Organizations dealing with Social, Environmental and Economic Factors Free Essay Example, 4250 words

Caterpillar is striving to meet the requirements of Global Citizenship. [7] Dealing with the social, environmental and economic conditions of each and every society accordingly. Social FactorsAs a global company, Caterpillar seeks to become actively involved in all of the communities where we work and live. We encourage our employees to become engaged in their communities as well, supporting organizations throughout the United States and the world. Organizations such as the United Way, Salvation Army and Habitat for Humanity provide great volunteer opportunities for employees and help solve local problems by contributing to their communities' welfare and prosperity. Environmental FactorsTheir products are designed in such a way to minimize the harmful effects on the natural environment. They believe in the efficient use of the world s resources as their inputs and this can easily be seen in their designs, and manufacturing processes. For the sake of natural environment sustainabil ity, Caterpillar is involved with organizations ranging from the nature conservancy to the global mining initiatives. Economic FactorsCaterpillar effectively responded to unprecedented customer demand in 2005 and reported full-year sales and revenues of $36.339 billion and profit per share of $4.04.We will write a custom essay sample on Organizations dealing with Social, Environmental and Economic Factors or any topic specifically for you Only $17.96 $11.86/page They include Market pressures, Technological Pressures, and social pressures.

The Renaissance and It’s Affect on William Shakespeare’s...

It’s very easy to see William Shakespeare as an amazing literary genius who had a perspective on life that, to simply put it, no one else has ever had. However Shakespeare was the product of the English Renaissance. The English Renaissance was a cultural and artistic movement spanning from the later 15th century until the early 17th century, it is associated with the Italian Renaissance which started in the 14th century. Like most of northern Europe, England did not get the full effect of the Renaissance until about a century later and the height of the English Renaissance is considered to be in the Elizabethan Era (1558–1603). The Renaissance was how all of Europe moved away from the Middle Ages and into the new world. The Renaissance was†¦show more content†¦Iris is the messenger of the gods, Ceres presides over agriculture and Juno is the queen of the gods. Shakespeare did not limit himself to Greek and Roman texts, one of his most famous play, Hamlet, was b ased on a Norse legend composed by Saxo Grammaticus around 1200 AD (Mallibard, 2000). â€Å"Roman dramatist Seneca was a major influence on the plays of William Shakespeare, particularity the tragedies Titus Andronicus, Hamlet, and Macbeth and the history play Richard III.†. The plays of Seneca that most contribute to aiding Shakespeare’s plays listed above are: The Trojan Women, Phaedra, Thyestes, Agamemnon and Hercules Furens. Many of the elements that appeared in Seneca’s plays are evident in Shakespeare’s plays, including: a preoccupation with torture, mutilation, incest and corpses (Titus Andronicus), a stress on witchcraft and the supernatural (Macbeth), the existence of vaulting ambition in the prince (Macbeth and Richard III), the ghost that calls for revenge (Hamlet and Macbeth), the self dramatization of the hero, especially in death (Hamlet and Macbeth) and the frequent use of stichomythia# (Richard III and Hamlet). (Egendorf, 2000). Romeo and Juliet, one of Shakespeares great tragedies was based on the story of Pyramus and Thisbe, who were two character of Roman mythology. (Ovid, 1 ACE). A scene in A Midsummer Night’s Dream also features the poem Pyramus and Thisbe. All of Shakespeare’s plays that were set in Rome have four distinct elements in common:Show MoreRelatedThe Characterization Of Hamlet By William Shakespeare1009 Words   |  5 PagesHamlet’s (1601) theatrical power propagates from its timeless rendering of the human condition. William Shakespeare illustrates a sympathetic protagonist caught between the tensions of Renaissance and traditional ethics, who suffers due to the fundamental ignorance of individuals to the truth by the facade of deceit and theatricality. Correspondingly, director and critic Nicholas Hytner summarises, â€Å"†¦at the center of the play is a man desperately concerned with the nature of truth and desperatelyRead MoreShakespeare s Influence On The Renaissance 1165 Words   |  5 PagesThe renaissance was both affected by and had affects on the art of its time and later on. Whether this art be in the form of paintings or literature it clearly shows today how the renaissance had taken time to affect everything around it. While some pieces of art from this time period are as simple as a piece of canvas and some color in the form of pigment, they have stood the test of time and held up not only as beautiful images for us to see, but also as devices to give us a window into the mindsRead More Gender and Social Norms in Shakespeares As You Like It Essay1670 Words   |  7 Pagesin As You Like It      Ã‚  Ã‚  Ã‚   Shakespeare based his comedy As You Like It primarily on three other works.   Its plot follows the basic structure of Rosalynde, published in 1590 by Thomas Lodge.   The Tale of Gamelyn, written by an unknown author in the mid-fourteenth century, is a violent Middle English narrative that was found among Chaucers papers and provides further details for Shakespeares work.   With the Forest of Ardenne serving as an escape for our main characters, Shakespeare takes his detailsRead MoreCommedia dell’arte is a performance style that originated in Italy emphasizing pantomime,1700 Words   |  7 Pagespresented by commedia dell’arte troupes were improvisations they were heavily influenced using an array of stock situations along with very well-developed masks (characters). Commedia dell’arte masks have molded the creation of characters from William Shakespeare’s â€Å"Merchant of Venice† to Matt Groening’s â€Å"The Simpson s†. Keeping society entertained at every age. Unlike most masks in theatre, or even masks for ceremonial purposes, performers in commedia dell’arte wear masks that cover half of their faceRead MoreWilliam Shakespeare s Romeo And Juliet1328 Words   |  6 Pagesa couple subsections for specific theme, will i will go over the themes and how they affect the storyline and characters. Which, will intertwine with the information in the first section giving some reason as to why they collide. The third section will go over, why these themes are necessary in this story, and then i will end the paper in the fourth section and conclude in the fifth section with the cited works and the actual original play for you to go read. Read MoreModern-Day Adaptations of Shakespearian Plays3263 Words   |  14 Pagesgives insights into the mindset of the individual that adapted it and the society that created that mind. Some of the most repeatedly adapted stories are those of Shakespeares plays. Already adaptations themselves, these stories have been retold over and over again ever since the Immortal Bard put them down on paper. Shakespeares plays are constantly being reinterpreted and each new interpretation not only increases the appreciation of the plays themselves, they also create new insights intoRead MoreWilliam Shakespeare s Romeo And Juliet1772 Words   |  8 PagesIt’s Easy To Let Go: Justifying Fate William Shakespeare’s Romeo and Juliet Since the formation of social interactions between lives with the intellectual ability to make coherent interactions with each other, we have made choices that have consequences both good and bad, which in turn define our fate. In early civilization, before the Homo sapiens species defined their fate such as how Homo erectus found fire; an element that is essential to survival of species throughout history. Was that a coincidenceRead MoreIntroduction : How ve He Do That?10829 Words   |  44 Pagesbecome a more avid reader you will be privileged to make comparisons, connections, and your own conclusion from the literary work you’re reading with certain aspects of many different literary works you’ve read along the way. Not only does this bring depth into the work for your better understanding of the â€Å"big idea† but also makes it a more enjoyable read. â€Å"Whenever I read a new work, I spin the mental Rolodex looking for correspondences and corollariesâ⠂¬â€where have I seen his face, don’t I know that themeRead Morewisdom,humor and faith19596 Words   |  79 PagesHUMOR, AND FAITH: A HISTORICAL VIEW Walter G. Moss Table of Contents (with links) Walter G. Moss 1 Table of Contents (with links) 1 Wisdom, Perspective, and Values 2 Humor’s Contribution to Wisdom 4 Humor and Wisdom in Europe: Some Highlights 5 Renaissance Humor: Erasmus, Rabelais, Cervantes, Shakespeare 5 Two European Russians: Anton Chekhov and Vladimir Soloviev 9 Reflections on Humor from Nietzsche to the Theatre of the Absurd 12 Humor and Wisdom in the United States: Lincoln, Beecher, Twain, SandburgRead MoreLogical Reasoning189930 Words   |  760 Pagespart of the work under the following conditions: (1) Attribution You must attribute the work in the manner specified by the author, namely by citing his name, the book title, and the relevant page numbers (but not in any way that suggests that the book Logical Reasoning or its author endorse you or your use of the work). (2) Noncommercial You may not use this work for commercial purposes (for example, by inserting passages into a book that is sold to students). (3) No Derivative Works You may not

Critical Measure of Leadership Excellence-Samples for Students

Question: Write a Article Review Reflection on "Character Not Charisma is the Critical Measure of Leadership Excellence". Answer: The article Character not charisma is the Critical Measure of Leadership Excellence explores the characteristics of a good leader. The characteristics of a leader is important in the sense that core values help in influencing the leaders behaviour, his ethics and vision thereby leading to organisational excellence. The main objective of the article discussed is to evaluate the significance of character in the development of leadership. The concept of leadership was very important especially after the world war. In a sense charisma is not something which is directly related to the running of an organisation. The concept which is often misunderstood is that only a sense of authority is not crucial for the success of an organisation. On the other hand if a leader clearly explains and shares the vision of the organisation it becomes a matter of shared interests and the entire organisation works towards a common goal. Charisma mainly focuses on personality attributes namely dynamism, the image, inspiration, the symbolic behaviours, emotional intelligence, the empathetic understanding and clearly articulating a vision. There are negativities associated with charismatic leaders as well. They might become selfish and self centred in case they are prone towards narcissism. In case the leaders are more focussed on their personal goals, their leadership becomes more self centred, this leads them to always focus on self service (Character, Not Charisma, Is The Critical Measure of Leadership, 2017). Character is something which is based on the core values of a leader. It is a factor which influences a persons vision, behaviour and determines his or her goals for excellence. A leaders character should never be compromised on. It needs to be ensured that a leader has integrity as followers are bound to emulate a leader. According to conducting reports it has been found that majority of people feel a leaders ideals or integrity is compromised when he or she displays arrogance, promotes self interest, deals unfairly and does anything negative. The environment of an organisation cannot be positive and congenial to excellence by itself but it needs to be cultivated primarily by the leaders of organisations. In case the leaders promote the values of positivity, decision making, dependability, achievement which can promote it towards excellence, the other employees and subordinates are likely to follow suit. The morality, the consideration, the imaginative understanding of a leader is attributes which are linked to the character of a leader. These are not aspects of a leaders charisma. Todays competitive world, requires more of consideration, transformation and core values rather than information. Leadership is something which is not only crucial but also indispensible to an organizational culture which focuses on striving for excellence. The main role in the propagation of a positive culture for a particular organisation is possible because of a leader in the true sense. Charismatic behaviour is not negative but hardly beneficial in leading all individuals of an organisation towards excellence. This helps us infer that character is the sole criterion which helps an organisation as a whole strive towards excellence (Character, Not Charisma, Is The Critical Measure of Leadership, 2017). Reference: Character, Not Charisma, Is The Critical Measure of Leadership. (2017).Thewindchime.blogspot.in. Retrieved 24 November 2017, from https://thewindchime.blogspot.in/2010/01/character-critical-measure-of.html

