Bhagavad Gita Essay Example

Bhagavad Gita Essay Bhagvad Gita Is the book of authority for the Hindus. It literally means Song of the Divine. Although it appears in the mythological epic the Mahabharata, it is given the status of Shruti as it contains the essence of the Upanishadic teachings of the Vedas. It has 700 verses in 18 chapters. The Bhagvad Gita is in the form of a spiritual dialogue between Sri Krishna and Arjun on the battlefield of Kurukshetra.The background is apt as the dialogue concentrates on the use of spirituality in daily context. Arjun is torn between his duty to fight for justice and his love for his kinsmen who he has to fight. He becomes dejected and debates with Sri Krishna that no war can be justified on any grounds. Sri Krishna, through this dialogue convinces him that he has to fight; there is no other way. The discussion brings into focus various interesting aspects of the Hindu philosophy.Ideas developed in the Gita:The essential nature of man as Atman (The eternal witness as the Self).The essential nature of the universe as Brahman (God manifesting as everything).Maya (loosely explained as -ignorance) is the reason why this Essential nature remains hidden.Relationship between Atman and Brahman.Ideas about: Reincarnation/Law of Karma/Gunas-The Universe expressing itself through three qualities are developed in the Gita.Four pathways to God or Self-realisation.Idea of God as the Creator and Preserver who descends (Avatars) to earth for the good of mankind.Path of devotionPath of Devotion: Sri Krishna teaches the easiest path to God realisation is through devotion. One can think of God as having form and qualities. This allows one to build a relationship with God through worship, prayers and meditation. Bhakti and Parabhakti: Sri Krishna teaches that devotion to God in order to gain something from Him is lower form of love. Love for the sake of love is the higher form of devotion and is called Parabhakti. He further says: It does not matter what is offered to God; a fruit, a fl ower or a leaf. He accepts all offerings made with love. It is the love of the devotee that counts rather than any formal worship.Avat Avatars: God incarnates himself on earth again and again for the good of mankind. The Bhagavata talks of ten avatars of Vishnu. Krishna is considered to be the eighth avatar. Ninth being Buddha and the tenth is yet to come and will be called Kalki. Room for many other Avatars: Hindu teachings allow for many other Avatars. These Avatars come with tremendous compassion and ability to give God-realisation to others. They always herald a new wave of spirituality to engulf mankind. Hinduism allows for and accepts avatars of all other faiths.arsReincarnationReincarnation: Our essential nature is called the Atman that does not die with the body. It is eternal and all pervading. Its nature is that of consciousness, existence and bliss. The body is just the outer garment, which is discarded when worn out. Cycle of Birth, Childhood, Old age, Death and rebirth is called Samsara. The soul continues to reincarnate until it realises God. The spiritual progress made in each lifetime is not wasted but helps in the next life. The only things that come with us when we die are the fruits of our actions and the character we have developed. Reincarnation only stops when we merge with God or realize our true Self. That is called Moksha.Conclusions:Renunciation: The central theme of the Gita is renunciation. Work away; but offer the fruits of your actions to God. Do not run after the objects of the senses. Lead a detached life. We have to realise that the essential I is the witness it has to be extricated and seen as separate from the mind/body complex. Yet renunciation does not mean running away from ones duties. As long as we feel we are bound we have to make an effort to be free. The way to achieve this is by righteous living.Shrugging off our duties towards society is not the way forward, teaches the Gita. Live in the world in a detached way, is the central message of Gita. Renounce the trivial in order to gain the majestic. Devotion to Sri Krishna: The Gita teaches that the essential nature of man is divine; it is a manifestation of God. Yet the Gita makes it clear that for most of us the way forward may be through adoration and worship of an external God. Sri Krishna says that there is nothing wrong with this idea.It is an easier way to divinity. The idea of God with forms and qualities is an important tool in spiritual search. It is perhaps a better pathway as the tool we use is also the end product we strive for. Synthesis of many views of God: The earlier Upanishadic philosophies taught of the underlying reality as Brahman- manifesting as the universe. It also manifests as Atman in all living things. Gita synthesizes these views and adds to it the idea of God with forms and attributes. It makes a serious contribution in putting across many differing prevalent views on spirituality in a coherent manner. The concept of Brahman as being without attributes is modified to take on the idea of Brahman with attributes in the form of a personalised God. Synthesis of many pathways to God:The popularity of the Gita is, to some extent due to the fact that it managed to show that different pathways to God are all equally valid. God can be reached through Paths of Knowledge, Action, Devotion and Meditation. One can choose the pathway or any combination of pathways to suit ones own abilities. Pluralistic methods to reach God have been advocated by Hinduism and the Gita is a good example of this. We all have different starting points in spiritual progress hence the method we each adopt to reach the same destination will necessarily be different. This essential freedom does not have to be sacrificed.

A Charlie Brown Thanksgiving Quotes

A Charlie Brown Thanksgiving Quotes A Charlie Brown Thanksgiving serves up some surprisingly poignant and often funny quotes about Turkey Day. The Peanuts characters, including Lucy, Linus, Patty, Sally, Marcie, and of course, Charlie Brown, maybe youngsters, but they provide plenty of thoughtful wisdom about Thanksgiving traditions like football, turkey and  pumpkin pie. Of course, the words are put into their animated mouths by creator and writer Charles M. Schulz, who was just five days shy of his 51st birthday when the special aired in 1973. It won him the Primetime Emmy for Outstanding Individual Achievement in Childrens Programming. It continued to air every Thanksgiving on CBS until 2000, the year that Schulz died, and then on ABC. Enhance your Thanksgiving dinner conversation with some of these pithy quotes from the TV special, which is also available on DVD and streaming video. Thanksgiving History Linus: In the year 1621, the Pilgrims held their first Thanksgiving feast. They invited the great Indian chief Massasoit, who brought 90 of his brave Indians and a great abundance of food. Governor William Bradford and Captain Miles Standish were honored guests. Elder William Brewster, who was a minister, said a prayer that went something like this: We thank God for our homes and our food and our safety in a new land. We thank God for the opportunity to create a new world for freedom and justice. Expressing Thanks Peppermint Patty: Are we going to have a prayer? Its Thanksgiving, you know.Marcie: Thanksgiving is more than eating, Chuck. We should just be thankful for being together. Traditions Lucy: But Charlie Brown, it’s Thanksgiving. One of the greatest traditions we have is the Thanksgiving Day football game and the biggest, most important tradition of all is the kicking off of the football.Lucy: Isn’t it peculiar, Charlie Brown, how some traditions just slowly fade  away.Charlie Brown, after singing  Over the River and Through the Woods to Grandmothers House We Go: Well, theres only one thing wrong with that...My grandmother lives in a condominium. The Food Charlie Brown: I cant cook a Thanksgiving dinner. All I can make is cold cereal and maybe toast.Peppermint Patty: Look at this! Is this what you call a Thanksgiving day dinner? Did we come across town for this? Were supposed to be served a real Thanksgiving dinner!Peppermint Patty: What kind of Thanksgiving dinner is this? Wheres the turkey, Chuck? Dont you know anything about Thanksgiving dinners? Wheres the mashed potatoes? Wheres the cranberry sauce? Wheres the pumpkin pie? Uninvited Guests Marcie to Peppermint Patty, after they crash Thanksgiving dinner at Charlie Browns house: Wait a minute, Sir; did he invite you here to dinner? Or did you invite yourself and us too? Meet-Ups Sally: Why dont you come along, Linus? We could hold hands under the table. Stress Charlie Brown: Weve got another holiday to worry about. It seems Thanksgiving Day is upon us.

