Corporate Governance Essay Example for Free

Corporate Governance Essay 1. Business Decision; that compares the costs and benefits of manufacturing a product or product component against purchasing it. If the purchase price is higher than what it would cost the manufacturer to make it, or if the manufacturer has excess capacity that could be used for that product, or the manufacturers suppliers are unreliable, then the manufacturer may choose to make the product. This assumes the manufacturer has the skills and equipment necessary, access to raw materials, and the ability to meet its own product standards. A company who chooses to make rather than buy is at risk of losing alternative sources, design flexibility, and access to technological innovations. Determination whether to produce a component part internally or to buy it from an outside supplier. This decision involves both qualitative and quantitative factors. Qualitative considerations include product quality and the necessity for long-run. Business relationships with subcontractors. Quantitative factors deal with cost. The quantitative effects of the make-or-buy decision are best seen through the relevant cost approach. 2. They Budget for many reasons; to control spending, to set goals, to control the direction of the company, and to run effectively. Controlling spending is an obvious reason. Setting goals is another. For instance, if x department meets a goal, they may get a budget increase (which can lead to an increase in wages for that department). Allocating monies to a department makes that department want to be more efficient with their money. Budget managers can control the direction of the company by giving or not giving money to certain parts of the company. For instance, in an oil company, a budget manager might give a lot of money to the Exploration department to find new oil, but cut back on the Logistics department. Budgeting is a great way to both force a company to run efficiently and to find out if they are actually doing it. If a department or region is consistently over-budget, they will need to be looked at as to why. If another region is consistently under-budget, maybe they are being allocated too many resources that could go somewhere else. DELOITTE 3. Company boards, executives, and management are investing more and more time and resources on issues of sustainability such as carbon (greenhouse gas emissions), energy efficient technology, water use, cleantech, and biodiversity, to name just a few. An important part of the global push towards sustainability practices involves a need to account for, and report on, sustainability sometimes referred to as environmental, social, and governance (ESG) reporting. On this page, we maintain a history of developments in sustainability reporting requirements and practices, tracking its gradual adoption on both a voluntary and mandatory basis, and also consider the wider integrated reporting initiative being led by the International Integrated Reporting Council (IIRC). International Integrated Reporting Council (IIRC) The International Integrated Reporting Council (IIRC) (previously the International Integrated Reporting Committee) was formed in August 2010 and aims to create a globally accepted framework for accounting for sustainability, bringing together financial, environmental, social and governance information in an integrated format. The IIRC brings together a cross section of representatives from corporate, investment, accounting, securities, regulatory, academic and standard-setting sectors as well as civil society. It comprises a Steering Committee, a Working Group and a three taskforces (dealing with content development, engagement and communications, and governance). The IIRC is chaired by Professor Mervyn King, Chairman, King Committee on Corporate Governance and Former Chairman, Global Reporting Initiative. Membership includes Hans Hoogervorst (IASB Chairman), Leslie Seidman (FASB Chairperson), Maria Helena Santana, (Chairperson, IOSCO Executive Committee), Gà ¶ran Tidstrà ¶m (IFAC President), Jim Quigley (former global Chief Executive Officer of Deloitte), and many others. Paul Druckman is Chief Executive Officer. The objectives for an integrated reporting framework are to: * support the information needs of long-term investors, by showing the broader and longer-term consequences of decision-making * reflect the interconnections between environmental, social, governance and financial factors in decisions that affect long-term performance and condition, making clear the link between sustainability and economic value * provide the necessary framework for environmental and social factors to be taken into account systematically in reporting and decision-making * rebalance performance metrics away from an undue emphasis on short term financial performance * bring reporting closer to the information used by management to run the business on a day-to-day basis. * The International Integrated Reporting Council (IIRC) has released a finalised prototype of its integrated reporting framework and reaffirmed the expected timing of the issue of a consultative document as it moves towards finalisation of the framework by the end of 2013. * The International Integrated Reporting Council (IIRC) has launched an Integrated Reporting Emerging Practice Examples Database, which contains integrated reporting examples from businesses around the world.

Electric Filed Strength And Electric Flux Density

Electric Filed Strength And Electric Flux Density All bodies are made up of atoms, which consist of a nucleus containing protons (+ve) and neutrons (neutral) and surrounding the nucleus are orbiting electrons (-ve). When a body is uncharged it is electrically neutral, it has the same negative charge as positive charge. If a conductor had a deficit of electrons it would exhibit a net positive charge and if it was to have a surplus of electrons it would exhibit a net negative charge (remember the previous study of the atom reference +ve/-ve ions). An imbalance in charge can be produced by friction (removing or depositing electrons using materials such as silk and fur, respectively) or induction (by attracting or repelling electrons using a second body which is, respectively, positively or negatively charged). Coulombs Law states that if charged bodies exist at two points, the force of attraction (if the charges are of opposite polarity) or repulsion (if the charges have the same polarity) will be proportional to the product of the magnitude of the charges divided by the square of their distance apart. Thus: + + + Direct Inverse Proportionality Maths Q1 and Q2 are the charges present at the two points (in Coulombs), d is the distance separating the two points (in metres), F is the force (in Newtons), and k is a mathematical constant depending upon the medium in which the charges exist. In a vacuum or free space, ÃŽÂ µ0 is the permittivity of free space (8.854 x 10-12 F/m Farad per meter). The force exerted on a charged particle is a manifestation of the existence of an electric field. The electric field defines the direction and magnitude of a force on a charged object. The field itself is invisible to the human eye but can be drawn by constructing lines which indicate the motion of a free positive charge within the field; the number of field lines in a particular region being used to indicate the relative strength of the field at the point in question. The figure above shows the electric fields between charges of the same and opposite polarity. The figure below shows the field which exists between two charged parallel plates. B A As illustrated above, plates A and B are doped and charged to different potentials. If an electron that has a negative charge is