of live-in and were single. More than 50% of the mothers did not have past kids before the current one. Dominant parts of the respondents additionally have a yearly horrible family pay that does not surpass P50, 000.

Among the few data sources to be specific, media through TVs/radios and printed/distributed materials, the social help supportive network contained the mother’s family, companions and different relatives and wellbeing organizations, the mothers who give their children newborn child equation are affected the most by medicinal services establishments through wellbeing experts and other health awareness staff. They impact the mothers in choosing to nourish the child with recipe and in picking, too, which brand of equation is best for their children. Mothers believe their infant’s specialist due to their aptitude in the said field thus this sort of connection is attained.

Mothers were in general not worried about the conceivable reactions of breastfeeding as couples were just stressed as indicated in the information introduced. It can be reasoned that various inside and outside components impact a mother in settling on the newborn child sustaining choices, and a more prominent part of these is financial in nature.

References

Fallani, M., Amarri, S., Uusijarvi, A., Adam, R., Khanna, S., Aguilera, M., … & Edwards, C. A.(2011). Determinants of the human infant intestinal microbiota after the introduction offirst complementary foods in infant samples from five European centres. Microbiology,157(5), 1385-1392.

Maehr, J. C., Lizarraga, J. L., Wingard, D. L., & Felice, M. E. (1993). A comparative study ofadolescent and adult mothers who intend to breastfeed. Journal of adolescent health,14(6), 453-457.

Rempel, L. A. (2004). Factors influencing the breastfeeding decisions of long-term breastfeeders.Journal of Human Lactation, 20(3), 306-318.

Maintenance of a Ship’s Main Electricity Distribution at Sea

Ship Earth Fault Maintainance

A ship’s electrical distribution system serves to transmit electrical power to all the components that are connected to the ship. The main component of a ship’s electrical distribution system is the main switchboard which conveys power to the motor starter groups. Motor starter groups are part of the main board, the distribution boards and the section boards. High Voltage and Low Voltage are distribution sections of the system and are interconnected by transformers (Maes, 2004). Grounding is an electrical term used to define a reference point in the electrical circuits from which all voltages are measured. The earth point forms a solid connection to the earth and has no resistance to electric current due to its massive section and its mass. The earth normally forms the ground. However, because on boards a ship the earth is absent, the hull of the ship then becomes the reference point from which all voltages are measured and is the ship’s ground (Maes. 2004).

There are three types of an electrical fault that is experienced in a ship’s electrical distribution system. These include an earth fault, an open circuit fault and a short circuit fault. An earth fault is an electric fault that occurs when the insulation protecting a component is lost and therefore there is current that is allowed to flow to the earth potential. This is caused by either wear of the insulation or breakdown. Earth faults when not detected and corrected are likely to cause electrical shocks to personnel or fire to the ship. In order to mitigate the dangers that may arise due to the electric shock and fire cause by the earth fault, it is recommended that the metal parts that are part of the ship are earthed. This helps in preventing the ship from attaining high amounts of voltage with respect to the earth which is considered dangerous.

An open circuit is a type of electrical fault that is caused when the phase conductor is interrupted. The interruption can be wholly or even partial. An open circuit is normally caused by breaks present in the wire and also due to bad connections. The effects of this type of electrical fault vary depending on the type of type of interruption on the conductor. When the phase conductor is totally interrupted the open circuit can lead to ashes. When the phase conductor is interrupted the open circuit can lead to heat loss. Open circuits also lead to overload as they cause the three phase to now solely run on two phases.

There are three types of electrical faults that be experienced in general. An earth fault, an open circuit fault and a short circuit fault (Maes, 2004). An earth fault occurs when the insulation is lost and current flows to earth potential. It is normally caused by the insulation breaking down or being worn out or presence of a loose wire that acts as a live conductor to contacting the enclosed earthed metal. It causes fire or electric shock. Earthing of metal enclosure or metal parts that carry no currents is encouraged as a preventive measure. Open circuit results from total or partial interruption of a phase conductor. It is caused by bad connections or breaks present in the wire. It leads to flashes or high heat. Short circuits are caused by connections of two phase conductors. This can be due to loss of insulation, human error or presentation of a situation considered as abnormal. It causes release of a large current amount and this is often accompanied by explosions

A ship has an electrical distribution system that has a high voltage and low voltage component. The High Voltage component is 6.6kV and the low voltage component is 690V. The ship’s electrical distribution system has experience an electrical fault that is an earth fault. The earth fault is reported to be on the low voltage component. The main cause of the earth fault that is reported is investigated using the procedure outlined by Vance (2014) as illustrated below.

