Biography of Charles Vane, English Pirate

Charles Vane (c. 680–1721) was an English pirate active during the Golden Age of Piracy, roughly from 1700 to 1725. Vane distinguished himself by his unrepentant attitude toward piracy and his cruelty to those he captured. Although his primary hunting grounds were the Caribbean, he ranged from the Bahamas north along the East Coast of North America as far as New York. He was known as a skilled navigator and combat tactician, but he often alienated his crews. After being abandoned by his last crew, he was arrested, tried, convicted, and hanged in 1721. Start of a Career Very little is known about Vanes early life, including his parents, his birthplace, and any formal education he acquired. He arrived in Port Royal, Jamaica, sometime during the War of Spanish Succession (1701–1714), and in 1716 he began serving under the infamous pirate Henry Jennings, based in Nassau, Bahamas. In late July 1715, a Spanish treasure fleet was hit by a hurricane off the coast of Florida, dumping tons of Spanish gold and silver not far from shore. As the surviving Spanish sailors salvaged what they could, pirates made a beeline for the wreck site. Jennings, with Vane on board, was one of the first to reach the site. His buccaneers raided the Spanish camp on shore, making off with some 87,000 British pounds in gold and silver. Rejection of a Pardon In 1718, King George I of England issued a blanket pardon for all pirates who wished to return to an honest life. Many accepted, including Jennings. Vane, however, scoffed at the notion of retirement and soon became the leader of those in Jennings crew who refused the pardon. Vane and several other pirates outfitted a small sloop, the Lark, for service as a pirate vessel. On Feb. 23, 1718, the royal Frigate HMS Phoenix arrived in Nassau, part of an attempt to convince the remaining pirates to surrender. Vane and his men were captured  but were released as a goodwill gesture. Within a couple weeks, Vane and some of his die-hard companions were ready to resume piracy. Soon he had 40 of Nassaus worst cutthroats, including seasoned buccaneer Edward England and Calico Jack Rackham, who later became a notorious pirate captain. Reign of Terror By April 1718, Vane had a handful of small ships and was ready for action. He captured 12 merchant ships that month. He and his men treated captured sailors and merchants cruelly, whether they surrendered or fought. One sailor was bound hand and foot and tied to the top of the bowsprit; the pirates threatened to shoot him if he didnt reveal where the treasure on board was located. Fear of Vane drove commerce in the area to a halt. His hunting grounds eventually ranged from the Bahamas along the East Coast of North America as far north as New York. Vane knew that Woodes Rogers, the new British governor of the Bahamas, would be arriving soon. Deciding that his position in Nassau was too weak, he set out to capture a larger pirate ship. He soon took a 20-gun French ship and made it his flagship. In June and July of 1718, he seized many more small merchant vessels, more than enough to keep his men happy. He triumphantly re-entered Nassau, essentially taking over the town. Bold Escape On July 24, 1718, as Vane and his men prepared to set off again, a Royal Navy frigate sailed into the harbor with the new governor. Vane controlled the harbor and its small fort, which flew a pirate flag. He welcomed the governor by firing immediately on the Royal Navy fleet and then sending a letter to Rogers demanding that he be allowed to dispose of his plundered goods before accepting the kings pardon. As night fell, Vane knew his situation had deteriorated, so he set fire to his flagship and sent it toward the navy ships, hoping to destroy them in a massive explosion. The British fleet hurriedly cut its anchor lines and got away. Vane and his men escaped. Meeting With Blackbeard Vane continued pirating with some success, but he still dreamed of the days when Nassau was under his control. He headed to North Carolina, where Edward Blackbeard Teach had gone semi-legitimate. The two pirate crews partied for a week in October 1718 on the shores of Ocracoke Island. Vane hoped to convince his old friend to join in an attack on Nassau, but Blackbeard declined, having too much to lose. Deposed by His Crew On Nov. 23, Vane ordered an attack on a frigate that turned out to be a French Navy warship. Outgunned, Vane broke off the fight and fled, though his crew, led by the reckless Calico Jack, wanted to stay and fight to take the French ship. The next day, the crew deposed Vane as captain and elected Calico Jack instead. Vane and 15 others were given a small sloop, and the two pirate crews went their separate ways. Capture Vane and his small band managed to capture a few more ships and by December they had five. They headed for the Bay Islands of Honduras, but a massive hurricane soon scattered their ships. Vanes sloop was destroyed and most of his men drowned; he was left shipwrecked on a small island. After a few miserable months, a British ship arrived. Vane