Motion-Detecting Animal Deterrent free essay sample

Marketing plan for imaginary pet product. Examined in terms of target market, demand, economics, competition, objectives, advertising, projections. Includes tables. I. Introduction This marketing plan is for The Motion-Detecting Animal Deterrent, a new product designed to keep pets from leaving and undesired animals from entering an owners property. It is a fully automatic device that uses infrared sensor technology to detect heat and motion up to 35 feet away and in a 105 degree arc. When the sensor is activated, a built-in pulsating water sprinkler head sends out a three-to-four second spray of water. The device can be adjusted so the target spray area can vary from 20 to 40 feet from the device, and the spray pattern can vary from as narrow as 10 degrees to as wide as 360 degrees. Housed in sturdy ABC plastic, the device attaches to any standard-sized garden house and is secured to the ground by a zinc-plated steel spike. We will write a custom essay sample on Motion-Detecting Animal Deterrent or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Operated by an on/off switch, it is powered by a 9-volt..

Battles at Ypres essays

Battles at Ypres essays During the first battle of Ypres, both sides tried to use the best tactical features possible. Ammunition in this battle was so low that most guns were withdrawn from the line and some of the guns with ammo left were limited to one shot every half of an hour. The City of Ypres was virtually at sea level resulting in a complex drainage system. The Belgians warned the British that their position on the Germans would destroy their complex drainage system of dykes and canals from all of the heavy artillery fire. Some very harsh lessons were being learned in this battle as well. One of these lessons were that it was unsafe to have an important headquarters in a vulnerable position. The British made this mistake once and they were sure not to do it again. The Germans were doing unusually better than they had thought. They did not realize they had roughly 50,000 British casualties and 20,000 French casualties resulting in mass OVERKILL. They also didn't realize that they were kill ing some of the best and most experienced regiments of the British army. As winter set in , and that meant snow, rain, sleet, hail, and floods, both sides dug into the trenches as best they could. The Germans had the higher and dryer ground so they could build stone establishments near the front. Looking at the British side, they were all wet, sticky, smelly, had had some of the worst cases of trench foot in the war. The second battle of Ypres was not meant to be a major one. This battle also introduced poison gas to the Western Front. Later on, the whole Ypres area would be saturated with gas of every kind, mainly mustard gas, but phosgene and others would soon appear. Troops were trained on how to smell the different gasses. The CO's said phosgene smelt of musty hay. Some of the troops reported that it smelt of sweet hay but by the time they smelt it was usually too late. The G ...

REGULATION, COMPLIANCE AND GOVERNANCE Essay Example | Topics and Well Written Essays - 2000 words

REGULATION, COMPLIANCE AND GOVERNANCE - Essay Example When the derivatives were distributed, it created an opportunity of basic training and helped in exploiting the difference in prices in future and spot markets. The gas trading of Enron had allowed it to be a market maker and acted as counterparty by trading on both sides and made profits as spreads between the offer and the bid price. Enron was under residual risk after it accessed both the markets and was able to overcome the same by entering into swaps and other such arrangements with dealers. As Enron owned physical plants and took charge of operating those, it had a comparative advantage over the competitors. The company was also able to protect itself from the market price movements for the same reason. Being an industry insider, it also had advantages of acquiring information needed for forecasting shocks related to particular region or sector. Therefore, besides being a market maker, Enron was also a creator of new products. The business strategy used by Enron, in 1990s, was asset light and vertical integration, after it became too leveraged due to the merger. The asset light approach indicates combination of the development of sophisticated risk management techniques with the least amount of ownership and operation of plants. Virtual integration system helps to maintain the reliability of a product with less capital investment. Enron took advantages of deregulation of the US energy markets, as later on, it can be noticed that they enjoyed the experience of steadily rising profit from merger of two utility based companies. Additionally, besides owning several gas pipelines, it also ran a natural gas as well as electricity transmission business. After 1985, Enron even started trading in gas and offered various types of derivates to interested customers, when the gas pipelines business met an end. When the derivatives

