Distillation column Assignment Example | Topics and Well Written Essays - 1000 words

Distillation column - Assignment Example According to McCabe and Harriott (2000, p.204), this can be particularly achieved through pressure props to help reduce the temperature gradients between the bottom and the top column of the depropanizer column. Another important operational design consideration that should be observed during the design of the distillation column is its capacity. To allow room for the fluctuations of both the vapour and liquid rates in the depropanizer column, its capacity should be enough as this not only improves its operational efficiency but also the safety of the entire distillation column. Lastly, it is also important to consider the requirements such as cleaning, drainage and corrosion during the design of the column. This is particularly because system fluids that pass through the depropanizer column are occasionally affected by peculiarities such as coking as well as the presence of suspended particles and therefore taking into account such considerations in the design will help minimize operational and maintenance costs. During the commissioning of the Distillation plant operations, a series of checks as well as counterchecks should be performed to ensure that the entire chemical plant does not have any design errors and is suitable for the distillation operations. During this stage, various systems and equipment such as the valves, coolant and the control loops of the distillation column are first made operational using safe liquids such as water to help test their safety and efficiency (Speight, 1999, p.123). Leak testing should also be carried out to ensure that when the actual chemicals are introduced, the plant will perform as originally intended. There are a number of procedures that should be observed to avoid the occurrence of anomalies and problems that may arise during the start-up of the distillation column. During the initialization, one of the first procedures that are necessary before any action is taken at the tower is to set up all the

Effect of Bone Marrow Composition Changes With Age

Effect of Bone Marrow Composition Changes With Age PROJECT TOPIC: INVESTIGATION INTO THE EFFECT OF BONE MARROW COMPOSITION CHANGES WITH AGE BETWEEN THE TWO GENDERS ON FINE STRUCTURE ANALYSIS (FINESA) TECHNIQUE A short 100 word lay-person summary– The project is about the investigation into the bone marrow composition changes with age between the two genders and its effect on the structure MRI technique fineSA. It utilizes MR to excite the rectangular prism shape volume in the human body to generate a signal that is processed to provide information about anatomical structure of interest. It will be conducted in a 12 weeks period commencing with literature review of relevant journals and conference papers relating the topic. It will be followed by the modelling of a bone marrow phantom aimed at adding a uniform composition structure that will control the outcome of the project. It will then be concluded with the analysis of the processed clinical data for both genders with different age range. Aim The main aim of this project is to identify a trend between different gender subjects with a varying range of ages from 18-80 and other measures of signal which can be attributed to bone marrow composition and its effect on the fineSA technique. FineSA is a technique that defines anatomical structures using MR data by acquiring data from rectangular prisms located in the anatomical region and region of interest. It is currently unknown what happens to the fineSA in regards to bone marrow (BM) changes. By identifying the trend it will enable the technique to be adjusted to suit each subject and not generalise its bone marrow applications as it is currently done. The research will fill a gap in the industry concerning the bone marrow composition (BMC) changes with ages with the use of the fineSA techniques. Objectives Carry out a detailed literature research related to BMC changes with age and sex. Relevant journals and conference papers will be analysed to support the research work. The modelling of a bone marrow phantom to observe the effect of fat will be accomplished. The fluid around the phantom will simulate the bone marrow and that will give the signal expected. Analysis and evaluation of a clinical data set for different gender ages ranging 18-80 will be carried out. It will be started by looking at the k0 on the spectra with respect to the age and the expected bone marrow composition. The data obtained from the company is made of spectra in Matlab format and the relevant information will be extracted in Matlab. It will also be necessary to investigate the effect of noise as noise is measured during the acquisition. Resources and necessary approvals I will need to complete Human Subjects Protection training in order to work with patient data. It is used to fulfil the requirement for education in the protection of human subjects. The ethical review board that approved this study is Western Institutional Review Board (WIRB) located in the USA. There are no known health risks associated with this research. Literature review According to the literatures, bone marrow does changes with age and becomes fatty and so it is expected to give a higher signal in the MR technique used. According to an early studies conducted, for daughters and their parents to compare (BMF) content assessed by inphase and out-of-phase MRI in between family members. It was found that the daughters had less BMF and BM whole body and regions where BMF was assessed than their mothers and fathers. This was in agreement with a previous studies that link increased BMF with age [1]. MR spectroscopy studies have demonstrate that vertebral fat content increases as the bone density (BD) decreases. Several literatures have suggested a relationship between bone mineral content and bone marrow fat (BMF) which has been found to lead to bone weakness. A study was conducted on fifty-six female patients with the age range 50–65 years to assess vertebral bone marrow fat (BMF) content’s relationship with osteoporosis by the use of chemical-shift magnetic resonance imaging (CS-MRI). It was however concluded that BMF content calculated with CS-MRI was not reliable for predicting bone mineral density in female patients aged between 50 and 65 years and so further research was recommended [2]. Differences in the relationship between BMF and bone has also been attributed to the potential ethnic differences in African American and Caucasian men and women. This was shown in a study done to evaluate the relationship between BMAT and BMD for potential sex and ethnic differences within a large sample with DXA and whole-body MRI data. The results obtained was found to be consistent with a previous findings done in Caucasian women and of Asian men and women. However there is reported inverse association between BMF and BMD in studies of men and women without ethnicity explicitly [3]. A further study conducted on 211 subjects also suggested that BMC changes are different for both male and female subjects. The largest change in the BMC in the lumbar spine was seen to have occurred from 5 to 24 years in the male subjects. Conversely, the largest decrease occurred after 45 years in female subjects. In an earlier research by Dunnill et al. [4] to investigate the changes in cellular and BMF in the vertebral bodies and correlate those changes with age and sex, no differences between the sexes for age-related variations was found. This also implied more research need to be done to ascertain the relationship between BMC and age and sex [5]. Methodologies The project will be managed with the aid of programme of work with details on a Gantt chart that list all the tasks dates. The milestones mark the completion of a task and meetings with the supervisor for review. Literature research (2 week) A review of relevant literatures in relation to BMC changes with age and gender. Outcome 1: Literature review finished and theories for further research have been studied. Phantom Modelling (2 week) Arrangement will be made with the company for this to be carried out Outcome 2: Pantom modelled and analysed. Data analysis and evaluation (3 week) The clinical data will be analysed will be carried out at this stage and then evaluated. Outcome 3: Data analysed and a conclusion drawn. Draft write up (2 week) Write the first draft of the dissertation which will be presented to the research supervisor for review. Outcome 4: Complete first drafted of the report. Final dissertation (2 week) The final copy will be produced and reviewed for any errors and ethical issues by supervisor and then submitted. Outcome 5: Complete the final report for submission. Contingency (1 week) This is an open period where any problems encountered will be dealt with. Conclusion The research plan was conducted to evaluate the purpose and methodologies that will be employed for the project to be successful. With the timelines drafted and the resources effectively utilised the project is expected to be successful. At the end of the project, the results should guide the industry in use of the fineSA with bone marrow composition changes with age application. If it is concluded that there is a trend in the bone marrow composition changes with age, it will require changes made to the technique used in acquiring the signals. This could lead to having to adjust for composition the current technique used.

Asian Exclusion Laws Essay -- essays research papers

There were a very large number of local, state, and federal laws that were specifically aimed at disrupting the flow of Chinese and Japanese immigrants to the United States. Two of the major laws were the 1882 Chinese Exclusion Act and the 1907-1908 Gentleman’s Agreement. Although the laws had some differences, they were quite similar and had similar impacts on the immigrant population.   Ã‚  Ã‚  Ã‚  Ã‚  The 1882, Congress enacted the Chinese Exclusion Act, which outlawed Chinese immigration. It also explicitly denied naturalization rights to Chinese, meaning they were not allowed to become citizens, as they were not free whites. Prior to the Chinese Exclusion Act, some 300,000 laborers arrived in California, and the act was intended to primarily prevent the entry of more laborers. The passage of the Chinese Exclusion Act was the first attempt by congress to ban a group of immigrants based on race or color.   Ã‚  Ã‚  Ã‚  Ã‚  The only Chinese that legally entered the United States during the six decades the Exclusion Act was in place were those in “exempted classes'; such as merchants, students, diplomats, and travelers (Chan). An unknown number illegally entered through the Canadian and Mexican borders and many others entered as “paper sons.'; The act did not prevent Chinese immigration per se; it simply prevented most legal immigration. The 1907-1908 Gentleman’s Agreement was the result of a conflict between t...

