Skoog Solution of Chapter 15 Free Essays

Crouch Principles of Instrumental Analysis, 6th ed. Chapter 15 Instructor’s Manual CHAPTER 15 15-1. In a fluorescence emission spectrum, the excitation wavelength is held constant and the emission intensity is measured as a function of the emission wavelength. We will write a custom essay sample on Skoog Solution of Chapter 15 or any similar topic only for you Order Now In an excitation spectrum, the emission is measured at one wavelength while the excitation wavelengths are scanned. The excitation spectrum closely resembles an absorption spectrum since the emission intensity is usually proportional to the absorbance of the molecule. 15-2. a) Fluorescence is the process in which a molecule, excited by the absorption of radiation, emits a photon while undergoing a transition from an excited singlet electronic state to a lower state of the same spin multiplicity (e. g. , a singlet singlet transition). Phosphorescence is the process in which a molecule, excited by the absorption of radiation, emits a photon while undergoing a transition from an excited triplet state to a lower state of a different spin multiplicity (e. g. , a triplet singlet transition). (c) Resonance fluorescence is observed when an excited species emits radiation of he same frequency at used to cause the excitation. (d) A singlet state is one in which the spins of the electrons of an atom or molecule are all paired so there is no net spin angular momentum (e) A triplet state is one in which the spins of the electrons of an atom or molecule are unpaired so that their spin angular moments add to give a net non-zero moment. (f) Vibrational relaxation is the process by which a molecule loses its excess vibrational energy without emitting radiation. 1 Principles of Instrumental Analysis, 6th ed. (g) Chapter 15 Internal conversion is the intermolecular process in which a molecule crosses to a lower electronic state with emitting radiation. (h) External conversion is a radiationless process in which a molecule loses electronic energy while transferring that energy to the solvent or another solute. (i) Intersystem crossing is the process in which a molecule in one spin state changes to another spin state with nearly the same total energy (e. g. , singlet triplet). (j) Predissociation occurs when a molecule changes from a higher electronic state to n upper vibrational level of a lower electronic state in which the vibrational energy is great enough to rupture the bond. (k) Dissociation occurs when radiation promotes a molecule directly to a state with sufficient vibrational energy for a bond to break. (l) Quantum yield is the fraction of excited molecules undergoing the process of interest. For example, the quantum yield of fluorescence is the fraction of molecules which have absorbed radiati on that fluoresce. Chemiluminescence is a process by which radiation is produced as a result of a chemical reaction. 5-3. For spectrofluorometry, the analytical signal F is proportional to the source intensity P0 and the transducer sensitivity. In spectrophotometry, the absorbance A is proportional to the ratio of P0 to P. Increasing P0 or the transducer sensitivity to P0 produces a corresponding increase in P or the sensitivity to P. Thus the ratio does not change. As a result, the sensitivity of fluorescence can be increased by increasing P0 or transducer sensitivity, but the that of absorbance does not change. 2 Principles of Instrumental Analysis, 6th ed. Chapter 15 5-4. (a) Fluorescein because of its greater structural rigidity due to the bridging –O– groups. (b) o,o’-Dihdroxyazobenzene because the –N=N– group provides rigidity that is absent in the –NH–NH– group. 15-5. Compounds that fluoresce have structures that slow the rate of nonradiati ve relaxation to the point where there is time for fluorescence to occur. Compounds that do not fluoresce have structures that permit rapid relaxation by nonradiative processes. 15-6. The triplet state has a long lifetime and is very susceptible to collisional deactivation. Thus, most phosphorescence measurements are made at low temperature in a rigid matrix or in solutions containing micelles or cyclodextrin molecules. Also, electronic methods must be used to discriminate phosphorescence from fluorescence. Not as many molecules give good phosphorescence signals as fluorescence signals. As a result, the experimental requirements to measure phosphorescence are more difficult than those to measure fluorescence and the applications are not as large. 3 Principles of Instrumental Analysis, 6th ed. 15-7. Chapter 15 4 Principles of Instrumental Analysis, 6th ed. 5-8. Chapter 15 15-9. Q = quinine ppm Q in diluted sample = 100 ppm ? 245 = 196 125 mass Q = 196 mg Q 500 mL ? 100 mL ? = 490 mg Q 10 mL solution 20 mL 3 5 Principles of Instrumental Analysis, 6th ed. 15-10. cQ = A1csVs (448)(50 ppm)(10. 0 mL) = = 145. 45 ppm ( A2 ? A1 )VQ ( 525 ? 448) (20. 0 mL) Chapter 15 145. 45 ppm ? 1 mg quinine 1 g solution ? ? 1000 mL = 145. 45 mg quinine 3 1 mL 1 ? 10 g solution 0. 225 g Q ? 100% = 3. 43% 4. 236 g tablet 15-11. Assume that the luminescent intensity L is proportional to cx, the concentration of iron in the original sample. Then, L1 = kcxVx / Vt where Vx and Vt are the volume of sample and of the final solution, and k is a proportionality constant. For the solution after addition of Vs mL of a standard of concentration cs, the luminescence L2 is L2 = kcxVx / Vt + kcsVs / Vt Dividing the second equation by the first yields, after rearrangement, cx = L1csVs (14. 3)(3. 58 ? 10? 5 )(1. 00) = = 1. 35 ? 10? 5 M ( L2 ? L1 )Vx (33. 3 ? 14. 3)(2. 00) 15-12. Assume that the luminescence intensity L is proportional to the partial pressure of S* . 2 We may then write L = k[S* ] 2 and K = S* ][H 2 O]4 2 [SO 2 ]2 [H 2 ]4 where the bracketed terms are all partial pressures and k and K are constants. The two equations can be combined to give after rearrangement 6 Principles of Instrumental Analysis, 6th ed. Chapter 15 [SO 2 ] = [H 2 O]2 [H 2 ]2 L kK In a hydrogen-rich flame, the pressure of H2O and H2 should be more or less constant. Thus, [SO 2 ] = k ? L where k? = 1 kK 15-13. The fluorescent center is the rigid quinoline ring, which is rich in ? electrons. 15-14. From Equation 15-7, we can write F = 2. 303 ? f K bcP0 = 2. 303 ? K cP0 ? 0 Dividing both sides by the lifetime ? yields F = 2. 303K bcP0 ? ?0 Since K? , ? , b, ? 0 and P0 are constants, we can write F ? = Kc where K is a compilation of all the constants in the previous equation. 7 Principles of Instrumental Analysis, 6th ed. 15-15. (a) Chapter 15 (b) (c) The corrected fluorescence Fcorr would be Fcorr = F? 0/? , where F is the observed fluorescence, ? 0 is the lifetime for [Cl–] = 0. 00, and ? is the observed lifetime. The results are in the spreadsheet. 8 Principles of Instrumental Analysis, 6th ed. Chapter 15 9 How to cite Skoog Solution of Chapter 15, Papers

Necessity Entrepreneurship and Competitive Strategy

