Network technologies and system administration Assignment

Network technologies and system administration - Assignment Example Transmission media is very important in the transmission of signals. For the transmission of the signal copper wires are being in utilization for many years however, as the technology regarding the transmission media developed, wireless technologies got the importance as wireless technologies require less management and lack the burden of wires. In a wired transmission system, digital signals are utilized in the transmission, where various voltage levels are considered to be binary zero and binary one (Omega.com, np). The signal is then transmitted to the copper wire as the voltage signals and a reference voltage is also transmitted. At the other side the transmitted signal is received and the reference voltage signal is created and thus the wired transmission and reception system works. In wired communication twisted pair, coaxial cable and optic fiber cables are utilized. However, optic fiber cable does not come in the category of copper wire and signal is transmitted in the form o f light. The major problem that arises in the transmission of signal through the wired medium is that the copper wires are much influenced by the electromagnetic energy and thus a distorted signal is received due to the interference of the electromagnetic radiations. These electromagnetic radiations are produced by the electrical appliances and transmission lines near the signal wire. This type of problem is more in twisted pair cable as compared to the coaxial cable. However, the twists in the cable help minimize the interference. Another problem with the wired transmission is the difficulty in the management and detection of problem (Polenin, np). There is a need to replace the whole cable if a little defect in the cable arises like small cuts, etc. In order to eliminate the problems of the electromagnetic interference, a pair cable is twisted to reduce the interference. Boosters are utilized at after some fair distances to recover the distorted signals to the original signals. Bo osters also amplify the signals to the desired amplification. In the coaxial cable, metal shielding prevents the loss of the signal and avoids electromagnetic interference. However, the outer insulation is such made to prevent environmental damage and the preventions against cuts, etc. Ethernet is a part of computer networking technology for local area network which is commercially started in 1980. It is consisted of IEE 802.3, LAN technology. In the OSI orientation arrangement, Ethernet is at the data link layer. Ethernet distributes a flow of information through packets which, are known as frames. Each frame consists of source and destination dresses and error checking data so that damaged data can be easily identified and rebroadcasted (Pidgeon, np). As we have discussed data packet on the wire is known as a frame. A frame initiates with the preamble and start frame delimiter. First advantage is that it is conceptually it is simple like it has coax cable and T adapters and no hub s, transceivers and other devices. It is less price device. There is a high level of noise immunity. Disadvantages are Ethernet is difficult to change. Its configurations are not edited easily. If any device or cable section fails, is demolishes the entire network. Ethernet frame is also called as Ethernet link. In the frame structure, octets are distributed to make the Ethernet do its job in a right way. For example, the frame allocated seven octets to the Preamble from 10101010, preamble have the responsibility to synchronize clocks or receiver and sender. For addresses, all adapters receive the frame on LAN at 6 byte. The frame structure type is utilized to identify the higher layer protocol. At receiver, frame is checked for error, if there is any errors present the frame dropped. The MAC Destination takes about 6 octets, MAC source takes about 6 octets, payload takes octets from the rage of 45 to 1500 and inter-frame gap takes about 12 octets. An

Project part 1 Research Paper Example | Topics and Well Written Essays - 500 words

Project part 1 - Research Paper Example Our village is in mountainous regions and the nearest city is Chongqing which is 369 kms southwest. Chengdu is also now a couple of hours away due to good roads. We only travel very rarely for entertainment or for medical reasons (China Daily, 2004). My typical day as a farmer and head of family starts at 6 am. I get fresh in a local nearby pond and use the sanitation facility there. After having light breakfast, I head towards the local market to get some vegetables for lunch and dinner. We try to grow some vegetables in our own farm to cut on food shopping costs. Later I spend some time with children teaching them what ever I can from experience of life. Afternoons are less busy, and I have a small nap post lunch. Later in the afternoon I head towards the farm and work there typically till evening looking after the crop and sowing seeds etc. water is problem most of the times so we have to be more careful about the crops. After I get back home, we cook rice and curry for dinner and go to sleep. Very rarely I get some meat for the family as it is costly and we cannot afford it. Most of the times we depend on local vegetables and rice as our staple food. We buy these groceries from local market which is not far from my home and is situated at the centre of our small village.

Effects of Three Body Transformed Hamiltonian

Effects of Three Body Transformed Hamiltonian CHAPTER – 6 CONTRIBUTION OF THREE BODY TRANSFORMED HAMILTONIAN () THROUGH FULL CONNECTED TRIPLE EXCITATION COUPLED CLUSTER OPERATORS TO VALENCE IONIZATION POTENTIALS OF F2 AND Cl2 COMPUTED VIA EIP-VUMRCCSDÏ„ SCHEME 6.1 Introduction In this work, the effects of three body transformed Hamiltonian through full connected triples is studied on F2 and Cl2. To see the role of [1] in terms of magnitude, two kinds of computations named scheme–A and scheme–B are done. Scheme – A includes along with the other usual diagrams for EIP-MRCCSDà ¯Ã‚ Ã‚ ´ matrix [1-4]. In scheme–B, the term is totally absent. In this calculations, two chemically interesting and challenging molecules F2, and Cl2 ( because Fluorine atom is most electronegative, and Cl2 contains as many as 34 electrons ) are considered . The basis sets cc-pVDZ and cc-pVTZ (spherical Gaussians) [5] and experimental equilibrium geometry are used in these computations. The basis sets were collected from : http://www.emsl.pnl.gov:2080/forms/basisform.html. Table 6.1 and 6.2 contain all results. 6.2. Results and Discussion Both the molecules are linear and centro-symmetric and hence their point group is D∞h out of which we consider only the largest abelian sub-group D2h. All outer-valence main vertical IPs are presented in Table 6.1. Since independent particle model is valid here, some Koopmans’ configurations appear while going from one basis to another. Naturally, there is same one-to-one correspondence between scheme-A and scheme-B also. For single bonded molecule F2, the contribution of is small. For 2ÃŽ  u state , the differences in the case of cc-pVDZ and cc-pVTZ are 0.026 eV(.600 kcal/mol) and 0.029 eV(0.669 kcal/mol) respectively. For 2ÃŽ  u state of Cl2, the difference (cc-pVDZ) 0.040 eV(0.922 kcal/mol) is significant in view of that we are considering here the correlation dynamics of outer valence electrons. Experimental IPs are presented in the Tables with a view to realizing the reliability of our theoretical results only. Too accurate comparison is not possible here because of the restraint of our starting basis sets. For that, approaching towards basis set saturation as much as possible is necessary. Since scheme-A (as it includes ) gives more accurate IP. From now on or unless otherwise explicitly mentioned, it will be assumed that a theoretical IP value relates to scheme-A only. In the inner valence region, the sizes of the basis sets sometimes influence the IP-profile of the same molecule in higher energy regions considerably. The single bonded F2 molecule is studied first, the IPs of which are presented in Table 6.2. The first 2ÃŽ £g+ satellite of F2 shows that maximum contribution of is by an amount 1.117 eV(25.758 kcal/mol) for cc-pVDZ basis and 0.910 eV(20.985 kcal/mol) for cc-pVTZ basis. The difference (cc-pVTZ) 1.117 eV(25.758 kcal/mol) for 2ÃŽ £g+ is significant. In 2ÃŽ  u state, the maximum contributions are 0.773 eV(17.826 kcal/mol) for cc-pVDZ basis and 0.911 eV(21.001 kcal/mol) for cc-pVTZ basis respectively. In 2ÃŽ £u+ state, the contributions are 0.256 eV(5.903 kcal/mol) for cc-pVDZ basis and 0.267 eV(6.157 kcal/mol) for cc-pVTZ basis. Other satellites do not have the basis-to-basis correspondence. However, scheme-A to scheme-B correspondence is retained, which is based on the dominant configurations with expansion co-efficient à ¯Ã‚ Ã‚ ¾ 0 .3 or more. The next test case is Cl2 molecule, the IPs of which are presented in Table 6.2. The first 2ÃŽ £g+ satellite of Cl2 shows that maximum contribution of is by an amount 0.223 eV(5.142 kcal/mol) for cc-pVDZ basis and 1.305 eV(30.094 kcal/mol) for cc-pVTZ basis, respectively. In 2ÃŽ  u state, the contribution is 0.167 eV(3.851 kcal/mol) for cc-pVDZ basis. In 2ÃŽ £u+ state, the maximum contribution is 1.269 eV(29.263 kcal/mol) for cc-pVDZ basis, no such value for cc-pVTZ basis is found. The IPs onwards are arranged on the basis of dominant configurations. If dominant configurations differ from basis-to-basis substantially, they are put in different rows in the tables. Thus, some IP values which appear in case of cc-pVDZ may not appear at all in case of cc-pVTZ, and vice versa. Similarly, an IP for a basis appearing in scheme-A may be absent in scheme-B, and vice versa. While in the first case it is due to basis-set effect, in the second case it is due to . If for an IP, scheme-A to scheme-B correspondence is observed, only then it is possible to make a comment on the amount by which the IP has been shifted to what extent in scheme-B relative to Scheme-A. In other words, a quantitative picture of the effect of can be made. For quite a few IPs, the contributions of are significant. The values mentioned in parenthesis are relative intensities along with IPs. Molecule States Configurations Basis :cc-pVDZ Basis: cc-pVTZ Expt Scheme-A Scheme-B à ¢Ã¢â€š ¬Ã…’Ãâ€"â‚ ¬DiffÃâ€"â‚ ¬(eV) Scheme-A Scheme-B Ãâ€"â‚ ¬Diffà ¢Ã¢â€š ¬Ã…’à ¢Ã¢â€š ¬Ã…’à ¢Ã¢â€š ¬Ã…’Ãâ€"â‚ ¬ (eV) F2 2ÃŽ  g 1Ï€g -1 15.124 (0.933) 15.136 (0.932) 0.012 15.415 (0.928) 15.429 (0.927) 0.014 15.87a 15.70b 2ÃŽ  u 1Ï€u -1 18.190 (0.873) 18.216 (0.867) 0.026 18.492 (0.874) 18.521 (0.869) 0.029 18.8a 18.4b 2ÃŽ £+g 3ÏÆ'g -1 20.671 (0.956) 20.652 (0.954) 0.019 20.926 (0.948) 20.908 (0.947) 0.018 21.1a Cl2 2ÃŽ  g 2Ï€g -1 11.138 (0.954) 11.136 (0.954) 0.002 11.318 (0.948) 11.315 (0.948) 0.003 11.49b 2ÃŽ  u 2Ï€u -1 14.037 (0.059) 13.997 (0.916) 0.040 14.162 (0.911) 14.160 (0.911) 0.002 14.0b 2ÃŽ £+g 5ÏÆ'g -1 15.687 (0.952) 17.467 (0.018) 17.446 (0.018) 0.021 15.806 (0.942) 15.792 (0.942) 19.698 (0.008) 0.014 15.8b Table 6.1 : Contribution of the diagrams for three-body transformed Hamiltonian of 3h2p-3h2p block of EIP-MRCCSDÏ„ matrix (Fig.3.3, Chap. 3 ) to vertical ionization potentials ( in eV) of outer valence region (relative intensities have been put in the parentheses ) 1 eV = 23 .06035 kcal/mol aRef.[6] bRef.[7] Table 6.2 : Contribution of the diagrams for three-body transformed Hamiltonian of 3h2p-3h2p block of EIP-MRCCSDÏ„ matrix (Fig.3.3, Chap. 3) to inner valence main and satellite vertical ionization potentials ( in eV) of F2 and Cl2 Mol States Basis : cc-pVDZ Basis : cc-pVTZ Expt. Scheme-A Scheme- B à Ã¢â‚¬   Diff à Ã¢â‚¬   Scheme- A Scheme- B I Diff I F2 2ÃŽ £+g 29.680(0.016) 40.785(0.043) 42.672(0.436) 50.701(0.056) 54.836(0.101) 28.863(0.015) 40.835(0.015) 42.653(0.047) 50.600(0.060) 53.719(0.056) 0.817 0.050 0.019 0.101 1.117 41.916(0.659) 42.800(0.157) 42.889(0.048) 50.482(0.190) 41.961(0.617) 42.910(0.149) 42.385(0.059) 50.367(0.032) 0.045 0.910 0.404 0.115 41.75c 2ÃŽ  u 24.524(0.028) 32.416(0.065) 33.151(0.014) 33.671(0.021) 45.999(0.011) 51.633(0.015) 24.461(0.032) 31.643(0.050) 44.431(0.020) 50.239(0.020) 0.063 0.773 25.014(0.026) 32.936(0.039) 24.940(0.029) 32.025(0.052) 0.074 0.911 2ÃŽ  g 41.063(0.021) 42.117(0.013) 47.846(0.022) 40.314(0.067) 0.251 42.491(0.011) 48.659(0.013) 40.691(0.047) 2ÃŽ £+u 29.110(0.015) 29.203(0.040) 32.669(0.017) 37.491(0.675) 28.857(0.012) 32.413(0.017) 37.480(0.743) 0.253 0.256 0.011 29.690(0.030) 29.762(0.038) 33.195(0.022) 29.432(0.039) 32.928(0.023) 37.289(0.667) 0.330 0.267 37.47c cRef.[8] Table 6.2 continued Mol States Basis : cc-pVDZ Basis : cc-pVTZ Expt. Scheme-A Scheme- B à Ã¢â‚¬   Diff à Ã¢â‚¬   Scheme- A Scheme- B I Diff I Cl2 2ÃŽ £+g 22.222(0.027) 25.085(0.013) 28.214(0.650) 29.962(0.020) 37.302(0.038) 22.137(0.026) 25.041(0.012) 28.202(0.635) 29.739(0.029) 37.237(0.038) 0.085 0.044 0.012 0.223 0.065 22.443(0.034) 26.423(0.019) 26.655(0.073) 27.479(0.164) 29.939(0.032) 34.358(0.021) 22.356(0.033) 26.637(0.019) 26.684(0.059) 27.477(0.152) 31.244(0.048) 35.660(0.004) 35.631(0.048) 0.087 0.214 0.029 0.002 1.305 2ÃŽ  u 23.119(0.083) 22.974(0.059) 31.017(0.017) 22.967(0.059) 27.466(0.002) 29.075(0.002) 29.514(0.003) 30.663(0.002) 31.000(0.018) 31.258(0.009) 0.007 0.017 2ÃŽ  g 25.579(0.029) 25.412(0.023) 0.167 22.607(0.002) 25.606(0.015) 31.139(0.002) 33.351(0.014) 33.470(0.012) 34.804(0.010) 25.534(0.011) 26.019(0.006) 31.076(0.002) 33.308(0.008) 33.404(0.011) 34.099(0.003) 34.804(0.003) 34.844(0.011) 36.413(0.007) 37.059(0.002) 37.728(0.002) 38.080(0.002) 38.619(0.001) 48.004(0.001) 48.067(0.001) 0.072 0.063 0.043 0.066 0.040 2ÃŽ £+u 22.258(0.297) 24.399(0.279) 26.268(0.185) 38.132(0.025) 41.469(0.025) 22.222(0.275) 24.339(0.289) 26.220(0.184) 38.082(0.023) 40.200(0.018) 0.036 0.000 0.048 0.050 1.269 22.404(0.424) 24.413(0.111) 26.214(0.071) 31.646(0.033) 34.124(0.021) 36.911(0.042) 37.325(0.013) 22.376(0.341) 24.413(0.274) 31.587(0.032) 34.076(0.022) 34.454(0.029) 36.803(0.045) 38.207(0.027) 0.028 0.000 0.059 0.048 0.108 6.3 Conclusion The present calculations show that for F2 and Cl2, the above-said effect sometimes is considerably high and may even be more than 21 kcal/mol (F2 : cc-pVTZ) and 29 kcal/mol (Cl2 : cc-pVDZ) which are much presumably due to high electronegativity of F and Cl atoms. This suggests that inclusion of is essential in high accuracy EIP-VUMRCC IP calculations. References [1] K. Adhikari, S. Chattopadhyay, R. K. Nath, B. K. De, D. Sinha, Chem. Phys. Lett.  474 (2009) 199. [2] S. Chattopadhyay, A. Mitra, D. Jana, P. Ghosh and D. Sinha, Chem. Phys. Lett. 361  (2002) 298. [3] S. Chattopadhyay, A. Mitra and D. Sinha, J. Chem. Phys. 125 (2006) 244111. [4] K. Adhikari, S. Chattopadhyaya, B. K. De, A. Sharma, R. K. Nath, D. Sinha, J. Comp.  Chem. 34 (2013) 1291. [5] EMSL Basis Set Library (www.emsl.pnl.gov/forms/basisform.html). [6] G. Bieri, A. Schemelzer, L. Ã…sbrink and M. Jonsson, Chem. Phys. 49 (1980) 213. [7] A. B. cornfored, D. C. Frost, C. A. McDowell, J. L. Ragle, and I. A. Stenhouse, J.  Chem. Phys. 54 (1971) 2651. [8] P. Weightman, T. D. Thomas and D. R. Jennison, J. Chem. Phys. 78 (1983) 1652. 1

