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End of the year test Page 1. (TCO A) Which of the accompanying doesn't generally expand an organization's reasonable worth? (Focuses : 5) Increasing the normal development pace of deals Increasing the normal working benefit (NOPAT/Sales) Decreasing the capital prerequisites (Capital/Sales) Decreasing the weighted normal expense of capital Increasing the normal pace of profit for contributed capital| 2. (TCO F) Which of the accompanying explanations is right? (Focuses : 5) For an undertaking with ordinary incomes, any adjustment in the WACC will change both the NPV and the IRR.To discover the MIRR, we first compound incomes at the standard IRR to discover the TV, and afterward we rebate the TV at the WACC to discover the PV. The NPV and IRR techniques both expect that incomes can be reinvested at the WACC. Be that as it may, the MIRR technique expect reinvestment at the MIRR itself. In the event that two activities have a similar expense, and on the off chance that their NPV profiles cross in the upper right quadrant, at that point the task with the higher IRR most likely has a greater amount of its incomes coming in the later years.If two undertakings have a similar expense, and on the off chance that their NPV profiles cross in the upper right quadrant, at that point the venture with the lower IRR presumably has a greater amount of its incomes coming in the later years. | 3. (TCO D) The Ramirez Company's last profit was $1. 75. Its profit development rate is required to be consistent at 25% for a long time, after which profits are relied upon to develop at a pace of 6% for eternity. Its necessary return (rs) is 12%. What is the best gauge of the current stock cost? a. $41. 58 b. $42. 64 c. $43. 71 d. $44. 80 e. $45. 92(Points : 20) | 4. TCO G) The ABC Corporation's planned month to month deals are $4,000. In the main month, 40% of its clients pay and take the 3% rebate. The staying 60% compensation in the month following the deal and don't get a markdown. ABC' s terrible obligations are little and are avoided from this examination. Buys for the following month's deals are steady every month at $2,000. Different installments for wages, lease, and assessments are consistent at $500 every month. Build a solitary month's money spending plan with the data given. What is the normal money increase or (misfortune) during an ordinary month for the ABC Corporation? (Focuses : 20) | 5. TCO G) Clayton Industries is arranging its tasks for one year from now, and Ronnie Clayton, the CEO, needs you to gauge the company's extra supports required (AFN). The firm is working at full limit. Information for use in your gauge are demonstrated as follows. In view of the AFN condition, what is the AFN for the coming year? Dollars are in millions. A year ago's deals = S0| $350| | Last year's records payable| $40| Sales development rate = g| 30%| | Last year's notes payable| $50| Last year's complete resources = A0*| $500| | Last year's accruals| $30| Last year's net revenue = PM| 5%| | Target payout ratio| 60%| a. $102. b. $108. 2 c. $113. 9 d. $119. 9 e. $125. 9 (Points : 30) | Final Exam Page 2 1. (TCO H) Desai Inc. has the accompanying information, in thousands. Expecting a 365-day year, what is the company's money change cycle? Yearly deals = Annual expense of merchandise sold = Inventory = Accounts receivable = Accounts payable =| $45,000 $30,000 $4,500 $1,800 $2,500| a. 28 days b. 32 days c. 35 days d. 39 days e. 43 days (Points : 30) | 2. (TCO C) A firm purchases on terms of 2/8, net 45 days, it doesn't take limits, and it really pays following 58 days. What is the viable yearly rate cost of its nonfree exchange credit? Utilize a 365-day year. ) a. 14. 34% b. 15. 10% c. 15. 89% d. 16. 69% e. 17. 52%(Points : 30) | 3. (TCO E) Daves Inc. as of late recruited you as an advisor to assess the organization's WACC. You have gotten the accompanying data. (1) The association's noncallable bonds develop in 20 years, have a 8. 00% yearly coupon , a standard estimation of $1,000, and a market cost of $1,050. 00. (2) The organization's expense rate is 40%. (3) The hazard free rate is 4. half, the market hazard premium is 5. half, and the stock's beta is 1. 20. (4) The objective capital structure comprises of 35% obligation and the equalization is regular equity.The firm uses the CAPM to appraise the expense of basic stock, and it doesn't hope to give any new offers. What is its WACC? a. 7. 16% b. 7. 54% c. 7. 93% d. 8. 35% e. 8. 79%(Points : 30) | 4. (TCO B) Leak Inc. conjectures the free incomes (in millions) demonstrated as follows. In the event that the weighted normal cost of capital is 11% and FCF is required to develop at a pace of 5% after Year 2, what is the Year 0 estimation of tasks, in millions? Accept that the ROIC is required to stay steady in Year 2 and past (and don't make any half-year modifications). Year: 1 2 Free income: - $50 $100 a. $1,456 b. 1,529 c. $1,606 d. $1,686 e. $1,770(Points : 35) | 5. (TCO G) Based on the corporate valuation model, Hunsader's estimation of tasks is $300 million. The asset report shows $20 million of momentary ventures that are inconsequential to tasks, $50 million of records payable, $90 million of notes payable, $30 million of long haul obligation, $40 million of favored stock, and $100 million of normal value. The organization has 10 million portions of stock remarkable. What is the best gauge of the stock's cost per share? a. $13. 72 b. $14. 44 c. $15. 20 d. $16. 00 e. $16. 80(Points : 35) |