tried to join the crew under a false name, but he was recognized by the captain of the second vessel that met the British ship. Vane was placed in chains and taken to Spanish Town, Jamaica, where he was imprisoned. Death and Legacy Vane was tried for piracy on March 22, 1721. The outcome was in little doubt, as a long line of witnesses testified against him, including many of his victims. He was hanged on March 29, 1721, at Gallows Point in Port Royal. His body was hung from a gibbet near the entrance to the harbor as a warning to other pirates. Vane is remembered today as one of the most unrepentant pirates of all time. His greatest impact may have been his steadfast refusal to accept a pardon, giving other like-minded pirates a leader to rally around. His hanging and the subsequent display of his body may have contributed to the hoped-for effect: The Golden Age of Piracy came to an end not long after his demise. Sources Defoe, Daniel (Capt. Charles Johnson). A General History of the Pyrates. Dover Publications, 1999.Konstam, Angus. The World Atlas of Pirates. Lyons Press, 2009.Rediker, Marcus. Villains of All Nations: Atlantic Pirates in the Golden Age. Beacon Press, 2004.Woodard, Colin. The Republic of Pirates: Being the True and Surprising Story of the Caribbean Pirates and the Man Who Brought Them Down. Mariner Books, 2008.Famous Pirates: Charles Vane. Thewayofthepirates.com.

Bp Management, Ethical And Social Behavior - 1114 Words

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Chapter 6 †Planning Capacity Free Essays

chapter 6: Planning capacity Capacity the maximum rate of output of a process or a system. Acquisition of new capacity requires extensive planning, and often involves significant expenditure of resources and time. Capacity decisions must be made in light of several long-term issues such as the firm’s economies and diseconomies of scale, capacity cushions, timing and sizing strategies, and trade-offs between customer service and capacity utilization. We will write a custom essay sample on Chapter 6 – Planning Capacity or any similar topic only for you Order Now Planning capacity across the organization Accounting provide cost information needed to evaluate capacity expansion Finance financial analysis of proposed capacity expansion investments and raises funds Marketing demand forecasts needed to identify capacity gaps. Operations selection of capacity strategies that can be implemented to effectively meet future demand. Human Resources hiring and training employees needed to support internal capacity plans. planning long-term capacity When choosing a capacity strategy: How much of a cushion is needed to handle variable or uncertain demand? Should we expand capacity ahead of demand, or wait until demand is more certain? easures of capacity and utilization Output Measures Are best utilized when applied to individual processes within the firm, or when the firm provides a relatively small number of standardized services and products. For example, a car manufacturing plant may measure capacity in terms of the number of cars produced per day. Inputs Measures Are used for low-volume, fle xible processes (custom products). For example a custom furniture maker might measure capacity in terms of inputs such as number of workstations or number of workers. The problem of input measures is that demand is expressed as an output rate. If the furniture maker wants to keep up with demand, he must convert the business’s annual demand for furniture into labor hours and number of employees required to fulfill those hours. Utilization Degree to which a resource (equipment, space, worker) is currently being used. Utilization= Average Output RateMaximum Capacityx 100% The numerator and the denominator should be measured in the same units. A process can be operated above the 100%, with overtime, extra shifts, overstaffing, subcontracting, etc, but this is not sustainable for long. Economies of scale Economies of scale The average unit cost of a service or good can be reduced by increasing its output rate. Why? * Spreading fixed costs same fixed costs divided by more units * Reducing construction costs doubling the size of the facility usually doesn’t double construction costs (building permits, architect’s fees, rental) * Cutting costs of purchased materials better bargaining position and quantity discounts * Finding process advantages speed up the learning effect, lowering inventory, improving process and job designs, and reducing the number of changeovers. diseconomies of scale Diseconomies of scale The average cost per unit increases as the facility’s size increases. The reason is that excessive size can bring complexity, loss of focus, and inefficiencies. capacity timing and sizing strategies sizing capacity cushions Capacity cushion=100%-Average Utilization rate (%) When the average utilization rate approaches 100% for long periods, it’s a signal to increase capacity or decrease order acceptance to avoid declining productivity. The optimal capacity cushion depends on the industry. Particularly, in front-office