Management Practive in Business Essay Example | Topics and Well Written Essays - 2000 words

The executives Practive in Business - Essay Example The arranging procedure centers around the reasonable perspective on the business desire. The nearness of appropriate arranging process in an association helps the administration of the association in keeping up a concentration towards the general development and improvement of the business. The arranging procedure additionally helps the association in giving a system to the business and gives the association a benchmark for estimating the presentation of the association (Reilly, Minnick and Baack, 2011). Thinking about the significance of arranging in the business association, the arranging procedure in Liberty shared protection is being dissected basically. The initial step kept up by Liberty Mutual protection in their arranging procedure is in setting the fundamental objective of the association which incorporates explanation of the vision, crucial objectives of the association. The vision of Liberty shared protection includes furnishing each one with a similar measure of chance t o live their fantasies. The strategic the association expresses that the association is currently esteem creation for the residents with the assistance of the viable and gainful disaster protection plans. The objectives of the association are additionally clarified and it targets turning into a main supplier of life coverage benefits in the worldwide market by centering consideration towards the consumer loyalty. The association likewise targets upgrading the estimation of partners by accomplishing notorieties in the market through the strategic policies. In issues of usage of any vital choice in the association; the mission, vision and objectives are remembered. Prior to making arrangements for any adjustments in the association, cautious statistical surveying is led and due significance is given to the necessities of the clients. During the dynamic procedure thoughts are taken from all degrees of the administration and away from of the perspectives on the workers are finished. The different offices inside the association are allocated with the duty of dealing with their own area of expertise and coordination inside various division is kept up. As the objectives of the association, incorporates the making of qualities to the clients, cautious advances are being embraced to make the results of the association famous among the clients by tending to their necessities in an appropriate way. The administration likewise is searching for extension in the universal markets, by directing investigations in regards to the market attainability of different economies. Driving: Leadership is one of the significant property of good directors and the procedure of in general driving of the representatives to accomplish their objectives and targets regularly decides the achievement of an association. The way toward driving the representatives in the association begins after the objectives are set by the administration (Canada, 2009, p.22). In Liberty common Insurance, the acti vities of the association is reinforced by the nearness of successful initiative nature of the key work force who continually devotes their best in helping the representatives to achieve their objectives set by the associations. One significant attribute of the pioneers in the organizat

Behavioural Finance..

An examination on Behavioral Finance Problem Statement: To see how and to what degree markets and speculator choices have been impacted by advertise moving feelings. Goals: The primary targets of this exploration are 1. To comprehend the roots and causes of social fund. 2. To comprehend the fundamental speculator brain science, segments and parts of the equivalent. 3. To comprehend the segments, heuristics and peculiarities engaged with conduct money. . To decide as indicated by sexual orientation and age gathering, what are the different selections of speculations, need given to attributes of venture options and choices made based on chance and solid market movements.Null Hypothesis: The market moving feelings have no effect on the conduct of speculators. Elective Hypothesis: The market moving feelings have an impact on the conduct of financial specialists. Advantages of the Research: . It will assist with understanding the roots and sources of social money. 2. It will assist with u nderstanding the essential financial specialist brain research, segments and parts of the equivalent. 3. It will assist with deciding as indicated by sexual orientation and age gathering, what are the different selections of speculations, need given to qualities of venture options and choices made based on chance and solid market developments. Research Methodology:A test of 50 individuals will be taken of various age, salary gatherings and information will be dissected. Wellsprings of Data: The essential research will incorporate Questionnaires, individual meetings which will contain shut finished inquiries. For the optional Research information will be gathered from various sites, e-diaries, diaries, books and different articles which have been distributed. The optional information will be contrasted with the essential with demonstrate the theory. Social Finance.. An investigation on Behavioral Finance Problem Statement: To see how and to what degree markets and financial specialist choices have been affected by showcase moving feelings. Goals: The fundamental destinations of this exploration are 1. To comprehend the roots and beginnings of conduct fund. 2. To comprehend the fundamental speculator brain science, segments and parts of the equivalent. 3. To comprehend the segments, heuristics and peculiarities engaged with conduct account. . To decide as indicated by sex and age gathering, what are the different selections of ventures, need given to attributes of speculation choices and choices made based on hazard and solid market movements.Null Hypothesis: The market moving feelings have no effect on the conduct of financial specialists. Elective Hypothesis: The market moving feelings have an impact on the conduct of speculators. Advantages of the Research: . It will assist with understanding the roots and sources of social fund. 2. It will as sist with understanding the essential speculator brain research, segments and parts of the equivalent. 3. It will assist with deciding as indicated by sexual orientation and age gathering, what are the different selections of speculations, need given to qualities of venture choices and choices made based on hazard and solid market developments. Research Methodology:A test of 50 individuals will be taken of various age, pay gatherings and information will be broke down. Wellsprings of Data: The essential research will incorporate Questionnaires, individual meetings which will contain shut finished inquiries. For the auxiliary Research information will be gathered from various sites, e-diaries, diaries, books and different articles which have been distributed. The auxiliary information will be contrasted with the essential with demonstrate the theory.