What is K-12? Essay

According to the K to 12 Deped Primer (2011), â€Å"K-12 means â€Å"Kindergarten and the 12 years of elementary and secondary education.† Kindergarten points to the 5-year old child who undertakes the standardized curriculum for preschoolers. Elementary education refers to 6 years of primary school (Grades 1-6) while secondary education means four years of junior high school (Grades 7-10 or HS Year 1-4). In addition to this, two years are now allotted for senior high school (Grades 11-12 or HS Year 5-6). see more:k-12 advantages and disadvantages What is the rationale for this program? There is an urgent need to enhance the quality of basic education in our country as seen in the education outcomes of Filipino students and the comparative disadvantage of the Philippines with regard to other countries. The following data would support this explanation: At present, the Philippines is the only country in Asia and among the three remaining countries in the world that uses a 10-year basic education cycle. According to a presentation made by the South East Asian Ministers of Education Organization (SEAMEO-INNOTECH) on Additional Years in Philippine Basic Education (2010), the comparative data on duration of Basic and Pre-University Education in Asia shows that the Philippines allots 10 years not just for the basic education cycle but also for the pre-university education while all the other countries have either 11 or 12 years in their basic education cycle. Achievement scores highlight our students’ poor performance in national examinations. The National Achievement Test (NAT) results for grade 6 in SY 2009-2010 showed only a 69.21% passing rate while the NAT results for high school is at a low 46.38%. Moreover, international tests results in 2003 Trends in International Mathematics and Science study (TIMSS) show that the Philippines ranked 34th out of 38 countries in HS Math and 43rd out of 46 countries in HS II Science. Moreover, the Philippines ranked the lowest in 2008 even with only the science high schools joining the Advanced Mathematics category. The present curriculum is described as congested. This means that students do not get enough time to perform tasks because the curriculum is designed to be taught in a span of 12 years and not 10 years. The more obvious result of this is the fact that most high school students graduate without the readiness to take upon higher education  or employment. These students are not equipped with the basic skills or competencies needed at work. Furthermore, the short duration of our basic education program puts Filipinos who are interested to either work or study abroad at a disadvantage. This is because other countries see our 10-year program as incomplete, which then, causes Filipino graduates to not be considered as professionals abroad. Given all these supporting facts, there is indeed a need to improve the quality of basic education by enhancing it and by expanding the basic education cycle. What is the vision of this program? Records will show that as early as 1925, there were already efforts to improve the basic education curriculum and recommendations have been put forward since then. Thus, this idea of adding years to the present curriculum is not new. The K-12 Curriculum envisions â€Å"holistically developed learners with 21st century skills† (Deped Primer, 2011). At the core of this basic education program is â€Å"the complete human development of every graduate† (DepEd discussion paper, p.6). This further means that every student would have an understanding of the world around him and a passion for life-long learning while addressing every student’s basic learning needs: â€Å"learning to learn, the acquisition of numeracy, literacy, and scientific and technological knowledge as applied to daily life† (p.6). In addition to this, every graduate is envisioned to have respect for human rights and would aim to become â€Å"Maka-Diyos, Maka-tao, Makabansa, Maka-kalikasanâ⠂¬  (p.6) The K-12 vision aims to have relevance in the socio-economic realm, as well. This means that the students would understand their role as productive members of the country. Such vision can only be possible through an enhanced curriculum. What are the benefits of this program? Prof. Calingasan explains that â€Å"while parents may look at this as extended expense i.e., paying tuition for another 2 years in high school, this would offset itself since the competencies one would learn from the additional years are the same ones which the first two years of general education in college teach.† The DepEd primer (2011) specifies the benefits to individuals and families: 1. A decongested academic workload, giving students more time to master competencies and for co-curricular activities and community involvement, thus, allowing for a more holistic development; 2. Graduates will possess competencies and skills relevant to the job market and they will be prepared for higher education; 3. K-12 is affordable; 4. The potential annual earnings of a K-12 graduate will be higher compared to the earnings of a 10-year high school graduate; 5. Graduates will be recognized abroad. The benefits of K-12 curriculum for the society and the economy are: 1. It will contribute to economic growth. Studies show that improvements in the quality of education increases GDP growth. According to the DepEd (2010), studies in the country have reflected that an additional year of school increases the earnings by 7.5% and that improvements in the quality of education will enable the GDP grow by 2-2.2%. 2. It will facilitate the recognition of Filipino graduates and professionals in other countries 3. A better educated society provides a sound foundation for long-term socio-economic development.