Beowulf Beowulf and Beowulf Essay Beowulf

Beowulf and Beowulf Essay Beowulf Beowulf: Beowulf and Beowulf Essay Beowulf Beowulf Essay Beowulf’s appearance is one of significance, presumption, and certainty. At the point when Beowulf and his group of Geats show up at the Danes land, the primary thing that the guard sees is the significance and strength of the men that cruised to his property, particularly Beowulf. The gatekeeper states, â€Å"†¦ Nor have I at any point seen, Out of the considerable number of men on the earth, one more prominent than has accompanied you†¦Ã¢â‚¬  as he analyzes Beowulf and his group (161-163). The gatekeeper was confounded regarding why the Geats walk his territory so straightforwardly and without mystery, and even thinks their significance is a concealment made so he may let them enter further into his property as spies. Beowulf is one of the most established English epic saint. He’s an incredible one as well. Beowulf, in any case, is set up for this disagreeableness, and he responds to his inquiries like a conceived pioneer, expressing, â€Å"We are Geats. Men who follow Higlac†¦Ã¢â‚¬  as a major aspect of a fantastic discourse he provides for the guard, which brings about his group having the option to go on into the land (173-174). I thought as I would like to think that it was a fine discourse. He had the option to address Hrothgar after that. â€Å"..Strongest of the Geats-more noteworthy/and more grounded than anybody in this world.† (110/111) â€Å"..he was cherished by the Geats†¦Ã¢â‚¬ (118) â€Å"..the most courageous and best of the Geats†¦Ã¢â‚¬ (121 Beowulf ensures that all that he wills just guide him in getting acclaim and wonder. This is seen plainly at whatever point Beowulf battles Grendel. Prior to the battle, Beowulf clarifies, â€Å"†¦ My ruler Higlac may consider less me in the event that I let my blade go where my feet were apprehensive to†¦Ã¢â‚¬  which shows that he in fact thinks about people’s contemplations of him (264-266). From the statement, obviously Beowulf wouldn't like to convey weapons since it will give individuals something to discuss. It would have been a lot simpler to utilize weapons against Grendel, yet he needed to battle reasonable. In contrast to Beowulf, Hrothgar isn't as courageous. He wishes to spare his kin from this beast yet he is matured and more enthusiastic than Beowulf. In a large portion of the story Hrothgar is either offering his knowledge to Beowulf or lamenting. Beowulf likewise does something else that may

PASS Lifestyle, Leisure and Recreation Essay

Presentation: The entertainment and recreation exercises present in our present reality are contrast from what ages 100 years prior took part in. Our physical condition is changing consistently under the impact of regular, social and monetary frameworks which impact people’s ways of life. As ways of life change, peoples’ method for investing their recreation energy, and relaxation action inclinations, likewise change. Urban open spaces, for example, parks appear to lose their notoriety as shopping centers have become the new recreation communities because of the expanding need â€Å"to consume† of today’s social orders. Our age has the availability of data and accommodation of rich vehicle to take us the settings that we can have a ball, or free ourselves from the issues of our every day life. Data of accessible exercises that we know today, predominantly originate from sources, for example, the web and the TV or media. Media has formed the numerous ways of life of today, by means of their promoting of exercises and apparatuses. By moving our way of life, a portion of our inclinations in amusement and relaxation have changed over the ages. Exercises that existed 100 years back yet not today: Stickball. Stickball was a road game that is hugely identified with baseball which adjusts to nature it was played in. The movement just required an elastic ball and a stick of any structure. This action has slowly ceased to exist, as individuals began to gain more cash to bear the cost of playing different games that included swinging at a ball. The media likewise promoted America’s Major League Baseball, which put peoples’ enthusiasm into a progressively mainstream movement. A few people accept that this movement didn't really cease to exist as it was the starting point of all bat-and-ball sports that exist today. Playing A game of cards and Dominoes Since individuals living in the mid 1900s, principally moderately aged men, assembled at bars after their day’s work, they took fascination in bunch exercises. Their primary exercises were games which included wagering limited quantities of cash or a glass of brew. In their homes, Dominoes was a typical family game which spoke to all age gatherings. In today’s way of life, not all individuals have the advantage of time to take an interest in these exercises or have lost enthusiasm because of the presentation of individual innovative gadgets. These gadgets incorporate the promoted iPod and PCs, wherein individuals can ‘surf’ the web to discover numerous relaxation and recreational exercises which suit their way of life. Exercises that exist now yet not 100 years prior: Shopping The accessibility of malls has expanded quickly in the previous 10 years, as the world’s economy developed, and the normal winning of families expanded. The looking for entertainment and recreation of today basically alludes to exorbitant purchasing of ‘wanted’ materials for enthusiasm of the purchaser. This cutting edge movement is normal among females, as a rule in gatherings. It fits into the ways of life of ladies who don't chip away at ends of the week, and devours a great part of the day, therefore the incorporation of nourishment courts in malls. 