Inconsistence of Dantes Depiction of Hell

Inconsistence of Dantes Depiction of Hell Inconsistence of Dantes Depiction of Hell Home›Literary Analysis Posts›Inconsistence of Dantes Depiction of Hell Literary Analysis PostsIn the poem Inferno by Dante which is based on Christianity, he is lost around mountains surrounded by a lion, leopard as well as a she-wolf. This paper will be examining the inconsistence in two poems.Dante’s Inferno depictions of hell and paradise lost depiction of Satan are not consistent because there are too many theories revolving around them.The presence of the animals surrounding Dante on the way to hell symbolizes the danger zone hell is and one cannot easily evade being there once you find yourself surrounded by such animals. This depiction about hell is inconsistent because one has to stop living like a human being through death after which the person’s soul either heads to heaven or to hell with respect to ones past actions back in earth. Once a human being dies there is no second chance to life, thus once one is subject to hell there is no way he/she can avoid being there (Lovett 1).At the entrance gate to hell there is a phrase that reads “abandon all hope, ye who enter here”. This depiction of hell is true because those who go there were sinners back in earth and have no hopes of ever leaving the place since they will forever be subjects to humiliation. Hell is also divided into nine phases which are arranged with the hierarchy of the magnitude of sins one committed back in earth. This depiction of hell is inconsistent and symbolizes different treatments to different sins. The treatment of sins is consistent in that it explains properly the kind of people found in each level. Those who committed sins that affected many people are in the high phases whereas those who made mere sins are on the low phases (Lovett 1).On their way out of hell Dante and Virgil climb up to the center of the earth using Satan’s skin which they say looks like rags. This depiction is not consistent because it is only being u sed to describe the ugliness of Satan and life in hell but in the real sense Satan’s skin does not look like rags. They also say that he sits around the earth’s center which is also not consistent because hell is not just a specific place but the consequences that are experienced on the earth as a result of human beings sinful acts like wars lead to pain on the affected victims thus they experience hell (Lovett 2).The Satan character in the poem Paradise Lost is contrary to Inferno because he says a person’s mind can create hell or create heaven at its own pace. However, according to Dante hell is a specific place that he has been and viewed all the phases in it. In Marlowe`s hell is described as a place with no limits and as being everywhere without a specific location. This is also contrary to Inferno where Dante visits hell as a specific place that is even organized in phases (Strobel Poole 2).All these depictions of hell and Satan are not consistent because there are too many theories revolving around them. The phrase on the gate means it is a place of hopelessness and once you enter one should never hope to move out of it. The ferry across river Acheron means it’s a place on its own and only the dead souls are supposed to enter hell will regards to their activities when they were human beings. The nine different phases of hell means the distinctions of sins according to their levels thus sins are not always equal. Satan character in Paradise lost means that human beings have the authority to judge whether to end up in hell or in heaven after the physical death. In Marlowe’s the satanic character means that hell includes things like violence and corruption which is done by human beings thoroughly. Thus hell is anywhere people are doing wrong things which are against their moral requirements (Strobel Poole 2).In conclusion, the two texts reveal the inconsistence there is in the depiction of hell and Satan himself. To get to hell, there are diffe rent and inconsistent nine phases to pass through and each phase is symbolic to a particular thing.