Pragmatism Theory by Jean Piaget

Introduction Education is an area that has attracted the attention of many scholars. Unlike in the olden days where people were so much uncivilized and had no regard for education, in the modern world issues regarding education have completely taken a new look. According to Tipps (2011), currently education is the secret to succeed in life.Advertising We will write a custom research paper sample on Pragmatism Theory by Jean Piaget specifically for you for only $16.05 $11/page Learn More Nations are currently investing so much in education as they have realized education as one of the main ways that a nation can grow. Shelly (2012) says that several technologies have been invented in the favor of education. Through these technologies, big advancements have been made in the sector of education. In today’s world, the economy growth of any given nation is measured not in terms of how much wealth it accumulates but by the level of learning education ac quired by its citizens. Theorists and various researchers have so much shown their interests in the area of education. Wadsworth (2004) points out that several theories have been developed by different theorists to support learning. These theories form the basis for the learners to desire to know more, develop an understanding, absorb, and retain what is leant in their minds. Seel (2012) argues that the educational theories are very important in the learning process. This scholar argues that when applied in the process of learning, these theories help the learners prescribe and apply educational skills learnt from the theories for better results in their learning process. Education theories vary and address various areas for example some may address areas like education policies, curriculum, learning, pedagogy, leadership and many other education relevant areas. This paper seeks to explore Jean Piaget’s ‘cognitive development’ educational theory, its impacts, and applicability in the learning process.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More ‘Cognitive development’ theory description Jean Piaget invented the cognitive development theory of education around 1955. This theorist was so much concerned with education of children as he argued it was the only way to prevent the economy of a nation from collapsing. This scholar viewed education of children as the pillar and foundation for success. Jean Piaget was through this theory was so much concerned with provision of quality knowledge to children. This scholar relates this theory to the human development structures and stages as the regulator of acquired knowledge and education. The arguments of this scholar in the theory are purely based on the structuralism. Jean applies a cognitive approach in this theory. According to this scholar, the intellectual development of children varies from one stage of development to another. After observing and studying the cognitive development of his children, jean interpreted the process of acquiring knowledge based on two concepts. The two concepts are accommodation and assimilation that not only consider biological interaction but part of cognitive point of view. In the Cognitive development theory, jean proposes four stages of development that he argues they also represent the various stages of knowledge and education acquisition. The four stages of development as described in the Piaget’s cognitive theory are as follows. The sensorimotor stage of development- This refers to the stage between birth and the time a child celebrates its second birthday. The pre-operational stage- this is the period of child’s development ranging from the age of two to seven years. The stage of concrete operation- This refers to the stage between age seven and eleven years. The formal operational stage- according to Jean, this is the final stage of development of a child ranging between the age of eleven years to sixteen years and above. Process of learning as described by the theory Jean Piaget in this theory explains the process of acquiring knowledge and learning basing his arguments on the different developmental stages of a child. Although the learning process may not be gradual, Jean explains that the theory applicability is evident depending on the objects to which the child is subjected. This theorist argues that in first stage of development, the child’s experience of the new environment is by movement of body the limbs and the five senses. At this stage, children are perceived egocentric, as they do not view the world from others’ perspective. In the second stage of development, egocentrism begins to disappear and the child begins to think logically. According to Jean, this egocentrism nature disappears completely in the third stage of development and the thinking status of the ch ild at this stage is very concrete and logical. From this stage going to the final stage of development, the child develops abstract reasoning and thinking. At this stage, the child mind is completely developed and thinking status at is very logical.Advertising We will write a custom research paper sample on Pragmatism Theory by Jean Piaget specifically for you for only $16.05 $11/page Learn More Broadly, Jean Piaget describes the child’s development and learning process as a cycle. This scholar argues that this development is heavily reliant on the immediate environment of the child, as it tries to comprehend various issues in the environment. Repeatedly, the child continues to acquire knowledge, differentiate elements ant their impact and ingrate them accordingly through reflex abstraction as described by Piaget. As development progresses, Jean Piaget argues that the child starts to identify several objects and their various ways of action affe cting those objects through what he refers as ‘empirical abstraction’. Through repetition of this process, the child is able to acquire new insights and achieve new knowledge levels. This process according to Jean forms new ‘cognitive stages’. This way, such a child learns how to deal with various new issues within the environment. As the cycle continues, the child is thinking ability, reasoning expands, and the child attains different levels of knowledge. The child will be developing as time goes by, and it will be able to handle more complex objects and issues in the environment. This way the child develops the knowledge of dealing with more complex patterns and the child continues to acquire more knowledge. This learning cycle continues and its more gradual especially when the child is exposed to various and also different environmental factors or objects and real life experiences. Evaluation of learning occurrence According to Jean Piaget’s theor y, the cognitive structure is taking to develop from one stage to another depending on the various life experiences and objects the child is subjected. The mind of a child is small at the initial stages of development and cannot accommodate many things. At these early stages, the child may not be able to conceptualize much of the experiences faced abstractly. Solving of problems like arithmetical calculations and dealing with physical situations is not easy for the child at this stage. As the child develops, so does the brain. The cognitive structure is defined in a way that learning takes place progressively as the child develops. A two-year child cannot be taken to class four because the cognitive structure is not developed to accommodate the information. At the development stages, children in most occasions apply mental maps construction to learn more on environmental experiences. This is why when this two-year old child cannot learn anything when taken to class four. When these mental maps are constructed in the life of a child, the brain is able to absorb and retain the experience. Repeatedly, this information is assimilated permanently into the brain of a child.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More A child’s memory is very sharp. The brain at this stage is able to retain information for a very long period. That is why a child is able to identify and love some people and dislike others depending on the first treatment given to this child at the early stages of development. When a child is exposed to different life occurrence it may be in a position adjust the cognitive issues by lowering the equilibrium so as to accommodate all the new life factors (Leonardus, 2002). This way, the child continues to develop more complex cognitive structures solve hurdles of life. Jean Piaget’s cognitive theory of education advocates for children exposure to various objects. According to this theory, the cognitive structure develops as the children grow. This calls for exposure of these children to different environmental conditions. This theory is can be effectively be applied in the entire process of learning and the education system to realize good performance. Leonardus (2002) argues that learning is a mental process that is internal and the educator should majorly concentrate in building and improving the intelligence development of the cognitive structures of a child. This theory assumes that the memory system is actively organized to process information that influences acquisition of knowledge and the whole learning process. However, the applicability of this theory may be criticized. This is because to come up and draw conclusion on this theory, Piaget only relied only on the sample of his three children. These three children had a similar genetic composition, subjected to similar objects, and brought up in very similar environment. There is a likelihood that Jean Piaget conditioned these children to react in a desired manner (Antona, 2001). Children with different genetic makeup and brought up in different environments may not necessarily respond the same as Piaget’s children. An illustration of learning applying the theory According to Lefran cÃŒ §ois (2012), there are many evident illustrations of learning applying Jean Piaget’s cognitive theory of education. One on the commonly known is the illustration is the use of the cognitive theory in Multimedia learning. This where, a learner is subjected to the experience of words and various pictures through the media for interpretation. In this case, the learner uses words and images to advance his or her verbal capacity as a way of learning. Following every portion of pictures and words presented to the learner by the multimedia, these models are organized and integrated prior knowledge from the long-term memory. In relation to the basics of cognitive theory, this learning is based on four principles. These principles include the dual-coding principle, working with limited memory capacity, active processing, and the transfer of information. The memory works better in a dual system, where verbal information is coupled with visual information for better memory. Only a l imited amount of knowledge can be held by working memory at a given memory. This means a learner should be in position to identify the points of cognitive resource allocation. One point that should also be put into consideration on the working memory capacity is that the memory has limited storage capacity that may affect the learning process. Antona (2001) argues that, to avoid the effects of the limited, capacity of the memory, a learner should be able to integrate only the allowed concepts in the working memory and information that is extraneous to the memory working capacity. LefrancÃŒ §ois (2012) says that the coding theory of Multimedia Learning recognizes that human beings by nature are always actively involved in cognitive processing of existing stimulus that is presented by different factors in the environment, because there will be an effort to make sense of every presented stimuli. In multimedia learning, there is an active processing of information including all the sele cted information, organized and integrated accordingly. This learning involves the linking of the representation based on images and words. After a successful learning process has taken place, the learner or other people are now able to retrieve the long-term acquired knowledge in situations when they need it to undertake given tasks. This is the information transfer principle. The knowledge acquired may be transferred immediately or reserved to be used when needed or faced with tasks requiring its application. Learning tasks based upon the theory The cognitive theory of learning poses several learning tasks not only the teacher or educator but also to the learner. One of the vital tasks that the theory poses to the teacher is the need to know and understand that cognitive structures develop as the learner grows from one stage to another. It is equally important to know that the memory capacity of the working memory is limited and can only accommodate limited information at a partic ular time. By understanding this, the teacher will again be faced by the tasks of drawing the curriculum that includes effective planning to accommodate and enhances appropriate growth of logical and conceptual reasoning of the learner. The cognitive theory provides a learning task for the educator to develop and apply some learning instructions (Duschl, 1992). This is where a teacher has to realize the important role-played by the learner exposed to various experiences and interaction with the surrounding environment. An educator will be able to issue instructions that encourage inclusion of play to students in the learning process in order to develop cognitive structures. Through the theory, the teacher bears the tasks of setting goals to measure the purpose of actions undertaken by various students to establish and provide meaning on their learning progress. This learning theory is also based upon the tasks of students’ self-observation and regulation. This is where by aft er the goals have been set, the learners are given the duty of monitoring and determining their own progress in the learning process. In addition, it also encourages students’ self-assessment. This is relieves the teacher from the task of always assessing their progress. Finally, the theory entrusts the learners with the task of carrying out self-reinforcement. This make that develop a good feeling of the good things they do and regret for bad things done to enable them accomplish their goals. Conclusion Human intelligences involve a process of acquiring knowledge, its construction within the mind and finally how it is used. Learning is a complex process which involves allowing the mind to gather new knowledge, and use this new knowledge to develop the mind. The development of mind, according to Jean Piaget, is a gradual process. According to his theory, human development is not an abrupt process which takes place suddenly. It is a consistent process that involves collecting experiences, either through teaching or by witnessing issues taking place within the environment. This theory holds that this process involves biological development of the mind as one gets to understand various issues in life that were not known before. This means that cognitive development of the mind takes place from the time a child is born. This theory holds that when a child is born, it is exposed to the environment that is absolutely different from the environment it was used to. This child will be forced to learn how to survive in the new environment. The environmental factors will help such a child learn various issues within the environment. At that early stage of life, there are issues they know, while others are completely new to them. This means that there is always a discrepancy of knowledge because there are some issues that are beyond their understanding. The cognitive theory holds that in such cases, learning will take place based on what is known to the child. The child will use its current knowledge to eliminate the discrepancies of knowledge by trying to understand what it knows not. At the center of this development, according to Jean Piaget, is knowledge. It is through language that this knowledge will be learnt and the mind will be developed. References Antona, M. J. (2001). Introducing Christian education: Foundations for the twenty-first century. Grand Rapids: Baker Publishers. Duschl, R. (1992). Philosophy of science, cognitive psychology, and educational theory and practice. Albany: State University of New York Press. LefrancÃŒ §ois, G. R. (2012). Theories of human learning: What the professor said. Belmont: Wadsworth. Leonardus, D. C. (2002). Learning theories: A to Z. Westport: Greenwood Press. Seel, N. (2012). Encyclopedia of the sciences of learning. New York: Springer. Shelly, G. (2012). Teachers discovering computers: Integrating technology in a connected world. Boston: Course Technology Cengage Learning. Tipps, S. (2011). Guid ing children’s learning of mathematics. Belmont: Cengage Learning. Wadsworth, B. (2004). Piaget’s theory of cognitive and affective development. New York: Pearson. This research paper on Pragmatism Theory by Jean Piaget was written and submitted by user Mya K. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