100 years prior, shopping was not promoted as salary of a normal family unit was lower, and numerous ladies needed to remain at home to take care of the housework. The accessibility of malls and transport to strip mall scenes was constrained during that time. More often than not, shopping was an errand as opposed to a recreation movement since it included purchasing requirements for the family, for example, nourishment and learning materials. Extraordinary Sports With expanded information and hardware to guarantee security, outrageous games are very mainstream in current society. These exercises frequently include speed, tallness, a significant level of physical effort, and they can help confine musings of current issues, help set new objectives, and improve physical wellness. Some extraordinary games which are accessible close to rural zones are: trail blazing bicycle riding, indoor or open air rock-climbing, body boarding and paddling. During the 1900s, individuals didn't know about these exercises because of the burden of less media sources. Among adolescents and youthful grown-ups, free running is especially mainstream in city territories which have an assortment of counterfeit situations. This action didn't exist 100 years prior in light of the fact that it began from later mainstream developments like spray painting and web gatherings. Feasting Out The cutting edge society esteems the holding of couples more than the world 100 years prior. A typical action among couples is eating out, to make an air of sentimentalism. By watching the developing populace, the assortment of utilized employments is additionally developing. The nourishment business is one of the biggest on the planet, and has prompted the formation of cafés of various foods. Since the nations of the world are getting increasingly multicultural, individuals need to split away from eating their customary nourishments. Feasting out gives an answer for evolving tastes, and may here and there help in sparing time as cooking at home may take a few hours when endeavoring to give fine nourishment. Exercises which existed 100 years prior and still exist now: Soccer 100 years back, soccer groups got developing gatherings of supporting individuals and fans that promote the game. The soccer relationship of today have given numerous chances to don wagering, business and sponsorship to publicize brands or organizations. In numerous schools of the 1900s and today, grassed regions were effectively changed over to soccer fields with the goal that understudies could play this game during or after educational time. More seasoned age gatherings can join soccer centers and clubs where they can play for satisfaction at learning levels to serious levels. Watching soccer matches is likewise viewed as a recreational and relaxation action among fan bunches which follow the present soccer. Film Going out to watch motion pictures was a relaxation and recreational movement that was available 100 years prior and now. This movement is mainstream the same number of movies identify with the present world issues. This movement would not have endure notwithstanding the incredibly low evaluating of film tickets during the 1900s. The cost of tickets has expanded in our period, however this is satisfactory as our normal salary has expanded. End: From the exploration I have gathered in recreational and relaxation exercises of 100 years back and today, I have discovered that a main consideration of the changing interests has been the moving of every day ways of life. The patterns beginning from media has formed the numerous ways of life of our present reality, which has thus changed our inclinations. Another factor of our relaxation and recreational interests is the accessibility of data and transport we have today that lets us do what we need. Be that as it may, the notoriety of early exercises has declined as our general public has additionally built up these exercises, while the intrigue of the exercises has been outperformed by our cutting edge patterns and developments.

Italian Verbs Decidere Conjugations

Decidere—sharing roots with the English to decide—is an irregular second-conjugation Italian verb whose irregularity rests in an irregular passato remoto and an irregular participio passato: deciso. It falls in a group with the verb ridere (to laugh), whose past participle is riso and which shares the same quirks. Meaning to decide, to resolve to do something, or to establish something, decidere can be transitive, conjugated with the auxiliary verb  avere, followed by a  direct object. Akin to the verb scegliere, which means to choose or pick something, decidere can be used in a similar manner—for example, Ho deciso il nome del cane; I decided the dogs name. Most often, though, decidere is—much like in English—used to decide on something or about something: decidere se, decidere che (followed by a conjugated verb), and decidere di (followed by a verb in the infinitive). The object is still direct, often in the form of a subordinata oggettiva (a subordinate clause that serves as an object). The verb still answers the question What? and it still uses avere (and there is a direct subject-object relationship). Abbiamo deciso di prendere il treno delle 20.00. We decided to take the train at 8 p.m.Dobbiamo decidere se andiamo