Chapter 1- Kinematics Regents Physics Essays (314 words) - Length

Chapter 1- Kinematics Regents Physics Essays (314 words) - Length Chapter 1- Kinematics Regents Physics One-Dimensional Motion 1. DISTANCE Distance is the total length of a path that an object travels. Distance is a scalar quantity which means it only has magnitude. Therefore, if a problem tells you direction and asks for distance, disregard the directions. For example: Jenny walks 30 meters north, 40 meters south, and 20 meters north. Determine the distance travelled by Jenny. A jet takes off from Florida and flies 100 miles north and then 400 miles west. Determine the total distance travelled by the jet. A speed boat takes off 400 feet to the north and then travels 600 feet back to the south. Determine the distance travelled by the boat. 2. DISPLACEMENT On the other hand, displacement is the change in the position of an object described by a vector that begins at the initial position of the object and ends at its final position (shortest way from start point to finish). Displacement has both magnitude and direction. Therefore, if a problem asks for displacement , both magnitude and direction must be taken into account. 115252569850 For example: Jenny walks 30 meters north, 40 meters south, and 20 meters north. Determine the dis placement travelled by Jenny. The Port Jefferson ferry travels 20 miles north to Connecticut and then 20 miles south to Long Island. What is the displacement of the ferry? Many displacement problems will require the use of the Pythagorean Theorem. For example: An airplane travels 400 meters north and then 300 meters east. Determine the displacement of the airplane. (Picture may help!) The ci ty bus travels 5 blocks east, 7 blocks south, and then 2 blocks west. Determine the displacement of the bus. ( Draw a p icture!!!)

Informative Essay Sample on the Soviet Union

Informative Essay Sample on the Soviet Union The Soviet Union has always been an Imperialist country, in it constant quest for supreme power. The Cold War period steadily increased this quest to find a balance of power technologically, economically, militarily and territorially. Cuba was once annexed by the United States, after the American-Spanish war of 1898 and American business flourished under the (1933) Batista government (Harris, 2002). After great tension, Batista claimed dictatorship which Fidel Castro challenged legally, leading a group of rebels led by Castro to overthrow the corrupt Batista government. Cuba was then open to become a super-client of the Soviet Union. It can be assumed that through the aide of Soviet Imperialism, Cuba vastly improved its political might. Therefore without Soviet backing, Cuba would not have the material strength to pursue its own imperialistic tendencies. The reasons for this include the Soviet Unions great programs of military and economic aide for Cuba, eventually leading to the political dependence of Castro to the Soviet Union. Cubas revolutionary spirit to liberate Latin America is also based on Soviet military supplies sent to Cuba. These assumptions will be discussed in detail further on. The Soviet Union, like many powerful countries uses imperialism. Imperialism is a countries quest to spread its influence onto another country for the purpose of economics, religion or power. The Soviet Union, being a power bloc needed to acquire as much support as possible, to remain a superpower (Hoffman, 1986). Since the Cold War was taken very seriously by the Soviet Union, the location of the country it is to imperialist is also important. Location of an imperialised country can include building boarder security, and strategic defence as well as economic resources (Hoffman, 1986). After the Cuban revolution of January 1st 1959 (Harris, 2002) a pro-socialist island in the Caribbean Basin which opposed American involvement was sitting on [Americas] doorstep (Hoffman, 1986). This island was the perfect strategic territory for the Soviet Union, because it was so close Latin America (Rubinstein, 1988). However, seeing that Cuba was pro-socialist was so close to the United States, Soviet military build up on the island was essential for its protection. One of the many threats Cuba faced from the United States, started with Cuban destruction of US-owned land on Cuban soil. The United States responded to this action by banning Cuban trade, including the importing of sugar, and the exporting of medical aide (Hoffman, 1986; Harris, 2002; CNN; 1996). US threats continued through the build up of Cuban rebels, trained by the CIA in Florida. Because the Cuban people desperately needed to export sugar, and import oil for production, Cuba developed a trading agreement with the Soviet Union (Hoffman, 1986). The beginning of this trading partnership, slowly laid down the foundation of Cuban dependency on the Soviet Union. This tie with the Soviet Union has continually scarred the Cuban foreign policy with non-socialist states, even after the collapse of the Soviet Union (Harris, 2002). The Soviet Union also saw the threat the United States placed on Cuba, and aided it with massive military supplies and military personnel (Rubinstein 1988). The United States did not like the Soviet-Cuban relationship which was constantly growing; they especially did not like Fidel Castro, Cubas leader. In an attempt to overthrow the Castro government, the CIA trained many pro-Batista Cubans to try and inspire the Cuban people to revolt. They invaded in an area called The Bay of Pigs. Their attempt failed horribly, the United States miscalculated the mass support for Castro, and the Soviet Union by the Cuban people (Hoffman, 1986; Harris 2002). This failed attempt embarrassed the United States, and was the first of many plots against the Cuban leader, Fidel Castro. Tensions between Cuba, the Soviet Union and the United States were once again reflected within the Cuban Missile Crisis of October 1962 (CNN, 1996). Soviet militarization of Cuba had been steadily increasing after the Bay of Pigs incident, so much so that the Soviet Union started to set up nuclear missile silos within Cuba (Hoffman, 1986). The United States, afraid of nuclear conflict demanded Khrushchev immediately remove the existing missiles, and turn back further Soviet supply ships, carrying missiles (Rubenstein, 1988). The conflict was resolved as stated by Harris, 2002 the missiles are removed on condition that the US removes missiles stationed in Turkey and cease its attempts to overthrow Castro. This resolution greatly made Cuba an untouchable state from US intervention, as it was completely under Soviet protection. Within Latin America, the Cuban revolutionary spirit for social reform has remained unmatched, even by the Soviet Union which condemns Castros revolutionary procedure (Hoffman, 1986). The Soviet Union however has led many unsuccessful revolutionary attempts within Latin America; on the other hand CubaÐ ¢s guerrilla fighters have aided revolutionaries in Guatemala, Guinea, Angola, Mozambique, South Africa and the Republic of Congo (Harris, 2002). Much of the aide for these revolutionaries is in the form of Soviet weapons (Hoffman, 1986). The growing strength of the Soviet Union and Cuba has led to an unmatched military force (Hoffman, 1986). The Soviet Union is greatly aided through the use of Cuban military advisors and personnel throughout the globe, in 1986 more than 70,000 troops and advisors were overseas in 23 different countries (Hoffman, 1986). The Soviet Union and Cuba quelled the opposition within Angola (an African country fighting for freedom against apartheid). The massive military build-up of Cuba from the period of 1959-1986 created Cuba to become the greatest military power within Latin America (Hoffman, 1986). Because the Soviet Union has become Cubas main economic, political and military supplier, Cuba could not help but become completely dependant. Cubas dependence on the Soviet Union can be clearly seen through the militarization of Cubas society (Hoffman, 1986). Hoffman states that innovative approach to development has waned [Cuba] has become more and more dependant on Soviet economic assistance over 3 billion dollars per year. Cubas dependence is also reflected by Cubas response to the Soviet Union cutting back more than $10 million a-day subsidy (Manegold, 1989). To conclude, the Soviet Union successfully imperialised the island of Cuba, creating it to become completely dependant in all factors. Through the use of military intervention, the Soviet Union has ensured that Fidel Castro would remain in power, preventing further US led attacks against the Cuban leader. Soviet aide to Cuba through the use of military armaments let Cuba revolutionise Latin America by supporting guerrilla fighters and allowing social reform. In other words, if it was not for the Soviet Union, Cuba as a revolutionist country would have been overthrown by US led attempts against the island, and leader Fidel Castro. In return, the Soviet Union had grown to an unmatched military superpower thanks to the support of Cuban advisors and troops. You can also order a custom essay, term paper, research paper, thesis or dissertation on the Soviet Union topics from our professional custom essay writing company which provides students with high-quality custom written papers.

