Truearth Health Foods free essay sample

Background Gareth DeRosa founded TruEarth Health Foods in 1993 in St. Louis, Missouri when he saw a rapidly growing demand for gourmet sauces and pastas made from whole grains and natural, better quality ingredients. TruEarth took an informal approach to product development using their test kitchen to develop new products through intuition, then releasing limited-edition variations to test market new products. They eventually developed a four step process for research and development where new ideas would be screened and tested their limited focus groups. Promising products would then be put through a quantification of volume test process using the Nielsen BASES Iamp;II, (Rangan amp; Yong, 2009). In late 2004 TruEarth developed a product to take advantage of the latest trend in home meal replacements. They came up with the Cucina Fresca line of whole grain precooked pasta and sauces. These products were put through the Nielsen BASES Iamp;II and based on the findings the company decided to go to market with them. We will write a custom essay sample on Truearth Health Foods or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Cucina Fresca line was rolled out in 2006. Their pasta line was successful at utilizing first mover advantage and quickly gained the lead in that market segment. However, a year later, their main competitor, Rigazzi Brands, introduced its own whole-grain fresh pasta, which has been successfully competing for market share ever since. TruEarth Healthy Foods is now looking at a healthy, whole-grain refrigerated pizza kit. They have already tested and developed whole-grain pizza kit with a line of separate topics. The pizza kit would price eight dollars but the additional topping packs at $3. 50 each, (Rangan amp; Yong, 2009), making a standard one topping pizza $11. 50 each. In order for this product to be successful, Cucina Fresca will need to correctly calculate sales volume and consumer acceptance of this product and whether the projected penetration rate will result in a first mover advantage. Market Comparison Cucina Fresca has a product penetration rate of approximately 5% to 15% of fresh pasta market. While this is a good comparison to use when launching another fresh pasta or similar product, the pizza market they would be competing with, includes a large volume of frozen pizza producers and even larger volume of takeout pizza chains. The choices consumers have in the pizza market far outweigh the choices they have in the fresh pasta market. A few more of the hurdles to get over are relative price, competition, and the fact that pizza is far from being considered healthy food choice. The high price of $11. 50 for the equivalent of a small one topping pizza made fresh and delivered from a local pizza shop. At the high price of $11. 50 they will not likely retain first mover advantage for long enough to regain their return on investment. Even if it did catch on at that price, it would not take long for their many competitors to imitate the product and dilute market share. In addition to that is the fact that Stouffers lean cuisine already has several â€Å"healthy conscious† pizzas, launched as early as 2005. (leancuisine. com) Theres also the fact that pizza has always been considered an indulgence and not a healthy meal choice. Well it is true that according to the survey results in Exhibit 10 of the Rangan amp; Yong article, that as many as 79% of existing Cucina Fresca customers definitely or probably would buy their home grain pizza product, that may not be the best data to rely on. It is easier to retain customers and to go out and get new ones, (Kotler amp; Keller, 2009). However, the result may be that existing Cucina Fresca customers simply substitute the pizza for the pasta product they wouldve already bought. Similar to the marketing plan for Diet Pepsi, the idea is not to attract current Pepsi users to Diet Pepsi, but to attract other diet cola users to Diet Pepsi. Otherwise there would be no overall boost in revenue for TruEarth Health Foods. Conclusion I do believe it is a good idea for TruEarth Health Foods to launch the whole-grain pizza, but maybe not on a large scale that they had originally planned. I do not believe the massive marketing campaign would result in a sustainable first mover advantage. However, since the retooling of their factory would be minimal and the additional options for their existing customers would not likely result in a loss of revenue, it may be a better idea to hold off on watching the product, but not hide their intent on developing a product. This may cause the competition to rush toward developing a similar product and shoulder all the costs associated with becoming the first mover. TruEarth Health Foods could then use second over advantage and enjoy the free ride by their competition, most likely Rigazzi Brands. References: Kotler, P. , amp; Keller, K. L, (2009), 5th Ed. A Frame Work For Marketing Management. Prentice Hall, Upper Saddle River NJ Rangan V. , Yong S. 2009, â€Å"TruEarth Healthy Foods:Market Research for a New Product Introduction† Harvard Business School Publishing. Taken From JWMI 2012 Stouffer’s Lean Cuisine Website:2012 http://www. leancuisine. com/Products/Details. aspx? ProductID=10510

