Weighwood Case Essay Example for Free

Weighwood Case Essay When Wedgwood started his business, pottery industry is already established, comprises many small players around the country. He started with a small production facility, incorporated his experience from working in family business and many years in the industry. His passion and innovative ideas helped him expand his business and grew to become a big player in potter industry. Wedgwood was a differentiator company, specifically a late mover in the industry. Wedgwood gained competitive advantages through innovation, creativity, and strong marketing strategies. Innovation and creativity were the key to Wedgwood success, including the invention of creamware and white pottery. Josiah focused on bringing new ideas to the design of his products, finding new raw materials to help producing better products, and building/creating machines with latest technology to help with efficiency and uniformity. His wife specialized in pottery design and coloring which help their products differentiate from other plain pottery products in the market. Moreover, the sustained competitive advantage Wedgwood had, was the result of good marketing strategies with help from Josiahs partner, Bentley. Base on the reading, marketing strategies Wedgwood used were establishing showroom, inertia selling strategy, and promotion through high class people (Queen). Wedgwood was also the first one in the industry have brand name on every products. Wedgwood were so successful in England until its number of productions exceed the number of sale which cause the company to stock up a very high inventory. This opportunity caused Wedgwood to expand internationally to many countries in Europe and China. Wedgwood leverage its competitive advantage through demand side scope economy. Firstly, company needed new outlet for products that overproduced for local market. The example from class discussion would be Coke case. Coke and Pepsi competed with each other until the market were fully saturated, then Coke started to go global to exploit other markets in other countries. Wedgwood introduced its products to many countries in Europe and to China. Wedgwoods products were new to international market because of their design, coloring, uniformity. Wedgwood also used inertia selling strategies which company send products to consumer in a package with invoice and consumers can either buy or return the products at no cost to them. This strategy was to create demand for company products. Secondly, there were potential benefits to company to expand internationally because of the increasing spending on nonessential or luxury goods around European countries. Shipping methods also became more secured and convenience. As a result, Wedgwoods products were sold internationally to meet the demand in the form of luxury or nonessential goods. To better understand of how above strategies would work internationally and how Wedgwood sustained its competitive, the products were global products. All of the products were produced in home country, England, and then ship to other countries to retail store or direct sell to consumers. Wedgwood also established showroom in many countries to display its products, and make people wants its products. Wedgwood was not adapt to local market in different countries but to sell its home products and position their image just as intended. The example that relates to this idea was the discussion in class about the case which Apple open an Apple Store in Beijing. Apple products are also global products. Apples positioning strategy is uniform all around the world. Wedgwoods products were also uniform and mass produced in England and they do not need to be modified to fit to foreign market.

Child Socialization :: essays research papers

Children are raised in many different cultures all over the world. As we know, cultures differ from place to place. They have different rules, values, roles, and even communication patterns. An example of this would be a French person greeting someone, and an American greeting someone else. The French say hello by kissing each other on both cheeks. As Americans, we tend to shake hands. These things are what determine how a child will turn out after being brought up in that culture. Children growing up with Anglo-European roots are taught to value their independence, boldness, equality, achievement, self-help, and self-directedness. All of these values significantly affect the family. They believe in family privacy because it is said that families will be allowed to raise their children as they see fit. The only time that this is interfered with is when the parents neglect or mistreat their children. Individualism is also another highly valued trait. Those who subscribe to such thought believe that individual growth is essential to a well-balanced approach to life. It should be noted however, that equality amongst others is essential as well. Those who have come before us have worked extremely hard to gain equality in this country and it should be cherished. Life as it was once known has changed due to the vast amount of modernization and blending of cultures that has occurred within the past 30 years. People talk, walk, and dress differently with a steady eye always toward the future. Success now based on power and resources, especially money. Each individual is expected to do his or her best and is often thrown into the arena of fierce competition in which he or she is encouraged to flourish. Families communicate differently within themselves. For example, at dinnertime my whole family will sit together and talk about how the day was. All day long, everyone is out doing their own thing but at dinner the whole family comes together. This is the time of day that they set aside to communicate amongst each other. Other families might just see dinner as just another meal. Instead of sitting together around the table, they might all just come in, take their dinner, and go where they want to eat it. The kids might go in the family room and watch television while the parents sit in the kitchen. This differs for every family.

