How To Prevent Tooth Decay

How To Prevent Tooth Decay 1. Introduction Fotek (2012) noted that tooth decay, which is also called dental caries or dental cavities, is a source of infection, causing the loss of mineral salts and devastation of the hard tissues such as enamel, dentin and cementum. It is a result of the bacterial fermentation of the food. If it is untreated, itll lead to pain. Nowadays, tooth decay is remain one of the most popular health problems all over the world. In fact, everyone can easily have problems with tooth decay but children are at the highest risk. Tooth decay has its own long history. University of Illinois (n.d) recommends that over a million years ago, hominid like Australopithecus suffered from cavities. Some evidences found by Archaeologies show that tooth decay is an ancient disease in prehistorically period (University of Illinois n.d). Evidence such as skulls which are excavated through the neolithic period gives signs of caries (University of Illinois). Richards (2002, p.1275) suggests that in South Asia, the growth in caries is related to the rice cultivation. From 5000 BC, Sumerian considered tooth worm as the cause of tooth decay. The proof of this belief has been found in some Asian countries such as India, Egypt, Japan and China (Richards Norman 1990). A report in the NBC News (4 May 2006) revealed that in Pakistan, a 7000-year-old teeth show nearly perfect the holes from primitive dental drills. Thus, this paper, with the purpose to help people know more about tooth decay and learn how to prevent it. 2. Discussion of findings 2.1. The signs and symptoms of tooth decay A recent study by Health Promotion Board shows that : A person experiencing caries may not be aware of the disease. The visual aspect of a chalky white place in the surface of tooth is the earliest mark of a new carious lesion, showing an area of demineralization of enamel (King 2011). As the wound continues to demineralization, it can turn brown but finally will turn into cavity (Clake n.d). In Dental Cavities (2012) continues when the tooth enamel and dentine are destroyed, the tooth decay becomes noticeable, the affected area of tooth also becomes vulnerable. Moreover, once the decay passes through enamel and reach to the nerve of the tooth will result in a toothache. Bad breath and foul tastes are also the consequences of dental caries (Clake n.d). 2.2. Causes of tooth decay There are four main reasons for tooth decay organization: teeth, bacteria, fermentable carbohydrates and time. Smith, B. Pickard, H. M. (1990) states that the caries process does not have an unavoidable result and different people will have different degrees basing on the form of their teeth, oral hygiene habits, and the content of their saliva. The first reason that Neville (2002, p.89) stated is that teeth are affected by many diseases that can leave an individual at a great risk for caries. He also said that Amelogenesis imperfect, which occurs between 1 in 718 and 1 in 1,400 individuals, is a disease that the enamel does not form in full or forms in deficient amounts that can fall off a tooth. Therefore, teeth may be more vulnerable because the enamel is not able to protect the tooth in both cases (Neville, p.94). The cause of tooth decay by disease affecting the teeth is not the main reason in almost people. Cate (1998, p.1) indicated that: Ninety-six percent of tooth enamel is composed of minerals and when let out to the acidic environment, these minerals will become soluble. Once root surface of teeth are exposed, cavities can develop easily even in a healthy oral environment. Moving on to the next point, bacteria are present in mouth to change over the sugars and amylum into acids (Priya Johnson 2012). A substance called plaque in the mouth is the combination of bacteria, acid and saliva (Johnson 2012). This compound is sticky and cling itself to the teeth, especially on the surface of grinders and at the edges of teeth fillings (Johnson 2012). Plaque compile within 20 minutes after eating, the time when most bacteria action starts (Johnson 2012). In addition, the more food is consumed, the more plaque is formed (Johnson 2012). The third reason referred to the fermentable carbohydrates. Bacteria in a persons mouth convert glucose, fructose into acids like lactic acid via a process called fermentation, when contacting with the tooth, these may cause demineralization (Neville 2002). Fluoride toothpaste can help demineralization (Silverstone 1983). An amount of mineral content may be lost if demineralization keeps continuing so that forming a hole (Madigan Martinko p.705). The impact like sugars has on the process of tooth decay named carcinogenicity (Madigan Martinko p.705). According to British Nutrition Foundation (2004), the oftenness that teeth are exposed to acidic environments affected the likeliness of caries evolution. UCLASD (2006) suggested that after meals, the bacteria in the mouth metabolize sugar that decreases pHs As time goes by, the pH returns normal due to the capacity of saliva and the faded mineral content of tooth surface (UCLASD 2006). During every exposure to the acidic environment, part of inorganic mineral content at the teeth surface can remain dissolved for 2 hours (UCLASD 2006). If the diet is rich in carbohydrates, the carious process can start within days of the tooth erupting into the mouth (UCLASD 2006). Summit (2001, p.75) suggests that the introduction of fluoride treatments can slow down the process. Proximal caries take four years to pass through enamel in permanent teeth because the cementum enclosing the root surface is not as long-lasting as the enamel, root caries attended to progress more rapidly than on other sur faces (Summit 2001). 2.3. How to prevent tooth decay? Everyone wishes they had beautiful teeth but they do not know how to protect their teeth. Keeping cleaning outside and inside teeth is essential for long-lasting look as well as tooth strength. Oral hygiene is one of the most important methods to prevent dental caries. Personal oral hygiene care compounds of brushing and flossing everyday (Nguyen 2011). He also suggests that in order to prevent dental caries, people need to brush teeth after every meal. Besides, brush teeth regularly in the morning and evening, or at least once a day after dinner. Brush teeth with a soft bristle brush, brush inside, outside and chewing surfaces (Nguyen 2011). Using toothpaste contained fluoride, drinking water or salt to supplement fluoride can reduce 30% of dental caries (Nguyen 2011). Beside oral hygiene, a report in the Helium (2011) revealed that everyone should have the dentist checked every 6 months. If the plaque is found building up between your teeth, note what the dentist says. Listening to what the dentists said can also help to lessen the appearance of plaque. Finally, dietary alteration also helps people to prevent tooth decay. For dental health, the amount of sugar that is taken in is more important than the amount of sugar used up (British Nutrition Foundation, 2004). Hence, the recommendation of minimizing snacking is brought out because snacking produces a supply of nutrition for acid-producing in the mouth. For children, the American Dental Association and the European Academy of Paediatric Dentistry suggest to reduce the oftenness of drinks with sugar. And not giving baby bottles to babies when they sleep. The guideline of Clinical Affairs Committee (2012) is also recommended mothers not to share utensils and cups with their babies to prevent transmitting bacteria from mothers mouth. 2.4. Tooth decay in Vietnam As stated in Dan tri (2012), with the parents, the smile of children are always the precious things. However, they do not care much about their childrens teeth or many false views lead to some unpredicted consequences. Parents often think that it is too soon to teach their children how to protect the teeth, and baby teeth will be replaced by permanent teeth; its time for children to brush teeth two times a day to avoid tooth decay. In fact, it is extremely wrong if children have tooth decay in the period of baby teeth, they will at risk of tooth decay in adulthood. Currently, according to the Vietnamese Smile Protection Program (2012), about 85% of children aged 6 to 8 suffered from tooth decay; 60 90% of children have gingivitis. Not as romantic as the fairy tales that the tooth fairy would make the tooth disappears, they also emphasized that if not treated; tooth decay will lead to pancreatitis and cause pain. There are many reasons for the alarming number of childrens oral health, including the lack of parental attention to this issue. Parents accidentally support the childrens bad habits such as improper brushing, eating too much sweet. Oral health status was at risk. According to Hanoi Medical University, up to 90.4% of children were examined with plaque. According to this statistics, tooth decay in ages of 6-8 is 84.9%, permanent caries at ages of 9-11 is 54.6%. This has become the common concern not only of the society but also the dental experts who know most about dental problems as well as the importance of teeth for the development of children. As the result, children need dental care as soon as the appearance of the first tooth, also maintain proper brushing habits will help children learn how to take care of their tooth.