King Ethelbert I of Kent

King Ethelbert I of Kent King Ethelbert I of Kent was also known as: Aethelbert I, Aethelberht I, Ethelberht I, St. Ethelbert Ethelbert was known for: issuing the earliest Anglo-Saxon law code that is still extant. Ethelbert also allowed Augustine of Canterbury to evangelize in his lands, which would begin the Christianization of Anglo-Saxon England. Occupations: KingMilitary Leader Places of Residence and Influence: England Important Dates: Born: c. 550Became King of Kent: 560Died: February 24, 616 About King Ethelbert I of Kent: Ethelbert was the son of King Eormenric of Kent, who was believed to have been descended from Hengist, of Hengist and Horsa fame. When Eormenric died in 560, Ethelbert became king of Kent, even though he was still in his minority. The first notable action made by Ethelbert was an attempt to wrest control of Wessex from Ceawlin, then king of Wessex. His efforts were thwarted when he was badly defeated by Ceawlin and his brother Cutha in 568. Though he was evidently unsuccessful in war, Ethelbert was quite successful in his marriage to Berhta, daughter of the Merovingian King Charibert. Ethelbert had long been a pagan, worshipping the Norse god Odin; yet he made every concession to Berhtas Catholicism. He allowed her to practice her religion wherever and however she wished, and he even gave her the church of St. Martin, which had allegedly survived from the time of Roman occupation, in his capital of Cantwaraburh (which would come to be called Canterbury). Although it is entirely possible that Ethelberts devotion to his bride sprang from sincere regard and even love, the prestige of her family may also have motivated the Kentish king to accommodate her Christian ways. The Catholicism of the Merovingian kings tied them strongly to the papacy, and the power of the family was growing in what is now France. It is likely that Ethelbert allowed pragmatism and wisdom to govern these decisions. Whether he was motivated by the influence of Berhta or the power of her family, Ethelbert readily communicated with missionaries from Rome. In 597, a group of monks led by Augustine of Canterbury landed on the Kentish coast. Ethelbert welcomed them and gave them a place to live; he supported their efforts to convert his people, but never forced conversion on anyone. Tradition has it that he was baptized not long after Augustines arrival in England, and that, inspired by his example, thousands of his subjects converted to Christianity. Ethelbert facilitated the construction of churches, including the church of St. Peter and St. Paul, which was allegedly constructed on the site of a pagan temple. It was here that Augustine, the first Archbishop of Canterbury, would be buried, as were several of his successors. Although there was at one point a move to make London the primary See of England, Ethelbert and Augustine together resisted the attempt, and the See of Canterbury thus became the foremost Catholic Church in England. In 604 Ethelbert promulgated a law code known as the Dooms of Ethelbert; this is not only the first of several Dooms of Anglo-Saxon kings, it is the first known written law code in English. Ethelberts Dooms fixed the legal standing of the Catholic clergy in England as well as setting in place a good number of secular laws and regulations. Ethelbert died on February 24, 616. He was survived by two daughters and a son, Eadbald, who remained a pagan all his life. Under Eadbald, Kent and much of southern England saw a resurgence in paganism. Later sources would name Ethelbert a Braetwalda, but it is not known whether or not he used the title himself during his lifetime. More Ethelbert Resources: Ethelbert in PrintThe links below will take you to a site where you can compare prices at booksellers across the web. More in-depth info about the book may be found by clicking on to the books page at one of the online merchants. by Eric John, Patrick Wormald James Campbell; edited by James Campbell(Oxford history of England)by Frank M. Stentonby Peter Hunter Blair Ethelbert on the Web St. EthelbertBrief bio by Ewan Macpherson at the Catholic EncyclopediaMedieval Sourcebook: The Anglo-Saxon Dooms, 560-975First in the document are Ethelberts Dooms. Primary source taken from Oliver J. Thatcher, ed., The Library of Original Sources (Milwaukee: University Research Extension Co., 1901), Vol. IV: The Early Medieval World, pp. 211-239. Scanned and edited by Jerome S. Arkenberg, and placed online by Paul Halsall at his Medieval Sourcebook. Dark-Age BritainMedieval ChristianityWhos Who Directories: Chronological Index Geographical Index Index by Profession, Achievement, or Role in Society

Kickstart Your Freelance Writing Career

Kickstart Your Freelance Writing Career Kickstart Your Freelance Writing Career Kickstart Your Freelance Writing Career By Daniel Scocco Have you ever considered making some money with your writing skills? If you have youll be pleased to know that our Freelance Writing Course is open for enrollment again. Its basically a 6-week program that aims to give you all the information and tools you need to start a freelance writing career online. Here are the six modules youll go through: Maximizing Your Writing Productivity to Multiply Your Profits Website Setup, Promotion and Guest Blogging Writing Content For The Web, A Totally Different Beast Finding Clients and Developing High Paying Jobs Running A Freelance Writing Business Efficiently Using Social Media To Promote Yourself and Land More Writing Jobs On top of that youll get access to a members-only forum, a section with a list of online tools you can use to boost your productivity, an aggregator of online writing jobs from all over the web, and a bunch of bonuses you can download right away. Over 1000 students joined the course in previous editions, and heres what some of them said about it: What you supplied has far exceeded my expectations, both in content and value for money. I congratulate you on a job well done. (Margaret Huggins, Australia) I want to share with you how much I enjoyed and benefited from the Freelance Writing Course. There are two things in particular that made the course beneficial for me. The first one was the private forums and your active participation in them. Second was the fact that I could work through the course materials at my own pace. I should also mention that you guys definitely deliver more than you promise. The bonus materials that you made available are quite valuable.(Shlomo Skinner, Israel) I just wanted to let you know how much I enjoyed the online course. I have been researching content on how to establish a freelance writing career since earlier this year and your course provided information that I just havent been able to find anywhere else. Thanks for taking the time to develop this in a straight-forward and manageable fashion. (Yvonne Smith, United States) If you want to get the details and enroll visit the course page here. Enrollment closes within a week, so dont miss out! Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:Has vs. HadThat vs. WhichLetter Writing 101

MIH521 - Health Program Evaluation Mod 3 Case Assignment Essay

MIH521 - Health Program Evaluation Mod 3 Case Assignment - Essay Example This paper will discuss the evaluation issues that may need to be approached for the after school program According to Glasgow, Vogt, & Boles, (1999), there are five dimensions that should be used in evaluating a public health program. Those include reach, efficacy, adoption, implementation, and maintenance. Each of these dimensions looks at the functionality of an existing program. The reach of the program tells us how many people are able to use the program. This information should tell us whether the program is functioning the way it stands or whether it needs to be increased or decreased in size. We might ask the following questions: This information might be found by looking at local information from school statistics as well as a questionnaire to parents. Logs kept to track patients that have come to the program will also be helpful. Evaluation of the implementation of a program tells us whether we missed anything. Patton defines evaluation as a systematic approach and collection of information about programs characteristics, activities, and outcomes in an effort to improve effectiveness. Is the program being delivered to the public in such a way as was understood in the beginning? It also tells whether the program is effective. This can only be done by reviewing the programs design and goals and see if that is what is really happening. Lastly, like any program, there is maintenance of these programs also. Once a program is out there functioning, it is quite easy to just let it be. Maintaining it means consistently re-evaluating, changing, and putting back in place. This should be a continuous circle. There are a couple of other things that should be looked at and evaluated for new and old programs. Those are the mission and values, the market needs of the program, the clinical and service quality and the financial needs of the

