Friday, November 29, 2019
Arrhythmia essays
Arrhythmia essays I am doing my report on Arrhythmia. It affects the cardiac muscle, the heart. Arrhythmia causes three types of problems. It causes the heart to pump too slowly (bradycardia), it causes the heart to pump too fast (tachycardis), and it causes the heart to skip beats Bradycardia can be very serious. Some of the symptoms are loss of consciousness, heart failure, or death. Slow heart rates are caused by heart block. The hearts natural pace-maker fails to be conducted to the ventricles, the hearts main pumping chambers. Some treatments can be used. An electronic pace-maker can be inserted and it will send electronic impulse to the heart stimulating it to beat at a normal rhythm. Pace-makers are only inserted when the Tachycardis can also be very serious. It can lead to disabling symptoms and even death. When you have Tachycardis your heart rate is above 100 beats per minute. Tachycardis is caused by heart injuries from past times. Tachycardis usually occurs months or years after a heart attack. A treatment for Tachycardis can be inserting a device called a defibrillator. A defibrillator will detect and treat abnormally fast heart rhythms. The defibrillator monitors the heart and automatically gives electric shocks before Arrhythmia causes permanent damage. If the person does not have a defibrillator a strong electric shock will be given. The cause of Tachycardis is by something not functioning properly in the atria. They are sometimes stimulated by anxiety. Too much caffeine or alcohol and certain drugs can also be the cause. Attacks might last a few minutes or several days. They can be serious and sometimes not serious. Palpitations happen when your heart skips beats. Palpitations have many different symptoms. Some of these symptoms are dizziness, fatigue or fainting as a result of the brain not getting ...
Monday, November 25, 2019
Curriculum essay
Curriculum essay Curriculum essay Curriculum essayTeaching students with intellectual disabilities (ID) evokes considerable difficulties in face of educators, who have to develop effective methods and strategies that can facilitate the learning of students. However, students with ID often face difficulties with the adequate perception of instructions and proper response to them. This is why often educators should elaborate new methods, which are more sophisticated but more effective compared to conventional methods used in conventional classrooms.Interactive features and anchored instructions           Interactive features and anchored instructions involve the use of the equipment and software, which allow students with ID respond to the stimulus used by educators in the course of instructions to evoke the target response from students. Interactive features and anchored instructions contribute to the better interaction between educators and students.  In addition, this method help s students to develop responsiveness to external stimuli and interact with their environment.           However, this method may confront the problem of the poor response of students with ID in interactive features, if they have problems with the perception of those visual means or cannot focus their attention on those features.           Nevertheless, this problem may be resolved through active physical and active prompting which will encourage students to stay focused on the interactive features and learning. Educators can help students with ID to focus on specific features and provide prompts that will help students to learn and understand instructions and respond to interactive features in the target way and, thus, learn instructions or develop target skills.           Costs of the implementation of interactive features and anchored instructions may be high since the modern equi pment and software are needed, but effects of using this method outweigh its costs.           The use of interactive features and anchored instructions can bring positive outcomes in terms of socialization as students with ID learn to interact with media and educators and develop skills, which can help them to develop their social interaction with other students, their peers and other people.Closed captioning           Closed captioning is another method that can be used to teach students with ID. This method involves the use of closed captions to provide prompts, when students with ID are watching video, clips and other visual materials (Fey 531). Such visual prompts help them to catch main points and understand instructions and educator’s messages better that facilitate their learning.           On the other hand, closed captions imply the presence of relatively well-develo ped reading skills, which is not always the case of students with ID. In addition, students with ID may have difficulties to focus their attention on closed captions, while they are watching some video, for example.           Costs of using closed captions are relatively low, if the equipment and software used for visual presentations and watching video materials in the course of instructions are already available to educators. In fact, they only need to add closed captions that require basic skills of using free software and media available to them. For example, even YouTube offers an opportunity to make closed captions. Therefore, educators will just need some time to make closed captions without investing substantial costs into the practical application of this method.           Outcomes of using this method are positive because closed captions help students with ID to focus on specific points and single out main points in video clips and other visual means, which they watch in the course of the instructions (Turnbull, Turnbull, Wehmeyer 118). In such a way, students learn to focus their attention on specific issues, make generalization and distinguish key points.Picture-based symbols           The use of picture-based symbols method implies the use of pictures that back up textual information or other instructions by means of developing close associations between the studied item and the image on the picture. For example, a student with ID, who learns to write, can associate the letter ‘A’ with apple. Attaching the picture of the apple to the letter will develop close association in student and he/she will memorize the letter through association with the apple (Hunt Marshall 185). Therefore, this method develops associative thinking and helps students to learn new items through picture-based associations.Â Â Â Â Â Â Â Â Â à ‚  However, the drawback of this method is its inapplicability to complex instructions, when educators are trying to teach students with ID complex issues. For example, it is quite difficult to depict an abstract concept like ‘love’ or ‘peace’ by means of pictures in such a way that a student with ID developed right associations.           Costs of this method are low since educators do not need much funds to create pictures to back up instructions, which they are going to deliver during the class to students with ID.Conclusion           Thus, the aforementioned methods have both strengths and weaknesses but educators should be able to apply them in their work with students with ID because, under certain conditions, they can be effective and facilitate the learning process for students. In addition, these methods match current standards aiming at the inclusion of all students in the le arning process because they make instructions comprehensible and available to students and open better educational opportunities for them.