Battle of Wauhatchie in the Civil War

Cynthia Vinney - ThoughtCo

Single-Sex School’s Benefits Free Essays

Single-sex school’s benefits In some countries single-sex schools is not provided and against the law. In 2002, only a dozen schools were separating sexes and this research is according to the National Association for Single Sex Public Education. Many parents believe that placing their child in single-sex schools give them sexual freedom. We will write a custom essay sample on Single-Sex School’s Benefits or any similar topic only for you Order Now Students in single-sex school benefit more than those in co-education. It improves the behaviour, performance of the students, although boys and girls have different styles of learning. Most of the people agree on that the behavior of students differs. In co-education schools grades are equally for both genders. Indicting that neither gender is disadvantaged by the other, in fact the reverse is true. Sex segregation increases gender divisions among children. â€Å"Separating boys and girls in public school classrooms makes gender very salient, and this salience reinforces stereotypes and sexism,† Fabes said. In the other hand, according to Vail, â€Å"By far, the advantages most often associated with schooling boys and girls separately is that eliminates distraction. Freed from the worries of impressing the opposite sex, boys and girls can focus on their books† (vail, 2002, p. 5). Moreover, in coeducational settings, the culture is one of socialization where for some academics might not be a priority. For these individuals, single-sex classes or single-sex schools might be a better choice. â€Å"Single-sex school officials say test scores and attendance rise and attitude improve† (Vail, 2002, p. 33). An experim ent take place at Matthew Henson Elmentray School, Dunkel reports that if the disciplinary problems decrease, the attendance will increase and the academic performance will improve and positive attitudes will appear. By providing single-sex schools which decrease the disciplinary problems, the students will have the maximum achievement. Students have different styles of learning. Co-education interacts between boys and girls that sum up all the styles which are better. According to professor Alan Smithers, There are no overriding advantages for single-sex schools on educational grounds. Studies all over the world have failed to detect any major differences. ‘Studies show that here is difference in children’s brains beyond the larger volume of boy’s brains and the earlier completion of girl’s brain growth, which have nothing related to learning. However, Boys and girls have different styles, according to Leonard Sax which says â€Å"The kind of learning environment that is best for boys is not necessarily best for girls† (Vail, 2002, P. 36). Scientist thinks that in co-education school require different teaching techniques at different time† (Howley , 1994) . These different teaching techniques will decrease the performance of students. Boys have a weird ways in concentration, such that boys tend to use a lot of space. So if boy and girl share a table the boy might take a big room by spreading his papers over the entire table which leave little room for the girl, as Gurian and Ballew stated, â€Å"This tendency can affect psychosocial dynamics† (2003, p. 18). There is another environmental learning-style difference is collaborative learning. Girls seem to benefit from this collaborative learning style than boys as Gollnick and Chinn stated, â€Å", â€Å"Girls are more likely to learn in cooperative mathematics activities†¦Ã¢â‚¬  (2004 , p. 152). But in the other hand, boys do not benefit from this learning and style instead they might can not collaborative easy with girls. Many people believe that sex segregation decrease the performance of the students. Richard Fabes, PH. D, one of the authors of the Science article said â€Å"Though public sentiment may have strengthened in support of such setting for improving the learning environment and outcomes for both boys and girls, the science is just not there to support this†. However, Supporters of single-sex school are totally against what Richard Fabes said. They believe that single-sex schools increase performance. Teachers of single-sex schools do not have to teach a lot of different styles, they just can concentrate on only one teaching style which will help the students a lot to understand easily. Moreover, the concentration of students and participation will increase a lot. Distraction between students will decline. There is assumption here that boys and girls should learn about each other in school. But is the main goal of school is to develop students socially? The assumption is false; other, there are a lot of another ways to develop socially through family, neighbourhood and clubs. Finally, single-sex school students behaviour is much better than co-education schools students because the distraction vanish, attendance rise and positive attitudes will occur. Most of the people agree on that boys and girls have different styles which decrease there performance. There is kind of learning which is good for boys and not good for girls. Each sex cooperates with each other better than cooperating with the opposite sex. Moreover, single-sex schools help the students to participate more than in co-education schools. So every country should provide a choice to parents to have single-sex education along with co-education. Reference List |Internet | |In text Citation | |Internet article |Alan Smith ‘ Advantages of Co-Education’ | | | | | |Gurian and Ballew (2003, p. 8). ‘The Advantages of Single-sex Education’ | | | | | |Gollnick and Chinn 2004, p. 152). ‘The Advantages of Single-sex Education’ | | | | | |(Howley , 1994) . ‘The Advantages of Single-sex Education’. | | | | |Richard Fabes ‘Single-Sex Schools Fail to Improve Learning’. | | | | | |(Vail, 2002, p. 35). (Vail, 2002, P. 36). (Vail, 2002, P. 33). | | |’The Advantages of Single-sex Education’ | | | Sources: 1-‘The Advantages of Single-sex Education’ from: NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL VOLUME 23, NUMBER 2, 2006-2007 http://www. eric. ed. gov/PDFS/ED492000. pdf 2-‘The Advantages of Co-Education’ fro m: http://www. cathedral-school. co. uk/co-education. html 3-‘Single-Sex Schooles Fail to Improve Learning’ from: Arizona State University http://psychcentral. com/news/2011/09/23/single-sex-schools-fail-to-improve-learning/29723. html How to cite Single-Sex School’s Benefits, Papers

Juilliard School free essay sample

Tuition for the school is $33,630 a year, and seventy-six percent of those attending will receive financial aid (â€Å"Summary†). There are eleven majors offered at Juilliard: Acting, Conducting, Dance (General), Jazz/Jazz Studies, Music Performance (General), Music Theory and Composition, Piano and Organ, Playwriting and Screenwriting, Uncategorized, Stringed Instruments, and Voice and Opera (â€Å"The Juilliard School†). Juilliard is noted for its notorious alumni such as Yo-Yo Ma and John Williams. Yo-Yo Ma was born in 1955 and studied at Juilliard at a very Young age. He has won fifteen Grammys (â€Å"Yo-Yo Ma†). John Williams is an American Composer who attended the school in 1955. Williams has written many notable film scores such as Star Wars, E. T. , Indiana Jones, Jaws, and Superman. He has won five Academy Awards, seventeen Grammys, three Golden Globes, two Emmys, and five BAFTA (British Academy of Film and Television Arts) (â€Å"John Williams†). Juilliard has the world’s largest collection of pianos of any college (253), and offers may different extracurricular on campus such as Choral Groups, Dance, Drama/Theatre, Jazz Band, Music Ensembles, Opera, Student Newspaper, and Symphony Orchestra. We will write a custom essay sample on Juilliard School or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Juilliard is ranked #2: Top Music School in 2012, just under the Eastman School of Music. Juilliard is a prestigious, yet small school that boasts the second best music education in the country, some of the most notable alumni, and a charming history. It is the college that many young people wish to attend.