placed between the plates, a force will act on the electron tending to push it away from the negative plate B and towards the positive plate A. Similarly, a positive charge would be acted on by a force tending to move it toward the negative plate. The region between the plates in which an electric charge experiences a force, is called an electrostatic field. The direction of the field is defined by the force acting on a positive charge placed in the field, i.e. the direction of the force is from the positive plate to the negative plate. Such a field may be represented in magnitude and direction by lines of electric force drawn between the charged surfaces. The closeness of the lines is an indication of the field strength. Whenever a p.d. is established between two points, an electric field will always exist. The figure above shows two parallel conducting plates separated from each other by air, and are connected to opposite terminals of a battery of voltage V volts. There is therefore an electric field in the space between the plates. If the plates are close together, the electric lines of force will be straight and parallel and equally spaced, except near the edge where fringing will occur (see previous figure). Over the area in which there is negligible fringing, E is the electric field strength (V/m), V is the applied potential difference across the parallel plates (V) and d is the distance (m). **Note: Electric Field Strength is also called Potential/Voltage Gradient. A unit electric flux is defined as emanating from a positive charge of 1 coulomb. Thus electric flux à Ã‹â€  is measured in coulombs, and for a charge of Q coulombs, the electric flux à Ã‹â€  is equal to Q coulombs. Electric flux density D is the amount of flux passing through a defined area A that is perpendicular to the direction of the flux: à Ã‹â€  is the electric flux measured in coulombs, Q is the electric charge also measured in coulombs, and A is the area in m2 over which the flux is distributed. Problem 1: Two parallel rectangular plates measuring 20cm by 40cm carry an electric charge of 0.2  µC. (a) Calculate the electric  ¬Ã¢â‚¬Å¡ux density. (b) If the plates are spaced 5mm apart and the voltage between them is 0.25 kV determine the electric field strength. Solution 1: PERMITTIVITY At any point in an electric field, the electric field strength E maintains the electric flux and produces a particular value of electric flux density D at that point. For a field established in vacuum (or for practical purposes in air), the ratio D/E is a constant ÃŽÂ µ0, i.e. ÃŽÂ µ0 is called the permittivity of free space or the free space constant. The value of ÃŽÂ µ0 is 8.854 x 10-12 F/m Farad per meter. When a dielectric (i.e. insulating medium separating charged surfaces), such as mica, paper, plastic or ceramic is introduced into the region of an electric field, the ratio of D/E is modified. ÃŽÂ µr is called the relative permittivity of the insulating material and indicates its insulating power compared with that of vacuum. ÃŽÂ µr has no units and typical properties of some common insulating dielectric materials are shown below. The product of ÃŽÂ µ0 ÃŽÂ µr is called the absolute permittivity, ÃŽÂ µ, i.e. As discussed earlier, the dielectric is an insulating medium separating charged surfaces and has the property of very high resistivity. They are therefore used to separate conductors at different potentials, such as capacitor plates or electric power lines. The dielectric strength of an insulating dielectric is the maximum electric field strength that can safely be applied to it before breakdown (conduction) occurs. The amount of charge produced for a given applied voltage on the two parallel plates shown earlier will depend not only on the physical dimensions but also on the insulating dielectric material that appears between the plates. Such materials need to have a very high value of resistivity (i.e. they must not conduct charge) coupled with an ability to withstand high voltages without breaking down. A more practical arrangement of parallel plates with an insulating dielectric material is shown. In this arrangement the ratio of charge, Q, to the potential difference, V, is given by the following relationship. A = area of one on the plates, in m2 D = thickness of the dielectric in m ÃŽÂ µ = absolute permittivity of the dielectric material *Later learning, i.e. the parallel plate capacitor/capacitance and physical dimensions. à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ single pair of plates à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ arrangement of n plates Problem 1: The  ¬Ã¢â‚¬Å¡ux density between two plates separated by mica of relative permittivity 5 is 2 µC/m2. Find the voltage gradient between the plates. Solution 1: Problem 2: Two parallel plates having a p.d. of 200V between them are spaced 0.8mm apart. What is the electric  ¬Ã‚ eld strength? Find also the electric  ¬Ã¢â‚¬Å¡ux density when the dielectric between the plates is (a) air, and (b) polythene of relative permittivity 2.3 Solution 2: SELF ASSESSMENT (1-2) NOTE: Where appropriate take ÃŽÂ µ0 as 8.85 x 10-12 F/m A capacitor uses a dielectric 0.04mm thick and operates at 30V. What is the electric field strength across the dielectric at this voltage? [Answer: 750kV/m] A two-plate capacitor has a charge of 25C. If the effective area of each plate is 5cm2 determine the electric  ¬Ã¢â‚¬Å¡ux density of the electric field. [Answer: 50 kC/m2] A charge of 1.5 µC is carried on two parallel rectangular plates each measuring 60mm by 80mm. (a) Calculate the electric  ¬Ã¢â‚¬Å¡ux density. (b) If the plates are spaced 10mm apart and the voltage between them is 0.5kV determine the electric  ¬Ã‚ eld strength. [Answer: (a) 312.5 µC/m2, (b) 50kV/m] Two parallel plates are separated by a dielectric and charged with 10 µC. Given that the area of each plate is 50cm2, calculate the electric  ¬Ã¢â‚¬Å¡ux density in the dielectric separating the plates. [Answer: 2mC/m2] The electric  ¬Ã¢â‚¬Å¡ux density between two plates separated by polystyrene of relative permittivity 2.5 is 5 µC/m2. Find the voltage gradient between the plates. [Answer: 226kV/m] Two parallel plates having a p.d. of 250V between them are spaced 1mm apart. (a) Determine the electric  ¬Ã‚ eld strength. (b) Find also the electric  ¬Ã¢â‚¬Å¡ux density when the dielectric between the plates is (i) air and (ii) mica of relative permittivity 5. [Answer: (a) 250kV/m (bi) 2.213 µC/m2 (bii) 11.063 µC/m2] CAPACITORS CAPACITANCE A capacitor is a device for storing electric charge. In effect, it is a reservoir into which charge can be deposited and then later extracted. In its simplest form a capacitor consists of two parallel metal plates which are separated by an insulating material known as a dielectric. C:Documents and SettingsHarveyMy DocumentsMy PicturesPicturePicture 028.jpg Because of the dielectric, current cannot flow from one plate to the other. When the capacitor is connected to a dc source, electrons accumulate on the plate connected to the negative supply terminal. The negative charge repels electrons from the atoms of the other plate. These electrons flow away to the positive terminal of the dc source; this leaves the plate positively charged. C:Documents and SettingsHarveyMy DocumentsMy PicturesPicturePicture 032.jpg If the capacitor is disconnected from the supply, the charges remain. The capacitor stores the electric charge indefinitely. The symbols for a fixed capacitor and a variable capacitor used in electrical circuit diagrams are shown below. Typical applications include reservoir and smoothing capacitors for use in power supplies, coupling a.c. signals between the stages of amplifiers, and decoupling supply rails (i.e. effectively grounding the supply rails