What Is Bibliotheraphy

What is Bibliotherapy? * Bibliotherapy – the use of literature to help people cope with emotional problems, mental illness, or changes in their lives or to produce affective change and promote personality growth and development. * The underlying premise of bibliotherapy is that clients identify with literary characters similar to themselves, an association that helps the clients release emotions, gain new directions in life, and explore new ways of interacting * E. g. Teenage readers may feel relief that they are not the only ones facing a specific problem. They learn vicariously how to solve their problems by reflecting on how the characters in the book solve theirs Some approaches in Bibliotherapy * Traditional bibliotherapy * Tended to be more ‘reactive' * Focused on getting individuals to react positively or negatively to the reading material. * Therapeutic process * More interactive one: the reader becomes part of the unfolding intellectual and emotional process of the story, and in struggling to understand what is being communicated at the deepest levels, the reader responds by making a positive alternation or modification in behavior or attitude. Interactive bibliotherapy * Help them reflect on what they read, such as group discussion and dialogue journal writing. * In clinical bibliotherapy and bibliocounseling * Skilled practitioners use therapeutic methods to help individuals experiencing serious emotional problems. * Developmental bibliotherapy * Classroom teachers are more likely to use this method * Involves helping students in their normal health and development * Advantage – teachers can identify the concerns of their students and address the issues before problems arise. Students can also be guided through predictable stages of adolescence Basic stages in Bibliotherapy Generally, activities in bibliotherapy are designed to: * provide information * provide insight * stimulate discussion about problems * communicate new values and attitudes * create awareness that other people have similar problems * provide realistic solutions to problems Four basic stages: identification, selection, presentation, and follow-up. * First two stages – the clients' needs must be identified, and appropriate books selected to match their particular problems. The books must then be presented carefully and strategically so that the clients are able to see similarities between themselves and the book characters. * Once the clients can identify with the main character, they enter the follow-up stage during which they share what they have gained. * They express catharsis verbally in discussion or writing, or nonverbal means such as art, role-playing, creative problem solving, or self-selected options for students to pursue individually * Once catharsis has occurred, the clients can be guided to gain insight into the problem. Catharsis – the process releasing strong emotions through particular activities or experience ) Benefits and limitations of Bibliotherapy * BENEFITS * Provides the opportunity for the participants to recognize and understand themselves, their characteristics, and the complexity of human thought and behavior. * Promote social development as well as the love of literature in general, and reading in particular. * Reduces feelings of isolation that may be felt by people with problems. * LIMITATIONS * Availability of materials on certain topics Lack of client readiness and willingness to read. * Clients may also project their own motives onto characters and thus reinforce their own perceptions and solutions – participants may be defensive * Facilitators may have limited knowledge of human development and developmental problems, and inadequate knowledge about appropriate literature. * Clients may be unwilling to discuss areas that are uncomfortable * Facilitators may insist on making a point at the client's expense. http://www. cyc-net. org/cyc-online/cycol-0105-biblio. htm l Selection of booksWhen choosing stories for bibliotherapy there are specific criteria : * The child’s emotional and chronological age should be taken into account * The librarian should know the material * It should be related to the child’s circumstances and feelings * Illustrations should be clear and colourful. * Characters should model healthy adaptation patterns * There should be a character suitable for identification. * The hero in the story should also be portrayed realistically, for instance s/he must have feelings such as uncertainty, fear and anger.S/he must portray unacceptable behaviour such as being naughty, while people still accept him/her. * There should be other characters in the story that are more or less the same as those in the client’s situation * The librarian should know the client’s reading ability * In using bibliotherapy with small groups of children, the same principles of book selection * Any books selected will be suited f or all group members. BIBLIOTHERAPY!! THREE STAGES of BIBLIOTHERAPY 1. IDENTIFICATION.The child identifies with a character, a story line, SOMETHING in the book that   catches their attention. This identification (discovery) can be by the child, or staged by the therapist or   teacher. 2. CATHARSIS. The child is able to release emotions when he/she becomes emotionally involved in   the story. The classroom or office provides a safe place for the child to release (in a classroom, make   sure to guard the child's privacy and confidentiality). The child can release any of several ways, such   as discussion, art work, music . . 3. INSIGHT. With the therapist's help, the child can come to possible solutions to their problem. Or   sometimes, there is no solution, but coping strategies can be suggested and goals made. The   book's suggested solution or coping strategies can be used, if appropriate. | BIBLIOTHERAPY  can be done in group settings or with individuals alone. Bo oks that address problems common to childhood can be read   to groups, even when there aren't any apparent problems. Sometimes a group reading can open discussion and reveal issues.While  BIBLIOTHERAPY  is a good way for children to release pent-up emotions, it should not be considered a cure. Deep psychological   problems can't be resolved or even handled in a classroom setting — these need to be addressed in more intense therapy. | HOW TO USE BIBLIOTHERAPY!!!! (yahoo) 1. Identify your children's needs through observation, parent conferences, classwork, official records, etc. 2. Match the problems with the appropriate books. Make sure that the book is appropriate for the child's reading   level and maturity. 