Water cooler Innovation and Technology (MMBA - 6540 - 1) Essay

Water cooler Innovation and Technology (MMBA - 6540 - 1) - Essay Example n comes with ownership, creation of the correct conditions, recruitment of innovative workforce, and development of processes and culture that support innovation. I particularly like this article because of its depiction of signs of an innovative leader and his/her importance in making the organizational culture innovative. The author has supported the claims in the article with practical examples e.g. Steve Jobs asking the Why and What if questions and Apple employees following him in the same direction, thus depicting the organization’s innovative culture. None of the four philosophies proposed by the author can be developed unless innovation is taken seriously by every member of the organization. Innovation requires everybody’s participation. It is not just the Research and Development (R&D) job. A good idea could arise from the most unexpected source, so nobody should be underestimated in his/her creative thinking ability. Initially some failures may be encountered, but they guide the company towards the success. Overall, the article is very informative and allows a quick insight into the fundamentals of innovation and its

Collective security as an approach to peace Essay

Collective security as an approach to peace - Essay Example Collective security movements, organizations, and agencies turn a deaf ear to the pain and plight of mass-murder and ethnic cleansing of the Rohingya Muslims in Burma. Collective security forces are not even doing anything to provide for the displaced Rohingya Muslims in any possible way, what to talk of taking measures to discourage or deter their displacement from the Buddhist majority in Myanmar. The author says that collective security does not recognize any inveterate enemies or traditional friendships. Collective security also does not allow for any alliances with or against any state. An alliance for collective security purpose proves superfluous as all states are committed to other states’ defense. The importance of confidence for success of collective security system cannot be overemphasized. â€Å"Collective security cannot work unless the policies of states are inspired by confidence in the system† (216). The satisfaction of basic conditions that the author has mentioned for the collective security namely the power, legal, and organizational situation cannot be achieved. First of all, it is not possible for all states to command nearly equal resources or for several great powers of nearly same strength to exist. Secondly, in the real world, it is not possible to have substantial universality of membership for collective security. The author argues that collective security is a plan for unprecedently organizing international police action rather than organizing coalition warfare like it was done in the 20th century. The purpose of collective security is to eliminate international brawls rather than sponsoring the winning team. â€Å"It purports to require of participating states not that they should consent to compulsory involvement in major wars, but that they should accept obligatory service in a system for preventing major wars† (218). The author establishes as an essential the existence of such a massive power of the police force for the

Moral Implication of Frankenstein Essay Example for Free

Moral Implication of Frankenstein Essay The message, merits, and moral implications of Mary Shelley’s Frankenstein have been long debated and discussed. Many recurring themes which are apt to surface in these conversations are those such as the woes of artificial creation and the â€Å"man is not God† argument. These themes have been so thoroughly explored and exploited that this essay could not possibly generate and original thought within the realms covered by these topics. In order to formulate something remotely fresh and at least relatively interesting, this essay seeks to shift the focus to the less explored dilemmas which Shelley may have purposely or subconsciously woven into the classic novel. The very fact that Mary Shelley is a woman casts the already remarkable tale in an entirely new light. To read it objectively is improbable, if not impossible, because stories like this are simply not written by women. As a matter of fact, there are some things—focusing on a thrilling plot for the sake of the thrill, centralizing characters like monsters and ghosts, prominently showcasing a male to male bond—that are seen from female authors so infrequently, the appearance of one or multiple aspects in a story would be a true shock. This is certainly not a knock against female authors! It is not at all an insult, actually. It is simply an analysis of the female niche in literature at a glance. The fact that Shelley annihilated this mold with Frankenstein is a testament to her creativity, uniqueness and skill, setting her apart from all authors, male or female, and elevating her to a position of respect and glory which spans generations and gender. When taking into account the female psychology, attempting to ascertain what a female would consciously or subconsciously attempt to prove with the novel is interesting. While several smaller points are made by Shelley in the text, the most important and overall message of the novel is this: no man or laboratory can replace the natural maternal nature of the human mother. The nurturing provided by a mother is the most necessary and vital experience of a child’s life and directly affects the person he becomes. While this process can be imitated with foster homes, day cares, orphanages and the like, only the direct bond between creator and creation will suffice to produce the best of outcomes. The first step is to show that Shelley intended for Victor to be viewed as a mother to his creation. The point that Victor is not a woman seems to enhance the idea that he is incapable of undertaking the tasks of a primary caregiver. Given Victor’s masculinity, she uses the characters to â€Å"experiment† with a creator-child relationship in the absence of the maternal nature of a woman. To do so she alludes to the strong parallels connecting the relationships. At the end of Volume 1, Victor’s thoughts turn to how he would â€Å"spend each vital drop of blood for [the family’s sake]† (Shelley 90). This quote is a reference to the womb and the â€Å"lifeblood† shared by a family. Each drop of blood circulating in a pregnant woman is shared by the fetus living within her as she literally creates the child in her womb. That blood is then shared by the next infant as mother and children grow together into a family united by this blood. Shelley is showing that just as Victor is bonded to his mother by blood, so too is he bonded with his Monster. This is not the first time Shelley portrays Victor as a motherly figure. In the description of the creation process, Shelley draws connections between it and a pregnancy many times. To begin with, the overall concept of the creation of an infant and the creation of a monster are nearly identical. Victor speaks of the â€Å"power placed within his hands† to â€Å"bestow animation† on â€Å"lifeless matter;† matter which will eventually become an incredible system with innumerable â€Å"intricacies of fibers, muscles, and veins† (Shelley 54). Is this not the same thing that can be said of a mother? For she, too, creates an intricate being from nothing with an â€Å"anxiety which almost amounts to agony† in the pains of pregnancy and labor (58). Having shown that Shelley intended for Victor to play the role of ‘mother’ in her analogy, focus will now shift to the ultimate point of the novel: The nurturing provided by a mother (Victor), is the most necessary and vital experience of a child’s life and directly affects the person he becomes. From the very beginning, Victor shirks the responsibility of nurture and literally runs from it. As the creature awakes he exclaims: â€Å"breathless horror and disgust filled my heart. Unable to endure the aspect of the being I had created; I rushed out of the room† (Shelley 58). The Monster then immediately assumes the role of infant in the relationship as Victor says, â€Å"His eyes were fixed on me. His jaws opened, and he muttered some inarticulate sounds, while a grin wrinkled his cheeks† (Shelley 59). In the normal human realm this situation would be met with a dozen tear-filled eyes seeking to hold and coddle the creation. Unfortunately for the Monster, no such treatment is offered by Victor. Frankenstein leaves the Monster to fend for himself. The horrible consequences of this lack of nurturing follow with intensity and frequency. This is proven by the rapidly building sense of confusion and loneliness within the monster. Feelings which are only multiplied by society’s general rejection of him. The Monster laments to Victor upon their reunion on these feelings, â€Å"no distinct ideas occupied my mind: all was confused. I felt light, and hunger and thirst, and darkness; innumerable sound rang in my ears and on all sides various scents saluted me† (Shelley 106). The Monster needed a person to provide some context for these sensations, he needed a nurturer to steer him through the difficult path of modern urban existence. He knew essentially nothing and suffered for it. The Monster recalls in a story to Victor his finding of huts, cottages and houses: â€Å"The whole village was roused; some fled, some attacked me, until, grievously bruised by stones and many other kinds of missile weapons, I escaped to the open country† (Shelley 109). Had Victor been there to guide and coach his creation through life as a mother does for her child, the Monster would have experienced exponentially less pain and suffering, if any at all. It was not just any instruction and care that the Monster desired. He yearned for the specific life-training that can only be offered by one’s creator. Although he learned language, work and more from the cottagers he observed, nothing could replace that which only Victor as the creator could offer. The Monster details this in conversation with Victor, â€Å"Of my creation and creator I was absolutely ignorant† he then complains of other calamities he faced before saying, â€Å"I cannot describe to you the agony that these reflections inflicted upon me: I tried to dispel them but sorrow only increased with knowledge† (Shelley 123). It was not the â€Å"knowledge† he desired—he was clearly receiving a more than satisfactory education from the cottage dwellers—it was the relationship with his creator that mattered most, from which the knowledge comes as a bi-product. To ask if Victor learns his lesson is not debatable. Shelley gives him a clear second chance to reevaluate his decision and he chooses correctly. The Monster asks, or more so, demands, point blank that Victor create him a counterpart: â€Å"You must create a female for me, with whom I can live in the interchange of those sympathies necessary for my being. This you alone can do; and I demand it of you as a right which you must not refuse to concede† (Shelley 147). Initially, Victor refuses, even under the threat of torture. Then, with the Monster’s convincing words and pleas for empathy, Victor agreed under the condition that the monster banish himself and his bride to South America. One night, however, in the midst of creating the second being, Victor suddenly came to the realization that the creation of a second female would not necessarily be for the better and â€Å"made a solemn vow in [his] own heart never to resume [his] labors† (Shelley 171). This resolution to not repeat his mistake shows that Victor recognized the error in his first creation. It is not the creation that was the problem. He obviously was more than capable of producing a counterpart for the first Monster, but realized that he could not provide the appropriate nurturing. He understood, finally, the main requirement of creation: the education and nurture of the creature to become what one intended for it to become, in other words, one has to finish the job. Just as with every human birth, one cannot just bring the creature into the world and let it fend for itself. Frankenstein saw the limitations he had as a creator and made the responsible decision to never repeat his mistake. While the original purpose of this essay was to elaborate on Shelley and the ideas she wrote about as a female, the themes of the novel are too universal to be pinned down as something only a female could create. Creation, it turns out, involves two parts: the first is the giving of life, and the second is the nurturing of life. As a female both of these are very prevalent, more so than with males, but this work shows that males are very responsible for creation. Maybe this entire book is a more than simple commentary on the need for males to step up into the second creation role to support their wives, or maybe it is just a good story about a monster and a man. Either way, Shelley produced a novel with incredibly far reaching themes which contains solid, undeniable arguments which were never touched by male authors, thus making Frankenstein one of the greatest novels of all time.