as far as a.c. signals are concerned). The following figures illustrate what happens to a capacitor when it is charging and discharging. If the switch is left open (position A), no charge will appear on the plates and in this condition there will be no electric field in the space between the plates nor will there be any charge stored in the capacitor. When the switch is moved to position B, electrons will be attracted from the positive plate to the positive terminal of the battery. At the same time, a similar number of electrons will move from the negative terminal of the battery to the negative plate. This sudden movement of electrons will manifest itself in a momentary surge of current (conventional current will flow from the positive terminal of the battery towards the positive terminal of the capacitor). Eventually, enough electrons will have moved to make the e.m.f. between the plates the same as that of the battery. In this state, the capacitor is said to be fully charged and an electric field will be present in the space between the two plates. If, at some later time the switch is moved back to position A, the positive plate will be left with a deficiency of electrons whilst the negative plate will be left with a surplus of electrons. Furthermore, since there is no path for current to flow between the two plates the capacitor will remain charged and a potential difference will be maintained between the plates. Now assume that the switch is moved to position C. The excess electrons on the negative plate will flow through the resistor to the positive plate until a neutral state once again exists (i.e. until there is no excess charge on either plate). In this state the capacitor is said to be fully discharged and the electric field between the plates will rapidly collapse. The movement of electrons during the discharging of the capacitor will again result in a momentary surge of current (current will flow from the positive terminal of the capacitor and into the resistor). The figure below shows the direction of current flow during charging (i.e. the switch in position B) and discharging (i.e. the switch in position C). It should be noted that current flows momentarily in both circuits even though you may think that the circuit is broken by the gap between the capacitor plates! The charge Q (in coulombs) stored in a capacitor is given by: I is the current in amperes and t is the time in seconds. Charge Q on a capacitor is proportional to the applied voltage V, i.e. Q V. Direct Inverse Proportionality Maths Q = CV The constant of proportionality C is the capacitance. The unit of capacitance C is the farad F (or more usually  µF =10-6F or pF =10-12F), and is defined as the capacitance when a p.d. of one volt appears across the plates when charged with one coulomb. Capacitance is the ability of a circuit or object (i.e. in this case a capacitor) to store electric charge. Problem 1: (a) Determine the p.d. across a 4  µF capacitor when charged with 5 mC (b) Find the charge on a 50 pF capacitor when the voltage applied to it is 2 kV. Solution 1: Problem 2: A direct current of 4A flows into a previously uncharged 20  µF capacitor for 3 ms. Determine the p.d. between the plates. Solution 2: Problem 3: A 5 µF capacitor is charged so that the p.d. between its plates is 800V. Calculate how long the capacitor can provide an average discharge current of 2 mA. Solution 3: SELF ASSESSMENT (3) Find the charge on a 10  µF capacitor when the applied voltage is 250 V. (Answer: 2.5 mC) Determine the voltage across a 1000à Ã‚ F capacitor to charge it with 2  µC. (Answer: 2 kV) The charge on the plates of a capacitor is 6 mC when the potential between them is 2.4 kV. Determine the capacitance of the capacitor. (Answer: 2.5  µF) For how long must a charging current of 2 A be fed to a 5  µF capacitor to raise the p.d. between its plates by 500V. (Answer: 1.25 ms) A direct current of 10 A flows into a previously uncharged 5  µF capacitor for 1 ms. Determine the p.d. between the plates. (Answer: 2 kV) A 16  µF capacitor is charged at a constant current of 4  µA for 2 minutes. Determine the final p.d. across the capacitor and the corresponding charge in coulombs. (Answer: 30V, 480  µC) A steady current of 10 A flows into a previously uncharged capacitor for 1.5 ms when the p.d. between the plates is 2 kV. Find the capacitance of the capacitor. (Answer: 7.5 µF) CAPACITANCE AND PHYSICAL DIMENSIONS (Conventional Parallel Plate Capacitor) The capacitance of a capacitor depends upon the physical dimensions of the capacitor (i.e. the size of the plates and the separation between them) and the dielectric material between the plates. The capacitance of a conventional parallel plate capacitor is given by: Where, C = Capacitance, unit of measure farads (F) ÃŽÂ µ0 = Permittivity of free space or the free space constant (8.85 x 10-12 F/m) ÃŽÂ µr = Relative permittivity of the dielectric medium between the plates (ÃŽÂ µr has no units as it is a ratio of density material/vacuum) A = Area of one of the plates (m2) d = Thickness of the dielectric or separation between the plates (m) In order to increase the capacitance of a capacitor, many practical components employ multiple plates as shown. Ten plates are shown, forming nine capacitors with a capacitance nine times that of one pair of plates. Such an arrangement has n plates then capacitance C à ¢Ã‹â€ Ã‚  (n -1). Thus capacitance is then given by: Problem 1: A ceramic capacitor has an effective plate area of 4cm2 and separated by 0.1 mm of ceramic of relative permittivity 100. Calculate the capacitance of the capacitor in picofarads (à Ã‚ F). If the capacitor in part (a) is given a charge of 1.2 µC what will be the p.d. between the plates? Solution 1: Problem 2: A waxed paper capacitor has two parallel plates, each of effective area 800 cm2. If the capacitance of the capacitor is 4425 pF determine the effective thickness of the paper if its relative permittivity is 2.5. Solution 2: Problem 3: A parallel plate capacitor has nineteen interleaved plates each 75 mm by 75 mm and separated by mica sheets 0.2 mm thick. Assuming that the relative permittivity of the mica is 5, calculate the capacitance of the capacitor. Solution 3: n = 19, thus (n 1) = 18 A = 75 x 75 = 5625mm2 ÃŽÂ µr = 5, ÃŽÂ µ0 = 8.85 x 10-12 F/m d = 0.2mm = 0.2 x 10-3m SELF ASSESSMENT (4) ** Where appropriate take ÃŽÂ µ0 as 8.85 x 10-12 F/m. A capacitor consists of two parallel plates each of area 0.01 m2, spaced 0.1 mm in air. Calculate the capacitance in picofarads (pF). [Answer: 885 pF] A waxed paper capacitor has two parallel plates, each of effective area 0.2m2. If the capacitance is 4000 pF determine the effective thickness of the paper if its relative permittivity is 2. [Answer: 0.885 mm] Calculate the capacitance of a parallel plate capacitor having 5 plates, each 30 mm by 20 mm and separated by a dielectric 0.75 mm thick having a relative permittivity of 2.3. [Answer: 65.14 pF] How many plates does a parallel plate capacitor have if its capacitance is 5nF, each plate is 40mm by 40mm and each dielectric is 0.102mm thick with a relative permittivity of 6? [Answer: 7] A parallel plate capacitor is made from 25 plates, each 70mm by 120mm interleaved with mica of relative permittivity 5. If the capacitance of the capacitor is 3000pF determine the thickness of the mica sheet. [Answer: 2.97mm] The capacitance of a parallel plate capacitor is 1000pF. It has 19 plates, each 50mm by 30mm separated by a dielectric of thickness 0.40mm. Determine the relative permittivity of the dielectric. [Answer: 1.67] CAPACITORS CONNECTED IN PARALLEL AND SERIES CAPACITORS CONNECTED IN PARALLEL The figure above shows three capacitors, C1, C2 and C3 connected in parallel with a supply voltage V applied across