Friday, November 22, 2019
Management Essay Example | Topics and Well Written Essays - 750 words - 24
Management - Essay Example There are a lot more that the film explores about the nature of subjects in any organizational set up. Workers simply conduct their organizational roles, and without any specific hostility on their part, can turn out to be agents in a terrible destructive organizational process. Furthermore, even when the destructive impacts of their work become patently clear, and they are ordered to carry out actions incompatible with fundamental principles of morality, relatively few individuals have the resources needed to resist authority. It is worth noting that workers in an organization are likely to adhere to organizational orders given by the manager even to an extent of doing business activities that are contrary to the regulation and ethical conducts of the organization. (Koontz, Harold, and Heinz, 7)In any organizational set up workers tend to follow orders given by their managers if they acknowledge the authority as morally right and of the legal basis. 2. Power or authority is the potential ability to influence workers behavior in the organization, to alter the course of events, to overcome or minimize resistance and to get individuals to do things they would not otherwise have done. It is the ability and official capacity to exercise control and authority over a group, person or nation. Authority occurs in all levels of life from the firm to the government of a country (Koontz, Harold, and Heinz, 55). Coercive power is one type of power that is manifested in the experiment. This kind of power is conveyed through fear of being dismissed from one’s job, being demoted, getting a poor performance review, having massive projects taken away. This form of power is gotten through threatening others. For example in the film in most of the trials, a white-coated experimenter coerced two of the volunteers, of whom one was given the duty of teacher and the other learner. The learner was ordered to remember lists of word pairs, and if he was not able recall them, the leader
Wednesday, November 20, 2019
Information Technology Management Phase 1 DB2 Essay
Information Technology Management Phase 1 DB2 - Essay Example the article states, the employees spend a lot of time talking to their families, friends, and their specific target market noting market trends and emerging needs. Through these exposures, they are able to design products which are suitable to the lifestyle of their market. It should also be noted that Pottery Barn’s employees are aligned with the company’s goals. They have absorbed a culture of developing nice looking, high quality, and reasonably priced product. When planning to penetrate their market, these strategies can also be pursued by Pottery Barns. Their employees should also be strategically aligned with the customer value that the company wants to deliver as well as market-driven. The SWU identifies their clients as â€Å"post-college singles, newlyweds, and new families.†From these descriptions there is a common need which SWU wants to fulfillâ€â€to be able to design, manufacture, and sell products which bring convenience but are priced significantly lower in order to maximize the purchasing power of the market. The key strategy in SWU is cost leadership that is, offering high quality products at a lower cost. On the other hand, Pottery Barns customer base has branched out from newlyweds, to kids, and even to teens. The company is now looking at the needs of almost the entire market for furniture because of the huge profit and business opportunity. Aside from emphasizing a low-cost strategy, however, Pottery Barn has the strong commitment of providing really high quality products which makes living in this fast paced world more convenient and comfortable. The company draws its strength in the unique and customer-driven designs as well as reasonable pricing scheme for its various products. Thus, in a sense Pottery Barn is a direct competitor of SWU when it comes to serving post-college singles, newlyweds, and starting families. However, Pottery Barns market is relatively larger than that of SWU. From the conception of a product to its sales in
Monday, November 18, 2019
Accounting intangible asset Essay Example | Topics and Well Written Essays - 1000 words
Accounting intangible asset - Essay Example Unlike other accounting procedures which nevertheless aren't so simple either the accounting for the intangible can prove to be a gruesome activity. The most important reason as the term "intangible" might itself suggest that quantifying such an asset would literally mean rationale treatment to the asset which means it would be complete subjective of one to classify them Similarly, just as assets can be quantified and expensed by some definite amount, such can not be applied to the case of intangible. Therefore, it can be just as difficult for the regulatory authorities to come up with a standard which to act as a guideline specially in the case of accounting where considerable discretionary authority lies with the concerned organization.Organizations have over a long period of time argued over their respective accounting policies. To give a clearer picture of it all, let us just touch by as to what actually are intangibles. These might include franchises, brand names, patents and tr ademarks, knowledge asset. However all just mentioned are just part of one the category of intangibles and which might cause lesser problems then much more abstract category of it that is to say "Goodwill" or the difference of the price paid for business and the valuation for of all its assets less all its liabilities. RESEARCH'S VIEW OR THE CONCEPTUAL FRAMEWORK: As clearly specified in the opening the intangibles can be classified as the (i) Identifiable (ii) Non-Identifiable They can be further recognized or go unrecognized as per accounting policies of the concerned organization. REGULATIONS: The most prominent regulations which were able to govern the intangible accounting for sometime was AAS 18 ASRB 1013. Moreover, from 1985 to 1989 Goodwill Accounting Policies were found in the following manifestation. Goodwill was capitalized and amortization was done systematically that is to say Systematic amortization. Goodwill capitalized and amortized. Amortization as an extraordinary item with Goodwill capitalization. Goodwill capitalized with as an asset and no amortization. Rather than amortizing as dangling debt, net goodwill obtained as cumulative deduction from shareholder's equity. A lump sum writing off of Goodwill as an extraordinary item . A lump sum writing off Goodwill against retained earnings and reserves Completely writing off Goodwill as a lump sum in the profit and loss account. Combination of both systematic amortizing goodwill together with a lump sum extraordinary write-off. Combination of both systematic amortizing goodwill together with a lump sum abnormal write off is also made. As taken earlier the two accounting standards AAS 18 and ASRB 1013 has certain implications as to how or to the extent to which the above mentioned categories can be applied as standard operating procedures for intangible assets. The regulations has allowed for allowed for write off only under certain conditions. If on acquisition the amount so acquired may be charged to profit or loss for that matter provided that it does not include goodwill. EMPIRICAL RESEARCH INSIGHTS: Evidence are clear as to the fact that from a period of 1985 to 1989 companies have increasing adopted to capitalization and amortization policy. Similarly, over the same period there has been noticeable and considerable decrease in accounting policy diversity as evidence suggest. Trademarks and trade names have had the greatest increase in the recoginition as identifiable intangibles. Despite the increase in companies adopting the policy of capitalization without any amortization, there has been a relative increase in the number of companies adopting the policy of lump sum extraordinary writoff. A smaller percentage has also adopted to a mixed policy as well.