Question: Discuss about the Necessity Entrepreneurship and Competitive Strategy. Answer: Introduction: The paper focuses on IKEA case study to understand how it uses it cost leadership strategy in the market. A companys relative position in the market and within the industry largely determines the level of profitability. According to Lebherz and Hartmann (2017), there are strategies which are combined with the scope of activities essential in attaining competitive advantage. These events lead to generic strategies namely differentiation, cost leadership, and focus. Ikea uses cost leadership strategies to ensure and enhance its competitive ability in the market. The market approach in different countries is based on the culture and other social aspects. IKEA Cost Leadership Strategy IKEA is one of the largest furniture firm operating in the international business environment that sell furniture to the consumers who assemble them at home for use. The company was founded more than half a century ago in Sweden and has been successful in carrying out business for the last 74 years (Block et al. 2015). The main question to be explored is how did the IKEA group operate and gain a market dominance for quite a considerable period? What strategies has the management employed to maintain and enhance the success? Looking for Porters Generic Strategies that were proposed by Michael Porter, the group follows the Cost Leadership Strategy which is visible in its operations. The company is driven by a simple and clear mission which includes selling a range of furniture products and accessories at a fair and reasonable price at the reach of various demographic groups (Jin-Yuan et al. 2016). This means that the designs are excellent and fashionable but lower price which makes many people afford them. By proving a broad range of assortment with excellent functionality, the buyers can find all they want under one roof, and that is why consumers find everything at IKEA (Block et al. 2015). Therefore, the success of the group is founded on the relatively simple idea that includes reducing the pricing to the customers. When a firm wants to achieve and follow cost leadership strategy, it implements activities that reduce the price of the products. In regard to this, Ikea, a Swedish furniture retailer has revolutionized the industry through the provision of cheap and stylish furniture which fetch higher prices in other countries and firms. The company can sell the product at lower prices because the products are sourced in low-wage countries and provision of basic level service to the consumers (Johnson, Scholes Whittington, 2008). Ikea does not deliver or assemble the finished furniture; the buyers collect them in a particular warehouse, and assemble them at home. Such strategy makes it capable for the firm to offer the product at lower prices and attract customers from various categories (Lebherz Hartmann, 2017). Conclusion In conclusion, IKEA group use cost leadership strategy to provide products of excellent designs at considerably low prices compared to that of the competitors. This strategy has been successful in offering innovative design to attract and retain consumers. Further, IKEA approach has been replicated in many countries, and it has enabled increase the brand awareness to the market. Besides it is more than a furniture merchant as it also offers lifestyle to consumers across the globe. Bibliography Block, J.H., Kohn, K., Miller, D. and Ullrich, K., 2015. Necessity entrepreneurship and competitive strategy.Small Business Economics,44(1), pp.37-54. Jin-Yuan, Y.U.A.N., Miao, W.A.N.G. and Xiao-Ming, Y.U.A.N., 2016. Analysis for Cost Leadership Strategy and Core Competitiveness Points of IKEA CO.DEStech Transactions on Economics and Management, (iceme-ebm). Johnson, G., Scholes, K. and Whittington, R., 2008.Exploring corporate strategy: text cases. Pearson Education. Lebherz, M. and Hartmann, J., 2017. Applying the value grid model to the furniture industry: the example of IKEA.

Yuchengco Researchpaper Essay Example

Yuchengco Researchpaper Essay †¢ AY Foundation The Alfonso Yuchengco Foundation, Inc (AY Foundation) serves as the heart of YGC. It manifests the Groups conviction that social responsibility is a corporations lifeblood, essential to its survival and success. Established in 1970, this non-profit, service-oriented organization has dedicated itself to the uplift of the Filipino spirit. Using contributions from YGCs member companies, the AY Foundation has various social development programs focusing particularly in the education, health and nutrition sector. Now entering its fifth decade of service, the Foundation continues its commitment to contribute to the improvement of the quality of life of the Filipino –especially the poor and disadvantaged. †¢ Yuchengco Museum The Yuchengco Museum, located at RCBC Plaza in Makati City, is one of Manilas newest art museums and cultural assets. The museum opened its doors to the public in September 2005, and was created especially by Alfonso Yuchengco to house his art collection and be a venue for artistic and cultural exhibitions. The establishment of the museum was a natural extension of Yuchengcos distinguished career as an influential Filipino-Chinese businessman, diplomat, collector, philanthropist, art patron, and education advocate. With its range of original exhibitions and engaging programs, the museum fosters a great public appreciation of the finest in Filipino and Filipino-Chinese creativity. The museums offerings focus on three different themes: Sino-Filipino Expressions that highlight the visual arts ; Bridging Cultures, which showcases the rich and diverse cultural expressions from the Philippines, the region, and the world; and Design as Art Art as Design showing contemporary design excellence. As a member of Yuchengco Group of Companies (YGC), the Yuchengco Museum is also a platform for the museums corporate social responsibility. We will write a custom essay sample on Yuchengco Researchpaper specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Yuchengco Researchpaper specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Yuchengco Researchpaper specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The museum also highlights the Yuchengco family and the YGC as patrons of arts and culture, positioning them not just as business leaders, but as vanguards of cultural heritage. †¢ RCBC YGCs flagship company for the banking industry is the Rizal Commercial Banking Corporation (RCBC). It is ranked as among the top 5 private domestic commercial banks. Incorporated in 1960, RCBC—then known as Rizal Development Bank—was the first development bank to be established in the province of Rizal. Two years later, it received the approval of the Central Bank to operate as a commercial bank. Since then, RCBC has become a leading name in the banking industry. RCBCs claim to excellence rests on the manner that it redefined Philippine banking services. The first to adopt the concept of integrated banking, RCBC went beyond traditional banking by offering clients investment and insurance services. Being at the forefront of industry innovations, RCBC continues to serve its clients with the highest standards of professionalism. House of Investments House of Investments, Inc. (HI) is a unique component of YGC. Servings as its investment arm, HI is the first enterprise of its kind in the Philippines. Ever since its first operations in the early 60s, HI has continuously sought new areas and diverse opportunities for investment and deployment of resources. House of Investments, or HI, a respected leader in project development activities and joint ventures with internationally established companies, ontrols and manages a major list of companies in education and information technology, construction and infrastructure, consumer finance, and other services such as memorial parks, strategic sourcing and trading. Through HI, YGC branches out, entering new industries, interacting with a wide range of players and absorbing fresh ideas. No wonder HI has the reputation of being the leader in project development as well as an active Philippine partner of some of the worlds most respected companies. †¢ RCBC Capital Corp. RCBC Capital Corporation is a subsidiary of RCBC. It offers a complete range of investment banking and financial consultancy services. It specializes in the underwriting of equity, quasi-equity and debt