Coach-athlete Relationship in Soccer Coursework

Coach-athlete Relationship in Soccer - Coursework Example Whether a boy athlete or a girl, every individual sportsperson enjoys a special relationship with his/her coach depending upon the exposure introduced by the coach to the athlete. This relationship allows the young athlete to explore his coach and understand his behaviours and moods as mutual understanding is essential in order to maintain a healthy coach-athlete association. Talent development is more vital than building sports ability levels. Expert coaches know when to push players and when to reduce the intensity of training and their expectations. However, no real evidence has been established to guide the coach or the athlete on how far they should push a young player towards attaining appropriate level of intensity. Moreover, the tolerance levels and subsequent benefit to individual young players may require individual attention (e.g. physiological and psychological requirements). In this sense coaches tend to be reliant on personal craft knowledge and experience. Moderation of effort and potential 'drop out' may occur if harmony does not exist between coach and player. Some effort should be made to prevent this loss of talent by encouraging the player to gradually return to systematic training. The coach-athlete relationship is based on shared interests in accomplishing a task rather than on a personal or emotional issue. However it is the potential impact of the coach on the child's socialisation, development and progression that leads him towards success. Introduction There is no doubt that Soccer Academy has played a vital role in the development of young talent (Franks et al., 1999) and it would not be wrong to say that the Academy so far hires the leading coaches and trainers for the young athletes. Soccer Academy coaches' and management both appreciates that identifying young talented soccer players at an early stage and exposing talented players to specialised coaching and training accelerates and enhances the talent development process (Williams et al., 1999). The primary objective of the Academy is to groom the players towards success on the playing field. In this sense, success is inextricably linked with sound management, effective coaching, appropriate facilities and support mechanisms and, fundamentally, good quality players. The nature and function of elite youth player development are captured in this essay through highlighting the effectiveness of coach-athlete relationship. More specifically, by drawing on examples of good practice , some fundamental mechanisms and requirements of a successful coach are outlined. The more humanistic concepts of development emphasise a more caring and nurturing environment in which coach and athletes are encouraged to groom in a friendly environment. The elements of the athlete developmental process not only provide opportunities for soccer career, but also facilitate the production of a more intelligent player. The production of an intelligent player can provide 'added value' to an increasingly valuable commodity (e.g. an understanding of lifestyle management, self-awareness, an ability to respond to complex tactics and coach relations) (Richardson, 1999). Although no real evidence exists as to how this added value is realised within individual

Strategy for Mobinil Essay Example for Free

Strategy for Mobinil Essay 1. Given all the changes in the branding strategy for Mobinil over the years, has the Mobinil brand conveyed a consistent meaning to customers? Is this a benefit or detriment as the mobile service provider business moves forward in Egypt with the entry of Etisalat and Vodafone? In my opinion, Mobinil has conveyed a consistent meaning to customers because even after years of existing, they still focus on their main mission – providing reliable and simple services that increase interaction and improve communication. I believe that entry of Etisalat and Vodafone was a benefit, because even though Mobinil was not a monopoly anymore, it still could learn from competitors and improve their service to satisfy customers’ needs. Mobinil does researches to be aware of competitors’ strengths and weaknesses that help the company to stay successful. 2. What is Mobinil selling? What are customers really buying? Mobinil is selling mobile devices and services. Customers are buying ability to communicate and on-the-go connectivity – core product. They are buying mobile devices and services – actual product. While buying mobile devices, people also get warranties and instructions that help them with using the device – augmented product. 3. Will the many reasons for Mobinil’s success continue to work with the increasing presence of Vodafone and Etisalat? Why or why not? In my opinion Mobinil will still be successful because the company always does researches to know what competitors are doing, so they can provide better service for their customers. Mobinil now is the leader for mobile services in Egypt and I believe they will continue to improve their work because of their successful marketing strategy and customers’ loyalty. 4. What futuristic strategic recommendations would you make to the Mobinil brand managers? Try to meet customer expectations and reach the desired level of excellence. Mobinil should also make more agreements with networks in

The History of the Dog :: essays research papers

the dog has been around for many years they are careing loving animals but they also have a darkside. Dogs have been considered mans best friend for many many years; but do they really fit in the category as mans friend. DOgs have been known to turn on there owners and cause chaos throughout homes even neighborhoods. should they really be let in our homes and if so haow close can we really get to the vicious creatures? Domestic Dog, mammal generally considered to be the first domesticated animal. This trusted work partner and beloved pet learned to live with humans more than 14,000 years ago. A direct descendant of the wolves that once roamed Europe, Asia, and North America, the domestic dog belongs to the dog family, which includes wolves, coyotes, foxes, and jackals. Dog ancestry has been traced to small, civet-like mammals, called miacis, which had short legs and a long body and lived approximately 40 million years ago. The evolving relationship between the domestic dog and humans has been documented in fossil evidence, artifacts, and records left by earlier civilizations. Prehistoric dog skeletal remains, excavated from sites in Denmark, England, Germany, Japan, and China, indicate the early coexistence of dogs with people. An ancient Persian cemetery, dating to the 5th century BC, contained thousands of dog skeletons. Their formal burial and the positioning of the dog remains reveal the esteem in which the ancient Persians held their dogs. The relationship shared by dogs and humans also is evident in cave drawings, early pottery, and Asian ivory carvings that depict dogs. A statue of Anubis, the half dog, half jackal Egyptian god, was discovered inside King Tutankhamen's tomb, constructed in about 1400 BC. Literary references to the dog include those found in the Bible and in the Greek classic the Odyssey by Homer. In 1576 an English physician and dog fancier, John Caius, wrote a detailed text on dog breeds, Of English Dogges. Dogs are featured in tapestries that were created in the Middle Ages (5th century to 15th century), and in the work of many artists, including 17th- and 18th-century European painters Peter Paul Rubens and Thomas Gainsborough. Although it is not known how humans and dogs first learned to coexist, people soon discovered the many ways dogs could enrich their lives. Dogs have been used to hunt for food, herd animals, guard livestock and property, destroy rats and other vermin, pull carts and sleds, perform rescues, and apprehend lawbreakers.