the arrangement. (Note: just like resistors in parallel, the supply voltage V is the same across each parallel capacitor) V = V1 = V2 = V3 When the charging current I reaches point A it divides, some flowing into C1, some flowing into C2 and some into C3. Hence the total charge QT (i.e. QT= I x t) is divided between the three capacitors. The capacitors each store a charge and these are shown as Q1, Q2 and Q3 respectively. Hence, But, QT=CV (where C is the total equivalent circuit capacitance) And, Q1=C1V Q2=C2V Q3=C3V Therefore, CV = C1V + C2V + C3V (where C is the total equivalent circuit capacitance) Dividing throughout by the common V giving, C = C1 + C2 + C3 à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. + Cn The equivalent capacitance of a group of parallel connected capacitors is the sum of the capacitances of the individual capacitors. CAPACITORS CONNECTED IN SERIES The figure above shows three capacitors, C1, C2 and C3 connected in series across a supply voltage V. Let the p.d. across the individual capacitors be V1, V2 and V3 respectively as shown. Let the charge on the plate a of the capacitor C1 be +Q coulombs. This induces and equal but opposite charge of -Q coulombs on plate b. The conductor between plates b and c is electrically isolated from the rest of the circuit so that an equal but opposite charge of +Q coulombs must appear on plate c, which, in turn, induces an equal and opposite charge of -Q coulombs on plate d, and so on. Hence when capacitors are connected in series the charge on each is the same. QT = Q1 = Q2 = Q3 In a series circuit: V = V1 + V2 + V3 (Similar to resistors in series) Since, then (where C is the total equivalent circuit capacitance) Dividing throughout by the common Q giving, (Where C is the total equivalent circuit capacitance) For series connected capacitors, the reciprocal of the equivalent capacitance is equal to the sum of the reciprocals of the individual capacitance. For special case of two capacitors in series, Hence, i.e. Problem 1: Calculate the equivalent capacitance of two capacitors of 6ÃŽÂ ¼F and 4ÃŽÂ ¼F connected in (a) Parallel (b) Series. Solution 1: Problem 2: What capacitance must be connected in series with a 30ÃŽÂ ¼F capacitor for the equivalent capacitance to be 12ÃŽÂ ¼F? Solution 2: Problem 3: Capacitances of 1ÃŽÂ ¼F, 3ÃŽÂ ¼F, 5ÃŽÂ ¼F and 6ÃŽÂ ¼F are connected in parallel to a direct voltage supply of 100V. Determine (a) the equivalent circuit capacitance, (b) the total charge and (c) the charge on each capacitor. Solution 3: Problem 4: Capacitances of 3ÃŽÂ ¼F, 6ÃŽÂ ¼F and 12ÃŽÂ ¼F are connected in series across a 350V supply. Calculate (a) the equivalent circuit capacitance, (b) the charge on each capacitor, and (c) the p.d. across each capacitor. Solution 4: Problem 5: For the arrangement shown, find (a) the equivalent capacitance of the circuit, (b) the voltage across QR and (c) The charge on each capacitor. Solution 5: SELF ASSESSMENT (5) Capacitors of 2 µF and 6 µF are connected (a) in parallel and (b) in series. Determine the equivalent capacitance in each case. [Answers: (a) 8ÃŽÂ ¼F (b) 1.5ÃŽÂ ¼F] Find the capacitance to be connected in series with a 10 µF capacitor for the equivalent capacitance to be 6 µF. [Answer: 15ÃŽÂ ¼F] What value of capacitance would be obtained if capacitors of 0.15 µF and 0.10 µF are connected in (a) series and (b) parallel? [Answers: (a) 0.06ÃŽÂ ¼F (b) 0.25ÃŽÂ ¼F] Two 6 µF capacitors are connected in series with one having a capacitance of 12 µF. Find the total equivalent circuit capacitance. What capacitance must be added in series to obtain a capacitance of 1.2 µF? [Answers: (a) 2.4ÃŽÂ ¼F (b) 2.4ÃŽÂ ¼F] For the arrangement shown below, find (a) the equivalent circuit capacitance and (b) the voltage across a 4.5ÃŽÂ ¼F capacitor. [Answers: (a) 1.2ÃŽÂ ¼F (b) 100V] Three 12 µF capacitors are connected in series across a 750V supply. Calculate (a) the equivalent capacitance, (b) the charge on each capacitor and (c) the p.d. across each capacitor. [Answers: (a) 4 µF (b) 3mC (c) 250V] If two capacitors having capacitances of 3 µF and 5 µF respectively are connected in series across a 240V supply, determine (a) the p.d. across each capacitor and (b) the charge on each capacitor. [Answers: (a) 150V, 90V (b) 0.45 mC on each] Capacitances of 4 µF, 8 µF and 16 µF are connected in parallel across a 200V supply. Determine (a) the equivalent capacitance, (b) the total charge and (c) the charge on each capacitor. [Answers: (a) 28  µF (b) 5.6mC (c) 0.8mC, 1.6mC, 3.2mC] DIELECTRIC STRENGTH The maximum safe working voltage is the maximum voltage that can be applied to the terminals of a capacitor without causing damage to the capacitor. The manufacturer specifies this voltage. The limit is necessary so that the field strength in the dielectric does not exceed a value that would cause the dielectric to breakdown and loose its insulating properties. The figure quoted by the manufacturer for a capacitor is also known as the dielectric strength and will be in volts per metre. E is the dielectric strength (V/m), V is the applied potential difference across the parallel plates (V) and d is the distance (m). **Note: Equation identical to Electric Field Strength (Potential/Voltage Gradient). Problem1: A capacitor is to be constructed so that its capacitance is 0.2 µF and to take a p.d. of 1.25kV across its terminals. The dielectric is to be mica and has a dielectric strength of 50MV/m. Find (a) the thickness of the mica needed, and (b) the area of a plate assuming a two-plate construction. (Assume ÃŽÂ µr for mica to be 6). Solution 1: ENERGY STORED IN CAPACITORS The energy, W, stored by a capacitor is given by, Where, W is the energy (in Joules), C is the capacitance (in Farads), and V is the potential difference (in Volts). Problem 1: (a) Determine the energy stored in a 3 µF capacitor when charged to 400V. (b) Find also the average power developed if this energy is dissipated in a time of 10 µs. Solution 1: Problem 2: A 12 µF capacitor is required to store 4J of energy. Find the p.d. to which the capacitor must be charged. Solution 2: Problem 3: A capacitor is charged with 10mC. If the energy stored is 1.2J, determine (a) the voltage and (b) the capacitance. Solution 3: SELF ASSESSMENT (6) ** Where appropriate take ÃŽÂ µ0 as 8.85 x 10-12 F/m. When a capacitor is connected across a 200V supply the charge is 4 µC. Find (a) the capacitance and (b) the energy stored. [Answer: (a) 0.02 µF (b) 0.4mJ] Find the energy stored in a 10 µF capacitor when charged to 2kV. [Answer: 20 J] A 3300pF capacitor is required to store 0.5mJ of energy. Find the p.d. to which the capacitor must be charged. [Answer: 550 V] A capacitor is charged with 8mC. If the energy stored is 0.4J, determine (a) the voltage and (b) the capacitance. [Answer: (a) 100V (b) 80  µF] A capacitor, consisting of two metal plates each of area 50 cm2 and spaced 0.2mm apart in air, is connected across a 120V supply. Calculate (a) the energy stored (b) the electric  ¬Ã¢â‚¬Å¡ux density and (c) the potential gradient (i.e. electric field strength). [Answer: (a) 1.593 µJ (b) 5.31 µC/m2 (c) 600kV/m] D.C TRANSIENTS Networks of capacitors and resistors (known as C-R circuits) form the basis of many timing and pulse shaping circuits and are thus often found in practical electronic circuits. When a d.c. voltage is applied to a capacitor C and resistor R connected in series, there is a short period of time immediately after when the voltage is connected that the current flowing in the circuit and voltages across C and R are changing. These changing values are called transients. CHARGING A CAPACITOR The figure above shows a series connected C-R circuit. When the switch S is closed, then by Kirchhoffs valotage law: V = Vc + VR The battery