Saturday, November 16, 2019
Effect of Mindfulness on Attention, Learning and Memory
Effect of Mindfulness on Attention, Learning and Memory Chapter-3 METHOD The present study aims to investigate the effect of mindfulness on attention, learning and memory among adolescents. Present study is of interventional nature, as it tries to manage and maintain the attention, learning and memory. The present chapter gives a detailed account of the research method used to carry out the study. The description of various methodological aspects has been presented under various headings: Sample Measuring Instruments Administration of Test Interventional Procedure Scoring Statistical Analyses 3.1 Sample: The sample for the present study was drawn from various school students of Hisar district. A total of 600 subjects were drawn by using the technique of cluster sampling. It was ensured that equal numbers of male and female subjects are sampled for the study. After the screening of 600 subjects, 60 subjects were chosen for intervention having low level of attention, learning and memory. The age of subjects ranged between 13 to 16 years. 3.2 Measuring Instruments: The measures used in the study were selected in accordance with the objectives of the study. The measures used in the study are related to both verbal and non-verbal test which were selected to assess the key variables of the study such as attention, learning and memory. The brief description of the measures used in the study is as under: A). Standard Progressive Matrices (Raven, Court and Raven, 1996) B). The d2 attention test ( Brickenkamp Zillmer, 1998) C). Serial Learning (Janbandhu Deshmukh, 1985) D). Digit span memory test from Wechsler Intelligence Scale for Children III (Weschler, 1992) 3.2.1 Standard Progressive Matrices: SPM is a non verbal assessment tool which was originated by Raven, Court and Raven, (1996) for the measurement of Intelligence. It consists of 60 diagrammatic puzzles which are divided into five sets (A, B, C, D, and E) of 12 items each. Each puzzle has a part missing and in it subject’s task is to identify the missing part of the diagram from several alternatives. All subjects are given exactly the same series of problems and asked to work at their own speed. It is an untimed capacity test and the total score provides an index of intellectual capacity. Kuhnlein et al. found a split-half reliability of .94 in German sample of psychiatric patient. Stinissen (1956) Swinnes (1958) have reported correlations of .94 .95 respectively of group of Belgian school children while Barahemi (1974) found the range from .89 to .95. Reliable correlation of SPM with the Binet Weschler scales range from .54 to .86 (Raven, 1948; Taibl, 1951; Sinha, 1951; Borratt, 1956). Rogers Holmes (1978) demonstrated SPM WISC – R correlations range from .83 to .92. 3.2.2 The d2 Attention test: The d2 attention test has been developed by Brickenkamp Zillmer (1998) to measure the selective attention and mind concentration in response to the discrimination of similar visual stimuli while selectively orient to relevant aspects in task and ignoring other irrelevant ones as well as doing so quickly and accurately. This test includes only one form which can be administered either individually or in group. Possible age range of this test is from 9 to 60 years. It comprised 14 lines with 47 characters for a total of 658 items. These contain characters â€Å"d†and â€Å"p†with one to four little dashes set either individually or in pairs above or below each letter. The subjects need to identify and cross out all â€Å"d’s†with two dashes. The d’s†with two dashes considered as the relevant elements in this test whereas the remaining combinations (the â€Å"p’s†with or without dashes and the â€Å"d’s†with one or no dash) are considered as irrelevant elements since they should not be crossed out. The subject is permitted 20 seconds for each line. The internal stability of test proved to be very high (r>.90) and test retest reliability also demonstrated satisfactory (r >.70). Many researches support the multiple clinical and empirical applications of the d2 test. For e.g. d2 test has been used in study of the remediation of attention deficits (Penkman, 2004), the neuropsychological markers of schizophrenia in adolescents (Stolz-Born, Heinrich, Kornhuber, Born, 1992; Klemm, Schmidt, Knappe, Blanz, 2006), the neuropsychological effects of irradiation for childhood leukemia (Langer et al., 2002). 3.2.3 Serial Learning Serial Learning is an experimental procedure developed by Janbandhu and Deshmukh (1985). This is an experiment in learning which includes a list of 10 nonsense syllables (CVC trigrams). In this experiment firstly subjects were show the list of CVC combination and asked to pronounce the syllable that would follow the preceding one. In it subject recalls the list in serial order. In this experiment, first trial is considered as a learning trial, consist ‘no responses’. From the second trial onward the trials taken by subjects are noted down. The subjects were given trials till the time they were not able to recall complete list in serial order. The more the number of the trials taken by subjects, the more the time subjects will take to learn and recall which indicates slow learning. 3.2.4 Digits span memory: Digits span memory test is the subtest of the Wechsler Intelligence Scale for Children III by Weschler (1992). This subtest includes two parts a) digit forward and b) digit backward items. In it the researcher reads a series of numbers to the subject. In first part subject’s task is to listen and then recall these numbers correctly in sequence order as spoken by researchers. In second part, the subjects listen to a sequence of number and recall them in reverse order (Digit backward). The lengths of digit sequences begin with 2 digits, and two trials are given at each increasing list length. In both parts length of digit sequences increases as child responds correctly. Maximum scores of digit forward are 16 and of digit backward are 14. The average split- half reliability coefficient across all age group for digit span was .90 with an average standard error of measurement of .94. Digit span exhibited moderate criterion validity when correlated with the Stanford – Binet I V composite score (r = .48) and Stanford – Binet IV short term memory (r =.52) (Weschler, 1997). 