processes where customers expect fast service times, large cushions are vital (more variable demand). For capital-intensive firms, minimizing the capacity cushion is vital (unused capacity costs money). timing and sizing expansion Two strategies: * Expansionist strategy large, infrequent jumps in capacity. Is ahead of demand, and minimizes the chance of sales lost to insufficient capacity * Wait-and-see strategy smaller, more frequent jumps. It lags behind demand. To meet any shortfalls, it relies on short-term operations (overtime, temporary workers, subcontractors, postponement of preventive maintenance on equipment). It reduces the risk of overexpansion based on overly optimistic demand forecasts, obsolete technology, or inaccurate assumptions regarding the competition. This strategy fits the short-term outlook but can erode market share over the long run. Timing and sizing of expansion are related: if demand is increasing and the time between increments increases, the size of the increments must also increase. An intermediate strategy can be â€Å"follow the leader†, so nobody gains a competitive advantage for being ahead of demand, and everyone shares the agony of overcapacity in the other case. inking capacity and other decisions Capacity cushions in the long run buffer the organization against uncertainty, as do resource flexibility, inventory, and longer customer lead times. If a change is made in any one decision area, the capacity cushion may also need to be changed to compensate. For example: Lower volume of production (more capacity cushion) to raise prices or vice versa. a system atic approach to long-term capacity decisions 4 steps: 1. Estimate future capacity requirements 2. Identify gaps by comparing requirements with available capacity 3. Develop alternative plans for reducing the gaps . Evaluate each alternative, both qualitatively and quantitatively, and make a final choice step 1: estimate capacity requirements A process’s capacity requirement is what its capacity should be for some future time period to meet the demand of the firm’s customers (external or internal), given the firm’s desired capacity cushion. Larger requirements are practical for processes or workstations that could potentially be bottlenecks in the future, and management may even plan for longer cushions than normal. Capacity requirements can be expressed in: * Output measure * Input measure Either way, the foundation for the estimate is forecasts of demand, productivity, competition, and technological change. The further ahead you look, the more chance you have of making an inaccurate forecast. Using output measures Demand forecasts for future years are used as a basis for extrapolating capacity requirements into the future. If demand is expected to double in the next 5 years, then the capacity requirements also double. For example: Actual demand 50 customers per day; expected demand = 100 customers per day; desirable cushion = 20%. So capacity should be (100)/(1-0. )=125 customers per day. Using input measures Output measures may be insufficient in these situations: * Product variety and process divergence is high (customized products) * The product or service mix is changing * Productivity rates are expected to change * Significant learning effects are expected In these cases, an input measure should be used (number of employees, machines, trucks, etc) One product pro cessed When just one service or product is processed at an operation and the time period is a particular year, the capacity requirement (M) is: M=DpN[1-C100] D=demand forecast for the year (number of customers served or units produced) p=processing time (in hours per costumer served or unit produced) N=Total number of hours per year during which the process operates C=desired capacity cushion (expressed as a percent) M=number of input units required and should be calculated for each year in the time horizon Many products processed Setup time time required to change a process or an operation from making one service or product to making another. To calculate the total setup time D/Q*s Where D=demand forecast for the year Q= number of units processed between setups s= time per setup For example, if the demand is 1200 units, and the average lot size is 100, there are 1200/100=12 setups per year. Accounting for both processing and setup times for multiple products, we get: M=[Dp+DQs]product 1+[Dp+DQs]product 2+†¦+[Dp+DQs]product nN[1-C100] When â€Å"M† is not an integer and we are talking about number of machines, you can round up the fractional part, unless it is cost efficient to use short-term options, such as overtime or stockouts. But if we are talking about number of employees and we get 23. 