Greening the supply chain TLMT 441 Question1 Assignment

Greening the supply chain TLMT 441 Question1 - Assignment Example Changing goods by making them renewable may cause troubles with other business goals, like profit-realization. At times, a plan is costly to make sense for a corporation. Some simple thoughts for greening a business’ supply chain include: Reducing energy use by machine re-designing and preventive repairs. Secondly, measuring and minimizing transporting in the delivery network. Furthermore, it involves operating with suppliers to reduce surplus packaging. Equally, it comprises of incorporating recycling of products development program (Tohamy, 2009, p.10). Using smaller quantity resources, whilst still successfully retaining brand integrity, permit more well-organized resource use. Exhaustion of limited resources, decreasing dangerous constituents, and selecting cost efficient use of those resources leads to environmental sustainability. When customers get concerned with the surroundings, so should the business selling to those clients. This results in customer satisfaction. Through Green Supply Chain Managements, corporations may achieve competitive and cost advantages. Thus, more efficient resource use, rising sustainability, and consumer fulfillment all directs to the above two

Metaphysics questions Essay Example | Topics and Well Written Essays - 1500 words

Metaphysics questions - Essay Example Idols of the Tribe concern themselves with all of humanity. They arise from the belief that what humans think and perceive is the ultimate â€Å"measure of things†. The Idols of the Cave are the personal biases and prejudices that cloud how we perceive nature. The Idols of the Market place is the misunderstanding between individuals that arises from the use of words. The Idols of the Theater are the erroneous ideas passed down through the ages that serve as a false scenery in our lives. 3. The wax experiment was necessary for Descartes to establish the duality of man. He had established his existence through the cogito, so the reality of his mind was no longer doubted. In the wax experiment, Descartes discovers that though the sensible qualities of the wax had changed, he still understood that this was wax. This showed an interaction between the mind and body, establishing the reality of the body as well as the mind. 4. Descartes believed that he needed to rid himself of any prior learning in order to reach understanding about what is real. He recognized that his own personal will as driven by his past experiences and sensory experiences needed to be abandoned. He therefore doubts any method of learning that has deceived him in the past even though he personal will is to continue to make sense of the world through his senses. 5. Buridan employed impetus theory as an anticipation of inertia by countering the rules of motion laid down by Aristotle. The three phases described in relation to ballistics, where impetus over-rides gravity, then weakens causing the object to arc and then finally to succumb to gravity is a great step towards understanding inertia in the modern sense. 6. Newton’s Rules of Reasoning are a synthesis of prior understanding. They are not purely empirical, but empiricism does play a role in that he displayed an open skepticism of phenomena that could not be empirically expressed. His genius lies in bringing