3.3 Administration of tests: The subjects were administered above described tests namely the standard progressive matrices, the d2 attention test, serial learning and digit span memory test. The subjects were approached directly in their institutions for data collection. They were tested in small groups ranging from 10 to 15 subjects or individually after obtaining their willingness to participate in the study. The general testing conditions were satisfactory and atmosphere was uniform all through. Subjects were encouraged to respond in a realistic way without rumination on all tests too much. A good rapport was established with them in order to get real position on the measuring instruments. They were told about the importance of the study and that the data collected will not be made public, rather confidentiality of their responses will be maintained. Subjects were informed that their position on different behavioral measures would be intimated to them, if they desire so. Though there was no time limit, subjects were asked to complete the tests as early as possible. They generally completed serial learning in 15 to 30 minutes, intelligence in 20 to 30 minutes, digit span in 10 to 20 minutes and the d2 test is a timed test in which 20 seconds per line are allowed. The instructions and administration procedures were same for all the subjects, and in accordance with described by the respecti ve test authors. 3.4 Interventional procedure Before the beginning of intervention, the sample screening was done on a sample of 600 students with the help of standard progressive matrices by Raven , Court and Raven (1996), the d2 attention test by Brickenkamp Zillmer, (1998), serial learning by Janbandhu and Deshmukh (1985) and digit span memory test for the assessment of memory by Weschler (1992). In present research intelligence test has been used as a control variable to know about the normal IQ of the subject. These pretest tools were administered on students to measure the levels of decided dependent variables. Students having low score in attention, learning and memory were administered the mindfulness procedure for the period of 6 months. After 6 month’s training program, post testing was done of all three variables i.e. attention, learning and memory. Before Mindfulness practice, an orientation programme for fifteen days has been designed for subject with the help of breathing exercises and imagery techniques. At initial level, students were instructed to direct their attention towards the things present in their environment. Firstly they were instructed to notice whatever sounds they hear from the external environment and they observed, for example, sound of footsteps of passing person outside the room, ringing of bell, chirping of birds, any type of vehicle sound, sound of bench, noise of door etc. This procedure has been continued for a week for approx. 30-40 minutes per day. After that, students were asked to observe the movements of the children sitting around them, like sound of scrapping, sound of yawning, coughing. This procedure was also continued for seven days. In next session, with closed eyes they were asked to focus the attention on their own actions for instance, shaking of body, movement of hands, changing of body position etc. After an orientation program, mindfulness training has been received by the students. Mindfulness training focus on various aspects such as external environment, experience of the body, and attention to thoughts, feelings, mind and meditation exercise. The following are the some exercises which were adopted by subjects during 6 month interventional program. Mindfulness of the Environment: At initial level, Mindfulness Training directs children attention to things in their environment. The following two exercises are introduced in this section. Awareness of objects: In first exercise, children were shown an object (for e.g. clock, scenery) and asked to draw it. They were educated to spend time looking at the object and paying attention to smaller and smaller detail. Next day, same procedure was done. They were instructed to compare the drawings and the subjects were also asked to recognize the missing details from the first drawing that they memorized in the second. This procedure was followed for seven days for 30-40 minutes approximately each day. Awareness of Self in the Environment: In the second exercise of mindfulness training subjects were asked to pay their attention to themselves or experiences in the environment. This session was conducted in evening in which subjects were instructed to write down step by step what they did from morning to evening. They repeated this exercise for seven days and paid attention to their whole day activities and added new things from the previous one. Mindfulness of the Body: After the children awareness of the environment, the next exercise was to focus on their body awareness. This session follows three steps: Attending the senses: The Raisin meditation: This step involves being aware of one’s own experience of an object. For example, subjects were given 3 raisins and instructed to bring to their attention one raisin and observe that carefully as if they had never seen that before. They were asked to observe the thoughts and feelings regarding raisin while looking at it. After that they were asked to smell the raisin, and put it into their mouth, chew that slowly and feel the actual taste. They were instructed to consciously experience their all thoughts, feelings, smell and taste of the raisin. Later, they were instructed to repeat the same procedure with second raisin and considering it as the first raisin which they have ever seen. Same procedure was followed with third raisin. This exercise was also continued for seven days with another small food items such as popcorn, almonds and chocolate etc. Awareness of Movement: In this step children were asked to pay attention to their own body while interacting with environment. Children were instructed to move around the room and to become aware of each movement of their body posture e .g. feeling the movement of thigh muscles, foot coming off the floor and setting it back down, movement of hands and arms were also noticed that they were moving slowly or faster. They were also instructed that if their thoughts begin to wander from their body and their moving experience, they should note it and return their attention to a part of their body. Meditation on the Breath: This 10 days exercise begins with a simple practice of breathing exercise. In this step subjects were asked to notice the movement of their breath in all parts of their body (lungs, stomach, ribs, chest, and shoulder). They were asked to be aware of the natural rhythm of the breath, how cool air enters in the nose and warm air is exhaled. Later on, subjects were instructed to count how many breath they inhaled. One breathes equals one inhalation plus an exhalation. They were told to avoid distracting thoughts and only to pay attention to their breath. This exercise focuses on the current breath and effectively enhances the subject’s awareness