European Law essay Example | Topics and Well Written Essays - 2000 words

European Law - Essay Example It is agreeable that legal cooperation and integration is the most important premise for political and economic integration. There should be horizontal and vertical legal cooperation and integration; that is, among member states themselves, as well as between the Union and its member states. This means that such integration should be in such a way that, despite the fusion of legal processes, each state do not lose their individual legal characteristics.1 It is in the light of this that a question arises of how supreme law can be established while each state still maintains their inherent laws. In practice and theory, this question point at two most crucial European Law doctrines: the doctrines of â€Å"supremacy† and â€Å"subsidiarity†.2 So, how is the doctrine of â€Å"supremacy† and â€Å"subsidiarity† developing and how can it address the question of enforceability of directives by individuals? The Doctrine of â€Å"Supremacy† The doctrine of â €Å"supremacy† is one of the basic principles of EU law that was developed by the European Court of Justice (ECJ) in the Costa v Enel [1964]3 to ensure supremacy of EU laws over individual member states law. The development of this doctrine was based on the pacta sunt servanda principle that the EU laws should not be prejudiced by national laws. Since the EU laws respect the fundamental rights, the ECJ is of the opinion that member states should not prejudice EU laws under the excuse of protecting human rights. The ECJ’s ruling followed the principle that the courts of individual member states must not apply national laws that are not consistent to EU Laws. The EU Treaty provides the EU laws with supremacy over individual states laws.4 It should be noted that the doctrine of supremacy of the EU law is a debatable concept that is still evolving. Since the ruling in Costa v Enel, there have been various reactions to the opinion held therein. The ruling has been challenge d in the members’ states constitutional courts, as noted in German Constitutional Courts in the case of Spa Granital v. Amministrazione delle Finanze dello Stato5. In the case, it was held that Community law should be given precedence because of its competence over any relationship aspect between national law and Community law. Also, the Treaty of the European Union has been challenged through a series of Maastricht cases. The enforceability of the doctrine of supremacy directives by individuals is very possible. However, such enforceability is only within the ECJ’s conditional jurisdiction; in some cases, EU laws do not have direct effects to the national Acts hence implying that its provisions cannot be enforced in such circumstances.6 The Doctrine of â€Å"Subsidiarity† The Maastricht Treaty on European Union (TEU) sets out that the doctrine of subsidiarity enjoins the European Community to act in areas where there is concurrent competence. The doctrine requi res the EU institutions to refrain from acting in situations where their objectives can be served effectively at member state level. This doctrine is informed by the need to ensure that the EU laws do not trample on the principles of cultural diversity and democratic self- governance, needlessly. This doctrine implies that the EU will only act when the individual members states action are deemed to