3.Decide on the settings and time for the therapy, and how you will introduce it to the student. 4. Design follow-up activities after the reading. 5. Motivate the child with introductory activities. 6. Engage in the reading, viewing, or listening phase. Ask lea ding questions. 7. Take a break for reflection. 8. Introduce follow-up activities: ~retelling of the story ~in-depth discussion of the book ~art activities ~creative writing ~dramatic activities 9. Discussion and possible solution finding. | http://www. catherineshafer. com/biblio. html Developmental Interactive Bibliotherapy Bibliotherapy is generally defined as the use of literature to promote mental health * Bibliotherapy has been found effective for a number of domains, such as attitude change, self-concept development, fear reduction, problem-solving ability, prosocial behavior, values development, and interpersonal relationship. * Bibliotherapy can offer a wealth of resources not only for problem-centered interventions but also for classroom guidance. Children’s Social-Emotional Development * The concept of emotional intelligence has been widespread in recent educational literature. Emotional intelligence involves the ability to perceive accurately, appraise, and expres s emotion; the ability to access and/or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth. †(p. 10) * Even in the reading lessons that involve only engaging stories, children can learn about how the characters feel and how the characters perform in response to such feelings. * Children learn these social-emotional skills through various medium, such as, literature, art programs, music, and so on. Lang (1998) suggested that a curriculum of social-emotional development should generally cover a wide range of issues. It should involve a concern for the personal and social development. The Transactional Model of Stress * People also differ in their coping patterns. * Emotion-focused coping – avoidance, minimization, distancing, selective attention, and positive comparisons, are likely to occur when there is nothing that can be done to mod ify harmful, or threatening conditions. * Problem-focused coping – amenable to change. * No single strategy that is considered inherently better than any other. Transactional model suggests that to result in emotions and to cope appropriately with the realities of the situation we are facing, we need to appraise correctly. * the concepts of â€Å"appraisal† and â€Å"coping† to the elementary school students is through children’s literature – pertaining to stressful plots and various forms of coping processes and strategies were selected and analyzed Educational Importance of this Study * School counselors to use literature as a method for nurturing children’s social and emotional development. Facilitate discussions with good quality in interactive bibliotherapy, professional skills including active listening, clarification of content, and reflection of feeling are crucial. * Select quality literature-counselors need to expand their collecti ons in various stories pertaining critical issues to children’s social-emotional development at each stage. * Useful to collaborate with other practitioners, such as media specialists, classroom teachers, librarians, and parents. In addition, further knowledge for selecting children’s literature is especially needed. What Is Bibliotheraphy What is Bibliotherapy? * Bibliotherapy – the use of literature to help people cope with emotional problems, mental illness, or changes in their lives or to produce affective change and promote personality growth and development. * The underlying premise of bibliotherapy is that clients identify with literary characters similar to themselves, an association that helps the clients release emotions, gain new directions in life, and explore new ways of interacting * E. g. Teenage readers may feel relief that they are not the only ones facing a specific problem. They learn vicariously how to solve their problems by reflecting on how the characters in the book solve theirs Some approaches in Bibliotherapy * Traditional bibliotherapy * Tended to be more ‘reactive' * Focused on getting individuals to react positively or negatively to the reading material. * Therapeutic process * More interactive one: the reader becomes part of the unfolding intellectual and emotional process of the story, and in struggling to understand what is being communicated at the deepest levels, the reader responds by making a positive alternation or modification in behavior or attitude. Interactive bibliotherapy * Help them reflect on what they read, such as group discussion and dialogue journal writing. * In clinical bibliotherapy and bibliocounseling * Skilled practitioners use therapeutic methods to help individuals experiencing serious emotional problems. * Developmental bibliotherapy * Classroom teachers are more likely to use this method * Involves helping students in their normal health and development * Advantage – teachers can identify the concerns of their students and address the issues before problems arise. Students can also be guided through predictable stages of adolescence Basic stages in Bibliotherapy Generally, activities in bibliotherapy are designed to: * provide information * provide insight * stimulate discussion about problems * communicate new values and attitudes * create awareness that other people have similar problems * provide realistic solutions to problems Four basic stages: identification, selection, presentation, and follow-up. * First two stages – the clients' needs must be identified, and appropriate books selected to match their particular problems. The books must then be presented carefully and strategically so that the clients are able to see similarities between themselves and the book characters. * Once the clients can identify with the main character, they enter the follow-up stage during which they share what they have gained. * They express catharsis verbally in discussion or writing, or nonverbal means such as art, role-playing, creative problem solving, or self-selected options for students to pursue individually * Once catharsis has occurred, the clients can be guided to gain insight into the problem. Catharsis – the process releasing strong emotions through particular activities or experience ) Benefits and limitations of Bibliotherapy * BENEFITS * Provides the opportunity for the participants to recognize and understand themselves, their characteristics, and the complexity of human thought and behavior. * Promote social development as well as the love of literature in general, and reading in particular. * Reduces feelings of isolation that