Comparing Japan and Russias Response before 1914 Essay Example for Free

Comparing Japan and Russias Response before 1914 Essay In the early 19th century Russian rulers did anything in their power to keep the French plague from infiltrating Russia. The French Plague was a gradual move towards freedom and a more influential say in government. Russia avoided the French Plague by a period of isolation and oppression of their people. Japan also had a long period of isolation. The Japanese believed in the Mandate of Heaven or that there culture was the best. Because of their ethnocentric culture, only one Japanese port, Nagasaki, was open to traders once a year. During the late 19th century, both Russia and Japan were forced to make reforms and modernize by industrialization. They both had to do so rapidly because of Western interference and the Wests increasing power in trade. During the early 20th century, Russia and Japan had managed to reform, industrialize, and make sufficient changes to build powerful nations, although they still couldnt compete with the Wests supreme military and technological strength. The industrialization process for both Russia and Japan began during the same time period because of this they both shared many similar industrial responses, but also contrasted in many ways. Both Russia and Japan had some common characteristics, which explained how they kept independent from Western interference for such a long period of time. The two nations both new that learning from outsiders could profit them and not necessarily destroy their culture. Industrialization was easy for them because they followed a system of borrow and improve from other countries. Through Japans Tokugawa shogunate and Russias tsarist empire, both nations improved their political success. Instead, they used the state to pay for changes that in the West was backed by private businesses. In both Russia and Japan their rulers received more power. By emancipating the Russian serfs and the peasant class, both nations had a large labor force. Besides similarities there were also many differences in both nations responses to industrialization. Women were treated very differently in both Russian and Japanese societies, in society and in the home. The education of their people was another contrast because in Japan the literacy levels were higher. In Japan, market forms were more extensive going into peasant agriculture. As Russia possessed more land they automatically had more natural resources then did Japan. Japan and Russian responses to government reform was also a major factor of industrialization. The similarities between Russia and Japan were many. Russia and Japan were able to industrialize so easily because of past imitation experience. Japan copied from China and Russia from the Byzantine Empire. Japan took the Confucian system from China and other scientific and medical knowledge. Russia borrowed its bureaucratic rule from Byzantium. They felt that taking from other cultures would not destroy their own. During industrialization, both Japan and Russia managed to keep their own cultures and religions despite their increased borrowing from the West. In the West private businesses backed entrepreneurs, where as in Russia and Japan the entrepreneurs were provided for by the state because of lack of technology and resources. Russian landlords happily took advantage of Western markets for grain, they increased their exports by tightening the labor obligations of the serfs. Russias agricultural society was based on serf labor. The Crimean War fought on the Black Sea between the Ottoman Empire, Britain and France against Russia. The loss was a huge blow to Russia whom realized that they needed to drastically improve their technology and their military. Tsar Alexander II knew that the only way to develop a mobile labor force to industrialize was to free the serfs. The emancipitation of the serfs in 1861 fulfilled Russias need for cheap flexible labor. Japan similarly needed a larger labor force to industrialize. In Japan the peasants whom were kicked off their land moved to cities to work in factories. The samurai, who were replaced by technology and armies, became another part of the labor force when they were no longer provided for by the state. In both nations the political power was centralized. The tsar appointed zemstvoes, or local political councils that regulated roads, schools and other regional policies. The zemstvoes undertook important inquiries into local problems. They owed the tsars complete and utter loyalty. In Japan in 1871 when the new Meiji government took over they abolished feudalism, replacing the daimyos with a system of nationally appointed prefects. Prefects are district administrators who are picked from different regions. The prefects like the Russian zemstvoes owed complete loyalty to the emperor. The Meiji rulers began to widen the power of the state to effect social and economic change. Another similarity was that both Russia and Japan improved their military.  Russias officer corps was reformed by promotion by merit and newly organized essential services. Peasants were able to be recruited and they learned new skills from their military service. In Japan a stronger military unit replaced the samurai with weapons, advanced technology, and a high sense of organization. Industrialization was part of the greater process of change. The trans-Siberian railroad connected European Russia with the Pacific Ocean. The railroad directly expanded Russias coal and iron sectors. The Railroad also fueled the export of grain to the West, which became necessary to earn foreign currency for advanced Western machinery. As a result of the railroad, Siberia was opened to development and brought Russia into a more active Asian role. Factories began to be built in all cities by the goods that were transported by the railroad. In Japan also there was attention focused on making the conditions necessary for industrialization. State wide railroads were built across the country and rapid steamers connected the islands. Agricultural output was raised by new methods to feed the people of the growing cities. There were also many differences in Japan and Russias response to industrialization. The literacy rates in Japan were much higher then that of Russia. Japan followed the Confucian teachings. Commoner schools or terakoya provided reading, writing, and the basic Confucianism to ordinary people. During the mid 19th century over 40% of all men were literate and about 15% of women were too. There were also Dutch study schools in all the major cities teaching the students to throw out Chinese influence and to adapt the Wests. Where as Russias educational reforms werent as progressive and were very limited. Schools were spread out unevenly although there were some attempts for a state sponsored education. Womens position both in the home and in society varied between the two nations greatly. Women in Russia had a chance to get a greater education and some even progressed far enough to get jobs in medicine. In Russia during the 1860s-1870s, women started taking more control over the home scene particularly in urban work areas. In Japan, womens position in society was  the exact opposite. Women were treated as inferior while the men were honored. Women were also forced to work in sweatshops or were sold into service by farm families. Russian and Japanese reforms in government were also different. For Russia to reform the government against the tsars there were many revolts and in Japan it was mostly agreed upon. Most high-class business people wanted to have a greater say in government in Russia, they wanted to enact liberal reforms. The intellects, or intelligentsia, became very active when the educated youth started some revolts. The anarchists of Russia wanted to destroy all forms of government, especially the tsarist autocracy. The anarchist radicals soon resorted to violent means of getting their point across, resulting in terrorism. . As a result, many revolts and acts of violence persisted in order to gain reform and to abolish the czarist regime itself, Russia, as a nation was severely unstable. This resulted in the creation of the Duma, or known as the Russian national parliament. Japans approach to government reform was different. They reformed in a more or less gradual and peaceful way. Meiji rulers traveled to discover up to date political reforms. In the year 1884 they constructed a conservative nobility, with former nobles and Meiji leaders would run a House of Peers (modeled after Britain). The bureaucracy was opened to talent by civil service examinations. Finally in 1889, the constitution was passed allowing Japans emperor limited power in the Diet, the new parliament. Parliament could advise government but not directly control it. Finally, Russia and Japan responses to industrialization differed because of the natural resources they possessed. Russia contained abundant amounts of coal and iron, both necessary for industrialization such as trains of the time. Russia naturally had more resources because of the amount of land under Russian rule. By 1900, Russia had  surged to fourth rank in the world in steel production and was second to the United States in the petroleum production and refining. Where as Japan and was dependent on the West for there industrialization needs. This was a disadvantage for Japan their success depended on the world trade market. The beginnings of industrialization in Russia and Japan, contributed greatly to the Worlds trade market and cultures. Both Russia and Japan modernized in there own unique way, Russia with revolutions and Japan with their nationalistic reforms. Without their rapid industrialization and influence on world affairs, today as we know it wouldnt be the same.