Emilio Jacinto’s Trading Cooperative

A1457 Cooperatives: Principles and practices in the 21st century Kimberly A. Zeuli and Robert Cropp ABOUT THE COVER IMAGE: The â€Å"twin pines† is a familiar symbol for cooperatives in the United States. The Cooperative League of the USA, which eventually became the National Cooperative Business Association (NCBA), adopted it as their logo in 1922. The pine tree is an ancient symbol of endurance and immortality. The two pines represent mutual cooperation—people helping people. COOPERATIVES: ii Chapter 1 An introduction to cooperatives 1 Chapter 2 Historical development of cooperatives throughout the world 5Chapter 3 Cooperative history, trends, and laws in the United States 59 Chapter 8 Procedures for organizing a cooperative 69 Chapter 9 A summary of cooperative benefits and limitations 77 Notes 81 Glossary 85 Cooperative resources IN 49 Chapter 7 Cooperative financial management PRACTICES 39 Chapter 6 Cooperative roles, responsibilities, and communication & 27 Chapte r 5 Alternative business models in the United States PRINCIPLES 15 Chapter 4 Cooperative classification Contents Publication notes ? 89 THE 21ST CENTURY i Publication notes This publication is the fourth and most extensive revision of the Marvin A.Schaars’ text, Cooperatives, Principles and Practices, University of Wisconsin Extension—Madison, Publication A1457, July 1980. What has come to be known simply as â€Å"the Schaars book,† was originally written in 1936 by Chris L. Christensen, Asher Hobson, Henry Bakken, R. K. Froker, and Marvin Schaars, all faculty in the Department of Agricultural Economics, University of Wisconsin—Madison. Since its first publication, the Schaars book has served as a basic reference for cooperative members and leaders, cooperative instructors and development specialists, and students of cooperatives throughout the UnitedStates and world. It has been translated into several languages. Although the Schaars book has been out of print for some time, the University of Wisconsin Center for Cooperatives (UWCC) continues to receive regular requests for copies. Its straightforward, basic information on the organization, structure, financing, and management of cooperatives is as needed and relevant today as ever. The revisions in this version, which reflect over two decades of learning about cooperative development as well as new cooperative laws and ways of doing business, will hopefully make it even more useful.Although we focus on cooperative businesses in the United States, and draw most of our references from the agricultural sector, most of the book’s content is pertinent to cooperatives anywhere, in any sector. Readers are encouraged to seek out other publications that deal more extensively with cooperative laws in their own states and countries, and provide more detailed information on consumer, service and worker-owned cooperatives and credit unions. ii Kimberly Zeuli and Robert Cropp, Assistant Professor and Professor Emeritus in the Department of Agricultural and Applied Economics, University of Wisconsin—Madison, re responsible for all of the editing and most of the revised text. The following individuals also contributed to various chapters: David Erickson, Director of Member Relations, Wisconsin Federation of Cooperatives E. G. Nadeau, Director of Research, Planning and Development, Cooperative Development Services David Trechter, Professor, University of Wisconsin— River Falls Richard Vilstrup, Professor Emeritus, Department of Animal Science and Agricultural and Applied Economics, University of Wisconsin—Madison This revision would not have been possible without generous funding from The CooperativeFoundation, Inver Grove Heights, Minnesota. COOPERATIVES: CHAPTER 1 ? An introduction to cooperatives According to the International Co-operative Alliance (ICA): a cooperative is an autonomous association of persons united voluntarily to meet their com mon economic, social, and cultural needs and aspirations through a jointly owned and democratically controlled enterprise. Cooperative leaders around the world recognize the ICA, a non-governmental organization with over 230 member organAlthough the word â€Å"cooperaizations from over 100 countries, as a leading tive† can be applied to many uthority on cooperative definition and values. 2 different types of group activities, in this publication The ICA definition recognizes the essential the term is used to reference element of cooperatives: membership is voluntary. Coercion is the antithesis of cooperation. Persons a formal business model, compelled to act contrary to their wishes are not which has relatively recent origins. The earliest coopera- truly cooperating. True cooperation with others arises from a belief in mutual help; it can’t be tive associations were created in Europe and North dictated. In authentic cooperatives, persons join The first signs ofAmerica during the 17th and voluntarily and have the freedom to quit the cooporganized hunting 18th centuries. These associ- erative at any time. 3 The forced collectives prevaactivity based around lent in the former Soviet Union, for example, were ations were precursors to communities are associated with not true cooperatives. cooperatives. The pioneers Homo erectus, of the Rochdale Society in Another widely accepted cooperative definition is modern human 19th-century England are ancestors who lived the one adopted by the United States Department between 500,000 and celebrated for launching the f Agriculture (USDA) in 1987: A cooperative is a 1. 5 million years ago modern cooperative user-owned, user-controlled business that distributes in Africa. movement. The unique conbenefits on the basis of use. This definition captures tribution of early cooperative organizers in what are generally considered the three primary England was codifying a guiding set of principles cooperative principles: user ownership, user and instigating the creation of new laws that control, and proportional distribution of benefits. helped foster cooperative business development. The â€Å"user-owner† principle implies that the peopleToday, cooperatives are found in nearly all countries. Chapters 2 and 3 trace the remarkable history who use the co-op (members) help finance the coof cooperative development internationally and in op and therefore, own the co-op. Members are responsible for providing at least some of the the United States. cooperative’s capital. The equity capital contribution of each member should be in equal proportion to that member’s use (patronage) of the coop. This shared financing creates joint ownership The cooperative model has been adapted to (part of the ICA cooperative definition). numerous and varied businesses.In 1942 Ivan G roups of individuals around the world and throughout time have worked together in pursuit of common goals. Examples of coop eration, or collective action, can be traced back to our prehistoric predecessors who recognized the advantages of hunting, gathering, and living in groups rather than on their own. What is a cooperative? Emelianoff, a respected cooperative scholar, remarked that â€Å"the diversity of cooperatives is kaleidoscopic and their variability is literally infinite. †1 As a consequence of this diversity, no universally accepted definition of a cooperative exists.Two definitions, however, are commonly used. PRINCIPLES & PRACTICES IN The â€Å"user-control† concept means that members of the co-op govern the business directly by voting on significant and long-term business decisions and indirectly through their representatives on the board of directors. Cooperative statutes and bylaws usually dictate that only active co-op members (those who use the co-op) can become voting directors, although non-members sometimes serve on boards in a non-voting, advisory THE 21ST CENTURY 1 cap acity. Advisory directors are becoming more common in large agricultural cooperatives in theUnited States, where complex financial and business operations require the expertise of financial and industry experts. Only co-op members can vote to elect their board of directors and on other cooperative actions. Voting rights are generally tied to membership status—usually one-member, one-vote—and not to the level of investment in or patronage of the cooperative. Cooperative law in a number of states in the United States and in other countries, however, also permits proportional voting. Instead of one vote per member, voting rights are based on the volume of business the member transacted he previous year with the cooperative. Generally, however, there is also a maximum number of votes any member may cast to prevent control by a minority of members. For example, a grain cooperative might permit one vote to be cast for each 1,000 bushels of grain marketed the year before, but any single member would be limited to a maximum of ten votes. Democratic control is maintained by tying voting rights to patronage. Equitable voting rights, or democratic control (as written in the ICA definition), are a hallmark of cooperatives. â€Å"Distribution of benefits on the basis of use,† escribes the principle of proportionality, another key foundation for cooperatives. Members should share the benefits, costs, and risks of doing business in equal proportion to their patronage. The proportional basis is fair, easily explained (transparent), and entirely feasible from an operational standpoint. To do otherwise distorts the individual contributions of members and diminishes their incentives to join and patronize the cooperative. 2 Co-op benefits may include better prices for goods and services, improved services, and dependable sources of inputs and markets for outputs. Most ooperatives also realize annual net profits, all or part of which are returned to members in proportion to their patronage (thus, they are aptly called patronage refunds). Cooperatives can also return a portion of their profits as dividends on investment. In the United States, however, federal and most state statutes set an 8 percent maximum on annual dividend payments. The purpose of these limits is to assure that the benefits of a cooperative accrue to those who use it most rather than to those who may have the most invested; the importance of capital is subordinated. Today, some co-op leaders and scholars consider his dividend restriction arbitrary and harmful to cooperatives. From their perspective, the 8 percent maximum makes investing in cooperatives less attractive than investing in other forms of business. It makes cooperatives less competitive as well, especially in the agricultural processing sector, which requires a lot of capital for start-up and growth. An overview of the federal laws that govern cooperatives in the United States is included in chapter 3. Why cooperate? People who organize and belong to cooperatives do so for a variety of economic, social, and even political reasons.Cooperating with others has often proven to be a satisfactory way of achieving one’s own objectives while at the same time assisting others in achieving theirs. Farmers create farm supply and marketing cooperatives to help them maximize their net profits. This requires both effective marketing of their products for better prices as well as keeping input costs as low as possible. The farmers recognize that they are usually more efficient and knowledgeable as producers than as marketers or purchasers. By selling and buying in larger volumes they can also usually achieve better prices. COOPERATIVES: CHAPTEREmployees organize bargaining associations and labor unions to negotiate collectively with management and owners. In some cases, employees form worker-owned cooperatives. As the name suggests, a worker-owned cooperative is owned and controlled by its em ployees. 4 Employees establish bargaining units and cooperatives in the hopes of increasing their wages and fringe benefits, improving their general working conditions, and ensuring job security. Cooperatives do not, as is sometimes assumed, contradict the goals of capitalism. If that were the case, cooperatives would not play such an important role in the American economy.About 48,000 cooperatives, operating in nearly every business sector imaginable, serve 120 million members, or roughly 4 out of 10 Americans. 5 The top 100 cooperatives in the United States, ranked by revenue, individually generated at least $346 million in revenue during 2002 and in the aggregate, $119 billion. 6 They represent agriculture, finance, grocery, hardware, healthcare, recreation, and energy industries (figure 1. 1). An introduction to cooperatives Consumer cooperatives are established to sell the products a group of consumers want but cannot find elsewhere at affordable prices. The consumer embers are primarily interested in improving their purchasing power—the quantity of goods and services they can buy with their income. They naturally wish to get as much as possible for their money in terms of quantity and quality. As owners, the members have a say in what products their stores carry. 1 ? Cooperatives are especially important to agriculture. In 2002, 3,140 agricultural cooperatives provided roughly 3. 1 million farmers (many farmers are members of more than one cooperative) with agricultural marketing, farm supplies, and other farm-related services. They captured 28 percent of the market share. Figure 1. 1. Top 100 revenue generating cooperatives in the U. S. by sector, 2002 PRINCIPLES & PRACTICES IN THE 21ST CENTURY 3 In terms of non-agricultural cooperatives, 84 million Americans are members of 9,569 credit unions, 865 electric co-ops serve 37 million people in 47 states, over 1. 5 million families live in housing cooperatives, and over 3 million people are members o f 5,000 food cooperatives. 8 The involvement of so many people in cooperatives in such a highly competitive economy reflects the general satisfaction of members toward their companies and the apparent efficiency and solid inancial performance of these businesses. Chapter 4 provides a more comprehensive discussion of the various types of cooperatives and the extent of their economic success in the United States. In short, cooperatives are organized to serve member needs and are focused on generating member benefits rather than returns to investors. This member-driven orientation makes them fundamentally different from other corporations. Additional cooperative structural characteristics and guiding principles further distinguish them from other business models. In most countries, the cooperative model represents only one of several ifferent ways a business can choose to legally organize. Chapter 5 presents a comparison of the six major alternative business models in the United States . Cooperative management and development To prosper, cooperatives must be well organized, well financed, well managed, and governed well by a committed membership. They must be progressive, adapting to changing business climates, and responsive to their members’ changing needs. Members, the board of directors, and management each have responsibilities within the cooperative. Strong, viable cooperatives require all three groups to do their share.Chapter 6 describes each group’s unique and important role. 4 Although capital, employees, business volume, and good management practices are all very important for successful operations, a co-op’s members are its most important asset. Cooperative success also hinges on effective member education and communication. Indeed, providing education, training, and information to members is one of the seven cooperative principles adopted by the ICA. The unique education needs of cooperatives and the essential elements for a succe ssful education and communication program are also discussed in chapter 6.Cooperative financing is also critical and in today’s complex cooperative organizations it can be quite complicated. Adequate capital is one of the fundamental principles of sound business operation and at the same time one of the biggest challenges facing cooperatives today. Financing options must be consistent with principles of cooperation as well as with federal and state laws. Chapter 7 lays out the main concepts behind cooperative financing, including alternative sources of capital and equity redemption plans. As with other business forms, cooperatives should be established only to meet a well-defined need in he market. Before cooperatives are created, advance research should be done by a steering committee to ensure sufficient support by other potential members in the community. Chapter 8 discusses in greater detail the procedure for organizing cooperatives. A good feasibility study, strong membe rship drives, and a comprehensive business plan are essential ingredients. A final analysis of the cooperative model’s benefits and limitations, to members and the broader community, is presented in chapter 9. COOPERATIVES: CHAPTER Revolutionary roots in England The first cooperative businesses created in Europe rose during periods of great social upheaval and distress caused by dramatic shifts in agricultural and industrial production practices. Prior to the Industrial Revolution (about 1750-1850), most families in England and other parts of Europe were largely self-sufficient, creating enough food and goods for their subsistence and small amounts for trading. The Industrial Revolution introduced the factory system of production and was marked by a rapid succession of remarkable inventions that accelerated the industrialization of business. Examples of inventions during this period include smelting iron with coal instead of charcoal, the otton gin and power loom, and the ste am engine. The writings of Adam Smith at the time, especially his advocacy of the laissez faire principle (no government intervention in the economy), further spurred the revolution. The industrial system gradually replaced cottage industries and home-based production. Workers were required to move into cities to find work. Away from land, their families were increasingly integrated into a market economy; instead of pro- PRINCIPLES & PRACTICES IN ducing most of their household requirements, especially food, they had no other choice but to purchase them. Advances in production were not, nfortunately, accompanied by fair labor standards. Workers were typically paid very low wages and were subjected to harsh working conditions. 