Jungian Archetypes in Rosemary Sutcliff’s Trilogy Essay Example for Free

Jungian Archetypes in Rosemary Sutcliff’s Trilogy Essay This paper will analyze Rosemary Sutcliff’s trilogy – The Sword and the Circle, The Light Beyond the Forest and The Road to Camlann – in light of the Jungian archetypes embedded in the text: the mother, the old wise man, the shadow, and the mandala archetypes. In her trilogy, Sutcliff employed the Jungian archetypes in order to provide a new configuration of the legend of King Arthur, interweaving myth and fantasy with psychological traits. From this perspective, the Arthurian legend appears in a new light, in which the story and the secondary narratives come to represent a particular mise-en-scene of figures of the subconscious. In Sutcliff’s trilogy, King Arthur and many characters achieve a symbolic significance. The author’s main interest is in King Arthur, around whom she constructs a whole series of archetypal motifs, which account for many of the peculiar and otherwise hard to explain characteristics of the story. Traditionally, all the fantastic motifs have been interpreted as subordinated to the fairy-tale logic and such motifs as witchcraft or transgression of taboos have been attributed to the pre-Christian Celtic subtext. However, this paper will argue that the overwhelming presence of archetypal images in Sutcliff’s texts brings a symbolic context to our interpretation of the legend. The Great Mother Archetype In Jung’s definitions, the mother archetype is ambivalent, in that it can both evoke a benign and benevolent figure, but also an evil, witch-like attribute: The qualities associated with it are maternal solicitude and sympathy; the magic authority of the female; the wisdom and spiritual transformation that transcend reason; any helpful instinct or impulse; all that is benign, all that cherishes and sustains, that fosters growth and fertility. The place of magic transformation and rebirth, together with the underworld and its inhabitants, are presided over by the mother. On the negative side the mother archetype may connote anything secret, hidden, dark; the abyss, the world of the dead, anything that devours, seduces, and poisons, that is terrifying and inescapable like fate. The mother archetype can take the shape of a plethora of symbols and can become actualized either as an image of plenitude and abundance, or as a token of dark forces in man. Both meanings appear in Sutcliff’s trilogy. Significantly, Arthur is deprived of a real mother figure from the beginning. His father’s vow to Merlin, which had granted that the latter would be entrusted the child the night he would be born, set Arthur away of his real mother. Moreover, in his foster family, Sutcliff makes little to no reference to a mother figure, focusing on the male side, who was there to rear the future great king of Britain. In this context, the mother figures that appear in Arthur’s life also have the significance of a repressed longing for a mother but, most significantly, serve to inscribe the character in a supernatural lineage. The solar and benevolent mother figure appears in the guise of Nimue, Lady of the Ladies of the Lake, who marks crucial moments in Arthur’s life, endowing him with the symbol of his manhood an kingship – Excalibur – and also receiving him back in her â€Å"womb† ( the lake) upon his death. The circumstances of Arthur’s first encounter with Nimue hint to the protective aspect of the Lady of the Lake and also to her crucial influence on setting Arthur on the righteous path: And looking where he pointed, Arthur saw an arm rise from the midst of the lake, clad in a sleeve of white samite and holding in its hand a mighty sword. And even as he looked, he saw a maiden whose dark gown and hair seemed about her like the mists come walking towards him across the water, her feet leaving no ripple-track upon its brightness. â€Å"Who is that? † whispered Arthur. â€Å"This is the Lady among all the Ladies of the Lake. Speak to her courteously and she will give you the sword. † [†¦] â€Å"It is a sword that I have guarded for a long time. Do you wish to take it? † â€Å"Indeed I do,† looking out across the lake with longing eyes. â€Å"For I have no sword of my own. † â€Å"Then promise me never to foul the blade with an unjust cause, but keep it always as befits the Sword of Logres, and it is yours. † From this passage, we can notice that Lady Nimue acts as a true maternal initiator into Arthur’s symbolic coming into manhood. She has a positive influence on Arthur’s life and gives the ultimate recognition of Arthur as the true great king of Britain. Her mother figure attributes become apparent especially through the symbolism of the lake. According to Jung, the mother archetype can be translated through various motifs, which allude to the mother’s child-bearing and receiving features: â€Å"The archetype is often associated with things and places standing for fertility and fruitfulness: the cornucopia, a ploughed field, a garden. It can be attached to a rock, a cave, a tree, a spring, a deep well, or to various vessels such as the baptismal font, or to various vessel-shaped flowers like the rose and the lotus. † As the Lady among the Ladies of the Lake, Nimue enacts the essential characteristic of the mother archetype as child-bearer and vessel for the child. The lake is a symbol of the womb. Through this lineage, Arthur is belated with an ancestral and supernatural origin. This idea has usually been interpreted as the inclusion in the story of pre-Christian lore of Celtic fairy-tales. However, the uncertain origin of Nimue, as well as her unquestionable attributes of a mother archetype could suggest that the predominant ancient subtext of the story could stand for archetypes of the collective unconscious. Just before arriving to the lake, Arthur and Merlin have to cross the forest, â€Å"following ways that no man might know but only the light-foot deer;† . The forest, as we have seen in the passage from Jung quoted above, can also be associated with the mother archetype. The final, symbolic welcoming of Arthur in Nimue’s womb at the moment of his death, is also very evocative of the mother figure that Nimue incarnates: â€Å"And the barge drifted on, into the white mist between the water and the moon. And the mist received it, and it was gone. Only for a little, Sir Bedivere, straining after it, seemed to catch a low desolate wailing as of women keening for their dead. † Finally Nimue represents the mother archetype par excellence as she weds and represses Arthur’s father-figure: Merlin. There are many other symbols in the text of the mother archetype. As Jung points out: Other symbols of the mother in the figurative sense appear in things representing the goal of our longing for redemption, such as Paradise, the Kingdom of God, the heavenly Jerusalem. Many things arousing devotion or feelings of awe, as for instance the Church, the university, city or country, heaven or earth, the woods, the sea or any still waters, matter even, the underworld and the moon can be mother symbols. In this light, the quest for the Holy Grail could be interpreted as a mother archetype symbol. The double function of the Holy Grail – as vessel and as token of redemption – enacts in the story Arthur’s quest for a maternal figure. As was stated in the beginning of the analysis, the mother archetype is ambivalent in that it also displays a dark, hidden facet which finds its best expression in the witch figure. In Sutcliff’s trilogy, this aspect of the mother archetype is embodied by Queen Margawse . She is Arthur’s sister and they both originate from the â€Å"Little Dark People†, old lords of the land bearing many affinities with Celtic druidism, magic and witchcraft. This heritage is realized in Morgan in its dark, malefic aspect and she becomes an adversary for Arthur, bewitching him one night into bearing her a child. It is interesting that Morgan’s wicked actions are not motivated in the story, they are simply attributed to her witchcraft and to the fact that she abides by the â€Å"old rules†: Why she did it, there can never be any knowing; for she knew, though he did not, what kin they were to each other (but for her, she had never cared for any law, save the law of her own will). Maybe