Free Essays on The Pigman

The Pigman Theme Essay In the novel The Pigman by Paul Zindel, many themes appear throughout the book. However, the most prominent are: older people can be friends but shouldn’t be looked at as parent figures, platonic relationships should stay strictly platonic, and the last main theme is: underage drinking and smoking are very harmful. Some of these are themes one might not expect to see in a book such as The Pigman, yet are as imminent as the characters themselves. The first theme involves older people and friendships with them. Since this book was mainly about kids making friends with an older man, examples are plentiful. The following is an example of John Conlan’s poor relationship with his parents, because of the time he spent with Mr. Pignati: â€Å"My mother started her high frequency cackling, but it was Bore who got on my nerves.†(pg.136). John doesn’t even know what his parents told him, let alone care about it. However, if asked about his conversation with Mr. Pigna ti, John would tell everything with incredible accuracy. This shows that when you look up to your adult friends like a parent, your relationship with your actual parents begin to drift. The second theme from The Pigman is that platonic relationships should stay platonic and not become anything more. A good example of what happens can be found on page 108. In this segment, John and Lorraine are dressed up and they start goofing around and then they kiss. As soon as this happens, they both get really quiet and decide to go downstairs and eat dinner. Originally John and Lorraine were just friends, then as soon as it started to become something more, it became very uncomfortable and they quickly moved to something else. When two very good friends both know when something gets weird, it shows that both of them aren’t ready to become more than Friends. The third theme runs throughout most of the novel. It’s alcohol and how it effects under-age drinkers. A go... Free Essays on The Pigman Free Essays on The Pigman The Pigman by Paul Zindel is a story about two sophomore high school kids who develop a relationship with a lonely old man. John Conlan the class clown and Lorraine Jensen the shy girl have become good friends since she moved to town a year ago. One of their after school activities is prank calling people. This eventually becomes to dull, so they made up a contest to see who could keep the person who answered the phone on the longest. This afternoon it was Lorraine’s turn to cover her eyes and point to a name. She ended up picking a man who only lived a few blocks away. This is how she first met The Pigman. When Angelo Pignati answered the phone that day, Lorraine pretended that she was asking for donations for the L & J Fund, Lorraine and John Fund. Mr. Pignati finally said he would donate to their cause, and they agreed to pick up a check the next day. Eventually Lorraine and John ended up spending almost every afternoon or every evening with The Pigman. They had t his informal relationship where Mr. Pignati liked to do things for them in return for their company. Mr. Pignati’s favorite spot to visit was the city zoo where he would send time with Bobo his pet baboon. One day while they were chasing each other through The Pigman’s house on roller skates, he had a heart attack. Mr. Pignati had to stay in the hospital for a few days and asked John and Lorraine to keep an eye on his house. They agreed. This is where thing started to go wrong between them and The Pigman. John decided that they needed to throw a party before The Pigman came home from the hospital. That’s just what they did too, they threw the biggest party of the year. Then they got the surprise of their lives when The Pigman came home early. They had just destroyed his house, and most of all they had just ruined their friendship. They called to apologize to him, and they wanted to meet him at the zoo to visit Bobo. When they got to the monkey ho... Free Essays on The Pigman The Pigman Theme Essay In the novel The Pigman by Paul Zindel, many themes appear throughout the book. However, the most prominent are: older people can be friends but shouldn’t be looked at as parent figures, platonic relationships should stay strictly platonic, and the last main theme is: underage drinking and smoking are very harmful. Some of these are themes one might not expect to see in a book such as The Pigman, yet are as imminent as the characters themselves. The first theme involves older people and friendships with them. Since this book was mainly about kids making friends with an older man, examples are plentiful. The following is an example of John Conlan’s poor relationship with his parents, because of the time he spent with Mr. Pignati: â€Å"My mother started her high frequency cackling, but it was Bore who got on my nerves.†(pg.136). John doesn’t even know what his parents told him, let alone care about it. However, if asked about his conversation with Mr. Pigna ti, John would tell everything with incredible accuracy. This shows that when you look up to your adult friends like a parent, your relationship with your actual parents begin to drift. The second theme from The Pigman is that platonic relationships should stay platonic and not become anything more. A good example of what happens can be found on page 108. In this segment, John and Lorraine are dressed up and they start goofing around and then they kiss. As soon as this happens, they both get really quiet and decide to go downstairs and eat dinner. Originally John and Lorraine were just friends, then as soon as it started to become something more, it became very uncomfortable and they quickly moved to something else. When two very good friends both know when something gets weird, it shows that both of them aren’t ready to become more than Friends. The third theme runs throughout most of the novel. It’s alcohol and how it effects under-age drinkers. A go...

The Meanings and Connotations of Junior and Senior

The Meanings and Connotations of Junior and Senior The Meanings and Connotations of â€Å"Junior† and â€Å"Senior† The Meanings and Connotations of â€Å"Junior† and â€Å"Senior† By Mark Nichol Aside from their literal meanings, junior and senior have an array of connotations related to hierarchy. Junior, from the Latin term juvenis, from which juvenile is also derived, refers to someone younger than another. It also applies to a young person or, more specifically, a son. Until well into the twentieth century, a boy or a young man might be addressed as Junior (though it was generally considered derogatory or at least condescending when directed at an adult), and the tradition persists of appending the abbreviation Jr. (no intervening comma is necessary) to the name of a male child who shares his father’s exact name. Junior also applies to academic standing; in a four-year collegiate or secondary school system, a junior is someone in the third of four years of study. Schools for students in grades seven through nine (formerly grades seven and eight) in a K–12 system are often labeled â€Å"junior high schools.† The word can also refer to someone of inferior rank (â€Å"lieutenant junior grade,† for example, as opposed to a full lieutenant, or â€Å"junior account executive†) or, in fashion, a clothing category for slender women and girls. As an adjective, junior means â€Å"younger,† â€Å"youthful,† â€Å"more recent† (with a connotation of inferiority or subordination), â€Å"lower in rank,† or â€Å"on a smaller scale.† It also applies to class standing or, as part of the phrase â€Å"junior varsity,† an athletic team subordinate to the varsity, or the primary team. Senior, borrowed directly from Latin and meaning â€Å"older,† is related to senile and senescence but has usually more positive connotations than those cognates. It refers to someone older than another or of higher rank. A senior in college or high school is in the final year of study, and senior might also refer, in an academic context, to a high-ranking fellow at a university. The abbreviation Sr., following a name (again, with no intervening comma), indicates that the man so named has a son with the exact same name. As an adjective, senior designates someone or something as having been born, or established or enrolled, before another, or being of higher rank. (Some military hierarchies have, for example, senior captains, who rank above captains.) Senior has also become a synonym for elderly with what is widely considered a more positive connotation; it’s a truncation of â€Å"senior citizen.† It’s applied in phrases such as â€Å"senior center† and â€Å"senior rights.† Like junior, senior can have a derogatory connotation, though, as in â€Å"senior moment,† a light-hearted reference to forgetfulness as a symptom of aging, it is usually not meant to insult. But take care with using either term to note, respectively, someone’s youth or inexperience or their age. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:16 Substitutes for â€Å"Because† or â€Å"Because Of†Body Parts as Tools of MeasurementDouble Possessive