The Plague in Athens - Thucydides Peloponnesian War

The Plague in Athens - Thucydides' Peloponnesian War During wartime, Plague was the worst enemy.... The Plague - Thucydides Peloponnesian War Book II Chapter VII Second Year of the War - The Plague of Athens - Position and Policy of Pericles - Fall of Potidaea From Internet Classics Archive Such was the funeral that took place during this winter, with which the first year of the war came to an end. In the first days of summer the Lacedaemonians and their allies, with two-thirds of their forces as before, invaded Attica, under the command of Archidamus, son of Zeuxidamus, King of Lacedaemon, and sat down and laid waste the country. Not many days after their arrival in Attica the plague first began to show itself among the Athenians. It was said that it had broken out in many places previously in the neighbourhood of Lemnos and elsewhere; but a pestilence of such extent and mortality was nowhere remembered. Neither were the physicians at first of any service, ignorant as they were of the proper way to treat it, but they died themselves the most thickly, as they visited the sick most often; nor did any human art succeed any better. Supplications in the temples, divinations, and so forth were found equally futile, till the overwhelming nature of the disaster at last put a s top to them altogether. It first began, it is said, in the parts of Ethiopia above Egypt, and thence descended into Egypt and Libya and into most of the Kings country. Suddenly falling upon Athens, it first attacked the population in Piraeus- which was the occasion of their saying that the Peloponnesians had poisoned the reservoirs, there being as yet no wells there- and afterwards appeared in the upper city, when the deaths became much more frequent. All speculation as to its origin and its causes, if causes can be found adequate to produce so great a disturbance, I leave to other writers, whether lay or professional; for myself, I shall simply set down its nature, and explain the symptoms by which perhaps it may be recognized by the student, if it should ever break out again. This I can the better do, as I had the disease myself, and watched its operation in the case of others. That year then is admitted to have been otherwise unprecedentedly free from sickness; and such few cases as occurred all determined in this. As a rule, however, there was no ostensible cause; but people in good health were all of a sudden attacked by violent heats in the head, and redness and inflammation in the eyes, the inward parts, such as the throat or tongue, becoming bloody and emitting an unnatural and fetid breath. These symptoms were followed by sneezing and hoarseness, after which the pain soon reached the chest, and produced a hard cough. When it fixed in the stomach, it upset it; and discharges of bile of every kind named by physicians ensued, accompanied by very great distress. In most cases also an ineffectual retching followed, producing violent spasms, which in some cases ceased soon after, in others much later. Externally the body was not very hot to the touch, nor pale in its appearance, but reddish, livid, and breaking out into small pustules and ulcers. But inter nally it burned so that the patient could not bear to have on him clothing or linen even of the very lightest description; or indeed to be otherwise than stark naked. What they would have liked best would have been to throw themselves into cold water; as indeed was done by some of the neglected sick, who plunged into the rain-tanks in their agonies of unquenchable thirst; though it made no difference whether they drank little or much. Besides this, the miserable feeling of not being able to rest or sleep never ceased to torment them. The body meanwhile did not waste away so long as the distemper was at its height, but held out to a marvel against its ravages; so that when they succumbed, as in most cases, on the seventh or eighth day to the internal inflammation, they had still some strength in them. But if they passed this stage, and the disease descended further into the bowels, inducing a violent ulceration there accompanied by severe diarrhoea, this brought on a weakness which was generally fatal. For the disorder first settled in the head, ran its course from thence through the whole of the body, and, even where it did not prove mortal, it s till left its mark on the extremities; for it settled in the privy parts, the fingers and the toes, and many escaped with the loss of these, some too with that of their eyes. Others again were seized with an entire loss of memory on their first recovery, and did not know either themselves or their friends. But while the nature of the distemper was such as to baffle all description, and its attacks almost too grievous for human nature to endure, it was still in the following circumstance that its difference from all ordinary disorders was most clearly shown. All the birds and beasts that prey upon human bodies, either abstained from touching them (though there were many lying unburied), or died after tasting them. In proof of this, it was noticed that birds of this kind actually disappeared; they were not about the bodies, or indeed to be seen at all. But of course the effects which I have mentioned could best be studied in a domestic animal like the dog. Such then, if we pass over the varieties of particular cases which were many and peculiar, were the general features of the distemper. Meanwhile the town enjoyed an immunity from all the ordinary disorders; or if any case occurred, it ended in this. Some died in neglect, others in the midst of every attention. No remedy was found that could be used as a specific; for what did good in one case, did harm in another. Strong and weak constitutions proved equally incapable of resistance, all alike being swept away, although dieted with the utmost precaution. By far the most terrible feature in the malady was the dejection which ensued when any one felt himself sickening, for the despair into which they instantly fell took away their power of resistance, and left them a much easier prey to the disorder; besides which, there was the awful spectacle of men dying like sheep, through having caught the infection in nursing each other. This caused the greatest mortality. On the one hand, if they were afraid to visit each other, they perished from neglect; indeed many houses were emptied of their inmates for want of a nurse: on the other, if they ventured to do so, death was the consequence. This was especially the case with such as made any pretensions to goodness: honour made them unsparing of themselves in their attendance in their friends houses, where even the members of the family were at last worn out by the moans of the dying, and succumbed to the force of the disaster. Yet it was with those who had recovered from the disease that the sick and the dying found most compassion. These knew what it was from experience, and had now no fear for themselves; for the same man was never attacked twice- never at least fatally. And such persons not only received the congratulations of others, but themselves also, in the elation of the moment, half entertained the vain hope that they were for the future safe from any disease whatsoever. An aggravation of the existing calamity was the influx from the country into the city, and this was especially felt by the new arrivals. As there were no houses to receive them, they had to be lodged at the hot season of the year in stifling cabins, where the mortality raged without restraint. The bodies of dying men lay one upon another, and half-dead creatures reeled about the streets and gathered round all the fountains in their longing for water. The sacred places also in which they had quartered themselves were full of corpses of persons that had died there, just as they were; for as the disaster passed all bounds, men, not knowing what was to become of them, became utterly careless of everything, whether sacred or profane. All the burial rites before in use were entirely upset, and they buried the bodies as best they could. Many from want of the proper appliances, through so many of their friends having died already, had recourse to the most shameless sepultures: sometimes gett ing the start of those who had raised a pile, they threw their own dead body upon the strangers pyre and ignited it; sometimes they tossed the corpse which they were carrying on the top of another that was burning, and so went off. Nor was this the only form of lawless extravagance which owed its origin to the plague. Men now coolly ventured on what they had formerly done in a corner, and not just as they pleased, seeing the rapid transitions produced by persons in prosperity suddenly dying and those who before had nothing succeeding to their property. So they resolved to spend quickly and enjoy themselves, regarding their lives and riches as alike things of a day. Perseverance in what men called honour was popular with none, it was so uncertain whether they would be spared to attain the object; but it was settled that present enjoyment, and all that contributed to it, was both honourable and useful. Fear of gods or law of man there was none to restrain them. As for the first, they judged it to be just the same whether they worshipped them or not, as they saw all alike perishing; and for the last, no one expected to live to be brought to trial for his offences, but each felt that a far severer sentence had been already passed upon them all and hung ever over their heads, and before this fell it was only reasonable to enjoy life a little. Such was the nature of the calamity, and heavily did it weigh on the Athenians; death raging within the city and devastation without. Among other things which they remembered in their distress was, very naturally, the following verse which the old men said had long ago been uttered: A Dorian war shall come and with it death. So a dispute arose as to whether dearth and not death had not been the word in the verse; but at the present juncture, it was of course decided in favour of the latter; for the people made their recollection fit in with their sufferings. I fancy, however, that if another Dorian war should ever afterwards come upon us, and a dearth should happen to accompany it, the verse will probably be read accordingly. The oracle also which had been given to the Lacedaemonians was now remembered by those who knew of it. When the god was asked whether they should go to war, he answered that if they put their might into it, victory would be theirs, and that he would himself be with them. With this oracle events were supposed to tally. For the plague broke out as soon as the Peloponnesians invaded Attica, and never entering Peloponnese (not at least to an extent worth noticing), committed its worst ravages at Athens, and next to Athens, at the most populous of the other towns. Such was the history of the plague. For more from Thucydides, see Pericles Funeral Oration. Also see resources on ancient medicine, including:Â   Types of Greek MedicineThe Four HumorsThe Hippocratic OathThe Hippocratic Writings

Analysis of Mental Illness via Girl, Interrupted (1999)