securities, loan syndication, and financial advisory services. RCBC Capital has successfully acted as Issue Manager, Lead Manager or Co-Lead Manager for numerous fund raising activities of both Government and privately-owned companies in the Philippines. In the local government bond market, RCBC Capital is the most active player from the private sector having underwritten majority of the local government bonds issued in the country. To assist clients in raising funds either through debt, quasi-equity or equity issuance, RCBC Capital acts as an intermediary in the sale and distribution of new securities to the public and via private placement or arranges a syndicate of banks willing to fund the client. In the process, RCBC Capital advises companies on the appropriate security to issue, timing, pricing and other terms, as well as assists in preparing the required documentation. RCBC Capital also provides financial advisory services with regard to the overall financial condition and strategy of a company. RCBC Capital also engages in the trading of stocks through its wholly-owned subsidiary, RCBC Securities, Inc. , a stock brokerage and a trading participant in the Philippine Stock Exchange. With an established network of equity investors, it can sell shares on a primary or secondary basis. †¢ RCBC Forex Brokers Corp. RCBC Forex Brokers Corporation was established as a subsidiary of RCBC in August 1998. It is engaged in dealing and brokering major world currencies in various foreign exchange contracts with local and international clients. As a broker, it also brings together sellers and buyers of foreign exchange, offering them very competitive rates through its offices in RCBC and RCBC Savings Bank Business Centers nationwide. RCBC Forex Brokers Corp. is part of RCBC Financial Markets Group. †¢ RCBC Savings Bank RCBC Savings Bank is a wholly owned subsidiary of one of the countrys top universal banks, Rizal Commercial Banking Corporation (RCBC). RCBC Savings Bank was incorporated in January 1996 to serve as the consumer and retail banking arm of RCBC. †¢ RCBC Securities, Inc. †¢ RCBC Telemoney Europe †¢ Bankard Bankard, Inc. is a pioneer in the credit card industry with 25 years of experience in card issuing and acquiring tucked under its belt. Celebrating its silver anniversary in the year 2007, the company entered another milestone in its existence on the same year with the re-branding of its cards from Bankard to RCBC Bankard the culmination of Bankards coming together with banking industry stalwart Rizal Commercial Banking Corporation (RCBC) that began in the year 2000 and concluded last December 2006 with the sale of the entire Bankard business and all of its assets to RCBC. YGC Corporate Services Inc. †¢ First Malayan Leasing and Finance Corp. First Malayan Leasing and Finance Corporation (Malayan Leasing) is a pioneer in the leasing and financing industry in the Philippines as the company started its operations in 1957. Malayan Leasing is a non-bank financial institution with a quasi-banking license granted by the Bangko Sentral ng Pilipinas. It serves the requirements of corpo rate, commercial and consumer markets through its innovative loans, leases and investment products. Grepalife Asset Management Corp. †¢ Grepalife Established in 1954, GREPALIFE Financial, Inc. (formerly The Great Pacific Life Assurance Corporation or simply Grepalife) is the first life insurance company to be put up after the Second World War and the 12th insurance firm to do business in the Philippines. Since then it would develop a corporate life of its own and would evolve into a solid pillar of the Yuchengco Group of Companies. It is one of the 10 largest life insurance companies in the Philippines today. With a growing number of policyholders, GREPALIFE Financial has become a life partner of many Filipinos. With over 200,000 policies in force, the company remains committed to its mission of promoting the great life among Filipino individuals and families. It is recognized as a leader in group insurance, protecting more than 4,000 groups and organizations. Through its competitive salary savings program, GREPALIFE Financial takes pride in holding significant niches among the countrys public school teachers and military personnel. Through creativity, innovation and wise leadership, GREPALIFE Financial has grown to be a trusted name among the countrys life insurers. Grepalife Asset Management Corporation is established primarily to manage, promote, provide and render management and technical advice and services to mutual fund companies. It is a wholly owned subsidiary of (shouldnt this be GREPALIFE Financial, Inc. ) Great Pacific Life Assurance Corporation, the life insurance arm of the YGC †¢ Malayan Insurance The Malayan Group of Insurance Companies has dominated the non-life insurance industry for over 30 years now. As the forerunner of the flagship institutions of the Yuchengco Group, it is the oldest of all the YGC members, and currently ranks as the biggest non-life insurance group in the Philippines. The Malayan Group places a premium on serving the interest of its clients. It continuously improves and innovates in order to provide a more efficient and better service. It is known for its wide coverage range of insurance risks including fire, marine and cargo, motorcar, miscellaneous casualty, personal accident and surety. As the Malayan Group enters its ninth decade of service, it will continue to exhibit the same brand of leadership and excellence respected by its policymakers and colleagues in the industry. †¢ Mapua Institute of Technology The Mapua Information Technology Center (MITc), a spin-off of MapuaTechs School of IT is envisioned to become the leader in non-university type education, offering two-year Diploma Programs to eventually an Associate Degree ladderized to the Bachelors Degree (4-year) I. T. courses of MIT. MITc invests on its students IT education to equip them with unparalleled skills and experience that will enable them to win in the global IT marketplace. With its academic reputation and the vast network of the YGC Group of Companies, MITc aims to provide top quality education to supply top corporations with skilled, high value IT professionals. Executive and Developer Programs are also available for professionals and corporations for their continuing education program (short courses). Different entity yet one aim – to give the best Education there is, stamped with Mapua excellence. OUR MISSION MITc produces highly-competitive and well-rounded individuals equipped with relevant, up-to-date, research-based technical and communication proficiencies in the fields of Information Technology, Management and Network technology in response to the demands of business and society globally. OUR VISION MITc will be the pioneer center that offers the best quality 2-year education that nurtures students to become ready for employment. MITc will be known not only in diploma courses recognized globally but also in other related technologies. Mapua Information Technology Center The Mapua Institute of Technology (MIT), is an 80-year old technology-focused school located in Intramuros, the heart of Manila. With 15,000 students in college level, it is the biggest engineering school in the Philippines, accounting for about 8% of engineering graduates every year. The Institute also runs a pre-engineering high school with about 1,800 students. The Institutes name derives from its foun der, Don Tomas Mapua, an architecture graduate of Cornell University. The Institute was fully owned by the Mapua family until 1999 when it was acquired 100% by the Yuchengco Group of Companies (YGC) through a company now known as iPeople, Inc. Ambassador