A Critical Analysis Of Machiavellis The Prince Philosophy Essay

A Critical Analysis Of Machiavellis The Prince Philosophy Essay You have got to be cruel to be kind. Would this be an adequate summary of Machiavellis advice on cruelty? If so, why? If not, why? How does his advice on cruelty reflect his beliefs about politics? In the Prince, Machiavelli explores the world of governments and rulers and comes up with revolutionary ideas for a prince to acquire the leading position in the government and maintain his authority and leadership. However, the philosopher does not teach the ruler to be good and just; he aim is to provide the governor with practical applications of being a great prince but not a good one. Machiavelli focuses on evil features more because they would help to advance the power of the prince. In his book, it does not seem that an evil or cruel behavior is an unacceptable one, as he alters the moral vocabulary about vice and good. In the book, Machiavelli starts with his dedication to Lorenzo de Medici and finishes it with an assertion that Italy must revive and gain considerable power. Therefore, it is hard for me to judge if the philosopher was concerned with acquiring a better vocation or with genuine patriotic feelings that were expressed in his attempt to call for dramatic action. Y et, I will argue that in terms of Machiavelli a potential ruler has to pretend to be an old prince-the one that is familiar with the experiences of his predecessors-and act as if he is kind. This pretence makes a cruel prince a kind one and preserves his glory and prosperity of a state, which are supposed to be the aims of the ruler. In chapter fifteen, Machiavelli states that Many have imagined republics and principalities that have never been seen or known to exist in truth. For it is far from how one lives to how one should live. That he who lets go of what is done for what should be done learns his ruin rather than his preservation (p. 54). The passage hints to the Platos Republic, in which the he reports that the philosopher kings should govern society. The governors have to be good and just and they must help their subjects to maintain the purity of their souls and also be good. In the Prince, a ruler should read historical works, especielly for the light they shed on the actions of eminent men to imitate some eminent man, worthy of praise and glory (p. 51). However, Machiavelli is interested an actual truth of the matter and not the utopia of it. He compares a prince to a prophet, which does not necessarily mean that the he has divine knowledge; instead it gives them exceptional responsibilities like law m aking and shaping opinions that govern our lives. Thereby, Machiavellis prophetic prince has philosophers features as he tries to reform human opinion over the justice and evil; he acts as if he is good, but does not have to be good. To back up his conclusions, Machiavelli comes up with extreme examples such as Romulus and Cains murders of Remus and Abel respectfully. These murders were the fundaments of the societies and, therefore, the philosopher asserts that no good is possible without evil. Thus he redefines Platos ideas of the philosopher kings who approach pure reason to be good and just; instead, Machiavelli gives examples of extraordinary situations and draws the morality that would perfectly fit the situation. Also, he reforms the meaning of the word virtà ¹: a prince can act in an evil fashion, as fortune and circumstances [would] dictate (p. 23) in the chapter thirteen, he gives an example of the biblical story of David and Goliath. In the initial story, David is armed with a sling only; but, the philosopher also gives him a knife. This detail hints that the Gods promise is not enough and David would be safer with an additional secret weapon. This additional detail is a metaphor, which implies that the prince has to propagandize proper religious views; on the other hand, he has to use a certain extent of cruelty and be utterly self-reliant to achieve desirable outcomes. Self-realization, courage, and ruthlessness are the qualities that contribute to the effective exercise of power, which is a touchstone of political success. As Machiavelli puts it all the armed prophets conquered and the unarmed were ruined (p. 20). To describe the genuine prince, Machiavelli comes up with a metaphor of a beast. In chapter eighteen, he writes that there are two ways of contesting, the one by the law, the other by force; the first method is proper to men, the second to beasts; but because the first is frequently not sufficient, it is necessary to have recourse to the secondà ¢Ã¢â€š ¬Ã‚ ¦ it is necessary for a prince to understand how to avail himself of the beast and the man (p.62) Since in the Machiavellian theory the princes goal is to seek glory, the ruler has to be lucky. The luck or Fortuna is opposite to reason; it favors those who act or the brave. The Fortuna has to be mastered and, therefore, it requires a reservoir of force to master. Also, the deceit is, as Machiavelli puts it, a good quality. He exemplifies this with an Italian proverb Alexander never did what he said, Cesare never said what he did (p. 35). Following the winds of fortune, power, and deception, one would be conferred with glory. The p hilosopher is a pure consequentialist, as he justifies anything that is necessary to preserve the glory of his state and his own fame. The Machiavellian virtue is not the same with the Christian values. Thus, the duplicity of the prince and his behaviors are praised throughout the book and are perfectly excusable for the eventual purposes. To underline an exemplary behavior of the prince, Machiavelli gives an example of Cesares policies in chapter seven. When the duke had taken over the Romana, he found it had been commanded by impotent lords who had been readier to despoil their subjects than to correct them and had given their subjects matter for disunion, not union (p. 23). Cesare sends a lieutenant to that area who reduced it to peace and unity with the very greatest reputation for himself (p.23 ). However, Cesare did not want to have strong local government. Thus he set up court with wise civil authority that would judge and advocate each citizen from the lawlessness of his minister. And having seized this opportunity, he had emplaced one morning in the piazza in two pieces, with a piece of wood and a bloody knife beside him. He had him cut in two; the bloody knife and piece of wood beside him. Machiavelli concludes that the ferocity of this spectacle left the people at once satisfied and stupefied (p.23). The pri ncely virtà ¹ leaves people content and fooled. In chapter fifteen on the things for which man, and especially rulers, are praised or blamed, Machiavelli reflects on the very basic assertions of morality and virtues. He states that a ruler who wishes to maintain his power must be prepared to act immorally when this becomes necessary (p. 55). Thus the prince has to do what is generally done and not what he ought to do (p. 54). In other words, the chapter teaches the ways of not being good (in Platos meaning of the word). To affects the norms of everyday life, the prince had to learn how to manipulate the religion skillfully. In chapter eighteen, the philosopher states that the ruler has to be utterly religious. The prince should appear all mercy, all faith, all honesty, all humanity and all religion (p. 62) the pretence to be a genuine Christian is helpful for creating an appropriate public image; however, the actual practice of its values is evidently dangerous. In the Republic, Socrates states that it is better to be just then to seem just. The princes morale goes against the passage in the book, which teaches how to be good, as one cannot be good without being just. Considering the metaphor of the prince who reconciles a man and a beast, the man is a humble and submissive Christian, the beast in its turn is capable of performing courageous and bold actions. In Machiavellian opinion, Christianity should not constrain any political activity. The matters of government should be solely secular. The philosopher strives to create a new type of republic, which would deal only with practical issues and without asserting any transcendental moral law. As a scholar Steven Smith asserts, not only did Machiavelli bring a new worldliness to politics, he also introduced a new kind of populismà ¢Ã¢â€š ¬Ã‚ ¦ as Plato and Aristotle imagined aristocratic republics that would invest power in an aristocracy of education and virtue, Machiavelli deliberately seeks to enlist the power of the people against aristocracies of education and virtue. To maintain this kind of state, the republic has to have imperialistic ambitions and consequently be aggressive. Interestingly, the Machiavellian republic concerns only with practical worldly affairs; however, its the philosophers imaginary project or theoretical suggestion of his form of government. The new type of morality is a foundation for this reign. Thus, Machiavellian prince always has to pretend to be a man, but be a beast if needed. Altering the hypostasis, the brave ruler masters the fortune and gains glory for himself and his state. The philosophers morality asserts that the prince does not have to be good; instead he has to manage to be religious and pure on the public eye, but reasonably cruel and not always trustful in the reality. He justifies the actions of the ruler with the privileges one gets from the princes constant actions to maintain the prosperous state and peaceful sleep of the citizens. Thus the prince mixes his love for the good with the skillful cruelty. Machiavellian morale highlights that the good is only possible in the context of moral evil. This a clear break w ith Plato and the Christian values and, moreover, the philosopher seeks to set free the real politics from the ecclesiastical patronage. Thereby the prince uses religion for his benefit but does not allow himself to be used by it. One can see that Machiavellian authority is self-bestowed and not granted by ethereal forces. Machiavelli grants the rule with the knife he gives to David in one of his passages, signifying that the prince has to be more self-reliant then hoping for the otherworldliness help. In the Prince, a reader can access information that used to be not available to everyone. The philosopher gives the reader a chance to come to terms with the idea that the good in politics cannot exist without a certain extend of cruelty. Moreover, when this cruelty is adequately used, it becomes a virtue that sustains the well being of the state and makes the ruler glorious. Work cited: Machiavelli, Niccolo. The Prince. Cambridge: Cambridge University Press, 1988.   Ã‚  Ã‚  Ã‚  Ã‚  Print Plato. Republic. New York: Oxford Press, 1994. Print Smith, Steven. Machiavelli, the Prince:. Yale University.   Ã‚  Ã‚  Ã‚  Ã‚  2006. Open Yale Courses. Web. 26 Feb. 2010.   Ã‚  Ã‚  Ã‚  Ã‚  political-science/introduction-to-political-philosophy/content/sessions/   Ã‚  Ã‚  Ã‚  Ã‚  lecture10.html>.