The Golden Lily Chapter 24

BECAUSE THIS DAY couldn't get any weirder, I decided to stop by Adrian's. There was something I was dying to know but hadn't had a chance to ask. He opened the door when I knocked, a paintbrush in hand. â€Å"Oh,† he said. â€Å"Unexpected.† â€Å"Am I interrupting anything?† â€Å"Just homework.† He stepped aside to let me in. â€Å"Don't worry. It's not the crisis for me that it would be for you.† I entered the living room and was happy to see it filled with canvases and easels once again. â€Å"You've got your art studio back.† â€Å"Yup.† He set the brush down and wiped his hands on a rag. â€Å"Now that this place is no longer research central, I can return it to its normal artistic state.† He leaned against the back of the plaid sofa and watched me as I strolled from canvas to canvas. One of them gave me pause. â€Å"What's this? It looks like a lily.† â€Å"It is,† he said. â€Å"No offense, but this lily is kind of more badass than yours. If the Alchemists want to buy the rights to this and start using it, I'm willing to negotiate.† â€Å"Noted,† I said. I was still smiling from Brayden's breakup, and this only added to my good mood. Although, admittedly, the painting kind of lost me a little – as the abstract nature of his art often did. The lily, despite being more stylized and â€Å"badass† than the prim one on my cheek, was still clearly identifiable. It was even done in gold paint. Splashes of free-form scarlet paint surrounded it, and around the red was an almost crystalline pattern in ice blue. It was striking, but if there was some deeper meaning, it was beyond me. â€Å"You're in an awfully good mood,† he observed. â€Å"Was there a sale at Khakis-R-Us?† I gave up on my artistic interpretation and turned to him. â€Å"Nope. Brayden broke up with me.† Adrian's smirk faded. â€Å"Oh. Shit. I'm sorry. Are you†¦ I mean, do you need a drink? Do you need to, uh, cry or anything?† I laughed. â€Å"No. Weirdly, I'm fine. It really doesn't bother me at all. But it should, right? Maybe there's something wrong with me.† Adrian's green eyes weighed me. â€Å"I don't think so. Not every breakup is a tragedy. Still†¦ you might be due for some kind of comfort.† He straightened and walked over to the kitchen. Puzzled, I watched as he pulled something from the freezer and rifled through his silverware drawer. He returned to the living room and presented me with a pint of pomegranate gelato and a spoon. â€Å"What's this for?† I asked, accepting the offering out of shock alone. â€Å"For you, obviously. You wanted pomegranate, right?† I thought back to the night at the Italian restaurant. â€Å"Well, yeah†¦ but you didn't need to do this†¦Ã¢â‚¬  â€Å"Well, you wanted it,† he said reasonably. â€Å"That, and a deal's a deal.† â€Å"What deal?† â€Å"Remember when you said you'd drink a regular can of pop if I didn't smoke for a day? Well, I calculated the calories, and that's the same as a serving of this. If you can believe there are four servings in that tiny thing.† I nearly dropped the gelato. â€Å"You†¦ you went a day without smoking?† â€Å"Almost a week, actually,† he said. â€Å"So you can eat the whole thing if you want.† â€Å"Why on earth would you do that?† I asked. He shrugged. â€Å"Hey, you laid out the challenge. Besides, smoking's an unhealthy habit, right?† â€Å"Right†¦Ã¢â‚¬  I was still stunned. â€Å"Eat up. It's going to melt.† I handed the gelato back. â€Å"I can't. Not with you watching. It's too weird. Can I eat it later?† â€Å"Sure,† he said, returning it to the freezer. â€Å"If you'll really eat it. I know how you are.† I crossed my arms as he stood opposite me. â€Å"Oh?† He fixed me with a disconcertingly hard look. â€Å"Maybe everyone else thinks your aversion to food is cute – but not me. I've watched you watch Jill. Here's some tough love: you will never, ever have her body. Ever. It's impossible. She's Moroi. You're human. That's biology. You have a great one, one that most humans would kill for – and you'd look even better if you put on a little weight. Five pounds would be a good start. Hide the ribs. Get a bigger bra size.† â€Å"Adrian!† I was aghast. â€Å"You†¦ are you out of your mind? You have no right to tell me that! None at all.† He scoffed. â€Å"I have every right, Sage. I'm your friend, and no one else is going to do it. Besides, I'm the king of unhealthy habits. Do you think I don't know one when I see it? I don't know where this came from – your family, too many Moroi, or just your own OCD nature – but I'm telling you, you don't have to do it.† â€Å"So this is some kind of intervention.† â€Å"This is the truth,† he said simply. â€Å"From someone who cares and wants your body to be as healthy and amazing as your mind.† â€Å"I'm not listening to this,† I said, turning away. A mix of emotions churned in me. Anger. Outrage. And weirdly, a little relief. â€Å"I'm going. I never should have come by.† His hand on my shoulder stopped me. â€Å"Wait†¦ listen to me.† Reluctantly, I turned. His expression was still stern, but his voice had softened. â€Å"I'm not trying to be mean. You're the last person I want to hurt†¦ but I don't want you hurting yourself either. You can ignore everything I just said, but I had to get it out, okay? I won't mention it again. You're the one in control of your life.† I looked away and blinked back tears. â€Å"Thanks,† I said. I should have been happy he was going to back off. Instead, there was an ache inside me, like he'd torn something open that I was trying to ignore and keep shut away. An ugly truth I didn't want to admit to myself, which I knew was hypocritical for someone who claimed to deal in facts and data. And whether I wanted to agree with him or not, I knew without a doubt he was right about one thing: no one else would've told me what he just had. â€Å"Why did you come by anyway?† he asked. â€Å"You sure you don't want to make my awesome painting the new Alchemist logo?† I couldn't help a small laugh. I looked back up at him, willing to help him with the abrupt change in subject. â€Å"No. Something much more serious.† He looked relieved at my smile and gave me one of his smirky ones in return. â€Å"Must be really serious.† â€Å"That night at the compound. How did you know how to drive the Mustang?† His smile vanished. â€Å"Because you did,† I said. â€Å"You drove it without any hesitation. As good as I could have. I started to wonder if maybe someone else had been showing you how to do it. But even if you'd had lessons every day since you got the car, you couldn't have driven like that. You shifted like you've been driving manual your whole life.† Adrian turned abruptly away and walked to the opposite side of the living room. â€Å"Maybe I'm a natural,† he said, not looking at me. It was funny how quickly the tables had turned. One minute he had me backed into a corner, forcing me to face issues I didn't want. Now it was my turn. I followed him over to the window and made him meet my gaze. â€Å"I'm right, aren't I?† I pushed. â€Å"You've been driving one your whole life!† â€Å"Not even Moroi give licenses to infants, Sage,† he said wryly. â€Å"Don't dodge this. You know what I mean. You've known how to drive stick for years.† His silence answered for him, telling me I was right, even if his face was hard to read. â€Å"Why?† I demanded. Now I was nearly pleading. Everyone said I was so exceptionally smart, I could string random things together and make remarkable conclusions. But this was beyond me, and I couldn't handle something that made so little sense. â€Å"Why would you do that? Why would you act like you didn't know how to drive?† A million thoughts seemed to cross his mind, none of which he wanted to share. At last, he shook his head in exasperation. â€Å"Isn't it obvious, Sage? No, of course it isn't. I did it so I'd have a reason to be around you – one I knew you couldn't refuse.† I was more confused than ever. â€Å"But†¦ why? Why would you want to do that?† â€Å"Why?† he asked. â€Å"Because it was the closest I could get to doing this.† He reached out and pulled me to him, one hand on my waist and the other behind my neck. He tipped my head up and lowered his lips to mine. I closed my eyes and melted as my whole body was consumed in that kiss. I was nothing. I was everything. Chills ran over my skin, and fire burned inside me. His body pressed closer to mine, and I wrapped my arms around his neck. His lips were warmer and softer than anything I could have ever imagined, yet fierce and powerful at the same time. Mine responded hungrily, and I tightened my hold on him. His fingers slid down the back of my neck, tracing its shape, and every place they touched was electric. But perhaps the best part of all was that I, Sydney Katherine Sage, guilty of constantly analyzing the world around me, well, I stopped thinking. And it was glorious. At least, it was until I started thinking again. My mind and all its worries and considerations suddenly took over. I pulled away from Adrian, despite my body's protests. I backed up from him, knowing my eyes were terrified and wide. â€Å"What†¦ what are you doing?† â€Å"I don't know,† he said with a grin. He took a step toward me. â€Å"But I'm pretty sure you were doing it too.† â€Å"No. No. Don't get any closer! You can't do that again. Do you understand? We can't ever†¦ we shouldn't have†¦ oh my God. No. Never again. That was wrong.† I put my fingers to my lips, as though I would wipe away what had just happened, but mostly I was reminded again of the sweetness and heat of his mouth against mine. I promptly dropped my hand. â€Å"Wrong? I don't know, Sage. Honestly, that was the most right thing that's happened to me in a while.† Nonetheless, he kept his distance. I shook my head frantically. â€Å"How can you say that? You know how it is! There's no†¦ well, you know. Humans and vampires can't†¦ no. There can't be anything between them. Between us.† â€Å"Well, there had to have been at one point,† he said, attempting a reasonable tone. â€Å"Or there wouldn't be dhampirs today. Besides, what about the Keepers?† â€Å"The Keepers?† I nearly laughed, but no part of this was funny. â€Å"The Keepers live in caves and wage campfire battles over possum stew. If you want to go live that life, you're more than welcome to. If you want to live in the civilized world with the rest of us, then do not touch me again. And what about Rose? Aren't you madly in love with her?† Adrian looked way too calm for this situation. â€Å"Maybe I was once. But it's been†¦ what, nearly three months? And honestly, I haven't thought much about her in a while. Yeah, I'm still hurt and feel kind of used, but†¦ really, she's not the one I'm always thinking about anymore. I don't see her face when I go to sleep. I don't wonder about – â€Å" â€Å"No!† I backed up even further. â€Å"I don't want to hear this. I'm not going to listen to any more.† With a few swift steps, Adrian stood in front of me again. The wall was only a couple inches behind me, and I had nowhere to go. He made no threatening moves, but he did clasp my hands and hold them to his chest while leaning down to me. â€Å"No, you will listen. For once, you're going to hear something that doesn't fit into your neat, compartmentalized world of order and logic and reason. Because this isn't reasonable. If you're terrified, believe me – this scares the hell out of me, too. You asked about Rose? I tried to be a better person for her – but it was to impress her, to get her to want me. But when I'm around you, I want to be better because†¦ well, because it feels right. Because I want to. You make me want to become something greater than myself. I want to excel. You inspire me in every act, every word, every glance. I look at you, and you're like†¦ like light made into flesh. I said it on Halloween and meant every word: you are the most beautiful creature I have ever seen walking this earth. And you don't even know it. You have no clue how beautiful you are or how brightly you shine.† I knew I needed to break away, to jerk my hands from his. But I couldn't. Not yet. â€Å"Adrian – â€Å" â€Å"And I know, Sage,† he continued, his eyes filled with fire. â€Å"I know how you guys feel about us. I'm not stupid, and believe me, I've tried to get you out of my head. But there isn't enough liquor or art or any other distraction in the world to do it. I had to stop going to Wolfe's because it was too hard being that close to you, even if it was all just pretend fighting. I couldn't stand the touching. It was agonizing because it meant something to me – and I knew it meant nothing to you. I kept telling myself to stay away altogether, and then I'd find excuses†¦ like the car†¦ anything to be around you again. Hayden was an asshole, but at least as long as you were involved with him, I had a reason to keep my distance.† Adrian was still holding my hands, his face eager and panicked and desperate as he spilled his heart before me. My own heart was beating uncontrollably, and any number of emotions could have been to blame. He had that distracted, enraptured look†¦ the one that he held when spirit seized him and made him ramble. I prayed that's what this was, some spirit-induced fit of insanity. It had to be. Right? â€Å"His name is Brayden,† I said at last. Slowly, I was able to quiet my anxiety and gain some control. â€Å"And even without him, you have a million reasons to keep your distance. You say you know how we feel. But do you? Do you really?† I pulled my hands from his and pointed at my cheek. â€Å"Do you know what the golden lily truly means? It's a promise, a vow to a lifestyle and a belief system. You can't throw something like that away. This won't let me, even if I wanted to. And truthfully, I don't want to! I believe in what we do.† Adrian regarded me levelly. He didn't try to take my hands again, but he didn't back away either. My hands felt painfully empty without his. â€Å"This ‘lifestyle' and ‘belief system' you're defending have used you and keep using you. They treat you like a piece in a machine, one that's not allowed to think – and you're better than that.† â€Å"Some parts of the system are flawed,† I admitted. â€Å"But the principles are sound, and I believe in them. There's a divide between humans and vampires – between you and me – that can never be breached. We're too different. We're not meant to be†¦ like this. Like anything.† â€Å"None of us are meant to be or do anything,† he said. â€Å"We decide what we're going to be. You told me once that there are no victims here, that we all have the power to choose what we want.† â€Å"Don't try to use my own words against me,† I warned. â€Å"Why?† he asked, a slight smile on his lips. â€Å"They were damned good ones. You're not a victim. You're not a captive to that lily. You can be what you want. You can choose what you want.† â€Å"You're right.† I slipped away, finding no resistance from him at all. â€Å"And I don't choose you. That's what you're missing in all of this.† Adrian stilled. His smile dropped. â€Å"I don't believe you.† I scoffed. â€Å"Let me guess. Because I kissed you back?† That kiss had made me feel more alive than I had in weeks, and I had a feeling he knew that. He shook his head. â€Å"No. Because there's no one else out there who understands you like I do.† I waited for more. â€Å"That's it? You're not going to elaborate on what that means?† Those green eyes held me. â€Å"I don't think I need to.† I had to look away, though I was unsure why. â€Å"If you know me so well, then you'll understand why I'm leaving.† â€Å"Sydney – â€Å" I moved quickly toward the door. â€Å"Goodbye, Adrian.† I hurried toward the door, half-afraid he'd try to hold me again. If he did, I wasn't sure I could leave. But no touch came. No effort at all was made to stop me. It wasn't until I was halfway out on the lawn in front of his building that I dared a peek back. Adrian stood there leaning against the doorframe, watching me with his heart in his eyes. In my chest, my own heart was breaking. On my cheek, the lily reminded me who I was. I turned from him and walked away, refusing to look back.