Australia Essay -- essays research papers

The name of Australia comes from the Latin word Australis, which means southern. Since it lies entirely in the southern hemisphere, Australia is most commonly referred to as â€Å"down under†. Australia, being a country, is also a continent. In land area it’s the sixth largest for a country and the smallest continent.Australia is a very dry, thinly populated country. Very few coastal areas receive enough rainfall to support a large population. The largest group of Australian people live in two large cities, Sydney and Melbourne. The vast interior is mainly desert or grassland and there are very few settlements. As a whole, the country has a density of six people per square mile.The down under is famous for vast wide-open spaces, bright sunshine, bikini-clad beauties, enormous numbers of sheep and cattle, and unusual wildlife. Kangaroos, Koalas, platypuses, and wombats are a few of the erotic animals that live here.Australia was originally settled by Great Britain as a prison colony in the late 1700’s, so now most Australian people are of British ancestry. The immigrants brought all the customs too, such as driving on the left side of the road and their favorite warm drink, tea. They also speak English as the official language with their own Australian terms.CLIMATEThe northern third of the Australian continent lies in the tropics and is warm or hot year round. The rest of the country lies south of the tropics and has warm summers and mild cool winters. The rainfall is seasonal in Australia.In the wet season, heavy downpours and violent storms cause floods. But the droughts that plague the nation are far more serious than any flood. Just about every section of Australia has a drought in the dry season. These droughts cause severe water shortages and cause the need for dramatic conservation laws as well as droughts there is also brush fires.Rivers in Australia are one of its most vital resources. They supply the cities and towns with the much-needed water. They also supply the farms with irrigation water. Though the rivers are dry most of the year, dams and reservoirs keep water during the dry season.Australia can basically be split into 3 parts-the eastern highlands, central lowlands, and the western plateau.The highlands consist mainly of high plateaus and broken-in places by hills, low mountain ridges, and gorges. Grasses or forest cover most of the plate... ... all of their traditions but were excluded from society until 1967 when the Australian Constitution was changed so Aborigines got to vote and to have service benefits.GREAT BARRIER REEFAlong the northwest coast of Australia lies the Great Barrier Reef, the largest group of reefs in the world. This chain consists of about 2,500 reefs. In all, the reefs are also many small islands that extend for about 1,200 miles. It lies around 10 to 100 miles from the Australian coasts.Coral reefs are limestone formations that lie under the sea or just above the surface. The Great Barrier Reef is made up of a coral of dead hardened animals call polyps, which are attached to the reef. The diameter of the polyps is about 1 to 12 inches. The polyps are extremely colorful, just as all the sea animals that live there.The Great Barrier Reef supports about 400 species of polyps, about 1,500 species of fish and several kinds of birds. Giant clams, sea turtles, and crabs also live in the reef. The warm waters around the reef and the sheer beauty attract swimmers, skin divers and tourists from all over the world.Australia is truly a magnificently beautiful place with many different climates and cultures.