Patterns Within Systems of Linear Equations

Jasmine Chai Grade 10 196298501 Patterns within systems of linear equations Systems of linear equations are a collection of linear equations that are related by having one solution, no solution or many solutions. A solution is the point of intersection between the two or more lines that are described by the linear equation. Consider the following equations: x + 2y = 3 and 2x – y = -4. These equations are an example of a 2Ãâ€"2 system due to the two unknown variables (x and y) it has. In one of the patterns, by multiplying the coefficient of the y variable by 2 then subtract the coefficient of x from it you will be given the constant.As a word equation it can be written like so with the coefficient of x as A and coefficient of y as B and the constant as C, 2B – Ax = C. This can be applied to the first equation (x + 2y = 3) as 2(2) – 1 = 3. To the second equation (2x – y = -4), it is -1(2) – 2 = -4. By using matrices or graphs, we can solve this syst em. Regarding other systems that also has such as pattern, it should also have the same solution as the two examples displayed. For instance, 3x + 4y = 5 and x -2y = -5, another system, also displays the same pattern as the first set and has a solution of (-1, 2).Essentially, this pattern is indicating an arithmetic progression sequence. Arithmetic progression is described as common difference between sequences of numbers. In a specific sequence, each number accordingly is labelled as an. the subscript n is referring to the term number, for instance the 3rd term is known as a3. The formula, an = a1 + (n – 1) d, can be used to find an, the unknown number in the sequence. The variable d represents the common difference between the numbers in the sequence. In the first equation (x + 2y = 3) given, the common differences between the constants c – B and B – A is 1.Variable A is the coefficient of x and variable b represents the coefficient of y, lastly, c represents the constant. The common difference of the second equation (2x – y = -4) is -3 because each number is decreasing by 3. In order to solve for the values x and y, you could isolate a certain variable in one of the equations and substitute it into the other equation. x + 2y = 3 2x – y = -4 x + 2y = 3 * x = 3 – 2y * 2(3 – 2y) – y = -4 * 6 – 4y – y = -4 * 6 – 5y = -4 * -5y = -10 * y = 2 Now that the value of y is found, you can substitute 2 in as y in any of the equations to solve for x. x + 2y = 3 x + 2(2) = 3 * x + 4 = 3 * x = 3 – 4 * x = -1 Solution: (-1, 2) Even though the solution has already been found, there are many different ways to solve it, such as graphically solving it. By graphing the two linear lines, you can interpolate or extrapolate if necessary to find the point where the two lines intersect. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Graph 1 Graph 1 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Just from the equations given, it is not in a format where it can be easily graphed. By changing it into y=mx + b form, the first equation will result as y = – (1/2) x + 3/2 or y = -0. 5x + 1. 5 and the second equation will result as y = 2x + 4. The significance of the solution is that it is equal to the point of intersection as shown on Graph 1. This can then allow the conclusion that the solution of the two linear equations is also the point of intersection when graphed. According to this arithmetic progression sequence, it could be applied to other similar systems.For instance, the examples below demonstrates how alike 2Ãâ€"2 systems to the previous one will display a similarity. Example 1: In the first equation the common difference between (3, 4 and 5) is 1. In the second equation, the common differen ce is -3. The common differences in these equations are exact to the previous example. 3x + 4y = 5 x – 2y = -5 x – 2y = -5 * x = 2y – 5 (Substitution) 3x + 4y = 5 * 3(2y – 5) + 4y = 5 * 6y – 15 + 4y = 5 * 10y – 15 = 5 * 10y = 20 * y = 2 (Substituting y) x – 2y = -5 * x – 2(2) = -5 * x – 4 = -5 * x = -5 +4 * x = -1 Solution: (-1, 2)Example 2: In the first equation below, it has a common difference of 18 for (2, 20 and 38). For the second equation, in (15, -5 and -25), it has a common difference of -20. In this example, the system is solved graphically. 2x + 20y = 38 15x – 5 y = -25 Solution: (-1, 2) | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Graph 2 Graph 2 | | |From the examples given above that are very similar to the first system, we can conclude that there is something common between them, that is the point of intersection or the values of x and y. That would imply that the x and y values and the point of intersection will always be (-1, 2) for all systems that follow arithmetic progression sequences. Due to that similarity, an equation that can be applied to these types of equations can be made. If the first coefficient of the first equation is identified as A and the common difference is c, an equation such as, Ax + (A + c) y = A + 2c, is made.This equation is so, because it is describes an arithmetic sequence, where the coefficients and constant are increasing by one in response to the coefficient before. In the second equation of the system, another equation can be made relatively the same to the first, with exceptions of different variables used. If B is used to represent the first coefficient of the second equation and d is used as the common difference, the equation, Bx + (B + d) y = B + 2d is created. With 2 equations, we have now created a system; to solve the system we can use the elimination method.This method is used to eliminate certain variables in order to find the value of another variable. After doing so, you could substitute in the value for the found variable and solve for the other(s). Ax + (A + c) y = A + 2c Bx + (B + d) y = B + 2d In order to use the elimination method, you must make the coefficient of x or y the same depending on which one you would like to eliminate. In this case, we will start by eliminating x. To proceed to do so, we must first multiply the first equation by B and the second equation by A: ABx + (AB + Bc) y = AB + 2Bc ABx + (AB + Bd) y = AB + 2BdAfter we have made the coefficient of x the same for both equations, we can now subtract the equations from one another: ABx + ABy + Bcy = AB + 2Bc ABx + ABy + Bdy = AB + 2Bd * Bcy – Bdy = 2Bc – 2Bd To find the val ue of y, we must isolate the variable y. Bcy – Bdy = 2Bc – 2Bd * y(Bc – Bd) = 2(Bc – Bd) * y = 2 Now that the value of y is found, to find