Profit Maximization / Maximization of Shareholder Wealth Essay

The primary goal of financial management regarding corporations should be to maximize shareholder wealth on the whole. If management was to only concentrate on profit maximization, they would more than likely run their corporations into the ground. The very existence and concept of a corporation is beneficial to business in numerous ways. First and foremost, corporate status helps release management from possible enourmous financial liability issues. Second, shareholders are the key of checks and balances in a corporation. Management is wise to heed the concerns and needs of shareholders. The book uses a good example when referring to mergers. A merger in the future of a corporation could be viewed as a positive move – bringing more wealth, more talent and/or a larger consumer base. However, management could see the move as a negative one as they would have to possibly change roles and give up certain privledges they are accustomed to. Although the merger may bring the corporation positive growth, management could be reluctant to make the merge. This could be the case in a main goal of personal profit maximization. Without the merge, the company could lose steam and competitiveness and shareholder could lose in the end. It is important to note that shareholders may be employees of the firm who would become more loyal and efficient when they are rewarded financially. Shareholders financially invest in the corporation and if rewarded with good returns, will continue to invest generously. The more shareholders find value in a given corporation, the more likely they are to financially invest, which in turn gives the corporation more positive funds to grow business. Also, social responsibility may play a part in the maximization of shareholder wealth. If the public perceives a corporation as being socially responsible they may become more loyal customers. Knowing that a local corporation has taken steps toward pollution control would make me much more likely interested in consuming their goods as I would feel that I was aiding my community. More business from loyal consumers maximizes profits as well as shareholder wealth. Although the above example of pollution control may  cost more for the corporation than not deploying the controls, it would create a more loyal customer base. I believe that a loyal customer base is more beneficial to have than a fly-by-night customer. As shareholders are rewarded financially and P/E grows, corporations appear to be winning investments on the stock market. The more value customers perceive in a business, the more likely they are to financially support the institution.

Captivity of Mary Rowlandson and the Relation

Both of these writers encounter and more importantly, live amongst the Native people of the Americas as captives at one point of their lives. However, each experience different situations and go about representing those situations in their writing in two completely dissimilar narratives. Each of them enter into captivity with distinctive roles-?Rowland as a Puritanical mother and Caber De Vacate as a Spanish Imperial explorer. Railroading's overall tone in her narrative can be described as edifying in the sense that A Narrative of the Captivity and Restoration of Mrs..Mary Rowland can be used as a example for readers, especially in her overall belief in God. She says, m{et the Lord still showed mercy to me, and upheld me; and as He wounded me with one hand, so he healed me with another (Bam and Levine 261). † Rowland demonstrates the recurring theme of the centrality of God and HIS will In this one sentence which could possibly be used to correspond to the entirety of her capti vity. Notice her use of a dichotomy in the sentence. She is â€Å"wounded. † But then, she is â€Å"healed. † With what?With God's Hand. This exhibits Railroading's belief that God Lana everything: good and bad. It can also be concluded that Railroading's narrative shows the more generalized view of the Puritan beliefs. Also, note Railroading's tone in this passage of the narrative that can be associated to the good and bad that God plans. ‘Wounded† carries a more despaired tone while â€Å"healed† holds a more hopeful tone-?the hope In God that He will carry her out of her despair. Rowland continuously revisits the idea of God's centrality in her whole narrative.She says: I have thought since of the wonderful goodness of God to me in reserving me in the use of my reason and senses in that distressed time, that I did not wicked and violent means to end my own miserable life†¦ When I came I asked them what they had done with It; then they told me It was upon the hill. Then they went and showed me where It was, where I saw the ground was newly digger, and there they told me they had buried it. There I left that child in the wilderness, and must commit it, and myself also in this wilderness condition, to Him who is above all.God having taken away this dear child†¦ (Nina and Levine 261-262). As a Christian and other, this must have affected Rowland severely. The thought of her dead baby being buried by soulless savages without any proper Christian funeral rites probably outraged her, but nonetheless, she refuses to end her â€Å"miserable life† and quickly punishment from God, but also notes that through and after captivity, God saved her. Alva Ounce Caber De Visa's account of his captivity with the Karakas Indians and several other Indian tribes also has this presence of God that is explicit in Railroading's narrative.The Relation constantly addresses â€Å"God our Lord. † He says in is dedication, â€Å"A lthough everyone wants what advantage may be gained from ambition and action, we see everywhere great inequalities of fortune, brought about not by conduct but by accident, and not through anybody fault but as the will of God (Bam and Levin 44). † It is important to make a note of the fact that Caber De Vacate was an imperial explorer for Spain under Painful De Narrate.The reason for his expedition in America was to claim the Florida territory for Spain, but the expedition failed greatly and led to the captivity of Caber De Vacate and three other men. Like Rowland, Caber De Vacate returns to civilization. Although he does not refer to his captivity as punishment from God, he does mention his incarceration as nobody's â€Å"fault but as the will of God. † It can be implied that Caber De Vacate says this to escape any actual punishment he may receive from the Spanish crown. After all, the expedition was funded with the expectation of profit I. . Gold and silver. He mentio ns at the end of the dedication, â€Å"l beg that it may be received as homage, since it is the most once could bring who returned thence naked (Bam and Levine 45). † The underlying tone in this sentence is desperation-?desperation in that sense that the king accept his narrative and desperation, and even perhaps hope, that God will deliver him from any forthcoming punishment made from the king. Caber De Vacate â€Å"begs† that his account can be viewed as a gift while claiming the role of â€Å"God's will† in his captivity.Thus, he implies that his nakedness in both appearance and profit be seen as something God himself determined. Caber De Vacate says, â€Å"Eating the dogs seemed to give us strength enough to go forward; so commending ourselves to the audience of God our Lord, we took leave of our hosts, who pointed out the way to other nearby who spoke their language (Bam and Levine 48). † Like Rowland who put her faith in God, Caber De Vacate, along with the other survivors, commends himself to God's guidance. However, he actually comes to respect the Indians as he resides with them which is expressed near the end of The Relation.He shares: To the last I could not convince the Indians that we were of the same people as the Christian Slavers†¦ We ordered them to fear no more†¦ After we had dismissed the Indians in ace and thanked them for their toil in our behalf†¦ [The Christians] took us through the forests and wastes so we would not communicate with the natives and would neither see nor learn of their crafty scheme afoot. Thus we often misjudge the motives of men; we thought we had effected the Indian's liberty, when the Christians were but poising to pounce (Bam and Levine 51).Notice how Caber De Vacate refers to the Spanish as â€Å"the Christians. † He does not include himself in the passage as one of the Christians probably because he has been able to tolerate and come to respect he native people. He does try to persuade the Indians that he is of the same race simply for their safety. He says: Lazar bade his interpreter tell the Indians that we were members of his race who had been long lost†¦ The Indians paid no attention to this. Conferring to themselves, they replied that the Christian's had lied: †¦ E healed and lanced; we coveted nothing but gave whatever we were given, while they robbed whomever they found and bestowed nothing on anyone (Bam and Nina 50) This differs from Rowland who regularly refers to the Native Americans as savages. In Caber De Visa's text, it is these â€Å"Christians† who appear to be the savages. The tone in this passage is almost regretful. Caber De Visa's use of dichotomies in this passage iterates the sadness on the idea that these supposed holy men ravage on helpless, innocent Indians according to God's will.This is exactly the opposite in Railroading's text where she views the native people as nothing short of barbaric like in the instance where her baby is improperly buried according to Christian guidelines. However, there are instances where Rowland comes to note the molarities between the Englishmen and the Indians. She also comes to somewhat embrace the savagery of the Indians when she eats bear's meat and finds it â€Å"savory' and â€Å"pleasant† rather than repulsive as Caber De Vacate does when he eats dog meat and prances around naked.