10 People remaining in rural areas were not much better off. An agricultural revolution was already well underway in the 18th century. The introduction of new cultivation methods and crop varieties supported a dramatic change in land tenure patterns. Scattered, small plots of farmland were aggregated into large, enclosed estates, primarily for the purpose of grazing sheep and other live- The historical development of cooperative businesses cannot be disconnected from the social and conomic forces that shaped them. Co-ops then, as now, were created in times and places of economic stress and social upheaval. 9 stock. Between 1760 and 1843, nearly seven million acres of agricultural land in England were enclosed in estates. As a result, large numbers of small farmers were driven from their land into neighboring towns and villages with few remaining jobs. A movement towards greater freedom of expression was another hallmark of this revolutionary period. The citizens of England began to publicly dissent with government policies, taking issue with the status quo and demanding more personal ights. Therefore, the widespread poverty, unemployment, and general social deterioration that were left in the wake of the industrial and agricultural revolut ions were met with a public outcry to the government for improved working and living conditions. THE 21ST CENTURY Historical development of cooperatives throughout the world T he historical development of cooperative businesses cannot be disconnected from the social and economic forces that shaped them. Co-ops then, as now, were created in times and places of economic stress and social upheaval. 9 Ancient records and archeological discoveries oint to the existence of cooperative organizations created by early civilizations in diverse parts of the world (China, Greece, Egypt, etc. ). But it is the founders of the Rochdale Society in 19th century England who are celebrated for launching the modern cooperative movement. The Rochdale pioneers, and the early European cooperative thinkers and organizers who laid the foundation for their success, are responsible for codifying a guiding set of principles that helped guide the development of cooperatives across the world. 2 ? 5 Early coopera tive societies Robert Owen and In the absence of public assistance, the people ofCharles Fourier— Europe established various types of self-help organizations. Mutual fire insurance companies Cooperative visionaries existed in London and Paris as early as 1530, although the first highly successful and wellknown example was organized in England in 1696, the Amicable Contributionship. 11 The people of England also created Mutual Aid Societies (they eventually became known as Friendly Societies) that offered financial payments and assistance to members in times of sickness, unemployment, or death. 12 By the mid-18th century many well-established societies were already in operation.They were legalized with the passing of the first Friendly Society Act (also called the Rose Act) in 1793. A number of bills were introduced in the 19th century to encourage Friendly Societies since they lessened the public burden. 13 Workers organized labor unions to bargain with employers for more fav orable working conditions and to lobby the government for improved labor legislation. Cooperative or quasi-cooperative industrial businesses were in operation in England by 1760. Most were consumer-controlled organizations focused on flour milling and baking industries. Cooperative orn mills for grinding flour appeared in a number of cities shortly after the turn of the 19th century to cut the cost of flour and prevent tampering by greedy millers. Purchasing cooperatives already existed in most Western European countries by the 18th century. The Weaver’s Society in Fenwick, Scotland (often referred to as â€Å"penny capitalists†) began to purchase supplies as a group in 1769. 14 The precursors to mutuals and unions were guilds, the associations of merchants, artisans, and craftsmen that date back to Medieval times. Guilds had binding rules for production and business practices.Although guilds were created partially in an attempt to establish local trade monopolies, the y incorporated socialist practices: member control, equitable treatment of all members, and financial support of members who were ill or faced family crises. 6 â€Å"Often men wish to escape the realities of life, and when they do, they dream of Utopias. † 15 The first cooperative movement, that is, the establishment of a coherent argument for the cooperative form of organization, gained momentum in the early 19th century with the writings and advocacy efforts of Robert Robert Owen (1771- Owen and William King in 858):â€Å"The Father England and Charles Fourier in of Cooperation. † France. Robert Owen and Charles Fourier were both well-known Utopian Socialists; not only did they envision ideal societies, they tried to create them in Europe and the United States. 16 Robert Owen (1771-1858) was a prominent industrialist who began to advocate the establishment of a new type of community to alleviate the poverty and suffering caused by the Industrial Revolution. Charles F ourier (1772-1837) was a bourgeois, famous French social philosopher whose plans for self-reliant communities were motivated by the French Revolution and his view hat the working class was being dehumanized and repressed. They both envisioned rural villages composed of farms and small-scale industry, all operated cooperatively by the citizens who would also live together communally. Owen originally conceived of these communities as a solution for unemployment, but later believed (like Fourier) that they were a better alternative to private capitalism and competition, providing self-employment opportunities and other conditions that would provide universal happiness. Fourier called his planned communal cities â€Å"phalanxes. † COOPERATIVES: CHAPTER Fourier never found philanthropists willing to fund he creation of a phalanx. After his death, several were attempted in France and more than thirty organized in the United States. 18 The most notable in the United States were Broo k Farm, near Cambridge, Massachusetts (1842-1846), and one in Fond du Lac County (now the city of Ripon), Wisconsin (1845-1850). The phalanxes suffered from a conflict between treating everyone equally and rewarding those who provided more capital and labor. The phalanx model, however, influenced the successful kibbutzim in Israel (discussed later). Owen was a visionary idealist, not a realistic cooperative developer.He was not at all interested, therefore, in helping the early consumer cooperatives in England:â€Å"Joint stock retailing is not the Social System which we contemplate†¦and will not form any part of the arrangements in the New Moral World. †19 In 1839 he did not even bother to respond to an urgent request by Charles Howarth to visit Rochdale, England to discuss organizational plans for a new retail cooperative. Owen’s attack upon individualism, the family, competition, private property, the market economy, and organized religion, alienated many peopl e from cooperation and provoked condemnation of cooperatives from various religious groups.Even so, Owen is often called the â€Å"father of cooperation. † Despite his failures, Owen continued preaching that cooperative production and living were the best medicines for the ills of society. His advocacy stimulated the creation of cooperative societies, labor exchanges (where handicrafts were traded based on the amount of labor involved in their making), and trade unions. Although most of the organizations he started lasted only a short time, PRINCIPLES & PRACTICES IN they provided the groundwork for another generation of cooperative development in Europe and North America. William King—A cooperative developer and pragmatist Dr. William King (1786-1865), another social reformer in England, was in many respects more responsible than Robert Owen for spreading the cooperative idea and for the actual organization of cooperatives. Although he accepted much of Owen’s so cial philosophy, he disagreed on how to reach those goals. King was more realistic about cooperatives, advocating and inspiring the development of consumer cooperatives across England. As a physician, King became interested in improving the welfare of the working people of Brighton, England. He was involved in organizing numerous ocial and educational institutions, including an infants’ school, a mechanics’ institute, and a library. Between 1828 and 1830, King published (at his own expense) a small magazine called â€Å"The Cooperator† that was widely distributed throughout England. Its 28 issues were a source of inspiration, information, and instruction on cooperation in theory as well as in practice. The magazine advocated a more realistic type of cooperation within reach of the working class. King believed that cooperatives should start small with the original capital supplied by members, a significant deviation from Owen and Fourier’s arge-scale opera tions funded by wealthy investors. King did not necessarily object to Owen’s self-sustaining cooperative communities, as long as they were funded with the members’ own capital and were restricted to Christians. King was a religious fundamentalist who believed that biblical scripture should guide the ethics and operations of cooperatives. He also taught that cooperatives should not pay patronage refunds, but instead reinvest all net profits to increase the scope of their activities and to employ as many members as possible. King also proposed the following guidelines for consumer cooperatives: THE 1ST CENTURY Historical development of cooperatives throughout the world Owen and Fourier were not abstract thinkers; they laid out very specific details for their communities. For instance, they believed that the communities should contain 1,000-1,800 people living on a relatively small tract of land. Fourier was more explicit: the area should be three square miles. 17 Wealthy supporters of Owen’s ideas were willing to finance the creation of such communities. Four were eventually created: New Harmony, Indiana (USA); Orbiston, Scotland; Ralahine, Ireland; and Queenswood, England. All ultimately failed. 2 ? 7 1) members should pay cash for all merchandise purchased at the cooperative; (2) the co-op should adopt democratic principles of governance; and (3) it should publicize the cooperative movement. In addition to the advocacy of Owen and King, the cooperative movement in England was supported by a number of short-lived cooperative journals, which were circulated between 1825 and 1830. Cooperative congresses also advocated and promoted cooperation; the first took place in 1830 in Manchester, the second in 1831 in Birmingham, and the third in 1832 in London. Owen’s influence and rhetoric were exhibited in these and later congresses.For instance, the Third Congress stated that â€Å"the grand ultimate object of all cooperative societies is c ommunity on land. † What began with a few cooperative societies in 1826 quickly grew to about 300 consumer cooperatives by 1830, many patterned after King’s Brighton Cooperative Trading Association. King’s ideas may have also influenced early American cooperatives. A treasurer of a cooperative in Brighton, England, William Bryan, helped organize a consumer cooperative in New York City in 1830. King was compelled to discontinue his active role in the cooperative movement in the late 1830s for wo reasons: his medical practice was suffering and poor management and internal discontent plagued individual co-op stores. By 1840, the cooperative movement in England was basically at a standstill and King’s ideas were forgotten, ignored in the cooperative literature for several decades. The Rochdale Pioneers In the first wave of consumer cooperatives, a shortlived society was created in Rochdale, England in 1833. James Smithies, one of the original organizers, was i nspired by King’s cooperative magazine and shared it with his co-founders. Their ultimate cooperative goals, however, echoed Owen’s teachings.Although their first co-op effort failed after only two years, a core group of 28 continued to work actively for social reform and eventually created the prototype cooperative model for a modest shop on Toad Lane in 1844. The so-called Rochdale Pioneers were ambitious and had lofty goals for their co-op: (1) to sell provisions at the store; (2) to purchase homes for their members; (3) to manufacture goods their members needed; and (4) to provide employment for their members who were either out of work or poorly paid. In sum, they wanted to â€Å"establish a self-supporting home colony of united interests† nd to â€Å"arrange the powers of production, distribution, education, and government† in the interests of its members. In addition, they hoped to open a â€Å"temperance hotel† in one of the cooperative hou ses to promote sobriety. The foundation for the Rochdale cooperative was built upon the intelligent combination of various ideas that had been tried by previous cooperatives. The Pioneers learned from the co-op failures of the past. For example, the business practices they adopted for their small store, later called the Rochdale Principles (sidebar), were novel primarily in their combination; many had been borrowed rom other cooperatives. The original Rochdale Cooperative shop on Toad Lane. It is now preserved as a museum. 8 COOPERATIVES: CHAPTER The Industrial and Provident Societies Act, authorized in England in 1852, was a major development in the cooperative movement. Prior to the enactment of this law, the Friendly Societies Acts of 1834 and 1846 regulated the registration of cooperatives, even though these acts were designed for mutual-aid groups and not for businesses engaged in trade. Therefore, the consumer cooperatives did not have the proper legal protection essential for their business operations.The acts further prevented them from selling to people other than their members. 