the value of x is to substitute the value of y, which is 2, into any equation that includes that variable x and y. Bx + (B + d) y = B + 2d * Bx + (B + d) 2 = B + 2d * Bx + 2B + 2d = B + 2d * Bx + 2B – B = 2d – 2d * Bx + B = 0 * Bx = -B * x = -1To conclude the results of the equations above, it is making thee statement that all 2Ãâ€"2 systems that display an arithmetic progression sequence, which has a common difference between the coefficients and constant, it will have a result, point of intersection, of (-1, 2). To confirm that this is correct, the example systems below will demonstrate this property: Equation 1 (common difference of 8): 2x + 10y = 18 Equation 2 (common difference of 3): x + 4y = 7 Substitution Method x + 4y = 7 * x = 7 – 4y Substitute 2x + 10y = 18 * 2 (7 – 4y) + 10y = 1 8 * 14 – 8y +10y = 18 * 14 + 2y = 18 2y = 18 – 14 * 2y = 4 * y = 2 Substitute x + 4y = 7 * x + 4(2) = 7 * x + 8 = 7 * x = 7 – 8 * x = -1 Solution: (-1, 2) Once again from the example above, it displays that the solution or the point of intersection is identified as (-1, 2). From previous examples, all have a common difference that is different from the other equation involved in that system. In the following example, it will experiment whether having the same common difference will make a difference in the result. Equation 1 (common difference of 3): 2x + 5y = 8 Equation 2 (common difference of 3): x + 3y = 6 Graph 3 Graph 3As you can see on the graph, it shows that the two lines do not intersect at (-1, 2) even though it is a 2Ãâ€"2 system that has a common difference in both equations, meaning that the intersection at (-1, 2) can only be applied to systems that has 2 different common differences. To conclude, all 2Ãâ€"2 systems that follow arithmetic progres sion sequence with different common difference have a solution of (-1, 2). Furthermore, now that it is known that there is a certain pattern for a specific type of system, if this property is applied to a 3Ãâ€"3 system, with 3 different variables can it still work?Consider the following 3Ãâ€"3 system, (x + 2y + 3z = 4), (5x + 7y + 9z = 11) and (2x + 5y + 8z = 11). In this system, it has similar patterns to the 2Ãâ€"2 systems above due to its arithmetic progression. In the first equation, it has a common difference of 1 and the second equation has a common difference of 2 and lastly, the third equation has a common difference of 3. To solve this system, we can solve it using the method of elimination or matrices. Equation 1 (common difference: 1): x + 2y + 3z = 4 Equation 2 (common difference: 2): 5x + 7y + 9z = 11Equation 3 (common difference: 3): 2x + 5y + 8z = 11 Elimination Method To eliminate the variable x, we must first start by making the coefficients of x in two equations the same. We can do so by finding the lowest common multiple of the two coefficients and multiplying the whole equation by it. Equation 1: x + 2y + 3z = 4 * 2(x + 2y + 3z = 4) * 2x + 4y + 6z = 8 We can eliminate the variable x now that the coefficients of x in both equations are the same. To eliminate x, we can subtract equation 3 from equation 1. Equation 1 and 3: 2x + 4y + 6z = 8 2x + 5y + 8z = 11 -y -2z = -3 After eliminating x from two equations to form another equation that does not involve x (-y -2z = -3), another equation that does not involve x must be made to further eliminate another variable such as y or z. Equation 1: x + 2y + 3z = 4 * 5(x + 2y + 3z = 4) * 5x + 10y + 15z = 20 We can eliminate the variable x now that the coefficients of x in both equations are the same. To eliminate x, we can subtract equation 2 from equation 1. Equation 1 and 2: 5x + 10y + 15z = 20 – 5x + 7y + 9z = 11 3y + 6z = 9Now that two different equations that do not involve x ((-y -2z = -3 ) and (3y + 6z = 9)) are created, we can find the common coefficient of y and eliminate it to find the value of the variable z. Let (-y -2z = -3) to be known as equation A and (3y + 6z = 9) will be known as equation B. Equation A: -y -2z = -3 * 3(-y -2z = -3) * -3y -6z = -9 Equation A and B: -3y -6z = -9 + 3y + 6z = 9 0 = 0 As you can see from the result, 0 = 0, this is indicating that the system either has many solutions, meaning a collinear line or no solution, where all the lines do not intersect together at a specific point.Even if you attempt to isolate a different variable it will still have the same result. For instance, using the same equations above, you eliminate the variable y first as displayed below. Equation 1 (common difference: 1): x + 2y + 3z = 4 Equation 2 (common difference: 2): 5x + 7y + 9z = 11 Equation 3 (common difference: 3): 2x + 5y + 8z = 11 Elimination Method Equation 1: x + 2y + 3z = 4 * 7(x + 2y + 3z = 4) * 7x +14y + 21z = 28 Equation 2: 5x + 7y + 9z = 1 1 * 2(5x + 7y + 9z = 11) * 10x + 14y + 18z = 22 Equation 1 and 2: 7x +14y + 21z = 28 – 10x + 14y + 18z = 22 3x + 3z = 6 Equation 1: x + 2y + 3z = 4 * 5(x + 2y + 3z = 4) * 5x +10y + 15z = 20 Equation 3: 2x + 5y + 8z = 11 * 2(2x + 5y + 8z = 11) * 4x + 10y +16z = 22 Equation 1 and 3: 5x +10y + 15z = 20 – 4x + 10y +16z = 22 x – z = -2 Two equations have been made that has already eliminated the variable y. Let (-3x + 3z = 6) be equation A and let (x – z = -2) be equation B. Doing this, is in attempt to solve for variable x. Equation A: -3x + 3z = 6 Equation B: x – z = -2 * 3(x – z = -2) * 3x – 3z = -6 Equation A and B: -3x + 3z = 6 + 3x – 3z = -6 0 = 0As you can see the result, it is the same even if you try to solve another variable, from that we can confirm that this system has either no solution or infinite solutions, meaning that they are collinear lines. Furthermore, because this is a 3Ãâ€"3 system, meaning that it has three different variables, such as x, y and z, graphing it will also be very different from a graph of a 2Ãâ€"2 system. In a 3Ãâ€"3 system, the graph would be a surface chart, where the variable z allows the graph to become 3D. From this, we can conclude 3Ãâ€"3 systems that follow an arithmetic progression will always have either no solution or infinite solutions.This is saying that all linear equations do not intersect together in one point or they do not intersect. A way to prove this is through finding the determinant. The determinant is a single number that describes the solvability of the system. To find the determinant of all 3Ãâ€"3 systems that possesses arithmetic progression, we can start by creating a formula. Allow the first coefficient of the first equation be A and the second equation’s first coefficient be B and