Effects on Individual Preparation for Work

Effects on Individual Preparation for Work Individual Assignment- Three Future Trends Lim Mei Nuan This assignment will talk about the three future trends that will have positive effect for an individual preparation for work and how one of it has the most impact for an individual to prepare for work. Three future trends that I will discuss are the â€Å"use of new technologies for training delivery†, â€Å"increased emphasis on capturing and sharing intellectual capital† and â€Å"increased use of true performance support and social learning†. Nowadays, the growing and use of new technologies is continuously changing and this can show that the use of new technologies in learning will be taking place. Increased uses of new technologies will definitely help students to gain knowledge and better prepare for the workforce. However, not every individual will accept the increased use of new technologies into the learning environment. Therefore, effective learning will attract an individual to increase use of new technologies (Winn, 2002). This is because effective learning can be occurred through informal learning (Roy, 2010). Informal learning means the learner controls the learning process that includes when to start an action and this process will not involve an instructor or a trainer and totally control by the learner (Noe, 2013). Informal learning is the critical aspect for increased use of new technologies; this is because it involves the student interactions with the peers and lecturer, sharing experience and knowledge o f study (Winn, 2002). This informal learning can happen through different methods, such as e-mail and social networking websites (Noe, 2013). Furthermore, this will become more usual as combined social networking tools and Web tools to create this easier to implement (Roy, 2010). Thus, this can increase use of new technology and also can increase emphasis on capturing and sharing intellectual capital. Nevertheless, informal learning can help students to increase the chance for learning and sharing knowledge (Allen Lewis, 2006). Students will know how to social interaction with others by using the social networking that allows the students to enhance the collaboration with peers and lecturer, increased informal learning and discussion. Social interaction can help the student to use time productive because students can learns knowledge with and others through the social networking platforms (Brotherton, 2011). This also can be explained that social learning can help students to share their knowledge, experiences and information through social networking tools (Noe, 2013). This assists students to gain more knowledge compare to previously they must attend class only can obtain information. Students are not required to spend time to travel to school or college and they can directly get knowledge through social networking platforms and Web tools. Furthermore, all learning process will become very easy and convenient because the student can use social networking tools such as iPhone, iPad and notebooks to gain knowledge. Therefore, increased use of true performance support and social learning can bring a huge impact for students to gain more knowledge and experience. Increased the use of new technologies such as the Internet can promote the collaborative activities in college and this can increase the students to engage in the activities and encourage to talk in class and knowing more information about the subject (Goldman et al., 1996). This can be said that when increase the use of new technologies, will increase emphasis on capturing and sharing intellectual capital and thus will increase use of true performance support and social learning. All these new sets of future trends should include in the learning environment to help students to prepare for the future. The most important future trend is increased use of new technologies for training delivery. The use of new technologies is not only preparing students to step into the workplace it also enhances students to learn new information and to think critically when using new technologies (Kidwell, Linde Johnson, 2000). Increased use of new technologies can increase the student’s critical thinking skills and this can produce high productivity for the task (Wang, 2012). An organization is looking for an individual who can solve problems critically, can communicate well with others about ideas and information and those can collaborate with colleagues (Beers, 2012). Higher education institutions are using the technologies to enhance the student’s social learning, performance and intellectual aspects (Kidwell, Linde Johnson, 2000). For instance, many universities are using e-learning to deliver the educational material through electronic media such as internet, video/audio tape an d CDs. By using the new technologies for training delivery, the content is easy to understand, easy to access and easy to update the information (Beers, 2012). It also can help the student to perform the task in an efficient and effective ways (Chizmar Walbert, 1999). Through the e-learning, it can give the student the flexibility in where and when they want for accessing the educational material (Song, Singleton, Hill, Koh, 2004). Research had shows that students who are used to the new technologies to create an electronic school yearbook were having a high level of confidence and more active in the task commitment (Liu, 1998). This result indicates that used of new technologies can have a positive effect on the students. Utilizing technology can enhance the students to share their knowledge with others and increase the development for the workplace (Kidwell, Linde Johnson, 2000). For example, this can increase the productivity and the quality of work, enhance the collaboration with colleagues and increased the motivation of the students and all of these can help the students to prepare in the workplace (Chandra, Theng, Lwin, Foo, 2009). In 21st century, many students cannot apply what they have learned from the college into the real world problem (Daggett, 2010). This problem can overcome through the uses of technologies. This is because technologies tools can provide students to apply the theories in the different settings. According to Scheffler and Logan (1999) stated that integrating technology can help students to analyze, evaluate and applying the theories and the knowledge into a real life situation. It means that it uses technology tools to sustenance the learning objective and enhance the student problem solving skills and critical thinking skills. In this digital age, teachers and educators play an important role to help students to be well prepared to enter the workforce. This is because teachers can use of new technologies as supporting tools to help them to enrich their teaching method and increase the student learning (Koc, 2005). Teachers should help students to utilize the technologies tools in a proper way (Koc, 2005). Technology should be used effectively and consistently in the learning environment and teaching materials can be delivered through technology tools to help the students to improve their study (Schwarz, 2000). For example, teacher can play a short video clip for helping the students to understand the concepts and theory through the visuals. It also can aid the teachers to benefit the student to build networks with other countries (Davidson, 