1. Voting is by members on a democratic (one-member, one-vote) basis. 2. Membership is open. 3. Equity is provided by members. 4. Equity ownership share of individual members is limited. 5. Net income is distributed to members as patronage refunds on a cost basis. 6. Dividends on equity capital are limited. 7. Exchange of goods and services at market prices. 8. Duty to educate. 9. Cash trading only. 10. No unusual risk assumption. 11. Political and religious neutrality. 12. Equality in membership (no discrimination y gender). Adapted from David Barton,â€Å"Principles,† in David Cobia (ed. ), Cooperatives in Agriculture. Englewood Cliffs, NJ: Prentice Hall, 1989. Some of the Rochdale Principles, such as democratic control (one-member, one-vote) and limited dividends on equity capital, are still followed by most cooperatives around the world. Other principles, such as ca sh trading, are clearly outdated in most countries where credit cards and (in agricultural co-ops) seasonal loans are the norm. As a set of guiding principles, they are not necessarily appropriate for all types of cooperatives in all locations.They are after all a product of a historical period and economy and were meant to govern a small retail store (see chapter 4 for further discussion of cooperative principles). The phenomenal success of the Rochdale cooperative, which is still in operation today, was just the boost that the cooperative movement in England needed. Rochdale became the cooperative beacon for others to follow. It provided the organizational pattern that became the prototype for other cooperatives and spurred on the cooperative movement in Europe and North America. PRINCIPLES & PRACTICES IN The Industrial and Provident Societies Act rovided both important legal protections for the cooperatives while also imposing some operating restrictions. It protected the propert y of the societies, gave binding legal authority for their rules, safeguarded the savings of their investors, allowed them to sell to non-members, and provided legal status so that an association could sue fraudulent officials. It allowed cooperatives to pay patronage refunds on purchases but limited dividends on shares of stock to five percent. Although members still faced unlimited liability for cooperative debts, share limits of ? 100 per member were enforced.The passage of the Industrial and Provident Societies Act of 1862 loosened some of the restrictions and provided limited liability for members, meaning they would be liable only for co-op debts less than or equal to the value of their stock. Share limits were increased to ? 200 per member and cooperatives were permitted to invest in other cooperatives. As a result of these changes, the organization of the North of England Co-operative Society became possible. Established in 1863 to create cost savings for members by purchasi ng a variety of goods in bulk, today the Co-operative Group comprises a family of businesses employed n a wide range of activities (food, finance, farms, funerals, etc. ). It is a unique consumer-owned business that is the largest of its kind in the world. THE 21ST CENTURY Historical development of cooperatives throughout the world The first cooperative law Rochdale cooperative principles 2 ? 9 The beginnings of cooperative credit During the 1840s, later called â€Å"the Hungry Forties,† famine and extreme hardship spread throughout Europe. A blight ruined potato crops in many European countries, although Ireland was the most severely hit, during 1845-47. The shortage of potatoes drove up other food prices.Low fishing yields further exacerbated the food shortage, which caused millions of deaths and led to severe economic depression, high unemployment, and political unrest in the region. The Communist Manifesto was published in 1848. During this same year, F. W. Raiffeisen, a mayor of a group of villages in Northern Germany, created a cooperative society to alleviate some of the suffering in his community. The cooperative gave potatoes and bread to the poor. He soon realized, however, that charity alone could not solve the problems of poor farmers; they needed to become self-sufficient and earn more money. Raiffeisen hen started to organize loan societies, which embraced various cooperative features. Although Raiffeisen continued to advocate self-help, his first societies were mainly efforts to transfer money from the rich to the poor. In 1862, he helped the rural farmers of the little town of Anhausen organize a truly cooperative loan society. Early agricultural marketing and farm supply cooperatives in Europe Denmark is generally regarded as the most outstanding example of early and successful cooperative farm marketing and farm supply organizations. 20 The first cooperative creamery in Denmark was established in 1875 at Kaslunde. The early ooperative creameries incorporated some significant improvements in the butter-making process, including a standardized grading system. The high quality butter was marketed under a government brand to reflect their supervision of the grading. The first cooperative creameries were very successful. News of their success and popularity spread to other rural areas of Denmark; many others were soon organized throughout the country. These developments took place without government assistance or subsidies. The early and striking success of cooperatives in Denmark can be primarily attributed to the role of the Folk High School.An institution unique to the country, this school educated young adults in rural areas. The schools were inspired by the philosopher and clergyman, Bishop Nikolai (N. S. F. ) Grundtvig (1783-1873), and popularized by Kristen Meanwhile, Herman Schulze had created a somewhat similar credit institution among artisans Kold, an educator. Grundtvig established the first in Eilenburg i n 1850. He further refined this model Folk High School in 1844; the one created by Kold in 1851, however, was more successful and widely to fit the credit needs of artisans and other smallscale industries and developed other credit organi- replicated.The mission of the schools was to enlighten Danish citizens (beyond what they were zations. Raiffeisen may have been familiar with learning in primary schools) so they could particithese organizations and used them to inform his pate in the governance of the kingdom. They were own co-op development efforts. Both the not meant to be vocational or cooperative training Raiffeisen and Schulze cooperative bank models schools but rather designed to expose students to rapidly spread across Europe. Features of both new ideas and experiences. Today, we would call models were used to form credit unions in North them liberal arts schools.Numerous such schools America. Incidentally, the Credit Union National still thrive in Denmark. Although suppor ted finanAssociation’s headquarters in Madison, Wisconsin was called â€Å"Raiffeisen House† for a number of years. cially by the state, they are free to set their own curricula and are required to be nonvocational and without examinations. 10 COOPERATIVES: CHAPTER Cooperatives around the world The cooperative movement gradually spread around the world in the 19th century (table 2. 1). Another notable cooperative advocate is Sir Horace Plunkett (1854-1932), an Irishman (who spent 10 years as a cattle rancher in the UnitedStates in the 1800s) famous for advocating the benefits of agricultural cooperatives in Ireland and beyond. 21 He was instrumental in creating an international cooperative movement and promoting the cooperative principle of political neutrality. The Irish Cooperative Organization Society (formerly the Irish Agricultural Organization Society), originally founded by Plunkett in 1894, is located in The Plunkett House in Dublin. Today, cooperative business es are found in nearly all countries, from the developing nations of Africa, Asia, and South America to the industrial countries of Europe and North America.Northern Europe, where the cooperative movement took hold very early, still contains a strong cooperative presence, especially in agriculture. Many of the cooperatives in these countries have long histories and are extremely successful. However, as is the case in the United States (see chapter 3), economic pressures have been met with cooperative mergers and consolidations. As a result, cooperative numbers in these countries appear quite low (tables 2. 2 and 2. 3). Cooperative numbers in India, even on a per capita basis, are by comparison astounding. In the case of India and other countries with relatively high ooperative numbers, this situation typically reflects the existence of numerous, local cooperatives. More cooperatives do not imply necessarily that the cooperative sector as a whole is stronger or more competitive, howe ver. The spread of the cooperative business model from 18th century England to such diverse countries as India, Korea and Uganda, points to the universal adaptability and diversity of the cooperative model. Cooperative businesses are found in nearly all countries, from the developing nations of Africa, Asia, and South America to the industrial countries of Europe and North America. PRINCIPLES PRACTICES IN THE 21ST CENTURY Historical development of cooperatives throughout the world Folk High Schools created trained, rural leadership. They also established bonds of trust among those who came to live and study at the schools. The students developed a willingness to think together, work together, and play together—in short, to cooperate. Although not an intended outcome, the spirit of cooperation produced in these schools has been, without doubt, an important factor in the growth of Denmark’s cooperative movement. 2 ? 11 Table 2. 1. Historical cooperative statistics for se lected countries CountryFirst co-op First co-op law Membership (% of population) Albania 1946 NA NA Austria 1794 1873 47. 4 Belgium 1848 1873 35. 4 Czech Republic 1852 1873 13. 4 Denmark 1851 NA 34. 2 Finland 1870 1901 45. 8 France 1750 1887 30. 1 Germany 1845 1867 27. 9 Greece 1780 1914 9. 9 Iceland 1844 1937 20. 0 Ireland 1859 1893 59. 5 Italy 1806 1886 13. 3 Lithuania 1869 1917 6. 8 Luxembourg 1808 1884 4. 8 Netherlands 1860 1855 41. 1 Norway 1851 1935 36. 4 Poland 1816 1920 NA Portugal 1871 1867 21. 9 Romania 1852 1903 28. 5 Russia 1825 1907 9. 5 Spain 1838 1885 11. 1 Sweden 1850 1895 53. 7 Switzerland 1816 1881 50. 1 Turkey 1863 867 12. 9 United Kingdom 1750 1852 16. 6 United States 1752 1865 56. 7 Yugoslavia 1870 1925 6. 5 NA = not available Source: Adapted from Shaffer, J. (1999). Historical dictionary of the cooperative movement. London: Scarecrow Press, Inc. (pp. 437-39). 12 COOPERATIVES: CHAPTER Region Number of countries Organizations Individual members Societies Africa 1 2 19 27,214 9,561,443 Americas 18 61 43,945 182,486,437 Asia 28 64 480,648 414,383,079 Europe 35 88 197,293 118,473,862 Total 93 232 749,100 724,904,821 Source: International Co-operative Alliance, www. coop. org/statistics. html (July 1,1998). Table 2. 3.Agriculture cooperative statistics from select countries Number of co-ops Country Membership (millions) Brazil 4,744 3. 74 Canada 7,880 14. 52 Columbia 1,936 4. 82 Denmark 1,446 1. 39 Egypt 6,992 4. 28 46 1. 07 23,573 17. 49 Finland France Germany 9,112 21. 64 India 446,784 182. 92 Israel 256 0. 03 Japan 3,860 42. 84 NA 0. 63 Morocco 9,635 0. 68 Norway 4,259 1. 59 Repub. Korea 7,669 17. 07 15,106 Historical development of cooperatives throughout the world Table 2. 2. Cooperatives and membership by international region 2 ? 4. 78 Mexico Sweden Switzerland Uganda United Kingdom United States Zambia 16 1. 51 3,131 0. 4 42 9. 04 27,076 156. 19 2,174 0. 57 Source: International Co-operative Alliance, www. coop. org/statistics. html (Apri l 26, 2002). PRINCIPLES & PRACTICES IN THE 21ST CENTURY 13 14 COOPERATIVES: CHAPTER The driving forces behind cooperative development in the United States include the following five interrelated dynamics: 1. Market failure (monopoly power, excess supply, missing markets, etc. ). 2. Economic crises (depressions and recessions). 3. New technology. 4. Farm organizations and cooperative advocates. 5. Favorable public policy (presidential interest, legislative initiatives at both state and federal evels, and judicial interpretation). The relative importance of these forces at different periods will become apparent as we trace the path of cooperative development. Since some of the most significant contributions Americans have made to the cooperative model and movement have been in the agricultural sector, farm cooperatives will dominate this discussion. PRINCIPLES & PRACTICES IN The first American cooperatives The first recognized cooperative business in the United States (a mutual insura nce company) was founded in 1752, almost a quarter-century before the birth of the country (America achieved independence in 1776).Benjamin Franklin, one of the signers of the Declaration of Independence, worked with other members of fire fighting associations to create the first successful fire insurance company in the colonies: The Philadelphia Contributionship for the Insurance of Houses from Loss by Fire. 24 Franklin had already formed the Union Fire Company in 1736, which became the model for volunteer fire fighting companies. Franklin had witnessed the success and importance of mutual societies when he was living in England. The Philadelphia Contributionship was based on a similar London association created in 1696. 25 Although European models and European immigrant cultures remained influential, it was in agriculture that co-ops began to take root in new and distinctive North American forms. † 26 Cooperative history, trends, Cooperative history, trends, and laws in the United States and laws in the United States C ooperatives are neither indigenous to the United States, nor are they an American invention. As Fairbairn reminds us,â€Å"The idea of the co-op was both imported by the colonists from Europe and also independently developed and adapted by settlers of European origin under North American conditions. †22 Pilgrims coming to he new world on the Mayflower in 1620 signed the Mayflower Compact, which described the operations of an organization, or constitution, with cooperative characteristics. Once they arrived, the early settlers worked together collectively to clear the land, build homes and communities, start farming, and provide protection for their families. 23 The overview of cooperative development in the United States provided here supports the idea that cooperatives in the United States are both an artifact of early settlers’ European heritage and a collective response to harsh living conditions in rural areas. ? Americ an farmers first attempted to organize in 1785 with the establishment of the Philadelphia Society for Promotion of Agriculture. The first formal farmer cooperatives were created in 1810: a dairy cooperative in Goshen, Connecticut, and a cheese manufacturing cooperative in South Trenton, New Jersey. On the heels of these organizations, other cooperatives involving different commodities were formed in many parts of the country (table 3. 1). There was no identified coordinated leadership and most cooperatives restricted their operations to their local community. Most of he early agricultural cooperatives were ultimately unsuccessful. THE 21ST CENTURY 15 Table 3. 1. Selected early cooperatives and mutuals in the United States Year Cooperative 1752 Philadelphia Contributionship for the Insurance of Houses from Loss by Fire (Philadelphia, Pennsylvania) 1810 Dairy cooperative (Goshen, Conneticut) and cheese cooperative (South Trenton, New Jersey) 1820 Hog marketing, slaughtering, and packi ng cooperative (Granville, Ohio) 1853 Irrigation cooperative (Tulare County, California) 1857 Grain elevator (Madison, Wisconsin) 1862 Tobacco marketing cooperative (Connecticut) 1863