she thought to have a son to one day claim the High Kingship of Britain. Maybe it was just revenge; the revenge of the Dark People, the Old Ones, whose blood ran strong in her, upon the Lords of Bronze and Iron, and the people of Rome, who had dispossessed them. This could imply the fact that Morgan also has a symbolic function in the text, playing alternatively the role of the threatening mother figure and that of Arthur’s anima. The fact that Arthur and Morgan have the same mother is not coincidental: in a way, Morgan is a metonymic symbolization of the darker aspects of the mother archetype. The Old, Wise Man Archetype According to Jung, the old wise man figure. Can appear so plastically, not only in dreams, but also in visionary meditation (or what we call â€Å"active imagination†), that is, as is sometimes apparent in India, it takes over the role of a guru. The wise old man appears in dreams in the guise of a magician, doctor, priest, teacher, professor, grandfather, or any other person possessing authority. The archetype of spirit in the shape of a man, hobgoblin or animal appears in a situation where insight, understanding, good advice, determination, planning, etc. , are needed but cannot be mustered on one’s own resources. In Sutcliff’s trilogy, the wise old man archetype is embodied by Merlin, who acts as a spiritual counsellor and guide both for Arthur’s father and for Arthur himself. From the outset, Merlin is presented as a spiritual force: besides his belatedness with the Old People, from his mother’s side, and his having been raised by a druid, his father is purported to be an (ambivalent) angelic figure. In Arthur’s life, Merlin represents the wisdom and vision which will help Arthur to accomplish his destiny. Once Arthur becomes a true King, Merlin will fade, as his guidance is no longer necessary. In many respects, Merlin can be equated with the most adequate father figure in the text. Like Morgan and Nimue, Merlin is the embodiment of the â€Å"old ways† and laws, which heed no obedience to the Christian values and norms; he seems to embody the agency of fate (by definition, a pre-Christian theme) and represents, even more than a father figure, â€Å"the uncertainty of all moral valuation, the bewildering interplay of good and evil, and the remorseless concatenation of guilt, suffering and redemption. † According to Jung, this is actually the only path to redemption even if it is hard to recognize it. In his interventions, Merlin is never evil, but we cannot say that he is a wholly moral figure either: he is the one who helps Utha deceive Igraine. This is why Merlin is an ambiguous figure too. Merlin’s life is profoundly interwoven with that of Arthur’s: he appears in the story before Arthur’s birth in order to ensure that the child would be safe from internal feuds after his father’s early death, he guides Arthur in all the crucial moments in his life, withdraws when he realizes that Arthur has become a king in his own right, and will allegedly become resurrected the day Arthur and he will be called to save Britain. From this perspective, Arthur and Merlin reiterate the rebirth archetype: And the King opened his eyes and looked at him for the last time. â€Å"Comfort yourself, and do the best that you may, for I must be gone into the Vale of Avalon, for the healing of my grievous wound. One day I will return, in time of Britain’s sorest need, but not even I know when that day may be, save that it is afar off†¦But if you hear no more of me in the world of men, pray for my soul. † We can notice from this paragraph the similarities between Arthur’s vow to return and the Christian story. The Shadow/Anima Archetype. In Jung’s vision, the anima is â€Å"the great illusionist, the seductress, who draws him into life with her Maya – and not only into life’s reasonable and useful aspects, but also into its frightful paradoxes and ambivalences where good and evil, success and ruin, hope and despair, counterbalance one another. Because she is his greatest danger, she demands from a man his greatest, and if he has it in him, she will receive it. † This archetype is symbolized in the story by the figure of Morgan La Fay, Arthur’s fiercest enemy, who demands of him to give the full measure of his authority and courage. Not coincidentally, she is a witch, she appears as the â€Å"veiled lady†, a true seductress. But for the end of the story, we would be inclined to interpret Morgan in a literal sense – simply as Arthur’s wicked enemy. However, the ending complicates this interpretation because Morgan is one of the three women receiving Arthur upon his death: And there, where before had seemed to be only lapping water and the reeds whispering in the moonlight, a narrow barge draped all in black lay as though it waited for them within the shadows of the alder trees. And in it were three ladies, black-robed, and their hair veiled in black beneath the queenly crown they wore. And their faces alone, and their outstretched hands, showed white as they sat looking up at the two on the bank and weeping. And one of them was the Queen of Northgalis, and one was Nimue, the Lady of all the Ladies of the Lake; and the third was Queen Morgan La Fay, freed at last from her own evil now that the dark fate-pattern was woven to it end. Clearly, Morgan La Fay is just as ambiguous as the other archetypes in the story. Her final communion with Arthur suggests the idea that she does indeed stand for his anima and that Arthur has succeeded in completing the challenge that she had set for him. In a way, Morgan is the receptacle of Arthur’s darker side which he had also inherited from the â€Å"dark people†. However, guided by Merlin’s mercurial light, Arthur succeeds in repressing these malign tendencies which surface with a vengeance in the character of Morgan. Mordred, the incarnation of Arthur’s mortal sin, and of his submission to the anima has be to vanquished in order for Arthur to find redemption. The final metamorphosis of Morgan and her reconciliation with Arthur suggest that redemption has been accomplished. The Mandala Archetype In his analysis of the mandala archetype, Jung stated that: [mandalas] are all based on the squaring of a circle. Their basic motif is the premonition of a centre of personality, a kind of central point within the psyche, to which everything isolated, by which everything is arranged, and which is itself a source of energy. [†¦] This centre is not felt or thought of as the ego but, if one may so express it, as the self. Although the centre is represented by an innermost point, it is surrounded by a periphery containing everything that belongs to the self the paired opposites that make up the total personality. This totality comprises consciousness first of all, then the personal unconscious, and finally an indefinitely large segment of the collective unconscious whose archetypes are common to all mankind. In Sutcliff’s trilogy, the most obvious symbol of the mandala is the Round Table. It signifies Arthur’s destiny and enacts the circle of life that he has to complete. Quite significantly, the mandala, also associated with the feminine archetypes, is brought to Camelot as Guenever’s dowry and Merlin is the one who appears to have originated it. The Round Table is the archetype that reunites all the other archetypes, ii is the beginning and the end of Arthur’s quest. The â€Å"archetype of wholeness†, the mandala, or the Round Table reunites the supernatural aspects of Arthur’s life with his terrestrial existence. The overwhelming presence of such archetypes and the great mother, the wise old man, the anima, rebirth and mandala in Sutcliff’s trilogy gives a symbolical turn to the Arthurian legend. In this light we realize the importance of this legend not only for the enrichment of story-telling but also as a universal a expression of the collective unconscious. Works Cited: Jung, C. G. 1973. Mandala Symbolism. Transl. by C. F. Hull, Princeton University Press, NJ. The Essential Jung, Princeton University Press, 1983. Four Archetypes, Routledge, 2003. Sutcliff, Rosemary. 1981. The Sword and the Circle: King Arthur and the Knights of the Round Table, The Bodley Head Ltd. The Light Beyond the Forest, The Bodley Head Ltd, 1981. The Road to Camlann, The Bodley Head Ltd, 1981.