o no. We need to decide if we are going or not.Luca ha deciso che vuole vedere un film. Luca decided he wants to see a movie. The verb has an indirect object and is intransitive (though still with avere) if it is separated by a preposition. For example, Ho deciso sul vestito. I decided on the dress. Decidersi Also common is the intransitive reflexive/pronominal decidersi, which is a bit closer to the English to make up ones mind. It reflects more the concept of coming to the end of an internal process, and it is conjugated, therefore, with essere and reflexive pronouns. Remember the differences in choosing your auxiliary. Decidersi is most often followed by the preposition a: Mi voglio decidere a prendere un cane. I want to resolve to get a dog.Luigi e Carlo si sono decisi a fare un viaggio. Luigi and Carlo decided to take a trip.Nel 1945 i nonni si decisero finalmente a vendere la casa. In 1945 my grandparents resolved finally to sell their house. Note: Ho deciso di fare questo passo, but, Mi sono decisa a fare questo passo. I decided to take this step. Both decidere and decidersi can be used with no stated object: Il fato decide. Fate decides.Non so decidermi. I cant make up my mind.Mentre si decideva, luomo fumà ² una sigaretta. While making up his mind, the man smoked a cigarette. In speaking, decidersi is used as frequently as decidere and interchangeably, best suited to some tenses and constructions; hence, the conjugation table below includes both. Indicativo Presente: Present Indicative A regular presente. Io decido/mi decido Oggi decido il colore del bagno. Today I decide/will decide/am deciding the color of the bathroom. Tu decidi/ti decidi Ti decidi a sposarti? Will you make up your mind to marry? Lui, lei, Lei decide/si decide Oggi Carla decide di partire. Today Carla decides/is deciding to leave. Noi decidiamo/ci decidiamo Noi decidiamo cosa fare. We decide/are deciding what to do. Voi decidete/vi decidete Voi decidete se volete uscire. You decide if you want to go out. Loro, Loro decidono/si decidono Lo sento: questa settimana si decidono a comprare casa. I feel it: This week they are resolving to buy a house. Indicativo Passato Prossimo: Present Perfect Indicative A compound tense, the passato prossimo is made of the present of the auxiliary and the participio, deciso. Io ho deciso/mi sono deciso/a Oggi ho deciso il colore del bagno. Today I decided the color of the bathroom. Tu hai deciso/ti sei deciso/a Ti sei decisa a sposarti? Did you decide/have you decided to get married? Lui, lei, Lei ha deciso/si à ¨ deciso/a Carla ha deciso di partire. Carla decided/has decided to leave. Noi abbiamo deciso/ci siamo decisi/e Abbiamo deciso cosa fare. We have decided what to do. Voi avete deciso/vi siete decisi/e Voi avete deciso se volete uscire? Have you decided if you want to go out? Loro, Loro hanno deciso/si sono decisi/e Loro si sono decisi a comprare la casa. They made up their minds to buy the house. Indicativo Imperfetto: Imperfect Indicative A regular imperfetto in -ere. Io decidevo/mi decidevo Quando dipingevo, decidevo tutti i colori prima di cominciare. When I painted, I always decided all the colors before starting. Tu decidevi/ti decidevi Da ragazza non ti decidevi mai a sposarti. As a young woman, you would never make up your mind to marry. Lui, lei, Lei decideva/si decideva In estate Carla non si decideva mai a partire. In summer Carla would never resolve to leave. Noi decidevamo/ci decidevamo A casa nostra decidevamo sempre noi bambini cosa fare la domenica. In our house we children always decided what to do on Sundays. Voi decidevate/vi decidevate Mentre voi decidevate se volevate uscire, noi siamo uscite. While you were deciding if you wanted to go out, we went out. Loro, Loro decidevano/si decidevano Appena impiegati, non si decidevano mai a comprare casa. When they were just employed, they would never make up their minds to buy a house. Indicativo Passato Remoto: Remote Past Indicative An irregular passato remoto. Io decisi/mi decisi Quella volta decisi i colori con te. That time I decided the colors with you. Tu decidesti/ti decidesti Nel 1975 finalmente ti decidesti a sposarlo. In 1975 you finally made up your mind to marry him. Lui, lei, Lei decise/si decise Quella mattina Carla decise di partire presto. That morning Carla decided to leave early. Noi decidemmo/ci decidemmo Quando decidemmo cosa fare, prendemmo il cavallo e partimmo. When we decided what to do, we took the horse and we left. Voi decideste/vi decideste Finalmente quella sera vi decideste a uscire. Finally that evening you made up your minds to go out. Loro, Loro decisero/si decisero L'anno che si decisero a comprare casa, traslocarono. The year they resolved to buy the house, they moved. Indicativo Trapassato Prossimo: Past Perfect Indicative The trapassato prossimo is a compound tense with the imperfetto of the auxiliary and the participio, deciso. Note the variations. Io avevo deciso, mi ero deciso/a Avevo deciso i colori ma non gli piacevano. I had decided the colors, but he didn't like them. Tu avevi deciso/ti eri deciso/a Ti eri decisa a sposarti; perchà © hai cambiato idea? You had made up your mind to marry; why did you change your mind? Lui, lei, Lei aveva deciso/si era deciso/a Carla aveva deciso di partire, ma perse il treno. Carla had decided to leave, but she missed the train. Noi avevamo deciso/ci eravamo decisi/e Non avevamo ancora deciso cosa fare quando Luca ci telefonà ². We had not yet decided what to do when Luca called. Voi avevate deciso/vi eravate