Racial Divide In America Health And Social Care Essay

The United States wellness attention system is considered missing when compared to other developed states. The issues refering the quality of wellness attention raises polarized argument across the state, yet everyone agrees that on the whole, the U.S. wellness attention system is one of the better attention systems in the universe. Despite immense investing and changeless reforms, there is an overpowering organic structure of literature back uping racial disparity in the wellness attention system, particularly amongst African-Americans. This paper explores the causes for the disparity in wellness attention that prevail against African-Americans. The surveies on wellness attention disparity portion common decision that African-Americans suffer from terrible wellness attention disadvantages. Research has besides shown that African Americans have higher mortality and morbidity rates1. They experience hapless wellness runing from infant mortality and diabetes to cardiac disease, HIV/AIDS, and other unwellnesss. 2 There are many factors lending to difference in the wellness attention quality among the races. One of the most perennial and common documented factor is the socio-economic factor. It is good documented and recognized that disparity in socio-economic across racial and cultural groups correlatives to disparity in the wellness attention. 3 SES affects handiness to quality wellness attention and better populating criterion which leads to healthy diet. It besides affects instruction quality that has deduction for future development. A recent analysis of 1991 to 2000 mortality informations concluded that, had mortality rates of African Americans been tantamount to that of Whites, over 880,000 deceases could hold been prevented.4 These 800,000 African americans died because of hapless wellness quality and carelessness on the supplier ‘s side. In add-on, African American babies are two to three times more likely than white babies to hold low birth weight-a cardinal index of baby mortality.5 Even after commanding economic factors, surveies show that African-Americans receive poorer quality intervention than their white opposite numbers with same insurance. So why are African Americans having hapless quality wellness attention? The reply to this inquiry encompasses an intricate organic structure of history of racism, wellness attention construction & A ; policy and environmental factors that has put minorities ‘ wellness at a disadvantage. In the yesteryear, a turning figure of research relied on socio- economic position factor to explicate the racial disparity. In recent old ages, racial prejudices are good recognized and documented to explicate the difference in wellness quality. In fact, in the most recent study by Institute of Medicine ( IOM ) , they found strong grounds that racial prejudice, favoritism, pigeonholing, and clinical uncertainness besides play a function. 6 In the book Health Care disparity in the United States by Donald Barr, he concludes that â€Å" unconscious prejudice † is the chief cause of disparity in the wellness care7. Dr Barr exerts that most doctors carry unconscious prejudice when they treat patients of differing cultural or racial background. Experimental surveies besides confirm that doctors can keep negative beliefs about their minority patients. The negative stereotypes in bend affect the type of intervention or prescription offered to them. Thus the difference in intervention and lack in wellness among African Americans is largely due to their doctor ‘s bias.8 These prejudices stem from race as a societal building that existed from long ago and continues to make so. The difference in wellness attention intervention based on race roots from U.S. history of racism based on negative stereotyping that plagued the state for decennaries. The unconscious racial prejudice held by doctors entirely can non account for the disparity. The construction of wellness attention system, and policies in which the attention is provided, besides contribute to the inequality of wellness attention. For illustration, quality of wellness attention resources depends on the vicinity in which wellness centre is located. Many Afro-american vicinities are extremely segregated from white communities. In such countries, doctors have greater troubles accessing high-quality specializers, diagnostic imagination, and non-emergency admittance of their patients to the infirmary, than doctors who serve preponderantly non-minority patients.9 The other consequence of race is its deduction on the individual. Person ‘s racial individuality can do them to be prone to certain diseases like bosom diseases, higher blood force per unit area due to emphasize, and favoritism subjected to them. There is a figure of research that really supports this. In fact Dr. Arline Geronimus of University of Michigan proposed the â€Å" weathering † hypothesis, which states that Afro-american experience early wellness impairment as a effect of the cumulative impact of perennial experience with societal or economic hardship and political marginalization.10 From 1990, the racial disparity drew serious attending from outside organic structures like United Nations and World Health attention organization.11 Ever since so these outside organic structures have been pressing U.S. authorities to take actions. There has been lot done to document the disparities and implicate policies to diminish the spread. In certain countries, wellness attention for African Americans seem to better, yet from a bigger position the quality of wellness attention seems to increase small or no alteration at all. For case, among African Americans, decease rates from bosom disease were 10 % lower than in White persons in 1980, but 30 % higher in 200012. Cancer is the second-leading cause of decease in the United States and African-Americans have moved from holding a decease rate from malignant neoplastic disease below that for Whites in1950 to a rate 30 % higher than for Whites in 200013. Such statistics calls for serious argument, it is sad to see widening racial disparity of wellness attention in a state that has the highest Gross Domestic Product ( GDP ) . Studies point to new ways to incorporate racial determiners as cardinal factors to better the wellness attention for minorities. Dr. Barr in his decision calls for an addition in minorities in the wellness attention professionals. The racial disparity in wellness attention is a consequence of interaction of race with socio-economic factor, wellness attention construction, environmental conditions and biass. Merely as racial biass still pertain in today ‘s universe, the institutional racism in wellness attention besides pertains. The racial disparity in the United States is a serious issue that requires betterment and governmental attending. There has been lot done to bridge the spread, yet really small has improved. This issue requires calls for different professionals to work together. End Notes Kaplan, H Roy. The Myth of Post-Racial America. Old line state: Rowman & A ; Littlefield Education, 2011. Kahng, Sang Kyoung. â€Å" Can Racial Disparity in Health between Black and White Americans Be Attributed to Racial Disparities in Body Weight and Socio economic Status? † Health & A ; SocialWork, November 2010, 257-66. Kahng, Sang Kyoung 2 S.H. Woolf et al. , â€Å" The wellness impact of deciding racial disparities: An analysis of US mortality informations † , Public Health 2078, 2078-81 ( 2004 ) . Board on Health Science Policy: Unequal intervention: Confronting Racial and cultural disparities in Health Care, Consensus Report, March 20, 2003. Board on Health Science Policy 4 Barr, Donald, A. Health Disparities in the United States: Social Class, Race, Ethnicity, and Health. Old line state: The Johns Hopkins University Press.2008. Barr, Donald, A. 7 Dolores Acevedo-Garcia et al. , â€Å" Unequal Health Outcomes in the United States † , A Report to the U.N. Committee on the Elimination of Racial Discrimination, January 2008. Arline T. Geronimus, ScD, Margaret Hicken, MPH, Danya Keene, MAT, and John Bound, PhD, â€Å" â€Å" Weathering † and Age Patterns of Allostatic Load Scores Among Blacks and Whites in the United States † , American Journal of Public Health, May 2006, Vol 96, No. 5 Kim, E Annice, Kumanyika Shiriki, Igweatu Daniel, and Kim, Son-Ho. â€Å" Coverage and Framing of Racial and Ethnic Health Disparities in US Newspapers, 1996-2005. † American Journal of Public Health, Supplement 2010, 224-31 Airhihenbuwa, O. Collins, & A ; Liburd, Leandris. â€Å" Eliminating Health Disparities in the African American Population: The Interface of Culture, Gender, and Power † Health Education & A ; Behavior, August 2006, 488-501 Airhihenbuwa, O. Collins, & A ; Liburd, Leandris 12