Succubus Heat CHAPTER 12

Searching the Internet didn't turn up much, just as I'd feared. Still, I took some satisfaction in at least doing something. It kept my mind off my possibly impending death. It kept my mind off demons descending on Seattle. Most importantly, it kept my mind off Seth. Because if I thought about him, I was going to think about touching him and kissing him and†¦well, a lot of other things. My feelings for him were starting to consume me, almost to the extent that my other problems seemed trivial. So, I lost myself in Google searches, hoping for any scrap of information about demon summoning. As expected, most of my hits sent me to sites on role-playing games and Dr. Faustus. Still, I felt better than if I'd just sat around. Driving to the meeting at the Cellar was about as agonizing as walking to the bookstore had been. I took slow back roads, unwilling to face the congestion and speed of the freeways. The Cellar was a pub a lot of Seattle immortals liked to frequent. Whoever had organized this event had apparently reserved the restaurant's back room, which was normally used for banquets and wedding receptions. I didn't have to sense demonic magic to know they'd sealed off the space from prying ears. The dimly lit room was crowded when I entered. I recognized some of the local lesser immortals, but most were demons I didn't know. Few sat at the long table, which was covered with appetizer plates and bottles of wine. Most people stood around the edges, deep in conversation, or had pulled chairs up in tight, furtive clusters. Grace and Mei were both working the room, looking as businesslike and efficient as ever-albeit edged in an uncharacteristically frazzled air. For the first time ever, they were dressed differently, and I wondered if stress had prevented them from coordinating their wardrobes. Mei wore a red skirt and blazer with a necklace made of tiny alternating gold and silver rings. Grace wore a linen pantsuit with a chunky stone choker with a crescent moon pendant. Peter, Cody, and Hugh stood in the corner and waved me over. â€Å"Hey,† I said, â€Å"what's going on?† â€Å"Not much,† said Hugh. â€Å"This seems to be more of a meet and greet. Not a lot of organization.† We fell silent, all of us watching the interactions. In the opposite corner, I saw Cedric gesturing dramatically as he spoke. His face was dark and intent, and Kristin stood nearby with a clipboard and rapt expression, taking notes. Not far away, Nanette stood with her lovely, unreadable face while listening to another demoness talk. â€Å"So, you must be Jerome's staff.† The four of us turned. None of us had noticed the demon approaching, thanks to losing our ability to sense immortal signatures. This whole experience, I decided, really was like being bereft of sight or smell. This particular demon was no one I knew. He had a big toothy smile and skin that looked like it had had a tanning job go bad. His spiky white-blond hair wasn't doing him any favors either. He extended a hand. â€Å"I'm Tom. Pleasure to meet you all.† We each shook his hand in return, introducing ourselves. He held our hands with great vigor, like a politician on the campaign trail. If we'd had a baby, I had no doubts he would have kissed it. â€Å"I imagine this must be pretty strange for you,† he commented. â€Å"But I want you to know that we're all here for you. There's nothing to worry about-things'll be back to normal before long.† â€Å"Thank you,† I said politely, giving as good a succubus smile as I could in a non-succubus state. Snark around a demon was never a good idea. Snark when you didn't have your normal powers? Horrible idea. â€Å"We're just anxious to get Jerome back.† His smile faltered a little but quickly resumed. â€Å"Yes, yes. Of course. We're all doing everything we can. But, of course, you know there's a chance Jerome might not be found†¦Ã¢â‚¬  â€Å"So we've heard,† said Hugh, speaking as politely as I had. Tom nodded. â€Å"But don't worry. In the tragic event that happens, we'll make sure you guys are taken care of. You can rest assured that Seattle's next archdemon will rule with control and competence, making sure you're able to perform your duties in an efficient and effective manner.† I had a feeling he was on the verge of telling us how, if elected, he'd cut taxes and increase jobs, but we were interrupted by a high-pitched voice. â€Å"Georg- gee -na!† A seven-foot woman was heading toward us. She had ebony-black skin that looked horrible with her orange hair. The combination made Tom's features look supermodel gorgeous. Gold eye shadow shot all the way to her eyebrows, its glitter rivaled only by the multicolored sequins of her dress. A black feather boa flared around her as she walked. Several demons in the room froze and watched her, which was remarkable. Demons are not easily fazed. â€Å"Who's that?† asked Cody. Just like with Tom, Cody could sense neither the identity nor even the type of this immortal. But I needed no such clues. â€Å"Tawny,† Peter and I said in unison. â€Å"How do you guys know?† asked Cody. â€Å"The clothes,† said Peter. â€Å"The whine,† I said. Tom was standing there, mouth half-open. A moment later, he recovered himself. â€Å"Well, it was nice meeting you all. I hope you'll come talk to me if you have any questions or concerns. I'm very eager to get to know you all better.† He scurried off just as Tawny reached us. We stared. â€Å"What the hell happened to you?† exclaimed Hugh. Tawny pouted. â€Å"Well, there was this really nice guy that I wanted. Really pure and-â€Å" â€Å"Tawny,† I interrupted. â€Å"I've told you a hundred times. Stop worrying about the good ones.† She shook her head. â€Å"No, no. He was into me. Well, he was into this.† She gestured to her body. â€Å"I figured out that he had these weird fantasies his wife didn't know about. So, I put on this shape, and we did it . And the energy†¦it was amazing.† I couldn't hide my astonishment. Tawny had managed to score a decent guy. She'd used a strategy that, while basic, was also highly effective: exploiting secret desires. It could shake the unshakable soul. â€Å"Wow,† I said at last. â€Å"That's great. I†¦well, I can't believe I'm saying this, but I'm proud of you.† She sighed. â€Å"But I didn't get to enjoy the rush. Like, ten minutes after it happened, it went away. Everything went away. I started feeling sick and-â€Å" â€Å"Yeah, we know the rest,† said Cody, not unkindly. â€Å"And I was wearing this body, and now†¦now I'm stuck with it.† Under normal conditions, this would have provided hours of hilarity. For now, I actually felt bad for her. â€Å"Well, hang in there. They say this won't last for long.† Tawny nodded unhappily. â€Å"Yeah. Here's hoping.† Then, unexpectedly, she brightened a little. â€Å"Oh, but hey, you were totally right about the blow-job thing.† Hugh's head whipped around to stare at me. â€Å"What?† Before I could say anything, Mei thankfully shouted for everyone's attention. And when I say shouted, I mean it. She used her power to amplify her voice, so it rang painfully through the whole room, making a lot of us wince and cover our ears. Several people backed away, giving us a clear view of her and Grace. â€Å"We want to thank everyone for coming,† Mei said, returning to her usual flat, emotionless voice. â€Å"And we appreciate everyone's help as we try to keep things running around here. Mei and I have everything under control right now, but the concern everyone's shown is certainly†¦admirable.† There was the slightest wry note in Grace's voice as she glanced around at the assembled demons. Many of them straightened up and smiled, acting as though they truly were here out of concern for us. â€Å"We know you're as anxious to find Jerome as we are,† said Mei. â€Å"And we'll be doing everything we can to locate him.† Some of those smiles tightened a little, and the crowd shifted uncomfortably. As I'd told Seth, not everyone was so eager for Jerome's return. â€Å"Yes, of course,† a booming voice said. Tom had joined Grace and Mei in the spotlight. â€Å"Jerome is our top priority, of course. And if-I mean, when-he's found, I'm sure Management will be most eager to talk to him about how this happened in the first place. No doubt he will need a little†¦rehabilitation, and should he be unable to fulfill his duties, I for one am ready right now to step up and run infernal affairs in Seattle.† â€Å"Well, Tom.† A dark-haired demoness from across the room straightened up from where she leaned against the wall. â€Å"If memory serves, your leadership in Tuscaloosa didn't end so well.† Tom glowered. â€Å"That was not my fault.† So it began. The meeting slowly degenerated into chaos and mostly became about each demon talking about why he or she was the best choice-and why all of the others were completely unfit. It was like a year of presidential campaigning condensed into an hour. â€Å"Look at Grace and Mei,† noted Hugh. â€Å"They look like they want to smite this entire room.† â€Å"Well,† I said. â€Å"That's the thing. All these demons are talking about keeping hellish affairs in order here, but those two are the ones who are actually doing it right now.† â€Å"Hell should just let them take over if Jerome doesn't come back,† said Cody. I gave him a sharp look. â€Å"Er, I mean, not that there's any question of that. He'll be back.† â€Å"Let's hope so,† a new voice said. Cedric had strolled over and joined our circle, Kristin in tow. â€Å"Whatever,† I said, unable to hide a smile. â€Å"You can't tell me you want him back. This is your perfect chance to create your great Northwest empire.† He shook his head. â€Å"No, believe me, I want nothing to do with any of this. Compared to some of these losers, Jerome suddenly seems like an ideal neighbor.† It was very much like what Isabelle had said. â€Å"I don't suppose,† Cedric added, â€Å"that you're going to be coming back up to Vancouver?† I hesitated. Was I? Who did I answer to now? Did Jerome's orders still stand? â€Å"I†¦I don't know,† I admitted. â€Å"I don't know what I'm supposed to. If I should leave.† â€Å"Well,† he said. â€Å"It wasn't like you were doing that great a job.† â€Å"I was too! I'd gotten them to back down before their so-called angel spoke to them. She told them not to trust me.† I frowned, wondering if I should go on. I didn't know who to trust without Jerome around, and as Hugh had said, Cedric was still a very likely candidate for Jerome's summoning, in spite of my gut instinct. â€Å"And you know†¦I think I have an idea about who did this and who that angel is†¦Ã¢â‚¬  Cedric groaned. â€Å"Will you give up on Isabelle already?† I shook my head and lowered my voice. â€Å"I don't think it was her. I think it was Nanette.† The incredulous look on his face didn't change. â€Å"That's as ridiculous as Isabelle. You were there. You saw Nanette come to me because she was simply worried about managing her own territory.† â€Å"Funny, she had a similar meeting with Jerome not long after that.† Cedric's face kept that cool, skeptical expression that demons excelled it. But, I was pretty sure I could see a spark of interest in his blue-gray eyes. â€Å"That doesn't mean anything.† Another gut feeling told me he was lying. He started to turn, but then Cody spoke, voice hesitant. â€Å"Excuse me†¦do you know†¦are we mortal?† Cedric hesitated a moment and then laughed. When none of us said anything, he glanced between all our faces. â€Å"Oh. You're serious?† â€Å"Why is that such a crazy question?† I demanded. â€Å"We've lost everything else that makes us immortal.† â€Å"You've lost it to keep you out of trouble,† said Cedric. â€Å"Nobody wants you guys running around unsupervised with your normal abilities. So when you lose an archdemon, you get cut off. But you're still immortal. You think you can get out of your contract with something as easy as death?† â€Å"So we could get hit by a car and still be okay?† asked Cody. â€Å"Of course. Sure, it'd take awhile to recover. You'd heal like a human, but you'd eventually heal.† â€Å"What if we got decapitated?† asked Peter. â€Å"Yeah,† agreed Cody. â€Å"Like in Highlander ?† Cedric rolled his eyes. â€Å"Don't get decapitated, and we'll never have to find out.† He focused on me. â€Å"Look, stay here for a while. Something tells me that the Angel of Darkness isn't going to be making any appearances anytime soon. I suspect the distraction is over.† â€Å"I agree. Thanks.† He gave me a curt nod and started to turn. Then, he glanced back at Tawny and did a double-take. â€Å"What's your name?† â€Å"Tawny,† she replied. He eyed her from head to foot and then turned to Kristin. â€Å"Get her number and set up a date.† I saw a spark of something in Kristin's eyes, and it took me a moment to identify it. Jealousy. Reflecting back on the way she doted on his affairs, I shouldn't have been surprised that she had a crush on him. She flipped through a few pages in her clipboard, her lips tight and disapproving. â€Å"You've got a lot of appointments this week. You hate it when you've got back-to-back events.† She spoke levelly, but I could tell that while part of her warning came from true concern, another part of her welcomed the chance to throw a kink into his dating life. Cedric didn't appear to notice. He waved a dismissive hand. â€Å"Cancel something unimportant. You'll know what to do.† He wandered off while Kristin took down Tawny's number. â€Å"We'll be in touch,† Kristin said flatly. â€Å"Huh,† said Tawny, once Kristin was gone. â€Å"He's kind of cute. Maybe this body isn't so bad after all.† I exchanged glances with Hugh and Peter. They looked a lot like I felt: weary and frustrated, with the secret suspicion that this was all almost funny. â€Å"Well,† I said, watching Tawny smile with delight. â€Å"At least someone's happy with all this.†