Analysis of Mental Illness via Girl, Interrupted (1999) GIRL, INTERRUPTED 1 Introduction In the movie, Susanna (Winona Ryder) is diagnosed with Borderline Personality Disorder. Susanna bonds with a few different patients, including Lisa (Angelina Jolie) with sociopathic personality disorder, Daisy; Bulimia, Georgina; pathological liar and Janet as Anorexic. Susanna starts to work harder with her specialist (Vanessa Redgrave) and the medical attendant on the ward (Whoopi Goldberg). Girl, Interrupted was focused around the collection of memoirs of Susanna Kaysen, who truly did put in eighteen months a Psychiatric Hospital (Mangold,1999). DSM V Diagnosis Criteria (a) Distraught endeavors to stay away from genuine or envisioned relinquishment,(b) An example of temperamental and extraordinary interpersonal connections portrayed by exchanging between extremes of admiration and cheapening, (c ) Personality aggravations: especially and diligently instable mental self view or feeling of self,(d) Impulsivity in no less than two zones that are pos sibly self harming,(e) Repetitive self-destructive conduct, signals, or dangers or self ruining conduct,(f) Full of feeling flimsiness because of a stamped reactivity of mind-set,(g)Chronic sentiments of vacancy,(h)Inappropriate, serious outrage or trouble controlling annoyance, and (i)Transparent, anxiety related jumpy ideation or serious dissociative indications (American Psychiatric Association,2013). The first criteria for BPD in Girl, Interrupted, was having self-destructive contemplations and doing things to help a conceivable suicide by endeavoring what Susanna called an â€Å"impotent endeavor† to murder herself by taking a dose of aspirin with vodka. At the point when the attendant attempted to hold her she says to be watchful in light of the fact that she has no bones in her grasp. Later on, the advisor asks her the means by which she got the container of Aspirin in the event that she had no bones in her grasp, she reacts saying â€Å"then they’d return (Man gold, 1999). The second criterion was incurring damage on the body by cutting or wounding. After she endeavored suicide, she was hurried to the crisis room, and the cam point changed from everyone wildly moving around to help to her wrists. She had wounds everywhere on her wrists and she continued telling the specialists she didn’t have any bones in her grasp (Mangold, 1999). The third criterion was Susanna’s endeavors to stay in the connections to abstain from feeling relinquished. At the center of the film, she has a flashback of the illicit relationship she had with one of the instructors and with a fellow that she met after her secondary school graduation. In both cases, she was having hazardous sex and staying in the connections with the goal that she felt needed and cherished, and not dismisses (Mangold, 1999). The fourth criteria was filling the void that was generally felt by doing something she knew wasn’t correct yet provided for her rush. Susanna felt as though nothing was going how she needed it and she was the main individual feeling that way. In the film, Susanna and Lisa, a young lady in the organization, chose to escape the foundation and go on an excursion to visit an alternate young lady that had been there with them, Polly. Both of them knew they could cause harm, yet the proceeded at any rate (Mangold, 1999).

Life in the Digital Age Essay Example | Topics and Well Written Essays - 2250 words

Life in the Digital Age - Essay Example The development resulted in data transmission methods that had significantly faster speeds than the pre-existent methods of data transmission. In the end, the technology provided a fast and reliable method of communication that served as an alternative to the analogue communication tools of the day. Its pros facilitated its application in most of the communication of the world today. Telecommunications, television broadcasts, digital printing, and other major communication methods rely on digital methods in message transmission. In the last two decades, the development has been fast tracked with new communication methods such as the internet, social media, and online sharing coming into being. These have enabled worldwide connectivity with unrestricted sharing of all kinds of information. This has yielded a lot of benefits that have helped significantly in the covering of major milestones in the goal of global development and security. However, according to Cathy Davidson in Now You See It, the use of digital technology has also resulted in the social phenomenon of the generation having a paradoxical obsession with implications associated with living in the digital age. This raises the question â€Å"do we need to rethink and restructure the organization of our institutions so as to maximize the results because of the situation of the digital era?† Technology availability In the United States, investments into the technology industry has seen the availability of technology increase many folds as the population wants to access information and utility sites like social media. A PISA survey in 2006 showed that among pupils in the 15-year age bracket, over 95% frequently used a computer at home (Gros 26). The projections of this survey show that in 2013 this is a universal feature. The survey found that most of the children prefer the internet to all other media. The universal access has increased the overall time spent on screens with most teenagers spendin g a large portion of their time on social networks and texting using various gadgets. Television and video games are also a huge part of the lives of the young generation of today. This extends to young children under the age of six who are also accustomed to dealing with technologies. This shows that the young generation is accustomed to and views technology as a necessity in their lives. The development and use of the forms of digital technology has therefore succeeded in influencing the society in viewing it as a necessary part of life with some in the young generation relying heavily on it. This means it is necessary to have institutions of learning that consider this aspect of the young generation (Davidson 12). In comparison, the organization of institutions of learning tends to uphold teaching and assessment models that do not serve the new generation of students facing challenges in learning to think critically in the information overload era. In response, Davidson proposes that changes be made to the systems of learning to embrace digital technology in a fluid and participatory manner. One way of achieving this is the use of digital game-based learning technologies. Digital game based learning Digital game based learning (DGBL) is a method of instruction that applies principles of learning or content that is educational in digital technology in the form of video games aiming at engaging the student ("Digital game-based

Accounting and Finance will send you fquestions file Essay

Accounting and Finance will send you fquestions file - Essay Example Therefore, the IRR calculated through Trial & Error method is 29.165% approximately at which the present value of estimated cash flows is  £99,996 which is approximately equal to initial investment i.e.  £100,000 The customer should take the project because the payback period is two years and eight months, besides, the IRR calculated through Trial & Error method is 29.165% approximately at which the present value of estimated cash flows is  £99,996 that gives an approximately equal to initial investment i.e.  £100,000. The ending cash balance during month of August is  £37,240 while the expected cash balance during September is  £43,390. Similarly the expected cash balance during October and November are  £48,930 and  £55,150 respectively as shown in the table above. Organisations need budget to help in the evaluation of its performance. Without a financial planning that makes use of the budget, they would not be in a position to assess their progress and institute appropriate measures. Besides, they need budgeting for efficient coordination of the organisational activities. The budget acts like a blueprint that provides the roadmap and the expectation of the activities like sales, expenditures, and other costs. When organisations do not use budgets to address these issues, they are at risk of running down the organisation because of unplanned activities that are likely to exceed the expectations. Budgeting helps organisations to take control of their finances, hence keeping focused on the goals they laid down when beginning the financial year. A budget helps the organisation plan savings and makes decisions in advance when expecting or not expecting any costs related to the activity of the organisation hence controlling debts (Young, 2003). Budgeting process can be very challenging especially when there is poor communication between the team tasked with the making of decisions. Therefore, enhancing communication and reducing the number of people