An electrical officer is on board a ship as they are qualified to handle the machinery and equipment that are present on board. The ship is designed to alert the electrical officer when there is a problem that has occurred in the ship that needs to be attended to. Such equipments include ammeters or alarms. When an earth fault occurs, there is an alarm that goes off to alert on this. Ground fault detection equipments and ground fault ammeters are also present in a ship and these help to detect the specific reason why the alarm went off. On checking the two and noting that it is due to a ground fault, necessary steps are then taken.

First, the common trip reset button is activated. The common trip button is located on the Low Voltage switchboard. The activation of the common trip button serves to have the system reset (Electrical O&M Manual). The alarm trip reset button also enables an individual to know how genuine is the fault that has caused the alarm to go off. Once the reset button has been activated it remains in a depressed position until the problem has been solved.

The general idea is to isolate the cause of the problem. The electrical officer therefore proceeds by first of all shutting down all the equipment and the solar panels individually only leaving the battery switch on. The positive battery cable is then disconnected and then the meter reading is set to DC and to read in volts. A meter reading between the cable and the battery terminal is taken and if the reading is 12 volts or if there is any reading at all then this authenticates the problem by indicating that there is actually a leak.

This is noted and therefore the electrical officer tests whether this leak is due to the battery. The battery switch is switched off and then the meter reading is checked. A meter reading present when battery is off is an indication that the leak is due to the battery. This requires the electrical officer to rewire and concurrently reroute everything when supporting the highest possibility. Having done this, the battery switch is then switched off when the meter is connected and then the meter is disconnected. The meter is checked to see if there is a reading. In this particular case, there was a reading and this led to the conclusion that the leak is due to the system and not the battery.

The electrical officer then switches the battery switch on again. At this stage when this is done, the meter is connected. The electrical officer studies the fuse as well as the breaker channel. The breakers are then closed and the fuses are pulled. The meter is checked for a reading. If there is no reading then the fuse after therefore breakers are closed then this implies that this was the cause of the fault. However, in this case a reading still was on the meter and therefore the breakers or the system panel was the cause of the leak.

The electrical officer then sets the meter to read in ohms. Then electrical officer removes the breaker, one after the other while testing across each breaker’s terminal. Having the breaker off should note and infinite reading on the meter and this would mean that the leak is on the breaker. The electrical officer on this ship still noted a reading and this could only mean that it is the system panel that was the cause on this.

Therefore, the electrical officer has to identify which machinery has the leak attributed to it. This can be easily done by isolating each machinery and checking if there is still a leak. However, this method isn’t practically as a ship is underway. Isolation might prove to be dangerous especially when one is required to isolate critical component like a steering gear (Balasubramanian, 2011). It is however easy to conduct a changeover and have the running machinery be replaced with the stand by machinery. After the electrical officer did this for this ship, he checked the earth fault indicator and noted the cause of the leak to be a contactor 6Q15 which is a steering gear point. Indeed isolation of each component would have proved to be dangerous in this case.

With the cause of the setting off of the alarm detected, the common trip reset button is then simply released by twisting and unlocking the head (Electrical O&M Manual)

Safety Checks Procedures and Permits to Work

There are a lot of precautions that are to be taken when on board a ship. These are referred to as safety checks. These precautions are set out in order to reduce the accidents that can occur due to carelessness or mistakes as the results will be fatal. The safety checks procedures are outlined as follows (Electrical O&M Manual).

There is limited access allowed to the switch room. This is because there is a lot of different technical equipment that require technical personnel with the know how to handle it. In case of a fault, the critical equipment should not be removed as this may be hazardous to the ship. Simply a changeover from the running machinery to the stand by machinery is carried out. However, when machinery is broken down and the ship is not underway, the machinery should be isolated and replaced. It is compulsory to have a backup power system which is the secondary power system. This ensures that incase of failure on the main power system the normal operations still carry on. All the switches and circuits require to be switched off when necessary.

There are other bits that are still part of safety checks procedures. These include ensuring all doors are firmly shut and secured. Observing cleanliness of the switch room as well as the plant areas. Ensuring there are no obstructions or equipments loosely lying around in the switch rooms and the plant area and also keeping tools and equipment away and in a safe area.