Barley production in the United States Essay Example for Free

Barley production in the United States Essay Share of US in global barley production is decreasing and about 1% drop can be clearly seen from 2000 to 2005. Currently US produces about 3. 5% of the total global production. European Union, Russia, Canada and Australia lead the pack. In US the barley is produced mainly in North Dakota, Montana, Idaho, Washington, Minnesota and South Dakota. These six states account for about 80% of the US barley production. The area under barley cultivation in these six states are 1. 05, 0. 80, 0. 56, 0. 21, 0. 12 and 0. 06 million acres for the states North Dakota, Montana, Idaho, Washington, Minnesota and South Dakota respectively in 2006 (fapri. missouri 2006). In US the area under cultivation of barley and wheat is continuously decreasing while that under corn and soyabean is increasing. Total area under barley cultivation has decreased from 9 million acres in 1991 to about 3. 5 million acres in 2006 and accordingly the total production of barley has also decreased from about 9 million ton in 1991 to just 4. 4 million ton in 2005. US production averages 400 million bushels per year with an annual value of $923 million as a raw commodity (1988 1997). In USA production of the malt barley is mainly in the western states. Of the barley consumed domestically, approximately 55% of the barley crop is used for animal feed 39% for malt production 3. 5% as seed 1. 7% in food products Total value of the annual barley crop is $184 million for barley and milled products $48 million for malt and malt extracts $332 million for beer. US production represents 5-10% of the world production. Largest importers of US barley are Japan and Mexico. Malting and Brewing It is imperative to examine the malting, brewing and fermentation process in primarily to understand the quality requirements for the barley to be use for production of beer. Various unit processes in production of beer are – making malt, drying and milling of malt, producing wort, brewing, fermentation, maturation and bottling. We will examine each of the unit processes in somewhat detail. In the malt house, barley grain germination is initiated by the uptake of water in a steeping vessel. The grain imbibes water during controlled cycles of water spraying or water immersion followed by aeration, until the water content of the grain reaches 42 to 48%. Water enters the grain via the embryo, and after approximately 24 hours, the first visible sign of germination is the appearance of the root, as a white chit. The grains are then transferred to malting beds where germination is allowed to proceed over a period of around 5 days. The speed of germination is controlled by temperature and aeration of the malt bed, while moisture content is maintained by spraying. Further embryo growth, with the appearance of rootlets and acrospires, can lead to root entangling. The grain bed is regularly turned with a rotating screw to prevent grains matting together. Green malt, produced after five days of germination, is kiln dried and partly cooked in a forced flow of hot air. Hydrolases produced during malting are partially inactivated during this process. Malt color, enhanced by kilning at higher temperatures, may be desirable for production of darker beer, but it leads to further heat-inactivation of hydrolases. The brittle malt rootlets are separated from the malt and utilized in animal feeds. The kilned malt is stable for storage and has a friable texture suitable for the milling process which proceeds brewing. The brew house consists of brewery buildings housing machinery and equipment for the production of wort. Processes taking place here include milling of the kiln dried malt, mashing, filtration and wort boiling. The malt is milled into fine grits to ensure good access of water to grain particles in the subsequent phase of beer production. Milling energy is a good indication of malt quality, where homogeneously modified malt has a lower milling energy. Malt may be supplemented with solid adjunct, i. e. a sugar source such as flaked or roasted barley, in order to impart specific flavor or colour characteristics to the finished beer. Milled malt is mixed thoroughly with two to four volumes of water to yield mash, and subjected to a process denoted mashing that fundamentally is an extension of malting with the action of various enzymes. Boiled, gelatinized starch from maize or rice grains may be supplemented as adjunct during mashing to achieve a higher content of fermentable sugars. At the end of the mashing operation, soluble substances and residual solid particles are separated by filtration into sweet wort and spent grains, respectively. Factors influencing mash filtration are complex and range from physical effects, such as particle size, to high viscosity caused by gum and protein aggregates. In the next process in the brew house, hops are added to the wort as a source of bitter substances, which are solubilized during wort boiling ( 1 h) and give beer its characteristic taste and aroma. In addition, wort boiling serves to denature enzymes and other proteins, sterilizes the wort, and yields a darker liquid which is an excellent medium for subsequent fermentation with brewers yeast. During the primary fermentation, the fermentable sugars, mainly maltose and glucose are converted to ethanol and carbon dioxide. This action is performed by the brewing yeast, which during the brewing process also produces many of the characteristic aroma compounds found in beer. At the end of the primary fermentation, the yeast cells flocculate and sediment at the bottom of the fermenter and can be cropped and used for a new fermentation. Not all yeast cells sediment; some will remain in suspension, and these cells are responsible for maturation of the beer. During this process the off-flavor, diacetyl is degraded to below the taste threshold. The fermentation characteristics of brewers yeast are strain-dependent and are genetically inherited. Much of the genetics of Saccharomyces yeasts has been elucidated, and the knowledge gained, forms the basis for breeding of brewing yeast. Thus, new types of beer with altered aromas can be produced with yeast strains selected through breeding. After fermentation the temperature is lowered and the beer is maturated for a period during which the off-flavor component diacetyl is assimilated by yeast cells. Mature beer is then chilled to a temperature of -2 oC for a couple of days. By doing so the colloidal stability of the beer is greatly improved due to precipitation of protein-tannin complexes, which are only sparingly soluble at low temperature. The beer is now ready for final stabilization, which removes further amounts of proteinaceous matter and/or tannins, and subsequent filtration. The bright beer so obtained, and adjusted to the correct carbon dioxide content, is now ready for bottling. When the residual yeast cells have been removed it is of utmost importance that oxygen uptake is reduced as much as possible, since oxygen will damage the flavor stability of the beer and, despite intensive stabilisation, also impairs its colloidal stability. Finished beer is either bottled or canned or filled into kegs. It may be tunnel pasteurized, flash pasteurized or aseptically bottled. In either case the beer must appear fresh, bright and without faults to the customer and hence the quality is a matter of great concern. The beer must also be free from micro-organisms to ensure wholesomeness and biological stability. The ethanol content must obey fiscal rules but is also of major importance for the flavor of the beer. This is further influenced by a wide range of compounds that may be present in even very small amounts. Visually the finished beer must form nice foam on pouring; it must have an attractive colour. Despite use of the choicest raw materials and careful brewing performance the beer is a fragile liquid, especially when not stored cold. The fine balanced aroma of fresh beer is eventually replaced by a less attractive smell and likewise the taste deteriorates. The basis for this decay is a matter of intense research.