voltage V is constant. The capacitor voltage Vc is given by, The voltage drop across R (i.e. VR) is given by, Hence at all times: At the instant of closing S (i.e. initial circuit condition), assuming there is no initial charge on the capacitor, Q is zero (i.e. Q0), hence Vc is zero (i.e. VC0). (Note: From equation Vc = Q / C). Thus from equation V = Vc + VR, V = 0 + VR (i.e. V = VR = IR) A short time later at time T1 seconds after closing S, the capacitor is partly charged to, say, Q1 coulombs because current has been flowing. The voltage VC1 is now, If the current flowing is I1 amperes, then the voltage drop across R has fallen to VR1 = I1R volts. Thus from equation V = Vc + VR A short time later still, say at time T2 seconds after closing S, the charge has increased to Q2 coulombs and VC has increased to, Since V = VC + VR and V is a constant, then VR decreases to I2R. Thus VC is increasing and I and VR are decreasing as time increases. Ultimately, a few seconds after closing S (i.e. at the final or steady state condition), the capacitor is fully charged to, say Q coulombs, current no longer flows, i.e. I = 0, and hence VR = IR = 0. It follows from equation V = Vc + VR that V = VC. Curves showing the changes in VC, VR and I with time are shown below. The curve showing the variation of VC with time is called an exponential growth curve and the graph is called the capacitor voltage / time characteristic. The curves showing variations of VR and I with time are called exponential decay curves, and the graphs are called resistor voltage / time and current / time characteristics respectively. The name exponential shows that the shape can be expressed mathematically by an exponential mathematical equation, as shown below. Growth of capacitor voltage, Decay of resistor voltage, Decay of resistor current, TIME CONSTANT (à Ã¢â‚¬Å¾ TAU) FOR A C-R CIRCUIT As shown earlier, if a constant d.c. voltage is applied to a series connected C-R circuit, a exponential transient growth curve of capacitor voltage VC results as shown below. With reference to the figure below, the constant voltage supply is replaced by a variable voltage supply at time t1 seconds. The voltage is varied so that the current flowing in the circuit is constant. Since the current flowing is a constant, the curve will follow a tangent, AB, drawn to the curve at point A. Let the capacitor voltage VC reach its final value of V at time t2 seconds. The time corresponding to (t2-t1) seconds is called the time constant of the circuit, denoted by the Greek letter tau, à Ã¢â‚¬Å¾. The value of the time constant is CR seconds, i.e. for a series connected C-R circuit, (seconds) Where C is capacitance (F), R is the resistance (à ¢Ã¢â‚¬Å¾Ã‚ ¦) and à Ã¢â‚¬Å¾ is the time constant (s) DISCHARGING A CAPACITOR When a capacitor is charged (i.e. with the switch in position A), and the switch is then moved to position B, the electrons stored in the capacitor keep the current flowing for a short time. Initially, at the instant of moving from A to B, the current flow is such that the capacitor voltage VC is balanced by equal and opposite voltage (Kirchhoffs 2nd law), i.e. VC = VR = IR. Finally the transients decay exponentially as current is reduced to zero, i.e. VC = VR = 0. The transient curve representing the voltages and current are shown below. The equations representing the transient curves during discharge period of a series connected C-R circuit are: Decay of voltage, Decay of current, When a capacitor has been disconnected from the supply it may still be charged and it may retain this charge for some considerable time. Thus precautions must be taken to ensure that the capacitor is automatically discharged after the supply is switched off. This is done by connecting a high value resistor across the capacitor terminals. Problem 1: A capacitor is charg

The Acts Of The Apostles A Book Report Religion Essay

The Acts Of The Apostles A Book Report Religion Essay INTRODUCTION In this book report, I am going to write on the Acts of the Apostles written by, Marshall I.H. I am also going what view point and character Marshall used to write on the Acts of the Apostles. THE ACTS OF THE APOSTLES In this book, Marshall presents the Acts of the Apostles through the eyes of Luke, who was travelling companion of the apostle Paul. Lukes desire in writing the book of acts is to give a true historical account of the events, that took place in the early church. Marshall, states that acts has been confirmed as a source to be depended on historically. EYE WITNESS The book of acts, and the acts of the Apostles were written by an eye witness. Marshall, notes that from Acts 16:10 onwards, Luke writes in the first person plural form. Marshall, mentions in his book, that Lukes mention of individuals, their positions in society, their tittles and surrounding have been proved to be true archaeologically. ACCURATE INFORMATION There is a reference, in Acts 12:12 of a prayer meeting place in the house of Marks mother, it is assumed thats where the believers and the apostles met for prayer. Luke, also writes about the life of Paul, from Pauls position as a Pharisee to an apostle of Christ. Luke, in his writing would often give a good account of the events that were taking place in the lives of the apostles and because the information is so accurate and has been proved to be true, Luke being present to watch and learn from the Apostles. Therefore, Lukes writing proves that it was not imagination or fiction but true and significant. Marshall, notes that even Mark new a lot about the growth of the church and the council of Jerusalem, Mark also was a travelling companion of Paul. Since the writer of acts is Luke, who knew the disciples from their positions in society before they called to be apostle. When Luke interacted with the apostles, he found out a lot of information about the apostles and their individual life stories. Luke, also mentioned the names and positions of different people governing Israel and the surrounding areas, people like Gallio who governed Greece. Luke also writes about Agabus, who prophesied about a great famine, that would take place all over the world and this prophecy was fulfilled during the reign of Claudius Caesar. COMMERCE Lukes writing, also shows that commerce was truly present in the days of the apostles. Acts16:11-15 tells us of Paul and his companions, sharing to a woman by the name Lydia who was a purple merchant from the city of Thyatira. Lydias name is a reminder that Thyatira was located in the ancient kingdom of Lydia, a place that manufactured purple dyes. ANALYSIS Any examination of the book of Acts is incomplete without some reference to Lukes original purpose for writing as recorded in Luke 1:1-4. Lukes first volume, the Gospel of Luke, is actually the real preface to Acts as well as the Gospel itself. The first thing that should be observed is that Luke does indeed claim to be writing an accurate historical account of the life of Christ in the preface to his Gospel, and there is general agreement amongst scholars that Luke intends this statement to extend to his second volume. Carson, Moo and Morris have observed how some scholars say that those who claimed to be historians in ancient times were well known for writing from their own biased agenda and therefore cannot be trusted to give an accurate historical account, but it should be noted that although it is true that some historians did write more fiction than fact, the best ancient writers were careful to give an accurate presentation of the facts in much the same way that would be expec ted of modern historians. Luke deserves to be placed amongst these ancient historians and only differs from modern historians because he does not set out to present every