decisi/e Avevate deciso se volevate uscire? Had you decided if you wanted to go out? Loro, Loro avevano deciso/si erano decisi/e Siccome che si erano decisi a comprare casa, avevano messo via i soldi. Since they had resolved to buy a house, they had put the money away. Indicativo Trapassato Remoto: Preterite Perfect Indicative The trapassato remoto is a good storytelling tense from the remote past, used with the passato remoto of the auxiliary and in constructions with the passato remoto. Io ebbi deciso/fui deciso/a Quando ebbi deciso i colori, tua nonna e io li andammo a comprare. When I decided the colors, your Grandma and I went to buy them. Tu avesti deciso/fosti deciso/a Dopo che ti decidesti a sposarlo, comprasti il vestito. After you made up your mind to marry him, you went to buy the dress. Lui, lei, Lei ebbe deciso/fu deciso/a Appena ebbe deciso di partire, la vennero a prendere. As soon as she decided to leave, they came to get her. Noi avemmo deciso/ci fummo decisi/e Quando avemmo deciso cosa fare, prendemmo il cavallo e partimmo. When we had decided what to do, we took the horse and we left. Voi aveste deciso/vi foste decisi/e Appena vi decideste a uscire la polizia vi arrestà ². As soon as you resolved to come out, the police arrested you. Loro, Loro ebbero deciso/si furono decisi/e Dopo che si furono decisi a comprare casa andarono a parlare col banchiere. After they had resolved to buy the house, they went to talk with the banker. Indicativo Futuro Semplice: Simple Future Indicative A regular futuro. Io deciderà ²/mi deciderà ² Domani deciderà ² il colore del bagno. Tomorrow I will decide the color of the bathroom. Tu deciderai/ti deciderai Ti deciderai mai a sposarti? Will you ever make up your mind to marry? Lui, lei, Lei deciderà  /si deciderà   Carla deciderà   di partire quando sarà   pronta. Carla will decide to leave when she is ready. Noi decideremo/ci decideremo Prima o poi decideremo cosa fare. Sooner or later we will decide what to do. Voi deciderete/vi deciderete Vi deciderete se volete uscire quando vorrete. You will decide if you want to go out when you are ready. Loro, Loro decideranno/si decideranno Loro si decideranno a comprare la casa quando saranno pronti. They will make up their minds to buy a house when they are ready. Indicativo Futuro Anteriore: Future Perfect Indicative The futuro anteriore is made of the simple future of the auxiliary and the participio passato, deciso. Io avrà ² deciso/mi sarà ² deciso/a Quando avrà ² deciso i colori te lo dirà ². When I will have decided the colors I will let you know. Tu avrai deciso/ti sarai deciso/a Quando ti sarai decisa a sposarti, fammelo sapere. When you will have made up your mind to marry, let me know. Lui, lei, Lei avrà   deciso/si sarà   deciso/a Carla partirà   quando si sarà   decisa. Carla will leave when she will have decided to. Noi avremo deciso/ci saremo decisi/e Quando avremo deciso cosa fare, te lo diremo. When we will have decided what to do, we will let you know. Voi avrete deciso/vi sarete decisi/e Uscirete quando vi sarete decisi. You will go out when you will have decided to. Loro, Loro avranno deciso/si saranno decisi/e Quando si decideranno a comprare la casa, daremo loro i soldi. When they will have resolved to buy a house, we will give them the money. Congiuntivo Presente: Present Subjunctive A regular congiuntivo presente. Remember that the Italian subjunctive does not necessary translate to subjunctive constructions in English, as is very evident from this verb. Che io decida/mi decida Mio marito aspetta che io decida i colori. My husband is waiting for me to decide the colors. Che tu decida/ti decida Spero che tu ti decida a sposarti. I hope you decide to marry. Che lui, lei, Lei decida/si decida Non voglio che Carla decida di partire. I don't want Carla to decide to leave. Che noi decidiamo/ci decidiamo Aspetto, basta che decidiamo cosa fare. I'll wait, as long as we decide what to do. Che voi decidiate/vi decidiate Spero che vi decidiate presto se uscite. I hope you decide soon if you are going out. Che loro, Loro decidano/si decidano Non credo che si decidano a comprare la casa. I don't think they will decide to buy a house. Congiuntivo Imperfetto: Imperfect Subjunctive A regular imperfetto congiuntivo. A tense of contemporaneity in the world of wishing. Che io decidessi/mi decidessi Mio marito vorrebbe che decidessi i colori. My husband wishes that I decide the colors. Che tu decidessi/ti decidessi Desideravo che tu ti decidessi a sposarti. I wished that you had made up your mind to marry. Che lui, lei, Lei decidesse/si decidesse Avrei sperato che Carla si decidesse a partire. I would have hoped that Carla had decided to leave. Che noi decidessimo/ci decidessimo Volevo che decidessimo cosa fare. I wanted us to have decided what to do. Che voi decideste/vi decideste Speravo che vi decideste a uscire. I hoped that you would made up your mind to go out. Che loro, Loro decidessero/si decidessero Vorrei che si decidessero a comprare casa. I wish they would make up their minds to buy the house. Congiuntivo Passato: Present Perfect Subjunctive A compound tense, the congiuntivo passato is made of the present subjunctive of the auxiliary and the participio passato. Che io abbia deciso/mi sia deciso/a Mio marito spera che io abbia deciso i colori. My husband hopes that I have decided the colors. Che tu abbia deciso/ti sia deciso/a Spero che tu ti sia decisa a sposarti. I hope that you have resolved to marry. Che lui, lei, Lei abbia deciso/si sia deciso/a Spero che Carla