Catalysts for American Revolution Essay Example for Free

Catalysts for American Revolution Essay The American Revolution, also known as the Revolutionary War, was a war that had raged on for eight years stemming from major political differences of opinion. Though, the fighting and the discontent between the two opposing forces, Americans and British, had been developing for years before the first shots ever had gone off to start the revolution. The reasoning for the tension between the two is traced back to one of the main catalysts being the Stamp Act that was imposed on New England colonies, then to one of the last being The Boston Tea Party that ended with British war ships being sent to Boston with attempts to keep in under control. In the beginning, New England were colonies of the mother country Great Britain with main purposes for them to serve as vessels to provide for their main location across the Atlantic. In 1756, Great Britain was engaged in the Seven Years War, a world war, but mainly what is focused on for the American Revolution is the French and Indian war, which was fought on mainly American soil and primarily between British American and New French colonies. This specific conquest of the war had continued for nine years, and ended with approximately ten thousand British troops to be kept in American colonies, as well as accumulated as massive debt of seventy-two thousand pounds during the war, plus an added two hundred twenty-five thousand pound debt to house the British troops in American colonies. The prime minister at the time, George Grenville, needed a way to pay off this debt, which ultimately led to the Stamp Act of 1756 being imposed on the American colonies. The Stamp Act was not the first choice, but it was their final choice. The prime minister knew taxing in Britain was out of the question due to protests from the previous Cinder Tax set in place during the Bute ministry. The Grenville ministry had then decided that Parliament would raise the revenue by taxing the American colonies. The first attempt before the Stamp was the The Sugar Act of 1764 in attempts of gain a monopoly on molasses, but that had failed. With parliament knowing the massive success that other Stamp acts, they had decided to impose this on American colonies without their contest or epresentation in parliament. This was an enormous mistake as the Stamp Act had encounter great resistances within the colonies. To the colonialists in American, this act had been passed and put into effect without their contest or representation in parliament. In other words, the colonialists felt that this was a major violation of their rights as Englishmen to be tax without their consent, consent that only colonial legislatures could grant. This was a key fundamental catalyst for the starting of the revolutionary war, ‘Taxation Without Representation’. The viewpoint of the colonialists was actual representation, meaning in order to be taxed by Parliament, Americans rightly should have actually legislators seated and voting in London so they could have influence of taxes raise, levied, and spent. While on the British supported the viewpoint of virtual representation, the belief that a Member of Parliament virtually represented every person in the empire causing no need for a specific representative from Virginia, or Massachusetts, as examples. Due to the massive feedback from the colonialists, as well as British merchants and manufacturers the Act was repealed and replaced by and even more important Declaratory Act. This Act stated that Parliament could take â€Å"whatever action they sought fit for the good of the empire. † This Act and the laws instated in it were so big and important, but had god virtually unnoticed by the colonists because of their over enjoyment at the repeal of the Stamp Act. As a result of this, Parliament began issuing several Acts upon the American Colonies of which they could do next to nothing about due to Britain simply stating it was for the good of the Empire. Acts that they had issues were ones such as the Quartering Act of 1766, which required the colonists to house British soldiers at their own expense. They also put forth the Townshend Acts that would tax all imports into the colonies. After the Stamp Act, and then Declaratory Act, which had been a scary thing to them colonists as it had also been used in Ireland, the colonists started to rebel against the British. They felt that they could be a worthy rival to Great Britain, as Great Britain had been exporting only finished goods while the colonies were exporting the raw materials needed to produce many of these goods. Since a huge majority of the goods were imported from Britain, many felt that they should boycott all of British made items. George Washington agreed on this and stated that he believes and hoped that the boycott will work, but for it to work all of the people in the colonies must mobilize and participate in the boycott. There was also the situation of Thomas Hutchinson, who was for more or less, an English spy, as he resided within the colonies and followed and trusted in English law. He had written several letters that were personal and against the colonists, one of them saying dire actions were needed and troops needed to be send to Boston. Benjamin Franklin, though he did have deep love for his home country of Britain, had taken the letters written by Hutchinson and published them. He was put on court for what he had done, and from the actions taken upon him by the country he loved, turn against them to help fight and bring the French to help in the revolution. More major catalysts had constantly been occurring to lead to the revolution. Another big one was the Boston Massacre, which in the sense was not actually a ‘massacre’. The story goes that in Boston, kids had thrown snowballs at British soldiers, in which they had retaliated and fired back upon the kids, killing five of them. This event was made even more publicized and larger of an ordeal by the cartoon that was made by Paul Revere. The cartoon exaggerated the events that actually occurred and depicted British soldiers firing upon innocent people for no apparent reason. This cartoon and event had caused even more of a stir in the colonies towards the British. One of the main and final catalysts that led to the American Revolution was the Boston Tea Party. Before this specific event occurred, half a million pounds of tax British tea with control from the Easy Indian Trade Company were sent to America. Just about every single port in which the British had landed were protested and sent away with the tea, not allowing them to unload the tax tea. Others were forced out of the ports, but stored in basically warehouses were none were purchased. In Boston, however, there was a giant standoff and protest between the colonists and Thomas Hutchinson. In the night, after British officials refused to return back to Britain with the tea not unloaded, a group of colonists dressed as Mohawk Indian Warriors went onto the ship and dumped 330 chest of tea into the ocean. This, known as the Boston Tea Party, was looked at and realized as an act of great political defiance and the result being the British sending warships to Boston harbors. The fear of Tyranny was upon the Bostonians, and it had now seemed to come true. They warships had arrived and kept Boston on lockdown, ending the self-government in Massachusetts and leading into the Battle of Condord, starting the American Revolution. The causes of the American Revolution were deeply rooted in the colonist’s thoughts and ideals of personal liberty and autonomy. The fundamental thoughts of colonists believing in actual representation, and the British beliefs of virtual representation were a giant catalyst in the events leading up to the start of the war. The colonists sense of individual freedom, along with the English policy of taxation without representation, the eventual restrictions on their liberties from the Declaratory Act, and the events of the Boston Massacre, as well as the Boston Tea Part are all what had led to the inevitable severed ties between the two. Including the very important letters and actions taken by Benjamin Franklin.