MythBusters: Walking on Water Essay

Adam and Jaime are to conduct an experiment to see if it is possible to walk on water, but before they could begin their experiment they must have completed some research. They began by looking back into the history of the ninja and ancient Japanese myths, and then continued on to search for a modern day ninja. They discovered the â€Å"mizugumo†, which is a circular flat wooden disc that might have helped the ninjas stay afloat as they walked over the water. Description of experiment – Kelsey Alvarez (Ms. Garrity) The mizugumo is said to distribute the ninja’s weight evenly on the surface of the water because of the wide surface area. Due to this, the ninjas would not be able to sink. To make the mizugumos Adam decided to measure and cut 2 circles of pine wood. They were then each sliced into 4 pieces. Later, he painted the 4 pieces a shade of brown. When this was completed he sanded the paint off. When the 4 pieces of wood had that worn look color he proceeded to adding a rectangular block in the middle of the 4 pieces. He tied the 4 pieces and the block in the center with twine, repeating this step for each one. Adam has now created an exact replica of the mizugomos. When the footwear was complete they proceeded to the actual experiment. The twine that was left over was used to tie the mizugumos on to Adams shoes. Adam was now ready to â€Å"walk on water†, however, after taking his second step into the pool he sank right down. Jaime then explained that in order for Adam to walk on water he would have to be able to take very fast steps across the water. In Adams second trial at attempting to walk on water he decided to increase his momentum like Jaime suggested, and even with this done, he still sank right after the second step. Adam and Jaime then concluded that Mizugumos were actually a myth and were never actually used to walk on water. However, the team did not give up yet. Adam decided to make a pair of modern ninja shoes to test what it would take to actually walk on water. This time he used aluminum, a packing foam, and snow boots. In order to make this work he used the principle of water displacement. This principle states that an immersed object is maintained above water by a force that is equal to the weight it displaces. Adam continued to cut the shape of the boot on the packing foam boards and glued 4 layers of packing foam together with the snowshoes in the middle. In order for the foam shoes to not fall apart he covers them in aluminum sheets and tapes it on. He also adds a light rail in order to keep it firm. Before testing them out Adam paints the shoes entirely black. Using his aluminum shoes Adam is ready to test and see if he can walk on water. On his first trial with the shoes Adam walked too quickly and ended up sinking. On his second trial however, Adam gently stepped on the water and tried to gain his balance; he was finally standing! Although he was standing on the water, it was impossible to move forward. The team then concluded that the shoes could not be used to walk across the water. < Jaime’s cornstarch solution

The Brezhnev Doctrine

The Brezhnev Doctrine The Brezhnev Doctrine was a Soviet foreign policy outlined in 1968 which called for the use of Warsaw Pact (but Russian-dominated) troops to intervene in any Eastern Bloc nation which was seen to compromise communist rule and Soviet domination. It could be doing this either by trying to leave the Soviet sphere of influence or even moderate its policies rather than stay in the small parameters allowed to them by Russia. The Doctrine was seen clearly in the Soviet crushing of the Prague Spring movement in Czechoslovakia which caused it to be first outlined. Origins of the Brezhnev Doctrine When the forces of Stalin and the Soviet Union fought Nazi Germany west across the European continent, the Soviets did not liberate the countries, like Poland, which were in the way; they conquered them. After the war, the Soviet Union made sure these nations had states who would largely do what they were told by Russia, and the Soviets created the Warsaw Pact, a military alliance between these nations, to counter NATO. Berlin had a wall across it, other areas had no less subtle instruments of control, and the Cold War set two halves of the world against each other (there was a small non-aligned movement). However, the satellites states began to evolve as the forties, fifties and sixties passed by, with a new generation taking control, with new ideas and often less interest in the Soviet empire. Slowly, the Eastern Bloc began to go in different directions, and for a brief time it looked like these nations would assert, if not independence, then a different character. The Prague Spring Russia, crucially, did not approve of this  and worked to stop it. The Brezhnev Doctrine is the moment Soviet policy went from verbal to outright physical threats, the moment the USSR said it would invade anyone who stepped out of its line. It came during Czechoslovakias Prague Spring, a moment when (relative) freedom was in the air, if only briefly. Brezhnev described his response in a speech outlining the Brezhnev Doctrine: ...each Communist party is responsible not only to its own people, but also to all the socialist countries, to the entire Communist movement. Whoever forgets this, in stressing only the independence of the Communist party, becomes one ­ sided. He deviates from his international duty...Discharging their internationalist duty toward the fraternal peoples of Czechoslovakia and defending their own socialist gains, the U.S.S.R. and the other socialist states had to act decisively and they did act against the anti-socialist forces in Czechoslovakia. Aftermath The term was used by the Western media and not by Brezhnev or the USSR itself. The Prague Spring was neutralized, and the Eastern Bloc was under the explicit threat of Soviet attack, as opposed to the previous implicit one. As far as Cold War policies go, the Brezhnev Doctrine was entirely successful, keeping a lid on Eastern Bloc affairs until Russia gave in and ended the Cold War, at which point Eastern Europe rushed to assert itself once more.

Slang and shortened words are too casual and vague to others

Slang and shortened words are too casual and vague to others Hashtag: #RuinAFriendShipin5Words Social Media Words and Phrases in the Academic World Slang and Shortened Words are Too Casual and Vague to Others Slang words like â€Å"cops† and â€Å"pigs†, phrases similar to â€Å"It’s cool†, and shortened words such as texting terms (â€Å"r u†, â€Å"2moro†, etc.) are never tolerated in the academic sphere. One good reason is that readers of academic papers are not limited to natives, but include individuals from different ethnic groups who do not understand English slang words. Another is the fact that slang words are too informal for scholarly works that are mostly intended for a critical and educated audience. Shortened words, on the other hand, are usually texting terms that are rarely used in the academic sphere and may be misinterpreted by some readers. Identifying somebody from Asia using the phrase â€Å"that Oriental man† is offensive and humiliating to that particular person. Similarly, calling or labeling a black person â€Å"Nigger† is a mockery of his ethnicity. Moreover, they signify racial discrimination, a humanitarian issue that the academic world strongly opposed. People commonly use the word â€Å"retard† as a more sarcastic substitute for the word â€Å"stupid†. â€Å"Retard† is, in reality, a hate speech and oral transgression generally aimed to make somebody with mental and developmental disabilities feel bad. The word â€Å"retard† according to one study is scary and hurtful to those with intellectual problems. The affected individual often feels bitterness and often becomes aloof and socially isolated. Derogatory, Discriminatory, and Rude Words Offend People Insulting and discriminatory words hurt people’s feelings and dignity as human beings and therefore unacceptable in the academic world. The word â€Å"toilet† may be all right for other people, but it is insulting to an older generation. Similarly, words such as â€Å"wuss† or a weakling, â€Å"derp† or foolish and popular phrases like â€Å"That’s so gay† and â€Å"Don’t be a girl† have a huge emotional impact on people. A college in the United Kingdom banned the words â€Å"history†, â€Å"lady†, â€Å"mad†, â€Å"crazy†, and â€Å"slaving† because they are offensive to different people. These insulting words according to this institution offend women, ethnic groups, homosexuals, and upset those with mental illness. The phrase â€Å"taking the Mickey† is considered Anti-Irish and therefore racially offensive. The phrase â€Å"Go to hell† that most people frequently hear on TV is cruel and severely degrade someone’s dignity. Similarly, swear or rude words like â€Å"damn†, â€Å"scumbag†, â€Å"cripple†, and other dirty or obscene language hurts people’s feelings and dignity. These foul languages are somewhat comparable to Twitter users phrases that are offensive enough to #RuinAFriendShipin5Words such as â€Å"Dude, your sister is hot†, â€Å"I don’t like infected mushrooms†, or â€Å"Wow your baby is dumb† Ethics is the main reason for restricting these offensive and derogatory words. The academic world is against any form of marginalization, bias, narrow-mindedness, and stereotyping. The other reason is practical. For example, the meaning of incomplete words is often difficult to comprehend and therefore likely to be misunderstood and interpreted differently by readers. Words that are not inclusive can personally affect some readers while others, thinking that such words are inapplicable to their circumstances, disregard them at once.