WOW essays

WOW essays Everyones ultimate goal is survival. Nobody wants to surrender their life before they naturally should. Hobbes says that being thrown out of society will cause an early death. Outside of society there is a condition of war wherein every man to every man is an enemy and in this state, no man can ever hope to defend himself without some help. (Hobbes, p. 91) But in the state of nature he will find none, because he which declareth he thinks it is reason to deceive those that help him, can in reason expect no other means of safety than what can be had from his own single power. (Hobbes, p. 91) Everyone outside of society has proved that they cannot be trusted. This will result in the competitive, dishonest, self-serving state that people wanted to be free from. Life will be short and harsh. Although the fool thinks that they will better off killing somebody who they really dislike, it will only lead to his untimely demise. ...

A Short History of the Architecture Profession

A Short History of the Architecture Profession Architecture was not always thought of as a profession. The architect was the person who could build structures that didnt fall down. In fact, the word architect comes from the Greek word for chief carpenter, architektÃ… n.  In the United States, architecture as a licensed profession changed in 1857. Before the 1800s, any talented and skilled person could become an architect through reading, apprenticeship, self-study, and admiration of the current ruling class. Ancient Greek and Roman rulers picked out the engineers whose work would make them look good. The great Gothic cathedrals in Europe were built by masons, carpenters, and other artisans and tradesmen. Over time, wealthy, educated aristocrats became key designers. They achieved their training informally, without established guidelines or standards. Today we consider these early builders and designers as architects: Vitruvius The Roman builder Marcus Vitruvius Pollio is often cited as the first architect. As chief engineer for Roman rulers such as Emperor Augustus, Vitruvius documented building methods and acceptable styles to be used by governments. His three principles of architecture- firmitas, utilitas, venustas- are used as models of what architecture should be even today. Palladio The famous Renaissance architect Andrea Palladio apprenticed as a stonecutter. He learned about the Classical Orders from scholars of ancient Greece and Rome- when Vitruvius De Architectura is translated, Palladio embraces ideas of symmetry and proportion. Wren Sir Christopher Wren, who designed some of Londons most important buildings after the Great Fire of 1666, was a mathematician and scientist. He educated himself through reading, travel, and meeting other designers. Jefferson When the American statesman Thomas Jefferson designed Monticello and other important buildings, he had learned about architecture through books by Renaissance masters like Palladio and Giacomo da Vignola. Jefferson also sketched his observations of Renaissance architecture when he was Minister to France. During the 1700 and 1800s, prestigious art academies like École des Beaux-Arts provided training in architecture with an emphasis on the Classical Orders. Many important architects in Europe and the American colonies received some of their education at École des Beaux-Arts. However, architects were not required to enroll in the Academy or any other formal educational program. There were no required exams or licensing regulations. The Influence of the AIA In the United States, architecture evolved as a highly organized profession when a group of prominent architects, including  Richard Morris Hunt, launched the AIA (American Institute of Architects). Founded on February 23, 1857, the AIA aspired to promote the scientific and practical perfection of its members and elevate the standing of the profession. Other founding members included Charles Babcock, H. W. Cleaveland, Henry Dudley, Leopold Eidlitz, Edward Gardiner, J. Wrey Mould, Fred A. Petersen, J. M. Priest, Richard Upjohn, John Welch, and Joseph C. Wells. Americas earliest AIA architects established their careers during turbulent times. In 1857 the nation was on the brink of Civil War and, after years of economic prosperity, America plunged into depression in the Panic of 1857. The American Institute of Architects doggedly laid the foundations for establishing architecture as a profession. The organization brought standards of ethical conduct- professionalsim- to Americas planners and designers. As the AIA grew, it established standardized contracts and developed policies for the training and credentialing of architects. The AIA itself does not issue licenses nor is it a requirement to be a member of the AIA. The AIA is a professional organization- a community of architects led by architects. The newly formed AIA did not have funds to create a national architecture school but gave organizational support to new programs for architecture studies at established schools. The earliest architecture schools in the US included the Massachusetts Institute of Technology (1868), Cornell (1871), the University of Illinois (1873), Columbia University (1881), and Tuskegee (1881). Today, over one hundred architecture school programs in the United States are accredited by the National Architectural Accrediting Board (NAAB), which standardizes the education and training of US architects. NAAB is the only agency in the US that is authorized to accredit professional degree programs in architecture. Canada has a similar agency, the Canadian Architectural Certification Board (CACB). In 1897, Illinois was the first state in the US to adopt a licensing law for architects. Other states followed slowly over the next 50 years. Today, a professional license is required of all architects who practice in the US. Standards for licensing are regulated by the National Council of Architectural Registration Boards (NCARB). Medical doctors cannot practice medicine without a license and neither can architects. You wouldnt want an untrained and unlicensed doctor treating your medical condition, so you shouldnt want an untrained, unlicensed architect build that high rise office building in which you work. A licensed profession is a path toward a safer world. Learn More The Architects Handbook of Professional Practice by the American Institute of Architects, Wiley, 2013Architect? A Candid Guide to the Profession by Roger K. Lewis, MIT Press, 1998From Craft to Profession: The Practice of Architecture in Nineteenth-Century America by Mary N. Woods, University of California Press, 1999The Architect: Chapters in the History of the Profession by Spiro Kostof, Oxford University Press, 1977