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American Civil War - Essay Example These polarized objectives constructed the value system of the two Generals and their respective armies. More so, they shaped the history of America; and gave a blueprint of its future - the American life. On April 9, 1865, when Lee surrendered at Appomattox Court House, Virginia, the Civil War came to the edge of end. It was a moment in history when a nation was going to be born sans slavery, sans right of succession, and abiding everything 'freedom' and 'equality' meant in essence. However, the constant collision of ideologies that had preceded this conclusion for about five years of Civil War (1861-65) is an interesting phenomenon to observe. Lee came from Virginia, and family-values, culture, traditions, chivalry, knighthood, were the elements around which his people and his life revolved and evolved. That stratification was a convenient and apt way to construct the social order - he firmly believed in. That 'land' is the primary and only source of wealth and influence - was the motivation behind all his actions. That the privileged who owned the land shoulder responsibility towards the rest of the community as well as possesses the power to monitor the actions and occupations of the community - he upheld it. Slavery and right to succession were corollaries to the beliefs of the 'land lord'. And the belief in 'landed nobility', was the guiding factor for thousands of elite men from the Southern states who plunged into war, willing to die, willing to sacrifice their everything for the cause that Lee believed in. However, the day Lee surrendered at Appomattox, it was the culmination of 'landed nobility' and the cause was lost. (Catton, pp. 17-44) On the other hand, Grant, who came from the Western front, was the son of a tanner. His background signified everything he was, and believed in - in living life the tough way, in self-reliance, in forgoing past, and in focus on future. He turned down the social order based on privileges that ran down the traditions and land-ownership. He stood for democracy, equality, and competition. If privileges meant anything to him - those were the privileges that a man earned by virtue of his competitiveness. However, along with these beliefs, ran a strong sense of nationalism. He believed in living and working in a country where nation supported the individual and individuals supported the nation - prosperity of both being complementary to each other. To Grant and his people (the Westerners), 'community' meant the whole of United States of America as against the Southerners, to whom 'community' meant only their region. This is the striking line that sets apart General Lee and General Grant and their respective people. (Catton, pp. 47-59) Lee and Grant: Two Similar Leaders Though Lee and Grant were as different as two men could ever be, yet the aspiration that ran beneath everything that they did made them strikingly similar to each other - it was the aspiration to lead their people towards a future they believed in. The two leaders were no better fighters than each other - none gave up in the face of adversity. While in spite of his army's and his personal handicaps Grant fought his way down the Mississippi valley, Lee hung on in a trench at Petersburg even when defeat stared him in his face. They both moved with resourcefulness and speed. Due to this, Lee won at Second Manassas and

Application of Theories in Firms Assignment Example | Topics and Well Written Essays - 2000 words

Application of Theories in Firms - Assignment Example Companies use penetration marketing to gain market share and retain their customers Method Various literature and information were evaluated as regards the culture of employee empowerment theory. Empowerment as a social theory is traceable to Freire, an educator and humanitarian of Brazilian origin who espoused a plant for liberating the oppressed in the world using education. The idea of empowerment was mostly associated with alternative approaches to social or psychological development. The theory of employee empowerment suggests that employees will undertake their duties and responsibilities in a more responsible, efficient, and effective manner if they are allowed to behave in a less encumbered way and are better informed (Hur, 2006). Employee understanding of the mission, objectives, vision, and goals of the company will enable them demonstrate greater initiative, risk-taking and responsibility when they are effectively trained, accorded an environment that is relatively free of castigatory consequences and they have some authority in making decisions. It involves delegating authority up to the lowest level within the organization where decision making is allowed. Over the past twenty years, the theory of employee empowerment has been tried and proven to yield considerable predictive value (Towns, 2010). Employee empowerment culture gives employees the leeway to make decisions by themselves and this gives a lot of room for creativity, and entails principles of shared leadership and is a shift from the traditional hierarchical leadership method. It incorporates an approach that is motivational where not much independent power and authority is accorded to employees. The other approach is relational that entails a lot of power decentralization (Towns, 2010). Question Two The theory of penetration pricing is a strategy that entails giving customers a markedly low price (compared to average market price) at the early stages of the business enterprise with the b elief that over time due to experience and increased efficiency, costs of production will go down for instance due to economies of scale. This ultimately leads to the enterprise becoming profitable (Rao, 2009). It is suitable when a completely new product is being introduced, the market has customers that are price sensitive, a threat of a competitor entering the market exists, and continuous innovation is expected. Question three This memo reviews Google and Wal-Mart as two companies in the USA that practice employee empowerment and penetration pricing; respectively. Most traditional companies condition their employees to rely and depend upon leaders whom they really have no intrinsic connection to as the means for company progress. Employees are just not trusted to make the right decisions on matters affecting the company on their own (Llopis, 2010). Google has shown leadership and ‘breaking away’ from the pack by empowering their employees to make decisions and explo re their creativity. Google employees are empowered to use 20 percent of the time they spend at work daily to pursue personal projects that are not related to Google as a company and remarkably enough, this presently accounts for half of Google’

Orlando Is My Favorite Place Essay Example | Topics and Well Written Essays - 500 words

Orlando Is My Favorite Place - Essay Example As one walks along the main areas of the city, one can see that it has a number of renowned eateries and restaurants as well as art based activities for people, for the purpose of recreation, entertainment attractions, and hanging out. It is very well built in terms of infrastructure and is very actively lived in the city. The sounds of Orlando include traffic noise as well as the hustle and bustle of people roaming around trying to absorb the sights of the city. On the east side of the city, there is beautiful landscaping along with lush greenery and a clean environment for people to live in. This area mostly consists of residential places to live and has very well planned areas with convenience with respect to shopping, transport, eating out as well as schooling and education. Most of the roads in Orlando are well connected to each other, thus providing only 30 minutes of travel and commute time from the corners to some of the city’s main attractions. Orlando is soon becomin g a haunt for urban people as the suburbs are becoming sprawled with homes to live in as well. The aromas of various cuisines waft all around Orlando as it is dotted with food stalls at every corner and road. Shopping malls adorn the main areas as well as making it easier to see women, men and children moving along happily feeling good. The place is very overwhelming for many people as they are about to do almost everything they want to and thus it makes it gives for a very exciting buzz in the air.

How classic was the 1959 mini Essay Example | Topics and Well Written Essays - 7500 words

How classic was the 1959 mini - Essay Example In the aftermath of the Suez Canal’s closing, car sales plummeted, and the cars which were being sold off at that time had low performance and were unattractive. Upon recognizing the need for better cars, all car manufacturing companies responded by producing cars that were efficient in terms of the technology which as there at that time. Germany introduced the â€Å"bubble cars† which were slow and had only three wheels (Mini Cooper History, n.d.). Sir Leonard Lord who was then currently managing the British Motor Company did not find the bubble cars much to his taste. Coincidentally, the British Motor Company rehired Sir Alec Issigonis, who was given some basic requirements on a car that was to be developed by British Motor Company. The fundamental requisites for the said car were: Sir Alec Issigonis took the current A-series engine from the British Motor Company Austin car and set it in a transverse position on the front wheel drive chassis, while placing the radiator on the left side of the engine. The early mini that was designed by Sir Alec Issigonis was publicly released on August 26, 1959. it was sold as either the Austin Mini Seven or the Morris Mini Minor. The engine offered was the said Austin engine that had a 850cc and generates a thirty-four (34) horsepower speed (Mini Cooper History, n.d.). Since Sir Alec Issigonis had a passion for smoking and dislike of music, the first mini car design had an ashtray and without any radio for musical entertainment. It also consists of sliding windows which avoided the construction of mounting of car window handles on the car door. Hence, with the extra door space large pockets were built. It also sported a centered mounted large speedometer. The first mini sold more than 116,000 units in its first year of production (Mini Cooper History, n.d.). But given that not everyone