Business Managing financial resources and decisions Essay

Introduction Mrs. Jessica Bell wants to setup her own company which will provide accounting and consultancy solutions. She has collected other necessary information and other aspects are also easily available to her. The name of the company is JAC SOLUTIONS. The company needs $800000 to bear the cost of establishment, working capital and seed capital. She already has 200000 pounds and needs to get 600000 pounds through sources of long term and short term finance. We need to analyze different sources of finances that can eb taken to consideration for bearing the cost of working capital, seed capital and establishment costs. We also need to determine the implications and related advantages and disadvantages of the sources of finance. Apart from this, Mrs. Jessica Bell wants to purchase a property of 350000 pounds for the business purpose and for this she is considering a long term loan for 12 years and a mortgage of 25 years. She has 70000 pounds for initial deposit for the property. Now we need to calculate and analyze that which one will better option for her for buying the property. Apart from this she needs to understand the meaning and importance of financial planning and the information that are needed about a business by the investors and shareholders. We also need to describe the different types of budgets and the importance of budget analysis in decision making process. we will also analyze the financial statements of a profit making organisation. Question P1 Four sources of finances that are available to JAC SOLUTIONS She can consider some sources of finances as discussed below- Venture capital Venture capital funds support growing firms during their inception stages and before they are going for initial public offerings of shares. Firm will get venture capital as a form of equity capital. It represents a highly risky investment in the hope of earning higher return in future. It typically invests into equity or quasi equity instruments in financial market which will be able to share the risk and profit of the investee firm. Venture capitalist not only invests in the new company but also guides the firm actively in taking major decisions. Financial burden of the assisted firm tends to be low. Venture capitalist normally close it position by liquidating the investment from the assisted firm after 7 years. (Chandra, 2011, p.436). Bank Loan Personal or commercial loans from banks and financial institutions are one of the most popular forms of financing. It includes long term and short term loans. Long term loans are useful to finance fixed assets and large expenses like buildings, property and machinery. Short term loans are having duration of one year or less. These are mainly helpful for to pay day to day business expenses like payroll, inventory or any urgent requirements. Private Equity Private equity has become an integral part of the financial services industry in the world in last two decades for funding in small new business. Private equity companies are those which have their own pools of capital invested by different institutions or high net worth individuals and run by such managers who have deep knowledge in financial market linked to the performance of the funds. Private equity companies have their own set of written agreements upon which they judge the investee companies. They also participate in board meetings and can take managerial decisions (Chandra, 2011, p.437). Small Business Administration SBA helps to facilitate loan for a new business venture through a third party lender. It provides various types of financial assistance for the business which are effective and are designed to meet key needs. It includes debt financing, bonds, equity financing. In case of debt financing, SBA does not provide loans directly to the business. But it sets the guidelines for the requirement and then it is lent by lenders, micro lending institutions etc. guarantee of the loan is given by the SBA. Thus a SBA loan is similar to a commercial loan for a business (SBA, 2013). Question P2 Implications of Venture Capital Venture capital is one of the important sources of finance. If an entrepreneur decides toi take the help0 to raise finance for his/her business then he/she may go to the venture capitalists. In this case, the entrepreneur needs not to worry about the finance, the venture capital organisation will look after it but the venture capital firm will also take part in the managerial decisions of the organisation. Advantages and disadvantages of sources of Finance Pros and Cons of Venture Capital Financing The main advantage of venture capital financing is the venture capitalists gamble on the new company. If the new succeeds they earn high rate of return but if the new idea fails then they absorb their losses. If the business fails the new firm won’t have any burden on them. Beside this venture capital also help to grow business quickly. As the venture capitalists have a share in the new business, thus it’s also their interest to improve the network of the business with rich investors who might become more profitable for the business (Cetindamar, 2003, pp. 29-30). There are also some disadvantages of venture capital financing. Venture capitalist owns a large portion of stake in the new company. Although the new company need not to repay the money of the investors but it has some limitations. Venture capitalist invests his money in exchange of shares of the company. This reduces the number of shares in the hand of the founder of the company. Implications of Bank Loan Bank loan can be taken to generate additional finance for the organisation. The implications of bank loan are that it can be arranged against some securities and the borrower needs to pay a fixed rate of interest. The bank will not interfere in any of the managerial decisions. Pros and Cons of Bank Loans The advantages of bank loan are that bank loans are cheap than equity financing and incase of bank loans the bank does not interfere in the managerial decisions of the company. The disadvantage of is that it carries interest which should be refund with the principle amount in a specific duration of time. If the company is unable to repay it within stipulated time period then the bank can overtake the assets of the company which may leads to bankruptcy. Implications of Private Equity The implications of private equity are quite similar with the implications of venture capital. The implications of private equity are that this helps to get additional finance and take the responsibilities of the business and help to take appropriate decisions. Pros and Cons of Private Equity The main importance of private equity investment is that it involves introducing a new partner to the business that will share the responsibilities of the business and help in the managerial decisions. It also helps the business to raise equity at higher price and private equity firms also the help the new company by bringing additional skills and new business networks that will be more profitable for the new company (Benjamin, 2000, p.27). Private equity firm also has some kind of limitations. The promoter of the new company is accountable to the private equity firm for any kind of major decisions. Implications of SBA The implications of SBA are that it helps to get third party loan like bank loans easily. Pros and Cons of SBA The main important advantage of an SBA is that if the company treats the SBA loan properly then its chance of getting bank loan gets easy. It also has some disadvantages like it doesn’t invest directly in the new business. Question P3 Sources of finances for buying the property Mrs. Bell wants to a buy a property of 350000 pounds and she has 70000 pounds in her hand for initial deposit which is 20% of the property. Thus she needs to get funding for 280000 pounds. Long term loan Long term loans are useful for buying property and these are for generally more than 12 months. In this case Mrs. Bell wants to take a long term loan of 280000 pounds for 12 years. In UK the current rate of interest is near about 6% for long term loans (Money.co.uk, 2014). Mortgage Mortgage is a debt instrument which is secured by a specific real estate property and the borrower of the mortgage is bound to pay back the principle with interest rate within a time period. It is used to buy large amount of real estate. In UK the current rate of mortgage is 6% and here the duration of mortgage will be 25 years. Question P4 Borrowed Amount 280000 280000 Total Interest Payment 336000 700000 Total repayment 616000 980000 Total month 144 300 Monthly installment  £ 4,278  £ 3,267 The cost of the long term loan will be 4,278 pounds per month and total interest will paid of 336000 pounds. The cost of the mortgage will be 3,267 pounds per month. Total interest will be 700000 pounds. Thus we can see that the monthly interest of long term loan is higher than the mortgage payment but we should consider that in case of mortgage payment we need to pay more amount of total interest along with the principle amount than the long term loan. But for a starting business it will be better to pay less  monthly installment because it is not sure about how money it will be able to earn in the beginning. Thus mortgage payment method should be chosen as the interest payment will be less. Question P5 Financial planning can be defined as calculating about expected expenses and revenues for the coming financial year. Financial planning is necessary for a business organization to conduct the business activity in a smooth way. Importance Financial planning is important because it states about the probable necessary income and expenditures which will help to earn profit for the business organization. Financial planning includes budgeting method in which managers prepare a budget about upcoming income and expenses that the company has to taken care of. It helps us to set up a sales target and goals for production process. Cash budget states about the future cash receipts and payments for a specific period. It typically takes into account a period in the nearest future. The cash budget helps the business to decide when revenues will be sufficient to cover expenditures and when the organization will need to look for outside financing. It is done monthly to look after the liquidity position of the company. Thus if cash budget has surplus amount of cash then it can be said that the company is well going by fulfilling the revenue target within the budgeted expenditures. Question P6 Financial statements provide financial information to the investors and creditors regarding financial performance of the company. Analysis of financial statements helps the managers to make decisions by understanding the financial condition of the company (Wild, 2006, pp.12-15). For instance, the creditors and banks (capital providers) are generally interested in the safety and profitability of their investment. The balance sheet of the company gives them an idea about where their money was invested by providing detailed information about the assets of company. Shareholders’ equity shown in the balance sheet is important for making decision making because it shows the changes in various equity components including retained earnings. The total net-worth of the company is the sum of retained earnings and shareholders’ equity. Growth in shareholders’ equity by increasing retained  earnings implies accumulated investment returns (Swart, 2004, pp.300-302). Question P7 If the shareholders of this business choose to include debt capital to finance this project then it is very important for the business to have healthy financial statements. Since debt capital is a fixed obligation that requires regular repayment of interest along with principal. The business will have to pay regular interest on outstanding capital even if it incurs losses and has to liquidate assets. If the business is not able to earn more than its cost of capital then the net-worth of the investors will turn negative and business will be a failure. The most important impact of sources of finance on financial statements arises from sale of assets and loan. The impact of loan on financial statements include reduction in net profit due to servicing of interest rate liability; higher provisions for doubtful debts; and increase in liabilities along with increase in assets where funds were employed. The sale of asset helps organizations to realize cash immediately. This strategy is gener ally employed when the organization is unable to generate sufficient cash from core operations. Question P8 Sales budget- It is constructed to estimate the future sales and it can be broken into currency and units. It is used to set a target for sales goals for the company. Production budget- It estimates the number of uni8ts of output which should be produced to meet the sales target. It also states about various costs that are involved in the manufacturing process. Material budget Material budget is constructed after calculating the production requirements after preparing the production budget. It includes cost and amount of raw materials that is needed to conduct the production. Labour budget It is used to calculate the labor hours which will be needed to produce the required amount of output. Cash Budget It is an expectation of future cash receipts and consumptions for a specific  time period. It typically takes into account a period in the nearest future. The cash budget helps the business to decide when revenues will be sufficient to cover expenditures and when the organization will need to look for outside financing. Master budget The master budget is a one-year budget arranging record for the firm incorporating all different budgets. It matches with the financial year of the firm and may be broken down into quarters and, further, into months. On the off chance that the firm plans for the master budget to make continuous record, moving from year to year, then ordinarily a month is added to the end of the budget to encourage arranging. This is also known as continuous budgeting. How budget analysis is useful to make appropriate decision Budget Analysis is very much helpful in making appropriate decisions. Budget helps the organization to decide about the necessary cost and sales target to fulfill. With the help of a budget, management can take proper decisions about the performance of the employees in meeting the target. Budget also helps to determine the efficiency of the managers in fulfilling the target work (The Times 100, 2014). Here we can take example of cash budget. Cash budget is very much necessary as it makes us understand about the situation of cash flow in the company. It is constructed by deducting all the expenses from the sources of cash income. It is done monthly to look after the liquidity position of the company. Thus if cash budget has surplus amount of cash then it can be said that the company is well going by fulfilling the sales goal within limited expenditures. Question P11 All profit making organization conducts some transactions everyday which has to be recorded in respective accounts so as to ascertain and reflect the true position of financial resources. Here we have taken the example of Tesco as the profit making Organization to describe the main financial statements (see appendix). The income statement of Tesco shows the total revenue of 64826 million pounds. It has gross profit of 4584 million pounds and operating income of 3074 million pounds. The company has earned 124 million pounds as net profit for the financial year 2013. From the balance  sheet of the company we can see that the total current asset is 13096 million pounds and total current liabilities are 18985 million pounds. The total asset is 50129 million pounds. The total liabilities and equity is 50129 pounds (Bloomberg, 2014). The Profit and Loss account provides information regarding total revenues, cost of sales, and gross profit. The gross profit is amount of money generated by the firm from direct sale of goods and services to customers which takes into account the direct cost of production (like cost of raw materials, labors, overheads, etc.). It also provides administrative and operating expenses and profit. The net profit for the period is shown in the reserves and surplus section of balance sheet. Without the P&L account it will not be possible for organizations to analyze true position of business on particular date. The balance sheet reflects the true financial position of firm by showing the total assets, liabilities and equity capital of the promoters. The assets and liabilities are also classified according to time period (long-term or short-term). Long-term or fixed assets include land, machinery, furniture, etc. and long-term liabilities include term loans, debentures, etc.; short-term assets are cash, bills receivables, inventory, etc. The assets are financial resources owned by profit making firm whereas liabilities are resources owed by firm to internal and external stakeholders. The total assets should always be equal to total liabilities and owners’ equity capital. This is because liabilities are sources of fund and assets are application of funds implying that theoretically they should be equal (Gallagher and Andrew, 2007, pp.62-68). Conclusion From the above study we can see that there are different types of sources of finances available to Mrs. Bell like venture capital, private equity, bank loan and small business administration. Depending upon the implications and the related advantages and disadvantages she probably choose bank loan as the source of her necessary finance. We have also seen the meaning and importance of financial planning and how information related to financial statements are helpful to the investors, shareholders and employees of the organisation. Apart from this, cash budget is also very much essential for managers to take important decision regarding the current position of the company. Thus from the above study it can be concluded that to take any  important decision in an organisation we need to analyze each and every aspect of the organisation and the financial position of the organisation. References Chandra. P., 2011. Financial Management. India: Tata McGraw-Hill Education. SBA, 2013, What SBA Offers to Help Small Businesses Grow. [online]. Available at: http://www.sba.gov/content/what-sba-offers-help-small-businesses-grow. [Accessed on: March 31, 2014]. Cetindamar, D., 2003. The Growth of Venture Capital: A Cross-cultural Comparison. USA: Greenwood Publishing Group. Benjamin, G., 2000. Angel Financing: How to Find and Invest in Private Equity. USA: John Wiley & Sons. Gallagher, T. J. and Andrew, J. D., 2007. Financial Management: Principles and Practice. 4. United States: Pearson Education, Inc. Swart, N., 2004. Personal Financial Management. 2. New Delhi: Juta and Company Ltd. Wild, J. J., 2006. Financial Statement Analysis. 9. New Delhi: Tata McGraw-Hill Publishing Company Limited. The Times 100., 2014. Budgeting and cash flow. [Online]. Available at: http://businesscasestudies.co.uk/business-theory/finance/budgeting-and-cash-flow.html#axzz2xXcthI5I. [Accessed on: March 31, 2 014]. Money.co.uk., 2014. Compare Secured Loans. [Online]. Available at: http://www.money.co.uk/loans/secured-loans.htm. [Accessed on: March 31, 2014]. Bloomberg., 2014. Tesco Plc (TSCO:London Stock Exchange). [Online]. Available at: http://investing.businessweek.com/research/stocks/financials/financials.asp?ticker=TSCO:LN. [Accessed on:4/5/2014]. Bibliography Landstrom, E., 2012. Handbook of Research on Venture Capital. UK: Edward Elgar Publishing. Chandra. P., 2009. Projects 7/E. India: Tata McGraw-Hill Education. Brigham, E., 2013. Financial Management: Theory & Practice. Cengage Learning Cendrowski, H., et al., 2012. Private Equity: History, Governance, and Operations. New Jersey: John Wiley & Sons. Bartzokas, A., 2004. Financial Systems, Corporate Investment in Innovation. and Venture Capital. UK: Edward Elgar Publishing. Metrick, A., 2011. Venture Capital and the Finance of Innovation. USA: John Wiley and Sons.