Was World War I a total war? Essay -- essays research papers fc

Was World War One a total war? Why? Why not? The First World War of 1914-1918, also known as the Great War, was the first total war in history. What began as a European struggle over the balance of power between the triple alliance of France, Britain and Russia on one side and the central powers of Germany and Austria-Hungary on the other, soon became a global conflict that involved the imperial powers of Europe, their colonies and lands such as the Ottoman Empire, Japan and the United States. Although the sheer number of countries involved in the conflict is enough to describe the First World War as a mass war, what makes it total is the fact that it was waged not only against the enemy’s armies, but also against the civilian population. Military attacks, the use of propaganda and the fact that governments had to mobilise every available human and material resource for the conduct of war affected non-combatants and made World War One a war not fought between armies, but entire societies. Civilians became targets of warfare because their efforts were crucial to the outcome of the war. While fifteen million soldiers died , untold millions suffered off the battlefield. One weapon that had a major effect on warfare in 1914-1918 was the submarine. Since all Britain’s supplies were seaborne, enemies such as Germany resorted to starving the population by destroying British supply ships. The British also found it an effective tactic to blockade supplies to Germany, starving the German war economy and population. Air raids were also a reality for citizens and the general populace had to be ready for the enemy to strike at any time. Attacks were not always so random. An Armenian woman tells of her experiences of being taken from her city with her children, knowing that she was going to be killed - â€Å"I was in the last caravan to leave the city; we knew they were leading us to our deaths†¦there was a well wide open where the executioners immediately threw the wo men they were stabbing.† This is an example that shows how women and children suffered in a conflict that many did not understand or want to be a part of. The use of propaganda and the war of words between belligerents played a big part in making the First World War total, as â€Å"the orgy of killing on the battlefield took place against the backdrop of an orgy of loaded words.† The government and press were able... ...d be directly or indirectly involved in the war – if not physically involved in battle, they could be emotionally affected by the use of propaganda or manipulated by misleading information. Finally, the First World War was waged with armaments that require entire economies to produce them. This means that the war was total because non-combatant involvement in the war effort was essential. BIBLIOGRAPHY Bentley, Jerry H. & Ziegler, Herbert F., Traditions & Encounters, (New York, 2003). Demm, Eberhard, ‘Propaganda and Caricature in the First World War’, Journal of Contemporary History, Vol. 28, No. 1. (1993), pp. 163-192. Hobsbawm, Eric, ‘The Age of Total War’, Age of Extremes, Michael Joseph, 1994. 21-53. Marquis, Alice Goldfarb, ‘Words as Weapons: Propaganda in Britain and Germany during the First World War’, Journal of Contemporary History, Vol. 13, No. 3. (1978), pp. 467-498. PRIMARY SOURCES Lines of Fire. Women Writers of World War I, edited by Margaret Higonnet (New York, 1999): Gadarinee Dadourian, ‘A Mother’s Deportation’, pp.280-1. Mike Iavarone, â€Å"Trenches on the Web: Posters from the Great War,† http://www.worldwar1.com/posters.htm#ger