Ignou solved assignment 2014 Essay Example for Free

Ignou solved assignment 2014 Essay Describe the evolutionary process of organization design and different perspectives of organization design and their relevance. Q. Explain the meaning and purpose of Job design and briefly discuss the impact technology has on Job design. Q. Discuss the purpose of organizational analysis and briefly describe the tools which could be used for organizational analysis and their effectiveness. Q. Identify different kinds of change which take place in organization and strategies which are used for change and their effectiveness. Discuss how resistance to change can be handled before implementing it. Give examples. Q. Discuss the process of institution building and the role of chief executive in institution building with an example. 1. Organization design-A process for improving the probability that an organization will be successful. More specifically, Organization Design is a formal, guided process for integrating the people, information and technology of an organization. It is used to match the form of the organization as closely as possible to the purpose(s) the organization seeks to achieve. Through the design process, organizations act to improve the probability that the collective efforts of members will be successful. Typically, design is approached as an internal change under the guidance of an external facilitator. Managers and members work together to define the needs of the organization then create systems to meet those needs most effectively. The facilitator assures that a systematic process is followed and encourages creative thinking. Hierarchical Systems Western organizations have been heavily influenced by the command and control structure of ancient military organizations, and by the turn of the century introduction of Scientific Management. Most organizations today are designed as a bureaucracy in which authority and responsibility are arranged in a hierarchy. Within the hierarchy rules, policies, and procedures are uniformly and impersonally applied to exert control over member behaviors. Activity is organized within sub-units (bureaus, or departments) in which people perform specialized functions such as manufacturing, sales, or accounting. People who perform similar tasks are clustered together. The same basic organizational form is assumed to be appropriate for any organization, be it a government, school, business, church, or fraternity. It is familiar, predictable, and rational. It is what comes immediately to mind when we discover that we really have to get organized! As familiar and rational as the functional hierarchy may be, there are distinct disadvantages to blindly applying the same form of organization to all purposeful groups. To understand the problem, begin by observing that different groups wish to achieve different outcomes. Second, observe that different groups have different members, and that each group possesses a different culture. These differences in desired outcomes, and in people, should alert us to the danger of assuming there is any single best way of organizing. To be complete, however, also observe that different groups will likely choose different methods through which they will achieve their purpose. Service groups will choose different methods than manufacturing groups, and both will choose different methods than groups whose purpose is primarily social. One structure cannot possibly fit all. , the form of organization must be matched to the purpose it seeks to achieve. The Design Process Organization design begins with the creation of a strategy — a set of decision guidelines by which members will choose appropriate actions. The strategy is derived from clear, concise statements of purpose, and vision, and from the organization’s basic philosophy. Strategy unifies the intent of the organization and focuses members toward actions designed to accomplish desired outcomes. The strategy encourages actions that support the purpose and discourages those that do not. Creating a strategy is planning, not organizing. To organize we must connect people with each other in meaningful and purposeful ways. Further, we must connect people with the information and technology necessary for them to be successful. Organization structure defines the formal relationships among people and specifies both their roles and their responsibilities. Administrative systems govern the organization through guidelines, procedures and policies. Information and technology define the process(es) through which members achieve outcomes. Each element must support each of the others and together they must support the organization’s purpose. Exercising Choice Organizations are an invention of man. They are contrived social systems through which groups seek to exert influence or achieve a stated purpose. People choose to organize when they recognize that by acting alone they are limited in their ability to achieve. We sense that by acting in concert we may overcome our individual limitations. When we organize we seek to direct, or pattern, the activities of a group of people toward a common outcome. How this pattern is designed and implemented greatly influences effectiveness. Patterns of activity that are complementary and interdependent are more likely to result in the achievement of intended outcomes. In contrast, activity patterns that are unrelated and independent are more likely to produce unpredictable, and often unintended results. The process of organization design matches people, information, and technology to the purpose, vision, and strategy of the organization. Structure is designed to enhance communication and information flow among people. Systems are designed to encourage individual responsibility and decision making. Technology is used to enhance human capabilities to accomplish meaningful work. The end product is an integrated system of people and resources, tailored to the specific direction of the organization. 2. Job design refers to the way that a set of tasks, or an entire job, is organized. Job design helps to determine: †¢ What tasks are done? †¢ How the tasks are done, †¢ how many tasks are done, and †¢ in what order the tasks are done. It takes into account all factors which affect the work, and organizes the content and tasks so that the whole job is less likely to be a risk to the employee. Job design involves administrative areas such as: †¢ job rotation, †¢ job enlargement, †¢ task/machine pacing, †¢ work breaks, and †¢ Working hours. A well designed job will encourage a variety of good body positions, have reasonable strength requirements, require a reasonable amount of mental activity, and help foster feelings of achievement and self-esteem. 3. Organizational analysis may be done for different purposes. These include: 1) Enhancing the general understanding of the functioning of Organizations (i. e. educational or research purposes. ) (The direct beneficiary is the researcher or the analyst rather than the Organization). Such a study may aim at enhancing the understanding of human behaviour through a study of it in organisation, or to enhance the understanding of the society as reflected in organisational life. 2) Planning for growth and diversification An analysis or a diagostic study may be necessary for planning growth, diversification, expansion etc. Organisational analysis may reveal the strengths that could be used for growth and diversification, weak spots that need to be removed in the new plans, the precautions to be taken, structural dimensions to be kept in mind etc. Several insights may be provided on structure, people, systems, styles, technology etc. that have implications for growth. 3) Improving Organisational Effectiveness or Planning General Improvements Organisational Analysis may be used also for improving the general efficiency of an organisation. On the basis of a diagnosis made out of the analysis action steps could be initiated in terms of toning up administration, introducing new management systems and processes, reduction of wasteful expenditure, introduction of time savers, change of personnel policies to enhance employee motivation, restructuring of some parts, training, elimination of unwanted structures and teasers, improvements in general health of the organisation etc. 4) Organisational Problem Solving Whenever some subsystems departments, units etc.fall sick or start creating problems a diagnosis may be undertaken with a view to identify the source of the problem and take corrective action. A sick unit, a bottleneck, a communication block, a poor performing department, frequently occurring conflict between two departments, repeated failures of a management system or an organisational process, a frequent violation of an organisational norm, fall in discipline, reduction in output absenteeism, increase in conflicts e tc. can all lead to the need for an organisational diagnosis of a part of the organisatioin or the entire organisation. tools of organisational analysis Observation represents the careful and planned method of recording certain phenomena, objects, events in conjunction with a given situation. Constantinescu, etc. (2008) considers it necessary, within the organisation, to focus on observing the interaction between employees, in order to find answers to questions such as: What is the working pace of the employees slow, methodical, alert, spontaneous? What rituals do you notice in the enterprise? What are the values disseminated? Do the meetings generally provide revealing information? Who participates in these meetings? Who speaks? Whom do these people speak to? To what extent is sincerity situated in these meetings? How much time is devoted to different topics? The topics which often recur and which are discussed in depth frequently represent indications of the organisational culture values. Observations are used for gathering data on the symbols which are analyzed by the qualitative analysis methods. Observations include mostly behavioural material, but also semantic symbols. Observations of behavioural symbols include monitoring and recording the organizational rituals, such as, for example, the celebration of company day as a ritual of integration. There will also be careful attention focused on the state and architecture of the buildings, decor, billboards, staff dress code, behaviour and habits, working environment, the way in which everyone fulfils their role, employee behaviour in conflict situations. The analysis of these aspects allows knowing the reality, the working environment, both the organisation’s physical components and the emotional, psychological elements, harder to decipher at first glance. The opinion interview technique always involves oral information, having the advantage of flexibility, of the ability to get specific answers to each question. Along with the use of the questionnaire, it is one of the techniques most often used in qualitative research. The interview is, however, a complex technique that requires certain abilities and skills from the researcher, especially social, communication and self-reflection skills. The interview is used in the study of organisational culture to collect qualitative data about the cognitive elements of the culture, such as assumptions, values, norms and attitudes. Interviews may also serve to identify symbols, certain expressions, stories, anecdotes specific to the organisation. â€Å"To successfully use the interview in organisational culture research, it is important to determine the persons that will be interviewed, when, where and how the interview will be conducted, the set of questions that will be used and the method of recording it† (Janicijevic, 2011 , p 85). Interviews help us perceive the consistency between what the interviewees say and the facts recorded from other sources. † These perceptions are generally useful for:  · defining an updated vision of the history, the important events and its impact on the functioning of the organisation;