2000). Sinclair (2009) reported that the effectiveness of technology in the classroom is depends on the teacher competency levels and how the teacher uses the technolog y. Furthermore, teachers should create awareness for the students to know about why technology is being used and explained to the students that how this new technology can help them in their learning process (Sinclair, 2009). Research shows that there is a positive effect for students learning in mathematics and science through technology tools (Roschelle et al., 2000). This shows that teachers and educators should always use technology tools in teaching and learning to help students to make use of these tools. Therefore, teachers should practice using the new technologies in the teaching process. In addition, the collaboration between universities and industry is important for the lecturer and trainers to upgrade and widening their knowledge as well as the capability to use the new technologies (Kidwell, Linde Johnson, 2000). This can build the foundation for the lecturer and trainers to use the new technologies and also for students (Matthew, 2014). This foundation can also increase the awareness of and the experience to use the new technologies effectively (Matthew, 2014). Moreover, it can help lecturer and trainers to build confidence and knowledge when using the new technologies (Matthew, 2014). Therefore, it provides direct information and the current knowledge for the lecturer and also for the students. Moreover, students should ne advances using tacit knowledge in order to use the new technologies in an effective way. This is because tacit knowledge includes personal experience and ideas and relationship with other people, it is very difficult to explain it out or write it down (Kidwell, Linde Johnson, 2000). Tacit knowledge is important in various high-tech productions such as electronics, telecommunication and aircraft production all are based on tacit knowledge (Rosenberg, 1982; Vincenti, 1984). Therefore, advances using tacit knowledge can improve an individual to prepare for work in the future. Technology not only can use an educational tool for teachers and students it also can be implemented into the curriculum. This can serve to enrich the understanding and increase the academic performance of the students (Klein, 2010). Past research had shows that implemented the digital technology into the curriculum can help students to participate and increase their motivation to involve in the activities, and increase the student decision making skills (Abbott Shaikh, 2005). This result shows that it helps students to engage in the activities and motivated the students to involve in the whole process. Therefore, implemented the technology into the curriculum can prepare the students before enter into the workplace. In conclusion, problem solving skills, critical thinking skills and can work collaborative with other people are very important to help students to be well prepared to enter the workforce. Teachers and educators can guide students and provides students to use the new technologies in an effective and successful way. Reference Abbott, C., Shaikh, A. (2005). Visual representation in the Digital Age: Issues arising from a case study of digital media use and representation by pupils in multicultural school settings. Language Education: An International Journal, 19(6), 455-466. Allen, B., Lewis, D. (2006). Virtual learning communities as a vehicle for workforce development: A case study. Journal of Workplace Learning, 18(6), 367-383. doi: 10.1108/13665620610682099 Beers, S. Z. (2012). 21st century skills: preparing students for their future. In STEM Education Coalition, 1-6. Retrieved from http://www.yinghuaacademy.org/wp-content/uploads/2014/10/21st_century_skills.pdf Brotherton, P. (2011). Social Networks Enhance Employee Learning. T+D, 65(4), 18-19. Chandra, S., Theng, Y., O. Lwin, M., Foo, S. (2009). Examining the role of cognitive absorption for information sharing in virtual worlds. Conference Papers — International Communication Association, 1-33. Chizmar, J. F., Walbert, M. S. (1999). Web-based learning environments guided by principles of good teaching practice. Journal of Economic Education, 248-264. Daggett, W. R. (2010). Preparing students for their technological future. International Center for Leadership in Education. Retrieved from http://www. leadered. com/pdf/Preparing Students for Tech Future white paper. pdf. Davidson, S. (2000). Teaching with the world wide web. Phi Delta Kappan, 37, 13-16. Goldman, S.R., Petrosino, A.J., Sherwood, R.D., Garrison, S., Hickey, D., Bransford, J. D., Pellegrino. (1996). Anchoring science in multimedia learning environments. In S. Vosniadou, E. De Corte, R. Glaser, and H. Mandl (Eds.). International perspectives on the psychological foundations of technology based learning environments. Hillsdale, NJ: Lawrence Erlbaum Associates. Kidwell, J. J., Linde, K. M. V., Johnson, S. L. (2000). Applying corporate knowledge management practices in higher education. Educause Quarterly, 4, 28-33. Klein, J. D. (2010). When you cant bring your classroom to the world, bring the world into your classroom. Youth Media Reporter, 486-88. Koc, M. (2005). Implications of learning theories for effective technology integration and pre-service teacher training: a critical literature review. Journal of Turkish Science Education, 2(1), 2-18. Liu, M. (1998). A study of engaging high-school students as multimedia designers in a cognitive apprenticeship-style learning environment. Computers in Human Behavior, 14, 387–415. Matthew, H. (2014, July 2). Further Education Workforce Strategy: The Government’s strategy to support workforce excellence in further education. Department for Business, Innovation Skills, 1-29. Retrieved from https://www.gov.uk/government/publications/further-education-workforce-strategy Noe, R. A. (2013). Employee Training and Development (6th ed.). New York: McGraw-Hull. Rosenberg, N. (1982). Inside the black box: Technology and economics. Cambridge, UK: Cambridge University Press. Roschelle, J. M., Pea, R. D., Hoadley, C. M., Gordin, D. N., Means, B. M. (2000). Changing how and what children learn in school with computer-based technologies. Children and Computer Technology, 10(2), 76-101. Retrieved from http://www.futureofchildren.org Roy, J. N. (2010). Transforming informal learning into competitive advantage. T + D, 64(10), 23-25. Scheffler, F., Logan, J. (1999). Computer technology in schools: what teachers should know and be able to do. Journal of Research on Computing in Education, 31, 305- 325. Schwarz, G. (2000). Renewing teaching through media literacy. Phi Delta Kappan, 37, 8- 12. Sinclair, G. B. (2009). Is Larry Cuban right about the impact of computer technology on student learning? Nawa: Journal of Language Communication, 3(1), 46-54. Song, L., Singleton, E., Hill, J., Koh, M. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The internet and higher education, 7(1), 5970. doi: 10.1016/j.iheduc.2003.11.003. Vincenti, W.G. (1984). Technological knowledge without science: The innovation of flush riveting in American airplanes, ca. 1930-ca. 1950. Technology and Culture, 25(3), 540-576. Wang, V. (2012). Encyclopedia of E-Leadership ,Counseling and Training. Hershey, PA: IGI Global. Winn, W. (2002). Current trends in educational technology research: the study of learning environment. Educational Psychology Review, 14(3), 331-351.