A permit to work is a written document that is required before any maintainance work is carried out in a ship. The maintainance work is specifically after an assessment has been done and it has been noted that it is not possible to follow the normal safe practices. It specifies the extent of work to be done, the timescale and the precautions to be taken.

Maintanance Procedures

A ship has maintainace work now and then. Maintainace can be preventive, condition-based or break down (Munir, 2006).. Preventive is scheduled by the manufacturer. Tests are done to check on the normal working conditions of the machinery. They include Tests of Time between overhauls, tests on centrifugal filter cleaning, test on cylinder overhaul and big end bearing inspection. Lifting tools are necessary for dismantling. Condition-based maintainace consists of inspections and include tests such as visual, vibration, pressure, temperature, load, electrical and water tightness (GMM, 2001). Calibration and measuring equipment is used. Break down maintainance is carried out in the case of a breakdown and tests and equipment are based on the nature of the breakdown. Before maintainance the circuit switch should be off and crank doors sealed shut. After maintainance, it is necessary to check on the LV and HV systems. Check for anomalies in the connections, temperature changes, meter reading and earth fault relay.

The fault that occurred in the ship was an earth fault and if not checked could lead to an electric shock or a fire.

References

Maes, M. (2014). Marine Electrical Knowledge. Web. Retrieved from HYPERLINK “http://optiloadingsvn.hzs.be/willem/assorted/marine_electrical_knowledge.pdf” http://optiloadingsvn.hzs.be/willem/assorted/marine_electrical_knowledge.pdf

DC Marine (2000). Technical Notes of Interest to Marine Engineers: Ship’s Electrical system Described. HYPERLINK “http://www.dieselduck.ca/machine/03%20electricity/electrical_sys.html” http://www.dieselduck.ca/machine/03%20electricity/electrical_sys.html

IACS (2001). A Guide to Managing Maintainance. Recommendation 74. HYPERLINK “http://www.uhfg.se/pdf/Artikelarkiv/Rec74.pdf” http://www.uhfg.se/pdf/Artikelarkiv/Rec74.pdf

Munir, A. (2006). Ship Machinery Maintainance. Lecture on 28th November 2006. Web, HYPERLINK “https://www.google.com/search?q=Ship+Machinery+Maintaincanc+e+Munir+Asif&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a&channel=sb” https://www.google.com/search?q=Ship+Machinery+Maintaincanc+e+Munir+Asif&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a&channel=sb

Electrical Operation & Maintanance Manual. Revision 2.0. HYPERLINK “https://www.google.com/search?q=Ship+Machinery+Maintaincanc+e+Munir+Asif&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a&channel=sb#” https://www.google.com/search?q=Ship+Machinery+Maintaincanc+e+Munir+Asif&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a&channel=sb#

Balasubramanian, S. (2011). How to Find an Earth Fault on Board Ships. HYPERLINK “http://www.marineinsight.com/tech/marine-electrical/how-to-find-an-earth-fault-on-board-ships/” http://www.marineinsight.com/tech/marine-electrical/how-to-find-an-earth-fault-on-board-ships/

HYPERLINK “https://www.google.com/search?q=Detecting+an+earth+fault+in+a+ship&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a&channel=sb#” https://www.google.com/search?q=Detecting+an+earth+fault+in+a+ship&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a&channel=sb#

Bender, (2012). Ground Fault Protection Ships and Offshore Platforms. HYPERLINK “http://www.bender.org/documents/NAE1111780_brochure_ship-offshore.pdf” http://www.bender.org/documents/NAE1111780_brochure_ship-offshore.pdf

HYPERLINK “https://www.google.com/search?q=Ship+Machinery+Maintaincanc+e+Munir+Asif&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a&channel=sb#” https://www.google.com/search?q=Ship+Machinery+Maintaincanc+e+Munir+Asif&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a&channel=sb#

Methods and Materials

Patients consented to their participation in the study particularly the use of their semen. Samples of male ejaculate were obtained from 200 males aged between 20 and 45. The participants had abnormal to normal sperm counts. The samples were tested for CT using a urethral smear test -u A commercial kit that uses direct immunofluorescence manufactured by Trinity Biotech was used. 64 samples returned positive whereas 136 returned negative. A random sampling method was used to select 50 positive samples and 25 negative samples that would be the control group for the study. Some of the participants who tested positive volunteered information on how long they had been infected with the disease and this was noted down. The participants were required to abstain from sexual activity 48 hours before the commencement of the study. On the day of semen collection, the men masturbated into vials that were appropriately numbered numerically (black ink for positive cases and blue ink for negative cases). Semen analysis was carried out using the standard procedure prescribed by the World Health Organization (WHO). Equal parts from each vial were analyzed for DNA fragmentation and the result was recorded appropriately on the sticker. Seminal plasma was also examined for antibodies using an enzyme-linked immunosorbent assay (ELISA) test.