Mockingjay Reflection Essay

Brainwashing, or hijacking, is the biggest scientific ethical issue in Suzanne Collin’s Mockingjay. The main character, Peeta, is brainwashed by the Capitol after he is abducted from a mishap in the 75 hunger games. The Rebellion rescued him sometime after that and when he saw and attempted to strangle Katniss they knew something was wrong. The Rebels discovered that the Capitol had been using genetically engineered animals, tracker jackers, to poison Peeta and control his mind to make him hate and try to kill Katniss. The Capitol used the poison to alter Peeta’s memories involving Katniss and turn him against the girl he has been in love with his whole life. The Rebellion took action and started trying to hijack him back using a similar method. Peeta never returned to the way he used to be exactly for a long time, the brainwashing had lasting effects on him. In the end both sides of the war used a form of brainwashing to get Peeta to act the way they wanted. Brainwashing has been tried many times in experiments by many agencies including the CIA based on different drugs and methods. The tests were never very successful but as science progresses there is a possibility that brainwashing could become a reality. Mockingjay portrays that the brainwashing was done by altering the memories of the affected. It was based with a genetically engineered poison that acted as a hallucinogen which allowed the capitol to tamper with the memories that the patient was recalling. This method made the brainwashed person act exactly as intended because their memory was altered. Using a similar method governments could use this is a multitude of ways, good and bad. The ethics involved with the practice of brainwashing would be very hard to justify, completely changing the way a person thinks and acts isn’t ethical. The main idea behind brainwashing is harmless enough, it can be as simple as getting everyone to agree with you all the time. Maybe even making everyone think you accomplished a feat no one thought was possible. More seriously, it could even make people completely turn their back on a lifelong friend. Brainwashing is harmless until it gets taken out of control ith a bad motive behind it. For example, controlling a president to run their country into the ground and create civil war could be considered unethical. I think that because of how uncontrollable the human race is, working on a way to brainwash people is undoubtedly unethical. There is some usefulness to the practice of brainwashing but it would be almost impossible to not let it get into the wrong hands. It could be used to get information out of spies and would force security to be tighter. It would also be useful to rehabilitate convicted felons to help them get their life back on track. Also, it could help addicts to help get over their addiction and move on in life. I think the topic of weather to use it or not would be a big debate in countries. Brainwashing can be helpful but also harmful to those involved and the question of the ethics of it is up for debate, but personally I think it is an unethical practice because of how uncontrollable humans can be.

Leni Riefenstahl Hsc Question Response Essay Example

Leni Riefenstahl Hsc Question Response Essay Example Leni Riefenstahl Hsc Question Response Essay Leni Riefenstahl Hsc Question Response Essay Describe the life of the personality you have studied. (10 Marks) From the very beginning, Leni Riefenstahl was a strong willed, determined and dedicated person. Her life was very complicated and interesting and can be described through many key events. These key events include her childhood, de-nazification and her various careers as a dancer, actress, film director/maker and photographer. Leni Riefenstahl was born in Berlin, 1902, in a strict family. She became very close with her mother Bertha, but her relationship with her father Alfred, was often strained. Throughout her teen years, Leni became a great skater, gymnast and swimmer due to her artistic talent. Following her childhood, Leni Riefenstahl became a brilliant dancer in the 1920s, during the time of the Weimar Republic. There was a free attmosphere at this time where many oppurtinities were available. Leni used this time wisely and took advantage of the careers she was intereted in. Also, her great, physical body (cult of the body) promoted her dancing career. She was an expressionistic dancer who was open to experimentation and improvisation. However, due to a knee injury during her career, she was unable to continue and left dancing for good. On her way to the doctors after her knee injury, Riefenstahl happened to see a poster of the film Mountain of Destiny, directed by Arnold Fanck. She was immediately interested and went to watch the film instead of repairing her knee. Her enthusiasm and strength of will led her to becoming an actress after seeing some of Fancks films. She began her career as an actress during the late 1920s/early 1930s. Her dedication and determination led her to achieving her goal and she starred in her first film The Holy Mountain. During these times Berg Films (Mountain Films) were very common and popular and thus, many of the films Leni starred in were Berg Films. As her acting career progressed, the director Fanck, became very ill and sick. He was unable to work anymore and due to Lenis strong will and disciplined mind, Fanck allowed her to continue directing. She completed irecting The Holy Mountain whilst starring in the film at the same time and soon, she began directing her own films. The Blue Light was the first film that Leni fully directed and was quite successful as it won many awards. Also, Lenis zeal and determination in the film attracted Hitlers attention. Hitler then asked her to film many of his speeches and rally films. She accepted and directed Victory of Faith, which was seen as a success to the Nazis. Hitler then asked her to film Triumph of the Will. She bowed to the innevitable and directed the film. Leni was the only female film director in the film industry as all other directors were men, making the men very jealous of her. Also, she had an advantage in film directing due to the forced migration of the Jews out of Germany by Hitler (most of the film directors were Jews). As well as a film director, Leni Riefenstahl also became a film editor, financer, writer, producer and film maker. She was known as a Film Auteur (all-round film maker) and the first woman in Germany to become one. An example is a documentary on the Berlin Olympics titled Olympia. It won many of awards due to Lenis supreme talent . During World War II, Leni was working on a Berg film titled Tiefland. However, when the war had ended, she was arrested by the Allies and production of the film stopped. She was accused of being a Nazi due to the close relationship with Hitler and the Nazis, so she was put on a de-nazification program where many tribunals were held to see if she was a Nazi. After many months, Leni was considered de-nazified, however, she found that she could not continue in film directing. Prior to her de-nazification, Leni undertook photography and recorded images of the Nuba people in Sudan. She then proceeded in underwater photography in her early 70s and continued into her 90s. Leni Riefenstahl died at the age of 101 in 2003 and was seen to many people, particularly women, as a feminist pioneer. In conclusion, the key events of Leni Riefenstahls life, such as her childhood, de-nazification and her various careers as a dancer, actress, film director/maker and photographer, as well as her stong will and determination, can be used to describe her life.

Video Games Violence essays

Video Games Violence essays Nearly all teenagers play video games. A 2008 study conducted by Pew Internet and American Life Project showed that 97% of teenagers ages from twelve to seventeen years old play computer, web, and portable or game console games. Cheryl K. Olsons main point in her article, Its Perverse, but its Also Pretended, is that there is not enough evidence or research that shows violent video games can cause childrens psychological or neurological harm to make them more aggressive to others. She goes on to argue that many people assume that video game violence is bad for children, even though they have never played any video games and therefore they might not be that educated on the subject. Olson also points out even though teenage boys may be more interested in violent video games; there is no evidence that shows a connection to violent behavior in real life. I disagree with Cheryl K. Olsons claim that there is not enough evidence on how violent video games can affect a childs psychological or neurological harm to make them more aggressive to others. Recent research shows teenagers who play violent video games over a number of years become more aggressive towards others; not only can it make teens more aggressive, but it can also generate negative affects in a teens life, and individuals who argue that video game violence has no affect on a childs life tend to have fewer credentials than the opposing side. Teenagers who have been playing violent video games for several years tend to react more aggressively to accidental provocations. According to a newspaper article from the Daily Mail, Violent Video Games Make Teenagers More Aggressive Towards Other People. A long term study done by the Brock University in Canada, suggests that long term players of violent video game tend to react more aggressively to accidental provocations. The study involved one thousand four hun...

A Tongue-Twisting Language Arts Lesson Plan

A Tongue-Twisting Language Arts Lesson Plan Peter Piper Picked a Peck of Pickled Peppers! She Sells Seashells by the Seashore! Toy Boat! Toy Boat! Toy Boat! Try saying these words several times quickly and youll see why tongue twisters can be a totally terrific part of your Language Arts curriculum. Not only are they silly, but these funny phrases focus on phonics, parts of speech, oral language, alliteration, reading, writing, and more. First, pique the childrens interest by introducing them to some of the more well-known tongue twisters. Challenge the children to say each phrase five times fast. Toy Boat is a great one because it sounds easy, but its actually quite difficult to repeat it fast. Try it yourself and see! Next, read a tongue-twisting book such as Twimericks, Dr. Seuss Oh Say Can You Say?, or Worlds Toughest Tongue Twisters. The kids will love watching you struggle through the tongue-tickling phrases from these books. You will probably have to stop every so often to give the kids a chance to practice the twisters. Its simply too irresistible to them if they have to wait. After the book, introduce the concept of alliteration. If you teach students in second grade or older, they will probably be able to handle this big word. In fact, it is a third grade academic standard in my district that all students know alliteration and begin to apply it in their writing. Alliteration simply means the repetition of the beginning sound in two or more words together. Younger students can build on the letter decoding skills included in tongue twisters by reading phonics poems in books such as the Phonics Through Poetry series. These poems are a little different than traditional tongue twisters, but they are a fun way to practice certain beginning sounds, rhymes, digraphs, and more. You may also want to discuss what makes these sentences and phrases so difficult to pronounce quickly. To build in writing practice, the students will have a blast building their own tongue twisters. To start, you can have the kids make four columns on their papers: one for adjectives, one for nouns, one for verbs, and one for other parts of speech. To determine the letter for their twisters, I usually just have them pick one of their initials. This gives them a little bit of free choice, but also ensures that you dont get 20 twisters of the same letter. After the children brainstorm approximately 10-15 words for each column that begin with their chosen letters, they can start putting together their twisters. I stipulate that they have to write complete sentences, not simple phrases. My students got so carried away that many of them asked if they could make more than one. I even had one child who made 12! To culminate the tongue twisting lesson, I have the kids write one twister on the bottom of a page and illustrate it above. These make a great project to post on a bulletin board because the children will love reading each others sentences and trying to say them five times fast. Give this tongue-twisting lesson a try and its sure to become one of your favorite lessons to teach each year. Yes, its a little silly and full of giggles, but at the end of the day, the kids really will have gained valuable language arts skills.

Critique of British Foreign Policy in Regard of Libyan Revolution 2011 Essay

Critique of British Foreign Policy in Regard of Libyan Revolution 2011 - Essay Example It also involves the analysis of the influence implied by the International community and the British Government. The Economy One of the interesting policies implored include the two primary sources of revenue for Libya’s transitional government being unfrozen assets and revenues from the oil industry. The role of the British Government and the international community become helping the Libyan authorities to develop the transparency and accountability mechanism necessary to ensure that the public finances in Libya are spent equally and in a rational manner.1 Another priority going forwards will be the development of Libya’s economy beyond its oil industry. In addition to creating employment, economic diversification is pertinent to ameliorating democratic accountability which is realized when a government is incapable of solely drawing on revenues accrued from natural resources for its income, but must also rely on the enterprise of its citizens. 2 Security Rival militi as continue to operate beyond the control of the National Transitional Council (NTC), in multiple areas including in the capital Tripoli. The holistic make-up of the nouveau transitional cabinet has unequivocally channeled it efforts towards ameliorating the sentiments of militia which gravitate towards their community/area being adequately represented at the decision-making table. The NTC’s declare interest in integrating militia into the defense forces of the state is indisputable in tandem with security concerns of the state. Concurrently, this will result in accomplishing the twin objectives of availing militiamen with opportunities for employment and bolstering the country’s underdeveloped security capabilities.3 The role for the British Government and the international community in Libya’s Domain is split in two. The assisting in the equipping and training of the Libyan security and the police force regardless of the fact that the NTC remains reticent to i nclude outsiders in its security affairs at the present state. The second part is assisting the Libyan authorities to secure the huge number of weapons including chemical weapons, which are unsecured.4 The Tripoli authorities are trying effortlessly to get the situation in the nation’s capital under control. An ultimatum has been issued to the brigades that insist that they should leave by 20th December. This was done in conjunction with the Tripoli Military council insisting that the streets would be barricaded if the external militias had not conceded by then. The NTC’s interim prime minister contradicted to the councils implying that confrontations were not the best way around the situation. Regardless of this, an announcement was made that a major militia group of freedom fighters alien to Tripoli had agreed to leave. He decided not to mention the identity of the militia group though leading to slight speculation on the validity of the statement.5 Others members of the interim government further portrayed their support for believing that militias could be persuaded to leave or disarm from the capital though this was made with no profound deadline. Future Role of Islamist movements in Libya The function of Islam in Libya’s public and political life is highly likely in its future structure. However, the aspiration for democracy in Libya is legit and almost no Libyan is interested in the entrenchment of a theocratic state.