Engineering and Ce 211c Ce

BACHELOR OF SCIENCE IN CIVIL ENGINEERING UNIVERSITY OF SAN CARLOS-TALAMBAN CAMPUS CEBU CITY, PHILIPPINES (Effective June 2008) FIRST YEAR/FIRST SEMESTER Lec Lab Course Title Hrs Hrs Algebra 3 0 Trigonometry 3 0 Solid Mensuration 2 0 Engineering Graphics 1 0 3 Communication Arts 1 3 0 Sining ng Pakikipagtalastasan 3 0 Man in Search of God 3 0 Self Testing Activities 2 0 Civic Welfare Training Services 1 3 0 Total 22 3 FIRST YEAR/SECOND SEMESTER Lec Lab Hrs Hrs Course Title Analytic & Solid Geometry 3 0 Calculus 1 5 0 Advanced Algebra 2 0 Engineering Graphics 2 0 3 General and Inorganic Chemistry Lec 3 0 General and Inorganic Chemistry Lab 0 3 Communication Arts 2 3 0 Man the Christian Believer 3 0 Filipino sa Iba't-ibang Larangan 3 0 Rhytmic Activities 2 0 Civic Welfare Training Services 2 3 0 Total 27 6 SECOND YEAR/FIRST SEMESTER Lec Lab Hrs Hrs Course Title Elementary Surveying Lecture 2 0 Elementary Surveying Laboratory 0 6 Computer Fundamentals & Programming 0 6 Engineering Physic s 1 Lecture 3 0 Engineering Physics 1 Laboratory 0 3 Logic 3 0 Life & Works of Rizal 3 0 The Christian Worship 3 0 Fundamentals of Games and Sports 2 0 Governance & Const with Current Issues 3 0 Total 19 15 SECOND YEAR/SECOND SEMESTER Lec Lab Course Title Hrs Hrs Higher Surveys Lecture 2 0 Higher Surveys Laboratory 0 6 Calculus 2 5 0 Statics of Rigid Bodies 3 0 Engineering Physics 2 Lecture 3 0 Engineering Physics 2 Laboratory 0 3 Aural-Oral Communication 3 0 Man Witness in the World 3 0 Recreational Activities 2 0 Total 21 9 THIRD YEAR/FIRST SEMESTER Lec Lab Hrs Hrs Course Title Dynamics of Rigid Bodies 3 0 Mechanics of Deformable Bodies 5 0 Engineering Surveys Lecture 2 0 Engineering Surveys Laboratory 0 3 General Computer Application 0 3 Differential Equations 3 0 Building Design 1 Lecture 1 0 Building Design 1 Laboratory 0 3 Basic Mechanical Engineering 3 0 General Psychology 3 0 Total 20 9 THIRD YEAR/SECOND SEMESTER Lec Lab Course Title Hrs Hrs Theory of Structures 1 Lecture 3 0 Theory of Structures 1 Laboratory 0 3 Fluid Mechanics & Hydraulics 1 3 0 Course Code EM 111 EM 112X EM 124 ES 12A ENGL 1 FILI 1 REED 10 PE 11 NSTP 1 Acad Units 3 3 2 1 3 3 3 2 3 23 Prerequisites (Co-requisites) Course Code EM 121 EM 122 EM 123 ES 14A CHEM 4 CHEM 4L ENGL 2 REED 20 FILI 2 PE 12 NSTP2 Acad Units 3 5 2 1 3 1 3 3 3 2 3 29 Prerequisites (Co-requisites) EM 111, EM 112X EM 111, EM 112X EM 111, EM 112X ES 12A ENGL 1 REED 10 FILI 1 PE 11 NSTP1 Course Code CE 211C CE 211CL ES 16ANL PHYS 31N PHYS 31NL PHILO 2 HIST 17 REED 30 PE 13 POSC 13E Acad Units 2 2 2 3 1 3 3 3 2 3 24Prerequisites (Co-requisites) EM 111, EM112X EM 111, EM112X EM 111, EM112X EM 121, EM 122 EM 121, EM 122 None None REED 20 PE 12 None Course Code CE 221C CE 221CL EM 211 MECH 1 PHYS 32N PHYS 32NL ENGL 3 REED 40 PE 14 Acad Units 2 2 5 3 3 1 3 3 2 24 Prerequisites (Co-requisites) CE 211C, CE211CL CE 211C, CE211CL EM 122 PHYS 31, (EM 211) PHYS 31N PHYS 31N Engl 2 REED 30 PE 13 Course Code MECH 2 MECH 3 CE 311C CE 311CL CE 311G EM 22 BLDG 1 BLDG 1L ME310 PSYC 1 Acad Units 3 5 2 1 1 3 1 1 3 3 23 Prerequisites (Co-requisites) MECH 1 MECH 1 (MECH 2) CE 221C, CE221CL CE 221C, CE221CL EM111, EM123, ES16ANL EM 211 EM 124, ES 14A EM 124, ES 14A MECH 1 (MECH 2) NoneCourse Code CE 321A CE 321AL CE 321BX Acad Units 3 1 3 Prerequisites (Co-requisites) MECH 2, MECH 3 MECH 2, MECH 3 MECH 2, MECH 3 CE 321BLY CE 321C CE 321G BLDG 2 BLDG 2L EM 31 ECON 1N EE 320 Fluid Mechanics & Hydraulics 1 Lab Engineering Geology Probability and Statistics Building Design 2 Lecture Building Design 2 Laboratory Advanced Engineering Mathematics Principles of Econ with Agrarian Reform Elementary Elect. Eng'g Total 0 3 3 1 0 3 3 3 22 3 0 0 0 3 0 0 0 9 1 3 3 1 1 3 3 3 25 MECH 2, MECH 3 PHYS 32, CHEM 4 EM 111 BLDG 1 BLDG 2 EM 22 