Discovering the Relationship Between the Law and Your School Essay

For this Benchmark I had to research the law and how it is applied to special education issues that were covered in this class.. I looked at my state departments of educations website to view the laws of my state of Oklahoma and Texas and Arkansas to see how they cover special education issues. I had also had to interview a lawyer who is well-versed in school law. I interviewed Ms. Andrea Kunkel, she was a wealth of information. She is well-versed in Special Education law, she was an attorney at Rosenstein, Fist and Ringold, where she represented Oklahoma Public Schools. She handled many Due Process Cases, she advised school staff on their legal responsibilities under the Section 504, Title II of the ADA and IDEA. She also was the legal advisor of the Oklahoma Directors of Special Services and is now the staff attorney of CCOSA (Cooperative Council of Oklahoma School, where she is currently training school administrators on special education law and issues and is the liaison to ODSS group. The first topic we discussed was how has the legal system evolved, as it applies to special education, over the past 20 years, and how has that affected the legal framework for special education today? Ms. Kunkel said that in the 2004 Reauthorization of the IDEA, Congress  added a requirement that, when a parent files a due process hearing complaint, the district and parent must promptly participate in a resolution session, unless they agree in writing to waive the resolution session. The purpose of the resolution session is to provide a forum at which the parent  explains the complaint and what s/he is seeking through the process so that the district has an opportunity to resolve the complaint. Parties who resolve some or all of the complaint issues through a resolution session must spell out the terms of their agreement in writing, and that writing is enforceable in court. Ms. Kunkel injected that the resolution session alone is of questionable value in resolving cases. Those same cases would likely be resolved in an IEP team meeting held after the complaint was filed. However, in Oklahoma, the entity that runs our dispute resolution and hearing processes – the Special Education Resolution Center at OSU – makes available without charge, with the parties’ agreement, trained resolution session facilitators, who assist the parties in attempting to resolve the complaint issues. Resolution sessions that include facilitators are effective in resolving due process hearing complaints in Oklahoma. She pointed out that although the IDEA does not require parents and districts to participate in mediation, it encourages alternative dispute resolution processes. SERC offers mediation services without charge to resolve disputes between parents and districts that agree to participate. Mediation is available whether or not the dispute has resulted in a due process hearing complaint. Ms. Kunkel said that most recently, SERC has started to offer facilitation services at IEP meetings. Again, this service is free to parents and schools that agree to participate. SERC cannot make facilitation broadly available, due to limited resources, but it is likely to be available in situations in which parents and schools cannot make it through IEP meetings due to mental health issues or other major obstacles. She went on to point out that the availability of alternative dispute resolution options has improved the legal framework for special education in Oklahoma. Although Oklahoma has never been a state with large numbers of  due process hearing complaints, the timing of SERC’s taking on the state’s due process hearing and alternative dispute resolution systems coincides with the filing of fewer due process hearing complaints. At a time when OSEP is emphasizing avoiding disputes and resolving disputes at the lowest possible level, Oklahoma is already a leader in those areas. Greater access to alternative dispute resolution processes seems to indicate that even fewer cases will result in administrative hearings, appeals and requests for judicial review. That indicates greater collaboration between parents and schools and improved services for students. How does the legal framework differ for special needs students and regular students in private and public schools was the next question that I asked her. She said that the IDEA applies to local education agencies (LEAs) like public schools, but not to private schools. Students with disabilities may be placed by their parents unilaterally in private schools or IEP teams in LEAs/public schools may place students with disabilities in private schools to receive FAPE. For unilaterally placed students, the private school may or may not provide the child with special education or related services and may or may not write an IEP or similar document. That is up to the private school. The parent has no access to due process procedures against a private school to challenge educational services provided or not provided to a private school student. She went on to say that for private schools that accept placements of students on IEPs to receive FAPE, then the placing LEA/public school has the legal obligation to provide the student with FAPE, to ensure that procedural safeguards are followed and that an appropriate IEP is developed and implemented. The private school does not become subject to the IDEA by accepting the student. The parent’s due process rights are against the LEA/public school, not the private school. Public schools have child find responsibilities as to students attending private schools, even unilaterally  placed students. At most, the private school has a moral obligation, not a legal one, to refer parents to LEAs/public schools for IDEA evaluations when private school personnel suspect a disability. Parents who believe that the LEA/public school has failed in its child find obligation or obligation to evaluate or reevaluate a student have access to IDEA due process procedures. I posed the question, â€Å"Who monitors the implementation and evaluation of IEPs in private and public schools?