Gender Discrimination at Walmart Essay -- Walmart Sex Discrimination

Walmart, the world’s largest retailer and private employer, has established a highly profitable business centered on a low-cost strategy that utilizes logistical efficiencies to create a competitive advantage. Yet, to maintain this low-cost strategy, Walmart has engaged in ethically questionable practices, including gender discrimination in promotion and pay. While the Supreme Court recently ruled against class certification of 1.5 million women in the Dukes v. Walmart case due to a lack of proof that Walmart operated under a â€Å"general policy of discrimination†, overwhelming evidence demonstrates that gender discrimination is a persistent problem rooted in the culture of Walmart, despite gender-neutral policies (Biskupic, 2011). During the 1950’s and 60’s in northwest Arkansas, a surplus of unskilled labor existed due to â€Å"increasing mechanization of agricultural work†. Leveraging this pent up demand for employment, Sam Walton, the founder of Walmart, provided these agricultural men with prideful responsibilities as managers of his retail stores, while employing their wives and daughters as low wage clerks (Lichenstein, 2011). Forty to fifty years later, in an economy sagged by high unemployment, particularly among an unskilled, low educated workforce, the practice of promoting men to run stores while women are forced to settle for low wage labor remains prevalent at Walmart. In fact, statistical analysis from plaintiffs in the 2001 Dukes v. Walmart lawsuit showed that women comprised nearly 70% of hourly employees, but only 33% of management positions (Hymowitz, 2011). The overwhelming disparities between men and women in management relative to the proportion of those in hourly posi tions further cements the continual existence ... ...three research paradigms. Psychological Bulletin, 137(4), 616-642. doi:10.1037/a0023557 Lichenstein, N. (2011) Wal-Mart’s Authoritarian Culture. New York Times Lichenstein, N. (2007) Why Working at Walmart is Different Connecticut Law Review, Volume 39 Number 4, May 2007 Powell, G., Butterfield, D., and Bartol, K. (2008). Leader evaluations: A new female advantage? Gender in Management: An International Journal, 23, 156-174. Rosette, A., & Tost, L. (2010). Agentic women and communal leadership: How role prescriptions confer advantage to top women leaders. Journal of Applied Psychology, 95(2), 221-235. doi:10.1037/a0018204 Wal-Mart Class Website. (2011). â€Å"Declaration Summaries†. Retrieved from 22 Nov 2011 The official site for the women in the class action Dukes v. Wal-Mart Stores, Inc. Gender Discrimination at Walmart Essay -- Walmart Sex Discrimination Walmart, the world’s largest retailer and private employer, has established a highly profitable business centered on a low-cost strategy that utilizes logistical efficiencies to create a competitive advantage. Yet, to maintain this low-cost strategy, Walmart has engaged in ethically questionable practices, including gender discrimination in promotion and pay. While the Supreme Court recently ruled against class certification of 1.5 million women in the Dukes v. Walmart case due to a lack of proof that Walmart operated under a â€Å"general policy of discrimination†, overwhelming evidence demonstrates that gender discrimination is a persistent problem rooted in the culture of Walmart, despite gender-neutral policies (Biskupic, 2011). During the 1950’s and 60’s in northwest Arkansas, a surplus of unskilled labor existed due to â€Å"increasing mechanization of agricultural work†. Leveraging this pent up demand for employment, Sam Walton, the founder of Walmart, provided these agricultural men with prideful responsibilities as managers of his retail stores, while employing their wives and daughters as low wage clerks (Lichenstein, 2011). Forty to fifty years later, in an economy sagged by high unemployment, particularly among an unskilled, low educated workforce, the practice of promoting men to run stores while women are forced to settle for low wage labor remains prevalent at Walmart. In fact, statistical analysis from plaintiffs in the 2001 Dukes v. Walmart lawsuit showed that women comprised nearly 70% of hourly employees, but only 33% of management positions (Hymowitz, 2011). The overwhelming disparities between men and women in management relative to the proportion of those in hourly posi tions further cements the continual existence ... ...three research paradigms. Psychological Bulletin, 137(4), 616-642. doi:10.1037/a0023557 Lichenstein, N. (2011) Wal-Mart’s Authoritarian Culture. New York Times Lichenstein, N. (2007) Why Working at Walmart is Different Connecticut Law Review, Volume 39 Number 4, May 2007 Powell, G., Butterfield, D., and Bartol, K. (2008). Leader evaluations: A new female advantage? Gender in Management: An International Journal, 23, 156-174. Rosette, A., & Tost, L. (2010). Agentic women and communal leadership: How role prescriptions confer advantage to top women leaders. Journal of Applied Psychology, 95(2), 221-235. doi:10.1037/a0018204 Wal-Mart Class Website. (2011). â€Å"Declaration Summaries†. Retrieved from 22 Nov 2011 The official site for the women in the class action Dukes v. Wal-Mart Stores, Inc.

