Safety issues Research Paper Example | Topics and Well Written Essays - 750 words

Safety issues - Research Paper Example The safety issues need to be given the proper attention that shall pave the way for a better understanding of the society and the people at large so that they can interact on a one to one level and bring success for the society as a whole. The changing world scenario in the last decade or so has seen that terrorism has come out in the open. This has meant that the world order has come down badly. The uproar has been negative more than anything else and which has meant that the security and safety issues have come up for all the wrong reasons. This suggests the negativity of the society as a whole and its people in meticulous who are now more concerned than ever because they know that in order to spend a good life, they need to ensure that their near and dear ones are following the safety dictum – not to be present at the wrong place at the wrong time. What is even more distressing to know is the fact that the safety issues are being given more emphasis now than ever before. The people have started to enact ways and means through which their safety is going to be guaranteed. They are very serious about such nuances and want to ensure that their seriousness regarding this aspect is understood by the people around them and the ones who are in positions of authority. If this is done, it makes the entire society feel comfortable with one another, and gives the people the much needed mileage that they require in entirety. The safety issues are being understood properly by the people at large. This is because everyone wants to live in peace and harmony, and thus ensure that there is a great amount of security for the people who reside in varied parts of the world. But then again, the locals of a particular area do not want their lives to get disturbed through the agents that bring about unsafe avenues (Bladek, 2011). These safety issues are also being dictates by the government because it wants the people to live easily and without much fuss. If the

Week 3 Case Study 1 Submission Example | Topics and Well Written Essays - 750 words

Week 3 1 Submission - Case Study Example This always occurs in many ways; it boiled down to workers preferring to use their technology in all scenarios. The smartphone or tablet travel with the worker in all places he goes, whether at the working station or not. Employees can have access to their mail, contacts, and the Internet. (Caris, Steven, & Ken, 2012).Therefore, this would in turn raise productivity by allowing organization workers to perform their function in any place they want. When an employee can have access to the corporation network from his or her personal laptop, they might have limitless working schedule. Scholars have found that employees have a tendency of working longer hours when they work from their premises. They can easily log on to their corporate email account or other apps over the weekends or in evenings. In some circumstances, employees would work for an additional 5 to 10 hours per week if they work from where they live(Romer, 2014). In addition, to meet employees’satisfaction, BYOD can assist an organization to attract and support upcoming talents. BOYD provides flexibility, especially when combined with work-from-home opportunities can be a main marketing point for a company wishing to recruit new employees. This will allow the company to lure applicants who are best to suit for and have excitement about the job, rather than those who are just willing to settle. It would be important to implement BOYD in an organization because instead of spending a lot of organization’s resources in setting infrastructure, the opportunity of saving the resources is provided by bringing your device (BYOD). BYOD ensures these resources are utilized, and no time is invested in infrastructure (Romer, 2014). The data might be contaminated. Recently, an employee vacation snaps would be stored on a smartphone that is also used at working place. The photographs and other data are stored using the same phone storage with business data. Therefore, combination

Social Causes Gender Roles Depression Health And Social Care Essay

Social Causes Gender Roles Depression Health And Social Care Essay Depression, either as a single depressive episode or as a recurrent depressive disorder, is a common mood disorder which is characterised by low mood, resulting in loss of interest and enjoyment, reduced energy and diminished activity. With increasing severity other symptoms such as reduced concentration, attention, self esteem and self confidence manifest, and physical symptoms may protrude, such as disturbed sleep and diminished appetite. These may accumulate in ideas or acts of self harm and suicide[1]. The gender difference in depressive illness, is one of the strongest patterns seen in psychiatric epidemiology [2,3,4,5]. Similar, albeit less strong gender differences can be seen through a variety of mental health disorders, typically with internalising disorders (of mood and anxiety) which are more common in women, and externalising disorders such as schizophrenia and substance abuse which are more common in men.[5]. Such a strong pattern, seen in many cultures around the world can help in the comprehension of depression, an illness that still evades human understanding [1]. The aim of this essay will be to help identify some key aspects of the social causes of depression and how they relate to gender roles within society. This will ascertain their importance in mechanisms that drive someone into depressive illness the gender role hypothesis of depression [5]. However the point of this essay is not to systematically review the scientific literature and identify the cause, but rather to explore the concept of how much gender roles in society contribute to this pattern. In the conclusion, it will allow us to see how changing gender roles, such as feminism, in modernising societies such as the UK, will impact on womens health. The essay will explore risk factors which relate to gender role where they have evidence to cause depression. Such factors are emotional attention, interpersonal relationships, personality, stress response, the impact of co-morbid anxiety and what are termed artefact hypotheses, such as gender biased diagnostic techniques. Sex and gender are terms that have become divorced since Dr Robert Stollers observations of gender being a social construct and sex being biologically determined. It isnt necessary for someone of a certain sex to inherit the same gender and same gender role [6] although in western society it is the norm. While this essay will look at the epidemiological pattern of depression through a social lens, it should be kept in mind that there will be a biological background that cannot be excluded. It can be argued, such