may be felt by people with problems. * LIMITATIONS * Availability of materials on certain topics Lack of client readiness and willingness to read. * Clients may also project their own motives onto characters and thus reinforce their own perceptions and solutions – participants may be defensive * Facilitators may have limited knowledge of human development and developmental problems, and inadequate knowledge about appropriate literature. * Clients may be unwilling to discuss areas that are uncomfortable * Facilitators may insist on making a point at the client's expense. http://www. cyc-net. org/cyc-online/cycol-0105-biblio. htm l Selection of booksWhen choosing stories for bibliotherapy there are specific criteria : * The child’s emotional and chronological age should be taken into account * The librarian should know the material * It should be related to the child’s circumstances and feelings * Illustrations should be clear and colourful. * Characters should model healthy adaptation patterns * There should be a character suitable for identification. * The hero in the story should also be portrayed realistically, for instance s/he must have feelings such as uncertainty, fear and anger.S/he must portray unacceptable behaviour such as being naughty, while people still accept him/her. * There should be other characters in the story that are more or less the same as those in the client’s situation * The librarian should know the client’s reading ability * In using bibliotherapy with small groups of children, the same principles of book selection * Any books selected will be suited f or all group members. BIBLIOTHERAPY!! THREE STAGES of BIBLIOTHERAPY 1. IDENTIFICATION.The child identifies with a character, a story line, SOMETHING in the book that   catches their attention. This identification (discovery) can be by the child, or staged by the therapist or   teacher. 2. CATHARSIS. The child is able to release emotions when he/she becomes emotionally involved in   the story. The classroom or office provides a safe place for the child to release (in a classroom, make   sure to guard the child's privacy and confidentiality). The child can release any of several ways, such   as discussion, art work, music . . 3. INSIGHT. With the therapist's help, the child can come to possible solutions to their problem. Or   sometimes, there is no solution, but coping strategies can be suggested and goals made. The   book's suggested solution or coping strategies can be used, if appropriate. | BIBLIOTHERAPY  can be done in group settings or with individuals alone. Bo oks that address problems common to childhood can be read   to groups, even when there aren't any apparent problems. Sometimes a group reading can open discussion and reveal issues.While  BIBLIOTHERAPY  is a good way for children to release pent-up emotions, it should not be considered a cure. Deep psychological   problems can't be resolved or even handled in a classroom setting — these need to be addressed in more intense therapy. | HOW TO USE BIBLIOTHERAPY!!!! (yahoo) 1. Identify your children's needs through observation, parent conferences, classwork, official records, etc. 2. Match the problems with the appropriate books. Make sure that the book is appropriate for the child's reading   level and maturity. 3.Decide on the settings and time for the therapy, and how you will introduce it to the student. 4. Design follow-up activities after the reading. 5. Motivate the child with introductory activities. 6. Engage in the reading, viewing, or listening phase. Ask lea ding questions. 7. Take a break for reflection. 8. Introduce follow-up activities: ~retelling of the story ~in-depth discussion of the book ~art activities ~creative writing ~dramatic activities 9. Discussion and possible solution finding. | http://www. catherineshafer. com/biblio. html Developmental Interactive Bibliotherapy Bibliotherapy is generally defined as the use of literature to promote mental health * Bibliotherapy has been found effective for a number of domains, such as attitude change, self-concept development, fear reduction, problem-solving ability, prosocial behavior, values development, and interpersonal relationship. * Bibliotherapy can offer a wealth of resources not only for problem-centered interventions but also for classroom guidance. Children’s Social-Emotional Development * The concept of emotional intelligence has been widespread in recent educational literature. Emotional intelligence involves the ability to perceive accurately, appraise, and expres s emotion; the ability to access and/or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth. †(p. 10) * Even in the reading lessons that involve only engaging stories, children can learn about how the characters feel and how the characters perform in response to such feelings. * Children learn these social-emotional skills through various medium, such as, literature, art programs, music, and so on. Lang (1998) suggested that a curriculum of social-emotional development should generally cover a wide range of issues. It should involve a concern for the personal and social development. The Transactional Model of Stress * People also differ in their coping patterns. * Emotion-focused coping – avoidance, minimization, distancing, selective attention, and positive comparisons, are likely to occur when there is nothing that can be done to mod ify harmful, or threatening conditions. * Problem-focused coping – amenable to change. * No single strategy that is considered inherently better than any other. Transactional model suggests that to result in emotions and to cope appropriately with the realities of the situation we are facing, we need to appraise correctly. * the concepts of â€Å"appraisal† and â€Å"coping† to the elementary school students is through children’s literature – pertaining to stressful plots and various forms of coping processes and strategies were selected and analyzed Educational Importance of this Study * School counselors to use literature as a method for nurturing children’s social and emotional development. Facilitate discussions with good quality in interactive bibliotherapy, professional skills including active listening, clarification of content, and reflection of feeling are crucial. * Select quality literature-counselors need to expand their collecti ons in various stories pertaining critical issues to children’s social-emotional development at each stage. * Useful to collaborate with other practitioners, such as media specialists, classroom teachers, librarians, and parents. In addition, further knowledge for selecting children’s literature is especially needed.