lastly, the first coefficient of the third equation be C.The common difference of equation one will be c, the common difference of equation two will be d, and the common difference of equation e will be e. This can be described through the following equations: 1. Ax + (A + c) y + (A + 2c) z = (A + 3c) 2. Bx + (B + d) y + (B + 2d) z = (B + 3d) 3. Cx + (C + e) y + (C + 2e) z = (C + 3e) When developing a matrix to find the determinant, you must have a square matrix. In this case, we do not have a square matrix. A square matrix is where the number of rows and columns are equal, for example, it could be a 2Ãâ€"2, 3Ãâ€"3, or 4Ãâ€"4. Looking at the equations, it is a 3Ãâ€"4 matrix; as a result it must be rearranged.Below is the rearranged matrix of the equations above. x A (A + c) (A + 2c) (A + 3c) y B (B + d) (B + 2d) = (B + 3d) z C (C + e) (C + 2e) (C + 3e) To find the determinant, you must find 4 values from the 3Ãâ€"3 matrix that helps find the determinant of A, B and C. In this case, if you were to find the values for A, you would cover the values that are in the same row and column as A, like so, A (A + c) (A + 2c) B (B + d) (B + 2d)C (C + e) (C + 2e) You would be left with four separate values that can be labelled as A, B, C and D. Respectively to the model below: a b c d In order to find the determinant you must find the four values for A, (A + c) and (A +2c). To find the determinant the equation ad – cb is used. The equation in this situation would be like the one below: A[(B + d)(C + 2e) – (C + e)(B + 2d)] – (A + c)[B(C + 2e) – C(B + 2d)] + (A +2c)[B(C + 2e) – C(B + 2d)] Expand * = A(BC – BC + Cd – 2Cd + 2Be – Be + 2de – 2de) – (A + c)(BC – BC + 2Be – 2Cd) + (A + 2c)(BC – BC + 2Be – 2Cd) Simplify 2ABe – 2ABe + 2ACd – 2ACd + 2Ccd – 2Ccd + 2Bce – 2Bce * = 2ABe – 2ABe + 2ACd – 2ACd + 2Ccd – 2Ccd + 2Bce – 2Bce * = 0 As it is visible, above it shows that the determinant found in this type of matrix is zero. If it is zero, it means that there are infinite an swers or no answer at all. Using technology, a graphing calculator, once entering a 3Ãâ€"3 matrix that exhibits arithmetic progression, it states that it is an error and states that it is a singular matrix. This may mean that there is no solution. To conclude, there is no solution or infinite solution to 3Ãâ€"3 systems that exhibit the pattern of arithmetic sequencing.This can be proved when the sample 3Ãâ€"3 system is graphed and results as a 3D collinear segment. As well as the results from above when a determinant is found to be zero proves that 3Ãâ€"3 systems that pertains an arithmetic sequence. Arithmetic sequences within systems of linear equations are one pattern of systems. Regarding other patterns, it is questionable if geometric sequences can be applied to systems of linear equations. Consider the following equations, x + 2y = 4 and 5x – y = 1/5. It is clear that the coefficients and constants have a certain relation through multiplication.In the first equation (x + 2y = 4), it has the relation where it has a common ratio of 2 between numbers 1, 2 and 4. For the second equation (5x – y = 1/5), it has a common ratio of -1/5 between 5, -1 and 1/5. The common ratio is determined through the multiplicative succession from the previous number in the order of the numbers. When the equations are rearranged into the form y=mx+b, as y = – ? x + 2 and y = 5x – 1/5, there is a visible pattern. Between the two equations they both possess the pattern of the constant, where constant a is the negative inverse of constant b and vice versa.This would infer that if they are multiplied together, as follows (-1/2 x 2 = -1 and 5 x -1/5 = -1), it will result as -1. With equations that are also similar to these, such as the following, y = 2x – 1/2, y = -2x + 1/2, y = 1/5x – 5 or y = -1/5x +5. Displayed below, is a linear graph that shows linear equations that are very similar to the ones above. Graph 4 Graph 4 From the graph a bove, you can see that the equations that are the same with exceptions of negatives and positives, they reflect over the axis and displays the same slope.For instance, the linear equations y = 2x -1/2 and y=-2x +1/2 are essentially the same but reflected as it shows in the graph below. Also, all equations have geometric sequencing, which means that they are multiplied by a common ratio. Secondly, the points of intersection between similar lines are always on the x-axis. Graph 5 Graph 5 Point of intersection: (0. 25, 0) Point of intersection: (0. 25, 0) To solve a general 2Ãâ€"2 system that incorporates this pattern, a formula must be developed. In order to do so, something that should be kept in mind is that it must contain geometric sequencing in regards to the coefficients and constants.An equation such as, Ax + (Ar) y = Ar2 with A representing the coefficients and r representing the common ratio. The second equation of the system could be as follows, Bx + (Bs) y = Bs2 with B as the coefficient and s as the common ratio. As a general formula of these systems, they can be simplified through the method of elimination to find the values of x and y. Ax + (Ar) y = Ar2 Bx + (Bs) y = Bs2 Elimination Method B (Ax + (Ar) y = Ar2) * BAx + BAry = BAr2 A (Bx + (Bs) y = Bs2) * ABx + ABsy = ABs2 Eliminate BAx + BAry = BAr2 – ABx + ABsy = ABs2 BAry – ABsy = BAr2 – ABs2 ABy (r – s) = AB (r2 – s2) * y = (r + s) Finding value of x by inputting y into an equation ABx + ABsy = ABs2 * ABx + ABs(r + s) = ABs2 * ABx = ABs2 – ABs(r +s) * x = s2 – s(r +s) * x = s2 – s2 – rs * x = rs To confirm that the formula is correct, we can apply the equation into the formula and solve for x and y and compare it to the results of graph 4. The equations that we will be comparing will be y = 5x – 1/5 and y = -1/5x + 5. The point of intersection, (1, 4. 8) of these equations is shown graphically on graph 4 and 6. The common rat io (r) of the first equation is -0. and the common ratio, also known as s in the equation of the second equation is 5. X = – (-0. 2 x 5) = 1 Y = (-0. 2 + 5) = 4. 8 As you can see, above, the equations are correctly matching the point of intersection as shown on the graphs. Due to such as result, it is known that it can now be applied to any equations that display geometric sequencing. Graph 6 Graph 6 Resources: 1. Wolfram MathWorld. Singular Matrix. Retrieved N/A, from http://mathworld. wolfram. com/SingularMatrix. html 2. Math Words. Noninvertible Matrix. Retrieved March 24, 2011 from, http://www. mathwords. com/s/singular_matrix. htm

Why Are Apple Products so Popular?