None PHYS 32, EM 22 Course Code CE 411A CE 411AL CE 411BY CE 411BL CE 411C CE 411CL CE 412AX CE 412AL CE 412B SOSC 6 PHILO 25FOURTH YEAR/FIRST SEMESTER Lec Lab Course Title Hrs Hrs Theory of Structure s 2 Lecture 3 0 Theory of Structures 2 Laboratory 0 3 Fluid Mechanics &Hydraulics 2 3 0 Fluid Mechanics &Hydraulics2 Lab. 0 3 Geotechnics 1 Lecture 3 0 Geotechnics 1 laboratory 0 3 Construction Materials and Testing Lec 2 0 Construction Materials and Testing Lab 0 3 Hydrology 3 0 Philippine Society and Culture 3 0 Philosophy of the Human Person 3 0 Total 20 12 FOURTH YEAR/ SECOND SEMESTER Lec Lab Course Title Hrs Hrs Reinforced Concrete Design Lec 3 0 Reinforced Concrete Design Lab 0 3 Environmental Engineering 3 0 Geotechnics 2 Lecture 3 0 Geotechnics 2 Laboratory 0 3 Geographic Information System Lec 1 0 Geographic Information System Lab 0 3Water Resources Engineering 3 0 Engineering Economics 3 0 Technical Writing 3 0 Survey of Arts 3 0 Total 22 9 Summer after 4th year/second semester Lec Lab Course Title Hrs Hrs On the Job Training 3 0 Total 3 0 FIFTH YEAR/ FIRST SEMESTER Lec Lab Hrs Hrs Course Title Highway Engineering 3 0 Steel Design Lecture 3 0 Steel Design Laboratory 0 3 Ti mber Design 2 0 Construction Planng, Prog & Safety 3 0 Project 1 Lecture 1 0 Project 1 Laboratory 0 3 Elective 1 3 0 Elective 2 3 0 Engineering Management 3 0 Total 21 6 FIFTH YEAR/ SECOND SEMESTER Lec Lab Hrs Hrs Course Title Transportation Engineering 3 0 Project Management Lecture 2 0 Project Management Laboratory 0 3 Foundation Design 2 Foundation Design Lab. 3 Project 2 0 3 CE Laws, Contracts, Specs, & Ethics 3 0 Elective 3 3 0 Elective 4 3 0 Total 16 9 Acad Units 3 1 3 1 3 1 2 1 3 3 3 24 Prerequisites (Co-requisites) CE321A, CE321AL CE321A, CE321AL CE321B, CE321BL CE321B, CE321BL MECH 2, MECH 3 MECH 2, MECH 3 MECH 2, MECH 3 MECH 2, MECH 3 EM 211, (CE411B) None None Course Code CE 421AN CE 421ANL CE 421B CE 421C CE 421CL CE 421G CE 421GL CE 423B ES 25 ENGL 23G HUMN 1 Acad Units 3 1 3 3 1 1 1 3 3 3 3 25 Prerequisites (Co-requisites) CE411A, CE412A CE411A, CE412A CHEM 4, CE 412B CE411C, CE411CL CE411C, CE411CL CE311C, CE311G CE311C, CE311G CE411B, CE411BL EM 22 4th Year Standing None Course Code OJT Acad Units 3 3 Prerequisites (Co-requisites) BLDG2, Completed 4th yr 2nd sem coursesCourse Code CE 511C CE 512A CE 512AL CE 514A CE 513A CE 511G CE 511GL CE 511E CE 511F ES 27 Acad Units 3 3 1 2 3 1 1 3 3 3 23 Prerequisites (Co-requisites) CE311C, CE421C CE411A, CE411AL CE411A, CE411AL CE411A, CE411AL 5th Year Standing completed 4th yr 2nd sem courses completed 4th yr 2nd sem courses refer to pre-req refer to pre-req ES 25 Course Code CE 521C CE 522A CE 522AL CE 522B CE 522BL CE 521G CE 522G CE 522E CE 523E Acad Units 3 2 1 3 1 1 3 3 3 20 Prerequisites (Co-requisites) 5th Year Standing ES 27, CE 513A ES 27, CE 513A CE 511A CE 511A CE 511G 5th Year Standing refer to pre-req refer to pre-req Note: NSTP and PE courses should be completed within the first two years in college.Elective Courses: Lec Lab Hrs Hrs Elective 1: Course Title Cluster A Prestressed Concrete 3 0 Cluster B Irrigation, Flood Control and Drainage Engg 3 0 Cluster C Urban Planning and Land Develop ment 3 0 Elective 2: Cluster A Bridge Design 3 0 Cluster B Sanitary Engineering 3 0 Cluster C Geosynthetics in Geotechnical Engg 3 0 Elective 3: Cluster A Entrepreneurship for Engineers 3 0 Cluster B Hydrologic Analysis and Modeling 3 0 Cluster C Pavement Analysis and Design 3 0 Elective 4: Cluster A Special Topics in Structural Engg 3 0 Cluster B Special Topics in Water Resources 3 0 Cluster C Special Topics in Geotechnical Engg 3 0 Acad Units 3 3 3 3 3 3 3 3 3 3 3 3 Prerequisites (Co-requisites) CE 421A CE 422B CE 311C, 5th Year Standing CE 421A CE 421B CE 421C ES 27 CE 412B, CE321G CE 511C CE 511A CE 423B CE 511C