Ethical Analysis of the Shawshank Redemption Essay

It has been suggested that a person can learn a great deal about a society; its customs, values, ethical beliefs, etc†¦, through its cultural works (art, film, literature, etc†¦). In the case of the 1994 film, The Shawshank Redemption, a story of one man’s wrongful imprisonment and subsequent freedom, the viewer can gain a great insight into two ethical principles that help to govern society. The Shawshank Redemption provides the viewer with a backdrop against which to consider the ethical principles of justice and power and the implications that the way in which those principles are dealt with in the film can have for society. Ethical Principles Ethics can be defined as, â€Å"a social, religious, or civil code of behavior considered correct, especially that of a particular group, profession, or individual† (Ethics). While the individual principles that make-up such â€Å"correct behavior† can be debated from group to group and society to society, there are certain ones that seem to transcend culture and societal boundaries. One of these is â€Å"justice.† Justice can be defined as â€Å"the quality of being fair and reasonable/conformity to moral rightness and attitude† (Justice). It is a sense that a person is being treated in a manner that is in accordance with a reasonable and fair application of both written and unwritten â€Å"laws† that are considered to be righteous and is an almost universal ethical principle. One can see the ethical principle of justice in The Shawshank Redemption from the very beginning of the film. The foundation of the movie is the unjust imprisonment of the ma in character, Andy Dufresne, and the subsequent injustices that are done to him while there. These injustices take the form of sexual assault by other prisoners, a refusal on the part of the warden to acknowledge evidence of his innocence, and a resulting two-month assignment to solitary confinement when he tries to argue the point. The other characters are not free from the effects of injustice either. From the new prisoner who is beaten to death for crying to Red, who his continually rejected for parole despite obviously being â€Å"rehabilitated,† the characters continually face situations in which they are treated in a manner that both they and the audience would view as unjust. The second main ethical principle in the film is that of power. Power exists any time one person exerts some advantage over another. It can take the form of intellect, money, strength, etc†¦ and with it comes an inevitable ethical dilemma of how to use the power. As was discussed with justice, there appears to be a universal belief that power should be used in a judicious manner, but that does not always happen. Johnson (2012) suggests that, â€Å"†¦we recognize that power has a corrosive effect on those who possess it,† (p. 9) and that kind of behavior is evident in the film. Warden Samuel Norton abuses his legitimate power, or power of his position, along with both reward (delivering something of value) and coercive (penalties or punishments) power to use and abuse prisoners for his own personal gain, even going so far as to have one shot in order to protect his financial and personal interest (Johnson, 2012, pp. 7-8). Head guard Byron Hadley abuses his power through coercive measures, beating and killing prisoners and running the prison through fear and intimidation. Even the other guards, though they do not abuse the prisoners physically, take advantage of their position to get free financial work from Dufresn. The use and abuse of power extends to the prisoners, as well. Red uses his influence with the guards to get all of his friends on the same work detail. At the same time, Boggs and The Sisters use their physical power to force Andy into unwanted sexual acts. Even Andy uses his power, exercising the expert power of his financial abilities in illegal ways and, in doing so, gaining privileges for both the other prisoners and himself (Johnson, 2012, p. 8). While the audience may ultimately view these actions more favorably in light of the injustices faced by the prisoners, they nonetheless represent actions that, in and of themselves, would be examples of abuse of power. Character Reactions The ethical principles of justice and power play-out in the film through the reactions of the different characters to the environment of injustice and abused power that is present in the prison. It is the prison establishment, represented by the Warden, Hadley and the other guards, that provides the catalyst that drives the character interplay. The Warden and Hadley are the main abusers, but even the other guards, who show fairness and justice to the prisoners when left on their own, fall victim to the pressures of the Warden and Hadley’s evil â€Å"shadow† (Johnson, 2012) and join-in to some degree. It is this situation that causes the prisoners to have to choose how they will react. In the face of the unfair treatment and abuse of power, the prisoners choose to react in different ways. Boggs and /The Sisters become part of the abuse through the use of physical strength, beating and sexually assaulting Dufresn and others at will. Red and the rest of Dufresn’s group are able to maintain a semblance of ethical normalcy but become numb to the things going on around them and begin to take them as a matter of course. It is Dufresn who refuses to give-in to the injustice and abuse. He fights the Sisters, even though he does not always win, plots behind the scenes to escape, makes use of his position as â€Å"financial advisor† to help the other prisoners and, through it all, he maintains his inner strength, hope, and ethical outlook. This interplay between the prison establishment and the prisoner, as well as the differing ways that the prisoners choose to react to the situation helps to bring to light some ethical implications suggested by the film. Ethical Implications While there are several suppositions and implications that can be made from the movie about society and its beliefs, two seem to stand-out. The first ethical implication of the movie is the idea that society takes a utilitarian view of ethics. Under a utilitarian approach, decisions are based on their consequences (Johnson, 2012, p. 154) and the â€Å"ends justify the means.† There is a sense that while certain actions, in and of themselves, can be considered unethical, society is willing to view them more favorably within a certain context. For example, there seems to be an inate need for people to feel that justice has been done, and certain unethical behaviors may be acceptable in achieving that end. This can be seen throughout the movie. Boggs, the leader of the Sisters, is beaten until he is paralyzed for hurting Dufresn. Dufresn escapes from prison and takes $370,000 of ill-gotten, laundered money in the process. Either of these might be considered unethical in and of th emselves, but the audience is willing to applaud both in the interest of justice being served. We see this same utilitarian view in the use of power in the movie. The Warden and the guards abuse their power to differing degrees and the audience is meant to frown and look askance. However, when Dufresn exploits his financial capabilities in an illegal activity and escape or Red engages in smuggling items into the prison, the audience applauds. In a vacuum, all of the acts are unethical. However, the actions of Dufresn and Red seem to serve, in the eyes if the audience, to balance-out some of the abuses of power and advance the cause of justice. As a result, they are looked at as being ethical in as much as they helped meet the ethical principle of justice despite being unethical themselves. The second implication is the power of ethical leadership. This can be seen in the reaction of the two main groups, the governing power of the Warden and the guards and Dufresn’s group, to their respective leaders. In the case of the guards, we see the influence that the leadership of the Warden and Hadley has over them. As was mentioned earlier, the guards are motivated to act in harsh ways towards the prisoners when around the Warden and Hadley, but we see more ethical and humane interactions when the guards are alone with the prisoners. Even Hadley changes once the â€Å"spell† of the Warden’s leadership is broken, crying like a baby when he is arrested. Thus, one sees the length and power of the shadow that the Warden casts. In contrast to the guards, one sees the positive influence that Dufresn has on Red and the other prisoners in their group. When he arrives, they are practical and pragmatic, resigned to the way things are. However, Dufresn shows them that ethical behavior and rightness can still exist. This begins with their first meeting, when he asks for the name of a prisoner who was beaten to death. This seems inconsequential to the others but serves as a symbol of Dufresn bringing the ethics of the outside world with him into the prison. Despite all that occurs during his stay, he never loses those ethics. He never loses hope. And, in the process, he raises the ethical level and level of hope for all members of the group. Both men lead their respective groups through their actions and decision-making. One’s actions lead in an unethical manner and the other in a more ethical one. Through this, it is evident just how influential the ethical decisions of a leader and the â€Å"shadow or light† they cast can be (Johnson, 2012). Thus, against the backdrop of the microcosmic subculture of Shawshank Prison, one sees the importance of justice and fair use of power to American society. The adage that, â€Å"Power corrupts and absolute power corrupts absolutely,† (Johnson, 2012, p. 11) becomes a reality within the prison walls and the characters are left to make sense of it. Ultimately and ironically, it is the seemingly unethical deeds of Dufresn and Red (who breaks his parole to go to Mexico) that restore the balance of justice and power that the audience is seeking and, in doing so, reveal the important role that these ethical principles play in society. References Ethics. In The Free Dictionary by Farlex. Retrieved from http://www.thefreedictionary.com/ethics Glotzer, L., Lester, D.. & Marvin, N. (Producers) and Darabont, F. (Director). (1994). The Shawshank Redemption [Motion Picture]. United States: Castle Rock Entertainment. Johnson, C.E. (2012). Meeting the Ethical Challenges of Leadership: Casting Light or Shadow, fourth edition. Thousand Oaks, California: Sage Publications Ltd. Justice. In The Free Dictionary by Farlex. Retrieved from http://www.thefreedictionary.com/ethics