Censorship in a Liberal Society Research Paper Example | Topics and Well Written Essays - 1000 words

Censorship in a Liberal Society - Research Paper Example This research will begin with the statement that censorship is the expression or writing repression, which is considered coarse, lewd and excessively controversial. All over history, various societies practiced multiple forms of suppression or censorship in the community beliefs and practices that were responsible for individual molding. Society censorship is the oppression or restriction of mass communication and expression that is labeled offensive, disastrous and objectionable. Various forms of community censorship occur such as moral, religious, public and socio-political. Yet, censorship is a controversial act within largely organized communities and therefore, it is crucial for people to analyze the limitations, advantages, and effects of censorship in the society. The discussion will investigate society censorship as a violation of people’s rights and justice.  Society censorship in the modern perspective is linked with enormous, complex metropolitan societies with an increased level of federal authority and technical strategies of efficiently reaching the public domain. It includes the determination of things that can or cannot (culturally and legally) be expressed or communicated to the wider public in the light of a certain socio-political, spiritual, artistic and traditional standards, (Roleff 52). Society censorship may entail suppressing, revising or altering existing information and preventing the creation of such information. In order to withhold or prevent the material from the wider audience, offensive, indecent and harmful content to the public welfare is repressed or controlled. This act infringes people’s freedom to receive and access vital information concerning their society and lives. Any societal or cultural level of the rule, whether customary or codified, prohibiting self-expression (such as nudity, hairdos, facial expression, figure or body beautification, use of language) or repression and surveillance of individual c ommunication ( through email or mobile phone) is expressed as a censorship form. This act compromises the liberty and right to free expression and infringes personal privacy, (Hyland and Neil 13).

The Externalities of Education Essay Example | Topics and Well Written Essays - 500 words - 4

The Externalities of Education - Essay Example Educational organizations pose a highly educated workforce and it lies in both public institutions. This workforce produces a quality education which develops future workforce with much higher quality for both the organizations. Therefore, quality education helps the people to be equipped to handle multitasking job through being expert in multiple areas. Higher income level in the society is another important positive externality of public institutions. Public education basically helps students from lower income family to get educated by much less educational cost. If a student has eager to learn then he or she can be highly educated from public education and earn good amount of money in future. It helps the student from lower income family to financially support their family members in near future. Higher income means less people need government’s assistance in terms of monetary benefit and subsidies to the lower income level people in the society. Higher income especially in the families of lower income currently result overall development in an economy. Per capita income will grow easily, more job opportunities will come and people will easily get job and the organizations can easily access efficient expertise according their requirements. Socio cultural diversity in the society is the third positive externality of public education. In public educational places, there are people from different races, cultures and backgrounds etc. Kids and youths learn in the public education environment how to coexist with their classmates. This learning from the education environment will carry into the organizations where they have to work with people from different culture, different attitude and behavior also and even from people from different countries. Therefore, a person learn tolerant and understanding of different people around hem even in the education places or may be in the society and the workplaces

Food & Beverage Operations Case Study Example | Topics and Well Written Essays - 5000 words

Food & Beverage Operations - Case Study Example Organising helps to keep things running smoothly and saves time and unnecessary work. There should be a system in performing the tasks and responsibilities. "Food Expo 2006" was the event that the Food and Beverage course students participated in. The expo fell under the category of Function and Event Catering. This category consists of weddings, dinner dances, social functions, business functions, working lunches, meetings, and conferences. Function catering is found in the commercial and non-commercial sectors of the catering industry. One month of planning involved working with the budget, marketing, labour utilization, etc. As the planning was being done, it was also important that there was flexibility in the planning as changes usually occur in catering events. Posters were created and displayed on the notice board as part of the marketing plan. A small contribution was collected in order to estimate the number of people who would attend and to insure that the message of the event was being circulated. A total of eighteen students met three times during that month. The students were divided into four groups with different tasks. The planning involved one of the key factors and that was to plan the menu. The most important part of the event is the meal and the meal experience is an event that starts the moment guests arrive. The menu consisted of Devilled Lamb Curry with Chopped Strawberries, Chicken Chablis, Mix Steamed Vegetables with Gravy, Thai Green Fish Curry, Boiled Rice, and Side Salad. In order to make the meal experience and the event go smoothly, much had to be done behind the scene. Since the food would be prepared in one area and the dining would take place in another area, it was important that students learned that the flow of materials (food, chairs, equipment, etc.) should be as direct as possible. If there are too many cross flows of traffic and back-tracking, then the risk of hazards increases and time is also wasted. This also affects the cost of labour (in the real business world). Carts, trolleys, and other mechanical aids that are available and/or can be accessed should be used in alleviating the human handling of materials. This should be concerned in the planning process. What is needed is determined by the types of events and the budget. The traditional method of food production was how the meal was prepared as the food was purchased raw and little dependency was placed on convenience foods. Fresh fish, lamb, and other ingredients were purchased at a nearby shop. At ten o' clock on the day of the event, everyone met at the basketball ground on the top floor. The food would be prepared in a nearby classroom and it had been cleared for that specific reason. Two gas burners, aprons, and caps were provided. Students were given instructions on how to proceed with the food preparation and cooking. Various instructions were given to each group. I.e., one group's instructions included setting the table as the food would be served at one o' clock that afternoon. Another group would prepare the Chicken Chablis. The lecturer started the camcorder in order to record the day's events and all that was taking place. The lecturer interviewed the groups

Analysis of rights and obligations of a citizen and a State towards Essay

Analysis of rights and obligations of a citizen and a State towards each other - Essay Example Put it in simpler terms, how can the State be subject to the legal order whereas the State is the authority from which the legal order originates? In the real sense, there are no obligations and rights of the State in the same sense as of obligations and rights of citizens. That a citizen has obligations and rights means that certain legal effects are attached to his behaviour. Therefore, the legal order cannot impose obligations and confer rights upon the State. The difficulty of conceiving obligations and rights of the state should not be misconstrued to mean that the law-creating power cannot be subjected to law (Isin et al, 86). This paper analyzes the duties of the State to its citizens as well as the obligations and rights of the citizens. While analyzing the obligations and rights of the State, it attributes to the State or those human actions which constitute the contents of these obligations and rights. Generally, the obligations and rights of the State are a definition of the obligations and rights of State organs. These are obligations and rights of individuals who by law are considered as state organs, and they are required to carry out specific functions as stipulated by the legal order. It is this function that forms the content of an obligation by the State organ. If the function is not executed, the individuals who are themselves the State organs are liable to a sanction (Xenos, 218). Furthermore, the obligation of the State to its citizens does not refer to actions or omissions which have the character of an offense against the law. An offence which is a violation of the national legal order cannot be construed as an offence of the State. However, an offense which is in contravention of international law, c ane be imputed to the State, in the same manner which an offense of national law can be attributed to any other juristic person within the national legal order. Nevertheless, the State has a duty to repair the wrong which involves the

M3 Mortality Data Paper Essay Example | Topics and Well Written Essays - 500 words

M3 Mortality Data Paper - Essay Example It helps to determine the competence of health facilities, the efficiency of drugs used by specific patients and the effects of lifestyle habits on health (Shi, 2008).  Ã‚  Mortality data is limited because it cannot accurately determine future death trends. Socio-economic factors, socio-political factors, lifestyle habits, natural calamities, and migration influence the value of the data since these factors are significant especially when authorities manipulate them. Therefore, mortality data is limited in the mode of collection and interpretation. Most deaths go unreported, especially those that do not occur in health institutions. Consequently, deaths that do not occur in hospitals are rarely investigated.  This may result in wrong recording and interpretation of recorded data (McKenzie et al., 2012). Additionally, recording of death in the health departments may lead to multiple records, thus distorting the figures. Descriptive research attempts to explore the health problem extensively through the analysis of mortality data.   In understanding the problem, descriptive research engages the three elements of time, place and person in integrative ways and relates findings with emerging phenomena. It appraises the regularity and pattern of the three elements as they influence public health (McKenzie et al., 2012). It also evaluates the circumstances defining a person by assessing the social patterns causing ill health and mortality. Place implies the geographic locality and its features that are likely to influence health. By studying a place, epidemiologists assess the incidences of diseases and the causation factors in the environment (Shi, 2008). Place may imply the environmental surroundings such as school, workplace, and the population density of an area. In evaluation of â€Å"person,† factors of social status, age, education levels, gender and access to health services are assessed .   The research also evaluates personal habits

Analysis of rights and obligations of a citizen and a State towards Essay

Analysis of rights and obligations of a citizen and a State towards each other - Essay Example Put it in simpler terms, how can the State be subject to the legal order whereas the State is the authority from which the legal order originates? In the real sense, there are no obligations and rights of the State in the same sense as of obligations and rights of citizens. That a citizen has obligations and rights means that certain legal effects are attached to his behaviour. Therefore, the legal order cannot impose obligations and confer rights upon the State. The difficulty of conceiving obligations and rights of the state should not be misconstrued to mean that the law-creating power cannot be subjected to law (Isin et al, 86). This paper analyzes the duties of the State to its citizens as well as the obligations and rights of the citizens. While analyzing the obligations and rights of the State, it attributes to the State or those human actions which constitute the contents of these obligations and rights. Generally, the obligations and rights of the State are a definition of the obligations and rights of State organs. These are obligations and rights of individuals who by law are considered as state organs, and they are required to carry out specific functions as stipulated by the legal order. It is this function that forms the content of an obligation by the State organ. If the function is not executed, the individuals who are themselves the State organs are liable to a sanction (Xenos, 218). Furthermore, the obligation of the State to its citizens does not refer to actions or omissions which have the character of an offense against the law. An offence which is a violation of the national legal order cannot be construed as an offence of the State. However, an offense which is in contravention of international law, c ane be imputed to the State, in the same manner which an offense of national law can be attributed to any other juristic person within the national legal order. Nevertheless, the State has a duty to repair the wrong which involves the

Alcohol abuse Essay Example for Free

Alcohol abuse Essay National Institute on Alcohol Abuse and Alcoholism. Gale Opposing Viewpoints in Context. Detroit: Gale, 2014. Opposing Viewpoints in Context. Web. 21 May 2014. Alcohol Abuse and Addiction. Alcohol and Tobacco: Americas Drugs of Choice. Detroit: Gale, 2006. Information Plus Reference Series. Opposing Viewpoints in Context. Web. 21 May 2014. Drunkard Attacks Wife. Family in Society: Essential Primary Sources. Ed. K. Lee Lerner, Brenda Wilmoth Lerner, and Adrienne Wilmoth Lerner. Detroit: Gale, 2006. 40-42. Opposing Viewpoints in Context. Web. 21 May 2014. Alcohol abuse is the habitual misuse of alcohol. As children move from adolescence to young adulthood, they encounter dramatic physical, emotional, and lifestyle changes. Developmental transitions, such as puberty and increasing independence, have been associated with alcohol use. Some, adolescence take a dark turn, especially when underage drinking is involved. â€Å"Everybody is doing it† so they do it too. They drink because they want to change something about their lives , however they increases the risk of academic failure, and can cause suicide and homicide. Research shows that annually about 4,700 people under age 21 die from injuries involving underage drinking. People take drugs mainly for the reasons to fit in , in school, at work, the community , etc. They also do it to escape from reality or relax . Or so they could feel good among their peers at school. Also, they sometimes are curious and ask themselves â€Å" How does it tastes ? † â€Å" How would it affect me? † â€Å" Is it as bad/ good as everyone tells me? † . But the real reason is peer pressure, because many teenagers feel pressured to drink around their friends. Some short-term effects of alcohol are slurred speech, drowsiness, vomiting, headaches, breathing difficulties, decreased perception and coordination , blackouts and anemia . You can get all of these short-term from simply drinking alcohol. But in the other hand ,the long-term effects are unintentional injuries such as car crashes, or drowning. Increased family problems, broken relationships. They often tend to have short temper because they have been drinking to much and don’t tolerate as much things as they used to. They can get alcohol poising for drinking way too much alcohol. High blood pressure , stroke, and other heart- related diseases are also long-term effects . But the ones that caught my eye the most are liver disease, cancer of the mouth and throat, nerve damage, and permanent damage to the brain. In my opinion those are the worst ones that could happen to you, if you drink too much alcohol. Alcohol is linked to 75,000 U. S deaths a year, and shortens the lives of these people by an average of 30 years. Excessive alcohol consumption is the third leading cause of preventable death in the united stated after tobacco use and poor eating and exercise habits. The Centers for Disease Control and Prevention , estimated that 34,833 died from cirrhosis of the liver, cancer and other diseases linked to drinking too much beer , wine and spirits. Another 40,933 died from car crashes and other mishaps caused by excessive alcohol use. Researchers considered any man who averaged more than two drinks per day or more than four drinks per occasion to be an excessive drinker. For woman it was more than one drink per day or more than three drinks per occasion. Men accounted for 72 percent of the excessive drinking deaths in 2001, and those 21 and younger made up six percent of the death toll. Light or moderate drinking can benefit a person’s health , but heavy drinking increases the risk of high blood pressure , heart disorders, certain cancers and liver disease. Excessive drinkers are also more likely to die in car accidents. The United States aims to cut the rate of alcohol-related driving fatalities to four deaths 1 / 2 per 100,000 people by 2010, a 32 percent drop from 1998. There are many myths of alcohol use including that it improves sexual performance, the fact is that although you may think that drinking makes you better in bed, psychologically alcohol reduces your performance. Another myth is that you can drink and still be under control. That is a lie , drinking impairs your judgment , which increases the likelihood that you will do something you’ll later regret such as having unprotected sex , being involved in date rape, damaging property, or being victimized by others. Furthermore, teenagers often say that drinking isn’t all that dangerous, that is a myth. Reality is that one in three eighteen to twenty four year olds admitted to emergency rooms for serious injuries are intoxicated. And alcohol is also associated with homicides, suicides, and drowning , as mentioned before. But, the most common myth is that beer doesn’t have as much alcohol as hard liquor. Actually , a twelve ounce bottle of beer has the same amount as alcohol as a standard shot of eighty proof liquor (either straight or in a mixed drink ) or five ounces of wine. If you believe you or a friend may be experiencing Alcohol and/or substance problems there is help , it can be challenging but it is treatable. You can contact you’re counselor or you can contact psychological services and they could help you , I suggest do some research on which one is best suitable for you, and which one you feel more comfortable with. I strongly suggest that if you know a person with substance problems , let them know of the alcohol addiction treatment. Alcohol addiction treatment utilizes programs that help individuals who cannot stop drinking on their own understand what causes their alcohol addiction. Once they are knowledgeable about the cause and have the tools to break the cycle of alcohol addiction, they can begin to cope with the normal stresses of life. Alcohol addiction treatment means stepping out of your addicted life and into a supportive , comfortable, environment where you can begin life of sobriety. The drug amp; alcohol addiction treatment program includes expert diagnosis , detoxification, intelligent use of anti-addiction medicines, various neuro and psychotherapies , twelve – step facilitation, family involvement , health and nutrition education, and continuing life care support. POWERED BY TCPDF (WWW. TCPDF. ORG).