Case Analysis Ockham Technology Essays

Case Analysis Ockham Technology Essays Case Analysis Ockham Technology Essay Case Analysis Ockham Technology Essay Equity distribution Divided only by capital amount No sales Non-compete term Made sales calls to non-compete clients Differentiate their products/services First big sale to IBM -?a million-dollar contract Joining ATSC to add credibility Company name -? legal issue Changed the company name from SouthPaw to Champ Complete No investors The first big sale convinced investor with foreseeable profits Jims connections (Yates, Gorgon, Brewer) introduced investors Complete No product unreliable development team Look for another deep. Team KNIT, Thoughtful, or Hotshot Coders Build a self-owned development team -? Anderson, Taylor, or others In-process Raise money Build a board Bobby Crews $1 Mom, 50% equity Monarch/Cordovan $1. Mm, 33. 33% equity Nor $mm, 18% annual return before anyone else got anything In-process Tension with Mike Jim Split up company responsibilities Mike Keep control, be partner In-process b. Assessment i. Jim proved the products value and feasibility through his first sale to IBM ii. His success in the first sales helped him win more chance of further capital iii. He founded a team with diverse and complement background, which has contributed to forming an idea, developing a business plan, managing the product, and achieving the first successful sale. Iv. He fully used his connections to reach out to more talents and resources v. Though facing tons of problems, Jim and his team has overcome many of them and worked hard to solve the rest. They also have strong work ethic by obeying the non- compete term with TAG. 2. How will the current fund-raising efforts affect the formation of Chasms board of directors? A. Fund-raising and board orientation Fund-raising Board Composition pros Cons Bobby Crews 50% equity $ 1 Mom Jim, Mike, and Bobby Abundant money Bobby knows little about this business Bobby want half of equity Monarch/Cordovan 33% equity $1. Mm Jim, Mike, 1 or 2 PVC(s) from M/C, maybe 1 outsider A fast-growing PVC Bring more resources/value in the future < $2mm Relatively high equity requirement Noro $4mm 18% annual return before anyone getting anything Jim, Mike, 2 VCs from Noro, 1 outsider Biggest VC in the Atlanta area Rich resources and experience Over-influence from one VC -? Noro Investing in return rather than equity may lead to myopia on short-term profits Use two or more Vs. Jim, Mike, PVC from dif. Companies, 1 outsider Diverse board composition More capital Vs. may take over too much equity Less control 3. If you were Jim, how would you handle the increasing tension between y and Mike? A. Pros and Cons Jim Split up responsibilities Mike Involve in all decisions Be partners Pros More resources Grow faster Long-term profits More control More profits in a short term Sacrifice short-term profits Limited resources and development Less competitive b. Solution i. Negotiate with Mike ii. Identify common goals 1. Development: Long-term vs. Short-term 2. Long-term profits vs. Temporary more control iii. Define an acceptable range of decision-making for Mike iv. Emphasize Mikes importance to the company v. Explain why/how dividing the company into pieces will benefit more to try company and themselves vi. Convince Mike to agree on splitting up the companys responsibilities but secure his power and importance in this company 4. Should Champ outsource its system-development efforts?