Membership makeup of this unions Essay Example | Topics and Well Written Essays - 750 words

Membership makeup of this unions - Essay Example Firstly, with regards to the demographic makeup of these unions, it must be understood that the German unions are almost exclusively made up of individuals that it been within the workforce for a period of time. As such, the average age group that is demonstrated by these individuals is necessarily higher than would be for entry-level employees; represented within the German system as an average age of 43. Comparatively, did the fact that unionization is requirement within the Chinese system, the average age is much lower at 37.5 years of age. It is of course necessary to note the key differential is economies is the fact that the German unionization system is voluntary; although heavily impacted by the extent to which government oversight integrates with economic development (Fitzenberger et al 148). Moreover, with respect to the Chinese system, the Communist party insists that any and all enterprise must necessarily be overseen by and ultimately managed by the state. Although a gre at degree of liberalization is taken place in recent years, the level and extent to which unionization has dropped in China is not indicative of a fully capitalist system. Similarly, with regards to the overall level of minority composition that is represented within these two systems, Germany has a minority representation within the unions of approximately 14%. This is somewhat interesting due to the fact that the minority population Germany only registers around 8%. With respect to the Chinese system, the dynamic is considerably different. Due to the fact that minorities make up only around 8% of the Chinese population, the reality of union representation is surprising. As a result of the fact that the Western regions of China represent the lion’s share of the minorities and due to the fact that these regions are on the whole un-industrialized, the level of union participation among minorities is approximately 2% (Wang 680). Likewise, with regards to the sexes and their ove rall representation within the unions, Germany represents a gender representation of males to females that is nearly 3:1. However, as has been previously discussed, the nature of government involvement within the unions of China means that a much larger precentage of participation by females is realized. Due to this fact, the level of participation among the female population within China is much higher and represents an overall dynamic around 1.5:1. Although it may be assumed that the ratio would be closer to 1:1, the fact of the matter is that no matter how industrialized the economy or the region, there continues to be a differential with regards to the total integration of the workforce based upon males and females. Moreover, with regards to the relatively lower level of female participation within the unions of Germany, this of course can be understood as a dynamic that is the result of the overall percentages of industrial workers that make up the broad majority of union membe rs. Due to the fact that these are traditionally male dominated jobs, the level of female participation within the unions of Germany are necessarily constrained. Work Cited Fitzenberger, Bernd, Karsten Kohn, and Wang Qingwei. "The Erosion Of Union Membership

Individual Portion of Group Project Assignment Example | Topics and Well Written Essays - 1000 words

Individual Portion of Group Project - Assignment Example Year 2011 Profit Margin = (864 / 13,198) * 100 = 6.55% Question 29 a. Days in Inventory = (Average Inventory / COGS) * 365 b. Year 2012 Average Inventory = (1,365 + 1,174) / 2 = 1,269.5 Days in Inventory = (1,269.5 / 8,763) * 365 = 52.88 days c. Year 2011 Average Inventory = (1,174 + 1,056) / 2 = 1,115 Days in Inventory = (1,115 / 8,046) * 365 = 50.58 days Profit Margin Profit margin is one of the most important financial metrics that helps to evaluate the profit making ability of the company. It measures the capacity of the company to control its direct and indirect costs. The ratio is normally classified as a profitability ratio and calculated as: Profit Margin = (Net Income / Net Sales) * 100% Kellogg’s net profit margin improved in 2012 by 20 basis points. The company contributed 6.77c in 2012 as compared to 2.55c in 2011 to the net income for every unit dollar sales made. The improvement in the margin was due to the company ability to control its indirect expenses in 2012 . The company was able to reduce its selling and administrative expenses by 100 basis points despite an increase in the sales figure. However, the increase in the net profit margin could have been higher if the company had been able to control the growth in the direct costs. The cost of goods sold as a percentage of net sales increased by 70 basis points; which ultimately reduced the gross margin of the company. Another entity that reduced the profitability of Kellogg was the high interest expense. The company is highly leveraged and pays a massive amount as interest each other. In 2012, the company paid $261 million as interest expense as compared to $231 million in 2011. (SEC 2013) The increase in the profitability will have a positive impact on the Kellogg operations. It will allow the company to retain more of the earnings and invest in the company operations. This will allow the company to expand into the new markets each year and increase the profits of the company in the foll owing year. Similarly, the increase profitability impacts the investors psyche – they are more prone to invest in the company with better margins and payout ratios. The management at Kellogg needs to effectively control its growing direct costs. The resulting decrease in the cost of goods sold will increase the profit margin. Likewise, it needs an effective and efficient inventory management system that will allow the company to reduce its inventory costs as well. Similarly, the company needs to efficiently reduce its selling and administrative expense which will again directly affect the profits. Kraft is one of the biggest competitors to Kellogg in the food products industry. Kraft contributed 9.0c in 2012 as compared to 9.5c in 2011 to the net income for every unit dollar sales made. Although, Kraft’s net profit margin declined in 2012 by 50 basis points; it still has a better net profit margin compared to the Kellogg. (MSN Money, 2013) The main reason behind the hi gh margin is the company’s ability to control its direct costs as well as indirect costs. With higher margins and profits, the company reinvests a massive amount to expand and test the new markets. Similarly, these margins allow the company to maintain an effective advertising plan to stay at the top of the consumer’s mind. (MSN Money, 2013) Works Cited Bloomberg Businessweek. "KELLOGG CO (K:New York): Stock Quote & Company Profile."