as by John Nicholson, that the gender role itself has its development in biology or socio-biology, or gender role as developed by evolution of human behaviour (as proposed by E.O Wilson and David Barash). However, these ideas are not as widely accepted as the theories for socially determined gender roles[6] as put forward by Stoller and Ann Oakley. For the purpose of this essay, gender roles are a set of behaviours socially expected of someone conforming to a particular gend er. A key feature of the female gender role is emotional behaviour, with women being caring and compassionate, and men being dominating and aggressive [6]. This is of course an excessive generalization, but a recognised pattern, most likely influenced by sex of the person. However, it is important to note that there is a large overlap in emotional behaviour between the genders [7] but more specific to gender are those behaviours used to cope with life events. More emotionally sensitive women may present to doctors sooner, although this has been disproved at least once [8]. This is an artefact argument I shall come to later. Emotionally sensitive persons, who tend to display more depressive symptoms, may have impaired anti-rumination strategies [9]. Rumination is a method of coping whereby the person focuses on the depressive symptoms and the triggering event, rather than trying to distract themselves, for example with thoughts of good things to come. Research has found that rumination by more emotionally sensitive persons leads to a negative emotion spiral. Focusing on the negative thoughts and emotions leads to further negative thoughts and emotions. , By controlling for emotional attention in their study results, there was a non-statistically significant difference for gender and symptoms of depression [8]. This is further backed up by evidence that rumination exacerbates and prolongs depression and that women tend to ruminate more when sad or depressed, a trend seen from prepubertal childhood [2]. Another personality trait, such as neuroticism, has also been associated with depression. Controlling for it has been suggested to eliminate the statistical significance of gender and depression [10], and although there is suggestive evidence against this idea [2], it should not be dismissed entirely until more research is done. It could be argued however, that the coping style may be different due to the type of stress observed by the individual. A more significant life event may be harder to distract oneself from, and so easier to ruminate. A womans role may determine her to be exposed to more significant stressors, for example through her role as the homemaker. There may be problems affecting children, housing, fertility, versus issues which will affect men more (for example, through their role as the breadwinner) but occur less often unemployment and finance problems. Although evidence suggests that while men and women are exposed to different stressors, it is insufficient by itself to explain the gender difference [11,12]. Therefore, I feel that the evidence shows that rumination is an important risk factor for depression, and women ruminate more than men, due to their socialisation making them more emotionally sensitive. It should be noted that males and females may receive different stressors for dep ression outside of their gender role. For example, sexual and physical abuse, as an adult or as a child, may play a role in explaining the gender difference. If women are more likely to be abused as adults or as children, (this might become a risk factor towards depression later on), then this might help explain some of the pattern seen. Evidence for this suggests it might play as much as 35% [2] of the gender difference in adult depression. Another way gender role and stress may interplay is through interpersonal relationships. The traditional female gender role will imply that a woman will put in more effort to attaining more friends. Therefore the loss of interpersonal relationships will have more of an impact on the female than it would on the male. Evidence shows that it is the lack of relationship, rather than the support the relationship provides [12], is the more significant stressor, and so further proves the point. This is of particular importance when looking at adolescent mental health, a key time when the gender difference in depression is first seen [2]. It could be argued that the starting of the gender difference is due to a restriction of the adolescent female into her expected role[2]. This only adds to, rather than offers an alternative view point, that if the adolescent female loses some of her important relationships, she might feel more like she has lost an important part of her identity. There is evidence that loss of interpersonal relationships is a significant stressor in adolescent females, because they have invested more emotion and are more likely to blame themselves [13]. This can also help explain the link between Body Mass Index and mood disorders, where high BMI affects women more, possibly putting them at a social disadvantage [14]. However, it is hard to identify whether social disadvantage has encouraged the depression and hence higher BMI, or higher BMI has caused social disadvantage and so depression. I feel that it is probably the latter, as evidence on coping strategies provides little evidence that eating is a common coping strategy in depression [15]. However the two studies examined different populations, American and Japanese, which casts doubt on their results Another study looked at sleep disturbance rather than depression. It suggested that adolescent girls, being more sensitive to familial disruption and increased domestic and grooming expectations, had increased sleep disturbance [16]. This is similar to an argument that I studied earlier increased expectation of fitting into the role of the female gender will increase sleep disturbance. This positively correlates with depression as either a cause or a symptom of sleep disturbance [16]. Looking at other co-morbid conditions of depression may help to illuminate the role of gender difference in depression. Anxiety is frequently seen co-morbid with depression, especially in primary care, such that it has its own classification in the ICD-10[1]. It is therefore logical to think that any gender difference in anxiety (which can be seen[17]) could be linked with the gender difference in depression. Similar risk factors already discussed, ruminative behaviours and social network crises, predispose women to anxiety more than men[17]. I think this adds to the evidence of suggesting a common aetiology between depression and anxiety. Using gender roles, anxiety does not fit into the male gender role of being confident and aggressive, and hence goes some way to explain the gender difference in anxiety, rather than in depression. It would