How to Write a Law School Case Brief

How to Write a Law School Case Brief Writing a  case brief  can be rather easy once you’ve got the format down. While this guide focuses more on the structure of a written brief, you should keep most of the elements when doing a book brief as well. Read through a case once before you begin briefing, and then focus on the important parts of the case, which will become the elements of the case brief: Difficulty:  Average Time Required:  Depends on length of case Here's How Facts:  Pinpoint the determinative facts of a case,  i.e., those that make a difference in the outcome. Your goal here is to be able to tell the story of the case without missing any pertinent information but also not including too many extraneous facts either; it takes some practice to pick out the determinative facts, so don’t get discouraged if you miss the mark the first few times. Above all, make sure you have clearly marked the parties’ names and positions in the case (Plaintiff/Defendant or Appellee/Appellant).Procedural History:  Record what has happened procedurally in the case up until this point. The dates of case filings, motions of summary judgment, court rulings, trials, and verdicts or judgments should be noted, but usually this isn’t an extremely important part of a  case brief  unless the court decision is heavily based in procedural rules- or unless you note that your professor loves to focus on procedural history.Issue Presented:  F ormulate the main issue or issues in the case in the form of questions, preferably with a yes or no answer, which will help you more clearly state the holding in the next section of the case brief. Holding:  The holding should directly respond to the question in the Issue Presented, begin with â€Å"yes† or â€Å"no,† and elaborate with â€Å"because†¦Ã¢â‚¬  from there. If the opinion says â€Å"We hold†¦Ã¢â‚¬  that’s the holding; some holdings aren’t so easy to pinpoint, though, so look for the lines in the opinion that answer your Issue Presented question.Rule of Law: In some cases, this will be clearer than others, but basically you want to identify the principle of law on which the judge or justice is basing the resolution of the case. This is what you’ll often hear called â€Å"black letter law.†Legal Reasoning: This is the most important part of your brief as it describes why the court ruled the way it did; some law professors dwell on facts more than others, some more on procedural history, but all spend the most time on the court’s reasoning as it combines all parts of the case rolled in one, describing th e application of the rule of law to the facts of the case, often citing other court’s opinions and reasoning or public policy considerations in order to answer the issue presented. This part of your brief traces the court’s reasoning step by step, so be sure that you record it without gaps in logic as well. Concurring/Dissenting Opinion:  You don’t need to spend too much time on this part other than the pinpoint the concurring or dissenting judge’s main point of contention with the majority opinion and rationale. Concurring and dissenting opinions hold lots of law professor  Socratic Method  fodder, and you can be ready by including this part in your case brief.Importance to class: While having all of the above will give you a complete brief, you may also want to make some notes on why the case is important relevant to your class. Jot down why the case was included in your reading assignment (why it was important to read) and any questions you have about the case as well. While briefing cases is always helpful, your brief is most important in the context of the class that it is for. What You Need Case bookPaper and pen or computerAttention to detail

WConference Question Essay Example | Topics and Well Written Essays - 250 words

WConference Question - Essay Example As such, there is a close relationship between human being and the art and hence the art always has a personal appealing to human. The art mostly reveals, through creativity, the side of the world that is interesting but we cannot see or experience in any other way except through art. Plato agrees with me by stating that it is ill advised for people to indulge in both mimetic and narrative representations in the place of art. As such, he demonstrated that arts are the best way that communicates a message from its originality. I am of the opinion that the art is an inseparable characteristic of the society. It is through art that the voiceless in the society can get a voice. Creativities that is demonstrated by the art explain the type of society the people are living. Every person in th society requires to study humanity and the art. This is because the only way to understand the norms and traditions of a given community is by embracing their arts and culture. A good example of how important the art is is the Nkisi sculpture that unites people in DRC. These arts are integral part of the society and hence humanities should be taught in school ion order to safeguard our

How Far External Auditors are Committed to Code of Conduct in Saudi Thesis

How Far External Auditors are Committed to Code of Conduct in Saudi Arabia, and the Ways which Encourage them to Follow Professional Behaviour - Thesis Example Scope of the study: The study will cover a wide area of auditors’ ethics. This research will involve a detailed study of the accounting and external auditing standards of Saudi Arabia. The code of conduct of the country’s accounting standards will also be studied. Study about the external auditor’s commitment to such code of ethics is the major area of study. Finally, this research will suggest a set of important recommendations that might help to improve the professional behaviour of external auditors in Saudi Arabia, and encourage them to commit code of conduct. World over very few studies were conducted in the field of personal values and accounting ethics. One among such few studies is ‘Effects of personal values on auditors’ ethical decisions.’ The study was mainly conducted among practicing auditors. The study however revealed that personal values and preferences do not influence the ethical decisions in accounting. It explains that other than personal values it is contextual factors that promote unethical behavior in accounting. Another study on ethics and auditing is, ‘Testing the bases of ethical decision-making: a study of the New Zealand auditing profession.’ The study showed that most of the auditors did not avoid a difficult situation. The study also showed that demographic factors like age, gender, job profile, etc. did not influence a person’s ethical behavior in their profession. There was another study that was done to find the relationship between cultural influences on professional ju dgment and auditor client-conflict resolution. The study was focused on auditing professionals of Australia, China, Malaysia and India. There was clear difference witnessed in the behavior of Australian auditors compared to that of the Asian counterparts. This is a slightly different view than the study, ‘Effects of personal values on auditors’ ethical decisions.’ â€Å"New corporate governance rules

Food too Expensive for Students Essay Example | Topics and Well Written Essays - 1000 words

Food too Expensive for Students - Essay Example For most students, having high food expenditure is usually a much bigger problem as they always take care of other minor expenses acquired in normal life from the little money obtained from parents. Students do not usually work or rather cannot find the much-needed free time to assume part time jobs. They are habitually immersed in academic work or rather they are not willing to do any other extra activities. However, they are left with many expenses and little money to take care of the expenses. The canteens and school cafeterias usually overcharge for their services due to a misguiding notion that students have little expenses and that they have a lot to spend. In most schools around the world, a particular commodity has a higher price in a school canteen than in a normal shop outside a learning institution. Cafeterias and canteens are not in most cases considered part of the school system, but as a way of making maximum profits by exploiting students. However, students may find the food prices at school cafeterias expensive due to the poor family status where the parent to these students are jobless or the available work pay peanuts. In some cases, parents may have an ailment such as cancer and the student may at times be required to take care of the entire family expenses. For single parents who can barely meet their daily expenses, they are over bundled with the task of taking their children through school. These students are usually in hardship taking care of the food e xpenses and even taking part time jobs is not enough to end entirely the student’s hardships. The students receive a little amount of money especially if the parents are not well of, or if they feel that they are spending too much on their child’s education. The fees may at times be too much as compared to the parents’ income. Since students to commute to school, they usually require money to take care of transport means. With the higher food prices, it is a key problem especially for the poor planners and spendthrifts who find themselves with so many expenses and little to spend. Some students may forego meals to reduce the daily expenses, which food is the main contributor. This has led to poor nutrition of students, which further reduces their performance, as food is very important for the proper working of the brain. The body requires energy that is essential for proper functioning of the body metabolic processes that greatly influence the proper execution o f activities or tasks. The cheap foods in the school environments are usually the junk foods. They are the leading cause of such a crisis as obesity. They may also lead to other disease such as high blood pressure. Most students opt to purchase what is less expensive as the food choice is greatly influenced by the economic factor that is the cost of food. This has led to poor nutrition to most students leading to ailments associated to the poor diet due to the reduced immunity associated with the lack of certain essential nutrients. The high cost the food has been greatly associated with the high cost of living, the rising trend of the fuel prices, poor state of food security and other international issues. However, the school administration working together with the government should come up with strategies to reduce the cost of food to the students to reduce the hardship to the students and to

The effects of Honda Motors financial status on the stock market Research Paper

The effects of Honda Motors financial status on the stock market - Research Paper Example He started his company from a garage workspace. Honda went onto retirement on the year 1973 and left a man named Kiyoshi Kawashima to continue with his legacy. The company witnessed the birth of another successful corporation in Ohio called Honda of America Manufacturing. The company has also grabbed several awards in the business field including the motor trend import of cars of the year selections. Today the company with its headquarters in Japan is the world’s first and largest motorcycle producer (Carrier 1). The company, like most other companies, has had its periods of strong and weak financial status. However, during this period, with the current economic downfall, many of these companies are not getting favorable financial status. Honda motors are currently and surprisingly at the top of their game. The company recently registered a high financial status. This is, however, coursing ripples in the stock market (Carrier 2). The best and most common way of measuring a company’s performance, in the stock market, is by looking at its total returns over a given period. When a company is performing well it means that people have high expectation on the company to continue performing, in the same manner. People will then come out and start buying shares. The share price of the company in the market will thus grow and affect the whole stock market (Teweles & Edward 97). A company’s stock price is a matter of considerable concern, if the performance in the stock market is ignored, then the management and the company all bound to face adverse consequences, these may include the unhappiness of investors and the company will then experience future capital deficits (Teweles & Edward 56). . Honda has posted a profit of 234.4 billion yen, in the first reporting quarter for the financial year 2011. This represents an increase of 830% when compared to the 25.2 billion for the past financial year. In the second quarter

THEFT FROM VEHICLE Essay Example | Topics and Well Written Essays - 250 words

THEFT FROM VEHICLE - Essay Example The considerations should include C* Information such as CCTV footage capturing the potential suspect on the park should be availed to the officer on patrol. Under the Golden Hour principle the officer must take this information to further identify the suspect: statements, documents, physical exhibits from the suspect, fingerprints and other recordings such as audio and video. Police Officers and Police Staff of Requirements to Record Public Encounters. The Police and Criminal Evidence Act 1984 1(1.1) the police have been empowered to stop and search potential suspects in a fair, responsible and with respect, and without unlawful discrimination. E* Given the information provided by police intelligence, the police has the power to carry out search given the reasonable cause for suspicion. This is protected under the Code of Practice A: Police Officers of Statutory Powers of Stop and Search Police Officers and Police Staff of Requirements to Record Public Encounters. The Police and criminal Act 1984 2(2.1) (a). This is an issue of professional information and the reliability of the information dispensed to the officer. Q4 Describe the application of relevant legislation, service requirements, national guidelines and personal responsibilities (including level of training and duty of care) that relate to managing conflict In overall, and from training, a police officer must use force only when they feel they are in danger. However, under the law the police of the rank of the constable have been given discretion to determine the level of appropriateness and necessity of the use of force. G*In line with current police practice and the PACE Act of 1984 a police officer before conducting a search of a potential suspect without arrest must politely and positively identify himself/herself. The potential suspect then will be informed to raise their hands while their

The Early Renaissance Research Paper Example | Topics and Well Written Essays - 1000 words

The Early Renaissance - Research Paper Example Renaissance in itself had features that brought up America’s great technological strides and augmented their international trade. The early renaissance scholars were advocates for humanistic studies thus established liberal schools that offered liberal education. History, grammar, philosophy, literature and rhetoric were studied. Most of these areas of study are in the today’s education system. Feltre Vittorino a major scholar considered the ancient Greek ideal which he reintroduced into learning. This education incorporated moral training, physical exercise and nurtured the mind and body. Marsilio Ficino harmonized teachings of Plato on love, mainly the divine love in the Christian thoughts. The early scholars thus have a greater impact on today’s philosophy and humanism. Northern Europe had its own humanism brand during the high renaissance in Italy. This movement conflicted with people in the Roman Church resulting into reformation of the Protestants. Counter- Reformation was launched by the Catholic Church for that matter creating wars politically and religiously. Protestant reforms came about due to corruption and abuses in the church and lay piety which had persisted from the Middle Ages. Such reformists included; Calvin John, Martin Luther and King Henry 8. For example, Luther Martin responsibly advocated that churches should preach in their own language and not the Latin language. This is a feature that is within our today’s local churches. Together with his supporters, they established schools.