ESL0420Advanced Writing Analysis Paper Le Han [email  protected] edu Mar 5th, 2013 Why are Apple Products so Popular? In today's world, Apple's products are highly sought after because they are very popular for everyone. According to Yarow,editor of The Business Insider,said that the newest iPhone sold 5 million over the opening weekend (Yarow, 2012). However, it is difficult to find the reason why Apple’s products are so superior compared with other electronic products in the market.Since Apple’s products come out in our life, it has facilitated our life and brought us huge benefits. For instance, people do not need to bring their heavy laptops to go to work every day, because they already have the portable tablet PC – iPad. The ascent of Apple’s products are presented in front of everyone, it is due to Apple’s product having a creative design, unique innovation and the reasonable price. To begin with, if people want to know why Apple’s pr oducts are so popular in the recent years, one of the answers is the design of the product is very important.By comparison with other electronic products, the apple’s product is always the most aesthetic appearance of electronic products on the market. For example, the newest MacBook Air design reached unbelievably thin and light, but it still retains the Apple computer powerful, durable, capable and enjoyable to use features. On the contrary, the traditional design laptop focus on the hardware upgrade rather than the appearance of product, so the monotonous design of the traditional electronic product makes the consumer feel visual fatigue and not portable.When MacBook Air appeared on the scene, people felt that Apple’s products are so distinctive and unique; because never has a computer company can make their laptop’s thickness less than an inch thin, and has simple designs at the same time. This led Apple’s products directly to be bestselling on the wh ole electronic market. The same was true of the latest iMac, its desktop display has slim design which greatly save the area of the computer desk. For example, Pete Pachal is technology journalist who has been covering consumer technology in print and online more than ten years.He said that the newest iPhone and iPad paired with brilliant 4-inch and 9. 7-inch retina display which configuration can make the person see more detail. Even with the naked eye, the user can clearly see the type is sharper and photos are showy. Consequently the new Apple’s product makes its competitors look bad, and there is no company that has a product on the market now can compare with it (Pachal, 2012). Beside this, innovation is one of the main reasons for Apple’s products success.Before Apple unleashed the iPhone, there are many experts who worked in the technology industry knew that the touch screen would be the trend of future development. An editor named Charles Babcock from at Inform ationWeek thinks while the touch technology was not invented by Apple Company, Apple Company carried forward this technology and it eventually prospered. According to Babcock (2013), there are just a few people who believed that companies can launch this product which meet demands of customers in 2007.But Apple Company has done it proved is does not work like that. The release of the iPhone has proved it. Moreover, Apple Company is also introducing this technology to iPad. Nowadays, if there is any mobile phone without touch screen, it is out of date. The consumer just wants a mobile phone which has touch screen function. It is because Apple’s products are the first to provide a suitable touch screen that it will naturally gain traction with consumers.In addition, another reason for Apple’s products are popular on the market is that Apple Company makes the reasonable price. The reasonable price can make average consumers and corporate customers willing to buy it, becau se people consider the reasonable price to be more attractive than other products on the market. A Taiwan daily newspaper named DigiTimes, which news mainly includes semiconductor, electronics, computer and communication industries believed iPad pricing will disturb the PC market price.DigiTimes (2010) demonstrates that the first generation of iPad price was $499, at that time some tablet PC manufacturers predicted iPad’s price is about $1000 and these tablet PC manufacturers originally planned their tablet prices 20%-30% lower than the iPad. The present the iPad price is only $499, which compels the tablet PC manufacturer to re-evaluate the price strategy. If tablet PC manufacturers want their product appealing to consumers, they could only adjust the price lower than the iPad. But the final result shows that it is failed, and now iPad is the fourth generation, but it still people’s first hoice for PC tablets. If the iPhone and iPad’s price were more expensive, maybe they would not be so popular; I believe Apple Company is also aware of this In short, my conclusion is that the cause of Apple’s products being popular depends on its creative design, unique innovation and the reasonable price. If there were no Apple’s products, I believed the development of electronic products would slow down at least ten years. Because the market has Apple’s products, our life is more convenient than before. The emergence of Apple’s products makes electronic product market have more competition.No matter what, the direct beneficiaries of the price war is the consumer. The constantly price war will make commodity prices approached the cost. Consumers can buy more high-quality products at lower price. In order to attract more potential customers, companies will enhance their brand reputation, service quality and technology to meet the consumers' requirements. Meanwhile, it can promote the whole industry to improve and progress. So as I say, this may be the reason why apple products are so popular in the world. References Babcock, C. (2012). Apple beats competition with design – and design patents. InformationWeek.Retrieved from http://www. informationweek. com/hardware/handheld/apple-beats- competition-with-design-and/240006830? pgno=1%E3%80%81 DigiTimes. (2010). Apple’s iPad pricing causes disarray for PC tablet manufacturers. Retrieved from http://www. digitimes. com/news/a20100129PD217. html Pachal, P. (2012). Nine stunning examples of the new iPad's retina display. Mashable. Retrieved from http://mashable. com/2012/03/16/retina-display- examples/ Yarow, J. (2012). Iphone5 opening weekend sales come in worse than expected. BUSINESS INSIDER. Retrieved from http://www. businessinsider. com/ Iphone-5-sales-opening-weekend-2012-9

Personnel Management Essay Example Pdf - Free Essay Example

Sample details Pages: 12 Words: 3560 Downloads: 2 Date added: 2017/06/26 Category Management Essay Type Essay any type Did you like this example? Task 1 P1, M2. One view of the distinction between personnel management and HRM is offered by Bloisi (2007: 12) who sees personnel management as workforce centred and operationally focused. Tasked with recruitment, selection and administrative procedures in accordance with managements requirements, they are functional specialists rather than strategic managers, often with little power or status, acting as a bridge between employer and employee, required to understand and articulate the needs of both. Redman and Wilkinson (2006: 3) see the rise HRM as taking place over the last 20 years, firstly in the US and later in the mid-1980s in the UK. Don’t waste time! Our writers will create an original "Personnel Management Essay Example Pdf" essay for you Create order The 1990s saw the appearance of HRM journals and university courses, with the then Institute of Personnel Management, the main professional body for personnel practitioners, re-launching its journal People Management with the subtitle the magazine for Human Resource Professionals. After 2000, the professional body became Chartered Institute of Personnel and