Final project Essay Example | Topics and Well Written Essays - 1000 words - 3

Final project - Essay Example The first part of the paper discusses in detail the views of the author towards his philosophy. The second part of the paper will present a counter argument of Friedman’s philosophy. In a free market economy, businesses should utilise the existing market forces to generate as much profits as they can from their operations. Friedman argues that â€Å"The businessmen believe that they are defending free en ­terprise when they declaim that business is not concerned "merely" with profit but also with promoting desirable "social" ends; that business has a "social conscience" and takes seriously its responsibilities for providing em ­ployment, eliminating discrimination†¦Ã¢â‚¬  He goes on to state that only people have responsibilities not a corporation which is an artificial person. In other words, a corporate has artificial responsibilities which means that business as a whole cannot be said to have any responsibilities. The main argument here is that corporate leaders have a responsibility to their employers and that responsibility is to make as much money as possible from the operations of business. The manager of such corporate is an agent of the peopl e who own the business and he has a responsibility to them not the society. As an individual, the manager of the corporate can have responsibilities such as assisting the need but he should do it from his own money not the company’s. Spending other people’s money according to Friedman is not the responsibility of the leader who should serve the best interests of the owners of business. In other words, the executive is just an agent acting on behalf of his principal. According to the author of the above mentioned article, it becomes a political principle to make expenditures to foster social objectives. Friedman argues that there are people who are elected into office to serve that purpose

Why is privatizing social security in the USA a bad thing Essay

Why is privatizing social security in the USA a bad thing - Essay Example However, in many cases governors ignore the cultural and social characteristics of local population and focus on the economic aspects of each policy (Ritzer and Atalay 2010). This means that the needs and the cultural background of society are often ignored if specific economic benefits are set as priorities by the government of the country involved. Such problem has appeared in regard to the social security in USA. The privatization of social security in the above country has been highly promoted using the following argument: that such initiative would result to the increase of the effectiveness of the social security framework, an argument though that it is not verified in practice, as analyzed further below. Different approaches have been used in order to explain the inappropriateness of the privatization of social security in US. According to Ritzer and Atalay, the privatization of social security in US has been supported by various organizations and individuals but the completio n of the relevant task has been proved quite challenging because it ‘is politically controversial’ (Ritzer and Atalay 130). This means that most politicians in USA cannot agree whether the privatization of social security in US would benefit citizens or not (Ritzer and Atalay 130). The extensive oppositions in regard to the appropriateness of the particular plan lead to concerns in regard to the feasibility of the plan and its actual effects on people across US (Ritzer and Atalay 130). ... For example, the only regions where the social security system is fully privatized are the following two: ‘the countries of Latin America and the former Soviet Union countries’ (Ritzer and Atalay 130). Before suggesting the implementation of such plan in US, it would be necessary to check the potentials of the local economic and social framework whether it could support such plan or not. From a similar point of view, Binstock and George (2010) explain that the privatization of social security in US is quite difficult to be fully completed, especially since the terms under which the ‘Funded Defined Contribution (FDC) Accounts’ (Binstock and George 284) are not quite clear, a fact that would set in risk the relevant funds. These accounts have been used as a means for promoting the privatization of social security in US but they have been related to the following problems: a) ‘the swift to private accounts in USA’ (Binstock and George 291) has been quite rapid, with no adequate time for organizing appropriately the transition to a new social security system (Binstock and George 284). In this way, there can be no guarantee that the new security system in US will be effective and secure (Binstock and George 284); b) the use of Private Accounts as tools for promoting the privatization of social security is not common (Binstock and George 284). Concerns have been developed whether such Accounts would be effective for the social security of US, even if the relevant efforts would involve in the partial privatization of the country’s social security system (Binstock and George 284); c) the privatization of a social security system leads, necessarily, to ‘the transfer of significant powers

MEA and PTE Research Paper Example | Topics and Well Written Essays - 1250 words

MEA and PTE - Research Paper Example Ford is also one of the largest automobile producers of automobile in the international market. Social: The social issues faced by Ford and the automobile industry are mainly related to the cultural values and codes reflected by the organization. Goerzen & Beamish (2008) noted that the growing population and the demand for better transportation system has increased the scope of business for automobile firms. However, the increased cost of living and the rising fuel prices are major worries for the consumers in context of purchasing automobiles. Technological: Technology is one of the driving forces of the business firms in the existing scenario. The growth and development of technological aspects has allowed the organizations to expand their market space over internet and also enhance their operational performance with the help of robotics (Morris, Schindehutte & Allen, 2011). However, the opportunity cost of the firms is increasing and the technicality in the operations is also reducing the control of the management on the production functions of the company. Economical: The economical condition of the international market place was largely shaken with the recent global financial crisis of 2007-08. Amidst these economical instabilities, Ford was already facing financial crisis as their profits were falling (Hellriegel & Slocum, 2011). Apart from these, other economical complexities include currency fluctuation, taxation, government policies, etc are also major economic hurdles for the company in the international market. Environmental: The environmental concerns for the automobile organizations are growing rapidly. With the increased demand for vehicles, companies such as Ford have also increased their production process resulting in increased energy usage and creation of industrial waste which is hampering the natural environment. Moreover, the amplified amount of

An Analysis Of A Mergers Profitability

An Analysis Of A Mergers Profitability Abstract Introduction In the last few years we have observed a revived surge in the number of mergers. They are more often observed in countries with better accounting standards. Companies undergo mergers for a number of reasons. The primary reason is the proper allocation of resources and thus, increasing cost efficiency. A small amount of research has been done in the past years analyzing the short and long term effects of mergers in creating value for the companies. It has been seen that most mergers result in failures but not much research has been done in analyzing the reasons behind it. My research would be based on few of the biggest mergers that have taken place in the last few years. Firstly, my analysis of a mergers profitability would be based on standard event study methodology. It would take into account the return to shareholders. Secondly, it would also aim to provide evidence regarding the signalling theory and the synergistic and the agency views. This would be based on an in-depth analys is of various determinants such as the excess returns around the announcement of the merger bid and around the termination of the merger and the significant differences in the responses of firms attempting focusing versus diversifying mergers respectively. Lastly, this would be followed by a thorough analysis of the valuation effects of mergers. There have been varied views but no one conclusion has been reached. I would thus, like to investigate deeper into it 2. Literature Review and Hypotheses Analysis revealed My research concentrates on the effects of a focusing and diversifying merger on the abnormal returns around the announcement period of the merger. The study by Delong (1999) can be seen as an extension to my research. He based his research on evaluating the stock pricing behaviour of the bidder and the target in bank mergers. He further studied the abnormal returns according to the nature of the merger i.e. focusing or diversifying. In my analysis, I take into account only activity focused mergers, whereas Delong (1999) considers mergers which focus on both activity and geography. His results show an enhancement in value of a focusing firm of about 2 % to 3 % as compared to a diversifying firm irrespective of the time period. On investigating further, he found that the relative market size of the target to the bidder and the pre-merger performance of the targets show an apparent relationship with the cumulative abnormal returns so calculated. Wong and Cheung (2009) analyse the changes in the stock prices of the bidding and target firms in Hong Kong, China, Taiwan, Singapore, South Korea and Japan, following a merger or an acquisition announcement. It can be seen from their analysis that such an announcement yields positive results for the bidding firms but does not prove to be very beneficial for the target firms. Their hypotheses considered the consequences of the mode of payment, the type of acquisition and the type of the target firm on the stock pricing. Out of them only the second variable seems to have a direct effect on the post announcement returns of the bidding firm. Huang and Walkling (1987) conducted similar research by extracting a sample of acquisitions from the Wall Street Journal which consisted of all initial front-page acquisition announcements. But this, took into account slightly different variables as compared to the other analyses discussed above. They determined the effect of tender offers vs. mergers; cash offers vs stock offers and resisted offers vs. unresisted offers. Their analysis revealed higher abnormal returns for tender offers which were quite insignificant once the effect of the extent of resistance and the payment type were isolated from it. The deals which faced resistance during a merger or tender offer showed higher abnormal returns irrespective to the mode of payment. All the results obtained above were either insignificant or marginally significant, but the effects of the third variable i.e. the form of payment showed some concrete results. The cumulative abnormal returns obtained from cash offers were radically high er than those obtained from stock offer. This research carried out by Huang and Walkling gave quite a holistic overview of the effect of the announcement of an acquisition, as it took into consideration, variables which are affected by both the bidding and target firms decisions. All the literature discussed earlier in this paper, has illustrated some positive effects of an acquisition for both the bidders and the target firms. But, the analysis conducted by Bruner (2001) showed a little variation to the above. It suggested that only the target shareholders draw upon the benefits of the acquisition. No such profitable return is observed for the bidding firms. But, the combined returns of the bidder and the target yield positive results. The approach followed by Bruner differs significantly from most of the research discussed earlier. He measures the performance of a merger and acquisition based on the investors required returns. After observing the abnormal returns of the acquirer around the announcement date of the merger as per my research, the most obvious next step would be to analyse the long term effects of the merger. Various studies have been done in order to rightfully determine the outcome .The study by Asquith (1983) showed drastic negative returns after about three years of the merger. One of the best analyses that I found was by Agrawal, Jaffe and Mandelkar (1992) in their paper ‘The Post-Merger Performance of Acquiring Firms: A Re-examination of an Anomaly. Their results are based on a thorough analysis of a number of mergers that took place from 1955 to 1987. They explored the effect of the size of the firm and its beta risk, and found a loss of 10 % in the total wealth of the acquiring firm, five years after the merger was completed. An attempt was also made to find the additional NPV which is not captured by the announcement returns analysis. But, it was seen that the modification of t he market was similar for both the announcement and post merger analyses. Cole et al (2006) Investigate a number of unsuccessful mergers in order to determine if they create or destroy value for acquirers by using mainly two approaches. Their signalling approaches show that the value of the bidding firm is reduced by a large margin in the market, which is a form of a punishment for considering the acquisition of a low NPV project. They also find that horizontal mergers yield negative CAR. Hypothesis 1: The average abnormal returns (AAR) yield positive results for all sub-periods in the event Hypothesis 2: The Cumulative average abnormal returns (CAAR) yield positive results for all sub-periods in the event. Hypothesis 3: The type of acquisition, kind of acquisition, the mode of payment and the type of target firms affects the value of the cumulative abnormal returns (CAR) around the announcement day t=0 in the event. Take into account focusing and diversifying 3. Methodology We begin by classifying the effective sample into two categories – Focusing and Diversifying. The classification approach has been adopted by Mann and Sicherman (1991).This can be done by comparing the two-digit SIC Codes of the acquirer and the target firm respectively. If both the firms involved in a deal have the same two-digit SIC Code, it can be classified as a focusing acquisition, whereas, if both firms have different codes, it is classified as a diversifying acquisition. Now we progress towards analysing the cumulative value created by a focusing and diversifying acquisition around the announcement date, using a standard event-study methodology described by MacKinlay (1997), Huang and Walkling (1987) and Wong and Cheung (2009). The Market Return Model is used in this case, to calculate the abnormal returns of the sample using a linear relationship between stock returns and market return. Rit = ÃŽ ±i + ÃŽ ²iRmt + ÃŽ µit (1) E (ÃŽ µit = 0) var (ÃŽ µit) = ÏÆ'ÃŽ µt2 Where: Rit : Return on security i on day t Rmt : Return on market portfolio on day t ÃŽ µit : Zero mean disturbance term ÃŽ ±i, : expected value of the difference between Ri and ÃŽ ²iRmt ÃŽ ²i : covariance between Rit and Rmt divided by the variance of Rmt ÏÆ'ÃŽ µt2 : variance of the error term We use the market model instead of the constant mean return model as it gives us a more accurate judgement of the effect of the event. This is true as it does not take into account the variation of the market return , thus, giving us more accurate abnormal returns. ( if any words remain add how to calculate rit and rmt) In order to calculate the abnormal returns, we use the market model parameter estimates. ^ ^ ARit = Rit – (ÃŽ ±i + ÃŽ ²iRmt) (2) Where: ARit : the abnormal return for security i on day t ^ ^ ÃŽ ±i and ÃŽ ²i : estimates of ÃŽ ±i and ÃŽ ²i In order to calculate the abnormal returns we use a maximum of 351 daily observations (Huang and Walkling, 1987). We start collecting data from t -300 to t +50 days, with t = 0 being the announcement date of the acquisition. These 351 days include non-trading days as well. In other words, we actually gather data from t -214 to t +36, taking only trading days into account. We use different time periods of an event for a complete comparative analysis of abnormal returns in each sub period which is described as below: Event period : day t -10 → day t +30 (41 days) Pre-announcement period : day t -10 → day t -2 ( 9 days) Announcement period : day t -1 → day t 0 ( 2 days) Post Announcement Period : day t +1 → day t +30 (30 days) diagram To analyse the effect of the event , we now calculate the average abnormal return (AAR) for all the securities for a time period t. AAR is the sum of all abnormal returns of firms on day t divided by N( the number of firms): (3) The t statistic, à Ã¢â‚¬ ¢, is calculated by dividing AARt by the standard deviation of the average abnormal returns. This is final step of the model, which helps in determining the significance of the AARt in the event period. (4) While calculating the standard error, an estimator is used to calculate the variance of the abnormal returns in the absence of but in this case we use the sample variance measure of that we derive from the market model regression. The estimator is as follows: In order to establish a more holistic viewpoint, the cumulative average abnormal returns (CAAR) are calculated: Where T1 to T2 is the duration of the event in which the AARt is collected. According to our hypotheses we have to calculate one more variable, the cumulative average abnormal return (CAAR) over a certain period. In order to find out the significance of CAAR we calculate its t statistic as follows: Where var(CAAR) is the variance of the cumulative average abnormal returns. We could use a variety of formulas to calculate the standard deviation and t statistic such as those described in Campbell, Lo and MacKinlay (1997) and Brown and Warner (1985). But we calculate using the method adopted by Kothari and Warner (1985): Where: : Variance of the average abnormal return for one period. L : Longer the L, the higher is the variance of CAAR To test the third hypothesis, another variable is taken into consideration the Cumulative abnormal returns (CAR). We now develop a regression model using dummy variables to test the effect of the type of acquisition, kind of acquisition, the type of the target firm and the mode of payment on the CAR of the acquirers. The control variables are the relative market size of the market value of the target to acquirer (RMV) and the market size of the acquiring firm (M) (Wong and Cheung, 2009). Where: : Cumulative abnormal return from day d1 → day d2 D1 : 1 if the type is acquisition D1 : 0 otherwise i.e. merger D2 : 1 if it is focusing D2 : 0 otherwise i.e. diversifying D3 : 1 if target firm is private D3 : 0 otherwise i.e. public D4 : 1 if mode of payment is cash D4 : 0 otherwise i.e. stock M : Market Value of the acquiring firm=Number of outstanding share *closing price on the announcement date The tests of hypotheses 1, 2 and 3 can be described as the following tests: H1 : H0 : AARt = 0 H1: AARt ≠  0 H2 : H0 : CAARt = 0 H1: CAARt ≠  0 H3 : H3i :ÃŽ ²1 = 0 (Acquisitions vs. Mergers) H3ii :ÃŽ ²2 = 0 (Focusing vs. Diversifying) H3iii :ÃŽ ²3 = 0 (Public vs. Private target firms) H3iv :ÃŽ ²4 = 0 (Cash offer vs. Share offer) 4. Data Description The number of mergers and acquisitions carried out in India has been quite extensive. Hence, certain criterion has been used to select a suitable sample. The deals carried out with Morgan Stanley, JP Morgan, Goldman Sachs, UBS, Deustche Bank and Citi as their financial advisors should be included. These banks have been chosen as they deal with high valued mergers which are perfect for highlighting the true effects of a focusing or diversifying merger. All deals should have been completed from January, 2003 to March, 2010. The sample consists of only 178 completed transactions. All the acquirer firms must be publicly listed in the Bombay Stock Exchange. The SIC Codes for the target and acquirer should be available in the CRSP Database. This helps in dividing the sample into focusing and diversifying mergers. Because of these restrictions, the sample reduces to 70 firms, three of which have some information missing regarding the stock returns etc and hence our effective sample is 67. It has been further classified into 44 focusing and 23 diversifying deals. Using only publicly listed firms enables us to extract information about these deals such as – announcement dates, termination dates, stock returns, market returns etc. from the Thomson One database, company websites and the Bombay Stock Exchange. The Bombay Stock Exchange Sensitivity Index or the BSE Sensex (30) has been used to gather the market returns of the firms.