6, we can use 23 employees and use a little overtime (in this case, 60% of a full-time person). step 2: identify gaps A capacity gap is any difference (positive or negative) between projected capacity requirements (M) and current capacity. step 3: develop alternatives Develop alternative plans to cope with projected gaps. One alternative is the base case do nothing and simply lose orders from any demand that exceeds current capacity or incur costs because capacity is too large. Other alternatives: various timing and sizing options (expansionist or wait-and-see strategies); expanding at a different location; and using short term options. For reducing capacity, the alternatives include closing plants, laying off employees, reducing days or hours of operations. step 4: evaluate the alternatives Evaluate qualitatively and quantitatively. Qualitative concerns The manager looks at how each alternative fits the overall capacity strategy and other aspects of the business not covered by the financial analysis (uncertainties about demand, competitive reaction, technological change, and cost estimates). Some of these factors can’t be quantified and must be assessed on the basis of judgment and experience. Quantitative concerns The manager estimates the change in cash flows for each alternative over the forecast time horizon compared to the base case. tools for capacity planning waiting-line models Are useful in high customer-contact processes. Waiting-line models use probability distributions to provide estimates of average customer wait time, average length of waiting lines, and utilization of the work center. Managers can use this information to choose the most cost-effective capacity, balancing customer service and the cost of adding capacity. This topic will be treated more deeply in the appendix (siguiente resumen) simulation Simulations can identify the process’s bottlenecks and appropriate capacity cushions, even for complex processes with random demand patterns and predictable flows in demand during a typical day. decision trees A decision tree can be particularly valuable for evaluating different capacity extension alternatives when demand is uncertain and sequential decisions are involved. How to cite Chapter 6 – Planning Capacity, Papers

Understanding Playwork Principles free essay sample

Briefly explain why it is important that the team work together when supporting children and young people’s play. (3 marks) The team needs to be aware of all the children situations, to all work in the same direction and provide a common and strong support or pace of action. Moreover, through observing kid’s needs, the team can share what they have spotted and thereafter set the play setting according to their needs, likes and dislikes. At the same time, the team is responsible to act collaboratively to keep the space safe and â€Å"organised† for the kids to enjoy fully of their time to play and take the most of it, for the same reason the team needs to be ready to respond, trigger and challenge to children’s cues. 2. Briefly explain the role of playworkers acting as advocates for play. (3 marks) As advocates for play, we have to enrich the child’s play environment by: †¢offering, encouraging and providing play opportunities taking into account their individual and collective needs, †¢ Providing equal opportunities for every kid no matter their backgrounds or health conditions. Listening to their interests and ideas, responding to their requests and challenging, †¢Supporting and enriching their development. †¢Observing any indicator that may suggest they are suffering from any abuse or being neglected and take action to protect and help them. †¢Developing a child centre approach and self-directive play 3. Explain three different methods a playwork team can use to support children and young people’s play. (3 marks) †¢OBSERVATION: observing children in their play process to see: -Their development (social, emotional, individual, intellectual,.. -Check the resources provided to support their needs. Assessing, afterwards, these observations to improve the weak points and enhance the strong ones. Check we have displayed enough resources and whether the set plan is useful and cover kid’s needs. -Observe our intervention towards responding to children’s cues, whether we are interfering or not and whether we are supporting kid’s needs in the right way or if they could be improved. -Check we are fulfilling health and safety policies and risk assessment appropriately, keep them up to date and modify them whenever it is necessary. †¢PLANNING and PROCURING RESOURCES: Setting a plan covering the five areas of development (SPICE) as the setting allows us and responding to children’s requests according to their ages, ensuring we are supporting and covering their needs as well as offering equal opportunities, taking into account: -Health and safety and risk assessments -The display of the resources respecting different areas of play (relax corner, building games, reading corner, art table, dolls, fancy dresses, tents,. ) -The kids have access to all resources, eliminating (reducing) all possible barriers that may prevent any of them to enjoy of their self- directed freely chosen play. . Explain the importance of balancing the needs and rights of individual children and young people with the needs and rights of others. (3 marks) Every kid and person must be respected and protected as an individual with his/her own specific needs and characteristics, who at the same time will be socialising with other individuals and their needs and personalitie s. Thus, when all being together we have to ensure that we are supporting them as individuals as the same time we offer them a comfortable environment to develop their socialising skills 5. Explain three ways playworkers can have an impact on the play space. 