The Correcting Of Errors In Students Work English Language Essay

The Correcting Of Errors In Students Work English Language Essay Look at the following pieces of written work. In each case write a list of all the errors that have been made. Mark on the list, which type of error they are, according to the simple classification above. Write the correct version of the error underneath eg: Student 1 I am 46 years old and married (G) for twenty years. We have got three children, one soon (SP) and two daughters. There (G) are six, eight and eleven years old. I am an electrical engineer and worked (T) for a company who manufactured (T)machines for processing automatically.(WO) At first, I am going to learn English in Great Britain. Its very important for my job. Then, I would like to have a little compangniy (SP) with about ten co-worker (WW) for myself. If it (G) isnt possible, Ill (G) manage a department who developed (G T) high technology machines. I became (WO)the test sheets for complete (WO) and (G)return directly at you. You phoned at your agent about my course at your school in Bristol. Very thanks for your trouble. (WO) Im happy to come at (PR)your school and Im (G) sure to learn better English. (G) I dont know my flight number on the 5st (SP) March. I would (G) let you (MW) as soon as possible. 1. I am 46 years old and married (G) for twenty years.   C- I am 46 years old and have been married for twenty years. 2. We have got three children, one soon (SP) and two daughters. C- We have got three children, one son two daughters. 3.There (G) are six, eight eleven years old. C- They are six, eight eleven years old. 4. I am an electrical engineer and worked (T) for a company who manufactured machines for processing automatically (T). C- I am an electrical engineer and work for a company who manufactures automatic processing machines. 5. Then, I would like to have a little compagniy (SP) with about ten co-worker (WW)for myself. C- Then, I would like to have a little company with about ten employees 6. If it (G) isnt possible, Ill manage a department who (G) developed (T) high technology machines. C- If that isnt possible, Ill like to manage a department  that  develops high technology machine. 7. I became (WW) the test sheets for complete (WW) and (G)return directly at (PR)you. C- I have the test sheets for completion and I will return directly to you. 8. You phoned at your agent about my course at your school in bristol. C-   The error may be context and grammar    9. Very thanks for your trouble. (WO) C- Many thanks for your trouble 10. Im happy to come at (PR)your school and Im sure to (G) learn better English. (WW) C- Im happy to come to your school and Im sure I will improve my English. 11. I dont know my flight number on the 5st March (G). C- I dont know  my flight number on the 5th of March. 12. I would (G)let you ^as soon as possible. C- I will let you know as soon as possible. Student 2 I am fourty (SP) years old. My height is 1.8m (G) and my hair is blond. My hobbys (SP)are walking and climbing (sp) in the mountain (G). My job (G) is Quality-Manager. I live (T) ten years at (PR) Russikon. I weake (SP) up at seven ochlock (SP) in the morning. I go (G) for breakfast in the kitchen. After the breakfast and I drive to work by car. In the office there is a lot of work. I have a brak at ten oclock and I drink a tea. 12 oclock I go home for lunch. In the future I will a good life with my family. I hope I get a lot of money. I will learn better English for my job. I hope you will be happy with my history. 1.  Im fourty years old. C- Im forty (SP)  years old. 2. My height is 1.8m (G) and my hair is blond. C- I am 1.8m tall and my hair is blond. 3. My hobbys (SP)are walking and clymbimgin (SP)the mountain (G). C- My hobbies are walking and climbing in the mountains. 4. My job is quality-manager. (G) C-I am a quality- manager 5.  I live ten years at Russikon. (G/WO) C- I have lived 10 years in Russikon 6. I weake (SP) up at seven ochlock (SP) in the morning. C- I wake up seven oclock in the morning. 7. I go for breakfast in the kitchen. (G) C- I have my breakfast in the kitchen 8. After the breakfast (G) and I drive to work by car. C-After breakfast, I drive to work by car. 9. In the office there is a lot of work. (WO) C- There is lot of work in the office 10. I have a break at ten oclock and I drink a tea. C- I have a break at ten oclock and I have a cup of tea 11. In the future I will (G) a good life with my family. C-In the future I hope to have good life with my family. 12. I hope I get a lot (G,WO) of money. C- I hope I will  make lot of money. 13. I will learn better (G) english (SP) for my job. C-I hope to improve my English as I need it for my job. 14. I hope  you will be happy with my history. (WW) C-I hope you will be happy with my story. Student 3. Yesterday I arrived in Bath. In this town there is a college where Ill study English for two weeks. When we arrived at the college we went to our bedroom. I stay in bed-room with my best friend and Im very happy for this. At eight oclock we had dinner and then we have visited the college. It is beautiful and there is also a swimming pool. Then we caome back to our bed-room wher Ive chatted whit my friend for a long time. We both happy and we both hope to have good time in this college. Unfortunately the weather isnt very good yesterday rained and today too but I think that the weather isnt very important. 1. Yesterday I arrived in Bath. (WO) C- I arrived in Bath yesterday. 2. In this town there is a college (WO)where Ill study English for two weeks. C   There is a college in this town where Ill study English for two weeks. 3. When we arrived at the college we went to our bedroom. (G) C- When we arrived at the college, we went to our bedrooms. 4. I stay in bed-room with my best friend and Iam very happy for this. (G, WO) C-I am very happy that I am sharing the room with my best friend. 5. At eight oclock we had dinner and then we have (G) visited the college. C- At eighth oclock we had dinner then we visited the college. 6. Then we caome (SP) back to our bed-room wher (G) Ive chatted (G) whit (SP) my friend for a long time. C-Then we came (SP) back to our bedroom where I chat with my friend for a long time. (G) 6. We both happy (G) and we both hope to have a good time in this (PR) college. C- We are both happy and we both hope to have a good time at this college. 7. Unfortunately the weather isnt (G)very good yesterday rained and today too. (WO) C- Unfortunately the weather wasnt very good; it rained  yesterday again today.   8. But I think that the weather isnt very (G) important. C- I dont think the weather is very important. Student 4 1.I had been (G) in London for about four days, (conjunction) I saw the Tower  of London, the Tower bridge the Big Ben and the other famous places of this city (G, WO). C- I have been (G) in London for about four days, and I saw the Tower of London, Tower Bridge, Big Ben and some of the citys other famous places.   2. To arrive in Bath, I brought a coach. (WO) C- I came to  Bath by coach. 3. The journey was long (WO) but Im very happy to arrive (G) in this town. C- It was a long journey but Im very happy to have arrived in this town. 4.. I didnt stay (G)here before, but all my friends who saw (G) Bath tell me that it is very beautiful. C- I have never been here before, but all my friends who have visited Bath tell me it is very beautiful 5. I hope I (G) enjoy myself very much. C- I hope I  will enjoy myself very much. Student 5. Collection of error, not a narrative. a) Thank you for the informations. (G) C- Thank you for the information b) I stand up at 6 oclock in the morning. (WW) C- I wake up at 6 oclock in the morning. c) When I am ready I am eating my meal. (T) C- When I am ready I will eat my meal. d) I passed a good week with you. (WW) C- I spent a good week with you. e) I want saying you thank you. (G) C- I want to say thank you. f) I had ^(G) very nice lunch and ^(G) wine and it made me very full up (WO) and Im no more hungry. C- I had a very nice lunch and a glass of wine, and it made me very full and I am not hungry anymore g) Where I stay (G) the wife is a very good cooker (WO). C- Where I am staying, the wife is a very good cook. h) The father is very humouristic. (WW) C- The landlord is very humoristic. i) Im deceived (WW) for answer as ^ quickly. C- I am unable to answer quickly. j) My friend dont let me any place. C Convoluted, with multiple meanings. k) The weather gets warmer in summer isnt it (P, G)? C- The weather gets warmer in summer doesnt it? i) My partner gives the answer dont he? (WO)    C- He has the answer doesnt he? m) The weather will remember me England. (WO) C- The weather reminds me of England. n) We put there our luggage. (WO) C- We put  our  luggage there. o) On five oclock I want to eat my tea. (P, WO) C-  I want to eat my  tea at five oclock.   Grammar Present Perfect vs Past Simple Exercise 1 (Ive been or I was?) Complete this letter to a newspaper. Put in the Present Perfect or Past Simple. This pub __________ (be) the centre of village life for centuries. It _________(stand) at our crossroads for 500 years. It ___________(be) famous in the old days, and Shakespeare once ____________(stay) there, they say. I __________(live) in Brickfield all my life. The villagers ___________(know) about the plans for less than a week and already theres a Save Our Pub campaign. Last week we _______________(be) happy, but this week were angry. We will stop them, youll see. Reason why the exercise is good: This exercise is useful as it gives students are given a context to fill in the blanks with the right language use Exercise 2 Present perfect or past simple? Put in the verbs. Tom: Have you heard (you/hear) the news about David? Harriet: No. (1) __________________(what/happen)? Tom: (2) ____________(he/have) an accident. He was walking down some steps. (3) _________(he/fall) and ____________(break) his leg. Reason why this exercise is good: It makes a realistic exercise for students to practice the language use in speaking. Relative clauses (who,that, which) Join the following sentences to make one sentence using a relative pronoun when necessary. If the relative pronoun is unnecessary, put it in brackets. You may sometimes have to change the word order or change a into the. Theres the boy. He broke the window. _______________________________ The film star gave a party. It cost $10,000. _______________________________ Thats the palace. The Queen lives in it. _______________________________ You met a man at the party. He is a famous film star. The man_______________________________ My friend came to the party. Hes a policeman. _______________________________ There are the policemen. They caught the thief. _______________________________ Whats the name of the lady? She was wearing the blue dress. _______________________________ I gave her a watch. It stopped after two days. _______________________________ My car was very expensive. Its a Mercedes. _______________________________ Youre reading a book. I wanted to read it. _______________________________ Reason why this exercise is good: Students get to practice language use in writing as they combine 2 sentences together, and also forming the sentence in the correct subject verb order with the correct relative clause. Relative clauses Put a relative pronoun into each gap. At the same time, decide whether the relative pronoun can be omitted. 1 The books, _______________ Id ordered over the internet, took nearly three weeks to arrive. 2 The books _______________ Id ordered from a bookshop arrived the following week. 3 My parents, _______________ were born in the north of England, moved to London to find work. 4 The man _______________ lives upstairs is always playing music when Im trying to get to sleep. 5 The building _______________ I live in was built in the 1920s. 6 The building _______________ I live was built in the 1920s. 7 The cars making a funny noise again, _______________ means well have to get someone to look at it. 8 The employee to _______________ you refer is no longer working for this company. 9 Do you remember the name of the man _______________ car you crashed into? 10 Have you any idea _______________ they were arguing about? 11 Have you any idea _______________ they were arguing? 12 The hotel _______________ we stayed was very good for the price. Fill in the gaps in the following sentences by using either what or which. (When which is used it should be preceded by a comma which the student must insert for himself). 1.- He didnt believed ____ I said ____ annoyed me very Married man (to bachelor friend): You can do ________ like much. in the evenings but I have to go home to my wife. 2.- In detective stories the murderer is always caught ____ 20.