The rule of law :: essays research papers

other house are for the benefit of Australia rather than the government, and include no instances of discrimination. The judiciary also exercises the power to control legislation if it is deemed not in accordance with the ‘rule of law’. This was proven in the landmark case of Chu Keng Lim vs Minister for Immigration. Parliament had amended the migration act to provide for the compulsory detention of certain designated persons who could not be released from custody by an order of the court. The high court rejected this legislation stating that it was â€Å" beyond the legislative power of parliament to invest the executive with an arbitrary to detain citizens in custody not withstanding that the power was conferred in terms which sought to divorce such detention in custody from both punishment and criminal guilt. Putting to one side exceptional circumstances the involuntary detention of a citizen in custody by the state is penal or punitive in character and exists only as an incident of the exclusively judicial function of adjudging and punishing criminal guilt. Every citizen is â€Å" ruled by the law and the law alone† and may with us be punished for a breach of law but he can be punished for nothing else.† The judiciary also applies a system of precedent which allows for consistency in decisions but still provides for individual circumstances. This insures that there is no discrimination between people. Although all current conventions comply with the ‘rule of law’, the constitution does not guarantee it and provides for things such as the arbitrary exercise of power by the Governor General. However in Emy Hughes publication Australian Politics it states that â€Å" the court reasoned that that since the constitution could be presumed to authorise a system of

Lifecycle of a Plastic Product Essay

Our life has been full with the uses of plastic in our daily life, in food and beverages to the appliances surrounding our daily life. Plastic was made from simple chains of molecules that are linked together called as Polymers. Thus, make many types of plastics are named starting with ‘Poly’ such Polyethylene, polystyrene and polypropylene. Municipal Solid Waste (MSW) – More commonly known as rubbish or garbage such as packaging products, grass clippings, furniture, clothing, bottles, food scraps, newspapers, household appliances, paint, these daily items we use then throw away, and battery. It comes from our homes, schools, hospitals, and businesses [2]. Each year, a report on the EPA Advanced Certificate Management Amendment: Facts and Figures 2013, formerly known as Municipal Solid Waste in the United States: Facts and Figures. It contains information on municipal solid waste generation, recycling, and disposal. MSW trace after 30 years, source limit reports (waste prevention) MSW and MSW tipping landfill fees for historical information, generation and demolition Additional information on the information, which has been extended to include outside the scope. The new name emphasizes the importance of sustainable content management (CM). CM refers to the use and recycling of materials in a more productive and durable manner throughout their entire lifecycle. SMM practices to conserve resources reduce waste, slow climate change, the materials we use to reduce their impact on the environment. In 2013, nearly 254 million tons of garbage, recycled and converted to US fertilizer products of 87 million tons, equivalent to 34.3 percent recycling rate was generated. On average, we recycled and 40: 40 pounds per person per day. Even from that, plastic is a very crucial part of our everyday lives, as it been used and basically can be found everywhere. Some examples of usage of plastics are in electronics and surgical instrument as plastic is lightweight, cheap and easy to build. Other than that, plastic is very useful when dealing with durability along with times, it is because plastics don’t easily be damaged by surrounding, unlike iron that can rust over time if in contact with water. Plastic also has a great impact on our today telecommunication, as the world evolves with the technology, a higher demand for internet is needed and fiber optics cable for faster communication with others is needed. The main substances used to produce fiber optic is plastic, in vehicles plastic parts is also one of the major parts needed as it used because it optimizes the power usage and makes them more efficient. The parts that used plastic in a vehicle are including seats, polycarbonate windows and interior panel. Basically, plastic has its own advantages and disadvantages that made it impossible to be ban completely as its usage in every part of daily lives. Even though, it has an important role as one of the vital resources in domestic and also industrial, because of plastics characteristics that are durable, water-resistant, lightweight and cheaper. The usage of plastic needs to supervise and handled appropriately for disposal. Not properly disposing of plastic could lead to plastic pollution due to the basic property of plastic that made it so durable and take thousands of years to decomposed [1]. The overuse of plastic and plastic pollution could give a number of effects on the environment and ecosystem. The effect to the environment is the landfills of plastic wastage due to overuse of plastic because of it cheaper and easier to be obtained. Other than that, an open burning with plastic will release dangerous chemical gasses to the air and could lead to impotence, cancer, asthma and etc. other than that, an authorized disposal of plastics to the sea or river could harm the animals live inside it. From a research, the turtles mostly die because of the plastics that they consume because turtles were mistaken plastics as jellyfish. Besides that, another effect to the animals is the entanglement of plastics to the body of turtles, dolphin and etc. that could affect the animal’s growth. There are several of ways that human can contribute to ensuring a smart usage of plastic to avoid plastic pollution. The easier ways to contribute is by shop friendly when shopping at the market to buy the needs for home, by having oneself shopping bag the usage of plastics can be reduced. Secondly, is to bring your own food container and drink bottle to reduce the usage of plastics from the packaging of your food and plastic bottle that cannot be reusable. Nonetheless, recycling is one of the vital ways that can help in reducing the usage of plastics because by recycling the plastics can be disposed of appropriately.