Present Simple Exceptions in English Grammar

Present Simple Exceptions in English Grammar Here is the most important English language rule to remember: Almost every rule is about 90% valid. As confusing as that concept may be, it is certainly one of the most frustrating and truthful things about learning English. All that hard work to learn the correct grammar and then you read or hear something like this: Peter does want to come this summer. Its just that he cant get off work. As an excellent student, the first thought that comes to your mind is; wait a minute, that first sentence is a positive sentence.  Does want  cant be correct. It should be; Peter  wants to come this summer. Of course, according to what you have learned you are correct. However, in certain instances, you can use both the auxiliary and principal verb together to form a positive sentence. We allow this exception to add extra emphasis. In other words: Peter really wants to come this summer. Exceptions to the (English) Rules This feature will concern the various uses of and exceptions to the simple present. You all know that we usually use the simple present to express: Habitual actionsOpinions and preferencesTruths and facts You also know that the standard construction is the following: Positive: Tom goes to the beach on SaturdaysNegative: Mary doesnt like to eat fish on Fridays.Interrogative: Do they work in New York? Here are some simple present exceptions/extra possibilities. Exception 1 In order to add stress to a positive sentence, we can use the auxiliary verb to do. We often use this exception when we are contradicting what someone else has said. Example: A: I dont think Peter wants to come with us this summer. He told me that he wouldnt be able to come, but I think he just doesnt want to come with us. B: No, thats not true. Peter  does  want to come. Its just that he has too much work and cant get away from the office. Exception 2 The simple present can also be used for the future. We use the simple present to express future, scheduled, events with verbs that express beginning and end, or departure and arrival. Example: A: When does the train for Paris leave?B: It leaves at 7 tomorrow morning. Exception 3 We use the simple present in time clauses when talking about future events. The  when  is expressed with the simple present. The  result  is expressed with a future form, usually the future with will. Time clauses are introduced by time signifiers such as when, as soon as, before, after, etc. The construction is the same as the first conditional except that we use a time signifier such as as soon as instead of if. Example: A: When are you going to come and see the new house?B: We will come as soon as we finish the Smith project. Exception 4 We often use the simple present when we write timelines or biographical outlines even if all the events take place in the past. Example: 1911 - Pete Wilson is born in Seattle, Washington.1918 - Pete begins to play the saxophone.1927 - Pete is discovered by Fat Man Wallace.1928 - Fat Man Wallace arranges Petes first concert with Big Fanny and the Boys in New York.1936 - Pete goes to Paris. Exception 5 In the question form, we usually use the auxiliary verb to do. However, if the question word/words (usually who, which or what) express the subject and not the object of the sentence, the question is asked using positive sentence structure with a question mark. By the way, this is true of other tenses as well. Example: Regular: Who do you work with? (some people prefer Whom do you work with?)Exception: Who works with you? Regular: Which toothpaste do you use?Exception: Which brands of toothpaste use fluoride? Exception 6 Time words cause a great deal of confusion to English learners. Here are some exceptions concerning time words. Adverbs of frequency such as regularly, usually, normally, always, often, sometimes, never, etc. are generally put before the main verb. However, they can also be put at the beginning or end of a sentence. Example: Regular: John usually arrives home at 5 oclock.Also possible: Usually John arrives home at 5 oclock OR John arrives home at 5 oclock usually. Note: Some teachers do not consider the other possibilities correct. However, if you listen carefully to native speakers, you will also hear these forms used. Exception 7 The verb to be also causes special problems. If the adverb of frequency is placed in the middle of the sentence (as is usually the case) it must  follow  the verb to be. Example: Regular: Fred often eats in a bar and grill.To be: Fred is often late to work. Exception 8 This is one of the strangest uses of adverbs of frequency. Negative adverbs of frequency used in the initial position of a sentence must be followed by question word order. These adverbs include  rarely, never,  and  seldom. Example: Regular: Patricia rarely finishes work before 7 p.m.Initial placement: Seldom does John play volleyball. The above exceptions are certainly not the  only  exceptions, however, they are some of the most common ones that you will encounter in your English language-learning journey.

AppLIED 3000 word Essay Example | Topics and Well Written Essays - 3000 words

AppLIED 3000 word - Essay Example The report also includes a proposed budget for the year 2010-11 which will help to give an idea about the decisions taken by the management to improve the situation. Hard cash or liquid cash is required by any business organization to survive or to run successfully. Normally, most of the companies keep a lump sum amount of cash at their disposal for the daily expenses of the business. It ensures the smooth running of daily business operations. But, the financials of Cyclermate Ltd gives a shocking picture. There is only 675 pounds of hard cash left in the bank. With such a meager amount as its savings the company cannot even run a single day’s operation. The company is on the verge of close down. Mismanaged budget, uncontrolled cost and lack of proper supervision have lead to such a dismal situation. It is clear from the income statements of the last five years that selling price and total sales of the articles have gone down while total costs have shown a steady rise. The financial ratios also bring out the same poor condition of the company. The company’s Acid Ratio which is the relationship between the current assets (stocks not included) and current liabilities is 0.76:1. The Acid Ratio of 0.76:1 shows that the company will not be able to any financial problems nor needs that may rise in the near future (Netmba, 2010). The relationship between revenues and total assets is known as Asset Turnover Ratio. This company has an Asset Turnover Ratio of 2.06:1. The main reason for this ratio to be so high is the poor profit margin. There is also a possibility that the company is following a faulty a pricing strategy for its products. From the income statement of the past five years the return on capital employed is calculated as low as 0.11. The company is getting only a return of 11% on the capital it is employing which is not at all satisfactory. The debtors to the company generally

Business report Essay Example | Topics and Well Written Essays - 2250 words - 1

Business report - Essay Example London set out to fight this challenge by taking on a new technique in the preparation and carrying out of the games, and with its great success it set high standards for future host cities of the Olympics. From the outset, the London Olympics Delivery Authority has outlined a number of key objectives. These were: They would set out to make the London Olympic Games the Greenest games ever. This would be the greatest challenge given that the site of the new Queen Victoria Park, which would be the games main attraction, was highly contaminated. The Olympics Delivery Authority had to not just consider the games but beyond so as to determine how the utilization of the venues would bring about certain return on investment. The creation of the Olympic Park was one of London’s Olympics most visible achievements. The park was rehabilitated from what was once a contaminated industrial land full of waste materials and unfriendly environmental hazards. After construction, the Olympic Par k became the largest new urban parkland in all of Europe for the past 150 years. Slick incorporation of recycled materials into the architectural layout of the Olympic venues made them boast of quit impressive sustainability credentials. An example was the Olympic Stadium, where the ‘top ring’ of the venue was constructed using surplus gas supply pipes. Another major achievement was the utilization of recycled rainwater and the implementation of the "zero waste" policy. This was achieved in the construction of the following; The Olympic Velodrome. This was constructed with 100% sustainably sourced timber, and this drifted away from the normal use of stone and ballast or welded metal which are great contributors in pollution and also time consuming in construction. The Copper Box. This was covered with recycled copper that helped save on construction costs and also reduced water use by 40% with installations of water harnessing structures that recycled rainwater. The Lon don Olympics 2012 was able to measure its carbon footprint over the whole project term and it committed and achieved a ‘zero waste’ to landfill target implemented through the Zero Waste Games Vision. The organisers of the Games were able to save the correspondent of 400,000 tonnes of carbon dioxide and this was attributed to their sustainable practices. Recycling was a major achievement with 62% of that waste being recycled, reused or composted and 99% of the waste from the installation of the Games venues was recycled or reused. The innovative biomass boilers that supplied cooling and heating to buildings in the Olympic park by burning woodchips and a range of sustainable fuels continue to serve the community long after the completion of the games. The end of the Games did not mean an end to the sustainability project rather it was a flagship. A number of environmental projects in East London continue to benefit from funding in relation to the sustainability legacy of London Olympics 2012. There was a launch of government grants awarded to local community groups and civil societies to help provide practical information and advice about sustainable living. These initiated projects encourage the community to adopt more sustainable lifestyles, from reducing energy use and cycling more. These recent legacy highlight schemes include: Annual Ride-London Event- Two day world class cycling event. Wild Kingdom, Three Mills Greens in Stratford- A play-area for kids with