The first step in the SCSA test was diluting an aliquot of semen from each sample to about 10 million. The diluting agent used was a pH 1.2 buffer of phosphate and salt (PBS). This treatment was allowed to hold for about 35 seconds (It is expected that fragments of DNA with 2 strands break (denature) while those with whole double strands remain unchanged.) The sperm cells were then stained with an acridine orange dye which produces contrasting stains in fragmented and intact DNA (red and green respectively). Flow cytometry analysis was then carried out for the stained samples in which blue light excitation of each sample was carried out and the sample observed for color changes (green to red). The flow cytometry allowed the measurement of the extent of sperm chromatin damage by quantifying the extent of metachromatic shifts from green to red in the cytogram intensity patterns. Denatured DNA was observed as the DNA fluorescent Intensity (DFI) or the ratio of denatured DNA to the total DNA present in a sample. The SCSA Diagnostics software was used to analyze the flow cytometry data and a DFI histogram modeled to present the percentage of denatured DNA strands per sample. The differences between samples from participants who tested positive for CT and those who tested negative for CT were averaged and statistically tested for reliability and validity. Also, the extent of DNA damage as revealed by the SCSA was compared across positive samples to observe whether long-term sufferers had a higher prevalence of fragmented DNA. SCSA has been used successfully to identify sperm with fragmented DNA from those sperm with whole DNA. The test reveals fragmented DNA as a plot with dots. The more the dots the higher the prevalence of SDF.

Methodology & Language Teaching

Student’s Name

Course Number and Name

Instructor’s Name

Due Date

Word Count: 2539

Methodology & Language Teaching

Part A: Teacher talk transcript

Activity 1

Story telling Activity

Description of Class

Because stories are a wonderful way for students to get to know each other, this class will take on the story telling activity. This activity is meant to encourage students to share information, make connection with each other, and create meaningful relationships (Astbury, 2018). This class will have each student telling the rest of the class their favorite story either from a book they have read or a real life story. Students will share scary, funny, or sad story from a book or experience. They are encouraged to use expressions and add hand gestures to help the story move along.

Lead-in for lesson 1

Line 1: Hello Class, I need you to listen carefully to this story I am about to narrate.

Line 2: You will note each noun you hear in my story

Line 3: Is everyone ready?

Teacher reads the story twice.

Line 3: I hope that my story was interesting and thank you for listening.

Instructions for activity 1

Line 4: After noting down all the nouns you heard from my story, I need each one of you to think of an interesting story you have read or you have experienced.

Line 5: Each of you will take turns to tell their story. Remember, the story can either be scary, funny, or sad as long as it is interesting.

Line 6: Make sure you listen to your classmates’ story carefully because I will ask questions after the activity.

Line 7: You will also be needed to note down the nouns you hear from your classmates’ story. The activity will start in 10 minutes. Meanwhile, think about the story you will narrate.

Activity 2

Role Playing Activity

Class Description

Students will take on role playing activities in order to expand their personal experience by enacting a situation. The teacher will describe a context and situations within the context then a number of students will be selected to play out the situations. The students will be allowed to play the role they are comfortable with. They will be given adequate time to prepare before they assume their roles and act out the situation while the rest of the class watches.

Lead-In for lesson 2

Line 1: Hello students, we are going to do an interesting activity today called role playing.

Line 2: Role playing is an important activity because it increases your awareness of the interconnectedness of knowledge and the complexities of a situation.

Line 3: Those interested in taking part of this activity please raise your hands.

Teacher notes down the name of students who raised their hands

Instructions for Activity 2

Line 4: I am going to read out the context twice for everyone to understand it after which you will confirm that you have understood

Line 5: All the students who will take part in this activity will choose the role they will play in the context.

Line 6: I will give you one hour to prepare for the role you will be playing as the other students help me set up the stage for your role play. Good Luck.

Part B

What is your view on the role of teacher talk in the English language classroom? How much should teachers talk?