Development (CIPD), emphasising the transition. Redman and Wilkinson (2006: 4) argue that the rise of HRM reflects changing concerns of management and changing power balance in the workplace with declining trade union membership and management concerns turning towards efficiency and productivity. There is also the influence of organisational change attempting to adjust to global competition with downsizing, de-layering and decentralisation. Organisations are more flexible, less hierarchical and have been subject to continuous change programmes such as business process re-engineering, performance management, culture change an d the concept of the learning organisation, all areas where HRM has become involved. Armstrong (2006: 19) summarised major differences by noting HRM places more emphasis on strategic fit and integration with business strategy, based on a management and business oriented philosophy. HRM attaches more importance to organisational culture and the achievement of commitment, and places greater emphasis on the role of line managers as the implementers of HR policies. HRM is a holistic approach concerned with total organisational interest, while recognising those of individuals, but as subordinate to the total. HR professionals are expected to be business partners as opposed to administrators and treat employees as assets and not as cost overheads. P2, M1 Armstrong (2008: 9) states that the overall role of HRM is to ensure organisational success through its employees, noting that Caldwell (2004) identified the role in the form of goals to be achieved. These included the management of people as assets fundamental to the competitive advantage of the organisation, aligning HRM policies with business policies and corporate strategy, creation of flatter and more flexible organisational structures capable of rapidly adapting to change, encouraging teamwork and cooperation, empowering employees to manage their own self-development and learning, and improving employee involvement. Also development of reward strategies designed to support performance, building employee commitment, and increasing line management responsibility for HR policies. Foot and Hook (2008: 30) offer a comprehensive list of tasks and activities of the HR practitioner. These include recruitment and selection, learning and development, human resource planning, prov ision of employment contracts, policies on fair treatment, equal opportunities, managing diversity, managing performance improvement, employee counselling, payment and reward policies, health and safety, employee discipline, grievance, dismissal, redundancy, negotiation, ethic and corporate responsibility and change management among others. P3 While HRM can initiate policies and practices Armstrong (2006: 97) acknowledges the line manager has implementation responsibility. If line managers feel indifferent or disagree with HR policies, and are compelled to implement them, they do so reluctantly and ineffectively. Purcell et al (2003) pointed out that high levels of organisational performance are not achieved simply by the existence a range of HR policies and practices and any difference made lies in how these are implemented. A factor affecting the line manager role lies in their ability to carry out HR tasks. Special skills are needed to perform people-oriented activities such as defining roles, interviewing, conducting performance reviews, providing feedback and coaching and identifying learning and development needs. Some managers have them and some do not possess these skills, or the organisation fails to provide training. Redman and Wilkinson (2006: 211) argue that line management responsibility for HR issues is not new, as they were always held responsible and accountable for managing people at work. There has been devolution of some HR work to the line partly due to pressure of organisational costs, and to provide a more comprehensive type of HRM arguably best achieved by devolving HR tasks to those managers responsible for implementation. A frequent criticism of line management is their lack of soft, or people skills, and Torrington et al (2008: 205) state that many voluntary resignations are explained by dissatisfaction on the part of employees with supervisors. People are frequently promoted into supervisory positions without adequate experience of training. Task 2 P4 McKenna and Beech (2002:117) describe the need for HR planning as being defined by the number of staff required to meet the organisations future needs as well as the composition of the workforce in terms of the necessary skills. Mullins (2005:797) describes HR planning as a strategy for the acquisition, utilisation, improvement and retention of an organisations human resources, preferably an integral part of broader corporate planning. Information needs include the extent and scope of the plan, forecasting period, target dates, and types of occupations and skills required, among other factors. The first stage is an analysis of existing resources. Second, estimation of likely changes in resources by the agreed target date, including losses, current staff development, and external factors such as labour availability, market or legislative change, all of which determine the supply forecast. There follows a forecast of staffing requirements necessary to achieve corporate objectiv es by target date. Finally a series of measures are taken to ensure the required staffing resources are available as and when needed. The overall process should consider changes such as population trends, for example the ageing workforce, fewer young people entering directly from school, more flexible work and organisational structures, level of competition from other organisations, employment legislation, development in information technology and automation. P5, M3 Price (2007: 369) explains that the Credit Suisse process involves pre-selection, online testing, and both telephone and face-to-face interviews. Jackson et al (2008: 552) explain that Southwest Airlines uses structured interviews with multiple interviewers who have had extensive training. Marchington and Wilkinson (2005: 176) list the availability of a wide variety of selection methods including references, application forms, work sampling, assessment centres and graphology believing that no single technique, regardless design quality, is capable of producing perfect decisions capable of certainty as to which individuals will be good performers in a given role. Multiple methods are preferable, and while references may be sought before or after interviews, they remain critical. Online tests, telephone interviews, assessment centres and personality questionnaires, literacy and numeracy tests and those for specific skills are also used according to a CIPD annual survey (CIPD 2004). Most have very low accuracy levels in terms of producing effective decisions, with work sampling offering the best likelihood of success, followed by intelligence tests and structured interviewing. References score poorly as does graphology and a combination of techniques increases accuracy. Jackson et al (2008: 552) suggest that an alternative or complimentary method is the personality test, used to judge likely fit with organisational culture. P6, D2 The interview remains the most common selection technique with Bloisi (2007: 147) noting that 68 percent of organisations still use interviews with an increase in the more structured types, and towards training of selection teams, with the (CIPD 2005) survey reporting 56 percent using structured, panel interviewing, and 41 percent employing behavioural questioning in structured interviews. McKenna and Beech (2002: 152) see several problems associated with the interview. These include subjective, unsound judgements made by untrained interviewers, early judgement based of first impressions, or the interviewer may have prior unfavourable biases about interviewees, or be