- ________ my neighbour is cooking there is a smell of doesnt happen in real life. burning. 3.- He wasnt surprised at ____ he saw because I told him ____ to expect. 4.- In hospitals they wake patients at 6 a.m. ____ is much too early. 5.- There was no directory in the first telephone box ____ meant I had to go to another one. 6.- I did ____ I could ____ wasnt much. 7.- The clock struck thirteen ____ made everyone laugh. 8.- I am sure that ____ you say is true. Will/going to exercise Explanation: will-future or going to-future Bottom of Form 1) Philipp __________15 next Wednesday. (to be) 2) They ___________a new computer. (to get) 3) I think, my mother ______________this CD. (to like) 4) Pauls sister _____________a baby. (to have) 5) They_____________ at about 4 in the afternoon. (to arrive) 6) Just a moment. I _______ you with the bags. (to help) 7) In 2020 people ___________ more hybrid cars. (to buy) 8) Marvin __________ a party next week. (to throw) 9) We _____________ to Venice in June. (to fly) 10) Look at the clouds! It ________________soon. (to rain) Question Tags exercise You are at a barbecue. Add question tags to help start a friendly conversation. These sausages are delicious, ___________________? They certainly are. You havent lived here long ________________? No, only three months. Its quite a big garden _____________? Yes, theres plenty of room. Youre Rachels friend _____________? Yes, Im Vicky You came in a sports car, ____________? Thats right. These burgers look good ____________? I cant wait to try them. We can sit on the grass ____________? I think its dry enough. The weather forecast wasnt very good, ____________? No, it wasnt. The exercise guides students to fill in the right question tag by giving both the question and answer. Exercise 2 Requests and questions. You want to look at a newspaper. Daniel might have one, so ask him (havent) Warn David not to do anything silly. (Dont) Suggest to Vicky that you both listen to some music. (Lets) You need a timetable. Emma might have one, so ask her. (havent) Ask Rachel to pass you the salt. (Pass) This exercise is good as students will have to reconstruct the question and answer. Present Simple/ Present continuous Simple Present or Present Progressive/Continuous Exercise 2 Explanation: Simple Present or Present Progressive Top of Form Fill in the verbs in brackets in the Simple Present or the Present Progressive. Example: Steve always ____ his bike in the afternoon. (to ride) Answer: Steve always rides his bike in the afternoon. 1) Andy sometimes _______ comics. (to read) 2) We never ________ TV in the morning. (to watch) 3) Listen! Sandy ________ in the bathroom. (to sing) 4) My sister usually ________ in the kitchen. (to help) 5) My mother ________ breakfast now. (to make) 6) They often ________ the bathroom. (to clean) 7) Look! The boys ________ home. (to come) 8) Every day his grandfather ________ for a walk. (to go) 9) I ________ with my friend at the moment. (to chat) 10) Cats ________ mice. (to eat) Bottom of Form http://www.englisch-hilfen.de/en/exercises/tenses/simple_present_progressive2.htm Exercise 2 Im writing to my parents. I write to them every weekend. _________________(it/snow) outside. ______________(it/come) down quite hard, look. I havent got a car at the moment, so ______________(I/go) to work on the bus this week. Usually _________________(I/drive) to work. Normally _______________(I/start) work at eight oclock, but ___________ (I/start) at seven this week. Were very busy at the moment. Im afraid I have no time to help just now. ______________ (I/write) a report. But _____________ (I/promise) Ill give you some help later. ______________ (I/want) a new car. _______________ (I/save) up to buy one. Verbs followed by prepositions Fill in the blanks with the correct prepositions. 1 She suffers _______ diabetes. _________________________________ 2 She complained _______ the food to the manager. _________________________________ 3 I often listen ________ the radio while driving. _________________________________ 4 He got married ______ a girl he met in China. _________________________________ 5 She has applied ______ a new job. _________________________________ 6 He spends a lot of time ______ his work. _________________________________ 7 Who are you shouting ________ ? _________________________________ 8 Who does this book belong ______ ? _________________________________ 9 They are going to translate the book _______ Chinese. _________________________________ 10 She apologised ____ being late. _________________________________ 11 Her teachers were satisfied ______ her progress. _________________________________ 12 Im thinking _______ going to France. Verb and Prepositions For each of the six questions choose the one correct answer: 1. Youve been talking about asking her out for weeks, what are you waiting ____? a. to b. in c. at d. for 2. Yeah, Mr Bennett is our history teacher, hes nice but I never know what hes talking _______. a. of b. on c. about d. over 3. Ive finally decided to call ______ Simon, I want to know how he feels. a. b. to c. at d. in 4. People say he works _____ the CIA, and he carries a gun! a. at b. for c. with d. in 5. What kind of music do you like listening ____? a. to b. at c. d. for 6. What did you discuss _____ at the meeting? a. on b. over c. about d. Adverbial modifier of Place 1 Underline the adverbial modifier in the sentences. The arrow fell on this spot You can buy it in all places. He fell to the ground. He studied in a foreign country. I found the book at that corner. Underline the adverbial modifier in the sentences. The shoe is pressing on my toe. The desert stretched to the north. Much water has run under the bridge. He was playing beside the river. He whispered gaily in her ear. These exercises draws students to the adverbial phrases used within the context of a sentence. Adverbial modifier of Time 1 Underline the adverbial modifier in the sentences. No such diseases were known in those days. He is coming at this very moment. Before very long, the rain came. In former times, we had to cycle to school. He came to the class just now. Adverbial modifier of Time 2 Underline the adverbial modifier in the sentences. He succeeded in the long run. Let us cease work from this very moment. He sat for a while on the bank of the river. The alarm sounded at the appointed time. I hope he will come at a very early date. General Tenses 1 Rewrite the sentences by correcting the tenses. I was eating breakfast right now. Usually I worked in an office, However , these days, I was working as a waitress. He woke up in the morning brush his teeth and ate lunch. I will not eat until I will be hungry. When I arrived, Steven has been playing football. Reason why this exercise is good: Giving students error correction exercises allows them to be less self-conscious of the mistakes they make, as well as gain an understanding of the different errors. Correct Answer: I am eating breakfast right now. Usually I worked in an office, However , these days, I am working as a waitress. He woke up in the morning, brushed his teeth and ate lunch. I will not eat until I am hungry. When I arrived, Steven was playing football. General Tenses 2 Choose the correct answer. 1. The train wasnt there. It __________ already had been left has left had left 2. How long __________________each other when they got married? have they known had they known would they know 3. She ________________ to speak English before she arrived in London. had learned already will have already learned had already learned 4. Rick ______________ good Mandarin because he had been studying for several years. spoke had spoken has spoken 5. I _____________ from him for ten years when I received his last letter. didnt hear hadnt been hearning hadnt heard It is, it was, it will be 1 Answer the questions using the above words. You may add your own details. 1. In which year did Mary start schooling? 2. What sport does John play in school? 3. Where did the Olympic Games originate? 4. When can you finished the project? When is the sun nearer to the earth, at noon or at sunset? These questions give students free reign to practice their language use. It is, it was, it will be 2 Answer the questions using the above words. You may add your own details. 1. When will Paul graduate? 2. Do you know who has taken the pencil? 3. Is the snake longer than 1 metre? 4. Who has taken the pie yesterday? 5. Will the basket be weaved in a 3 days? Preposition of Place Fill in the blank with a suitable preposition. Being chased by the dog, he dashed _________ the road. He leaned __________ the wall as he waited for the bus. All the while the child has been standing __________ the curtain. The supporters stand _________ the politician as he was being charged. He kept very silent as he sat ___________ the boss. Answer: 1) across against behind by besides Preposition of Place Fill in the blank with a suitable preposition. He lost his way and came ______ the end of the road. The chest can be found ______ the surface of the cross junction. As he was brooding when walking he fell _______ a ditch. We have combed _______ the estate and could not find the dog. The workers marched _______ the town in protest. Answer to below into round through Preposition of Time Fill in the blank with a suitable preposition. We start ____ six _____ in the morning. _____ last month I have seen him but once. He was at the library _____ the whole day. Ten minutes _____ twelve, he was already there. The citizens prospered ______ the rule of the king Asnwer at , in from during to under Preposition of Time 2 Fill in the blank with the correct preposition. There was drought _______ the year. The students arrived well ______ the teacher. They completed the project ______ three o clock. You must finish the marking _______ a month The rain lasted ______ the night. Answer: throughout before by within through Preposition + Dates Fill in the blank with a suitable preposition. 1) I have been ill ___________ last week. 2) I commenced work ________ 1st January 3) Not ______ the next month can I submit the project. 4) I shall work ______ the end of May. 5) _______ week 1 and week 2, I will be on holiday. Answer since from until till Between Preposition + Dates 2 Fill in the blank with a suitable preposition. 1) You must complete the assignment _____ the 8th of June. 2) ________ April , you can go on leave. 3) They have worked _______ the month of January. 4) He goes _____ Sunday to the church. 5) He took off in lie _____ Monday holiday. Answer by after into on of Present Simple and Simple Future Complete the following by putting in the verbs. Use the present simple or future simple. Alice ___________ (walk) to school everyday. These books _________ twenty dollars each. (cost) I ________________ (call) you when I reach the office. The sun _____________ (rise) in the east. We ____________ (travel) to Japan during the summer holiday if we can get the air tickets. Answer walks cost will call rises will travel Present Simple and Simple Future Complete the following by putting in the verbs. Use the present simple or simple future. Badminton is a wonderful game. John ___________ (love) to play it. 2 The train usually ____________ (leave) at five-thirty every morning. 3. I ______________(send) you the information when I receive it. The phone is ringing. I _____________ (get) it. It always ____________ (rain) in the weekend. Answer loves leaves will send will get rains Reason consequence 1 Identify which is the reason and which is the consequence in the sentences. Janet was so fat that she refused to take part in sport. It was his greed that led to his downfall. If I go out in the rain I get wet. I will buy the house provided that it is cheap. He finished last as he began late. This exercise corrects the errors by showing what is wrong and getting students to arrange it in the right order. Reason consequence 2 Identify which is the reason and which is the consequence in the sentences. 1) In case he is seriously ill. I will email you. 2) Had you been less rash, we would not lose the game. 3) It is your unfortunate remark that the meeting becomes sour. 4) As you have made a promise, you must keep it. 5) He speaks too fast to be understood. Simple Present and Past Simple Present Simple and Past Simple to be Complete the sentences with am, is, was, or were. Where ____________ Paul today? Kenny ____________ in Japan last month. Joseph ____________ not present at the moment. ____________ the boys in school last week? Could he read when he ______________ one year old ? Rewrite the passage with the right form of the verb. I (go) to the cinema last night. What film (you-see) ? I (see) The Lord of The Rings . Really? (you-like) it? It (be) really fantastic. I