seem that mothers discuss different coping strategies with their children; for boys a more problem solving approach and for girls more emotional coping strategies to help deal with distress [17]. These coping strategies and depression in women[15], comply with my previous ideas and also help to explain the gender difference in depression. While evidence may suggest that anxiety and depression share a common aetiology, evidence also suggests that anxiety states are not part of the aetiology of depression [18,19] and so the gender difference in anxiety is just a reflection, rather than a cause of the gender difference in depression. Evidence suggests that in depression and its risk factors, that anxiety during adolescence, due to a difficult transition from the child to the adult, may make the woman more sensitive to depression after a triggering event[20]. A model suggested by Cyranowski et al, combining female gender socialization and the hormone oxytocin which intensify the need for interpersonal relationships, coupled with anxiety, might cause sensitivity to depressive events. There is a good fit of the evidence , bringing biological as well as psychological and sociological theories together. However, more recent evidence has shown that men and women are equally sensitive to triggering events[11,12]. A better idea is that anxiety and depression share a common aetiology. On the road to depression and anxiety, a fork in the road is approached, where the type of trigger or another risk factor not discussed, decides whether the person becomes depressed or anxious. However, some of the so termed artifact hypotheses may suggest that all the above research and studies are not finding any physical or real link between depression and gender, but rather that is a fault in the techniques in the data collection. Some suggestions that fit this hypothesis are that women are more likely to seek treatment for any illness, more likely to discuss a potentially stigmatising condition such as a mental health disorder or are able to recall symptoms better, and so doctors are more able to make a diagnosis. Alternatively, women are being overdiagnosed or men being underdiagnosed, as either the fault of the doctor or biased diagnosis techniques. It is also argued that substance abuse masks depression and anxiety in men [21]. Some quite surprising research suggests that there is no gender difference in the symptoms a male or female may present to indicate depression, and that men and women show no preference in stating that they feel emotionally down [22]. I have little confidence with this unique result, as the accepted idea and other evidence suggests otherwise [23].. Evidence suggests that substance and alcohol abuse are not the male equivalent to anxiety. Therefore, controlling for alcohol and substance use still leaves a significant gender difference[2]. However, in depression, it has been suggested as a coping strategy[15], and so it is not unconceivable to think that alcohol abuse, assumed to be an externalizing disorder, is in fact a coping mechanism for depression in men. If diagnosed as alcohol abuse rather than depression, this could make up some of the gender difference. However, what is more interesting, is the suggestion that diagnostic techniques are gender biased, especially Becks Depression Index. Two studies reached the same conclusion that items in the Becks Depression Index related to crying and loss of interest in sex gave an over-diagnosis and underestimation of recovery in women [21,24]. Crying is considered more congruent with the female gender role, and loss of interest in sex can occur outside of depression, especially in women, again fitting their gender role [24]. Therefore, to ensure correct diagnosis, the researchers suggest the use of the Goldberg Depression Scale rather than Becks Depression Index. This is troubling, as many of the research already referenced used either interviews by trained lay people or the Becks Depression Index, which casts doubt on the accuracy of the conclusions reached thus far. So to conclude, I have explored some of the risk factors for depression and their aspect as gender roles to help explain the gender difference in depression. There is some doubt cast upon this research and any other research done into the epidemiology of depression because of doubts over the Beck Depression Index bias. I still feel the evidence is strong enough to hold some meaning. On the other hand, differing gender roles is not a sole explanation. The example of child abuse is one of many outside the gender role hypothesis. There is plenty of room for other social, psychological and biological causes of depression and its epidemiological patterns not explored in this essay. A simple and brief conclusion would be to say that gender role is a part of a large mechanism of a multi-factorial illness. More research is required to ascertain the full answer to the question proposed by the title. Ideal research would be to re-analyse the epidemiological patterns in 10, maybe 20 years time. Then it could be assumed that gender roles would continue in their path to become more equal. Less of a difference between the genders and rates of depression and anxiety might be expected. There may also be less of a difference between genders and other mental health disorders. However, additional preliminary evidence can already help draw some ideas. Studying couples with a shared life event for example, women have been shown to be at a greater risk of depression if there was a traditional division of roles in the family[2]. One of the findings of the WHO mental health surveys [5] is that younger people have less distinct gender difference for major depressive disorder than older people. A correlation was found between less traditional gender roles and decreased rates of depression with increased rates of substance abuse. This suggests changing, modernising gender roles are resulting in decreased rates of depression among women. However, the increase in substance abuse is a cause for concern. The trend is towards equal gender roles, with the female gender role becoming more masculine, so bringing new health concerns. While fair gender roles within society as a whole, such as employment, may have a beneficial effect in protecting against depression [2], there is still an imbalance of roles within the home. This is reflected in how children are brought up and how they develop their coping strategies for stress. Therefore, gender roles have a large role to play in epidemiological patterns of depression, and in the aetiology of depression itself. As gender roles become more equal, it will result in better health for women in society, and while not the focus of the essay, it can be safely assumed a similar pattern can occur for men as well. Equality it seems can go a long way in reducing risk to disease.