Essay --

The ONE Fighting Championship event will roll this coming Friday, December 6, 2013, 7 in the evening at the Mall Of Asia Arena in Pasay City, with the theme â€Å"ONE FC: Moment of Truth.† Moment of Truth consists of ten sets of clashes, as seven Filipino fighters will slug it out with 13 foreigner counterparts, with the titles such as ONE FC Featherweighton the line. Highlighting the night of battles will be the rematch between HonorioBanario and Koji Oishi. For Banario, a win against Oishi is a must. The Filipino striker is on the verge of avenging his loss against the Japanese tormentor whom also took the title away from him following the defeat. Oishi has only lost once in his 14 ONE FC fights, and one of the victories he garnered came at the expense of Team Lakay’s â€Å"The Rock† last May. Also headlining the main event was the battle between Kevin Belingon, and David ArandaSantacana for the bantamweight title. Another Team Lakay fighter, Belingion, tagged as â€Å"The Silencer,† will also avenge his loss last May as he faced the undefeated Spaniard, whom have also won the majority of hi... Essay -- The ONE Fighting Championship event will roll this coming Friday, December 6, 2013, 7 in the evening at the Mall Of Asia Arena in Pasay City, with the theme â€Å"ONE FC: Moment of Truth.† Moment of Truth consists of ten sets of clashes, as seven Filipino fighters will slug it out with 13 foreigner counterparts, with the titles such as ONE FC Featherweighton the line. Highlighting the night of battles will be the rematch between HonorioBanario and Koji Oishi. For Banario, a win against Oishi is a must. The Filipino striker is on the verge of avenging his loss against the Japanese tormentor whom also took the title away from him following the defeat. Oishi has only lost once in his 14 ONE FC fights, and one of the victories he garnered came at the expense of Team Lakay’s â€Å"The Rock† last May. Also headlining the main event was the battle between Kevin Belingon, and David ArandaSantacana for the bantamweight title. Another Team Lakay fighter, Belingion, tagged as â€Å"The Silencer,† will also avenge his loss last May as he faced the undefeated Spaniard, whom have also won the majority of hi...

Reassuring aspects in the three stories Essay

The aim of this essay is to explore the three texts (‘The Stolen Bacillus’, ‘Hop Frog’, and ‘The Adventure of the Speckled Band’) and to consider which aspects of the three stories affect us, how they influence us, and why they cause concern or console, either disturbing or reassuring us. It is concluded that there are many disturbing and reassuring aspects in the stories dependant on the perspective one may adopt. The word ‘disturbing’ means ‘to agitate the mind, causing distress, worry, or anxiety’. The word ‘reassuring’ means ‘to restore confidence and relieve anxiety’. These two definitions will help me with my investigation by giving me a guideline to work with. To get an understanding as to why different writers may have written the way that they did, I will consider the background information of the period the author was writing in and any aspects which would affect his subject material and style of writing. H. G. Wells was writing at the end of the nineteenth century at a time where there was a rapid social and industrial change, and he had a personal interest in social justice, science and politics. This is reflected in his writing as there is the bacteriologist (relating to science) and the anarchist (pertaining to social justice and politics). These issues in his work would disturb a reader of Wells’ time because subjects such as the social and industrial changes would be on the readers’ minds, and therefore cause anxiety if he were to write about them in a negative way. Edgar Allan Poe was expelled from university for drunkenness and debt, and later court martialled from the army for drunkenness again. Poe’s association with alcohol in real life is reflected in his story which has many references to alcohol within it. These references would disturb readers because Poe would be able to write a distressing truth about the affects of alcohol, because he himself had experienced it, and he wrote at a time when the truth was censored from the public. Sir Arthur Conan Doyle wrote at a time when the British had an empire in India, this is referred to in his story as Dr. Roylott went out to do a medical degree in Calcutta, and also served a prison sentence there. This would provide a factor in the story with which readers may be able to associate with, and would either disturb or reassure them depending on the way they’d previously felt about the empire in India, and how it is depicted in Doyle’s writing. The settings and surroundings of a story can be used to great consequence when enhancing the effect of a disturbing or reassuring aspect of a tale. Arthur Conan Doyle uses his description of Stoke Moran intelligently in order to increase the disturbing nature of the whole plot of the story. The author uses very ‘gothic’ features in the Speckled Band. For example, there is reference to the middle ages as Dr. Roylott comes from ‘one of the oldest Saxon families in England’ which is an illustration of one gothic feature. Another gothic trait is Stoke Moran’s gloomy setting, the writer depicts: ‘from amid the branches there jutted out the gray gables and high roof tree of a very old mansion’. A further gothic characteristic expressed in Doyle’s writing is the ventilator in Helen’s room. Secret passages and hidden doors are another common attribute of a gothic story, and the additional detail that the ventilator is mysteriously placed in an impractical position (‘what a fool a builder must be to open a ventilator into another room, when, for the same trouble, he might have communicated with the outside air! ‘) gives it another gothic edge as mysteries were a very frequent mark of a gothic tale. In addition to Stoke Moran’s gothic nature, the fact that the whole place is isolated and has a gloomy history further emphasizes any disturbing aspects introduced by the author. Arthur Conan Doyle’s descriptions of Stoke Moran are a great example of a dramatic structure used to augment the effectiveness of the disturbing aspects of the storyline when they emerge. This is because Doyle firstly communicates with us subliminally about the disturbing aspects of his tale via his setting descriptions, therefore giving himself some foundations on which to build up a more effective impact on his reader when he wants to disturb them.