Account: Generally Accepted Accounting Principles and Long Term Liabilities

Chapter 12 : 1/ As part of the initial investment , a partner contributes office equipment that had cost $20,000 and on which accumulated depreciation of $ 12500 had been recorded . If the partners agree on a valuation of $ 9000 for the equipment , what amount should be debited to the office equipment account? a/ 7500 c/ 12500 b/ 9000 d/ 20000 2/ Chip and Dale agree to form a partnership. Chip is to contribute $50000 in assets and to devote one half time to the partnership. Dale is to contribute 20000 and to devote full time to the partnership. How will Chip and Dale share in the division of net income or net loss? a/ 5:2 c/ 1:1 b/ 1:2 d/ 2. 5:1 3/ Tracey and Hepburn invest 100,000 and 50,000 , respectively , in a partnership and agree to a division of net income that provides for an allowance of interest at 10 % on original investments , salary allowances of 12,000 and 24000 , respectively , with the remainder divided equally . What would be Tracey’s share of a net income o 45,000? a/ 22500 c/ 19,000 b/ 22000 d/ 10000 4/ Lee and Stills are partners who share income in the ratio of 2:1 and who have capital balances of 65,000 and 35,000 , respectively . If Morr , with the consent of Stills, acquired one half of lee’s interest for 40,000 for what amount would Morr’s capital account be credited ? a/ 32500 c/ 50,000 b/ 40000 d/ 72,500 5/ Pavin and abdel share gains and losses in the ratio of 2:1 . After selling all assets for cash , dividing the losses on realization , and paying liabilities , the balances in the capital accounts were as follows : Pavin , 10000 Cr , abdel , 2000 Cr. How many of the cash of 12000 would be distributed to Pavin? a/ 2000 c/ 10000 b/ 8000 d/ 12000 chapter 13: 1/ which of the following is a disadvantage of the corporate form of organization? a/ limited liability b/ continuous life c/ owner is separate from management d/ ability to raise capital 2/ paid in capital for a corporation may araise from which of the following sources? a/ issuing preferred stock / issuing common stock c/ selling the corporation’s treasury stock d/ all of the above 3/ the stockholder’s equity section of the balance sheet may include : a/ common stock b/ stock dividends distributable c/ preferred stock d/ all of the above 4/ if a corporation reacquires its own stock , the stock is listed on the balance sheet in the : a/ current assets section b/ long term liabil ities section c/ stockholders’ equity section d/ investments section 5/ a corporation has issued 25000, shares of 100 par common stock and holds 3000 of these shares as treasury of stock . If the corporation declares a 2 per share cash dividend , what amount will be recorded as cash dividends? a/ 22000c/44000 b/ 25000d/ 50000 chapter 15: 1/ If a corpo. Plans to issue 1,000,000 of 12 % bonds of a time when the market rate for similar bonds is 10 % the bonds can be expected to sell at : a/ their face amount b/ a premium a discount d/ a price below their face amount 2/ if the bonds payable account has a balance of 900,000 and the discount on bonds payable account has a balance of 72000 , what is the carrying amount of the bonds? / 828,000 b/ 900,000 c/ 972,000 d/ 580,000 3/ the cash and securities that make up the sinking fund established for the payment of bonds at maturity are classified on the balance sheet as: a/ current assets b/ investments c/ long term liabilities d/ current liabilities 4/ if a firm purchase 150,000 of bonds of x company at 101 plus accrued interests of 2000 and pays brokers commissions of 50 , the amount debited to investment in x company bonds wo uld be : a/ 150,000 b/ 151,550 c/ 153,500 d/ 153,550 / the balance in the discount on bonds payable account would usually be reported in the balance sheet in the : a/ current assets section b/ current liabilities section c/ long term liabilities section d/ investments section chapter 16: 1/ an ex of a cash flow from an operating activity is : a/ receipt of cash from the sale of stock b/ receipt of cash from the sale of bonds c/ payment of cash for dividends d/ receipt of cash from customers on account 2/ an ex of a cash flow from an investing activity is : a/ receipt of cash from the sale of equipment / receipt of cash from the sale of stock c/ payment of cash for dividends d/ payment of cash to acquire treasury stock 3/ an ex of a cash flow from a financing activity is: a/ receipt of cash from customers on account b/ receipt of cash from the sale of equipment c/ payment of cash for dividends d/ payment of cash to acquire land 4/ which of the following methods of reporting cash flow s from operating activities adjust net income for revenues and expenses not involving the receipt or payment of cash? a/ direct method b/ purchase method c/ reciprocal method d/ indirect method / the net income reported on the income statements for the year was 55000 and depreciation of fixed assets for the year was 22000 . The balances of the current assets and current liability accounts at the beginning and end of the year are shown at the top of the following page? / 740 Chapter 17: 1/ what type of analysis is indicated by the following ? a/ vertical analysis b/ horizontal analysis c/ profitability analysis d/ contribution margin analysis 2/ which of the following measures indicates the ability of a firm to pay its current liabilities ? a/ working capital b/ current ratio c/ quick ratio / all of above 3/ the ratio determined by dividing total current assets by total current liabilities is: a/ current ratio b/ working capital ratio c/ bankers’ ratio d/ all of the above 4/ t he ratio of the quick assets to current liabilities , which indicates the â€Å" instant† debt paying ability of a firm , is the : a/ current ratio b/ working capital ratio c/ quick ratio d/ bankers’ ratio 5/ a measure useful in evaluating efficiency in the management of inventories is the: a/ working capital ratio b/ quick ratio c/ number of days’ sale in inventory d/ ratio of fixed assets to long term liabilities

The eNotes Blog Powering Up Social Media and the NewClassroom

Powering Up Social Media and the NewClassroom Just a few years ago, when kids began having their own phones in large numbers, schools freaked out. At my daughters junior high, phones had to be hidden away in backpacks or lockers. Any teacher who observed a student with a phone was required to seize it. The phone was then taken to the office, and there was a $15 fine to get it out of hock. Two years later, my son is now in the same junior high. Phones and other electronic devices are no longer  pariahs; in fact, students are  encouraged  to bring their personal phones or iPads. Teachers can request that their students use them during all kinds of lessons, from geography to science, even English, to look up quotes or biographical information. Students can also use their phones during passing periods and at lunch. (I suspect there will be a lot more fund raisers this year, seeing as how the cash cow of phone seizing is no longer being milked. ) Of course, it isnt just the fact that teachers and administrators are tired of fighting the ubiquitous phones and their larger cousins. Slowly, educators are realizing the benefits of social media. And, as those in charge learn more about the remarkable versatility of the internet, the applications are becoming an integral part of the students learning experience, arguably making them more engaged and interactive than ever before. Sites like Facebook, Twitter, Tumblr, and even one of the relatively new social media sites, Pinterest, are giving education a much-needed boost. Here are a few of the ways educators are employing the power and persuasion of social media: Twitter:   Teachers have been setting up subject or class Twitter accounts that students can follow. The teacher then tweets information related to their class. Some even set homework via Twitter, reports  The Guardian,  in their article Social media for schools: A guide to Twitter, Facebook, and Pinterest. Twitter, as many have discovered, is also often the fastest way to find out about breaking news. Facebook:   I have often asked my own students to post a specific status and have their friends respond. Then, the following class period, we discuss those responses. For example, I recently had them read Hal Niedzvieckis New York Times  article, Facebook in a Crowd. Niedzviecki wonders what would happen if he invited many of his virtual friends to a real life cocktail party. Of the several hundred invitations, twenty people accepted; one actually showed up. I asked my students to post as their status, Is a virtual friend a real friend? We had a lively discussion that could not have happened otherwise. Pinterest:   Not just a place to pin your favorite recipes or cute cat photos. Many teachers have found great success, especially for their highly visual learners, using Pinterests Tutorials. Here, among other things, you can learn, step-by-step, how to create QR codes, or become more proficient in Photoshop, or learn how a touchscreen works. Tumblr:   Again, a great site for students and educators. More and more companies have begun to tumbl, as it is a great way to find archival materials as well as current news and discussions. Some of my favorites, which I often use to prepare lectures, are the tumblrs of The Paris Review, Life  Magazine, the  New York Public Library,   NPRs  Fresh Air,  and, of course, .   How do YOU use social media in the classroom? Whether you are a teacher or a student, wed love to know.