Alfonso T. Yuchengco chairs the Mapua Board of Trustees, while Alfonso S. Yuchengco, III is the Vice-Chairman. The Institute prides itself with the quality of its architecture and engineering programs, which has been demonstrated time and again in the long history of topnotch performance of its graduates in the government-administered professional licensure examinations. Under the new YGC management, the quality of instruction is being enhanced and new dimensions are being added to the Institutes mission. Aside from excellence in teaching, the Institute now aims to develop its research, as well as its consultancy and community extension capabilities. The Institute will be at the front-lines of problem solving for the benefit of the Filipinos and humankind, while keeping in mind that the core of its strength lies and shall continue to lie in its engineering nd architecture educational programs, programs that are well-balanced by the 2-year general education curriculum in the arts, humanities and social sciences. In recognition of the growing need for IT professionals locally and worldwide, the Institute is establishing more IT programs through regular degree programs and 2-year associate degree programs as well as short-term programs for specific and special competencies. The School of IT and the Center for Continuing Education and Special Competencie s handle these programs. To put its consultancy services on a solid organizational footing, the Institute established a wholly-owned subsidiary, the Mapua TechServ, Inc. To handle research it shall similarly organize the Mapua TechSearch, Inc. †¢ Malayan Colleges Laguna Malayan Colleges Laguna (MCL) is a wholly owned subsidiary of Mapua Institute of Technology. Driven by passion for knowledge, it is established to extend the quality of education Mapua has been known for. Along with the other subsidiaries like the Mapua I. T. Center and the Malayan High School of Science, MCL shall respond to the challenges of globalization in order to produce graduates who shall be at par with their foreign counterparts. The campus is located in Cabuyao, Laguna, where several science and industrial parks are situated. With this excellent location, students are prepared in the actual, technology-driven industries through on-the-job trainings and apprenticeships even during their mid-academic years. With its excellent facilities, technologically advanced and IT integrated curricula, MCL is envisioned to be a center of excellence for science and technology education in Southern Luzon. †¢ Malayan High School of Science †¢ Landev †¢ RCBC Realty Corp. †¢ iPeople Inc. iPeople Inc is a subsidiary of the House of Invesments, Inc. It aims to explore new strategic business areas in education and information technology. iPeople provides information retrieval. Using its sister company the Mapua Institute of Technology, as a base and starting point for building other IT businesses, iPeople is assured of high quality IT and engineering background needed to succeed. †¢ Pan Pacific Computer Center, Inc. Pan Pacific Computer Center, Inc. is an Information Technology (IT) solutions and services provider for more than 41 years now. PPCC has technical expertise in Helpdesk Support Services, Technical Support Services, Network Management, Security Services, Systems Administration, Business Process Documentation Services, Project Management and Document Management Solutions and Services. PPCC also offers network storage solutions in partnership with EMC Philippines. Currently, PPCC provides consolidated IT services to the entire Yuchengco Group of Companies (YGC) as well as to other reputable accounts from various industries. Pan Pacific Computer Center, Inc. (PPCC) is an ISO 9001:2008 certified information technology company. †¢ People eServe Corp. People eServe Corporation is a wholly owned subsidiary of iPeople, Inc. and a member of the Yuchengco Group of Companies (YGC). Incorporated last July 17, 2001 as an IT company under iPeople, Inc. it ventured into reselling and hardware maintenance on July 1, 2002. Philippine Integrated Advertising Agency, Inc. †¢ Hi-Eisai Pharmaceutical, Inc. †¢ Grepalife Medical and Diagnostic Center Grepalife Medical and Diagnostic Center provides quality health care services. It features the latest medical, dental, optical, and laboratory facilities including treadmill, ultrasound, and other modern diagnostic equipment. With qualified multi-specialists and pro-active clinic personnel, clients are assured to have quick and quality medical attention immediately. The center offers pre-employment and annual physical examinations accepted by numerous embassies and multi-national companies. It also has a pharmacy where common and prescribed medicines are readily available. †¢ EEI Corporation EEI Corporation takes pride in being one of the largest construction companies in the country, primarily engaged in construction, trading and in providing allied products and services in the Philippines and selected overseas markets. We are committed to: providing quality and cost-effective products and services to our customers; extending meaningful employment and a better quality of life to our employees; delivering reasonable returns to our shareholders; and serving the welfare of the community at large. Honda Cars Kalookan †¢ Honda Cars Quezon City †¢ Isuzu Manila †¢ Honda Cars Manila †¢ Honda Cars Marikina †¢ Pan Malayan Express Inc. †¢ Manila Memorial Park Cemetery, Inc. †¢ La Funeraria Paz Sucat, Inc. †¢ Malayan Plaza Mission and Vision the YGC Vision We are a customer–focused group of companies. We provide integrated, world -class products and services, delivering superior value throughout the lives of our customers. We are a dynamic and professional organization, continuously improving our competitive capabilities and fully responsive to the national interest and the needs of our stakeholders. We work as a synergistic team and build mutually rewarding partnerships to sustain our growth. We stand behind our commitment: Integrity and Service Excellence, aimed at enhancing the quality of life of our people. The Blue Hexagon Service Quality Code We believe that customers are our reason for being. We listen to them and understand them. We offer them the best products and services. We believe that to achieve this, we need to continuously improve ourselves. We have to be more sensitive to their needs and wants. We believe that teamwork will deliver this commitment. We value and help each other and the communities we serve. We are YGC. This is our future. This is our battlecry: YGC=Excellence. Corporate values The Yuchengco Group of Companies adheres to a set of values which inspire all the member companies in their aim to be leaders in their respective fields. Service Excellence Everyone in the YGC companies know that their business is all about service excellence. Service excellence translates into acting with client’s needs in mind. Through the different service provided by the various companies of YGC, the high standard performance is demonstrated and maintained for the past 70 years. Professionalism Discipline coupled with dedication to one’s work results in the highest levels of professionalism which puts a premium on a job well done. YGC makes no compromises in its quest to discover new innovations to improve the lives of their clients. They are models of professional commitment, transparency, and openness to improvement demanded by the values of YGC. Forward Thinking It is important to look ahead into the future, preparing for whatever lies ahead. YGC believes that businesses must be forward thinking, decisive, creating strategies to meet tomorrow’s challenges. For many