Implementation plan of ethic Essay

Understanding Business Ethics, Corporate Social Responsibility and their relationship; and examine their importance; b. Investigating different perspectives of business ethics theories; c. Understanding the roles of corporate culture and corporate leadership in business ethics; d. Understanding the concepts of ethics in the working place; e. Applying an ethical framework to business fields: Marketing, Corporate Governance, Accounting, and Finance; f. Describing business environment responsibilities. 2) Course Textbook(s)/ Resources: a) Main books: Laura Hartman and Joseph DesJardins, Business Ethics: Decision-Making for Personal Integrity and Social Responsibility, McGraw-Hill/Irwin, 2nd edition, 2010. Or Laura Hartman and Joseph DesJardins, Business Ethics: Decision-Making for Personal Integrity and Social Responsibility, McGraw-Hill/Irwin, 3rd edition, 2013 b) Reference books or resources: †¢ Harvard Business Review †¢ John D. Ashcroft, Jane E. Ashcroft, 2010, Law for Business, 17th edition, Cengage Publication, ISBN 13 9780538749923 3) Implementation plan in details For class scheduled at Tuesday and Thursday ***QUIZ 3 is incidental to the class and has a focus on any of Case assigned in advance for Exercise. Topics/ Chapters/Unit Week Date Slot Number/ Session Content Category Lectures: 15/ Tutorials: 15 Student’s task before class Teacher’s Material Student’s task after class Introduction to the course and Guideline of Individual Assignment 1 Tue 7/1 1 INTRODUCTION to the course Introduce Textbook, studying method and particular for Exercises during Tutorials class. GUIDELINE: Individual Assignment. Instructor will assign one topic among below three to students (subject to be changed by Instructor) Topic 1: The factors influencing corporate culture; Topic 2: The relationship between business ethics and corporate social responsibility. Topic 3: The relationship between business ethics and employee integrity Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 1 2 CHAPTER 1: Ethics and Business Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 1 3 EXERCISE 1: Applied skill based Debate (focus on Chapter 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part I Thur 9/1 4 CHAPTER 3: Philosophical Ethics and Business (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part II 5 CHAPTER 3: Philosophical Ethics and Business (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 2 6 EXERCISE 2: Applied skill based Debate (focus on Chapter 3-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part III 2 Tue 14/1 7 CHAPTER 3: Philosophical Ethics and Business (PART 3) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part IV 8 CHAPTER 3: Philosophical Ethics and Business (PART 4) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 3 REGISTER: Topic of Individual Assignment 9 EXERCISE 3: Applied skill based Debate (focus on Chapter 3-part 3, part 4) REGISTER: Topic of Individual Assignment Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 4- Part I Thur 16/1 10 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS 11 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS 12 EXERCISE 4: Applied skill based Debate (focus on Chapter 4-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part I 3 Tue 21/1 13 CHAPTER 5: Corporate Social Responsibility (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part II 14 CHAPTER 5: Corporate Social Responsibility (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 5 15 EXERCISE 5: Applied skill based Debate (focus on Chapter 5- part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 6 QUIZ 1 Thur 23/1 16 CHAPTER 6: Ethical Decision-Making: Employer Responsibilities and Employee Rights Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 6 17 EXERCISE 6: Applied skill based Debate (focus on Chapter 6) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 7 Submission of Individual Assignment Report 18 CHAPTER 7: Ethical Decision-Making: Technology and Privacy in the Workplace SUBMISSION: Individual Assignment Report Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 7 4 Tue 11/2 19 EXERCISE 7: Applied skill based Debate (focus on Chapter 7) Tutorials Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 1 20 CHAPTER 8: Ethics and Marketing (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 8 QUIZ 1 21 EXERCISE 8: Applied skill based Debate (focus on Chapter 8- Part 1) QUIZ 1: Chapter 1,3,4,5 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 2 Thur 13/2 22 CHAPTER 8: Ethics and Marketing (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource and quiz handouts Main textbook, CMS Exercise 9 23 EXERCISE 9: Applied skill based Debate (focus on Chapter 9- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 9 24 CHAPTER 9: Business and Environmental Sustainability Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 10 5 Tue 18/2 25 EXERCISE 10: Applied skill based Debate (focus on Chapter 9) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 26 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 11 27 EXERCISE 11: Applied Case based Activities (focus on Chapter 10- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 Quiz 2 Thur 20/2 28 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 12 29 EXERCISE 12: Applied skill based Debate (focus on Chapter 10- Part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Course review QUIZ 2 30 COURSE REVIEW QUIZ 2: Chapter 6,7,8,9 and 10 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS FINAL EXAM 3. 2. For class scheduled at Monday, Wednesday and Friday ***QUIZ 3 is incidental to the class and has a focus on any of Case assigned in advance for Exercise. Topics/ Chapters/Unit Week Date Slot Number/ Session Content Category Lectures: 15/ Tutorials: 15 Student’s task before class Teacher’s Material Student’s task after class Introduction to the course and Guideline of Individual Assignment 1 Mon 6/1 1 INTRODUCTION to the course Introduce Textbook, studying method and particular for Exercises during Tutorials class. GUIDELINE: Individual Assignment. Instructor will assign one topic among below three to students (subject to be changed by Instructor) Topic 1: The factors influencing corporate culture; Topic 2: The relationship between business ethics and corporate social responsibility. Topic 3: The relationship between business ethics and employee integrity Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 1 2 CHAPTER 1: Ethics and Business Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 1 Wed 8/1 3 EXERCISE 1: Applied skill based Debate (focus on Chapter 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part I 4 CHAPTER 3: Philosophical Ethics and Business (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part II Fri 10/1 5 CHAPTER 3: Philosophical Ethics and Business (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 2 6 EXERCISE 2: Applied skill based Debate (focus on Chapter 3-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part III 2 Mon 13/1 7 CHAPTER 3: Philosophical Ethics and Business (PART 3) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part IV 8 CHAPTER 3: Philosophical Ethics and Business (PART 4) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 3 REGISTER: Topic of Individual Assignment Wed 15/1 9 EXERCISE 3: Applied skill based Debate (focus on Chapter 3-part 3, part 4) REGISTER: Topic of Individual Assignment Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 4- Part I 10 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 4- Part II Fri 17/1 11 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 4 12 EXERCISE 4: Applied