Experience of Self-monitoring of Blood Glucose in Pregnancy

Experience of Self-monitoring of Blood Glucose in Pregnancy Lived Experience of Self-monitoring of Blood Glucose among Pregnant Women with Gestational Diabetes Mellitus Abstract Key words:Self-monitoring of blood glucose, gestational diabetes mellitus INTRODUCTION Gestational diabetes mellitus (GDM) is defined as impaired glucose tolerance first identified during pregnancy. It is diagnosed using a 75g or 100 g oral glucose tolerance test according to clinical practice guidelines. The prevalence of gestational diabetes mellitus among pregnant women is increasing worldwide because of unhealthy eating and lack of exercise. Prepregnancy overweight and gestational weight gain are the strongest predictors of GDM (Savona-Venturaet al.,2013). Previous studies showed that 5.0-12.9% of pregnant women have GDM (Cho, 2013). Pregnant women who have gestational diabetes mellitus are more likely to develop adverse pregnancy and child birth outcomes. Common maternalhealth complications are hypertensivedisorder (3.0-50.0%), preterm labour (2.0-14%), spontaneous abortion (3.5-25.3%), polyhydramnios (5.0-28.0%, and postpartum hemorrhage (6.0-10.5%). Neonatal complications include macrosomic infant (12.0-17.0%), congenital malformations (6.5-20.0%), shoulder dystocia (9.5-23.3%), birth injury (4.5-13.3%), respiratory distress syndrome (1.5-21.4%), hypoglycemia (20.0-68.5%), hyperbiliruninemia (5.3-48.3%), and admission in neonatal care unit (15.0-20.6%) (Wang, 2013).These maternal and neonatal sequalae develop due to prolonged hyperglycemia. High levels of blood glucose can damage endothelial cells causing hypertensive disorder and its complications. Infants of pregnant women with GDM are also exposed to high maternal blood glucose levels (Webb, 2013). It is suggested that controlling blood glucose within the recommended range (70-120 mg/dl) will decrease these complications. GDM in pregnant women can be treated by medical nutrition therapy, insulin injection, and self-monitoring of blood glucose (American Diabetes Association, 2013). Testing of capillary blood for glucose levels is recommended as a diabetes self-management strategy.Pregnant women with GDM need to be advised and taught to collect blood sample from their fingertip and use a glucometer to measure blood glucose levels. Little is known about their perception and lived experience of self-monitoring of blood glucose. Understanding their perception and meaning regarding diabetes management will be useful to promote self-care, improve glycaemic control, and decrease maternal and neonatal health complications. METHODS Objectives of the study The objectives of this study were to describe perceptions and meaning of lived experience in self-monitoring of blood glucose and utilization of blood glucose levels for glycaemic control among pregnant women who have gestational diabetes mellitus. Research design This descriptive phenomenological study was designed to gain more understanding about lived experienced of pregnant women with gestational diabetes mellitus in self-monitoring of blood glucose. Specific qualitative research methods used in this study included bracketing the researcher perspectives, analyzing, intuiting, and describing perception and meaning of participants’ lived experience (Creswell, 2013; Touhyet al., 2013). Study setting This study was conducted in the antenatal care units, diabetes clinics, and obstetric wards of two government hospitals in southern Thailand which are the referral centers providing advanced management of pregnancy complicated with GDM. Ethical consideration The research project and data collection procedures were approved by Institutional Review Boards and ethics committees of the Faculty of Nursing and Faculty of Medicine, Prince of Songkla University, and selected hospitals in southern Thailand. Participants Potential participants were approached and asked for participation by staff nurses. Informed consent was obtained by the researcher teams. Thirty pregnant women diagnosed with GDM during 24-30 week gestation were recruited for the study. Data collection Data were collected using in-depth interviews following semi-structured interview guides. Digital audio recording was used. The participants were asked to be interviewed at the antenatal clinic, diabetes clinic, or obstetric ward. Two interviews were conducted. Each interview took 30-45 minutes. Data were collected until saturation. Interview data were transcribed to prepare for coding and analyzing. Data analysis Qualitative data were analyzed followingColaizzi’s method and included seven steps: 1) Reading and re-reading descriptions, 2) extracting significant statements, 3) formulating the meaning of lived experiences in various contexts, 4) categorizing the meaning into clusters of themes, 5) describing the phenomenon being studied, 6) validating the finding with participants, and 7) incorporating informants’ view in the findings (Creswell, 2013). FINDINGS The mean age of participants was 32.5 (22-39 years). Seventeen women were Buddhists and thirteen women were Muslims. Their educational levels were high school (6/30), vocational level (14/30), and bachelor degree (10/30). Most of them were multiparous (22/30) and were employed (18/30). Eight women had previous GDM and experience of self-monitoring of blood glucose. The findings showed three emerged themes regarding perception and meaning of self-monitoring of blood glucose among pregnant women with GDM: being worried about diabetes, trying to control it, and having patience for their child. Being worried about diabetes comprised two dimensions: wondering about the impact of diabetes on the child, and concern about maternal health. After being informed that they had GDM, having high levels of blood glucose, they first thought abouthow diabetes would affect their pregnancy, particularly the effect on their child. They believed that their infant would be harmed or malformed, or have diabetes. The participants’ perceptions regarding GDM impact on child health were as follows. Another dimension of being afraid of diabetes was concern over maternal health. Pregnant women having GDM were also concerned about complications during pregnancy such as abortion, preterm labour, and having diabetes after childbirth. They shared their understanding as these words. The second theme was â€Å"trying to control it†. They gave two dimensions of trying to control diabetes that included: 1) learning to test blood glucose, and 2) being aware of what to eat. Learning to test blood glucose. After being diagnosed with GDM, diabetes nurse educators advised them about how to collect blood from the finger and use the glucometer to test blood glucose levels. Pregnant women needed to learn these new skills of self-monitoring of blood sugar. They shared their experiences as follows. Being aware of what to eat. Pregnant women with GDM paid more attention to take some healthy foods as recommended by doctors, nurses and dietitians. They learned to choose food type, portion size, and appropriate time to have breakfast, lunch, dinner, and snacks between meals. They provided additional data as follows. The third theme was â€Å"having patience for their child†. Pregnant women with GDM expressed the meaning of their experiences of self-monitoring of blood glucose in two dimensions: 1) overcoming food desires, and tolerating the fingerprick pain. The first meaning of having patience for the child was â€Å"overcoming food desires†. The women shared their experience of how they faced controlling their blood glucose. They had a struggle related to hunger due to cutting down on some favorite foods such as sweetened drinks, desserts and fruits. Sometimes they could not tolerate their food desire, they then decided to eat what they wanted. This response supports the idea. The second dimension of having patience for their child was â€Å"tolerating the fingerprick pain†. After being diagnosed with GDM, they were advised to test their blood glucose by pricking the fingertip to collect capillary blood to measure blood glucose levels with a glucometer for 8 to 12 weeks. They experienced mild intensity of pain that they had to cope with in order to achieve good glycaemic control. The women shared their tolerance with fingertip pain as follows. DISCUSSION After being diagnosed with GDM, pregnant Thai women were worried about the impact of diabetes on their child and their own health. They were afraid that their child might have diabetes or other health problems, or even die. A previous study also found that women with GDM experienced fear about the wellbeing of their babies and themselves (Stankiewiczet al., 2014). For maternal health, most of them were worried about becoming diabetic later in life. The research evidence revealed that women who had a history of GDM were at risk to develop prediabetes, diabetes, or metabolic syndrome. Among women with GDM, 5-14% were subsequently diagnosed with type 2 diabetes mellitus during the postpartum period and 7-29% had impaired glucose tolerance (Bihanet al., 2014). Pregnant women with GDM needed to learn to measure their blood glucose levels by self-monitoring technique. They expressed their experience as â€Å"learning to test blood glucose† because it was a new activity with which they had no skill and were not familiar. After being advised by diabetes nurse educators, they could collect a blood sample from the fingertip and test it with the glucometer. This result was supported the finding that women who have GDM can manage to control their blood glucose after they cope with emotional strain (Huiet al., 2014; Stankiewiczet al., 2014). In addition, the women had learned to control their blood glucose by â€Å"being aware of what to eat†. After receiving knowledge about diabetes medical nutrition therapy from a dietitian and nurse educator, they shared their understanding of prior dietary pattern that needed to be changed, such as reducing the consumption of sweetened drink and desserts, or fruit with high glycemic index. They had learned about the kind of foods for diabetes and portion sizes. They perceived that awareness of dietary behaviors was necessary to control their blood glucose levels. A previous study also reported that pregnant women with GDM changed their health behavior after being informed of their health problems andthe way to improve their health (Bandyopadhyayet al., 2011; Hjelmet al., 2012). Lastly, pregnant women with GDM shared their experiences that they were â€Å"patient for their child†. They had to overcome their food desires and cope with pain from fingertip pricking during blood testing. Normally, they had their favorite foods such as Thai fruits and desserts. After becoming pregnant with GDM, they had to adapt their food habits in order to achieve good glycemic control. Sometimes, they would like to eat something that they wanted but they were concerned about its impact on their child. Eventually, they decided not to eat that food or took only a small amount. However, some women could not resign their food desire and chose to take food to eat it for their satisfaction. After they fulfilled their need, they tried to practise as recommended. This was her voice â€Å"In the afternoon, I felt thirsty. I tried to drink some water but it did not satisfy me. I continued to seek some sweetened drink that I like. I could not stop my desire, then I decided to tak e it. After that my blood sugar was as high as 215 mg/dl. I have learned what food raises my blood sugar. So I tried to face my feeling and overcome it for my child wellbeing and my health too.† Another experience of having patience for the child was â€Å"tolerating fingerprick pain†. Pregnant women with GDM were advised to self-monitor their blood glucose 2 to 3 times a day, before or after meals, for 8 to 12 weeks until they gave birth. They had to cope with mild intensity of pain. They expressed their responses that they could do it in order to prevent health problems of their child and themselves. This supports the finding that perception that GDM affects behaviors related to maternal and child health and influences the adoption of a healthy lifestyle (Poth Carolan, 2013). Limitations of the study Lived experienced of self-monitoring of blood glucose in this study was obtained from the perspectives among pregnant women with gestational diabetes. It might not fit with the meaning and perception of individuals who have experience the management of type 1 or type 2 diabetes over a longer time. Conclusions Pregnant women being diagnosed with gestational diabetes mellitus had lived experienced characterized by two main themes: being afraid of the effect of high blood glucose on their own healthand the impacts on their child, and trying to control blood sugar by being aware of what to eat, overcoming the food desires, responding to satiety, and tolerating to skin pricking. Understanding of the women’s perception is useful to promote diabetes self-management.