The Physical Development Children And Young People Essay

The Physical Development Children And Young People Essay An infant from birth cries when hungry. Gradually, he/she can recognise adults especially a mothers face and voice. He/she likes to watch their mums face or an adults face during feeding time. He/she smiles at familiar faces and voices. Physical Development: A baby just after birth sleeps most of the time and grows fast. A child by 6 months turns its head towards sound and movements. A child by this age starts to kick legs with movements gradually becoming smoother. Also, a baby starts to develop their hand eye co-ordination. He/she learns to roll from side on to back. A child enjoys finger play. Intellectual Development: A baby starts to recognise its parents by the age of 2 months. An infant reacts to familiar voice rather than unfamiliar voices. A baby observes the moving objects and stares at bright colours. Baby tries to explore by putting things into mouth. Communication and language development: By 3 months an infant makes a variety of happy sounds. A baby starts to respond to variety of music and other sounds. A baby tries to imitate the movement of the lips of an adult. Emotional Development: A baby at this age, usually very attached to its mother. If handled by unfamiliar methods and care, a baby may get upset. In this age, a child requires a familiar routine and also requires the security and the reassurance. AGE 6 12 MONTHS: Social Development: Baby of this age tries to communicate and respond to familiar people. By 9 months, a child is very wary of strangers. Child at this age starts to see self as separate from others. Physical Development: A baby starts to sit without support. By this age a baby may begin to crawl, stand and cruise while holding on to furniture. Baby learns o hold objects and transfer objects from one hand to other. It develops pincer grasps using thumb and index finger from about 6 months. At this age a baby drops things deliberately and looks for it. A baby enjoys water play. Intellectual Development: A baby recognises certain sound and objects. At this age, a baby shows interest to toys and picture books. He/she can enjoy various games especially water play. He/she observes people closely and tries to imitate their actions. He/she processes information through images. Communication and language development: A baby enjoys looking at picture. He/she also enjoys music. A baby responds with a smile and starts babbling and sometimes speaks to their mums. Emotional Development: By this age, a baby can differentiate between individuals and shows clear preferences and familiar adults. He/she can show clear likes and dislikes. AGE 1 2 YEARS: Social Development: A baby can respond to simple instructions. He/she wants to help adults and enjoy imitating their activities. It helps develop a sense of own identity. He/she plays alongside other children of own age for some time. He/she shows egocentric behaviour. Physical Development: A child becomes very mobile at this age. Between 12 to 15 months most children will start to walk and some can even go upstairs (with supervision). He/she can feed themselves. He/she has matured pincer grasps and can scribble with crayons. He/she can make a small tower by putting bricks/ blocks. He/she can wave good-bye, point or make noises to indicate their wants. Intellectual Development: A baby can recognise objects from pictures and books. He/she matches basic colours and start to match shapes. He/she can follow one step instructions. He/she show their preferences and start to make choices. He/she shows lots of curiosity and can concentrate for longer. He/she can do very simple puzzles. Communication and language development: By the age of 2, a child could be using 150-200 words. He/she can participate in songs and rhymes; enjoy listening to stories. He/she repeats words said by adults. He/she begins to ask questions like what and why. Emotional Development: A child is emotionally dependent on familiar adults. He/she likes to explore environment and is less frightened now when placed in new situations. The child reacts very strongly when he/she is not allowed to do a particular activity. Sometimes, He/she has mood swings and can be very clinging while some other time could be very independent. AGE 2 3 YEARS: Social Development: Childrens first friends are their parents and carer. He/she learns from them how to play and communicate with others. Babies and toddlers notice others and become fascinated by them. At around 2 years he/she is likely to play alongside with each other. By the age of 2years, most children have a feeling of identity and interestingly this coincides with their becoming more assertive. By the age of 3years, a child learns to play more of co-operative play. Physical Development: A child uses a potty and stays dry more reliably. He/she can come down stairs in upright position one stair at a time. He/she can climb well on play apparatus. He/she learns to paddle a tricycle. He/she can undress self but need some help to dress self. He/she has more control on holding crayons and paint brush. He/she can kick a ball and learns to jump. A child of this age can travel around, under, over, and through balancing and climbing equipment. Intellectual Development: A child can identify facial features and main body parts. He/she can follow two step instructions and can understand what is big and small. He/she starts to understand basic concepts of time and can match the colours and shapes. He/she becomes aware of what is right and wrong. He/she gathers information through language rather than image. He/she enjoys imaginative play and can concentrate long on creative activities. Communication and language development: He/she tries to communicate more with adult form of speech. A childs vocabulary increases to about 300 words and can deliver simple messages. Emotional Development: A child begins to understand the feelings of others. He/she is very curious about their environment but have no sense of danger. He/she could not understand about peoples pain at this age. AGE 3 5 YEARS: Social Development: A child starts socialising with people, learns to play with other children. He/she can show some friendship preferences but these are mainly based on play interests. He/she can use language more and more effectively with others. He/she can be confident in doing their own things as they develop their self help skills. He/she observes closely adults and tries to imitate them. He/she learns to share group possessions at play group or nursery but basically he/she is still egocentric. Physical Development: In this period a childs movements become more co-ordinated and smoother. A child by now starts to make various complex movements as the bones in the body starts to harden or have now formed. A child at this age remains