non abbia deciso di partire. I hope that Carla has not decided to leave. Che noi abbiamo deciso/ci siamo decisi/e Credo che abbiamo deciso cosa fare. I believe we have decided what to do. Che voi abbiate deciso/vi siate decisi/e Spero che vi siate decisi a uscire. I hope you have decided to go out. Che loro, Loro abbiano deciso/si siano decisi/e Nonostante si siano decisi a comprare la casa, ancora non l'hanno comprata. Though they have made up their minds to buy a house, they still have not bought it. Congiuntivo Trapassato: Past Perfect Subjunctive The other compound subjunctive, the congiuntivo trapassato is made of the imperfetto of the auxiliary and the participio passato. Note the variety of tenses in the main clause. Che io avessi deciso/mi fossi deciso/a Mio marito non pensava che avessi deciso i colori. My husband didn't think I had decided the colors. Che tu avessi deciso/ti fossi deciso/a Non avevo creduto che tu ti fossi decisa a sposarti. I had not believed that you had made up your mind to marry. Che lui, lei, Lei avesse deciso/si fosse deciso/a Avrei voluto che Carla non avesse deciso di partire. I wished that Carla had not decided to leave. Che noi avessimo deciso/ci fossimo decisi/e Pensavo che avessimo deciso cosa fare. I thought that we had decided what to do. Che voi aveste deciso/vi foste decisi/e Volevo che vi foste decisi di uscire. I wanted you to have decided to go out. Che loro, Loro avessero deciso/si fossero decisi/e Avrei sperato che si fossero decisi di comprare la casa. I had hoped that they had resolved to buy the house. Condizionale Presente: Present Conditional A regular condizionale presente. Io deciderei/mi deciderei Io deciderei i colori se mi lasciasse in pace. I would decide the colors if he would leave me in peace. Tu decideresti/ti decideresti Tu ti decideresti a sposarti se ne avessi voglia. You would make up your mind to marry if you felt like it. Lui, lei, Lei deciderebbe/si deciderebbe Carla deciderebbe di partire se avesse i soldi. Carla would decide to leave if she had the money. Noi decideremmo/ci decideremmo Noi decideremmo cosa fare se fossimo pià ¹ decisi. We would decide what to do if we were more resolute. Voi decidereste/vi decidereste Voi decidereste di uscire se facesse meno freddo. You would decide to go out if it were less cold. Loro, Loro deciderebbero/di deciderebbero Loro si deciderebbero a comprare casa se ne trovassero una che gli piace. They would resolve to buy a house if they saw one they liked. Condizionale Passato: Perfect Conditional The condizionale passato is made of the present conditional of the auxiliary and the participio passato. Io avrei deciso/mi sarei deciso/a Avrei deciso i colori se mi fossero piaciuti. I would have decided the colors if I had liked any of them. Tu avresti deciso/ti saresti deciso/a Ti saresti decisa a sposarti se lo avessi amato. You would have resolved to marry him if you had loved him. Lui, lei, Lei avrebbe deciso/si sarebbe deciso/a Carla avrebbe deciso di partire se avesse voluto. Carla would have decided to leave if she had wanted to. Noi avremmo deciso/ci saremmo decisi/e Prima o poi avremmo deciso cosa fare. Sooner or later we would have decided what to do. Voi avreste deciso/vi sareste decisi/e Voi avreste deciso di uscire se avesse fatto meno freddo. You would have decided to go out had it been less cold. Loro, Loro avrebbero deciso/si sarebbero decisi/e Loro si sarebbero decisi a comprare casa se ne avessero vista una che gli piaceva. They would have decided to buy a house had they seen one they liked. Imperativo: Imperative The imperativo is a good tense for the verb decidere. Make up your mind! Tu decidi, deciditi Decidi cosa mangiare! Decide what you want to eat! Noi decidiamo, decidiamoci Decidiamoci, su. C'mon, let's make a decision. Voi decidete, decidetevi 1. Decidete se volete andare. 2. Decidetevi! 1. Decide if you want to go. 2. Make up your mind! Loro decidano, si decidano Che decidano! Che si decidano! May they decide! May they make up their minds! Infinito Presente Passato: Present Past Infinitive The infinito  is used often with servile or helping verbs: Devo decidere! I must decide! Decidere Trovo difficile decidere dove voglio vivere. I find it hard to decide where I want to live. Decidersi 1. Ci mise un giorno per decidersi. 2. Non riesco a decidermi. 3. Decidersi à ¨ difficile cosà ¬. 1. He took a day to make up his mind. 2. I can't make up my mind. 3. It is hard to make up one's mind like this. Aver deciso Dopo aver deciso di partire, Paolo à ¨ tornato. After having decided to leave, Paolo came back. Essersi deciso/a/i/e Dopo essersi deciso a partire, Paolo à ¨ tornato. After having made up his mind to leave, Paolo came back. Participio Presente Passato: Present Past Participle In addition to the regular function as auxiliary, the participio passato deciso  can serve as a noun or more often, in this case, as an adjective, meaning resolved or determined. Decidente (never used) Deciso/a/i/e 1. Non à ¨ deciso. 2. Non à ¨ stato deciso. 3. Siamo persone decise. 1. It is not decided. 2. It has not been decided. 3. We are determined people. Gerund Present Past: Present Past Gerund Decidendo Decidendo di fare un vestito, Giovanna va a comprare la stoffa. Deciding to make the dress, Giovanna goes to buy the fabric. Decidendosi Decidendosi finalmente a fare il vestito per la festa, Giovanna compra una stoffa rossa. Finally resolving to make the dress for the party, Giovanna buys a red fabric. Avendo deciso Avendo deciso di fare il vestito, Giovanna va a comprare la stoffa. Having decided to make the dress, Giovanna goes to buy the fabric. Essendosi deciso/a/i/e Essendosi decisa, Giovanna à ¨ andata a comprare la stoffa. Having made up her mind, Giovanna went to buy the fabric.