THEFT FROM VEHICLE Essay Example | Topics and Well Written Essays - 250 words

THEFT FROM VEHICLE - Essay Example The considerations should include C* Information such as CCTV footage capturing the potential suspect on the park should be availed to the officer on patrol. Under the Golden Hour principle the officer must take this information to further identify the suspect: statements, documents, physical exhibits from the suspect, fingerprints and other recordings such as audio and video. Police Officers and Police Staff of Requirements to Record Public Encounters. The Police and Criminal Evidence Act 1984 1(1.1) the police have been empowered to stop and search potential suspects in a fair, responsible and with respect, and without unlawful discrimination. E* Given the information provided by police intelligence, the police has the power to carry out search given the reasonable cause for suspicion. This is protected under the Code of Practice A: Police Officers of Statutory Powers of Stop and Search Police Officers and Police Staff of Requirements to Record Public Encounters. The Police and criminal Act 1984 2(2.1) (a). This is an issue of professional information and the reliability of the information dispensed to the officer. Q4 Describe the application of relevant legislation, service requirements, national guidelines and personal responsibilities (including level of training and duty of care) that relate to managing conflict In overall, and from training, a police officer must use force only when they feel they are in danger. However, under the law the police of the rank of the constable have been given discretion to determine the level of appropriateness and necessity of the use of force. G*In line with current police practice and the PACE Act of 1984 a police officer before conducting a search of a potential suspect without arrest must politely and positively identify himself/herself. The potential suspect then will be informed to raise their hands while their

Steve Smith and postmodernism Essay Example | Topics and Well Written Essays - 250 words

Steve Smith and postmodernism - Essay Example The paper "Steve Smith and Postmodernism" investigates how does Steve Smith defend postmodernism. The first defense of Smith from Østerud is his criticism against Østerud terminology as too abstract that cannot even pinpoint in detail his positions but rather content himself with quotations from international relations literature. In sum, Smith is criticizing Østerud for lack of vagueness and lack of originality. The terminology which Østerud uses that are often borrowed from epistemological argument and perspective, are also lambasted by Smith to be foggy and fancy â€Å"talking about imprecise shortcuts†. Østerud penchant for usage of new terminologies as required in studying international relations is also debunked by Smith to be hardly unique to international relations. Even the deconstruction method and approach of Østerud criticism against postmodernism which is deconstruction is also lambasted by Smith to be faulty because it leads an infinite regressi on that undermines the research. He also negated the claim of Østerud that postmodernism is anti-unscientific is very simplistic and reject the notion put forth by Ostrud that â€Å"postmoderns are not rigorous†. The biggest defense of Smith for postmodernism from the criticism of Østerud is his reiteration of the purpose of postmodernism to be closer to Enlightenment because it focuses on how to use knowledge to improve human condition which is the same as the aim of the enlightenment which is his direct refutation against Østerud’s criticism.

Advertising Analysis: PETA’s Campaigns

Advertising Analysis: PETA’s Campaigns Assignment 1 Organisational Communications. This essay critically explores and evaluates the nature of PETAs (People for the Ethical Treatment of Animals) advertising communications, concentrating mainly on one of the major criticisms that PETA uses numerous sexual images of women that perpetuate female objectification. Through a close examination of the campaign: Go Vegetarian, this essay will assess PETAs campaigns involving the sexualisation of womens bodies from a feminist perspective. In the process, the essay will demonstrate an understanding of a range of communications, theories and concepts for the idea that PETA relies on sexism to advance animal issues, and capture the attention of the viewer. The essay begins by using a feminist analysis to explore the theory of viral marketing in one of PETAs recent advertisements. This section will analyse how the use of viral marketing has created a direct approach from business to consumer allowing consumers to promote the service themselves (Smith, Coyle, Lightfoot, Scott, 20 07). The main focus here is the irony of how an organization which emphasises a social justice agenda, has subjected another social justice cause. It then reviews the contrasting approach of how PETA invokes, to some extent, a new wave of social change where women are escaping the oppression of patriarchy and having a strong sense of empowerment. This part of the essay will take on a semiotic approach to show how codes and context are central in producing meaning (Barthes, 1977). In exploring these issues, the essay endorses a broadly feminist standpoint on gender, although it also seeks to highlight a number of potential justifications and opposing arguments, it particulary focuses on the notion that PETA commodifies and exploits womens bodies to sell animal rights. PETA is famously known for its flirtatious nudity in advertising to get their message of anti-animal cruelty across. Their creative but controversial advertising communications has caused a string of negative debates over the years which have become an integral part of their brand. Recently, PETA took a stab at viral advertising and produced a shocking Super Bowl advertisement called Veggie Love, which NBC rejected due to its provocative nature. This ad shows lingerie models seductively froilicking with vegetables with a tagline saying Studies show Vegetarians have better sex. Superbowl commercials are viewed by millions including children which PETA failed to take into consideration. Although this ad is explicit with the discursive message it is trying to convey, it relies on the theme of sex to promote and sell vegetarianism. It can be said that the women in this short 30-second-clip are objectified and subjected to the male gaze. Mulvey (1975) suggests women are simultaneously looked at and displayed, with their appearance coded for strong visual and erotic impact so that they can be said to connote to-be-looked-at-ness. Although the ad is conveying a strong message that eating meat is wrong, it is clear that women are presented as sexual objects of male fantasy and desire. However, there is no clear suggestion that PETA aims their advertising communications specifically to the male audience. Female viewers are also compelled to take the viewpoint of the central character (male), participating also in the pleasure of men looking at women (Mulvey, 1975). The exploitation that animals undergo at the hands of humans makes this advertisement seem inappropriate and unjust. It can be said that the use of sexualized images of women is forgetting the horrific treatment that animals incur and that the true message of oppression has been forgotten and replaced to create a buzz about advertising strategies. Ironically, it can be said that PETAs banned viral campaign worked mostly to their advantage. Viral marketing is used to encourage consumers or individuals to pass on a message to others, creating the potential for expansion in the messages exposure and influence (Rushkoff, 1994). It can be said that audiences better receive viral marketing than traditional third party marketing because it is an implied approval from a friend. Due to the fact that viral marketing is highly dependent of consumers passing on a message, marketers are now even more concerned in creating a campaign that is controversial or unethical (Kilby, 2005). For the marketing strategy to work, a buzz has to be created from consumer-to-consumer. This PETA advertisement is of a provocative nature to initiate the ripple effect which ultimately benefits the organization and its stakeholders. Minus the negative criticism around the campaign, whether planned or unplanned, PETAs viral marketing strategy is a positive one i n terms of the publicity it received. The fact that the advertisement was banned from television but can still be seen in the social sphere of the internet creates more of a buzz about PETA as an organization whilst allowing them to promote at a low cost. Consequently, looking at both standpoints, PETA has used its advertising communications here in a strategic way however, this advertisement does not benefit in highlighting the true cause. On the other hand, although it can be said that PETA uses its advertising communications to put across a positive message whilst simultaneously exploiting women, there is one less controversial advertisement in particular that can be viewed as a paradox to the viral advertisement and many other PETA campaigns. The We can do it campaign, taken and adjusted from the 1940s advertisement for the Westinghouse Company, by J. Howard Miller, draws the idea of female liberation and empowerment. This advertisement highlights the Vegetarianism campaign. This advertisement shows a young, attractive woman, Playboy model Laura Anderson, posing with a Popeye stance, wearing a red and white polka dot headband and a blue denim cropped shirt. Her eyes are directed straight into the camera lens and her mouth is agape. Her lips are red and her stomach is exposed. Directly above everything is the written text: We can do it. The ad is clearly an adaptation of Millers painting famously associated with cultural icon of the United Status, Rosie the Riveter. Rosie the Riveter represented the American woman that worked in the factories during World War II and we can see that the 30s and 40s era is still fairly suggestive in this PETA adveritsement. During this period of time, women were considered submissive to men and were required to stay at home and fend for the family while the male acts as the breadwinner. Polka dot headbands are old fashioned, reminiscient of a housewife or working wom an. The woman and the key signifiers connotate female liberation, escaping the supression of patriarchy and taking on the female empowerment agenda. The confident stance is similar to how a male would pose and the fact that this is a woman creates the idea that women are somewhat equal to men. The elements can connate the strong independent woman who stands for what she thinks is right, in this case, becoming a vegetarian. Only a few visual aspects of this advertisement have been altered from the original. The fact that the womans shirt is cropped in the PETA ad still creates the element of objectification. It can be said that the woman in the PETA advertisement has been sexed up and is subject to the male gaze. This advertisement is complex and witty in a way that it presents female liberation creating the illusion or war on the meat industry however spoofs it at the same time. Although the woman is clearly representing a sense of freedom, the red lipstick, red polka dot headband a nd the cropped shirt connotates a sense of seduction and sexuality. The fact that PETA chose a Playboy model also to represent their organization can also be questioned