Jane Eyre :: essays papers

Jane Eyre Jane and Rochester Belong Together The overriding theme of Jane Eyre is Jane's continual quest for love. Jane searches for love and acceptance throughout the book. The intelligent, honest, plain-featured girl is forced to contend with oppression, inequality, and hardship. Jane's meets with a series of individuals who threaten her autonomy, but she maintains her principles of justice, human dignity, and morality, as well as her values of intellectual and emotional fulfillment. As a governess though, she is subject to economic and gender enslavement. Maturation and self-recognition become evident to the reader as Jane's journey pursues. However, it is not until Jane spends time at Moor House that her maturation is complete. Jane and Rochester, without a doubt, belong together. Jane needs only to discover this for herself. St. John emerges as the crucial character that helps Jane realize her destiny to be with Rochester. When Jane returns to Rochester, she is an independent woman, fully aware of her desire to love, as well as be loved. From their first meeting in Hay Lane, where Jane "bewitches" Rochester's horse, there is, between Jane and Rochester, an unspoken bond that slowly blossoms into true love and devotion. After what appears to be a brief engagement to the "honorable" Miss Blanche Ingram, whom everyone expects to marry Rochester, he mysteriously calls off the marriage plans and proposes to Jane. In his proposal to Jane, he bares his soul to her, allowing her to look, not into his eyes, but into his soul, where he reveals not the worldly exterior and miseries with which life has saddled him, but the true, pure being beneath. Rochester believes Jane to be his best earthly companion and the only woman who is his equal. Rochester's declaration of love and marriage proposal makes Jane exceedingly happy. Their relationship is alive with passion and the fiery union of two tormented souls imprisoned by Fate and the morals of their time. However, Jane worries about her financial inferiority. Jane hates the thought of marrying "above her station", as she does not want to feel that she somehow "owes" Rochester something. Her feelings and desires for Rochester are tightly bound with her feelings about her social position as well as her position as a woman. Jane tries to swallow her insecurities and continue with the plan to marry, but on their wedding day, Jane discovers Rochester is already married to a mad woman.

Domestic and Global Business Environment

BA 7000 Domestic and Global Business Conditions Bradley T. Ewing, Ph. D. Jerry S. Rawls Professor in Operations Management Area of ISQS Office: BA 164A Phone: 742-3939 Email: bradley. [email  protected] edu MBA Summer 2009 COURSE DESCRIPTION BA 7000 – Domestic and Global Business Conditions – This course is intended to help students develop a better understanding of the domestic and global environments in which US businesses compete. Specifically, this course takes a satellite-view of markets in which firms compete, including markets for goods and services; money, bonds and stocks; foreign exchange; and labor.These markets are examined individually and as a system. Particular emphasis is placed on studying the interactions among all markets in order to gain a better understanding of how domestic and global business conditions affect the formulation and implementation of business strategies. COURSE OVERVIEW This course examines the fundamentals of business conditions a nalysis with an emphasis on how domestic and global business conditions affect the formulation and implementation of business strategies. Specifically the primary goals of this course are to enable you to: †¢ †¢ †¢ †¢ †¢Recognize the relevance of domestic and global business conditions to managerial decision-making and firm performance, and to apply business principles to relate to business issues and the marketplace. Understand the mechanisms of the domestic and global business environment within the broad social, political, industrial and economic contexts. Explore the nature of business conditions and the implications for decision-making, research, business and policy. Analyze the firm, organization, or practices and its operations from a domestic and global systems perspective.Acquire a skill set of analytic tools that will increase your human capital. BOOKS & MATERIALS These books are fairly quick and easy to read: The Undercover Economist by Tim Harfor d The Tipping Point: How Little Things Can Make a Big Difference by Malcolm Gladwell Freakonomics: A Rogue Economist Explains the Hidden Side of Everything by Steven Levitt and Stephen Dubner Travels of a T-Shirt in the Global Economy by Pietra Rivoli Articles: â€Å"Who Supplied My Cheese? † Business Economics, October 2005. (will be posted on my web site www3. tltc. ttu. du/ewing) â€Å"Strengthening Globalization’s Invisible Hand,† Business Economics, October 2006. (will be posted on my web site www3. tltc. ttu. edu/ewing) Other: Economics for Dummies (contains background, reference material) Online Lecture Notes – a set of PowerPoint slides (in pdf) available on my web site (http://courses. ttu. edu/bewing). You should use these to supplement the e-delivery lectures You should read â€Å"Economics for Dummies† in its entirety before reading any of the other books or doing the assignments. Additionally, you should view the lectures on DVD concur rently with your reading of â€Å"Economics for Dummies†.Reading â€Å"Economics for Dummies† and viewing the lectures prior to doing the assignments will help you understand the material and it should help you get the best grade possible. LEARNING OBJECTIVES 1. Develop students’ ability to think in business terms and about the conditions surrounding their operating environment. 