positively disposed to them because they like or are attracted to them, the halo effect. Where a panel is used there may be a lack of consensus. Problems include lack of preparation, shortage of allocated time, unsuitable venues and lack of appropriate documentation, such as the applicants CV being circulated to all involved, and lack of structure and note-keeping. However, Armstrong (2006: 404) feels the interview provides the opportunity to ask probing questions about the candidates experience and evaluate the extent to which their competencies match the job specification, enabling interviewers to offer a realistic preview of the job and gives the candidate opportunities to ask questions about the role, training, career prospects terms and conditions of employment. The face-to-face interview allows an assessment of how the candidate would fit into the organisation and offers the candidate a similar opportunity. Overall, unless no personal contact is required, as in some remote networking roles, the interview remains a critical but flawed part of selection. P7 Best recruitment and selection practice is promoted by the (CIPD 2011) website. Selection practices involve two main processes of short listing and assessing. CVs or application forms are used from short listing onwards and awareness of the avoidance of unfair discrimination highlighted. Online techniques may be used to manage application forms and screen candidates. Candidates should be given prior notice of what to expect, regardless of method employed, including the type of assessment and timescale, in addition to a check for disability requirements. Questions should be carefully planned and identical for all, with answers scored and a focus on required attributes and behaviour, with efforts made to put the candidate at ease. Psychological tests should only be considered where appropriate. Assessment centres may be used with various exercises and tasks but should be perceived as fair to the candidate. Reference checks should be undertaken, sometimes by telephone. The gener al advice is to use a structured approach ensuring perception of fairness to both successful and unsuccessful candidates, with flexibility and job tailoring. All involved should have appropriate training, be adequately briefed about the job, its requirements, and aware of the danger of unfair discrimination. Price (2007: 369) notes that selection at Credit Suisse focuses on pre-selection, online personality testing and telephone interviews, followed by face-to-face meetings. Structured questions are compared to pre-determined answers and interviewers are trained. Jackson et al (2008: 552) note that Southwest Airlines uses combinations of techniques including face-to-face interviews, aptitude and attitude testing by panel, and peer and line manager one-to-one meetings. The process is well-designed, structured, tailored to the job and involves all obviously suitable applicants. Neither organisation meets all best practice guidelines but Southwest does demonstrate high level s of staff retention. Task 3 P8 Price (2007: 471) states that job evaluation is concerned with the tasks involved in fulfilling the job, duties that have to be completed and responsibilities attached. The process involves a comparison of jobs in a formal, systematic way to identify their relative value to an organisation and has its roots in the scientific management movement of Taylor (1947). It is seen as increasingly inappropriate for the way work is organised today since the content of many jobs varies daily. Traditional job evaluation is focused on unchanging job descriptions and requirements, and if performance and pay are linked to the completion of specific tasks the need for change, endemic in todays organisation, is ignored as is a flexible approach to customers. Modern organisations favour competency profiles instead. Factors determining pay include the employers compensation strategy, worth of the job, affordability, external factors such as labour market conditions, living costs regional w age rates, cost of living, presence of collective bargaining, and legal requirements (Bohlander and Snell 2009: 419). P9, D2 Beardwell and Claydon (2010: 520) identify several types of reward systems including individual performance-related pay where employee performance is assessed against pre-set targets or objectives and payments may be consolidated into base and bonus or variable pay. Benefits are doubtful and limitations include the fact that motivation by money alone is not necessarily effective or universally applicable, and problems are associated with measuring performance fairly and objectively. Contribution-related pay is based on both outcomes of work carried out and levels of skill and competence employed. Its advantage is seen as a move towards rewarding employees for their conduct of the work, attitudes and behaviours displayed, which are seen as leading to competitive advantage. Competence-related pay is a method of paying employees for their ability to perform as opposed to paying for performance (Armstrong 2002). Its advantages include the encouragement of competence development w hich fits the modern less-layered organisations and facilitates lateral career moves. Disadvantages are that assessment of competences may be difficult and links to pay arbitrary. Skill-based or knowledge-based pay is aimed at encouraging employees to gain additional skills or qualifications appropriate to business needs. The advantage is that employees strive to gain relevant skills, but a disadvantage can be cost and the need for a skills requirement analysis to ensure only those skills required are encouraged. Team-based pay is measured on an assessment of team performance rather that at an individual level and designed to reinforce collaborative working and team results. Teamwork is seen as contributing to organisational success, however, among the difficulties are distinguishing individual contribution, and highly performing individuals in low-achieving teams may feel penalised and dissatisfied. P10, D3 Torrington et al (2008: 263) state that for most people pay is important, if not a sufficient motivator in itself. Maslow (1943) recognises the need to have sufficient money for basic existence as one of the most fundamental in a hierarchy of needs which motivate people. Herzberg (1968) argues that while pay in itself may not motivate, it holds the capacity to de-motivate if insufficient. Marchington et al (2002: 480) explain McGregors (1960) distinction between theory X and theory Y managers, with theory X managers believing that workers are inherently lazy and uninterested in their work, and must therefore be highly controlled and offered incentives to get them to work harder. In contrast theory Y managers believe workers can be motivated by goals of self-esteem and desire to do a good job, and that money is less important to them than these types of rewards. Vrooms (1964) expectancy theory is linked in terms of the effort put in by employees in the expectancy of reward, an d is dependent on whether they view the likelihood that their action or effort will lead to the necessary outcome of reward. P11 For those employees not subject to an automatic annual increment when conditions allow, a common practice in monitoring and rewarding is annual review with their immediate supervisor, a limited and often superficial process. Bloisi (2007: 259) describes performance appraisal as a means of measuring and evaluating performance, which requires aiming at enabling decision-making on employee performance and determining any training or development needs. Frequently seen as an annual event, to be effective it should be continuous and involving two-way dialogue, and is frequently used as a guide to reward. Armstrong (2000: 11) argues that performance appraisal as a means of monitoring has been discredited because it was frequently operated as a top-down bureaucratic system owned by HR rather than line managers. It was often backward-looking; concentrating on past performance, rather than future development needs, and with inadequate links to business needs. Employees have resented the superficial nature of the procedure and managers have lacked the necessary skills to conduct appraisals. Jackson and Mathis (2007: 335) suggest appraisals can be formal or informal, with the informal being conducted whenever necessary and the day-to-day relationship between manager and employer offers such opportunities. However, in todays sometimes networked organisation, this may be impossible. Team appraisal can be useful as having peers involved can overcome the problem of the managers inability to be present to observe. Comparative methods may be used to compare performance levels of their employees against one another. Management by objectives allows the manager to set, agree and monitor employee progress against targets, either job or behavioural in nature. In all cases, an important criterion is that managers receive adequate training in employee monitoring and feedback skills. 