Constructivism And Discovery Learning Education Essay

Constructivism And Discovery Learning Education Essay In 1960 Bruner published  The Process of Education. This was a landmark book which led to much experimentation and a broad range of educational programs in the 1960s. Howard Gardner and other young researchers worked under Bruner and were much-influenced by his work. In the early 70s Bruner left Harvard to teach at University of Oxford for several years (1972 1979). He returned to Harvard in 1979.   Later he joined the New York University of Law, where he is a senior research fellow (at the age of 93).   Theory   Bruner was one of the founding fathers of constructivist theory.Constructivism  is a broad conceptual framework with numerous perspectives, and Bruners is only one. Bruners theoretical framework is based on the theme that learners construct new ideas or concepts based upon existing knowledge. Learning is an active process. Facets of the process include selection and transformation of information, decision making, generating hypotheses, and making meaning from information and experiences.   Bruners theories emphasize the significance of categorization in learning. To perceive is to categorize, to conceptualize is to categorize, to learn is to form categories, to make decisions is to categorize. Interpreting information and experiences by similarities and differences is a key concept.   Bruner was influenced by  Piagets  ideas about cognitive development in children. During the 1940s his early work focused on the impact of needs, motivations, expectations (mental sets) and their influence on perception. He also looked at the role of strategies in the process of human categorization, and development of human cognition. He presented the point of view that children are active problem-solvers and capable of exploring difficult subjects. This was widely divergent from the dominant views in education at the time, but found an audience.   Four Key themes emerged in Bruners early work:   Bruner emphasized the role of structure in learning and how it may be made central in teaching. Structure refers to relationships among factual elements and techniques. See the section on categorization, below.   He introduced the ideas of readiness for learning and  spiral curriculum. Bruner believed that any subject could be taught at any stage of development in a way that fit the childs cognitive abilities. Spiral curriculum refers to the idea of revisiting basic ideas over and over, building upon them and elaborating to the level of full understanding and mastery.   Bruner believed that intuitive and analytical thinking should both be encouraged and rewarded. He believed the intuitive skills were under-emphasized and he reflected on the ability of experts in every field to make intuitive leaps.   He investigated motivation for learning. He felt that ideally, interest in the subject matter is the best stimulus for learning. Bruner did not like external competitive goals such as grades or class ranking.   Eventually Bruner was strongly influenced by Vygotskys writings and began to turn away from the intrapersonal focus he had had for learning, and began to adopt a social and political view of learning. Bruner argued that aspects of cognitive performance are facilitated by language. He stressed the importance of the social setting in the acquisition of language. His views are similar to those of  Piaget,  but he places more emphasis on the social influences on development. The earliest social setting is the mother-child dyad, where children work out the meanings of utterances to which they are repeatedly exposed. Bruner identified several important social devices including joint attention, mutual gaze, and turn-taking.   Bruner also incorporated Darwinian thinking into his basic assumptions about learning. He believed it was necessary to refer to human culture and primate evolution in order to understand growth and development. He did, however, believe there were individual differences and that no standard sequence could be found for all learners. He considered instruction as an effort to assist or shape growth.In 1996 he published The Culture of Education.. This book reflected his changes in viewpoints since the 1960s. He adopted the point of view that culture shapes the mind and provides the raw material with which we constrict our world and our self-conception.   Four features of Bruners theory of instruction.   1. Predisposition to learn. This feature specifically states the experiences which move the learner toward a love of learning in general, or of learning something in particular. Motivational, cultural, and personal factors contribute to this. Bruner emphasized social factors and early teachers and parents influence on this. He believed learning and problem solving emerged out of exploration. Part of the task of a teacher is to maintain and direct a childs spontaneous explorations.   2. Structure of knowledge.it is possible to structure knowledge in a way that enables the learner to most readily grasp the information. This is a relative feature, as there are many ways to structure a body of knowledge and many preferences among learners. Bruner offered considerable detail about structuring knowledge.   Understanding the fundamental structure of a subject makes it more comprehensible. Bruner viewed categorization as a fundamental process in the structuring of knowledge. (See the section below on categorization.)   Details are better retained when placed within the contest of an ordered and structured pattern.   To generate knowledge which is transferable to other contexts, fundamental principles or patterns are best suited.   The discrepancy between beginning and advanced knowledge in a subject area is diminished when instruction centers on a structure and principles of orientation. This means that a body of knowledge must be in a simple enough form for the learner to understand it and it must be in a form recognizable to the students experience.   3. Modes of representation: visual, words, symbols.   4. Effective sequencing- no one sequencing will fit every learner, but in general, increasing difficulty. Sequencing, or lack of it, can make learning easier or more difficult.   Form and pacing of reinforcement   Categorization:   Bruner gave much attention to categorization of information in the construction of internal cognitive maps. He believed that perception, conceptualization, learning, decision making, and making inferences all involved categorization.   Bruner suggested a system of coding in which people form a hierarchical arrangement of related categories. Each successively higher level of categories becomes more specific, echoing Benjamin Blooms understanding of knowledge acquisition as well as the related idea of instructional scaffolding (Blooms Taxonomy).   Categories  are rules that specify four thing about objects.   1. Criterial attributes required characteristics for inclusion of an object in a category. (Example, for an object to be included in the category car it must have an engine, 4 wheels, and be a possible means of transportation,   2. The second rule prescribes how the criteral attributes are combined.   3. The third rule assignees weight to various properties. (Example, it could be a car even if a tire was missing, and if it was used for hauling cargo it would be shifted to a different category of truck or perhaps van.   4. The fourth rule sets acceptance limits on attributes. Some attributes can vary widely, such as color. Others are fixed. For example a vehicle without an engine is not a car. Likewise, a vehicle with only two wheels would not be included in car.   There a several kinds of categories:   Identity categories categories include objects based on their attributes or features.   Equivalent categories (provide rules for combining categories. Equivalence can be determined by affective criteria, which render objects equivalent by emotional reactions, functional criteria, based on related functions (for example, car, truck, van could all be combined in an inclusive category called motor vehicle), or by formal criteria, for example by science, law, or cultural agreement. For example, and apple is still an apple whether it is green, ripe, dried, etc (identity). It is food (functional), and it is a member of of a botanical classification group (formal).   Coding systems  are categories serve to recognize sensory input. They are major organizational variables in higher cognitive functioning. Going beyond immediate sensory data involves making inferences on the basis of related categories. Related categories form a coding system. These are hierarchical arrangements of related categories.   Bruners theories introduced the idea that people interpret the world largely in terms of similarities and differences.   This is a significant contribution to how individuals construct their unique models of the world.   Application   Bruner emphasized four characteristics of effective instruction which emerged from his theoretical constructs.   1. Personalized: instruction should relate to learners predisposition, and facilitate interest toward learning,   2. Content Structure: content should be structured so it can be most easily grasped by the learner   3. Sequencing: sequencing is an important aspect for presentation of material   4. Reinforcement: rewards and punishment should be selected and paced appropriately.   Intellectual Development   Bruner postulated three stages of intellectual development.   The first stage he termed Enactive, when a person learns about the world through actions on physical objects and the outcomes of these actions.   The second stage was called Iconic where learning can be obtained through using models and pictures.   The final stage was Symbolic in which the learner develops the capacity to think in abstract terms. Based on this three-stage notion, Bruner recommended using a combination of concrete, pictorial then symbolic activities will lead to more effective learning.   Bruner, J. (1960). The Process of Education. Cambridge, MA: Harvard University Press   Harley, 1995   http://tip.psychology.org/bruner.html   LeFrancois, 1972   Sahakian, 1976 The Importance of Language Language is important for the increased ability to deal with abstract concepts.Bruner  argues that  language  can code stimuli and free an individual from the constraints of dealing only with appearances, to provide a more complex yet flexible cognition. The use of words can aid the development of the concepts they represent and can remove the constraints of the here now concept. Basically, he sees the infant as an intelligent active problem solver from birth, with intellectual abilities basically similar to those of the mature adult. According to Bruner the child represents the world to himself in three different ways. Educational Implications of Bruners Theory For Bruner (1961), the purpose of education is not to impart knowledge, but instead to facilitate a childs thinking and problem solving skills which can then be transferred to a range of situations. Specifically, education should also develop symbolic thinking in children. In 1960 Bruners text,  The Process of Education  was published. The main premise of Bruners text was that students are active learners who construct their own knowledge. Bruner (1960) opposed  Piagets  notion of readiness. He argued that schools waste time trying to match the complexity of subject material to a childs cognitive stage of development. This means students are held back by teachers as certain topics are deemed to difficult to understand and must be taught when the teacher believes the child has reached the appropriate state of cognitive maturity. Bruner (1960) adopts a different view and believes a child (of any age) is capable of understanding complex information:  We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development. (p. 33) Bruner (1960) explained how this was possible through the concept of the  spiral curriculum. This involved information being structured so that complex ideas can be taught at a simplified level first, and then re-visited at more complex levels later on. Therefore, subjects would be taught at levels of gradually increasing difficultly (hence the spiral analogy). Ideally teaching his way should lead to children being able to solve problems by themselves. Bruner (1961) proposes that learners construct their own knowledge and do this by organizing and categorizing information using a coding system. Bruner believe that the most effect way to develop a coding system is to discover it rather than being told it by the teacher. The concept of  discovery learning  implies that students construct their own knowledge for themselves (also known as a constructist approach). The role of the teacher should not be to teach information by rote learning, but instead to facilitate the learning process. This means that a good teacher will design lessons that help student discover the relationship between bits of information. To do this a teacher must give students the information they need, but without organizing for them. The use of the spiral curriculum can aid the process of  discovery learning. Bruner and Vygotsky Both Bruner and Vygotsky emphasise a childs environment, especially the social environment, more than Piaget did. Both agree that adults should play an active role in assisting the childs learning. Bruner, like Vygotksy, emphasised the social nature of learning, citing that other people should help a child develop skills through the process of  scaffolding. The term scaffolding first appeared in the literature when Wood, Bruner and Ross described how tutors interacted with pre-schooler to help them solve a block reconstruction problem (Wood et al., 1976). The concept of scaffolding is very similar to  Vygotskys  notion of the  zone of proximal development, and it not uncommon for the terms to be used interchangeably.Scaffolding  involves helpful, structured interaction between an adult and a child with the aim of helping the child achieve a specific goal. Difference Between Bruner and Piaget Obviously there are similarities between  Piaget  and Bruner, but an importantdifference  is that Bruners modes are not related in terms of which presuppose the one that precedes it. Whilst sometimes one mode may dominate in usage, they co-exist. Bruner states that what determines the level of intellectual development is the extent to which the child has been given appropriate instruction together with practice or experience. So the right way of presentation and the right explanation will enable a child to grasp a concept usually only understood by an adult. His theory stresses the role of education and the adult. Although  Bruner proposes  stages of cognitive development, he doesnt see them as representing different separate modes of thought at different points of development (like Piaget). Instead, he sees a gradual development of cognitive skills and techniques into more integrated adult cognitive techniques. Bruner views  symbolic representation  as crucial for cognitive development and since language is our primary means of symbolizing the world, he attaches great importance to language in determining cognitive development. BRUNER AGREES WITH PIAGET BRUNER DISAGREES WITH PIAGET 1. Children are PRE-ADAPTED to learning 1. Development is a CONTINUOUS PROCESS not a series of stages 2. Children have a NATURAL CURIOSITY 2. The development of LANGUAGE is a cause not a consequence of cognitive development 3. Childrens COGNITIVE STRUCTURES develop over time 3. You can SPEED-UP cognitive development. You dont have to wait for the child to be ready 4. Children are ACTIVE participants in the learning process 4. The involvement of ADULTS and MORE KNOWLEDGEABLE PEERS makes a big difference 5. Cognitive development entails the acquisition of SYMBOLS 5. Symbolic thought does NOT REPLACE EARLIER MODES OF REPRESENTATION