Norovirus: Strategies To Improve Terminal Cleaning

Norovirus: Strategies To Improve Terminal Cleaning This paper provides comprehensive background information related to norovirus outbreak and critically evaluate the implications of the issue by expounding on the adoption of infection control measures and effective management practices to minimise risk factors associated with the epidemic followed by terminal cleaning in an orthopaedic ward. The historical background of the infection was specified when an outbreak of gastro-enteritis was detected in a school in the town of Norwalk, Ohio, USA, more than 25 years ago, and Norovirus (NV) was then recognized as a potential ailment. The virus is derived from a genus within the family Caliciviridae consisting of a diverse group of non-enveloped RNA viruses that generally lead to infection. It was previously named as Small round structured virus (SRSV) infection and Norwalk-like virus (NLV) infection and is said to cause winter vomiting although it can occur at any time of year. Substantial increase has been observed in the outbreaks of nor ovirus infection in recent years and it has been reported that the GII.4 norovirus strain has increased transmissibility and virulence resulting in excess expected mortality and morbidity rates amongst affected patients (Harris et al. 2008). Although the disease is self limiting and is considered mild but elderly and immune-compromised patients are said to be at higher risk. Lopman et al, (2003) after analysing data from norovirus outbreaks in England and Wales during 1992-2000, disagreed to acknowledge norovirus as a trivial disease and emphasized that it is one of the contributing factor to the worsening condition of the immune-compromised patients. The instigation of the infection is acute which is initially characterized by abdominal cramps, diarrhoea, nausea, and vomiting followed by myalgia, headache, malaise and a low grade fever that might transpire in up to 50% of cases (Wilson 2001). The highly contagious viral gastroenteritis is spread by person to person contact through faecal oral route furthermore, aerosols or environmental contamination followed by faecal accidents or droplet transmission through projectile vomiting is another cause of infection as it spread viruses into the air as an indiscernible mist and especially targets the vulnerable individuals in a closed or semi-closed setting e.g. hospital wards and nursing homes. Noroviruses has the tendency to spread quiet easily and may also cause outbreaks due to contaminated food or drink as these viruses may settle on people or food present in the same room. The virus can also be widely spread due to negligence of healthcare staff to maintain hygiene or due to the c ontaminated surfaces especially commodes, toilet doors and chains, taps etc (Chadwick et al. 2000). The symptoms lasting for at least 48 hours indicate that the patient with viral gastroenteritis is considered to be potentially infectious. The symptoms may last longer in case of elderly patients and the severity of the vomiting may also result in dehydration. Test results of faeces or vomit determine the identification of viral gastroenteritis and it has been submitted that the onset of vomiting in a number of people over a period of 1-3 days indicate that the virus is continuously spreading within the setting. It has been studied by Love et al, (2002) that norovirus outbreaks can be devastating in closed or semi-closed communities as for example hospitals, nursing homes, child care centres and leisure industry settings such as hotels, restaurants and caravan camps are more susceptible to trigger the outbreak of infection. The daily routine within a closed or semi-closed setting can be seriously disrupted by the outbreaks due to relatively high attack rates as the transmission of virus is enormously swift. The outbreak of norovirus infection confers short term immunity with a rapid spread out and therefore, absolute prevention from the epidemic is unattainable however, the risk of norovirus outbreak can be mitigated by effective control measures in order to limit its impact and disruption of routine healthcare services. Every single healthcare unit shall prepare a logical series of steps followed by an outbreak plan agreed by the Infection Control Committee of the hospital or Director of Public Health, in order to recognize the risk of outbreak instantaneously and establish the effective control measures. As soon as norovirus outbreak is suspected, the outbreak control team that is usually comprised of consultant microbiologist or other medical staff members, need to take necessary initiatives to identify the extent of outbreak by coordinating the preliminary investigations and take all the necessary measures to impede the spread of infection, if the outbreak is declared (Said et al. 2 008). The most significant aspect after detecting an outbreak is effective communication that can be achieved by placing notices at the entrance to the ward, alerting the relevant and voluntary staff to take charge, distributing leaflets and educating the visitors to postpone their visits. One of the most preliminary preventive measures is stringent hand washing with water and soap followed by the use of gloves and plastic aprons by the healthcare staff while taking care of patients and finally the use of face masks when dealing with vomit or removal of exposed food. Moreover, immediate disinfection of the setting with chlorine releasing disinfectants, when contaminated with vomit or stool prevents embedding of the virus and further spread. Segregation and isolation of affected patients are useful preventive approaches however, it could be problematic due to over occupancy of the rooms and beds. On the other hand, patients might also be unwilling to move from their room to another as the isolated patients express greater dissatisfaction towards their treatment and seem to obtain less documented care however, it is crucial to keep the symptomatic people apart from asymptomatic ones. The uninfected patients could be discharged only if the patient is able to cope up with the situation in case if there is a likelihood of him/her becoming symptomatic. Closure of the entire orthopaedic ward is a wise alternative that significantly discourages the exchange of staff and patients between wards so that the probable spread of the infection to other wards can be prevented (Ayliffe et al. 2000). Exclusion of the symptomatic staff members is imperative and must not show up on work until 48 hours after normal bowel habits have returne d. The excessive admittance to the ward must also be reduced to avoid the over crowdedness and uninfected patients may be discharged to their homes provided their relatives are educated about the personal risk to themselves and also about the preventive measures so that the probable risk of infection can be minimised. As studied by Gallimore et al, (2006) norovirus can be found on a huge variety of hand-touch sites such as toilet taps, door-handles, hospital equipment, elevator and microwave buttons, switches and telephones and therefore additional efforts are anticipated from the cleaning staff during an outbreak. In order to control the outbreaks of norovirus the significance of environmental cleaning must be evidently acknowledged and specifically addressed. Cleaning does not necessarily means to clean the floors, the norovirus outbreak requires a comprehensive terminal cleaning program at least twice a day and the cleaning includes clinical equipment, floors, toilets and general surfaces (Damani 2003). Furthermore, curtains, bed covers and pillow cases should be removed and sent to the laundry, and the rest of the soft furnishings including carpets shall be either washed down or, preferably, steam-cleaned. All general cleaning agents especially those used for cleaning toilets and bathroom area s should be with a chlorine-containing disinfectant or bleach at a specified concentration which is usually 1000ppm chlorine (Horton Parker 2002). With some surfaces the use of 1000ppm chlorine is incompatible and requires correct safety measures to be taken by the cleaning team which sometimes becomes difficult due to lack of training or individual