on the present moment. Mindfulness Meditation: Mindfulness meditation focused on the present moment, while being aware of the internal sensation, thoughts and feelings. This mindfulness meditation process follows under headings: Attending to the Thinking Process: The purpose of this exercise is to bring subject’s awareness to their thoughts and feelings. Children become aware that how they are the producers of their own thoughts. They were instructed to close their eyes and wonder what their next thought is going to be so that they become very alert and wait for the next thought. This exercise has been continued for 10 days. Meditation on the Bubble: Subjects were instructed to observe their thoughts, release them and let them go without any judgement. For this, subjects continued the meditation for a few minutes in silence. After that they were asked to envision the bubble which slowly rising up in front of them. They were told to visualize as if each bubble contains thoughts, feelings and perception. They were asked to notice the first bubble rising up and observe every thought slowly floating away with bubble. The procedure was same with each bubble. Now they were asked to observe that their mind goes blank, and then visualise the bubble rising up with â€Å"blank†inside and slowly floats away. Another example like imagination of clouds was also included. This procedure has been continued for 10 days. Visualization Meditation: Finding a safe haven: This exercise is related to visualization in which subjects were instructed to imagine a place that they feel comfortable, safe and relaxing. It might be beach, lake, temple and their own bed. Slowly the place becoming clearer to them. They were asked to look at the surrounding of that place, walk around the place. They were asked to stay focused on that place, look closer at certain things and observed their own feelings. If they found that their thoughts were wandering, they were asked to observe them, and then focus on bringing the image of their place back into focus in front of them. When they feel relaxed, can open their eyes. 3.5 Scoring: In Standard Progressive Matrices calculations are based on raw scores. Each of the 60 items were scored as 0 for incorrected or 1 for corrected. Total score is converted into percentile score which translated into IQ respectively according to norms table. The d2 attention was scored with the help of two scoring keys 1 and 2 that are placed in the upper and lower lines so that the number is read off on the scale. The resulting score are TN i.e. total number of elements tried on the 14 lines. Scoring Keys 1 computed E1 which is number of mistakes due to omission and scoring key 2 counted errors of commission. Then numbers of errors are added for each column (E = E1 + E2).For overall performance of D2 attention test; firstly, TN-E has been measured i.e. resulted from subtracting the number of errors (E) from the total numbers of characters processed and secondly, CP i.e. concentration performance which is derived by subtracting the type 2 errors (E2) from the number of correctly crossed out relevant items has been calculated. Standard Scores and percentile ranks can be determined by the raw scores from the appropriate norms table. In serial learning experiment, total numbers of trials were noted. In digit span memory test one score has been given to each correctly repeated digit forward items and digit backward items and then final score is total numbers of trials of both digit forward items and digit backward items. 3.6 Analyses of data The obtained data were subjected to various statistical analyses. Although analyses most pertinent to the objectives of the study are descriptive statistics, correlation, paired t test and independent t test. Correlations among all pairs of variable were computed through Pearson Product Moment method. Independent t-test was run to examine the difference between boys and girls in attention, learning and memory and paired t test computed to examine the effect of mindfulness on attention, learning and memory.
Wednesday, November 13, 2019
Herman Melville Essay -- Biography
Many American novelists appeared during the harsh times that slavery existed. Herman Melville was one of them. Dying as one of the most unknown authors, his works came again and had major success. Despite not gaining major success during Melville’s time and receiving harsh criticism as well, Herman Melville remains one of the most important American novelists for his use of reoccurring themes and discrete symbols within his works. Born in New York in August 1819 (Szumski 13), Melville was full of imagination and his father’s treasures added to his creative mind (Robertson 33). Melville’s father was extremely successful, therefore giving Melville an advantage in life at an early age (Szumski 14). When his father passed shortly after the downfall of his company, Melville got multiple jobs to provide for his poor family (Szumski 14). Melville was just 12 when his father had passed away (Szumski 13). He felt even more pressure due to his older brother’s achievements as he already struggled with the desire to gain acceptance (Robertson 34). Herman Melville attended a strict New York Male High School and, ironically, struggled at a young age to read and write (Bengtsson). He had difficulty gaining approval of family members and his father once said, â€Å"Your little protà ©gà © Herman, although a monitor at the High School, is rather indisposed this evening.†(Robertson 35). Regardless of the negative feedback towards Melville himself, he never gave up trying to win the acknowledgement and acceptance of his family (Padilla). At just 20 year old, Melville went on his first journey across the sea; this was the start of his significant inspiration for years to come (Robertson 34). Sailing from New York to Liverpool would begin t... ...layed out in his lifetime (Spark notes). Some say that Benito Cereno is expressing Melville’s apprehensiveness on the topic of slavery and slavery itself (Spark notes). People overall felt great rigor in his works with the way Melville presented his characters and the motives of those characters (Bloom 33). They had a good idea that the readers of Melville were represented as the lawyer in Benito Cereno. Many of his readers noted that many of the characters had multiple sides to themselves which made it difficult to follow along. Although some found it hard to keep up with, they still pointed out many uses of Melville as a hidden symbol (Bloom 34). Although Melville went through troubling times and received harsh criticism, his works will remain some of the best novels ever written because of their unique structure, basis, and inspiration for his stories.