historical detail but is deliberately selective, choosing to concentrate only on events relevant to the growth of the Church. Like the Gospel, the second volume of Lukes history is dedicated to Theophilus who is addressed as most excellent 1:1-3. Bruce observes how it has been suggested that because the name Theophilus means dear to God, it is simply being used by Luke to refer to the Christian reader in general, and not to a specific historical individual as such.10 However, Bruce continues to point out that this is unlikely for two reasons. Firstly, the use of the title most excellent suggests an individual c.f. 23:26; 24:3; 26:25, and secondly, the literary style in which Luke writes his dedication bears striking resemblance to other historical documents of antiquity. Those who regard the book of Acts as non-historical often point to the difficulties between the council of Jerusalem in Acts 15:1-29 and the writing of Paul in Galatians 2:1-10.19 Although Lukes account of the council is straightforward, the main difficulty arises when it is compared with what appears to be the same event as described by Paul in Galatians.20 In Galatians Paul is speaking about his second visit to Jerusalem after his conversion, but in Acts Luke says that it was his third.21 This difficulty has long been recognised by biblical scholars and there are several explanations offered to resolve it.22 Bruce considers that the difficulties arise because the authors are actually speaking about two entirely different occasions. He arrives at this conclusion by observing how the discussion reported by Paul in Galatians differs from Acts because it centres around missionary activity; the issue of circumcision is only marginally alluded to; and no mention is made of appeasing tabl e fellowship amongst Jews and Gentiles.23 Probably the most significant difference between the conference of Galatians 2:1-10 and council meeting in Acts 15:1-29 is that the former was held in private while the latter was held publicly, before the Jerusalem Church.24 Wainwright also agrees with Bruce in these differences and recognises a more consistent pattern with Galatians 2:1-10 in Acts 11:27-30.25 CONCLUSION In my report of this book by Marshall I H, I agree to what the book says about the author of the book of acts that the author was Luke. I also agree to the fact that the information Luke gave about the lives and events surrounding the apostles is true and because he was a travelling companion of Paul, he knew a lot about the apostles from their position in society to their positions in the church.

The Power of Baseball and Role Models in Latin America Essay -- Sociol

The Power of Baseball and Role Models in Latin America In many countries around the world, the socioeconomic problem is so bad that they are granted the title of a Third World country. Countries that are not quite as bad, such as most Latin American countries like Cuba, the Dominican Republic and Puerto Rico, often have trouble, on a smaller level, of creating jobs and job security for its people to inspire work ethic and incentive to raise the socioeconomic bar that has been set below average. Sometimes, all it takes is a role model; a person who is from that respective country who has made a name for themself of continental proportion to inspire the rest of the country to fight against the low standard that has been acquired. This paper will discuss how in Latin America, the people of these countries have found hope and incentive to work through the hardship and hard work of certain professional baseball players that had either defected or were lucky enough to work their way into the American professional baseball system. Because these players have struck gold on such an enormous level, a global level, they have given the poorer and disadvantaged people of their country a reason to fight to make their situation better. These players have given back considerably to their communities and their countries which makes them the role models they are today. Puerto Rico â€Å"Puerto Rico is a self-governing commonwealth of the United States and is not subject to the imposition of tax levies by the continental United States except for Social Security, workman’s compensation and several additional labor benefits† (Sennholz). So, the apparent question is, why is Puerto Rico such a poor country? To be perfectly honest, their lack of... ...it to the U.S. and pursue a career in baseball and then even further on to jobs that even entail coaching and managing, are the kind of role models who stand out in these Latin American countries and are the reason baseball is continually embraced there today. These role models send the right message back home and have and will continue to be role models to not only their home country, but to many others throughout the world for their dedication, hard work, and perseverance. Works Cited Ender, Eric. â€Å"Cuban Baseball: The Road to the Majors,† www.espn.com. 2 Feb. 2000. Accessed site: 30 May 2003. Paese, Gabriella. â€Å"Injuries Sideline 5 Puerto Ricans in the Major Leagues,† Puerto Rican Herald. 19 Apr. 2002. Accessed site: 1 June 2003. Sennholz, Hanz. â€Å"El Pasatiempo Nacional,† www.puertoricobaseball.com/baseballnotes/. 3 July 2001. Accessed site: 2 June 2003.

The Race :: essays research papers

If politics is the application of influence and authority then an election is the application of that influence to win the vote of the citizens. Many things from finances to current civic topics and from political background to political denomination determine the outcome and/or circumstances of elections, but the most influential election tool is, and has been, the media. The use and misuse of the media, political advertisements and televised debates has been known to win or lose an election. In the late 1990’s Patrick Kennedy decided to run for the House of Representatives, in Congress. After winning the primary, Kennedy would have only one opponent, Dr. Kevin Vigilante. At 39 years old Vigilante had an excellent background that included John Hopkins University and dozens of medical clinics. At 28 years old Patrick Kennedy was a typical political Kennedy with the drive to carry on the family legacy of public service. The media embraced this Kennedy-mania and Patrick Kennedy won the election 54-56, only 8 percentage points ahead. Kennedy won the election with money and influence in his left pocket and bulging out of his right pocket was the media. At first glance of this election it would seem as though Kennedy won because of name and money. At second glance that is not the complete story. Kennedy won the election through correct use of the media, through negative campaign ads and political influence. For Vigilante, fundraising for the campaign started with spending 500 hours on the phone and raising a commendable $150,000. Kennedy, on the other hand was not on the phone, he was planning fundraising events, events that would win him media attention, and the citizens approval. Kennedy brought in family members such as Caroline Kennedy, John F. Kennedy Jr., and Hollywood icons such as Tony Bennett. In the end, the fundraising totals were close, Kennedy $1 million and Vigilante $800,000. The fact was, the media had embraced Patrick Kennedy with spotlights, interviews and editorials and the citizens embraced Kennedy because he had the influence to â€Å"bring home the bacon.† During the campaign Kennedy furthered his use of the media through negative advertising. Kennedy launched several ad campaigns the attacked Vigilante on several subjects ranging from only voting 4 times in 20 years and exaggerating an insurance claim on an automobile accident. Holding a news conference, Vigilante proceeded to ask Kennedy to pull the negative ads.