negligence however, no differences were found between disinfection with 250ppm chlorine and the use of no chlorine. Barker et al, (2004) suggested that the cleaning policies should always include the use of chlorine releasing disinfectants since detergent-based cleaning often fails to eradicate the virus from the environment. There are certain factors that significantly influence the management of the overall outbreak within a healthcare setting or an orthopaedic ward. The foremost factor that greatly affects the preventive measure is the delay in the identification of an outbreak as a result of which there could be chaos during the epidemic which could be extremely exasperating. The main reason of such a gaffe could be flawed infection control policy, inconsistent decision making, sheer negligence or simply false judgement. The administrative policy of a healthcare setting plays an important role to determine the success and failure of an organization to combat with complicated health crisis. A clear, concise and effectively documented framework enables the healthcare staff to carry out preventive and control interventions by adhering to the strict rules and regulations and thereby, mitigate the risks of mismanagement. The organizational policy provides a platform for the infection control team to carry out preliminary investigations to substantiate the outbreak and immediately take full control of the situation by integrating the early control measures as for example, segregation and isolation of affected patients and comprehensive cleaning. Regardless of the size and capacity, every closed and semi-closed setting must designate the infection control staff to manage the outbreak. The preliminary investigation should be led by the consultant microbiologist or infection control nurse or any other designated clinician to establish a tentative diagnosis and to convene an outbreak control team if norovirus is suspected (McCulloch 2001). The composition of the team may vary depending on the setting and the extent of the outbreak. The infection control team is responsible to develop a descriptive epidemiology along with environmental health investigation to quantify the extent of the outbreak with the help of survey questionnaires that additionally help to identify the outbreak in terms of an individual, place, time etc followed by which careful preventive measures are undertaken to exclude a sources of contamination. The organizational and structural policy helps the infection control team to compile and analyse data of the reported cases followed by microbiological investigations and complex analytical studies to determine possible exposures and methods of transmission (Pellowe et al. 2003). The role of senior management and decision makers of a healthcare setting is very crucial in addressing the complications raised by the norovirus outbreak within an orthopaedic ward. For an organization capital and revenue, recurring and non-recurring costs must be considered while developing an infection preventive and control policy. It is very important for a healthcare setting to assess the risk control planning process and compare it with the risk exposure costs with the cost of planned improvements to current controls (White et al. 2008). The norovirus outbreak within an orthopaedic ward demands additional staffing, training requirements capacity, cleaning equipment and several other resources. Extra staffing is required depending upon the size and capacity of the setting but usually additional drivers and substitute nurses are arranged prior to an outbreak. Furthermore, training requirements also increases as an outbreak of norovirus within an orthopaedic ward is an emergency situation where the need of highly skilled and trained healthcare staff becomes higher. The increase in resource requirements must also be considered and identified prior to draw infe ction management plan as it is quite possible that the impact in cost or resources required might outweigh the actual impact of the risk materialising on the organisation (Reason 2000). Therefore, it is essential for the policy makers to prioritize the needs and requirements of the issue and compare it with the budgetary restrictions and come up with a sensible and realistic plan that not only addresses the issue but also abide by with the fiscal arrangement of the organization. The preventive and control policy must ensure to respond to the increased demand for cleaning in the affected areas and for additional demand for cleaning supplies etc. The prioritisation of risks allows the organisation to characterise the potential health risks that require early attention on a cost and benefits basis and address them in the most effective way. Moreover, it is wise for the management to develop a partnership culture that guarantees the involvement and participation of all staff in risk ass essment so that the distribution of responsibilities is equally distributed and comprehensively understood. Staffing is yet another factor that subsequently influences the progression of preventive measures and management of infection. Increase workload can be observed followed by a norovirus outbreak within a healthcare setting as there is an incremental admission of patients and this may lead to unmanageable situation. When the workload increases it is quite obvious that the healthcare team is under extreme pressure and a lot of stress on an individual basis and therefore, it becomes vital to draw a sensible management plan to reduce traffic as it becomes very difficult for the healthcare staff to maintain absolute hygiene practices running parallel to incremental workload and visitors. The overcrowded wards shows a potential risk of accelerating the circulation of norovirus in the healthcare setting as well as a wide distribution of the virus in the environment outside a ward or hospital which is alarming. Furthermore, the spread of infection is not restricted to patients and the health care team especially those having direct contact with the patients are equally susceptible to catch the disease and hence there is a probability of shrinkage in staff members (Damani 2003). The increasing absences may lead to a difficult situation for the management as the size of the setting or the overall budgetary restrictions may result in downgrading the infection preventative and control measures. It is very important to retain highly trained staff and nurses in the ward at the time of an outbreak as the lack of trained and experienced staff may also result in the worsening of the overall development. By ensuring hygienic practices and the implementation of strict infection control measures the overall staff benefits as fewer staff members will fall ill, consequently there will be fewer costs for sick leave and the substitution of staff. Moreover, continuous care for the patients will also be guaranteed. The influential factor like human fallacy is another aspect which cannot be ignored. The patients and healthcare staff are both humans and it is quite possible for an individual to deliberately refuse to follow the specified guidelines and hygiene practices or an individual may unintentionally do something which might aggravate the issue (Reason 2000). On the other hand, poor structural and utility planning may also be an aggravating factor especially where there is a lack of wash hand basins in clinical areas then the possibility of virus spread becomes inevitable (Rayfield et al. 2003). The excessive workload and pressure due to rush season especially when there is a declared epidemic within a healthcare setting, the overstretched staff sometimes become ignorant to comply with the infection preventive and control measures that lead to severe consequences. Another significant aspect is the lack of education regarding the underlying issue which significantly becomes the prime cause o f spreading virus. The unhygienic or ignorant behaviour of the patients visitors also add to the worsening of the situation. The correct approach is to educate every single individual about the norovirus and the preventive measures and every possible means of communication as for example, advertisements through television, radio programs, newspapers and magazines must