Teacher talking in English language classroom is a vital tool in implementing a teaching plan and it is also an essential input source for students. I believe that teachers play a very important role by constantly organizing, summarizing, engaging, redirecting, and reformulating what they say and what students say. Therefore, the effectiveness of teaching relies on the language that teachers use and the form of interaction in class (Jing & Jing, 2018). A high quality teacher talk creates an effective and harmonious atmosphere in the classroom where there is a teacher-student interaction. Otherwise teaching in the classroom is prone to being a monodrama. According to (Jing & Jing, 2018) a message’s meaning is communicated through words, voice tone, and body language. Although the statement is open to arguments and debates, it is indicated that body language is essential to teacher talk. Non-verbal communication is one of the important ways to assist and compensate for verbal communication in the classroom. Teacher talk is crucially important not only for the classroom organization but also for the acquisition process. It is vital for the organization and classroom management because it is only through language that teachers fail or succeed in their implementation of their teaching plans (Almoayidi, 2018). When it comes to acquisition, teacher talk is vital because it is the main source of understandable input of target language that the learner is likely to receive. The type and amount of teacher talk is considered a decisive factor of failure and success in classroom teaching.

The type of interaction and input made available by teacher talk is predominantly vital. Whether it is a language lesson or a subject lesson, successful outcomes rely on the type of language that the teacher uses as well as the type of interaction that occur in the classroom. Starr (2017) concluded that teacher talk in English classroom serves two functions. Firstly, it is a valuable input for language exposure. The second function is that teacher talk has been used in various ways to generate classroom interaction, for the input to be understandable, and as a result make learning to occur (Starr, 2017). Teacher talking demonstrates dominance on the part of the teacher because he does the majority of the talking. But this does not imply that teachers are the bosses and students are in a silent and submissive situation. Rather, teachers make smiling facial expression and gestures to express their meaning and to encourage student engagement in the classroom (Jing & Jing, 2018). Students on the other hand also maintain their interaction and discussion although at times they may lack answers for typical questions which makes the atmosphere of the classroom relaxed. I think teacher talking should be about 65% to allow discussions and engagement by the students. That way, the teacher will get the chance to find out if the students have understood what has been taught in the classroom.

What is your view on the use of L1 and L2 by teachers in the English language classroom?

Learning English language is regarded to be essential for many learners and teaches. Many countries across the globe embrace the English language as a source of their education and the curricular language. I do believe that the use of mother tongue is a good tool to teach English. As a matter of fact, I think that it is not an obstacle to learning English so teachers should use L1 and L2 in teaching English language. Montaño-González, (2017) proposes that the use of L1 and L2 in classroom has proved to be helpful when it comes to eliminating anxiety among students. Adult learners are relatively more rigid in the classroom compared to children. Moreover, they are more prone to be cautious in the classroom. As such, the use of both L1 and L2 is essential because it minimizes language learning anxiety (Montaño-González, 2017). Besides, the use of L2 only in learning can become an obstacle which might cause hesitancy on the part of learners to use L2, particularly if the learners are not well-equipped with the language.

In his study, Almoayidi (2018) found that when Chinese teachers instructed their students against the use of L1 in order to practice L2, it did not help them. In fact the students were unable to speak both L1 and L2 in the classroom. Another reason for my take is that the use of translation saves time. Many researchers support this argument and they suggest rather than wasting time in the definition and elaboration of a meaning of some words in order to help learners, the best alternative is L1 translation (Almoayidi, 2018). Moreover, translation is viewed as a skill that students should learn. It is noted that translation is regarded as a significant skill in its own right and must be included with the other skills: speaking, listening, wring and reading. Therefore, teachers should implement translation in the classroom as a comprehension and communication tool. , Almoayidi (2018) argued that the use of translation during learning assists L2 learning and influences autonomous learning.

Although there are many reasons to believe that using L1 and L2 in learning English language is a good method to pave the way for students to learn L2, advocates of L2 also have reasons to believe that the only way that one can learn English is through English only. According to Jing & Jing, (2018), the use of L1, should be avoided at all costs in order to achieve better results. As such, this has remained a debate among educators, linguistics, and researchers since opinions tend to waver from aspect to aspect and across educational communities. This depends on different factors like the type of learners, learning context, the L2 proficiency of the teacher, the purpose of students to learn the second language, and the postulated regulations by governments towards teaching foreign languages (Jing & Jing, 2018). Therefore, it is important to take into account that the support of one view does not imply full rejection of the other view since knowledge is considered to be relative. But as a viewpoint based on evaluating each polar with respect to either implementing both L1 and L2 during learning or not, I think that exposing learners to both L1 and L2 is the best method of teaching for the majority of learners in many contexts (Jing & Jing, 2018; Tang, 2002). Regardless of the purposes of learners to learn English to have it as a skill or to pass a certain level and regardless of the teaching and learning context, the exposure to both L1 and L2 in classroom makes learning increasingly enjoyable, profitable, and a better experience for students to express their thoughts.