Nursing Practice

My nursing practice has been characterized by a marked transition from the general wards to the intensive care unit. Nevertheless, my values have remained intact. Initially, I must admit, I believed that patients had no role in determining the medication or intervention they receive. However, since I came to know about it, in a nursing class, the value of decision-making independence has guided my practice. I learnt the value in class, thus, my definition of the term is influenced by Fahrenwald et al., who defined decision-making autonomy as the act of allowing patients to make their own decisions regarding diagnosis and treatments, albeit after receiving all relevant information (2005). The value of decision-making autonomy and working with patients under intensive care have shaped my understanding of person-centered care and its relevance to nursing, as a profession and a practice. In the ICU, it is easy to view the person as just a patient. However, I have deliberately chosen to consider them people who are just momentarily inconvenienced by illness. As a nurse, I am in agreement with Ross, Tod, & Clarke's (2015) observation that the definition and use of person-centered care has been fluid and varies in distinct research, guidance, policy and daily practice. Still, I concur with the definition offered by the American Geriatrics Society; eliciting individuals' preferences and values and, once expressed, letting them guide all healthcare aspects, and supporting their practical life and health goals (2015). However, I find an earlier definition by McCormack, Dewing, & Breslin (2010) quite relevant to practice. They define person-centered care as an approach to nursing practice that is created by forming and fostering therapeutic relationships between patients, care providers and other people who are significant to the patients' lives. Drawing from the two definitions, I believe person-centered care is viewing patients as persons with social networks and accomodating their beliefs and values in the provision of care, while developing relationships that enable the attainment of healthcare as well as life goals. In adherence to the value of decision-making autonomy, I always communicate to patients their diagnosis and suggested interventions. To attain the goals associated with the value, one needs excellent communication and people skills, which is one of my strengths in practice. More specifically, I have demonstrated empathy, which is a person-centered communication skill. In the course of my practice, I try to comprehend and share into the perspectives, current situation and feelings of the persons under my care. That creates a bond of trust, social support and mutual understanding. The informed patients then get to decide whether they agree with the diagnosis, and whether they are willing to receive the suggested interventions. In case of the ICU, I consult with the patients' families and let them make the decisions. Human dignity is another value that has influenced most of my decisions in my professional and personal life. As a nurse, I believe it is important to respect all individuals, including the patients, their families and the entire society. In line with the value of human dignity, I respect patients' belief systems and consider their natural human values during my interactions with them and their families. However, at times, it is difficult to know some patients' beliefs, especially in the ICU. Although it is possible to get information about patient beliefs from their families and close friends, I consider it my duty to ensure that the informants do not pass out their own belief systems as the patients'. Trustworthiness and honesty are important strengths that have enabled me uphold human dignity in my practice. Without being trustworthy, patients and their families would not reveal their secrets to me. Many a times, the secrets are critical to the formulation of interventions. Human dignity also dictates that I protect patients' confidentiality during clinical interactions. For instance, I always ensure that I cover all exposed body parts of patients. What's more, I demonstrate my respect for human dignity through respectful communication with patients' families and keeping their secrets confidential. Respecting human dignity calls for mindfulness, which is another person-centred communication skill I believe I possess. Hafskjold et al., (2015) define mindfulness as the art of drawing unique variations by being present in interactions. By being mindful, I am able to observe the happenings and act according to what I notice. Research shows that mindfulness by nurses leads to more satisfied patients (Ross, Tod, & Clarke, 2015). My practice has also been guided by altruism. My own conceptualization of altruism is in line with the definition of the term offered by Shahriari et al., (2013); focusing on patients as human beings, while striving to promote their health and welfare. In nursing practice, the ICU is ostensibly the most tasking department to work in. It requires working without losing concentration, whether one is on a day shift or night shift. I have often found myself standing next to patients' beds throughout the night just to make sure they are fine. Despite the tough requirements, I believe I have exhibited devotion and selflessness the entire time I have attended to patients in the ICU, and even before. Undeniably, sometimes I have felt exhausted by the demands of the job, but my altruistic tendencies have always reminded me that nursing is not just a job, but a calling that requires me to give my all towards the healthcare and welfare of others. To reflect on my professional practice, I use two different strategies; the Gibbs model and John's reflective framework. The Gibbs (1988) Model has six stages; description of event, feelings, evaluation, analysis, conclusion and action. On its part, John's framework has three important elements; bringing the mind home, experience description and reflection (Palmer, Burns, ; Bulman, 1994).Part 2 Wanda formulated a reflection model that requires students to follow a five-step process during reflective practice, also known as the 5Ds structured reflection model (2016). The 5Ds stand for Doubts/differences, Disclosure, Dissection, Discover and Decision. The learner reflects on whether s/he has any doubts in his/her practice, or whether there are any differences between what s/he did in a clinical setting and what is found in literature. Disclosure entails writing about the experiences or situation on the topic discussed in the doubts section, while the dissection section considers why it happened and the impact. Discover involves finding additional information from relevant literature and the decision part describes a future plan.5Ds model of structured reflection (Wanda, 2016) The Rolfe model enables students to reflect on their experiences based on three questions; what, so what and now what (Rolfe, Freshwater, ; Jasper, 2001). The first question allows students and nurses to describe the situation, while the second question gives students room to discuss what they learnt, while the answers to the last question identify what the person should do to develop learning and improve future outcomes. The 5Ds Structured reflection The two models have various similarities and differences. For starters, the two reflective models allow students to explore their experiences while being guided by something. However, in the Rolfe model, students are guided by the questions, while in Wanda model (2016); students are guided by the 5Ds expressed earlier. A key strength of the 5Ds reflection model is that it focuses on the student as an individual (Wanda, 2016). Consequently, it enables students to decide what they need to learn more about, which makes them more self-directed in their learning. Secondly, it has a positive impact on students' ability to self-evaluate during clinical practice (Wanda, 2016). When used by students, it improves their ability to assess their own performance in clinical practice.Despite