Monday, November 11, 2019
Functional Areas in Business
Task 1: Research different functional areas, provide definitions of each of these functions: * Customer Servise Customer service is the provision of service to customers before, during and after a purchase. Customer service is a series of activities designed to enhance the level of customer satisfaction – that is, the feeling that a product or service has met the customer expectation. Its importance varies by products, industry and customer; defective or broken merchandise can be exchanged, often only with a receipt and within a specified time frame.Retail stores often have a desk or counter devoted to dealing with returns, exchanges and complaints, or will perform related functions at the point of sale; the perceived success of such interactions being dependent on employees â€Å"who can adjust themselves to the personality of the guest, customer service plays an important role in an organization's ability to generate income and revenue. From that perspective, customer servi ce should be included as part of an overall approach to systematic improvement.A customer service experience can change the entire perception a customer has of the organization. * ICT Stands for â€Å"Information and Communication Technologies. †ICT refers to technologies that provide access to information through telecommunications. It is similar to Information Technology (IT), but focuses primarily on communication technologies. This includes the Internet, wireless networks, cell phones, and other communication mediums. In the past few decades, information and communication technologies have provided society with a vast array of new communication capabilities.For example, people can communicate in real-time with others in different countries using technologies such as instant messaging, voice over IP (VoIP), and video-conferencing. Social networking websites like Facebook allow users from all over the world to remain in contact and communicate on a regular basis. Modern in formation and communication technologies have created a â€Å"global village,†in which people can communicate with others across the world as if they were living next door. For this reason, ICT is often studied in the context of how modern communication technologies affect ociety. * Distribution Distribution means ensuring that goods are delivered to the right place on time and in the right condition. Commerce: The movement of goods and services from the source through a distribution channel, right up to the final customer, consumer, or user, and the movement of payment in the opposite direction, right up to the original producer or supplier. Securities: Payment of principal, interest, or dividend by the issuer of a security to the security holders, on a regular (typically monthly or quarterly) basis.Statistics: An order or pattern formed by the tendency of a sufficiently large number of observations to group themselves around a central value. The familiar bell-shaped curve is an example of normal distribution in which the largest numbers of observations are distributed in the center, with progressively fewer observations falling evenly on the either side of the center (average) line. See also frequency distribution, normal distribution, and standard distribution. * Marketing The management process through which goods and services move from concept to the customer.As a practice, it consists in coordination of four elements called 4P's: (1) identification, selection, and development of a product, (2) determination of its price, (3) selection of a distribution channel to reach the customer's place, and (4) development and implementation of a promotional strategy. As a philosophy, marketing is based on thinking about the business in terms of customer needs and their satisfaction. Marketing differs from selling because (in the words of Harvard Business School's emeritus professor of marketing Theodore C.Levitt) â€Å"Selling concerns itself with the trick s and techniques of getting people to exchange their cash for your product. It is not concerned with the values that the exchange is all about. And it does not, as marketing invariably does, view the entire business process as consisting of a tightly integrated effort to discover, create, arouse, and satisfy customer needs. †* Human resources The division of a company that is focused on activities relating to employees. These activities normally include recruiting and hiring of new employees, orientation and training of current employees, employee benefits, and retention.Formerly called personnel. * Sales The activity or business of selling products or services. Contract involving transfer of the possession and ownership (title) of a good or property, or the entitlement to a service, in exchange for money or value. Essential elements that must be present in a valid sale are (1) competence of both the buyer and seller to enter into a contract, (2) mutual agreement on the terms of exchange, (3) a thing capable of being transferred, and (4) a consideration in money (or its equivalent) paid or promised. Finance Finance is the study of how investors allocate their assets over time under conditions of certainty and uncertainty. A key point in finance, which affects decisions, is the time value of money, which states that a unit of currency today is worth more than the same unit of currency tomorrow. Finance aims to price assets based on their risk level, and expected rate of return. Finance can be broken into three different sub categories: public finance, corporate finance and personal finance. * ProductionThe processes and methods employed to transform tangible inputs (raw materials, semifinished goods, or subassemblies) and intangible inputs (ideas, information, knowledge) into goods or services. * Research and development Systematic activity combining both basic and applied research, and aimed at discovering solutions to problems or creating new goods and knowledge. R&D may result in ownership of intellectual property such as patents. In accounting for R&D costs, the development costs may be carried forward but the basic and applied research costs are often written-off as incurred. Administration Management: The interpretation and implementation of the policy set by an organization's board of directors. The administration of a business is synonymous with the performance or management of business operations, maybe including important decision making. Thus it is likely to include the efficient organization of people and other resources so as to direct activities toward common goals and objectives. Task 2: Using Newcastle College website find out about entry requirements to a Level 3 Business related course: 5 GCSEs A – C or equivalent at Pass level, ideally inc English ; Maths.If English is not your first language you will need an IELTS score of 5. Task 3: Using the college library research using a book the area of business you are most interested in: Business administration is the process of managing a business or non-profit organization so that it remains stable and continues to grow. This consists of a number of areas, ranging from operations to management. There are many different roles related to business administration, including business support, office manager, and Chief Executive Officer (CEO), among others. Most companies have a dedicated group of administrators.Main Areas The main areas incorporated into business administration are operations, logistics, marketing, economics, Human Resources (HR), and management. An administrator