The International Monetary Fund (IMF) Essay -- International Economics

The International Monetary Fund (IMF) International Monetary Fund (IMF), international economic organization whose purpose is to promote international monetary cooperation to facilitate the expansion of international trade. The IMF operates as a United Nations specialized agency and is a permanent forum for consideration of issues of international payments, in which member nations are encouraged to maintain an orderly pattern of exchange rates and to avoid restrictive exchange practices. The IMF was established along with the International Bank for Reconstruction and Development The IMF's Main Business: Macroeconomic and Financial Sector Policies In its oversight of member countries' economic policies, the IMF looks mainly at the performance of an economy as a whole—often referred to as its macroeconomic performance. This comprises total spending (and its major components like consumer spending and business investment), output, employment, and inflation, as well as the country's balance of payments—that is, the balance of a country's transactions with the rest of the world. The IMF focuses mainly on a country's macroeconomic policies—that is, policies relating to the government's budget, the management of money and credit, and the exchange rate—and financial sector policies, including the regulation and supervision of banks and other financial institutions. In addition, the IMF pays due attention to structural policies that affect macroeconomic performance—including labor market policies that affect employment and wage behavior. The IMF advises each member on how its policies in these areas may be improved to allow the more effective pursuit of goals such as high employment, low inflation, and sustainable economic growth—that is, growth that can be sustained without leading to such difficulties as inflation and balance of payments problems. The IMF's Purposes The purposes of the International Monetary Fund are: i. To promote international monetary cooperation through a permanent institution which provides the machinery for consultation and collaboration on international monetary problems. ii. To facilitate the expansion and balanced growth of international trade, and to contribute thereby to the promotion and maintenance of high levels of employment and real income and to the development of the productive resources of al... ...the Poverty Reduction and Growth Facility pay a concessional fixed interest rate of  ½ percent a year. ï‚ · To strengthen safeguards on members' use of IMF resources, in March 2000 the IMF began requiring assessments of central banks' compliance with desirable practices for internal control procedures, financial reporting, and audit mechanisms. At the same time, the Executive Board decided to broaden the application, and make more systematic use, of the available tools to deal with countries that borrow from the IMF on the basis of erroneous information. ï‚ · In most cases, the IMF, when it lends, provides only a small portion of a country's external financing requirements. But because the approval of IMF lending signals that a country's economic policies are on the right track, it reassures investors and the official community and helps generate additional financing from these sources. Thus, IMF financing can act as an important lever, or catalyst, for attracting other funds. The IMF's ability to perform this catalytic role is based on the confidence that other lenders have in its operations and especially in the credibility of the policy conditionality attached to its lending.

Loyalty to Family in Barn Burning by William Faulkner Essay example --

Loyalty to Family in Barn Burning by William Faulkner The short story "Barn Burning" by William Faulkner is a stark look at the struggle of a boy to try to do what is right, or do what is best for his family during the post Civil War era. The main character, Sartoris Snopes is a poor son of a migrant tenant farmer who, in the opening scene is being questioned about the burning of a farmers barn by his father, Abner Snopes. The boy is torn between choosing what is right, telling the truth, or lying to protect his father. The boy is not forced to tell to judge about his father burning the barn, but is certain he would have told if asked. The father is a soldier from the Civil War and has a knack for burning down the barns of those who cross his path. Faulkner uses the symbol of blood to illustrate the theme of loyalty to the family.   Ã‚  Ã‚  Ã‚  Ã‚  Faulkner illustrates the theme of blood when he is to testify, and is pressured by his father to lie. In the makeshift courtroom, when the boy is put on the stand he is pressured because he knows that his father will do something rash if his son tells the truth. He also is told that some things are more important than the truth, that family is the most important thing. When Abner states, "You would have told them." This shows how the boy feels toward his blood father, and how even though it would have been a lie he should have testified in his fathers favor. This scene also reveals how the father feels about family. The father belie...