Using Spanish to Say Look and Watch

Using Spanish to Say 'Look' and 'Watch' Although the Spanish verbs ver and mirar can both mean to see, to look, or to watch, they usually arent interchangeable. Their differences also dont always correspond directly to the differences among the English verbs that have similar meanings. Using Ver and A Ver is commonly used in the following situations: To indicate the simple act of seeing something or someone. Vi el coche de tu madre. I saw your mothers car. No puedo ver las imgenes. I cant see the pictures. To refer to the watching of television, a play, or a movie. Queremos ver Survivor esta noche. We want to watch Survivor tonight.  ¿Vas a ver la nueva pelà ­cula de Almodà ³var? Are you going to see the new Almodà ³var film? To refer to watching a sporting event. Me gustà ³ ver el segundo partido del torneo. I enjoyed watching the second game of the tournament. To refer to the anticipation of an outcome. A very common example of this is the idiom a ver, which typically is translated as lets see or well see. A ver si podà ©is ayudarme. Lets see if you can help me. Voy a ver quà © pasa. Im going to see what happens. To indicate understanding. No veo por que hay un doble estndar. I dont see why theres a double standard. To refer to a visit with someone. Es la tercera vez que voy a verlo. Its the third time Im going to see him. Using Mirar Mirar is commonly used in the following situations: To indicate deliberate looking, rather than mere seeing. Yo te miraba de afuera. I gazed at you from afar. Miraron a la derecha y a la izquierda. They looked right and left. To indicate the orientation of something. El hotel mira al mar. The hotel faces the sea. Note that ver is conjugated irregularly. Sample Sentences Showing Uses of Ver and Mirar El hotel mira todo el movimiento en la plaza. The hotel looks over all the action in the plaza. Hay cosas que no quiero ver. There are things I dont want to see. El nià ±o habà ­a visto a uno de ellos golpear a otros compaà ±eros de escuela y lo reportà ³ a la policà ­a. The boy had seen one of them strike other classmates and reported it to the police. Cuando Galileo miraba directamente al cielo, veà ­a al brillante Venus. When Galileo looked directly at the sky, he saw the brilliant Venus. Se miraron uno a otro con admiracià ³n. They admiringly looked at each other. Cuando se vieron uno a otro ella dijo, Hola. When they saw each other, she said, Hello. No quiero ver cuando me miras.   I dont want to see when youre looking at me. Miraron hacia los cerros y vieron una zona verde iluminada por los rayos del Sol. They looked toward the hills and saw a green area illuminated by the suns rays. Other Verbs That Can Be Used for Looking or Watching Buscar usually means to look for or to seek something. Note that it is not followed by a preposition meaning for. Se dice que Juan Ponce de Leà ³n siempre buscaba la fuente de la juventud. It is said that Juan Ponce de Leà ³n was always looking for the fountain of youth. Busquemos la verdad y la hallaremos. Lets look for the truth and we will find it. Revisar is often used to refer to examining or looking over something carefully. Revisamos todos los historiales mà ©dicos. We looked over all the medical histories. En cada una de las puertas, los miembros de seguridad revisaron los papeles requeridos para el ingreso de los estudiantes. At each of the entry points, the members of the security team looked over the papers required for the students admission. Observar can be used much like observe. No pude observar nada, dado que yo me quedà © fuera en la calle. I couldnt observe anything because I was left outside on the street. Quisieron observar la ciudad de noche. They wanted to observe the city at night. Fijarse sometimes means to focus visually on something.  ¡Fà ­jate en el camino! Keep your eyes on the road! Los viajeros se fijaron en los relojes y aretes de diamantes. The travelers keep their eyes on their watches and diamond earrings.

Educational Psychology Essay Example | Topics and Well Written Essays - 1250 words

Educational Psychology - Essay Example However, many critics have proved Piaget to be inaccurate about the time in which the student is developmentally ready to conserve and because children develop individually and not just static some students are able to operate at a higher level than others. Further, some students may need concrete materials to manipulate whereas others may be able to solve the problem abstractly.The author of this paper â€Å"Educational Psychology† believes that selecting the appropriate lesson is important to the success of all students but it is critical to the success of students with disabilities. For example, the teacher with students with attention deficit hyperactivity disorder (adhd) may adopt a task analysis approach to the teaching of numbers. In this approach the teacher must during preparation time, systematically and sequentially go through the steps involved in the understanding of the value of eleven. The teacher must itemize each step as this procedure would become a recipe fo r understanding the value of eleven. The teacher would begin the lesson by reviewing previously taught lessons to ensure that students remember the previous concepts and are ready to move forward. Also it would focus their minds to the lesson. Once the teacher is satisfied that students have the required previous knowledge and skill, then the teacher may proceed to distribute concrete examples of the numeral ten. The teacher may then allow students to count the objects up to 10. The next step would be to add one more object and elicit from students.  

Services Project Management Essay Example | Topics and Well Written Essays - 2250 words

Services Project Management - Essay Example This can also be recognized as a total lack of transparency between the bidders, and that suits the client perfectly. The disadvantage in public projects is the often insufficient perception of potential pitfalls and showstoppers during the procurement process, as interaction and discussion prior to bidding is discouraged. As a result, some public projects fall prey to extensive and numerous design and specification changes, ruining their original time and cost estimates. Such projects are allowed to meander along as all involved tend to keep within the strict purview of their job description within the overall governmental framework, not willing to say or do anything to either rock the boat or to steady it. Such projects are orphaned very quickly, with a chronological propensity towards non-accountability. On the other hand, private sector procurement is made with a firm eye on deliverables, and technical vetting of bidders and a bidding process is less important than the need to get a contractor who will deliver in time to spec. Transparency is variable, especially if the contract is negotiated, as the ability and competence of the contractor is beyond dispute, and educating him about the project adds value. Private sector procurement also goes the open tender route, depending on the most suitable procurement mechanism for the particular project. The strongest case for open tenders is made by case for equal opportunity and enhanced transparency in such procurement, whereas a deeper understanding of the project and a stronger tendency to adapt to change characterizes the negotiated tender, making it popular with the private sector. A solution that offers is a hybrid of both styles of procurement, and works across the board for projects of any scale, complexity and ownership, is the process of procurement that consists of competitive tendering in one or two stage, followed by negotiations with the chosen / lowest bidder. However, such a technique is effective only if the chosen bidder is not aware of his status as the lowest, so as to keep him willing to negotiate. This technique is followed in public as well as private sector projects. Stage 1 is known as technical bid (open tender stage), followed by Commercial bid (negotiation stage). 2.2 The process of procurement is a series of exchanges between the client and the contractor, with an increasingly high level of exactness and clarity on conditions of contract, culminating with the actual execution of the contract. A contract consists of three parts, Offer, acceptance and consideration. Although Estimate, Quote and Tender are terms commonly used, there are distinct differences between the three. An estimate is the contractor's perception of the cost or a particular amount of work, and is approximate. It is prepared after taking a preliminary look at the work that is required to be done. An estimate may be prepared by a contractor or by the client on the basis of the bill of Quantities, to arrive at a rough cost of the project. It is not technical in nature, and is based on