† Ms. Kunkel stated that private schools that voluntarily develop IEPs for their students with disabilities who are unilaterally placed by their parents monitor their own IEPs. There is no state or federal oversight. IEP development and implementation by LEAs/public schools is monitored by the Oklahoma State Department of Education, which  reports the results to the U.S. Department of Education/OSEP. LEAs/public schools face various consequences for IDEA violations. The last question that I asked her was â€Å"In the legal expert’s opinion, are there any elements of special education law that need refinement?† Ms. Kunkle said that, â€Å" As to the legal system, I would prefer mandatory mediation when a due process hearing complaint is filed.† I researched how mediation works in my schools district website. The website stated that a trained mediator works with both of the parties involved. The Special Education Resolution Center (SERC) is the one who appoints a mediator when needed, these mediators are neutral. The mediator is neutral facilitator to help the family, students and the school staff to reach an agreement. The mediator is in control of the session they parties involved makes all of the decisions regarding the case. The mediator permits both parties to voice their points and tries to help both parties to come to a mutual understanding and find the best solution to the problem that best suits the problem and best services that student. Parents and the school system also have a role in the mediation, their role is to be active during the session and help to develop an agreement along with the mediator. Both  parties can bring an attorney, but they are responsible for all fees. Mediation is free and not mandatory for any party to participate in. Mediation can be asked for at any time and if an agreement is made both parties get a copy of the agreement. If the agreement is not followed the case can go to court. (http://ok.gov/sde/faqs/special-education-mediation ) My state has policies that ensure that the funds that the state gets from IDEA (section 608 (a) ) There is a policy by the Oklahoma State Department of Education (OSDE) establishes that secondary transition services be started at the start of the students ninth grade year or when they turn 16. There is a policy that makes sure that classroom sides are not big. Initial eligibility determination must be completed within 45 school days of receipt. In Oklahoma Due Process is managed by The Special Education Resolution Center (SERC) SERC has expanded with programs to help assist families and school districts to resolve disputes at the earliest possible time. This service is done for free to families and the district. The mediators are well trained. Mediation in Oklahoma is totally voluntary. If a parents wants to have mediation, they have to fill out a form, sign and return it to the SERC and the SERC will inform the other party involved in the dispute. After both parties agree to attend the mediation, a mediator will be assigned, there is a mediation manual on the states website. . In Oklahoma a Due Process hearing proceeds mediation when the disputes cannot be worked out during mediation. There are special rules for the conduction of the hearing. There is a hearing officer that proceeds over the hearing. Both parties have thirty days to try to settle once again on a resolution. A hearing will go ahead at this point. These options for parents and districts are funded by the Oklahoma State Department of Education. As a paraprofessional I have luckily never had to go through a Due Process Hearing, but I have worked with a few parents that I was  wondering if we were going to have to. I have worked with some wonderful families who truly worked with the school in making sure their child go the best education possible. In conclusion, through this course I have learned a lot about Special Education and law. The law is made to help people but I find that sometimes that is not case, through this class I have learned more about law and how it might help my special needs students. It is important as a teacher to be up on law. I might be the only one who can help my students and families. I want to be source of help and safety for my students and their families. As a special education teacher I will try to stay up on laws and stay educated myself. Resource Page http://ok.gov/sde/faqs/special-education-mediation (N.D) retrieved on August 5, 2014 http://ok.gov/sde/sites/ok.gov.sde/files/OSDE%20SES%20Policies.pdf (N.D.) retrieved on August 5, 2014 Personal Interview with Ms. Andrea Kunkel on August 3, 2014