360-degree feedback may be used as basis for monitoring and reward and according to S wart et al (2005: 213) is a process where different groups within the work situation, such as peers, subordinates and supervisors and possible internal and external customers appraise an individual and offer feedback. Task 4 P12 The Trades Union Congress (TUC 2008) provides a guide to employment rights in the UK. The employment contract signed at time of offer will normally give the notice amount required on departure which must be at least one week after a months employment, rising progressively up to 12 weeks after 12 years or more, with most employees being entitled to receive pay. This can be waived by receipt of payment in lieu of notice. If the reason is for misconduct, it has to be substantial and can be without notice, and immediate departure may be required. After a years employment written reasons for dismissal must be provided, or if dismissed while pregnant or on maternity leave. Failure to comply with the employment regulations opens up the possibility of the employee taking their case to an Industrial Tribunal. Apart from complying with employment legislation in voluntary resignation situations best practice is also to conduct an exit interview to establish where possible the main re asons for resignation and to discover if the organisation could have done anything to prevent the resignation, facilitating learning for the future (Taylor CIPD 2002: 71). Exit interviews provide a more useful picture of departure grounds when the employee has secured another position. Most employers retain records for several years following departure, and many ensure all access is removed, especially in the case of IT staff. Foot and Hook (2008: 112) add the provision of a preparation for retirement program to assist the transition of departing for employees, and provision of programmes to keep ex-employees in touch. BQ comply with all the legal requirements of exit in terms of providing paid notice, or payment in lieu, in addition to paid holiday entitlement. If the departure is involuntary reasons for dismissal are provided in writing and all access to property and systems are shut down on the date of departure, regardless of reason. Property is normally returned on dep arture date or earlier. No exit interviews are conducted, and no follow-up is practiced for departed employees, which compares badly with best practice. Rolls-Royce complies with all legal requirements and notice in addition to holiday entitlement. All departure reasons are documented and an exit interview conducted notes of which are retained for analysis as to reasons. All access to property and systems are removed on date of departure and any company property is required to be returned. Overall the company complies reasonably with best practice. P13 Redman and Wilkinson (2006: 367) argue that regardless of methods used, fairness and justice remain key issues in redundancies. Recent trends have seen a move away from seniority and a reduction of last-in-first-out towards selection based on skills and performance. Certified absence counts against an employee in the selection process as much as unauthorised absence according to the IRS survey (2004). Torrington et al (2008: 223) adds attendance record to the list and reports that a more recent approach involves drawing up a new post-redundancy organisational structure and inviting all employees to apply for the jobs that will remain. Early retirement and voluntary redundancy are also favoured. References Armstrong, M. (2000) Performance Management: Key Strategies and Practical Guidelines, 2nd Edition, London, Kogan Page Ltd., p 11. Armstrong, M. (2002) Employee Reward, 3rd Edition, London, CIPD. Armstrong, M. (2006), A Handbook of Human Resource Management Practice, 10th Edition, London, Kogan Page Limited, p19, 97, 404. Beardwell, I. Claydon, T. (2010), Human Resource Management: A Contemporary Approach, 6th Edition, Harlow, FT Prentice Hall, p 520. Bloisi, W. (2007) An Introduction to Human Resource Management, Maidenhead, McGraw-Hill Education, p 12, 147, 259. Bohlander, G. Snell, S. (2009) Managing Human Resources, 15th Edition, USA South-Western Cengage Learning, p 419. Caldwell, R. (2004) Rhetoric, Facts and Self-Fulfilling Prophecies: Exploring Practitioners Perceptions of Progress in Implementing HRM, Industrial Relations Journal, 35(3), pp 196-215. CIPD (2011) Selection Methods Available from: https://www.cipd.co.uk/hr-resources/factsheets/selectio n-methods.aspx CIPD (2004) Recruitment, Retention and Turnover: A Survey of the UK and Ireland, London, CIPD. CIPD (2005) Recruitment, Retention and Turnover: A Survey of the UK and Ireland, London, CIPD. Foot, M. Hook, C. (2008) Introducing Human Resource Management, 5th Edition, Harlow, FT Prentice Hall, p 30, 112. Herzberg, F.W. Mausner, B. Snyderman, B. (1957) The Motivation to Work, New York, Wiley. IRS (2004) The Changing Shape of Work: How Organisations Restructure, Employment Review, No. 794. Jackson, S.E. Schuler, R.S. Werner, S. (2008) Managing Human Resources, 10th Edition, USA, Thomson South-Western p 552. Jackson, J.H. Mathis, R.L. (2007) Human Resource Management, 12th Edition, USA, Thomson South-Western, p 335. Marchington, M. Wilkinson, A. Sargeant, M. CIPD, (2002) People Management and Development: Human Resource Management at Work, 2nd Edition, London, CIPD, p 480. Marchington, M. Wilkinson, A. (2005) Human Resource Management at Work: P eople Management and Development, 3rd Edition, London, CIPD, p 176. Maslow, A. (1954) Motivation and Personality, New York, Harper Row. McGregor, D. (1960) The Human Side of Enterprise, New York, McGraw-Hill. McKenna, E. Beech, N. (2002) Human Resource Management: A Concise Analysis, Harlow, FT Prentice Hall, p 117, 152. Mullins, L.J. (2005) Management and Organisational Behaviour, 7th Edition, Harlow, FT Prentice Hall, p 797. Price, A. (2007) Human Resource Management in a Business Context, 3rd Edition, London, Thomson Learning, p 369, 471. Purcell, J. Kinnie, K. Hutchinson, Rayton, B, Swart, J. (2003) People and Performance: How People Management Impacts of Organisational Performance, London, CIPD. Redman, T. Wilkinson, A. (2006) Contemporary Human Resource Management: Text and Cases, 2nd Edition, p 3, 4, 211, 367. Swart, J. Mann, C. Brown, S. Price, A. (2005) Human Resource Development: Strategy and Tactics, London, Elsevier Butterworth-Heinemann, p 213. Taylor, E. (1947) Scientific Management, USA, Harper Row. Taylor, S. CIPD, (2002) The Employee Retention Handbook, London, CIPD. Torrington, D. Hall, L. Taylor, S. (2008), Human Resource Management, 7th Edition, London, FT Prentice Hall, p 205, 263, 223. TUC (2008) Your Rights at Work, 3rd Edition, London, Kogan Page Ltd., p 157. Vroom, V. (1964) Work and Motivation, New York, Wiley.