2. Develop students’ ability to view organizations from a domestic and global business systems perspective. 3. Build students' analytical skills for conducting business analysis. 4. Provide students with the opportunity to develop strategies for real world problems, and to develop decision making skills. . Integrate knowledge gained in other business experiences. Course Topic Guide Material to be covered: Business Conditions Concepts and Analysis Introduction to business conditions, concepts and analysis Operating a firm within the domestic and global environment Global economy an d the Federal Reserve Economics of Risk – risk analysis (perception & communication), risk management & decision making Value Creation, Supply Chain Economics Business model – integrating economics, operations & strategy Note: You may download a set of PowerPoint slides to accompany the lectures.COURSE REQUIREMENTS AND GRADING All assignments need to be emailed to me with the course title and semester (i. e. , â€Å"MBA – BA 7000 Summer 2009†) clearly written in the subject line. I will acknowledge receipt of your assignments – usually within 24 hours. Due to the amount of spam and the use of a junk mail filter, do no assume that I have received your assignment until you have received an acknowledgement from me (Note: please use your official Texas Tech email account so that way your email has a better chance of getting through).General Guidelines for Written Work All written work prepared outside of class should be typewritten and contain a cover page with your name, course number, date, and title. Where page lengths are noted for particular assignments, the page lengths assume 12 point font, 8 1/2 by 11 paper, double spaced type, and one inch margins on all sides. In cases where 12 pitch type is not available, page lengths should be adjusted proportionately. Please include a cover sheet for all work which includes your name along with the date and subject of the project. Written work will be graded for both content and quality.That is, grammar, punctuation, spelling, coherence, style, and organization will be considered. A concise style is essential. Corporate executives repeatedly emphasize the need for business schools to do a better job of preparing MBAs to write in an organizational context. The standards applied to writing quality will approximate those applied to major corporate documents that have been prepared for broad distribution among senior executives. In order to receive a grade of â€Å"B† in the cours e the student will need to do â€Å"B† quality work on each of the above assignments.In addition to the above assignments, students will need to do â€Å"B† quality work on the following assignments (#1-4): Assignment #1 Turn in a 2-3 page critique of The Undercover Economist. In your critique of the book identify key points that you think will be valuable to you (or, in some cases, for a particular industry, the domestic or global economy) in the years to come. Additionally, identify what parts, if any, of the book were a waste of your time to read. I also want you to identify what parts of the book relate to the lectures.Next, discuss how you would/could successfully apply the major points of the book in an organization (of your choosing but presumably in the field of your chosen profession). Discuss potential pitfalls (i. e. , areas that are especially vulnerable to â€Å"success† and thus provide examples of how these major points have been unsuccessfully ap plied in the organization of your choosing). Discuss how you would (e. g. , if you were to be consulted or had been consulted) apply some of these tools and knowledge differently to the organization in the future.Then on a scale of 1 to 10 (ten being the best) give an overall assessment of the book. Assignment #2 Turn in a 2-3 page critique of The Tipping Point. In your critique of the book identify key points that you think will be valuable to you (or, in some cases, for a particular industry, the domestic or global economy) in the years to come. Additionally, identify what parts, if any, of the book were a waste of your time to read. I also want you to identify what parts of the book relate to the lectures.Next, discuss how you would/could successfully apply the major points of the book in an organization (of your choosing but presumably in the field of your chosen profession). Discuss potential pitfalls (i. e. , areas that are especially vulnerable to â€Å"success† and th us provide examples of how these major points have been unsuccessfully applied in the organization of your choosing). Discuss how you would (e. g. , if you were to be consulted or had been consulted) apply some of these tools and knowledge differently to the organization in the future.Then on a scale of 1 to 10 (ten being the best) give an overall assessment of the book. Assignment #3 Turn in a 2-3 page critique of Freakonomics. In your critique of the book identify key points that you think will be valuable to you (or, in some cases, for a particular industry, the domestic or global economy) in the years to come. Additionally, identify what parts, if any, of the book were a waste of your time to read. I also want you to identify what parts of the book relate to the lectures. Next, discuss how you would/could uccessfully apply the major points of the book in an organization (of your choosing but presumably in the field of your chosen profession). Discuss potential pitfalls (i. e. , areas that are especially vulnerable to â€Å"success† and thus provide examples of how these major points have been unsuccessfully applied in the organization of your choosing). Discuss how you would (e. g. , if you were to be consulted or had been consulted) apply some of these tools and knowledge differently to the organization in the future.Then on a scale of 1 to 10 (ten being the best) give an overall assessment of the book. Assignment #4 Turn in a 2-3 page critique of Travels of a T-Shirt in the Global Economy. In your critique of the book identify key points that you think will be valuable to you (or, in some cases, for a particular industry, the domestic or global economy) in the years to come. Additionally, identify what parts, if any, of the book were a waste of your time to read. I also want you to identify what parts of the book relate to the lectures.Next, discuss how you would/could successfully apply the major points of the book in an organization (of your cho osing but presumably in the field of your chosen profession). Discuss potential pitfalls (i. e. , areas that are especially vulnerable to â€Å"success† and thus provide examples of how these major points have been unsuccessfully applied in the organization of your choosing). Discuss how you would (e. g. , if you were to be consulted or had been consulted) apply some of these tools and knowledge differently to the organization in the future. Then on a scale of 1 to 10 (ten being the best) give an overall assessment of the book.In order to receive a grade of â€Å"A† in the course the student will need to do â€Å"A† quality work on each of the above assignments. In addition to the above assignments, students will need to do â€Å"A† quality work on the following two assignments (#5-6): Assignment #5 Turn in a 2-3 page critique of the articles â€Å"Who Supplied My Cheese? † and â€Å"Strengthening Globalization’s Invisible Hand,†. In your critique of the article identify key points that you think will be valuable to you (or, in some cases, for a particular industry, the domestic or global economy) in the years to come.Additionally, identify what parts, if any, of the article were a waste of your time to read. I also want you to identify what parts of the article relate to the lectures. Next, discuss how you would/could successfully apply the major points of the article in an organization (of your choosing but presumably in the field of your chosen profession). Discuss potential pitfalls (i. e. , areas that are especially vulnerable to â€Å"success† and thus provide examples of how these major points have been unsuccessfully applied in the organization of your choosing). Discuss how you would (e. g. if you were to be consulted or had been consulted) apply some of these tools and knowledge differently to the organization in the future. Then on a scale of 1 to 10 (ten being the best) give an overall assessm ent of the article. Assignment #6 – Value Creation Project The Value Creation project consists of a written report. VALUE CREATION DISTANCE LEARNING PROJECT OUTLINE: In this assignment I want you to select an existing company and then select a country (or, if doing a project related to Wind Energy, you may choose a region of the US or the offshore) to which you want the chosen company to expand.Next, I want you to investigate the external environment of the country to which the firm plans to expand and compare it to the domestic environment in the firm’s home country. I then want you to discuss how good of a fit the new country’s environment is for your chosen firm. Specifically discuss: What macro-environmental trends are relevant? What are the contending forces in the industry? What forces are changing the industry over time? Are there key competitors that present opportunities or challenges to the firm?Define opportunities as favorable conditions in the exter nal environment, define threats as unfavorable conditions in the external environment, and conduct an environmental scan. Additional factors about the chosen country that you may want to consider when doing the environmental and competitive analyses. Each sub-section (i. e. , A, B, C, D, E, F) should be about 2-3 pages. Thus, since there are two major parts (i. e. , I and II), the overall length should be around 24-36 pages. Additionally, a cover page and a references section are required (but do NOT count in the page length suggestions).The absolute page limit (not including the cover sheet and references) is 40 pages. A full letter grade will be deducted on any project longer than 40 pages. No exceptions. Please follow this outline carefully. I. General Environmental Analysis A. Economic 1. Overall level of development 2. Economic