all be utilized to spread the message to common people. The management of closed and semi-closed settings must also ensure to educate people by pasting posters and distributing informative materials and leaflets about the norovirus. Collective human efforts to educate each other about the underlying issue would help to minimise the risk of spreading virus and would also facilitate in maintaining cleaner and healthier environment (Reason 2000). Once the outbreak has been declared the ward should be closed to admissions and the doors of the ward should also be kept closed to avoid the irrelevant visitors. There is a need to place an approved notice on the door indicating that a suspected norovirus outbreak, or outbreak of diarrhoea and vomiting within the orthopaedic ward followed by which the unnecessary traffic to the ward must be stopped. To conclude, the most integral aspect of improving the terminal cleaning of the ward is dependent upon how effectively the awareness has been created amongst the people. It is imperative to educate every individual who is particularly closer to the ward that includes, bed management, nurses, food handlers, waste management staff, cleaners, consultants, and health protection team. According to DoH (2003), daily updates must be circulated among the healthcare staff and the residents of the ward or healthcare setting during norovirus outbreaks. Education is an effective tool as the more individuals are aware of the facts the more they would adhere to preventive and control measures which subsequently result in progression of effective cleaning practices. Apart from educating people, the pragmatic approach should be adopted right after the discharge of patients followed by removing the linen on the beds and curtains to avoid any chances of left over virus attacks. The tangible surfaces s hall be cleaned with neutral detergent and water and then dried. During the terminal cleaning the beds shall not be re-made and every minute aspect shall be emphasized in order to attain a zero defect environment. Noroviruses has the tendency to survive for up to a week on cleaned beds and on clean bed linen and therefore, the terminal cleaning requires careful and thorough cleaning. An adequate amount of literature is available expounding on the infection preventive and control measures pertaining to the norovirus and there is not much difference in the recommended strategies to thwart the issue however, it is significant to realise that despite of such written about issue the prevention of the disease is still unattainable and this is because noroviruses are not visible to the naked eyes and the most critical factor i.e. human fallacy still persists and can never be prohibited. Therefore, to mitigate the spread of norovirus it is important not only to adhere with the specified pre ventive guidelines but also to increase awareness amongst the uninfected people so that the likelihood of virus spread out can be completely controlled and diminished. Barro-Gordon Model: Overview and Analysis Barro-Gordon Model: Overview and Analysis To what extent is there a disconnect between theoretical models of monetary policy, and how monetary policy is conducted in the real world? Your answer should draw on the theoretical models of monetary policy we have covered in lectures, and your knowledge of the monetary policy framework at the Bank of England (minimum 950 words, maximum 1000 words). The theories surrounding monetary policy have been radically transformed in recent decades, ultimately shaping the institutional structure and policies of central banks. The focus until recently was upon ‘a mandate, independence and accountability (Svensson, 2009) which closely reflected theoretical models, however the shifting nature of the economy with the current financial crisis has meant a greater disconnect between theory and practice. The Barro-Gordon model depicted the choices policy makers face when creating monetary policy. The incentive for policy-makers to create surprise inflation is shown below: (Taken from â€Å"The Barro Gordon model of rules vs. discretion†, Costain) This temptation of a temporary rise in employment is correlated with the pressure on governments to achieve high results before elections. The problem becomes time-inconsistent with rational expectations and a multi-period model. The optimal policy for government is positive inflation, which agents know and thus set expectations equal to. This demonstrates the optimal result of a binding rule. The rule vs. discretion debate highlighted the need to constrain government interference, resulting in increasing central bank independence and a focus upon long term horizons. However, rules cannot accommodate all possible events, and have created problems evident in the Thatcher government. The US policy between 1950-66, and 1985-2000 provides evidence that discretionary policy can produce good results. The assumptions of the distinction between only two types of central bankers and perfect control over the price level are deemed unrealistic. The granting of Central Bank independence within the UK in 1997 could be seen as a response to the impetus within theoretical literature such as Barro-Gordon to do so. Following this, the MPC was said to gain instant credibility with long-tern inflation expectations falling sharply. Empirical findings below support independent central banks ability to sustain lower inflation with no output cost. Central banks tend to follow Fischers theory of instrument independence and goal dependence. The idea of â€Å"constrained discretion† is seen in the UK with the Chancellors requirement of a remit letter if inflation strays by 1pp from target. The independence of the UKs Quantitative easing policy is seen by its status of â€Å"the business of the bank† (Mervyn King). However the democratic need for accountability is seen in the UKs allowance of a member of the treasury to sit in on meetings. Reputation and delegation are two theoretical commitment solutions to the dynamic-inconsistency problem. (Romer, 2001). Reputation plays a role in monetary policy, in a state of uncertainty such as the UK, where the image of central bankers of inflation fighting is important to establish credibility thus incentivising them to achieve targets. This issue is seen as being â€Å"near..to the hearts of real central bankers† (Blinder) and is achieved by processes such as publishing votes. Commitment solutions rely on the importance of expectations and are prominent in theory and practice of real world policy. This is reflected in the prominent role of the Bank of Englands inflation and output forecasts. However the New Keynesian Phillips Curve assumption that a rise in inflation expectations would give rise to inflation did not hold in recent times, as shown below. Rogoffs proposal of delegating monetary policy to ‘Conservative central bankers that are more inflation-averse than the general public provided the â€Å"intellectual framework for the redesign of the central banks† (Clement, 2008). It has been influential in the Bank of Englands appointment choices with the Conservative views of insiders dominating monetary policy (Spencer, 2009). The need for the ‘optimal level of conservatism explains ‘flexible inflation targets in many central banks, and the inclusion of ‘outsiders within the MPC. The use of a one-shot game and its exclusion of a disinflation possibility (Hallett, Libich Stehlik) disconnects it from reality. Although there is no such inclusion of a ‘performance contract (Walsh, 1995) within monetary policy, the theory drew attention to optimal incentive structures for central banks, which is a current focus in the financial crisis literature. The use of an inflation target which allows for output stabilisation, seen in the Svensson model (1997), is correlates with this theory and is evident in most central banks. Svensson proposes an optimal reaction function similar to the Taylor Rule, which the UKs MPC is said to follow (Spencer 2009). However due its ‘individualistic (Blinder) nature consolidated in the ‘one member one vote system, one rule could never account for the heterogeneous views within the MPC. However Harris Spencer model (2009) state that â€Å"the institutional