years now, YGC has pioneered in integral financial services – meeting client’s needs from cradle to tomb. Through the advance thinking of the YGC, loyal customers enjoy and avail the full range of the Group’s variety of services at their convenience. Accountability YGC believes that people working together instead of against each other makes everyone a winner. Everyone, including large conglomerates, must be accountable for the welfare of their neighbors. YGC recognizes people who made social accountability a way of life, not only among their ranks but also in the general populace. Sense of Urgency YGC knows that clients want their needs to be given full attention and top priority. All its companies believe in the timely accomplishment of tasks and treats every customer’s case with a sense of urgency. Teamwork It takes teamwork to make things work at YGC. Teambuilding is taken very seriously. Officers and staff are expertly-trained so that all efforts are harmonious and unified. For teamwork is truly the strength of synergy. Synergy is the strength of YGC. All the group’s personnel are dedicated to working for the advancement of YGC, customer welfare and the common good. Leadership The success of YGC is mainly attributed to its leader, Don Alfonso Yuchengco. When Don Enrique Yuchengco died in 1953, he left Don Alfonso all the businesses and its management. Using what he learned from his father, he is able to make the companies flourish even during difficult times. One of the keys to Don Alfonso’s early success in business is his ability to make friends and interact productively with business colleagues. The valuable contacts and opportunities he developed through his social network helped his companies expand rapidly. Associates like to point out that his openness to setting up joint ventures, especially with foreign partners, has been one of his most important assets. Don Alfonso’s career has spanned many eras starting from the Philippine Commonwealth, through the Second World War, the years of economic expansion in the 1950s and 1960s as well as the difficult years of martial law in the 1970s and 1980s. Throughout his career as a businessman and a diplomat, he consistenly espoused social discipline and national pride. His belief that both are necessary ingredients for progress and development has served his companies and the nation well. Corporate Social Responsibility Given the YGC’s character and civic-mindedness, Don Alfonso Yuchengco felt the need to turn over some of the profits from the many thriving companies to a well-planned system of philanthropy. In 1970, the YGC established the AY Foundation, Inc. to handle most of his charitable donations and to monitor long-term civic projects. The chosen beneficiaries represent a broad range of activities but they are all related to issues that hold personal significance for Alfonso Yuchengco. Their generous donations have directed largely toward helping the disadvantaged children enjoy the vital necessities of life, enhancing educational opportunities, supporting the arts and protecting the environment. Latest CSR news 31-May-2011 Yuchengco Group awards winners of environment project competition The various Human Resources and Marketing heads of the Yuchengco Group of Companies (YGC) recently awarded the nine finalists of its YGC Corporate Social Responsibility (CSR)-Environment Ideation Contest. The competition encouraged all employees from more than 60 member companies of the conglomerate to submit proposals for environmental care and sustainability, to be adopted as a component activity of its YGC Earth Care Program. The nine finalists – six (6) third place entries, two (2) second placers, and one (1) overall winner – bested over 700 ideas submitted by individual employees and team members. The winning proposal, from the Management Services Group of Malayan Insurance, is entitled â€Å"Sandaang Puno sa Sandaang Bayan Para sa Sandaang Taon ng YGC† to commemorate the Centennial Anniversary of the conglomerate. It is set to be implemented by the YGC Councils as its main Green Marketing Initiative under the title of YGC Product for A Tree. 31-May-2011 Environmental sustainability tackled in YGC Earth Care seminar Following through on its environmental pledges made during the the commemoration of Earth Hour last March 2011, the Yuchengco Group of Companies (YGC) recently gathered the Human Resources and General Services Department heads of its various member companies to a two-day environment seminar held at the RCBC Plaza in Makati City. Dubbed as the YGC Earth Care seminar, the activity is part of the umbrella campaign called the YGC Earth Care Program, which is envisioned to enable the conglomerate to create an Earth-friendly sustainable business environment. Presiding over the seminar was the WWF-Philippines Vice Chairman and CEO Jose Ma. Lorenzo â€Å"Lory† Tan, whose presentation revealed the complex issues and implications surrounding global warming and climate change. He stressed the need for more decision makers to start implementing appropriate responses to help address these cataclysmic changes affecting the environment. As it commemorates its centennial anniversary this year, the YGC is focusing its business sustainability strategies toward caring for nature, conserving resources, and utilizing alternative sources of energy. The YGCs commitment made during Earth Hour calls on all the heads of its various companies to target a 10-percent reduction in emissions by 2012 through simple measures now made mandatory for all its employees, like switching off unnecessary lights and other appliances, conserving water and paper products, and many other acts. The YGC estimates that a full-year commitment to this 10-percent carbon footprint reduction means savings of up to P50 million for the entire conglomerate – demonstrating how simple forms of savings will go a long way to make a hugely positive difference. CORPORATE SOCIAL RESPONSIBILITY In 1970, Ambassador Alfonso T. Yuchengco established the AY Foundation, Inc. as the social development arm of the Yuchengco Group of Companies. Its main thrusts are in education, national discipline and community service, as well as public health and welfare. PROGRAMS: Scholarship Programs Since 1970, more than 7,200 educational grants have been awarded by AYF to street children, indigent students belonging to cultural minority groups as well as deserving but financially needy dependents of YGC employees. National Discipline The National Discipline Awards aim to give recognition to graduating high school students who consistently exemplify the virtue of discipline in school and in the community. Medical and Surgical Mission The AYF provides poor Filipinos in far-flung communities with access to quality medical services. More than 6,000 major and minor surgical procedures benefiting indigent patients in remote communities have been performed for free. In addition, 55,000 poor Filipinos were provided with free medical and dental consultations and medicines. Blessed Teresa of Calcutta Awards Inspired by 1979 Nobel Peace Prize winner, Mother Teresa of Calcutta, the AYF in partnership with the Manila Jaycees established the Blessed Teresa of Calcutta Award in 1983. The award is given to outstanding individuals who have dedicated their lives in the service of the poorest of the poor. CYCLE (Championing the Youth for Community LEadership) Program A leadership training and values formation program that instills a keen sense of social responsibility among the National Discipline Awardees through volunteer work in depressed communities. Since 2001, over 200 students were given a chance to go through this three-level leadership program.