growth: GDP and industry 3. Role of foreign trade in the economy 4. Currency: inflation rate, currency controls, stability of exchange rate 5. Balance o f payments 6. Per capita income and distribution 7. Disposable income and spending patterns B. Social/Cultural 1.Population size, growth, density, distribution (urban/rural) 2. Literacy rates, education levels 3. Existence of middle class 4. Similarities and differences in relation to company's home market 5. Language and other cultural considerations C. Political 1. System of government 2. Political stability and continuity 3. Ideological orientation 4. Government involvement in business 5. Attitudes toward foreign business 6. National economic and development priorities 7. Membership in regional trade organizations D. Technological E. Physical 1. Physical distribution and communications network (e. . , supply chain) 2. Climate variations 3. Shipping distance F. Major Threats and Opportunities II. Industry/Competitive Environment A. Threat of New Entrants/Barriers to Entry 1. Limitations on trade (e. g. , high tariff levels, quotas) 2. Documentation and import regulations 3. Local standards, practices, and potential non-tariff barriers 4. Patent/trademark availability 5. Preferential treaties with a company's home country 6. Legal considerations for investment, taxation, profit repatriation, employment 7. Availability of intermediaries B. Threat from Competitors 1.Number of international competitors and their market shares 2. Number of local competitors and their market shares 3. Advantages needed to compete effectively relative to competitors C. Threat from Substitutes D. Power of Buyers 1. Customer needs and desires (e. g. , demand behavior and estimation, price elasticity of demand, etc. ) 2. Local production, imports, consumption 3. Exposure to and acceptance of product/service 4. Availability of complementary products/services 5. Industry-specific key indicators of demand 6. Attitudes towards products of foreign originE. Power of Suppliers 1. Number and location of suppliers 2. Market structure (e. g. , competitive, monopoly, or in-between, etc. ) F. Maj or Threats and Opportunities ASSIGNMENT DUE DATES (Recommended) Assignments #1 & #2 are due June 22, 2009 Assignments #3 & #4 are due July 13, 2009 Assignments #5 & #6 (Value Creation Project) are due August 3, 2009 Note: The absolute Final Date to turn in all assignments is Monday, August 3rd at 5:00 PM CLASSROOM POLICY ISSUES WITHDRAWAL POLICY The requirements set by the university for withdrawal will be strictly followed.You should retain all documentation of courses you have dropped. STUDENTS WITH SPECIAL NEEDS The university is committed to the principle that in no aspect of its programs shall there be differences in the treatment of persons because of race, creed, national origin, age, sex, or disability, and that equal opportunity and access to facilities shall be available to all. 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Spatial Comparisons of Organotin Contamination in Common Seafood Species Collected in Hong Kong Waters

Spatial Comparisons of Organotin Contamination in Common Seafood Species Collected in Hong Kong Waters Content 1 ) Working title†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦P.3 2 ) Background of study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦..P.3 3 ) Mechanism of biosorption†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..P.4 4 ) Methodology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..P.6 5 ) Hypothesis for the project†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.P.7 6 ) Overall undertaking aim†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..P.8 7 ) Specific objectives†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦P.8 8 ) Problems to be overcome†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..P.8 9 ) Hazard assessment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.P.9 9.1 Laboratory†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.P.9 9.2 Field visit†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.P.9 10 ) Schedule†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.P.10 11 ) References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..P.11Working rubric:Spatial comparings of organotin taint in common seafood species collected in Hong Kong WaterssBackground of surveyOrganotin compounds are used for a assortment of applications, including antifouling pigments for ship hulls, wood preservatives, and UV stabilizers in plastics. Organotin compounds are considered to be one of the hormone disruptors since legion Marine beings exposed to tribyltyltin ( TBT ) or triphentyltin ( TPT ) exhibit sexual abnormalcies ( Yamabe et al. , 2000 ) . Organotin compounds are hydrophobic due to the presence of hydrocarbon substituents and therefore their solubility in H2O is comparatively little ( Yi et al. , 2012 ) . Wide distribution, high hydrophobicity, a nd continuity of organotin compounds have raised concern about their bioaccumulation, their possible biomagnification in the nutrient webs, and their inauspicious effects to the human wellness and environment ( Galloway, 2006 ; Nakanishi,2007 ; Takahashi et al. , 1999 ; Veltman et al. , 2006 ) . In consciousness of the unsought impacts of TBT, attempts have been undertaken in order to