Title IX: Leveling the Playing Field Essay -- gender equity in sports

How does one define the success of a high school and college? Is it through standardized test scores, graduates, and college applicants? Is it through winning games and playing beyond the school? Yes, in fact it’s all of these things. America is based on freedom and equality. America is created with â€Å"Liberty and Justice for All†. America is only now starting to treat women as the equals they are. Although Title IX has improved athletic opportunities for women, the ratio of women to men athletic funds is uneven because of the revenue main stream men’s sports bring to the schools. As colleges grew in people and pride, football became the new sensation. With the predominant â€Å"football schools† nationwide, female athletic programs weren’t given much thought. Football provides the schools funding through its massive packed stands. The revenue made funneled back into the football programs and left little funding for any other sport, male or female. In 1972, the nation finally decided to make a stand, and force schools to create and sponsor other athletic teams for females, besides cheerleading and square dancing. Title IX was enacted in 1972 by President Richard Nixon. It â€Å"requires† gender equity for boys and girls in every educational program that is federally funded. Many people do not even know that Title IX exists, or if they do, that it applies to more than sports. However it applies to sports, access to higher education, career education, education for pregnant and parenting students, employment, learning environment, math and science, sexual harassment, standardized testing and technology. It forced schools to even the playing field and implement women’s sporting teams. Before Title IX, it was nearly impossible to get a f... ...011. Davis, Paula M. "Imagine Fund Will Offer Race and Gender-based Scholarships in Response to 2006 Anti-affirmative Action Law." MLive. Michigan Live LLC, 20 Aug. 2008. Web. 06 Feb. 2011. Grant, Christine. "A Title IX Presentation." Bailiwick. The University of Iowa Libraries, 25 Sept. 1995. Web. 10 Feb. 2011. Lopiano, Donna. "Title IX Q & A - Women's Sports Foundation." Title IX. Women's Sports Foundation, 26 May 2005. Web. 10 Feb. 2011. Rhode, Deborah L., and Christopher J. Walker. "Gender Equity in College Athletics: Women Coaches as a Case Study." NCAA. National College Athletics Association, 26 Mar. 2008. Web. 6 Feb. 2011. Weistart, John. "Equal Opportunity? Title IX and Intercollegiate Sports." Wilson Web, Fall 1998. Web. 2 Feb. 2011. "Christine Grant | Sports Management Resources." Our Consultants. Sports Management Resources. Web. 10 Feb. 2011.

Twelve Hours Essay -- Papers

Twelve Hours 6.42 p.m. January 17th The doors signalled the end. They signalled the end of the journey, the end of the obsessive excuse making and theory-formulating process that had lead him here. It was these doors that told him it was over; he had now to face reality. He often considered them as the gates to hell, by the very nature of what goes on behind them. His hatred for the place ran deep; it was a constant occurrence on his timeline that now rested at June 17th, 1989. 1989, he thought to himself. 2 years now this place had been part of his life. Two years of visits, crying and emotional breakdown. Two years of constant fluctuations in his marital life that lead him to question his sanity. The close examination of the degree of sanity that he may possess that had brought him here thus far. Madness? He sometimes thought so. Now, yet again, the outlook was bleak. Was this a chapter in his life that was going to be closed here tonight, on this very godforsaken night? So, here he was, in front of those doors again. I look back fondly. When life was to be lived and where death was something that never touched you or affected you in anyway. Death? Here, yet again I find myself talking about death. Maybe it's the nature of the situation that death is obviously the outcome. Have I a right to speak like this? No? I believe I have. Two years in the spectrum of life is a long time. Wars are fought in less time, friendships forged and relationships ruined. Two years ago, two long years, which now I look back and try and gather some reason for the time I have spent savaged by my own emotions. Often it is the sun dappled path ... ...mself, question why he left it so late to tell the woman he loved just how much he loved her. The scene rests on the moment he laid himself over his wife. We sit still watching the quiet crying of a man in great pain. The memories he held of her would be with him forever. As the scene gently fades into obscurity and the colour is washed out into a grey nostalgic item a sense of calm quells up inside. The loss of human life means so much more than this sentence would suggest. No words can describe what emotions we have without someway distorting the truth and removing the uniqueness and individuality of the love. That is why I will not end this story with a common and mediocre ending, for it deserves so much more. That is why I will leave it up to you and let you decide an ending that is justified and meaningful to you.

san jose :: essays research papers

sometimes in each persons life there is a turning point, a point in time when a revelation is reaveled to you. If you cannot see this revelation sometimes your vision may be clouded over by a voice that may or may not be your own. In the novel, many people are telling san jose to stop listening tom his own voice and folow them. But he knows that is wrong. At Polemarchus' house, Socrates discusses old age with Cephalus, Polemarchus' aging father. Cephalus says that old age is really not as bad as people say it is; if you're a moderate and contented person, your virtue makes old age pleasant. Socrates notes that some would say that it is Cephalus' wealth that makes old age bearable for him. Cephalus says that this is not true, wealth can help someone be virtuous, but it isn't the deciding factor. Cephalus defines just behavior as paying one's debts and speaking truthfully, and notes that wealth does help in these things. Socrates questions Cephalus' definition of just behavior, but before they can discuss it Cephalus leaves, leaving his argument to Polemarchus. Polemarchus defends his father's definition, saying that justice is giving each what is owed to him--treating friends well, and enemies badly. Socrates finds numerous problems with this definition. First is that, since people are sometimes mistaken about who their friends are, it appears to endorse treating bad people well and vice versa. Second is that, since injustice breeds injustice, it says that it is the job of the just person to create injustice. Just as Polemarchus agrees that his initial definition is incorrect, Thrasymachus, another guest at the house, roars into the conversation; he announces, with some pomp, that "justice is nothing other than the advantage of the stronger." In all cities, the rulers enact laws that are in their own best interests, and these laws are declared just, and so clearly justice is always at the service of the powerful.