How can English language teachers use teach talk effectively in the classroom?

Teachers tend to talk for a significant part of a lesson (Littlewood & Yu, 2011). As a matter of fact, it teacher directed lessons, teacher talk for about 65% of the lesson. Some of the ways that teachers use teach talk effectively in the classroom include:

Discussion and Engagement

Quality teach talking is the most essential influence that the system of education can have on the achievement of students. An effective learning and teaching relies on the relationship that exists between teachers and students and the ability of the teacher to motivate and engage the students (Hanakova & Metruk, 2017). This relationship starts with teacher talk, a verbal interaction. A deliberate and focused teacher talk is recognized as a vital component of effective teaching to achieve better learning outcomes. The use of varied interactions gives teachers the chance to support learners, reframe their behaviors, and to take part in culturally responsive and proactive discourse. As a child starts school, interaction, verbal communication, and direction precede the written equivalent (Hanakova & Metruk, 2017). Discussion and engagement is central to teacher talk which in turn is central to the functioning of the classroom and the way students learn. Furthermore, it has limitless potential for better classroom relationships and social learning in regard to conversations, awareness, and respect of differences. Discussion and engagement are key aspects of teacher talk and they include the teacher’s attention, praising and encouraging both academic and social behaviors, encouragement to learn both verbally and nonverbally, and to encourage the students to be kind and express themselves. These things have proved to support, engage, and promote a meaningful teacher-student connection. Hanakova & Metruk (2017) talk about encouraging engagement and positive behaviors in learning by the use of structured, responsive, and positive teacher-talk. The key aspect is to use “encouragement and persistent coaching.” The enhancement in engagement of every student in a classroom in a matter that inspires them to talk, share, and do is key to enhancing their learning success.

Which language(s) have you chosen and why?

I have chosen L2 only because of a number of reasons. The first one stems from the logic that exposure to L2 only assists students to rapidly learn English language and help them integrate it in different activities (Jing & Jing, 2018). For instance in activity 1, the students are able to narrate interesting stories to their classmates using English language. Under this logic, learning of L2 is not only meant for academic purposes but also it helps them to better understand other cultures, to reside in other countries, or for contributory purposes. Indeed, these purposes necessitate the need to expose the students into L2. Arguably, the learning purpose, and the type and context of learners tend to influence the kind of method that is appropriate for learning. In Activity 2 for instance, the teacher needed the students to immerse themselves in a context by asking them to role play. This is true in learning English language as an L2 and it is an important factor when the teachers are teaching English as a foreign language like in China. As a language teacher, I used L2 only in the classroom because I consider it to be relatively more helpful and beneficial for students to process in learning English. It is vital because the society’s language in this case is Chinese and the only chance for students to practice and be exposed to English language is in class (Jing & Jing, 2018). Therefore, if I was inclined to implement L1 in my classroom activities, my students would have been deprived of the opportunity of real learning of English language. Furthermore, I could not depend on L1 as a learning tool, the learners would not have benefited considering that as a teacher, I was the only learning channel for these students. Similarly, the learners preferred English in class which seemed to positively influence their English language acquisition.

How have you graded your language?

Ideas

In terms of ideas, I graded the language according to the type of stories that the students were narrating. In activity 1, I had them telling stories about themselves or a story they have read from a book. In activity 2, I made the students role play a context using the English language and this would help them express their thoughts given a situation. I believe that these ideas would help the learners improve their proficiency of English language in narration and in expression.

Interaction

The first activity involved that interaction as students had the chance to ask their fellow students questions regarding their stories. The teacher also gave them the opportunity to ask any questions or share any concerns about the activities.

Situation

The activities conducted in the classroom provided a situation to learn English language. As seen, the students were asked to note down all the nouns they heard from the stories in activity 1. In activity two, role play situation helps the students to be a part of a conversation in English language.

Culture

Through the stories the students told from their personal experiences in activity 1, the other students would get a glimpse of their classmates’ culture.

References

Almoayidi, K. A. (2018). The effectiveness of using L1 in second language classrooms: A controversial issue. Theory and Practice in Language Studies, 8(4), 375-379.