Research Paper About Minute Burger Essays

Research Paper About Minute Burger Essays Research Paper About Minute Burger Paper Research Paper About Minute Burger Paper RESEARCH PAPER I. Industry/Company Background Burger Machine is an industry. Minute Burger is an established food franchising company with over 26 years of expertise in the delivery of first-rate food products and food service operations. Since 1982, we have served millions of our on-of-a-kind, hearty, DELICIOUS burgers, in Minute Burger stores all over the Philippines. Today, we continue to explore opportunities and take full advantage of our market potential. We maintain dynamism in developing our product line to suit the various tastes of our growing market. We relentlessly work towards building dependable systems to improve and ensure the highest product and service standards. And, we take our franchising goals a notch higher by jointly envisioning with our partners and by matching our strength with theirs to achieve maximum rewards, not only in our francise business but more importantly, in people’s lives. The market share under the burger on the wheels segment can be described by the following figures based on my observation in today’s market- Minute Burger- 34, Burger Machine-31, Angel’s Burger-21, Buena bonita’s-8 Other’s-6. Minute Burger has now expanded all over the country through franchising. Its franchising package amounting ? 350,000 includes business operations support, management training services and Marketing/ Promotional Support. II. Vision, Mission. Vision By 2020, Minute Burger shall be the Quick Service Food Chain of Choice for the value conscious consumer by providing innovative and environmentally sustainable food products and services that meets global standards through operational excellence; aided by highly competent employees and franchise partners with a shared mind set to create memorable experiences and to also achieve local and international expansion. Mission To create positive customer experience. III. REVISED MISSION STATEMENT 1. CUSTOMER To ensure that each guest receives prompt, professional, friendly and courteous service. To maintain a clean, comfortable and well maintained premises for our guests and staff. 2. PRODUCTS SERVICES To sell delicious and remarkable food and drinks. That the food and drink we sell meets the highest standards of quality, freshness and seasonality and combines both modern-creative and traditional Asian styles of cooking. 3. PHILOSOPHY At Minute Burger, we Believe that Fast Food is about sustaining the satisfaction of people. . EMPLOYEES To provide all who work with us a friendly, cooperative and rewarding environment which encourages long- term, satisfying, growth employment. To keep our concept fresh, exciting and on the cutting edge of the hospitality and entertainment industry. 5. TECHNOLOGY To provide the guests the information about the Minute Burger easier. 6. MARKETS 7. SELF-CONCEPT To ensure that all guests and staff are treated with the respect and dignity they deserve. To than k each guest for the opportunity to serve them. By maintaining these objectives we shall be assured of a fair profit that will allow us to contribute to the community we serve. To provide at a fair price nutritional, well-prepared meals using only quality ingredients. 8. CONCERN FOR PUBLIC IMAGE To actively contribute to sustainable development through environmental protection, social responsibility and economic progress. To us, that means meeting the needs of society today, while respecting the ability of future generations to meet their needs.

SUMMARATIVE ESSAY Example | Topics and Well Written Essays - 2500 words

SUMMARATIVE - Essay Example e of the countries in the world blessed by a variety of wildlife ranging from a variety of animals such as the big five; the elephant, the buffalo, the rhino, the lion and the hippopotamus. Although the wildlife serves as the main tourist attraction, the country has a lot more to offer. These include wildlife and other major attractions such as, the nice and serene Kenyan cost in the shores of the Indian Ocean, the great Mountain View of Mount Kenya, Kilimanjaro and Abadere ranges near mount Longonot (Baxter 2004, Pp.14-15). As a result of the tourism activities, tourist attractions in other countries such as Tanzania have kept the country with a continuous stream of both domestic and international tourists. Economically, there has been a continuous and steady growth. This is observed in the rate of growth of the revenue collected by the government (John 2003, Pp. 14-15). These are in terms of the taxes collected from various economic activities such as hotels and travel industries held by the private sector. The continuous stream of tourist attractions has brought both positive and negative side effects of the activity. The positive impacts are observed almost in all parts of the economy of the host country. Some of them include; economic growth, creation of jobs, creation of good currency circulation, inflow/creation of foreign exchange, growth in infrastructure, growth in social amenities, and creation of a good international relationship between the host country and the other countries (Elsevier 1987, Pp. 84). To begin with, we will look at the improvement and growth of economic development and growth in Canada (Chandana 2003, Pp. 408-412). As it has been observed through research, there is increased income in the economy. This is due to the increasing income from the tourism sector. It is evident that as more tourists visit the country more revenue will be realized and, as a result, improved economic development. Secondly, we will look at the creation

CreationStories Essay Example | Topics and Well Written Essays - 1250 words

CreationStories - Essay Example It thus becomes of importance to recognize the different creation stories in the world and accept them as they are without bias. It thus becomes a fundamental issue for creation stories to be studied thoroughly and they can be compared and contrasted, and similarly be respected. The purpose of this study is to elaborate, compare and contrast the creation stories of Islam and creativity (Bramsen 2009). The Muslim creation story begins with a god and that if the god wants to create something, all he was to say was let it be and it became. He created the world and the heavens. He even created all forms of creatures to walk, crawl and fly all over the world. He also made the sun, moon, angels and stars to dwell in the universe in peace. The Quran continues and states that god poured down torrents of rain to break down the soil so that it could bring forth plants and the entire vegetation on the face of the earth. God commanded the angels to visit the earth so that they could pick up some types of soil so that man could be modeled. Then it was so and the first man was made and God named him Adam. God further went on and created the first woman and named her Eve so that they could live in paradise. Eve was made from the side of man. Adam was taught by God to give and name all creatures of the universe and the angel was ordered to bow down before Adam. However, Iblis one of God’s refused to follow the order and disobeyed God (Wolde 1997). Adam and eve were placed in a very beautiful garden which looked like a paradise and they were allowed to eat anything they wanted other than the fruits on the trees. Adam and Eve disobeyed God’s direct commands and ate the fruit. When God found out, Adam and Eve were sent to earth because of their disobedience. Therefore, the purpose of the earth was to provide food and shelter to all mankind. Light was provided by the moon and the sun. Furthermore, the human race was to serve God by obeying him and his will as the Quran