status of Bank of England MPC members† holds more importance than differing reaction functions, The MPC contains five insiders appointed from within the bank, and four outsiders, appointed from other professions and academia. Theory correlates with practice, with insiders more likely to hold conservative views and vote as a block, when compared to outsiders. The rapid change of the economy in the recent financial crisis has led to a disconnection between theory and practice. The ‘one tool, one target approach has proved inadequate in dealing with the financial crisis. Blanchflower (2009) stipulated the exclusion of the financial sector as the reason the Central Bank was slow to realise the severity of the crisis. The effect of the financial crisis confirms the view that theory arises from events, and their unpredictability means models will always contain shortfalls. Shortfalls are also evident in healthy economies. The complete markets assumption seen in such influential models like the DSGE and the ones discussed above does not hold in a world â€Å"characterised by herding behaviour speculative bubbles† (Blanchflower, 2009). Critics cite the inclusion of fiscal policy within models as likely to alter results. In conclusion, the models I have discussed have been influential in determining the institutional structure of the bank, the type of central banker appointed and how they are done so. They have signified the importance of the role of bank incentives and expectations in forming policy. However as the recent financial crisis has shown, in such a dynamic complicated world littered with uncertainties, generalised models can never satisfy all the demands of practical monetary policy. Bibliography Books Blinder (1999), â€Å"Central Banking in Theory Practice† Romer (2001), â€Å"Advanced Macroeconomics† Articles Barro, (1977), â€Å"Unanticipated Money Growth and Unemployment in the United States†, The American Economic Review Barro, (1978), â€Å"Unanticipated Money, Output, and the Price Level in the United States†, The Journal of Political Economy Fischer (1994), How independent should a central bank be? Working Papers in Applied Economic Theory Hallett, Libich Stehlik (2007), Rogoff Revisited: The Conservative Central Banker Proposition Under Active Fiscal Policies, CAMA Working Papers Herrendorf, Berthold and Lockwood (1997), â€Å"Rogoff ´s conservative central banker restored†, Journal of Money, Credit, and Banking Spencer Harris (2009), â€Å"The Policy Choices and Reaction Functions of Bank of England MPC Members†, Southern Economic Journal Spencer (2009), Lectures Notes for Loughborough University Svensson (2009), â€Å"Optimal Inflation Targets, ‘Conservative Central Banks and Linear Inflation Contracts†, American Economic Review Walsh (1995), â€Å"Optimal Contracts for Central Bankers†, The American Economic Review Websites Bank of England, â€Å"Monetary Policy†, accessed at http://www.bankofengland.co.uk/monetarypolicy/overview.htm on 22/11/2009 Bank of England, â€Å"Treasury Committee enquiry into the Monetary Policy Committee of the Bank of England†, accessed at http://www.bankofengland.co.uk/publications/other/treasurycommittee/mpc/tsc070219.pdf on 23/11/2009 Bean , â€Å"Is there a New Consensus In Monetary Policy?†, accessed at http://www.bankofengland.co.uk/publications/other/monetary/bean070413.pdf on 23/11/2009 Blanchflower, â€Å"The Future of Monetary Policy† accessed at http://www.bankofengland.co.uk/publications/speeches/2009/speech382.pdf on 24/11/2009 Clements, â€Å"A Rogoff Interview†, accessed at http://www.minneapolisfed.org/publications_papers/pub_display.cfm?id=4117 on 22/11/2009 Costain, â€Å"The Barro-Gordon model of Rules vs Discretion†, accessed at http://www.econ.upf.edu/~costain/theory4/bg.pdf on 22/11/2009 on 22/11/2009 Duncan, â€Å"King rounds on Cameron for trying to interfere in Quantitative Easing†, accessed at http://www.thisislondon.co.uk/standard-business/article-23767982-king-rounds-on-cameron-for-trying-to-interfere-in-quantitative-easing.do on 22/11/2009 Spencer Dale 2009  «Inflation targeting: Learning the lessons from the financial crisis » http://www.bankofengland.co.uk/publications/speeches/2009/speech395.pdf Svensson (2009), â€Å"Flexible Inflation Targeting: Lessons from Financial Targeting†, accessed at http://people.su.se/~leosven/papers/090921e.pdf on 21/11/2009

Staging in Six Characters in Search of an Author :: essays papers

Staging in "Six Characters in Search of an Author" Pirandello's masterpiece, "Six Characters in Search of an Author" is well known for its innovative techniques of characterization, especially in the fullness of character as exhibited by the Stepdaughter and the Father, but it is especially renowned, and rightfully so, for the brilliant staging techniques employed by its author. Pirandello uses his innovative staging techniques specifically to symbolize, within the confines of the theater, the blending of the theater and real life. Chief among these, of course, is the way in which the author involves the audience in his production, to the point which, like a medieval audience, they become part of the action, and indeed, a character in its own right. The use of lines provided in the playbill was the first of its kind; never before had an author dared to ask the members of the audience to perform, even though unpaid, and indeed, paying for the experience themselves. But without those lines, how much less impressive would that moment be when the Director, understandably at the end of his rope with the greedy characters (who have been from the start trying to coerce him into writing a script for non-union wages), shouts "Reality! Fantasy! Who needs this! What does this mean?" and the audience, in unison, shouts back, "It's us! We're here!" The moment immediately after that, when the whole cast laughs directly at the audience, pointing at them in glee, is nearly unbearable for an audience, as shown b! y the riot after the first performance, when the audience not only ripped the seats out of the theater, but stole the popcorn. Pirandello also used a technique he inherited from the "Cirque de Soleil," involving a trapeze hung from the catwalk. But though the trapeze was not in itself his own invention, its use during the intermission as a means to annoy the audience was absolutely innovative. He had gotten the idea from watching the inhabitants at the mental institution in Switzerland where his wife was recuperating from a Venetian holiday. The Swiss hospital, renowned for its experimentation, had started a program of gymnastics, meant to boost the patients' self-esteem. The Stepdaughter's foray above the audience's heads, during the "intermission," is a direct reflection of that Swiss technique; no one before Pirandello had dared to use it in the theater before, but it not only symbolized neatly the problems with defining reality inherent in the text, but kept the audience from actually getting a rest during the intermission, since

Seasonal Affective Disorder :: essays research papers

Seasonal Affective Disorder: Lighting the Way Pamela Johnson "Whoever wishes to pursue the science of medicine in a direct manner must first investigate the seasons of the year and what occurs in them." Hippocrates (6) Introduction As the shortest day of the year approaches, more and more multi-colored lights and bright, festive decorations are splashed across houses and yards everywhere. Long ago, in more earthy times, people celebrated the solstice because it was the rebirth of the sun, when days began to lengthen and light began to return. As our ancient ancestors probably realized, their celebrations helped to keep spirits up when times were dark and cold, just as our modern holiday light displays function as a way to ward off the winter blues. (1) However, not everybody can shake the sadness that comes at this time of year, usually because they are suffering from a type of clinical depression called Seasonal Affective Disorder (SAD). When a person has SAD, he or she regularly experiences depression in the winter months that then subsides in the spring and summer months. Although first identified around 1845, this mood disorder was not officially classified until 1984 when psychiatrist Norman E. Rosenthal, M.D., began to study cases of depression that seemed to occur during the winter only. (2) After an article was published in The Washington Post about his research, Rosenthal received a nationwide response from thousands of people who experienced the same symptoms he had observed in his patients. (3). After further research he compiled his studies in Winter Blues: Seasonal Affective Disorder: What It Is and How to Overcome It, which he recently revised, updated, and rereleased in October 1998. Causes Although the cause of this disorder is attributed to the lack of exposure to sunlight, it has not yet been determined whether a person's susceptibility to it is genetic or stress-related or both. Dr. Rosenthal finds the causes of SAD to be "a combination of factors including shortened daylight, stress and genetic vulnerability." (4). By means of his research, he calculated that some kind of depression is experienced by at least 14 percent of the population due to the decrease of exposure to sunlight in the winter. Many scientists feel SAD is "a product of modern society that confines us indoors," with stress levels easily increased by a work environment in which one hardly ever sees the sun. (4). Also,