Changes and Innovations in Japanese Literature in the...

There is a vast difference between the courtly airs of the Heian Period and the overall feeling of the following Kamakura Period that makes the younger of the two periods more appealing. The changes in Japanese literature during the Kamakura Period can be readily observed in many works, including the innovation in poet devices found in the Shinkokinshu, as well as the subject matters of different stories. We have the introduction of another ancient Japanese classic in Heike Monogatari, where the reader is assaulted with battlefield stories and upfront political warfare not seen to that extent before. A significant feature, if not the most significant feature, of the Kamakura Period is the increased presence of Buddhist teachings and†¦show more content†¦Perhaps this is a type of literary yuugen? Out of all three of the new poetic devices, the least understandable to me is the taigendome, probably because I tended not to notice that ending a poem on a noun was not typical for the earlier periods. Maybe it too conveys a new sense of meaning to a poem, like the more obvious effects of the other two devices. Lastly, for the poetry of the Shinkokinshu at least, the essence of sabi seeps in through the words of many poems, stripping away the color and life from the somewhat clichà © nature imagery and leaving behind the â€Å"beauty of the withered.† Written works where the depressing weight of reality makes itself known seems like a given at the time, and seeing that the Shinkokinshu is one of the earliest works covered by the Kamakura timeline, it is only natural to see the trends for the rest of the contemporary literature being introduced in it. Speaking of a hopeless reality, there is a change from the type of imagery appearing in the prose of the Heian Period to that of the Kamakura Period. We have the descriptions of an almost explicit nature in regards to death in all sorts of situation. In the Hojoki by Kamo no Chomei, the whol e first half focuses on death, poverty, and destruction, especially in the episode of â€Å"The Famine,†Show MoreRelatedEssay about Summary of History of Graphic Design by Meggs14945 Words   |  60 Pagescuneiform were replaced by 20 or 30 easily learned signs. - The creation of the alphabet may have been an act of geography. - The oldest known examples of the Early or Old Hebrew alphabet date from around 1000BC. - The design of Arabic letters changes with the position within a word. - After the Latin alphabet, Arabic is the most widely used alphabet today. - The Aramaic alphabet is believed to be the predecessor of the scripts used in India. - The Greeks adopted the left-to-right reading patternRead MoreHuman Resource Management and Demings Continuous Improvement Concept8656 Words   |  35 Pagesquestion that technological innovation and globalization have reemphasized the importance of matching HRM to strategic goals (Eaton and Voos, 1992; Huselid, 1995; Kleiner et al., 1987; Kochan et al., 1986). 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Scope and Limitations in a Business Research free essay sample

Scope and Limitations in a Business Research BY SHENANIGANS a. What Is meant by scope and limitations? Scope of research refers to the areas that were covered In the research such as research populations. Limitations of research are areas that were not included as part of the research. Limitations are usually determined by budget and time. The scope and limitation should Include the following: 1 . A brief statement of the general purpose of the study. 2. The subject matter and topics studied and discussed. 3.The locale of the study, where the data were gathered or the entity to which the data belong. 4. The population or universe from which the respondents were selected. This must be large enough to make generalizations significant. 5. The period of the study. This Is the time, either months or years, during which the data were gathered. B. How To Write Significance Of The Study You should write about the effect of your study, and how it will change the things. Talk about the benefits it will bring, how it will be helpful, to whom and why.When writing a significance of the study you want to present why you are doing the study, what you are studying, and what you hope to achieve by completing the study. . How to Write Definition of Terms? Guidelines In defining terms: 1 . Only terms, words, or phrases which have special or unique meanings In the study are defined. For instance, the term non-teaching facilities may be used in the study of the teaching of science. Non-teaching facilities may be defined as facilities needed by the students and teachers but are not used to explain the lesson or to make instructions clearer.Examples are toilets or comfort rooms, electric fans, rest rooms or lounges, and the like. They may also be called non- instructional facilities. 2. Terms should be defined operationally, that is how they are used in the study. For instance, a study is made about early marriage. What is meant by early marriage? To make the meaning clear, early marriage may be defined as one in which the contracting parties are both below eighteen years of age. 3. The researcher may develop his own deflation from the characteristics of the term wooden posts, nip, burl, or nip walls; split bamboo floor and Congo or nip roof.This is also an operational definition. 