Play Based Learning and Teaching

Play Based Learning and Teaching This essay debates play-based and formal approaches to teaching and learning for 4-5 year olds (Foundation Stage children) and for Key Stage 1 pupils. The essay will begin by looking at what is expected of Foundation Stage and Key Stage 1 level pupils, in terms of the desired learning outcomes, as framed by the Foundation Stage Profile assessments and the National Curriculum for Key Stage 1, and the various assessments this embodies. The essay then moves on to look at the factors that are generally agreed to be important in successful learning, and the various models of ‘play-based’ and ‘formal’ learning as applied to these ages of children, within the context of the Foundation Stage Profile assessments and the National Curriculum for Key Stage 1, and the various assessments this embodies. The essay concludes that whatever learning approach is used, other factors (such as age, gender and socioeconomic) are often more important in determining learning outcome s and that, as such, the methods that are employed in teaching children at Foundation Stage and Key Stage 1 are relatively unimportant: what is important is that children are taught, that children’s learning process is enabled through an adequate assessment of children’s abilities and preferred style of learning and that the teaching of children is attempted on as individual a basis as possible, given that children of this age all have individual learning needs, based on their specific developmental stage and other, external, factors that influence how well the child learns and how much motivation the child has to learn. In terms of what should be being taught at the Foundation Stage level, the document Curriculum Guidance for Foundation Stage (see DfEE, 2000) sets out six areas of learning that are intended to form the basis of Foundation Stage learning: communication, literacy and language; knowledge and understanding of the world; personal, social and emotional development; mathematical development; physical development and creative development (QCA, 2008). Each of these six areas of learning has a set of related early learning goals that the teacher should aim for completing, in terms of recording the child’s achievement on their Foundation Stage Profile (DfES, 2007). By Key Stage 1, children should have mastered all of the necessary early learning goals and should, through this, be enabled to begin the learning process that will take them through the programme of study as set out in the National Curriculum for Key Stage 1 right through to their National Curriculum Assessments (see DCSF, 2 007). Thus, from an early age, children have an extremely structured learning pathway, in terms of the learning outcomes that are desired under the current National Curriculum framework for Key Stage 1 children and due to the Foundation Stage Profiles that need to be filled out for every Foundation Stage level child (DfES, 2007). How this learning pathway is delivered to children, and how these learning outcomes are achieved is, however, not so rigid and teachers are free to deliver these learning outcomes in the way in which they see fit, although in most Government-run places of education in the UK, this is usually performed under the framework of dependence on previous models of success (i.e., the long-established routes for achieving learning outcomes in children). The different modes of learning are usually labelled ‘play-based’ and ‘formal’ but this, however, tends to ignore the fact that there are many modes of learning. As Vosniadou (2001) argues, children learn in many different ways, through active learning, social participation, meaningful activities, by relating new information to prior knowledge, through strategic thinking, by engaging in reflective thinking, by restructuring prior knowledge, through understanding, not simply memorisation, and through practice, amongst other methods, all of which are subject to individual developmental differences. Choosing the ‘correct’ method for learning (i.e., the method most likely to achieve the desired learning outcome) is usually a case of matching the method of learning to the individual child in terms of their abilities, thus fostering an atmosphere of motivated learning. This approach can, however, be difficult in classrooms with children of mixed abilities, leading to situations of frustration occurring in the bright children, who do not feel sufficiently challenged, and in the less able children, who feel they cannot cope with the things that are asked of them and is difficult when there are so many assessments to prepare children for. One of the skills, therefore, that a good Foundation Stage or Key Stage 1 teacher needs to possess is the ability to match a child’s ability to the best learning method for them in order to achieve the most efficient mode of learning for each and every child. This can, however, in practice be very difficult, with teachers at these levels being pressed for time and under pressure to deliver certain learning outcomes, with the development of the new Foundation Stage Profiles (see DfES, 2007 and QCA, 2008), for example, which have basically set a curriculum for Foundation Stage children and through the National C urriculum which begins at Key Stage 1 level. Bransford et al. (1999) argue that the design of learning environments, however that learning is presented to children, needs to be based on what needs to be taught, how this needs to be taught and on how the success of the learning approach is to be assessed. As Bransford et al. (1999) argue, different learning goals require different learning approaches, and different learning environments should be developed according to the degree to which these environments need to be learner-centred, knowledge-centred, assessment-centred or community-centred. For learning to be successful, three principles generally need to hold: i) that learning environments encourage children to be active, and thus effective, learners; ii) that learning environments encourage collaboration with other students and iii) that learning environments encourage the use of meaningful tasks and authentic materials (Vosniadou, 2001). Without such a learning environment, under whichever teaching regime (i..e, ‘pla y-based’ or ‘formal’), the child will fail to learn and the teacher will have failed that child (Bransford et al., 1999; Vosniadou, 2001). If the teacher decides to use child-initiated (‘play-based’) learning in the classroom, the three principles should hold. Child-initiated play should enable children to use resources in their correct manner within their correct settings and to behave in appropriate ways according to the particular setting and the role-play contexts that are being encouraged, whilst teaching them about responsibilities such as tidying up after themselves and sharing toys and spaces with other children (Vosniadou, 2001). As such, play-based learning can be a valuable learning tool but a tool that needs to be appropriately supported by teaching staff with adequate resources and support and systems in place for adequately monitoring, observing and recording how the children under their care play, and providing suggestions for modifications to their mode of