oversees these parts of an organization to make sure that they're all functioning properly and efficiently individually, and that they're all working together to make the business profitable. He or she may also come up with ways to make the department more profitable, and often delegates tasks to employees in the department. Large companies usually have at least one ad ministrator assigned to each area. RolesMost companies have a range of administrative roles in different parts of their corporate hierarchy. At the office level, there are business support officers, who might develop and maintain an office database, oversee other employees for projects, and help the manager with analyzing performance trends. At the next level there are office managers, who oversee an entire office, make budgets and analyses of staff performance, design procedures, and assign projects, among other things. If an organization is large, it may have several assistant managers to help the overall office manager.After office-level managers, there are division administrators, who oversee large portions of an organization. They generally specialize in one area of business administration. For instance, a company might have a person with a specialization in HR administration oversee that department and make sure it's working efficiently to meet the business' overall goals. Thi s includes things like measuring the performance of HR staff members, hiring new staff for the department if needed or getting rid of non-performing staff, and making sure that the process for hiring is workable.The head of overall operations in business administration is usually referred to as the chief executive officer (CEO) or president. The CEO and president may be the same office, but this varies between companies. The CEO, depending on the size of the company, may have several vice presidents, each responsible for one area of company operations. For example, there could be a vice president for marketing, one for research and design, and one for sales or customer relations. Each of these operate independently. Work EnvironmentThe work environment for someone in business administration depends largely on the type of job he or she is doing. Those on the lower end of the hierarchy often work in structured environments and make frequent reports to their superiors, while those high er up may have more freedom with their schedules. Depending on the type of organization, work hours may be 9 to 5 or they may be more flexible. Overtime is often required when big projects are nearing completion, or when annual analyses and presentations need to be made.Generally speaking, anyone in this type of position needs to have excellent communication skills, as he or she will be working with a lot of different people, sending out memos, and making reports. They also need to be comfortable with making presentations, and they need to be able to lead people. Another important skill is being able to understand how many different parts of a system or organization work together, so that they can make workable systems and figure out what's wrong with those that don't work.Most are also very good at math and have an understanding of economics, since they usually make budgets and analyze their office, department, or company's performance. Education Many universities offer business ad ministration programs for both online and offline study. A typical curriculum covers the critical aspects of operating a business such as customer service, business finance, marketing, and human resources. Aspiring administrators can improve their marketability by minoring in a related field such as an applied science for engineering or psychology for marketing and sales.Most large companies want applicants that have at least a master's degree in a business-related field. This involves getting hands-on experience, typically by interning at a corporation to get a feel for how the different aspects fit together. Depending on a student's chosen area, he or she may need to write and enact a business plan to prove your competency; for example, he or she might need to come up with a marketing or sales plan for a hypothetical product, targeting it at a given demographic.
Saturday, November 9, 2019
A Good Man Is Hard to Find: the Struggle of Acceptance
John Tucker Dr. Larry Composition II 30 April 2010 The Struggle of Acceptance The short story â€Å"A Good Man is Hard to Find†portrays forgiveness and change as a key factors leading to emotional turmoil resulting in the death of the grandmother. Both, forgiveness and change give reasoning for the murder and reasoning to prevent the murder. In both cases Jesus Christ shows His impact on life, peoples beliefs and motives. Death, even though a horrible incident, really gives perspective of how Christ influences the point of views of both the grandmother and The Misfit as points in commitment in Him and living a Christian life come into play.The Misfit spent his whole life believing in something that was, in my opinion as a believer, wrong. It is very hard to follow something your entire life and accept something entirely opposite in the matter of minutes and ask for forgiveness making it entirely difficult for The Misfit to commit toward what the grandmother was trying to pers uade. Living a Christian lifestyle, you must take in consideration that forgiveness takes part in commitment toward Jesus Christ. Commitment is something that you do not rush into, commitment is something that takes time and is something you build.To ask for forgiveness for sin takes courage and the want to turn wrong into right. This point in The Misfit’s life is where the fear of not only commitment but change takes its toll. Changing his perception meant changing his beliefs, and changing his beliefs meant changing his life. The Misfit was not only afraid of change but afraid of the fact that Jesus may have actually arisen from the dead, resulting in his beliefs to be obliterated and his life a terrible mistake. A realization this big forced him to eliminate doubt, in this case the grandmother trying to convince him of being, in her point of view, good.But the grandmother’s words didn’t fade along with her death; O’Conner commented on her own work sayi ng, â€Å"†¦the old lady’s gesture, like the mustard-seed, will grow to be a great crow-filled tree in The Misfit’s heart†¦Ã¢â‚¬ (Kennedy, Gioia 253) Without question, In my opinion, along with O’Connor’s, the grandmother’s act of reaching out to another son of God, forgiveness and change prove to show great effect in a person’s life in this story with the result of a drastic measure ending the life of a woman leaving a mark on The Misfit’s heart and beliefs.Not only was the Misfit’s life affected by change, but the grandmother’s life took a drastic turn as well. Supporting my idea, Elisabeth Piedmont-Marton stated â€Å"As the paths of these two characters converge . . . they are both given opportunities for grace. †(Brinkmeyer Jr. , from Kennedy, Gioia 267) Case in point, throughout the story the grandmother was worried about taking the image of a Christian woman other than acting like one. Being s elfish, the grandmother only thought of herself when the location of the trip was being decided.Not only did the dispute between the family and the grandmother represent her selfishness but more importantly her desire to save only herself as the people she loved died around her. The confrontation with the Misfit gave the grandmother’s attitude a turn in the opposite direction resulting in an understanding that her life