skill based Debate  (focus on Chapter 4-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part I 3 Mon 20/1 13 CHAPTER 5: Corporate Social Responsibility (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part II 14 CHAPTER 5: Corporate Social Responsibility (PART 2) Lectu re Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 5 Wed 22/1 15 EXERCISE 5: Applied skill based Debate (focus on Chapter 5- part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 6 QUIZ 1 16 CHAPTER 6: Ethical Decision-Making: Employer Responsibilities and Employee Rights Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 6 3 Fri 24/1 17 EXERCISE 6: Applied skill based Debate (focus on Chapter 6) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 7 Submission of Individual Assignment Report 18 CHAPTER 7: Ethical Decision-Making: Technology and Privacy in the Workplace SUBMISSION: Individual Assignment Report Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 7 4 Mon 10/2 19 EXERCISE 7: Applied skill based Debate (focus on Chapter 7) Tutorials Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 1 20 CHAPTER 8: Ethics and Marketing (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 8 QUIZ 1 Wed 12/2 21 EXERCISE 8: Applied skill based Debate (focus on Chapter 8- Part 1) QUIZ 1: Chapter 1,3,4,5 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 2 22 CHAPTER 8: Ethics and Marketing (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource and quiz handouts Main textbook, CMS Exercise 9 5 Fri 14/2 23 EXERCISE 9: Applied skill based Debate (focus on Chapter 9- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 9 24 CHAPTER 9: Business and Environmental Sustainability Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 10 5 Mon 17/2 25 EXERCISE 10: Applied skill based Debate (focus on Chapter 9) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 26 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 11 Wed 19/2 27 EXERCISE 11: Applied Case based Activities (focus on Chapter 10- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 Quiz 2 28 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 12 Fri 21/2 29 EXERCISE 12: Applied skill based Debate (focus on Chapter 10- Part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Course review QUIZ 2 30 COURSE REVIEW QUIZ 2: Chapter 6,7,8,9 and 10 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS FINAL EXAM 4) Training activities: a) Class-based activities – Lectures: 17 slots (slot=90’) -Tutorials: 13 slots (slot=90’) c) Self-study d) Consultation – Email, cms, face-to-face 5) Usage of Information Technology in/during the course a) Provide information or materials through the internet. b) Use online materials : Harvard review c) Information exchanged between lecturers and students: email, CMS d) Specific technical requirement for the subject. 6) Soft skills and personal development throughout the course a) Exercise skills: followed by skills obtained through Discussion performance. b) Team work skills: Group assignment is exercised in form of DISCUSSION 1. GROUPS FOR EXERCISE AND REQUIREMENTS OF ROLES Each exercise will be in form of a Discussion. The class divided into 08 groups (G1,G2,G3,G4,G5,G6,G7, and G8 respectively) by Instructor to hold a game of â€Å"Ethical CEOs† through 12 exercises of tutorials. Each Group will carry out 03 exercises with â€Å"Discussion† role in below fixed order. Each exercise or each Discussion will be participated by 02 groups. The non-discussion groups will give Feedback. 1. 1. Order and Role of Discussion (1 group plays as Present side and 1 group plays as Rebut side) G1-G2 (exercise 1); G3-G7(exercise 2); G4-G5(exercise 3); G6-G8(exercise 4); G1-G3(exercise 5); G2-G5(exercise 6); G4-G6(exercise 7); G7-G8(exercise 8); G1G4(exercise 9); G2-G6(exercise 10); G3-G8(exercise 11); and G5-G7(exercise 12). 1. 2. Requirements of different roles in the Discussion: Discussion activities in 40 minutes and in English: Present group plays a role of CEOS to analyze the ethical problems, present solution, defend or give a model of decision making. Rebut group plays a role against or clear down or specify or supplement the decision of Present group by making questions and statement. Non-discussion groups: 1 group will be enacted by both of Discussion groups to play as â€Å"Chair† of the Discussion. The others have to give feedback which is in a fixed form *** below after the Discussion. Anyone fails to follow control of the Chair or fail to answer any questions will be deducted at least 1% 2. CASES FOR EXERCISES: Cases will be assigned to Students by Instructor at least 01 days in advance (CMS/Email†¦ ) 3. PREPARATION PLAN BEFORE EXERCISE (taken by non-discussion groups only: A preparation plan for the Discussion will be submitted to Instructor via email or CMS depend on Instructor by 5. 30 pm the day before. Format: from 1 page only . Language: English; Margin: Left: 2 cm; Right: 1. 5cm; Upper :1. 5; Bottom: 1. 5cm; Font/ Paragraph: double-spaced with 14-point font. Personal information (Role in debate, name of teams, class, order of exercise and the topic for debate) Content: (i) Background of concerned firms in the case, (ii) Ethical issues, (iii) Analysis and (iv) Solution/ proposed module of decision. Further guidance, please refer to Course Implementation plan of Business ethics Anyone fails to submit this plan will be deducted at least 2% Evaluation of Group assignment: (Total: 30%) 1 group will be evaluated during 15 exercises (5 times of taking charge of 5 discussions, 10 times for being Chair or giving feedback in the remaining 10 exercises). Feedback, preparation plan or performance of discussion during the exercise will be taken into consideration to give score. The score will be allocated within an amount of fixed percent of each exercises mentioned below. Skill application Exercise: 30% (Exercise 1: 2. 5 % The team must assume the role of a consulting firm called in to solve that identified specific problem of ethics in the chosen organization. The problem must be related to a 3 topics mentioned in the Syllabus- Appendix 1 (subject to be changed by the Instructor if any). Instructor will decide which one works on which topic among 3. TOPIC REGISTER: All projects’ subjects must be submitted to Instructor via email or CMS depend on Instructor no later than 5. 30 pm of deadline (session 8). FINAL REPORT: must be submitted to Instructor via email or CMS depend on Instructor no later than 5. 30 pm of deadline (session 18). Format: at least 03 pages and no more than 5 pages for main Body at least depends on teacher’s request; Language: English; Margin: Left: 2 cm; Right: 1. 5cm; Upper :1. 5; Bottom: 1. 5cm; Font/ Paragraph: double-spaced with 12-point font. Structure/ content: Group content, Cover Letter, Reference, Main Body: (i) Nature and background of firm; (ii) Ethical Issues; (iii) Analysis of problems/ issues (interview with the manager is integrated) (iv) Proposed remedy/ solution; and (v) Plan for implementation. Evaluation of Individual Assignment: (Total: 15%) Lack of manager interview part will be only given up to 5% for individual assignment credit at maximum. A deduction of 5% of the total score of the assignment will be applied for each day of late submission (for both Register and Final Report) Any plagiarism more than 30% will be resulted in a failure of assignment e) Content for personal development f) Final examination (FE): 30% 1. Date: TBA 2. Total weight: 30% 3. Structure: (total: 60’) Multiple choice: 20 questions (25†²) Essay and case: 01 essay (short answer/ case) (35†²) 7) Assessment Scheme: Quizzes (3): 15% Exercises (12): 30%