clean and dry most of the time but could have some accidents. Child improves gross motor skills. He/she is more confident while jumping, riding a tricycle. Child at this age can throw a bowl but still unsure and inaccurate while catching the ball. By the age of 5years, a child is able to use variety of large equipments. A child improves his/her fine motor skills. A childs drawings are more detailed and representative. Intellectual Development: By the age of 3 years, a child imitates adults speech which can be understood by the strangers. A child becomes very inquisitive and asks lots of question. He/she knows parts of body. A child learns many things through play, tries to experiment with colours, shapes and texture. He/she can follow two or three step instructions. He/she has a better attention span at this age and hence, enjoys more complex activities. He/she learns to share and accepts ideas in group activities. He/she expresses strong opinions of likes and dislikes. Communication and language development: A childs vocabulary improves a lot. By this age, speech is fluent and the child is grammatically correct in using descriptive language. He/she can confidently form short sentences and uses language to communicate his/her own ideas. He/she enjoys constantly with people whom they know well. Emotional Development: A child is aware of the feelings and needs of others. He/she learns to comfort others who are upset, hurt or unwell. He/she can show occasional outburst when tired, stressed or frustrated. He/she can use language to express feelings and wishes and sometimes argues with other children. AGE 5 7 YEARS: Social Development: A child of this age likes to play mainly with child of same sex. A child is now aware of his/her own qualities. He/she tends to be fairly positive about him/her own skills. Physical Development: By this age, brain has developed further and is able to process information quickly. A child of this age is faster at dressing. As a result of improved co-ordination a child is more confident. By the age of 6 7 years, a child is able to sew simple stitches and ties or unties laces. All these prove that he/she has improved pincer grasp. Intellectual Development: A child of this age can differentiate between various shapes and sizes. He/she can match symbols, letters and numbers. By the age of 6 years, ability to write develops. He/she can read simple books, able to count up to 100. By this age, he/she understands the concept of conversation. Communication and language development: By this age, a child can communicate well with strangers. He/she is very fluent by now and can use correct and descriptive language. He/she has a wide range of vocabulary and can make up his/her own story. Emotional Development: A child becomes more independent and self-motivated. By this age, he/she is more sociable and friendly with others. He/she likes to play with same sex children and able to share. But, he /she need help in resolving issues. A child enjoys taking responsibility and helping others. AGE 7 12 YEARS: Social Development: At this age, a child starts enjoying company of other children and loves to be in a group. They are often same sex although some play activities will encourage boys and girls to play together. Now he/she is less dependent on close adults for support. Physical Development: A childs physical skill develops a lot and sometimes depends on his/her interests. He/she has more fine motor skills. Puberty starts for many girls from the age of 10 years and finishes by the age of 15 years and during this period their body undergoes various physical changes. For boys, this usually starts at around 13/14 years and finishes at around 16 years. A child develops hand eye co-ordination which leads to proficiency in climbing, running, balancing and skipping. Intellectual Development: 7 years onwards, most children are fluent speakers, readers and writers of their language. At this age, a child can read more complex texts and develops writing skills. At the age of 7 12 years, a child has great reasoning ability and can apply logic to solve problems. He/she has longer attention span so he/she enjoys various board games and computer games. His/her preferences for subject increase. He/she starts dealing with abstract ideas. Communication and language development: A child becomes highly verbal and enjoys making up and telling jokes. He/she has a wide range of vocabulary and can use more complex sentence structures. He/she can share ideas and feelings in more depth. He/she can share a very detailed account of past events and anticipate the future. He/she can listen to follow and execute more complex instructions. Emotional Development: A child is now aware of wider environment. He/she becomes very proud of his/her won achievements and sometimes can be very competitive. Usually, boys friendships are likely to be of group based while girls prefer closer but fewer friends. AGE 12 19 YEARS: Social Development: Young people want to spend more time with each other than with their family. Individual friendship is important for them and along with they enjoy being into a group. Sometimes, it can be seen young people can be strongly motivated by role models in media. They participate in teen games and enjoy group activities including clubs. Physical Development: By the age of 14/15 years, most girls have completed the process of puberty. Most girls have already started their menstrual cycle and become regular by the age of 16 years. For boys, the process of puberty has already started and for most finishes at around the age of 16 years. The body of a young people undergoes change in appearance because of many physical developments during this period. Intellectual Development: Young people are able to understand more complicated things in mathematical and scientific process. They extend their writing skills and can develop more creative skills and can understand other peoples point of view. They have a very high level of concentration. They develop logical thinking ability and may enjoy practising their new intellectual and verbal skills through debating either formally of informally. Communication and language development: Young people have extensive and varied vocabulary. They can use appropriate language styles, vocalises their ideas and feelings in greater depth. They can justify their own views and ideas. They enjoy more complex texts including fiction, poetry and factual books. Emotional Development: At this age, young people are very sensitive to their own feelings. Emotional maturity is constantly switching on between childish needs and adult desires. They are confident in their own skills and ideas. They have a good understanding of complex issues. Young people can find themselves caught between their desire to remain in a group but reluctant to adopt groups values and behaviour.