Project resource management

Project resource managementa)  Ã‚  Ã‚  Ã‚  Ã‚   Direct costs are the costs that are directly attributed to the cost of an activity. They are directly involved in the performance of such an activity. They include direct material purchases, direct labour cost and other direct costs, which can be attributed to a certain activity/ a process. Here, the direct cost includes, the cost of software, the cost of direct labour, force and other direct labour costs made on this project.Direct material purchasesCost of software $670000Cost of 6 [email  protected] 3250 each is $19500Cost of backup software at $4500 each is $27000Direct labour (at $ 54 per labour hour)2 programmers each 40 hours is $43201 database manager for 60 hours is $32402 project analysts for 250 hours is $270001 operations analysts for 20 hours is $10801 interface manager for 20 hours is #10801 networking analysts for 50 hours is $2700Total of direct project cost is $(670000+ 19500+ 27000+4320+3240+27000+1080+1080+2700)Ge neral administration costs are the cost whose expenditure cannot be directly attributed to a specific activity. However, for this project, all expenses/ costs are manifested to be direct/ exclusively affiliated to the project hence they have not been featured in this projectb)  Ã‚  Ã‚  Ã‚  Ã‚   Time phased budget is plan of action, which shows various components of activities in an organizational project in relation to the various cost components. This can be illustrated asActivity     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  CostCost of software  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   603000Maintenance of software  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   67000Serves  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   19500Backup software  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  27000Programmers  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   4320Database manager  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   3240Project analysis  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   27000Operation analysts  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1080Interface  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1080Networking  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã ‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2700Total  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   755920c)     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In determining this budget, the team had to use various sets of data. Firstly, the importance of market cost of software inputs was considered. In all cases, it’s important for an organization to estimate a budget using the actual cost of a product or a service. This will help to have an overview of the appropriate cost of these products or activities. Either, the financial outlay is an equally important variable to consider when approximating a budget. For the team, importance was therefore attached to the financial constraint, which could be used to finance the  Ã‚   project. Budgets are limited to a specific cost variable. Therefore, a person should always e nsure that he works out his budget within the limits of this financial constraint. (Hanniqan, Browne, 2000)d)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The accuracy of these estimates was influenced by many factors. Broadly, a number of risks can act to influence the accuracy of a budget. Firstly, market risks and uncertainties will act effect to a budget. At the market, are various sets of risks and uncertainties whose influence can highly affect the actual state of a budget estimate. These markets are such as the product, labour, and money markets. Within the product market are the various risks that work to bring disequilibria in the supply and demand of the goods and services. These changes are normally in abrupt/ incidental in their occurrence. With such market instabilities, the equilibrium state of the supply and demand is consequently affected. Previously, the stable interactive forces of the demand and supply help to determine the equilibrium quantities and prices. With the resulting trends of instabilities, such budget approximates (prices) will be destabilized which results into a varying state of the budgeted from the actual price of goods.The equilibrium state of the money market works to determine the stability in supply and demand for money. However, in case of instability within the economy, this equilibrium is affected resulting into a changing scale of the money supply and demand. Such a case will determine various states of a countries currency purchasing power (inflation and deflation).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   For this budget therefore, its accuracy could be highly affected by the changing states of the money market (the effects of money supply and  Ã‚   demand on its purchasing power)An important factor within the project cost is labour. Labour supply and demand is a factor of consideration in approximating the budget. The price of labour can be affected by the changing states of the market supply and demand for labour. Such ch anges will affect the pay (wages) for labour within an organization. For this budget, the forces within the market could otherwise influence the labour cost. (Badiru, 1993)The priority concept could be of a high influence on the accuracy of the budget. Depending on teams understanding on the priority concept of various cost elements, accuracy would have been compromised in a case where the cost variable was entered in a biased manner. Some cost factors could have been assumed more important than others, which would not be the case.Different political risk variables affect the cost factors of budgets. This is where, various political shocks may act to affect the state in which various cost results of the market system would be.   