the apparent strengths, the model also has some limitations. To begin with, the effectiveness of the model can be restricted by students' characteristics (Wanda, 2016). For instance, the less motivated students are not suited to the reflective model. As a result, the model is not an effective learning tool for all students. What's more, the use of the 5D model requires consistent supervision, which is sometimes not possible because faculty members might have workloads that limit their time (Sicora, 2017).Grant, McKimm, & Murphy (2017) posit that the analysis part of the Rolfe et al. framework considers not just the technical-rational knowledge but also other forms of knowledge that might inform the comprehension of a particular situation. This is one of the strengths of the reflective model since it allows learners explore all knowledge points. However, it runs the risk of leading to superficial reflections (Sicora, 2017). At times, the students might just result to answering the three questions in short answers. That would not help in yielding a comprehensive reflection that would help them learning about their achievements and shortcomings that can help improve their practice. At a personal level, I prefer the 5Ds model. My preference for the model is informed by my desire to identify my doubts in practice as well as the tasks I perform in a way that is different from dictates of literature. That would help me refine my skills and procedures in practice, while making me a more confident practitioner, particularly in the ICU. BibliographyFahrenwald, N., Bassett, S., Tschetter, L., Carson, P., White, L., & Winterboer, V. (2005). Teaching core nursing values. Journal of professional nursing , 46-51.Gibbs, G. (1988).Learning by doing: a guide to teaching and learning methods. Oxford: Oxford Polytechnic.Grant, A., McKimm, J., & Murphy, F. (2017).Developing Reflective Practice: A Guide for Medical Students, Doctors and Teachers. Hoboken, NJ: John Wiley & Sons.Hafskjold, L., Sundler, A. J., Holmstrà ¶m, I. K., Sundling, V., Dulmen, S. v., & Eide, H. (2015).A cross-sectional study on person-centred communication in the care of older people: the COMHOME study protocol. BMJOpen , 1-10.McCormack, B., Dewing, J., & Breslin, L. (2010).Developing person-centred practice: nursing outcomes arising from changes to the care environment in residential settings for older people. International Journal of Older People Nursing , 93-107.Palmer, A., Burns, S., & Bulman, C. (1994).Reflective practice in nursing. Oxford: Blackwel l Scientific Publications.Rolfe, G., Freshwater, D., & Jasper, M. (2001). Framework for Reflective Practice. London, United Kingdom: Palgrave.Ross, H., Tod, A., & Clarke, A. (2015).Understanding and achieving person-centred care: the nurse perspective. Journal of Clinical Nursing , 9-10.Shahriari, M., Mohammadi, E., Abbaszadeh, A., & Bahrami, M. (2013).Nursing ethical values and definitions: A literature review. Iranian journal of nursing and midwifery research , 1-8.Sicora, A. (2017). Reflective Practice. London, United Kingdom: Policy Press.Smith, K. (2016).Reflection and person-centredness in practice development. International Practice Development Journal , 1-6.The American Geriatrics Society . (2015).Person?Centered Care: A Definition and Essential Elements. Journal of the American Geriatrics Society , 15-18.Wanda, D. (2016). The development of a clinical reflective practice model for paediatric nursing specialist students in Indonesia using an action research approach. Open Pu blication of UTS Scholars , 1-288.Wanda, D., Fowler, C., & Wilson, V. (2016).Using flash cards to engage Indonesian nursing students in reflection on their practice. Nurse Education Today , 132-137.

Benihana of Tokyo Essay

Benihana of Tokyo has been very successful for the last 40 years since 1964. From a small restaurant, it has developed into a chain of themed restaurants. The success of Benihana has been attributed to the superb total quality management (TQM) process especially in maintaining the overall exotic ambience and the high quality food provided. All these strengths contribute to providing an unforgettable dining experience to its consumers and are reflected in their ability to retain consumers which is shown in exhibit 4 such that 65. % of their customers are return customers. Benihana is able to minimize cost effectively without affecting the quality of food and service provided. From Exhibit 1, total costs of sales are kept to 35-45% of total sales. Their attempt to reduce operating costs is also reflected through a reasonable net profit margin of 0. 5-9% of sales. Benihana made use of floor space efficiently to decrease labor costs and rent. The elimination of the conventional kitchen w ith the hibachi arrangement allows the company to keep labor costs low and at the same time, give huge amount of attentive service. This boosted its dining experience, through constant interaction with consumers. Benihana also focuses on setting up their businesses in areas with high traffic, especially in the business district areas. Rent is usually higher in these areas. By using floor space more efficiently, Benihana is able to serve more consumers during peak period and allow for more sales to cover the higher rental costs. The concept that Benihana adopts is that consumers are served at their tables with freshly prepared food by the chef. By only providing 3 menus to consumers, this reduces food costs and wastage. Benihana’s lower food costs are also reduced through the use of fresh ingredients, where storage is minimized. The main process flow of a Benihana restaurant is different from a typical restaurant. In Benihana, the orders for the soup, salad and beverages taken by the waiter while the order for the main dish is taken directly to the chef. This allows Benihana to quicken the process flow, and make it more efficient, as it eliminated the waiting time in ordering and receiving their orders. As the food is freshly prepared, the production flow is very short as there is limited movement to the food being moved from the storage area to the tables where food is being prepared. As food is being served on the spot after being cooked, this allows Benihana to maintain their quality of the food, and this satisfies consumers as shown in their feedback in Exhibit 4, where food is the main highlight of Benihana restaurants. Benihana is also able to reduce labor costs through the use of a simple management structure in each of their restaurant. In addition, chefs and waiters would clear the dishes and set the table for the next customer, unlike the use of cleaners in typical restaurants. This also reduces labor costs. Benihana success is also attributed to their TQM system where the management also emphasizes the importance of quality control in every employee’s responsibility. They emphasize quality in their inputs like the high quality food provided, and the sources of food are also selected carefully. Benihana also highlight quality in the process of serving their food to their consumers. However, the management of Benihana also faces problems despite their raving success. Their attempts to go into franchising didn’t go as planned as Rocky was unwilling to give up its control, and he felt that these franchisees were not well equipped with the experience and knowledge to run a food business, especially one that relates with Japanese culture. In addition, Bill Susha, the head of Operations for Benihana recognizes that if Benihana wants to continue to expand, it will face higher costs in terms of rental as well as shortage of well trained employees. Although Benihana has been proven that their uniqueness cannot be replicated easily by competitors, critics have been predicting that the uniqueness of Benihana is only a fad and it will not last. As Benihana is providing not only products, but also the service, they should continue to emphasize and improve on their TQM, as in this industry, employees are key input sources and by implementing TQM, there will be positive impacts on the service being delivered.