play if their play is not responsible, for example, or is causing problems for other children under the teachers care (i.e., is accompanied by rowdy behaviour) (Vosniadou, 2001). Similarly, formal learning should be conducted on the basis of fostering the three principles, namely the encouragement of active learning, the encouragement of active sharing amongst children and the encouragement of meaningful tasks through authentic learning materials (see Vosniadou, 2001). In terms of the Foundation Stage Profiles and the National Curriculum Assessments for Key Stage 1 level children, it is perhaps seen as the easier option for teachers to use formal approaches to learning rather than play-based approaches, in terms of directing children’s learning in the ways that will fulfil the requirements of the assessments. Studies have shown that this is perhaps not the best way of fostering an atmosphere of motivation for learning, and such heavy slanting towards testing and fulfilling Curriculum ideals can actually actively de-motivate children, especially children so young as Foundation Stage and Key Stage 1 levels (Strand, 2002). Strand (2002) concluded that continuous assessments of children does little more than de-motivate those children who are not attaining good scores on such tests, does not encourage motivation to do better on subsequent tests, does not increase overall attainment year-on-year and, as such, does little more than put a massive administrative burden on teachers and schools. Whatever the teaching method employed, many research studies have shown that attainment at Key Stage 1 is more dependent on factors other than school organisation and teaching methods, because background factors (such as gender, age, socioeconomic status) lead to variations in individual possibilities for attainment, in terms of expectations and motivations for learning (Sammons et al., 1997). These findings seem to suggest that the actual teaching method is often unimportant in determining learning outcomes as other factors have far more of a hold over a child’s educational achievements than the particular teaching method that is employed in the classroom the child attends. It has long been known, for example, that parental input in to a child’s education can convert in to higher educational achievement, thought to be due to the fact that this encouragement enables and facilitates confidence, which then translates to higher educational achievement (see, for example, Ho over-Dempsey and Sander, 1995 and Christenson and Sheridan, 2001), not only for ‘able’ children but also for those children with special needs, be these gifted children or children with physical or mental disabilities affecting how they are able to learn (see Will, 1986). This essay has debated ‘play-based’ and ‘formal’ approaches to teaching and learning for 4-5 year olds (Foundation Stage children) and for Key Stage 1 pupils. The essay began by looking at what is expected of Foundation Stage and Key Stage 1 level pupils, in terms of the desired learning outcomes, as framed by the Foundation Stage Profile assessments and the National Curriculum for Key Stage 1, and the various assessments this embodies. It was concluded that, from an early age, children have an extremely structured learning pathway but that how this learning is delivered to them is, essentially, up to their teachers. The essay then moved on to look at the factors that are generally agreed to be important in successful learning, defining three principles for successful encouragement of learning and achievement of learning outcomes, namely that i) learning environments should encourage children to be active, and thus effective, learners; ii) that learning environments should encourage collaboration with other students and iii) that learning environments should encourage the use of meaningful tasks and authentic materials (Vosniadou, 2001). If these principles are followed, through whichever approach to teaching (i.e., ‘play-based’ or ‘formal’) and under whatever learning environment, then the child’s learning will be enabled to the maximum. The essay concludes that whatever learning approach is used, other factors (such as age, gender and socioeconomic) are often more important in determining learning outcomes (see Christenson and Sheridan, 2001) and that, as such, the methods that are employed in teaching children at Foundation Stage and Key Stage 1 are relatively unimportant. At these stages, and indeed throughout the child’s education, what is important is that the child’s own learning process is enabled through an adequate assessment of children’s abilities and preferred style of learning and, through this, that the teaching of children is attempted on as individual a basis as possible, tailoring the specific learning needs of the child to the specific learning outcomes that are desired. This is because children of this age all have individual learning needs, and preferred styles of learning, based on their specific developmental stage and other, external, factors that influence how well the chi ld learns and how much motivation the child has to learn (Bransford et al., 1999). A child’s learning should, ideally, be fitted to the style through which the child learns best (be this ‘play-based’ or ‘formal’), to facilitate the child’s learning: in this day and age, however, targets are more important than this fundamental truth, and so this is often not possible in the context of Government-run UK schools, which are more interested in testing than developing teaching plans suited to children’s individual learning needs. In this context, thus, more than ever before, parents have a shared responsibility to enable their child’s education. References Bransford, J.D. et al. (1999). How people learn: brain. Mind, experience and school. National Academic Press. Christenson, S.L. and Sheridan, S.M. (2001). Schools and families: creating essential connections for learning. DCSF (2007). National curriculum assessments at Key Stage 1 in England, 2007. DfEE (2000). Curriculum guidance for the foundation stage. Available from http://www.standards.dcsf.gov.uk/eyfs/resources/downloads/5585_cg_foundation_stage.pdf [Accessed 29th February 2008]. DfES (2007). Foundation stage eProfile. Available from http://schoolsportal.suffolkcc.gov.uk/schools/FSP/FSPUserGuideV25.pdf [Accessed 29th February 2008]. Hoover-Dempsey, K. and Sander, H.M. (1995). Parental involvement in children’s education: why does it make a difference? Teachers College Record 1995. Hutchin, V. (2003). Observing and assessing for the foundation stage profile. Hodder Murray. Kyriacou, C. (1997). Effective teaching in schools. Nelson Thornes Ltd. Vosniadou, S. (2001). How children learn. International Academy of Education. Educational Practice Series, Number 7. QCA (Qualifications and Curriculum Authority) (2008). Foundation stage profile assessment. Available from http://www.qca.org.uk/qca_11958.aspx [Accessed 29th February 2008]. Sammons, P. et al. (1997). Accounting for variations in pupil attainment at the end of Key Stage 1. British Educational Research Journal 23(4), pp.489-511. Strand, S. (2002). Pupil mobility, attainment and progress during Key Stage 1: a study in cautious interpretation. British Educational Research Journal 28(1), pp.63-78. Will, M.C. (1986). Educating children with learning problems: a shared responsibility. Exceptional Children Feb, pp. 411-415. Wood, E. and Atfield, J. (1996). Play, learning and the early childhood. Paul Chapman Publishing.