These are examples of the various government and political regulations that affect the costing system of various commodities and services. Different political risks also affect the purchasing power of the countries currency. The purchasing power of such a currency is an important factor in determining the accuracy of a budget. Since budget is a plan of expenditure for a certain amount of money, the allocation is however vulnerable to changes depending on the changing prices of the requirements of the budget. The approximate level of risk premiums and allowances allocated by the budget. For accuracy in budget, a risk premium is allowed that helps to capture any external shocks that would therefore affect the actual state of the budget. However, this depends on the interest of the budgeter with varying premiums levels for such different budgets. For each premium, the final accuracy is different in regard to how such premiums would be able to capture these external shocks.E) Before engagement into a budget exercise, the micro and macro factors should be considered. This is in the relevance of the issues that the project would have an influence at both within and outside environment. To this team, this concept application was not an exce ption. Within its micro approach, the team observed the influence of the project budget in relation to the external environment. It considered the various components that were to be related between the project and the entire national outlook as a whole. Since this is a hospital project, the broader community within the state will use it. The intensity of the project is depended on the scale of the service to be given as output by it. The scale of the project is been done in the recognition of the users to be served by the same. The material cost, the quality and intensity have also been subject to consideration in setting the budget.To the micro-level importance has therefore been importance in determining this project. The micro-level consideration has been through an analysis of the factors (in terms of facilities and resources) working within the hospital that depended of profit. Due to the variety of the resource factors, a specific size of a software project could only have bee n hoisted by the hospital facilities. With this aspect in mind, the project budgeting and evaluation has therefore been done with the hospital’s resource variable adequately in mind. The intensity of the facility affiliated to the project is in congruent to the holding capacity of the resources. This has been the team’s view of optimal resource allocations for most optimal benefits. With this concept therefore, the team budgeted the project with an understanding of the relative benefits that would come as service output of the project in relation to the resources. Lack of optimal costing would lead to lower service output of the project in relation to the cost input. (Martin, 2002)Lack of optimal costing would lead to lower service benefits given out by the project. Either, resources include the holding capacity of the hospital facilities. Importance has also attached to the purchase of project inputs that would adequately lead to a maximum output, efficiency, quality and fast data processing by the software project.f) Within the project were a number of constraints that were highly affecting its efficiency. Basically, the constraints fall both within macro and micro level of the project. Firstly, the hospitals resources constraint was all an important constraint of consideration. The team understood that any un-optimal allocation of the project that would not concur with the project resource capacity was costly. This was the firstly consideration within the teams budget schedule for the project. In its understanding therefore, it felt that any un-optimal project expenditure was highly risk for its future benefits. Considering this however, the allocations were done in accordance to the prevailing resource situation of the hospital.Either, financial constraint fetched an important factor in consideration to the cost expenditure for the project. On recognizing the limited supply of the finance for the budget, the allocation were done on priority m anner, with the most important cost factor been employed. Sourcing of material and other projects costs were budgeted in correspondence to the most economical purchasing costs for these variables. Costing is done on the cheapest scale possible through the most quality manner.With the impact of both the market and political risks factors as constraints in consideration, the team could not compromise on their priority. To the team, these risks played an important role in determining the accuracy of the budget plan. It therefore employed various risk premiums and allowances as a variable to capture the external shocks that could be on influence to the structure of the budget. Within their budget scheme therefore, a miscellaneous cost variable could not have been left out whose importance was to cater for any changes in the exact cost perimeter of project cost.References:Hanninqan, C & Browne, M (2000) Project Management :   Going the Distance.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã ‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      International Journal of Instructional Media, Vol.27Badiru,A(1993) Qualitative Models For Project Planning, Scheduling and   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Control.Westport,CT: Quorum Books.Martin (2002) Managing Projects in Health and Social Care. London: Routledge.

Comparison of the inaugural speeches

Comparison of the inaugural speeches Introduction Nations from different parts of the globe have gone through certain stages before reaching their current state. The inhabitants of other countries have colonized the citizens in most of the nations because of their resources. The acts of colonization were accompanied by several negative impacts on the colonized countries. Among the serious impacts were wars.Advertising We will write a custom essay sample on Comparison of the inaugural speeches specifically for you for only $16.05 $11/page Learn More Wars occurred in an attempt to attain freedom. The war led to financial and economic instability in the concerned countries. Presently, some countries have become economically stable while others are still striving to return to their previous states. The concerned countries have signed treaties amongst themselves while others have sought financial help from their neighbouring stable nations. This paper will give the comparison and contrast between th e JFK inaugural address and the Truman doctrine speech. Similarities between the two speeches First, both speeches are talking about the same country. The JFK inaugural address is being directed to the new generation of the Americans. The person describes how the United