Hanakova, M., & Metruk, R. (2017). The use of l1 in the process of teaching English. Modern Journal of Language Teaching Methods, 7(8), 380-389.

Jing, N., & Jing, J. (2018). Teacher talk in an EFL classroom: A pilot study. Theory and Practice in Language Studies, 8(3), 320-324.

Littlewood, W. & Yu, B. (2011). First language and target language in the foreign language classroom. Language Teaching, 44(1), 64-77.

Montaño-González, J. X. (2017). Learning strategies in second language acquisition. US-China Foreign Language, 15(8), 479-492.

Starr, S. (2017). Teacher-Talk: Supporting Teacher Practice. Kairaranga, 18(2), 29-39. https://files.eric.ed.gov/fulltext/EJ1240278.pdf

Tang, J. (2002). Using L1 in the English Classroom. English Teaching Forum, 40(1), 36-43.

Appendix

Methods II Preview Assignment Instructions (Worth 40 Points)

Name

Florida International University

Methods II Preview Assignment (Worth 40 Points Total)

You will read a paper written by an actual Research Methods and Design II student from a prior semester. This paper includes two studies the student conducted, with Study One introducing the main variables and Study Two offering an extension with replication of Study One. Your job is to read the whole paper and then complete your assignment.

In Part One, you will answer a bunch of questions about the paper. Please complete part I on canvas! This is set up as a separate assignment on canvas. Don’t forget to submit part I and part II!

In Part Two, write an abstract for the paper! I suggest you look at the example paper on Canvas to see how this should look! This should be fairly easy, as you can paraphrase the information from Part One. However, this time you need to write it in one short paragraph (150 to 250 word maximum!). Note: there are two studies, and you have to mention both. Yes, this is tough, but authors often summarize (in the same short abstract) papers that they wrote that may include six or seven different studies! My suggestion is to find the overlap between both studies and discuss both simultaneously. For example, “Both studies looked at X, but study two also examined Y.” That is, your abstract should include the following; 16 points total):

Title page (1 point)

Include the word “Abstract” at the top of your abstract (2 points)

Identify the general problem or research question (the hypotheses) for both studies. (2 points)

Note the participants for both studies (2 points)

Note the IVs and DVs for the studies (2 points)

Note the findings for both studies (2 points)

Note the overall conclusions / implications of the two studies (2 points)

Please include keywords for the study (at least 5 keywords or phrases – these are not included in the total word count) (2 points)

Correct any errors you find on the references page and include the corrected references at the bottom of your abstract page (see the example paper for how this should look). (2 points)

Writing Quality (7 points)

Avoid run-on sentences, sentence fragments, spelling errors, and grammar errors.

Write with sufficient detail that the person reading it would be able to understand what the study is about, even if they had not read the paper!

The writing should be PERFECT here. You will lose a point for each writing error, so proofread, proofread, and proofread some more!

Get a group member to review it for you! Review their abstract!

Total points possible: 40 points (Part I = 16 points; Part II = 24 points)

Other Instructions: this is an individual assignment.

1). Psychological Purpose

The psychological purpose behind the Methods II Preview Assignment is to give you a brief preview to the paper you will write in Methods II next semester. Not only do I want you to see what will go into your eventual Methods II research paper, but I also want to make sure that you can write a clear, succinct paragraph for a research study that covers all of the relevant information needed to convey the important parts of a study in a single paragraph (i.e. an Abstract).

The Abstract is one of the first items readers see. You need to convey a lot of information in this very short paragraph, as the potential reader will decide whether to read your full paper based on the information in the Abstract. There are several elements needed in the Abstract about research studies, including information about: a). the research question(s), b). the participants, c). the experimental methodology, d). the findings, and e). the conclusions / implications. Being able to write a precise yet succinct Abstract takes some effort, so make sure you go through several drafts before settling on your final version. Make sure to include keywords / key phrases as well (keywords are an essential part of articles, as these are the words or phrases that library databases like PsycInfo provide to searchers interested in specific topics. Well, the authors actually recommended these keywords, so if you include them for this short Abstract Assignment).

2). APA Formatting Purpose

This Article Critique assignment should once again assess your ability to follow APA formatting guidelines. Use Chapter 14 in your Smith and Davis textbook for help, and look at the instructions on the next page for guidance with formatting

3). Writing Purpose

I want to make sure you can write clearly and specifically, summarizing what might be a 20 page paper in a single paragraph. This assignment serves that purpose.