Prefixes and How to Use Them

Prefixes and How to Use Them Prefixes and How to Use Them Although we’ve got nothing on German, the English language sometimes involves putting different â€Å"parts† of words or even whole words together to make a new term. And prefixes are a big part of this. But what exactly are prefixes? And how do you use them in your writing? What Are Prefixes? A â€Å"prefix† is a group of letters placed at the start of a word to change its meaning. We can even see how this works using the word â€Å"prefix† itself, which is a combination of â€Å"pre-† and â€Å"fix†: â€Å"Pre-† is a prefix meaning â€Å"before† or â€Å"in front of.† â€Å"Fix† is a verb meaning â€Å"attach.† Combined, then, the word â€Å"prefix† indicates something we â€Å"attach† to the start of a word. There are many different prefixes in English. Some common examples include: Prefix Meaning Example Anti- Against or opposed to Antisocial, antiviral Auto- Related to the self or spontaneous Automatic, autobiography De- Reverse or reduce Devalue, decode Dis- Reverse or negate Disobey, disappear En- Cause to be or put into Enact, encase Ex- Out of or former Extract, ex-girlfriend Il-, Im-, In- or Ir- Not or negate Illegal, immobile, insufficient, irresponsible Mis- Incorrect Misbehave, misspell Post- After, later or behind Postseason, postscript Pre- Before or in front of Prefix, prefrontal Pro- Favoring or promoting Proclaim, pro-democracy Re- Repeat or restore Refresh, rewrite Sub- Below or less than Submarine, substandard Trans- Across or beyond Transatlantic, transgender Un- Reverse or negate Unzip, undo When to Hyphenate In the table above, you may notice that we hyphenate the words â€Å"ex-girlfriend† and â€Å"pro-democracy.† This is because you should use a prefix with a hyphen in certain cases, including: In most cases after â€Å"ex-† and â€Å"self-† (e.g., self-assessment) When combined with a proper noun (e.g., anti-Nazi) To prevent using the same vowel twice in a row (e.g., anti-inflammatory) To clarify meaning (e.g., to â€Å"recover† is to return to strength or regain something, but if we said we had â€Å"re-covered† something we would mean we have covered it again) There are exceptions to these rules (e.g., â€Å"cooperate† is usually spelled without a hyphen despite the double â€Å"o†). But they are useful guidelines when you’re not sure whether to use a hyphen. Tricky Prefixes Finally, a quick warning. The English language has borrowed lots of words from lots of places, so it is common for similar words to have different meanings. And the same applies to prefixes. For example, the â€Å"in-† in â€Å"inaccurate† is a negation, so it is the opposite of â€Å"accurate.† However, the word â€Å"inflammable† means the same as â€Å"flammable,† not the opposite! This is because the â€Å"in-† from â€Å"inflammable† is from the same root as â€Å"en-† in words like â€Å"enrich† or â€Å"entrust.† It therefore means â€Å"cause to be,† which is very different from negating something. As such, be careful when using prefixes, as they may not mean what they seem! And if you’d like help checking your prefix use, just let us know.

Systems Analysis and Design Essay Example | Topics and Well Written Essays - 250 words - 9

Systems Analysis and Design - Essay Example The most crucial security issues facing organizations today are data security, employee security, health risks, and physical security. A 2012 report by statistics organization Securitas showed that organizations, irrespective of size, dealt with data security issues most seriously (Wisegate 5). Dangers to data originate from rival companies, hackers, and espionage attempts. Employee security is the protection of employees from other workers, and internal and external dangers. Health risks companies deal with today often are contagious illnesses that perpetrate within closed rooms such as offices, unhygienic restrooms, defective wiring, and electrical structures. Physical security is protecting the organization’s property from theft or harm and access to all its premises and facilities (Shelly and Rosenblatt 502). Companies can prepare for security dangers and issues in the future by raising awareness and teaming amongst employees, making the information technology department the â€Å"First Adopter† of disruptive innovations, system segmentation, and system visibility. System segmentation is having all key applications of an organization under a single data setting where the degrees of dangers or effect that domestic workstations can have. System visibility is the analysis of ongoing in an organization’s network through solutions that determine system traffic patterns and note irregular patterns (Wisegate 6, 7,

Assignment - Intervention and Assistive Technology

- Intervention and Assistive Technology - Assignment Example In years past, however, it often took a great deal of time before a child was tested for disabilities, and then even more time to properly diagnose the disability and create an individual education plan designed to help the student get back on track academically and socially. This is time wasted that can never be claim. In addition, students are all to often incorrectly diagnosed as having a disability, creating a stigma that is long lasting and causing academic and social difficulties for the student. Response to Intervention (RTI) is that methodology that seeks to solve this issue. The aim of RTI is to provide testing and services to students with disabilities as quickly as possible in an effort to get valuable rehabilitation services set in motion. This paper seeks to explain the process and its importance on the field of education, particularly in the area of special education. Summary of Response to Intervention In essence, response to intervention (RTI) is â€Å"a multilayered system that can prevent academic and social failure before a student is unnecessarily or prematurely identified as having a disability† (Beard, Carpenter, & Johnston, 2011, p. 28). Children today suffer from enough pressure that educators should be cautious about adding to that. Often times, young people have difficulty learning, but they cannot express what they are feeling. While it is important, as professional educators, to intervene and strive to provide any assistance necessary, it is equally important that the child not feel singled out and threatened. Response to Intervention is designed to improve the process by which students with disabilities are tested, diagnosed, and educated. Simply put, RTI is designed to provide needed assistance to students who are having difficulty learning. Response to Intervention is a methodology that dictates this intervention is to be provided as early as possible and in a systematic manner. The goal is to provide help to students that will enable them to succeed academically, rather than failing because certain learning disabilities go undiagnosed. This is accomplished not only through early intervention, but also through frequent progress updates, and by providing researching-based interventions that are meant to help children who continue to experience difficulty learning. In the early days of diagnosing learning disabilities, the focus was on comparing IQ test scores with academic achievement. If there were a discrepancy noted, then children would be further tested to determine if they have some special needs that needed to be accommodated. The problem with this method was that it could take years to let this strategy run its course, during which time the child would likely continue to fail academically and become increasingly frustrated. In order to shorten the time required to intervene and provide children with much needed assistance, RTI was developed in an effort to quickly locate a specific learning disa bility much more quickly than the previous model allowed for. In addition, RTI fits well within the parameters of the Individuals with Disabilities Education Improvement Act of 2004. Educators must be careful, however, when using RTI to ensure that they are truly identifying students who have learning disabilities, and not simply labeling children as such because they are low achievers. The two are not necessarily related, and improperly