happen a planetary solution to this job and legal demands have been enforced to protect the aquatic environment. The International Maritime Organization ( IMO ) called for a planetary pact that bans the application of TBT-based pigments get downing 1 January 2003, and entire prohibition by 1 January 2008 ( CD,2002 ; IMO,2001 ) Several carnal experiments have suggested that the spectrum of possible inauspicious chronic systemic effects of organotins in worlds is rather wide and includes primary immunosuppressive, endocrinopathic, neurotoxic metabolic, and enzymatic activity, every bit good as possible eyepiece, cuticular, cardiovascular, upper respiratory, pneumonic, GI, blood dyscrasias, reproductive/teratogenic/developmental, liver, kidney, bioaccumulative, and perchance carcinogenic activity ( EU-SCOOP, 2006, Nakanishi, 2007 ; WHO-IPCS, 1999 ) . Hong Kong is a international port and the largest container lthroughout in the universe ( Marine Department of Hong Kong SAR, 2005 ) . Besides vessel activity in Hong Kong is continuously increasing within the see boundary ( 1600 kilometer2) . Most of sea traffic are intense around Victoria Harbour. It is between Hong Kong Island and Kowloon Peninsula. These activities/facilities are major beginnings to let go of organotins compounds to local Marine environment. Besides, vessel-based pollutants can come from other country. For illustration, Yan Tian Port ( Shen Zhen ) . It is located near to Hong Kong boundary ( & lt ; 5km ) and started operation from 1996. With rapid development on sea traffic, organotins is an of import contamination in Hong Kong Waterss ( Leung et al. , 2006 ) 5 ) Hypothesis for the undertaking: -Ship activity is the chief beginning of organotins compunds. -Organotins can be accumulated through nutrient concatenationOverall undertaking purpose:– Analyse more than 6 compounds ( including TPT ) . – Comparison taint degree in different territories in Hong Kong. – Comparison taint degree in different species of common seafood. – Investigate the jobs caused by organotin taint. – Determine the beginnings of organotin. – And, seek to happen out the solution the prevent farther taint.Agenda:October ( hebdomad 10-14 )Week 8-13: Preparation of sampleNovember ( hebdomad 14-18 )Week 14-18: sample aggregation and categorizationDecember ( hebdomad 19-23 )Week 19-23: Sample analysisJanuary ( hebdomad 24-27 )Week 24-27: Writing for the DissertationFebruary ( hebdomad 28-31 )Week 28: Preparation for presentation Week 28: OralPresentation Week 29-35: Alteration of Dissertation Week35: Acme Draft of thesis to Prof.Kenneth LeungMarch ( hebdomad 36-44 )Week 36-44: Revision of thesis Week44: Acme Final version of thesisMentions:Cadmium Commission Directive 2002/62/EC of 9 July 2002. O J Eur Commun 2002 ; L183:58–9. EU-SCOOP. Revised appraisal of the hazards to wellness and the environment associated with the usage of the four organotin compounds TBT, DBT, DOT and TPT. Directorate General Health and Consumer Protection ; 2006. hypertext transfer protocol: //ec.europa.eu/health/ph_risk_committees/04_scher/docs/scher_o_047.pdf Accessed: 03/10/2014. Galloway, T. S. ( 2006 ) . Biomarkers in environmental and human wellness hazard appraisal.Marine pollution bulletin,53( 10 ) , 606-613. IMO. International Marine Organisation. International convention on the control of harmful antifouling systems on ships ; 2001. hypertext transfer protocol: //www.imo.org/Conventions/mainframe.asp? topic_id=529 Accessed: 01/10/2014. Leung, K. M. , Kwong, R. P. , Ng, W. C. , Horiguchi, T. , Qiu, J. W. , Yang, R. , †¦ & A ; Lam, P. K. ( 2006 ) . Ecological hazard appraisals of hormone interrupting organotin compounds utilizing marine neogastropods in Hong Kong.Chemosphere,65( 6 ) , 922-938. Marine Department of Hong Kong SAR, 2005. Port of Hong Kong in Figures. 2005 Edition. Nakanishi, T. ( 2007 ) . Potential toxicity of organotin compounds via atomic receptor signaling in mammals.Journal of wellness scientific discipline,53( 1 ) , 1-9. Takahashi, S. , Mukai, H. , Tanabe, S. , Sakayama, K. , Miyazaki, T. , & A ; Masuno, H. ( 1999 ) . Butyltin residues in livers of worlds and wild tellurian mammals and in fictile merchandises.Environmental Pollution,106( 2 ) , 213-218. Veltman, K. , Huijbregts, M. A. , Van den Heuvel-Greve, M. J. , Vethaak, A. D. , & A ; Hendriks, A. J. ( 2006 ) . Organotin accretion in an estuarial nutrient concatenation: Comparing field measurings with theoretical account appraisals.Marine environmental research, 61( 5 ),511-530. WHO-IPCS. World Health Organisation. International Programme on ChemicalSafety. Tributyl compounds. Environmental wellness standards 116 ; 1999. hypertext transfer protocol: //www.inchem.org/documents/ehc/ehc/ehc116.htm Accessed: 03/10/2014. Yamabe, Y. , Hoshino, A. , Imura, N. , Suzuki, T. , & A ; Himeno, S. ( 2000 ) . Enhancement of androgen-dependent written text and cell proliferation by tributyltin and triphenyltin in human prostate malignant neoplastic disease cells.Toxicology and applied pharmacological medicine,169( 2 ) , 177-184. Yi, A. X. , Leung, K. M. , Lam, M. H. , Lee, J. S. , & A ; Giesy, J. P. ( 2012 ) . Review of mensural concentrations of triphenyltin compounds in marine ecosystems and meta-analysis of their hazards to worlds and the environment.Chemosphere,89( 9 ) , 1015-1025. 1