wasn’t being lived in a Christian manner. This realization led to an attempt to save the Misfit’s life and help him make the right decisions in the future through the acceptance of Jesus Christ, probably the most honorable thing a person could do in their life.The struggle of accepting Christ and following Him with Christian morals really takes part in the story and is the main reason for conflict. Robert H. Brinkmeyer Jr. , a critic on Flannery O’Connor, studied O’Connor’s work and evidentially came to say O’Connor was , â€Å"Trying to bridge this gap between believing author and unbelieving audience†¦Ã¢â‚¬ (Piedmont-Marton) I believe O’Connor, â€Å"Trying to bridge this gap†¦Ã¢â‚¬ truly took the struggle of acceptance into consideration judging on her history for writing short stories and their plots.Symbolically, O’Connor uses the grandmother’s words of persuasion to suggest the power that good has over evil and the desperate actions evil will carry out to avoid the fact that it is mistaken. Forgiveness and change is among the last steps of transforming evil, or sin, into what is right. With that being said, evil makes a choice relying on the quality of persuasion, in this case the grandmother portraying the fact that forgiveness and change is still an option. Talk about death being the factor that influences the misfit and the grandmother specifically through Christ.Then emphasize how Christ is the center of the internal conflict. And then broaden the very end by talking about how the story is about death and how each faith impacts decision making and how the story turns out.Bibliography Piedmont-Marton, Elisabeth, for Short Stories for Students, Gale Research, 1997. Kennedy, X. J. and Dana Gioia. Literature An Introduction to Fiction, Poetry, Drama, and Writing. Boston: 2010. Print Brinkmeyer Jr. , Robert H. â€Å"Flannery O’Connor and Her Readers. †Literature An Introduction to Fiction, Poetry, Drama, and Writing. Ed. X. J. Kennedy and Dana Gioia. Boston: 2007. Print
Wednesday, November 6, 2019
The 5 Main Branches of Chemistry
The 5 Main Branches of Chemistry There are many branches of chemistry or chemistry disciplines. The five main branches are considered to be organic chemistry, inorganic chemistry, analytical chemistry, physical chemistry, and biochemistry. Overview of the 5 Branches of Chemistry Organic Chemistry: The study of carbon and its compounds; the study of the chemistry of lifeInorganic Chemistry: The study of compounds not covered by organic chemistry; the study of inorganic compounds, or compounds that dont contain a C-H bond (many inorganic compounds contain metals)Analytical Chemistry: The study of the chemistry of matter and the development of tools to measure properties of matterPhysical Chemistry: The branch of chemistry that applies physics to the study of chemistry, which commonly includes the applications of thermodynamics and quantum mechanics to chemistryBiochemistry: The study of chemical processes that occur inside of living organisms There are other ways chemistry can be divided into categories. Other examples of branches of chemistry might include polymer chemistry and geochemistry. Chemical engineering might also be considered a chemistry discipline. There is also overlap between disciplines; biochemistry and organic chemistry, in particular, share a lot in common.
Monday, November 4, 2019
Constitution - Separation of Powers and Checks and Balances Essay
Constitution - Separation of Powers and Checks and Balances - Essay Example The legislative branch of the government of the US has the legitimate power of creating rules and regulation that govern the nation and has the right to keep a complete check and balance of the actions of the executive branch (Northrup, 2003, p.44). They have the ability to override a particular president’s power to veto by gaining a majority vote comprising of two thirds majority. They even have the ability to finances several actions conducted by the executive branch and can remove a residing president through the process of impeachment. They even are the ones who approve the appointments conducted by a particular president and treaties signed. The legislative branch can maintain checks and balances over the judicial branch be creating lower courts and removing judges through the process of impeachment and they even are the ones who approve and disapprove of appointed judges. On one end is the legislative branch that makes the laws, the legislative branch is responsible for carrying out laws. It can exercise check and balance on the legislative branch through their power to veto and hold extra special session for the congress and they even participate in law making by recommending legislative amendments and they can even appeal to the people of the legislative branch. They even conduct checks and balances on the judicial branch as the judges of the Supreme Court as well as federal level judges are appointed by the President of the United States. Similarly, the judicial branch has the ability to conduct checks and balances on the legislative and executive branch. They monitor and control the executive branch as judges that are appointed cannot be controlled by the executive branch and have the right to make decisions without any influence and they can use their power of judicial review to judge actions conducted by the executive branch as
Saturday, November 2, 2019
Examination and evaluation of supplier partnerships and strategic Essay
Examination and evaluation of supplier partnerships and strategic alliances in the development and management of the supply chain - Essay Example It is also essential that barriers are removed. The factors again vary across industries. There are gaps in the literature and hence it is proposed to undertake a study to determine the variables and form a well planned supply chain to suit individual needs. In order to conduct this research, it is proposed to use the qualitative method of research employing the focus group interviews followed by a detailed case study. The participants would be selected based on their involvement in the supply chain formation process. Focus groups interviews would be better than individual interviews as it is usually a team of members that are responsible for such decisions. Besides, in a group, the members are more expressive than in individual interviews. This data would then help to study it through the case study approach which is essential to have a deeper insight. The ethical issues would be taken into account and it is expected that this research would benefit the future managers responsible i n the forming strategic alliances and partnerships in the supply chain process. Supply chain represents the sequence of process involved in the complete manufacturing and distribution cycle of any product. Globalization, increased price war, changes in technology and the ever increasing-demands of the customer has made the manufacturing companies conscious of these constant changes taking place. To survive in this competitive market strategic alliances and partnerships become inevitable. It became necessary to manage all aspects of the supply chain; they need to cut costs without compromising on quality of product or service. The objective of this paper is to explore and evaluate that strategic alliances and partnerships in the supply chain management have to be well planned to suit individual needs. While a lot of literature is available on how firms have benefited from supply chain management, knowledge is
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