Mainfreight Limited

Student’s Name:

Institution:

Mainfreight Limited

1.0 Introduction

It started its operations 1978 in Auckland. At the point when the organization was established it entered a much directed transport market. The firm provides a full store network arrangement from oversaw warehousing to global and residential load sending around the world. HYPERLINK “http://www.yellowpages.ae/l-df-01-03-00031177-al-shamali-international-freight-services-llc.html” o “View detailed information about Al Shamali International Freight Services LLC” Al Shamali International Freight Services LLC is an example of freight company in UAE and also,the Marcopolo Freight Services LLC. In looking at the sustainable business practices, the organization are to be analyzed with Mainfreight Limited as a focus.

2.0 Current sustainable business practices and trends

Organizations quick to benefit from the move to manageable advancement frequently have a more drawn out time-skyline and a more extensive set of objectives than conventional organizations. Commonly they are disappointed with the norm and need to work in a socially dependable way, and also ensure the earth. They esteem the prosperity of workers, society, society and future eras. Whilst they can’t bear to overlook fleeting money stream, their meaning of achievement is more complex and long haul (Carroll, & Buchholtz, 2014). 

Inward and outside correspondences can be utilized by an organization to give an account of its advancement in attaining social, money related and ecological objectives (Collins, Roper, & Lawrence, 2010).

3.0 The Driver for Sustainability

The framework that shows the driver for sustainability and growth in the company is the supply chain. When an organization has figured out how to keep pace with regulation, they get to be more proactive about ecological issues. A lot of people then concentrate on lessening the utilization of non-renewable assets, for example, coal, petroleum, and regular gas alongside renewable assets, for instance, water and timber. The drive to be more productive stretches out from assembling offices and workplaces to the worth chain. At this stage, partnerships work with suppliers and retailers to create eco-accommodating crude materials and segments and decrease waste (Jones, 2010). 

4.0 The Transformation Process for Sustainability

Today, reasonable business achievement requires more than a hearty primary concern. Organizations face phenomenal societal, administrative and corporate sector weights. Our master experts work together with associations to make custom arrangements that enhance human, ecological and budgetary execution for a finer triple primary concern. The firm has focused on maintainable business methods are centered around attaining results (Schaltegger, 2011).

5.0 Integration, innovation, and change mechanisms

The capacity to deal with that change viable, particularly in business associations, is necessary. The impacts of progress can be negative or positive. Efficient administration will guarantee the recent amendments and the company is embracing (Walker, & Jones, 2012). The innovation has customarily swung into and out of design: prevalent in great times and threw go into the storeroom in downturns. Indeed, development has turned into a center driver of development, execution, and evaluation (Tushman, & O’Reilly, 2013). 

Conclusion

The association has individuals who are energetic about development and other people who feel uncomfortable about any subject identified with change. The examination finds that distinctions in individual inventiveness and insights matter far less for development than associations and systems for instance, arranged workers can understand their developments and make them get on more quickly.

References

Carroll, A., & Buchholtz, A. (2014). Business and society: Ethics, sustainability, and stakeholder

management. Cengage Learning.

Cooper, D. (2013, April). Sustainability is the Key Driver of Innovation. In 117th Metalcasting

Congress. Afsinc.

Collins, E., Roper, J., & Lawrence, S. (2010). Sustainability practices: trends in New Zealand

businesses. Business Strategy and the Environment, 19(8), 479-494.

Epstein, M. J., & Buhovac, A. R. (2014). Making sustainability work: Best practices in

managing and measuring corporate social, environmental, and economic impacts. Berrett-Koehler Publishers.

Jones, G. R. (2010). Organizational theory, design, and change. Pearson.

Reason, P., & Bradbury, H. (Eds.). (2013). The SAGE handbook of action research:

Participative inquiry and practice. Sage.

Schaltegger, S. (2011). Sustainability as a driver for corporate economic success. Society and

Economy, 33(1), 15-28.

Schaltegger, S., & Wagner, M. (2011). Sustainable entrepreneurship and sustainability

innovation: categories and interactions. Business Strategy and the Environment, 20(4), 222-237.

Tushman, M. L., & O’Reilly, C. A. (2013). Winning through innovation: A practical guide to

leading organizational change and renewal. Harvard Business Press.

Walker, H., & Jones, N. (2012). Sustainable supply chain management across the UK private

sector. Supply Chain Management: An International Journal,17(1), 15-28.