States has been interrupted by wars. The person goes ahead to describe how the old generation has shed blood for their peace. The speech describes the efforts that they will put in to ensure that peace and freedom is attained in the neighbouring countries. Brewer denotes in this speech as follows, â€Å"let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe, in order to assure the survival and the success of liberty† (22). The Truman doctrine speech is also focussed on the United States of America. The speaker talks about the impacts of war in Greece. Press denoted in his book that, â€Å"Greece is in despera te need for financial and economic assistance to enable it to resume purchases of food, clothing, fuel, and seeds† (18). The speaker goes ahead to talk about the efforts of the United States in ensuring their fellow countries resume to their former state. According to the report in the speech, the government of the United States of America funded other countries with $341,000,000,000 to enhance world freedom and peace. Differences between the two speeches In the JFK inaugural address, the speech is made after the Americans have already attained the freedom that they wanted. The speech is addressed to the citizens of the new generation who never witnessed the blood shed during the time of war. In his book, Sondhaus denotes that, â€Å"we observe today not a victory of party, but a celebration of freedom- symbolizing an end, as well as a beginning- signifying renewal, as well as change† (45).Advertising Looking for essay on rhetoric? Let's see if we can help you! Get your first paper with 15% OFF Learn More The Truman doctrine speech was addressed after hearing pleas from Greece. The citizens of Greece were seeking economic and financial assistance from the US. The main motive of the speech was to address the issue of war. The aim of the speaker was to elucidate on the negative impacts of wars. He also wanted to urge the citizens of the United States that it is their responsibility to ensure that peace and economic stability are attained in Greece and Turkey. According to the JFK inaugural address, individuals of a country have a responsibility of ensuring that freedom is attained in a country. The evasion of poverty in a country will depend on the ability of its citizens. Furthermore, the speaker attests that the rights of the citizens of a country emerge from the creator and not the kindness of the country. Press attests that, â€Å"the belief that the rights of man come not from the generosity of the state, but from the h and of God† (30). In the Truman doctrine speech, the speaker states that a nation can attain its freedom through assistance from another country. While addressing the Americans, he attests that nations from different parts of the globe look up to the United States for help. In this speech, he affirms that â€Å"the free peoples of the world look to us for support in maintaining their freedoms†. In the speech, he denotes that if the government of the United States does not assist Greece and Turkey, then the impacts will be much more devastating. In the first speech, the speaker urges the neighboring nations on the south of America to join hands with them in ensuring that absolute peace is attained. They also pledge the citizens in the other countries to try their level best to oppose aggression. In the availability of wars amongst nations, peace may not be attained. The second speech, which is the Truman doctrine, talks about how the citizens of Greece have been living i n fear and horror of attacks. He also talks about the financial aids of different countries in an attempt to bring financial stability in Greece. Even though the country has many resources, it is languishing in total poverty that was brought forth by the colonial governments. Conclusion Conclusively, both speeches have tried to address the negative impacts of warfare. The main theme of both speakers is to tackle the issues of aggression and promote peace and freedom amongst the citizens of various countries. They have also tried to address the importance of sustaining peace in a country. In fact, it is very important to ensure that peace is sustained in various countries of the world. This should be the responsibility of all citizens.Advertising We will write a custom essay sample on Comparison of the inaugural speeches specifically for you for only $16.05 $11/page Learn More Brewer, Susan. Why America Fights: Patriotism and War Propaganda from the Philipp ines to Iraq. Oxford: Oxford University Press, 2009. Print. Press, Jacques. Directory of American Scholars: English, speech drama. New York: Bowker, 1974. Print. Sondhaus, Lawrence. America, War and Power: Defining the State, 1775-2005. Madison: Taylor Francis, 2007. Print.

Conjugation of the Spanish Verb Seguir

Conjugation of the Spanish Verb Seguir Seguir is a fairly common verb that usually refers to continuing to do something or to following. The only other verbs that follow the same conjugation pattern are verbs based on seguir such as conseguir (to attain or achieve) and perseguir (to pursue, prosecute or persecute). The conjugation of seguir is similar to that of verbs such as vestir and pedir in that the -e- of the stem sometimes changes to -i-. Irregular forms are shown below in boldface. Translations are given as a guide and in real life may vary with context. Infinitive of Seguir seguir (to continue) Gerund of Seguir siguiendo (continuing) Participle of Seguir seguido (continued) Present Indicative of Seguir yo sigo, tà º sigues, usted/à ©l/ella sigue, nosotros/as seguimos, vosotros/as seguà ­s, ustedes/ellos/ellas siguen (I continue, you continue, he continues, etc.) Preterite of Seguir yo seguà ­, tà º seguiste, usted/à ©l/ella siguià ³, nosotros/as seguimos, vosotros/as seguisteis, ustedes/ellos/ellas siguieron (I continued, you continued, she continued, etc.) Imperfect Indicative of Seguir yo seguà ­a, tà º seguà ­as, usted/à ©l/ella seguà ­a, nosotros/as seguà ­amos, vosotros/as seguà ­ais, ustedes/ellos/ellas seguà ­an (I used to continue, you used to continue, he used to continue, etc.) Future Indicative of Seguir yo seguirà ©, tà º seguirs, usted/à ©l/ella seguir, nosotros/as seguiremos, vosotros/as seguirà ©is, ustedes/ellos/ellas seguirn (I will continue, you will continue, he will continue, etc.) Conditional of Seguir yo seguirà ­a, tà º seguirà ­as, usted/à ©l/ella seguirà ­a, nosotros/as seguirà ­amos, vosotros/as seguirà ­ais, ustedes/ellos/ellas seguirà ­an (I would continue, you would continue, she would continue, etc.) Present Subjunctive of Seguir que yo siga, que tà º sigas, que usted/à ©l/ella siga, que nosotros/as sigamos, que vosotros/as sigis, que ustedes/ellos/ellas sigan (that I continued, that you continued, that she continued, etc.) Imperfect Subjunctive of Seguir que yo siguiera (siguiese), que tà º siguieras (siguieses), que usted/à ©l/ella siguiera (siguiese), que nosotros/as siguià ©ramos (siguià ©semos), que vosotros/as siguierais (siguieseis), que ustedes/ellos/ellas siguieran (siguiesen) (that I continued, that you continued, that he continued, etc.) Imperative of Seguir sigue (tà º), no sigas (tà º), siga (usted), sigamos (nosotros/as), seguid (vosotros/as), no sigis (vosotros/as), sigan (ustedes) (continue, dont continue, continue, lets continue, etc.) Compound Tenses of Seguir The perfect tenses are made by using the appropriate form of haber and the past participle, seguido. The progressive tenses use estar with the gerund, siguiendo. Sample Sentences Showing Conjugation of Seguir and Related Verbs Hay nueve reglas no escritas de Facebook que todos necesitan seguir. (There are nine unwritten Facebook rules that everyone needs to follow. Infinitive.) Mi experiencia como nutricionista me dice que muchas personas han seguido dietas de adelgazamiento que no les han funcionado, (My experience as a nutritionist tells me that many people have followed weight-loss diets that havent worked for them. Present perfect.) Si sigo estudiando estarà © lista para mi examen pero muy cansada. (If I keep on studying I will be ready for my test but be very tired.  Present indicative.)  ¿Estamos siguiendo las recomendaciones de la maestra? Are we following the teachers recommendations? Present progressive.) Un enjambre de abejas persiguià ³ durante 48 horas a un auto. (A swarm of bees chased after a car for 48 hours.  Preterite.) Los manifestantes seguà ­an con sus gritos. (The demonstrators continued with their shouts. Imperfect.) Nunca pensà © en renunciar y seguirà © luchando. (I will never think about giving up and I will keep on fighting.  Future.) Las encuestas indican que el presidente conseguirà ­a la reeleccià ³n en Repà ºblica Dominicana. (The polls say that the president would win his re-election in the Dominican Republic. Conditional.) Todo est organizado para que sigas jugando. (Everything is organized so you can keep on playing. Present subjunctive.)  ¿Y quà © si persiguià ©ramos nuestros sueà ±os? (And what if we were to pursue our dreams? Imperfect subjunctive.) Sigue tu propio camino sin mirar atrs (Continue on your own path without looking backwards.  Imperative.)

Managing Earth's Natural Resources Research Paper

Managing Earth's Natural Resources - Research Paper Example I have read your arguments, which support the lifting of new permits for hydraulic fracturing. Looking keenly on the arguments which you brought forward, I tend to object the move to allow corporations to destruct Callicoon. This is because the negative effects of permitting extraction companies to explore this area outweigh the perceived positive outcomes. To start with, the hydraulic fracturing fluids contain toxic and carcinogenic chemicals. These chemicals pose a danger to contaminate large portions of underground water. Contamination of water endangers the lives of aquatic animals such as fish in Callicoon-on-the-Delaware. In addition, the noxious chemicals such as benzene and ethyl benzene can enter the food chain of water animals, which are essential as a food source for people. The case of death of fish in 2009 because of Cabot Oil and Gas well in Pennsylvania should be a good example for you to consider before supporting the activities of the drillers. On top of this, plants can absorb these poisonous chemicals after diluting with water and therefore posing danger of their extinction (McGraw 1). This therefore, will destroy the natural and scenic Callicoon. The testing of water, which the drilling companies advance, may not be perfect. Jack, you should know that these companies are out to make huge profits (Kastenbaum 1). Therefore, I have fears they can claim that the water is safe so that they continue with their profitable natural gas extraction. Second, the pressurized fluids, which the drilling companies employ, are very high and can cause unwanted spill over to the areas that neighbors fracturing site. These spills can lead to surface contamination. Similarly, the spills can flow back to the rivers endangering the aquatic lives. In addition, the drilling process emits harmful gases such as methane. Methane gas has detrimental effects to the environment such as formation of acid rain, which can destruct natural vegetation. In addition, methane con tamination of underground water leads to explosion of residential houses. While I acknowledge your futuristic thinking, the desire for large sums of money can be a source of havoc in many people living Callicoon. The case of Pennsylvania is still live in my memory. The actions of drilling companies have led to more than eighteen families to look for ways to get clean water. This after methane and other toxic chemicals contaminated their water. Drinking of this water, which contains hydraulic fracturing chemicals, poses health hazards to the people of Pennsylvania. Some of these fracturing fluids such as ZetaFlow, are very dangers and can cause loss of senses of smell and headache. At extreme cases, the fluid in question can lead to breakdown in heart and lungs (Wireback 1). Lastly, the drilling process has potential of creating water shortage in Callicoon and New York. This is because the extraction of natural gas utilizes large volumes of water. U.S. Environmental Protection Agency approximated that drilling uses 70 to 140 billion gallons of water to drill 35,000 wells annually. According to this agency, this water can sustain 40 to 80 cities, which is an equivalent of 50,000 people (McGraw 2). Lack of water is detrimental to the lives of animals and vegetation in New York. Jack, it is evident that supporting the lift of moratorium on hydraulic fracturing will create anarchy and suffering to the people of New York. I encourage you Jack to shun away short-lived benefits of allowing contractors to exploit