The Importance of Literacy Attainment in Primary Education

Why the government are driving to ensure literacy is a main priority, especially reading by six years of age. The importance of this and the effects on the child, parents, teachers and society. Abstract This paper attempts to analyse why the government are working so hard at ensuring all our primary children are reading by the age of six. The importance of this and the effect on children, teachers and society. It is well documented that reading is one of the most important abilities students acquire as they progress through their early school years. It is the foundation for learning across all subjects, it can be used for recreation and for personal growth, and it equips young children with the ability to participate fully in their communities and the larger society (Campbell et al, 2001) We will look at key issues and research which underpin the government literacy policy and ways in which it can be improved in school. In particular we focus on the extensive research between poor literacy attainment and behavioural problems within the primary setting. We trace the early literacy support programmes and how they are practised in the class room setting. We address the theoretical views on how language acquisition and literacy are interwoven. We look at the role of the teacher and school, and how policy and practice can smooth the progress of child literacy attainment by age of 6. Contents Title and Abstracti Chapter 11 Introduction 1 Chapter 22 Literature Review2 Research in to reading difficulties and behavioural problems2 2. 1 How does this affect the individual, parents, teachers and society5 2. 2 What impact does it have on the school6 Chapter 38 Analysis and critique of evidence base8 What challenges does it impose on the teachers nd what effective teaching methods are considered best practice8 3. 1 How does policy compare the theoretical research10 3. 2 Why do other countries not deem early literacy as important as the UK12 Chapter 413 Conclusion13 Chapter 514 Recommendations14 Bibliography15 Appendices19 Chapter 1 Introduction David Cameron’s conservative educational policy put his party on a collision course with the teaching profession, when he announced in November 07 that virtually every child in the country will be expected to read by the age of six under a conservative government. Cameron wants pupils to sit a reading test at the end of year one, and the target will be for all-bar those with serious learning difficulties, to pass. Their policy to scrap the key stage one testing, which was quite controversial, has already been enforced. His policy to concentrate on the absolute foundation stone, which is an ability to read, has yet to be enforced. He wants 90% of our children reading by the age of six, the other 10% with acute special needs will be given additional help (BBC News Nov 2007). It is also been observed that most children will naturally read by the age of six, as they progress though the foundation stage and key stage one. The problem arises with the children that do not progress so easily. At the age of four and five most children are less aware of their peers, they are more interested in their own ability to do. Yet as they turn six their awareness of others and their abilities become more interesting. This in-turn leads to the less gifted children realising that they are not as bright as other children, which can leads to them feeling disheartened and inadequate. Consequently this may lead to the less gifted children giving up and becoming disengaged, which can cause behavioural problems. Therefore if the teacher can help these children early, perhaps the achievement gap will not be so noticeable, therefore prevent further elevation of problems that arise from detachment (Teacher TV 2009). It is though however that at such a young age, this behaviour is more easily managed and can be reversed (Moffitt 2006). Apparently there is a scheme behind David Cameron’s policy. As early prevention may hopefully alleviate the need for expensive intervention later on. Chapter 2 Literature Review Research in to reading difficulties and behavioural problems As it has frequently been observed that reading difficulties are accompanied by behaviour problems ( Berger, Yule & Rutter, 1975; Rutter, Tizeird & Whitmore, 1970). However, the exact nature of the relationship has been difficult to elucidate. One possibility is that behaviour problems arise as a consequence of the child's reaction to being a poor reader. An alternative possibility is that the behaviour problems pre-date the reading difficulty and affect the child's capacity to profit from reading instruction. A third possibility is that behaviour problems are related to reading difficulties because they share a common cause. A likely candidate for such a common cause would be home background. Of course, none of these possibilities are mutually exclusive. All could be partly true, with causal influences operating in both directions between reading difficulties and behaviour problems, as well as coming from home background. Several studies have attempted to sort out these various possibilities. Two major approaches have been employed. The first is to compare children who have both reading difficulties and behaviour problems with children who have reading difficulties alone and with children who have behaviour problems alone. If the children with both reading difficulties and behaviour problems are similar in background to those with reading difficulties alone, rather than those with behaviour problems alone, then it is likely that behaviour problems arise in part as a consequence of reading failure. Conversely, if the children with combined problems are more similar in background to those with behaviour problems, then it seems likely that the behaviour problems are the primary disorder. A number of studies have been reported using this approach with antisocial behaviour problems. Rutter and Yule (1970) studied 9 to 10 year-old children on the Isle of Wight. They found that the children with combined problems were more similar in background to those with reading difficulty alone and concluded that the reading difficulties produced the behaviour problems. Sturge 1982) research with 10 year old children from inner London school found that those with combined problems had background characteristics in between those of the two groups with pure disorders. She concluded that in some cases, behaviour problems might be secondary to reading difficulties, but that this could not be the complete explanation. However, Varlaam (1974) also used inner London children and did find those with com bined problems to be more similar to children with pure reading difficulties. Generically speaking, then, the evidence using this approach has been consistent with the view that behaviour problems arise as a consequence of reading failure. The second approach adopted by researchers on this issue is the longitudinal study. With this approach, children are followed over the first few years of schooling. Those who have developed reading difficulties after this time are then studied to see if their behaviour problems were present before formal reading instructions began or whether they developed only later as a reaction to reading failure. Two studies have used the longitudinal approach. McMichael (1979) assessed Scottish children for behaviour problems and reading readiness at school entry and then two years later assessed reading achievement and behaviour problems. She found that antisocial behaviour problems preceded the later reading difficulties. However, the children with behaviour problems at school entry also had lower reading readiness skills. On the other hand, McMichael found no evidence of an increase in behaviour problems as a consequence of reading failure. Stott (1981), working with Canadian children, followed them over the first three years of schooling. His findings concurred with those of McMichael (1979) in that children who developed reading difficulties were found to have behaviour problems at school entry. Stott attempted to rule out the possibility that home background was a common cause of both behaviour problems and reading difficulties by grouping the children according to living conditions. He concluded that on the whole it was behaviour problems which led to reading difficulties, home background was not ruled out as a contributing factor Moffatt 2006) of Royal Institute of London did an extensive study on twins and genetics relating to poor literacy and behaviour problems in primary. His research was surprising, as his results, found genetics did not explain it. He feels it’s an environmental process, such as what goes on in the classroom, and this is important because it can be changed. His researchers say their fi ndings indicate that academic intervention can have a positive effect on behaviour. Programmes that target either reading problems or behaviour problems during the pre-school and early primary school years are likely to produce changes in both areas, the research concludes. 2. 1 How does this affect the individual, parents, teachers and society There is a strong link to literacy attainment and confidence levels with regards to socio-economic advantaged children. The facilitation of these opportunities in the home (quiet reading environments, encouragement to read as a leisure activity, having plenty of books readily available, all enhance the development. The negative effects of reading problems are also well documented (Harris & Sipay, 1990). There is evidence that reading disability is associated with social, economic, and psychological problems. The Green Paper,’ Excellence for all children, meeting the special educational needs’(DfEE 1997), acknowledged the Literacy task force recommendations for developing strategies to enable parents and schools to work together in supporting the literacy achievement for children with SEN’ (DfEE 1997, section 13, p 15). With this in mind it is important that the teacher offers practical advice and methods of intervention to the parents. The effects of good prevention and early intervention, along with effective parenting support will help reduce the risk of antisocial behaviour later on (Rutter 1979 and Epstein 1986). By working with the parents, the teacher can construct a plan of action that will facilitate the child’s learning. If the parents are poor, the teacher can suggest the child takes books from school to read at home with the parent. If the parent is not able to read or is working all the time, alternatives arrangements can be made for other family members to help. By taking a pragmatic approach the teacher will hopefully be able to help both the child and their parent with play based activities that will help to raise the spirits of the child while they learn (Wadworths 1991). The role of the teacher in literature-based instruction is one of decision maker, mentor, and coach. The teacher plans and supports activities that allow children to do those things one naturally does with literature (Routman, 1991). This role includes planning themes, helping students activate the appropriate prior knowledge, and supporting students in reading and responding to the literature in appropriate ways (Martinez & Roser, 1991). In some instances the teacher plans and teaches mini-lessons using the literature as a model for helping students learn a needed strategy or skill (Trachtenberg, 1990). As a mentor, the teacher serves as a model for reading and writing, by reading aloud to students, the teacher models language for them. Through shared writing (McKenzie, 1985), the teacher models all aspects of writing, grammar, usage, and spelling. By supporting students with such activities as shared reading, literature discussion circles, and response activities, the teacher plays the role of coach (Cooper, 1993). 2. 2 What impact does it have on the school The principal’s challenge is to ensure that teachers have knowledge of current literacy best practices and access to the tools and resources needed to incorporate them. The principals need to have a working knowledge of literacy and the latest research findings about learning. They also need to ensure high quality instruction is supported by strong literacy frameworks. This may include the opportunity for peer coaching, classroom visitations, and literacy courses made available. Along side the practical courses the principal should ensure all her teachers opinions and ideas are valued, it is her role to support, motivate and encourage excellence in all her teaching staff. As teachers are a major part of a vision for literacy, competent, caring, and committed teachers create the conditions for learning literacy. To assure quality learning for all young children, all teachers need a foundational knowledge about literacy learning, and they need to apply that knowledge with sensitivity and skill in daily reading and writing instruction (Little 1999). a growing body of evidence suggests that reading problems are preventable for the vast majority of students who encounter difficulty in learning to read, if these students receive extra support in the form of an early intervention program (Goldenberg, 1994; Hiebert & Taylor, 1994; Reynolds, 1991). All of the reading recovery programs reflect a model of reading as an active, meaningful, constructive process. Before-reading activities are used to build or activate relevant background knowledge, concepts, and vocabulary. Students are taught to monitor their reading to ensure that what they are reading makes sense. They are taught strategies for correcting word recognition errors that detract from meaning, and they are given opportunities for reacting and responding to selections they have read. The texts they are asked to read are read for enjoyment and for information. Other activities are developed within a framework of reading for meaning. Because reading for meaning is the constant point of reference and because students in these programs need substantial help in building word-identification skills, the amount of time spent in discussing selections and in teacher questioning about the selection is kept to a minimum (Reynolds and Wheldall 2007). Chapter 3 Analysis and critique of evidence base What challenges does it impose on the teachers and what effective teaching methods are considered best practice The Curriculum is only as good as the people who offer it; practitioners play a major part in how a child leans and indeed what they learn. Gerhardts (2004 and Gopnik et al. , 2001) point out that for a child to develop effectively, it is important that the child has a warm loving, nurturing relationship with their teacher. Pedagogy on which teachers can draw on: All children need to acquire knowledge of the alphabetic system to become skilled readers. The most direct way for teachers to accomplish this is by providing explicit, systematic phonics instruction as one part of a comprehensive early reading program. Systematic and explicit phonics instruction is effective for all students in kindergarten and grade 1, regardless of socioeconomic status or the ease with which children learn to read. Along side this runs the different modes of reading and their advantages to the children. The term mode of reading refers to the different ways literature may be read aloud by the teacher, shared, guided by the teacher, cooperatively, or independently (Cooper, 1993). By changing the modes of reading used for different students, teachers are able to scaffold instruction and provide different levels of support for students in order to make them successful in reading a piece of literature (Cooper, 1993; Cullinan, 1992; Tunnell & Jacobs, 1989) Reading aloud is the single most influential factor in young children’s success in learning to read. It builds listening skills and vocabulary, aids reading comprehension, and develops a positive attitude toward reading. The teacher reads aloud daily to the whole class from a variety of children’s literature (fiction, nonfiction, and poetry). Shared Reading The children (or a small group of children) see the text, observe the teacher reading it with fluency and expression, and are invited to read along. Eyes on text with voice support are shared reading. Shared reading gives an authentic reason to practice skills and strategies. It creates a low risk environment and supplies support so children can join in and see themselves as readers. Guided reading The teacher selects books from a variety of genres for a small group with the expectation that all children can read the selection at an instructional level (90 to 94 percent) with prompts and questions. Guided reading provides the teacher with time to observe reading behaviours. It lets the teacher see the children functioning as readers and helps the teacher know what to stress next to move the children forward. The child selects and reads a variety of genres, an integral component of all levels of reading development. Independent reading provides practice and builds fluency and comprehension. It also demonstrates that reading is a priority. It is a time to assist a student in choosing appropriate books and allows them time in reading books of their choice. This helps ensure success and enjoyment (Cheminais 2005). scaffolding instruction Which is a concept that has grown out of research on how individuals learn (Collins, Brown, & Newman, 1986; Vygotsky, 1978). This concept is based on the idea that at the beginning of learning, students need a great deal of support; gradually, this support is taken away to allow students to try their independence. This is what Pearson (1985) called the gradual release of responsibility. If students are unable to achieve independence, the teacher brings back the support system to help students experience success until they are able to achieve independence (Cooper, 1993). By using this method it is hopefully more clear-cut which children are in need of more support. Modeling Through Storybook Reading Recent research clarifies the extreme importance of reading storybooks to young children both at home and in school. Very early, children begin to imitate that reading — at first by relying exclusively on picture clues and memory. With increased experience they begin to focus on the information that print conveys (Snow, 1983; Sulzby, 1985; Teale, 1987). 3. 1 How does policy compare the theoretical research Most all theorists regardless of their particular thesis, believe that nature and nurture are interwoven in a child’s development. As Chomsky’s belief in nature still relies on nurturing for a child to gain its full developmental potential. As he wrote â€Å"If a child is placed in an impoverished environment, innate abilities simply will not develop, mature, and flourish (Taylor and Woods (2005). Similarly, a child brought up in an institution may have ample experience and nutrition, but still may not develop normally, either physically or mentally, if normal human interaction is lacking†(Chomsky 1987 p 2). So as Chomsky, believes the child is born with specific linguistic knowledge; Skinner, is portrayed as believing that language is entirely a matter of conditioning; Piaget, who sees language development as an outgrowth of general cognitive development; and Bruner, who emphasises the importance of the social/interactional context in which language development takes place. All have a common link as one depends on the other to reach its true potential (McCartney K and Phillips D 2006). Every Childs development does depend on their physical, cognitive, social and emotional self. And each of these components of self depends in part, on the changes that are taking place in other areas of development (Shaffer 1992). In reality, this is some times overlooked by practitioners in their assessments and evaluations of our children. As the measurements of achievements rears it ugly head, and some teachers focus on the bright and gifted while the less gifted child is left to his own devises. Most school want to have a good record of achievement and thus instruct their teachers to comply with their wish to get the best results for the school as possible. For some teachers this is a bitter pill to swallow as their time is taken up by helping the gifted children reach the highest targets, unavoidably leaves the less gifted neglected. Ability tracking, is yet another thorn for the less gifted children as this is where students are grouped by their ability, some theorists argue that this undermines the self-esteem of low ability students. As children are placed on the red, yellow, blue or green table depending on how clever they are perceived to be, by the teacher. Thus contributing to poor academic achievement and a high number of children feeling disheartened and demoralised. As we mentioned earlier how children of six are more aware of their peers, this only highlights the fact, leaving the less gifted children believing they are stupid, so they stop trying to achieve. Rutters research in 1983 suggests that mixed ability groups are more advantageous for children in primary education and ability tracking was more sensible in the latter senior years at secondary. Rutter 1983) put high emphasis on the teacher’s attitudes towards their pupils as being vitally important to the Childs achievements. Motivation, praise, encouragement and a high expectation are all crucial to ensuring a child succeeds (Pollard 1997). 3. 2 Why do other countries not deem early literacy as important as the UK Dr Ken Spencer (2007) from the Institute of Learning at University of Hull, fought back in response to all the critics of Cameron, as they protested why other countries did not deem this an important issue. He made them aware of the reason why Scandinavian children can start reading at six: their language has a transparent writing system, in which each sound has only one letter associated with it. With such a writing system all children read in about six month, no matter when they start school. His research evidence shows that learning to read English will always take three or more years longer, than most other languages. There is now indisputable evidence that complex combinations of letters and their irregular behaviour interact to make English the worst example of alphabetical language. Chapter 4 Conclusion Language and literacy development, like all human development, will be heavily determined by the nature of the environment, and may be severely limited unless the environment is appropriate. A stimulating environment is required to enable natural curiosity, intelligence, and creativity to develop, and to enable our biological capacities to unfold. The fact that the course of development is largely internally determined does not mean that it will proceed without care, stimulation, and opportunity (Penn 2005). Like Chomsky perceived â€Å"teaching is not like filling a cup with water, but ore like enabling a flower to grow in its own way; but it will not grow and flourish without proper care†(Chomsky 1897,p1). There is evidence that teachers whom have a holistic view with a child centred approach, can lead to a more fruitful interaction between the realms of theory and practice, which in turn will benefit the child’s learning and behaviour. The examples of rese arch in the fields of literacy and development discussed, show how work which was originally theoretically motivated can lead to practical recommendations for intervention. Chapter 5 Recommendations It does appear that there is extensive evidence to suggest that poor teacher may have a lot to do with poor literacy attainment and behavioural issues. Perhaps David Cameron quest for literacy attainment will only be achieved once the teaching pedagogy improves. Adults, like children, learn better when they perceive a need for the information they are learning. Staff development should provide teachers with authentic, meaningful tasks that relate to improving classroom instruction. Helping teachers improve instruction must focus on more than just going through the motions of teaching. Showers, Joyce, and Bennett (1987) analyzed more than two hundred research studies on staff development and concluded that a major factor in how teachers teach is how they think about teaching. Staff development should help teachers increase their knowledge and learn to think about their instructional decisions. Having a basic level of knowledge about an innovation is important in helping teachers â€Å"buy in† to it (Showers et al. , 1987). Over the last fifteen years the emphasis on staff development has evolved in many ways, from workshop sessions to more comprehensive, collaborative approaches that focus on the individual needs and concerns of teachers (Waxman, 1987). Hopefully by improving our pedagogy and focusing on a more holistic child centred environment all children and teachers will benefit. The research literature to date has suggested pathways for us to take. It is up to us as a society to make the journey. 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