Interpersonal interactions in health and social care Essay

In health and social care we use many various methods of communication and interpersonal interaction to communicate effectively in various environments. These methods can be influenced by many factors which may interfere with how the information we have communicated is transmitted such as language needs, self-esteem, proximity and sensory impairment. In my essay I am going to explain how sensory impairment and language needs may influence effective communication and interpersonal interactions in health and social care environments. The term sensory impairment encompasses visual loss, which also includes blindness and partial sight, hearing loss and multi-sensory impairment (Shaw Trust, 2014). I will now explain how sensory impairment may influence the way we effectively communicate and interpersonally interact within health and social care using Argyle’s communication cycle. The communication cycle is arranged into 5 stages, Argyle(1972) believed that communicating interperson ally was a skill that could be developed, much similar to learning to drive. In the first stage of the communication cycle Argyle states that ideas occur. An example of this stage of the cycle would be a doctor recalling the information they wish to communicate to a patient who suffers from multi-sensory impairment with complete loss of hearing and sight. The Department of Health defines individuals suffering from multi-sensory impairment if their combined sight and hearing impairment cause difficulties with communication, access to information and mobility (Action on Hearing Loss, 2011). During the second stage of the cycle the message that is being communicated is coded, during this stage a doctor would decide how to communicate their message towards their patient. In order to communicate effectively the doctor must take into consideration which method of communication fits the patients needs such as British sign language, visual sign framing or tactile signing. In the third stage of the communication cycle the message is sent, during this stage the doctor has now communicated their message to the patient , however the doctor has communicated his message using British Sign Language instead of tactile signing. In the fourth stage of the cycle the message is received by the patient, during this stage the patient should have successfully received the information that the doctor has communicated to them however the patient has not received the message as she has lost a complete loss of sight and therefore cannot visually see the signs the doctor is signing. During the  fifth and final stage the message is decoded, Agyle theory suggests that during this stage the information has now been received and understood and the cycle will now repeat. This stage of the cycle is dependant on if the person delivering the message has used the correct and appropriate form of communication based on the individuals needs and the circumstances, however this is where the communication cycle has been unsuccessful due to the wrong choice of method of communication. Another common factor which may influence the way we effectively communicate and interact with people within health and social care is the language needs of the individuals. The language needs of an individual will be based upon many factors, a common language need may include an individual who speaks English as a 2nd language moving to the United Kingdom, the needs of the individual such as the use of an interpreter will depend on how fluent the individual is in speaking English. Using Tuckman ’s theory of group formation I will explain how language needs can affect the way we effectively communicate and interpersonally interact in health and social care environments. Tuckmans theory of group formation is arranged into 4 stages, these stages are known as forming, storming, norming and performing. During the forming stage, the group of people are just getting to know each other, for example in relation to health and social care, this would be the stage where a group of newly employed student nurses meet the team they will be working with. During the storming stage, Tuckman (1965) explains how the group of people are unclear about each-others roles within the group and the aims of working together, this is the stage where the newly formed group of student nurses would be trying to communicate verbally and non-verbally with each other in order to discover their roles, strengths and weaknesses within the group. During this stage, the group of individuals would be asking questions about each other and assessing their roles within the group. Thirdly is the norming stage, during this stage the group of people develop a shared understanding of what each-o thers roles are and share a common aim, during this stage one individual in the team approaches the others and tells them he is a foreign exchange student and has only been speaking English for the past 5 years, therefore he is still trying to understand the different dialects around him. The student nurses may begin to ask and discuss with the individual about the extent of his knowledge in speaking English. During this stage the  individuals will also understand and be able to identify areas of weakness in speaking English and be able to adapt their methods of communicating with the individual in order to meet these needs. Any specific language needs of an individual should be met immediately when communicating in order to progress through to the final stage of Tuckman’s theory, the performing stage. During this stage the group of individuals are now working together effectively as a team, for example during this stage the student nurses are now able to meet the language needs of the foreign exchange student and can continue to work as a progressive team.

Couples Interview - 839 Words

Essay TWO – Married Couples Interview Interview three (3) married couples or persons in a long-standing committed relationship regarding the factors that contributed to their choice of spouse/partner. Interview both persons in the relationship. Make sure you have collected a consent form signed by each couple interviewed. The essay will not be graded without signed consent forms. The essay is to be 5 pages to no more pages than 7 pages in length (not counting the title page and the reference page). Use APA style referencing with the text as your only resource. Set up your essay as follows: I. Title Page - single page with paper title, presented to, name and date. II. Abstract - optional III. Introduction – introduce your†¦show more content†¦(Chapter 6) V. Summary - Summarize your findings. Your summary should be at least one page in length. You should include at least two text references in your summary. Points to include: a. Contrast and compare the couples. b. Do you think they chose their spouse based on what they told you? c. What is your personal reaction about the interviewed couples? VI. Reference Page – The reference page should be a separate page. The reference page should be single-spaced. Since you are only using the text for references, you will only have one text reference on this page. Cite the reference appropriately. Hint: REFERENCE Lamanna, M. A. Riedmann, A. (2012). Marriages, Families, Relationships: Making Choices in a Diverse Society, 11th Edition. Belmont, CA: Wadsworth Publishing Other Instructions: When you cite your text, you need to relate the support. Do not just cite the support without an explanation of why you are using the reference. Make sure when you cite you include the source with page number, eg, (Lamanna Riedmann, pg. 65). DO NOT use outside resources, just the current text. Do not write the definition of your reference word for word, but paraphrase and cite appropriately. 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Basic Hospitality Accounting - 9255 Words

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