Causes of Channel Conflicts

Goal incompatibility: the channel partners have incompatible or misaligned goals, for example the manufacturer perceives his goals to be a market share and profit maximization in the long run, the wholesalers perceive their goals to be sales maximization and in turn profit maximization. The latter even prefer to work at higher margins and short term profitability. This makes the wholesaler accuses the manufacturer of squeezing his margins. This is typically what’s happening with all large manufacturers and their channel members today.For example, Charcutier Aoun in Lebanon may have incompatible goals with wholesalers and even manufacturers. Charcutier Aoun wants big discounts and very low prices in order to increase sales and therefore, profit margin and producer of Gillette may want to have a brand image and big market share without decreasing the price in the short-run and therefore, increase profit margin in the long-run. Unclear roles and rights: If the channel members hav e unclear role than there will be arise conflict. For example, producer, wholesalers and retailers role in distribution channel should be clear.But one channel member doesn't play his role or interferes on others role than there will be conflict. For example, BMW manufacturer may have such conflict if one of its distributors started directly selling to the retailers bypassing large wholesalers in the territory. The wholesalers can in return affect BMW sales by pushing the competitors’ products. Another example, if Apple plans to open a shop by itself at the same place where he/she are selling the products through retailers than conflicts will be created between producer and retailer.Differences in perception: There may be perceptual difference among the channel members involved in the distribution channel. Differences in perception cause conflict. For example, producers perceive retailer discount adequate and retailers perceive it inadequate or it may be the opposite. For exa mple, Aishti sells many types of luxury brands and makes occasional discounts of 20 to 30 percent yearly. Manufacturers or distributors of certain Brand may not agree to include their deluxe brand in this discount as it is the company strategy.Intermediaries’ dependence: If the channel member is highly dependent on the manufacturer this may increase conflicts between them. For example, exclusive dealers like Kettaneh are highly affected by the pricing strategy of the manufacturers and even the product itself. If the new VW showed a mechanical defect or low performance, this will directly affect Kettaneh’s sales and profit as it is the only product he sells. Therefore, importance and recurrence of channel conflicts will increase between Manufacturers and dealers.Finally, Destructive channel conflict can have serious consequences on channel efficiency, channel effectiveness and partners' profits. Such consequences lead to low partner loyalty to principals. These conseque nces will lead to a negative impact on customers' purchasing behaviors and therefore, to each partner’s profit. However, some channel conflict is desirable, provided it is well managed. Managed channel conflict is better defined as channel competition and is not destructive.

Discussion Questions Essay

2. How do data from qualitative research differ from data in quantitative research? A quantitative research question is an interrogative sentence that asks a question about the relation that exists between two or more variables. Its purpose is to identify the variables being investigated and to specify the type of relationship, descriptive, predictive, or causal, being investigated. A qualitative research question asks a question about some process, issue, or phenomenon that is to be explored. 5. Assume you are a manufacturer of small kitchen electrics, like Hamilton Beach/Proctor Silex, and you want to determine if some innovative designs with unusual shapes and colors developed for the European market could be successfully marketed in the U.S. market. What qualitative research would you recommend, and why? The US market is very complex and extremely different than the European markets. I would employ a combination of interviews and focus groups. The interviews would allow the researches the opportunity to go deeper in the causes and effects of the choices that the consumers choose. This will enhance the data and information to allow the engineers to review the surveys in order to see if the concepts are true. 7. What dilemma does HealthPlus face, and why has the company turned to focus groups for insights? From the readings, I read that Healthplus had a dilemma that was like well  positioned given the growing concern over rampant obesity, especially among youth. .HealthPlus was right when it surmised that consumers are skeptical that something healthy can taste good. They also learned that there are some triggers they can use for their advertising to get people to eat healthy. The company turned to focus groups to get information on preliminary analysis on the focus group transcript content so that they can get their survey’s back quicker to see what they can fix before sending out to consumers. Chapter 8 1. Compare the advantages and disadvantages of the survey to those of observation. Under which circumstances could you make a case for using observation? The primary advantage to a survey over that of an observation study deals with the actual collection of data. With a survey the data collected is normally known and often is directed to specific answers due to the survey format where observational studies collect data in a haphazard way. However, observation can be a useful tool in certain situations. Observation is a very useful tool when the study must be concealed from the participants. In this manner someone can observe and the participants do not know they are involved in a study. This does present an ethical dilemma but often is required for successful data collection and study. 2. What ethical risks are involved in observation? In the use of unobtrusive measures? Any observations that involve individuals who are unaware present ethical concerns. Individuals in observation studies that use unobtrusive measures can be sneaky. Meaning the study can be concealed from those involved without their approval. For example, studies that make use of one way mirrors, hidden cameras, hidden microphones, etc. 5. The observer–participant relationship is an important consideration in the  design of observation studies. What kind of relationship would you recommend in each of the following cases? a. Observations of professional conduct in the classroom by the student author of a course evaluation guide. Direct b. Observation of retail shoppers by a researcher who is interested in determining customer purchase time by type of goods purchased. Concealment c. Observation of a focus group interview by a client. Indirect d. Effectiveness of individual farm worker organizers in their efforts to organize employees of grape growers. Participation