3 marks) 1. Providing a welcoming and nice environment for the kids, task setting, and clean, inviting and safe space. 2. Taking part or stepping back on their play. Getting involve when they require, that is, responding to their cues and observe when they are enjoying on their own and do not need us. 3. Playworkers’ skills: personal and professional, playwork features and qualities: active, observer, with initiative, approachable, compromise, funny, predispose, challenging, aware we are models for the kids, willingness to improve and extend knowledge and training 6. Explain three ways children and young people’s play can have an impact on members of the playwork team. (3 marks) Every way in which children and young people? s play will have an impact on us, being it positive or negative. Nevertheless, when children or young people are playing showing negative aspects towards other kids or member of the staff, such as the followings, will affect us in a way that we will have to intervene in their play or take further action: Violence: if the children are playing in such a way (being it verbal, psychological or physical) they are bullying other child/children involved in the play. The fact that they are using such behaviour show that they may be living in an environment with violence and abuse, or they may be experiencing some personal difficulties, and thus they are reproducing, copying and realising their anger in they play setting. If it would be happening, we will have to check the kids involved are safe and take action and find out why this person is behaving in such a way a provide him/her the way to sort it out and safeguard and support him/her. Depending on the matter, after it being discussed in the staff meeting and being reported, it would have to be passed to social services, child protection if it was required. -Sexual implications: That is true that in children and young people there is a biological process of discovery of their and other? s sexuality. Nonetheless, it can happen that some children or young people show inappropriate behaviours towards other kids or young people, not being in line with their ages. For example, using sexual language, doing explicit games between them or in front of some other or to other kids. If this would happen, we will have to intervene and find out why that person behaves in that way because it would be a sign of abuse in their home or surroundings. So, we will have to report it and take further action talking to social services, family. -Discrimination: If the children or young people are discriminating others, being through their play, behaviour or language because of, for example, the other kids’ origin, culture, language, social background, appearance or any disability, they are mistreating them and breaking their responsibility towards their rights. Thus, we will intervene to find out why this person is behaving in such disrespectful way, bearing in mind that it may be caused by issues back at their homes, some problems at the school, or going through a personal difficult moment- 7. Briefly explain the concept of ‘leadership’ within the context of a playwork team. (3 marks) Playwork team good leadership will offer quality to kids and parents. All members of the staff fulfil leading roles in different ways and are involved in the improvement of the process. Debbie Garvey and Andrea Lancaster, 2010) In the case of the supervisor the following skill, abilities, qualities and responsibilities would make will make it successful: -Organisational ability, approachable, good listener, acting responsible and following procedures, fair, committed, aware and applying health/s and safeguarding policies(as well as they are being fulfil by everybody), carrying a good practice of the playwork principles and children? rights, contr olling and problem solving. -Lead the team in a horizontal and communicative way as well as assigning tasks to the member of the team in a fair, equalitarian and respectful way. Listening to the team? s needs and suggestions, helping them to improve (appraisals). -Updating training, reflective practice and assessments. -Dealing with kids, team, parents, school, office and external bodies (social services, hospital†¦) to support them and keep the confidentiality. In the case of the playworkers, following their supervisor guidance and instructions and respecting him/er as such, they also develop leading roles in the sense that they are active participants with in the play setting and team; leading play provisions and ideas, carrying out duties on the checking of the play setting and its safety as well as the kid? s one, in addition to their initiative, observations and commitment.