4. Definitions may be taken from encyclopedias, books, magazines and newspaper articles, dictionaries, and other publications but the researcher must acknowledge his sources. Definitions taken from published materials are called conceptual or theoretical definitions. 5. Definitions should ae brief, clear, and unequivocal as possible. 6. Acronyms should always be spelled out fully especially if it is not commonly known or if it is used for the first time. D.Review of related literature and related studies This chapter presents survey of related literature and writing of recognized experts, both of which have significant bearing or relation to the problem under investigation. Guidelines in Citing Related Literature and Studies A. Characteristics of the Materials Cited 1. The materials must be as recent as possible. This is important because of the rapid social, political, scientific, and technological changes. Discoveries in historical and archaeological research have also changed some historical facts.Researchers in education and psychology are also making great strides. So, finding fifteen years ago may have little value today unless the study is a comparative inquiry about the past and the present. Mathematical and statistical procedures, however, are a little more table. 2. Materials must be as objective and unbiased as possible. Some materials are extremely one sided, either politically or religiously biased. These should be avoided. 3. Materials must be relevant to the study. Only materials that have some military to or bearing on the problem researched on should be cited. . Materials must not too few but not too many. They must be sufficient enough to give the researcher insight into his problem or to indicate the nature of the present investigation. The number may also depend upon the availability of related materials. This is especially a problem with pioneering studies. Naturally, there are few related materials or even none at all. Ordinarily, from fifteen to twenty-five may do for a masters thesis and from twenty and above for a doctoral dissertation, depending upon their availability and depth and length of discussions.The numbers, however, are only suggestive but not imperative. These are only the usual numbers observed in theses and dissertations surveyed. For an undergraduate thesis about ten may do. The following are the ways of citing related literature and studies: 1. By author or writer. In this method the ideas, facts, or principles, although they have the same meaning, are explained or discussed separately and cited in the footnote with their respective authors or writers. Examples: According to Meringue, praise helps much in learning, etc. (Meringue, 1981) Macaque found out that praise is an important factor in learning, etc. , (Macaque, 1984) 2. By topic. In this case, if different authors or writers have the same opinion about the same topic, the topic is discussed and cited under the names of the authors or writers. This is a summary of their opinions. This is to avoid separate and long concussions of the same topic. Example: It has been found out that praise is an important aid in learning of children. (Meringue, 1981) 3. Chronological.Related materials may also be cited chronologically, that is, according to the year they were written. Materials which were written earlier should be cited first before those which were written later. This can be done especially when citation is by author or writer. If citation is by topic, chronological citation can be done in the footnote. C. What to Cite It should be emphasized that only the major findings, ideas, generalizations, reminisces, or conclusions in related materials relevant to the problem under investigation should be discussed in this chapter.Generally, such findings, ideas, generalizations, principles, or conclusions are summarized, paraphrased, or synthesized. D. Quoting a Material A material may be quoted if the idea conveyed is so perfectly stated or it is controversial and it is not too long. It is written single spaced with wider margins at the left and right sides of the paper but without any quotation marks. Example: Suppose the following is a quotation: Said Meringue, Praise is an important factor in hillsides learning. It encourages them to study their lessons harder.Praise, however, should be given appropriately. Justification of the Study inquiry may only be a replication of another study. It should be stressed also that in spite of similar studies, the present study is still necessary to find out if the findings of studies in other places are also true in the locale of the present study. There may also be a need to continue with the present investigation to affirm or negate the findings of other inquiries about the same research problem or topic so that generalization or principles may be formulated.These generalizations and principles would be the contributions of the present investigation together with other studies to the fund of knowledge. This is one of the more important purposes of research: the contribution that it can give to the fund of knowledge. Synthesis It should be emphasized in this area that the major findings, ideas, generalizations, principles or conclusions in related materials relevant to the problem under investigation. Generally, such findings, ideas, generalizations, principles or conclusions are summarized, paraphrased, or synthesized.

Asia Pacific free essay sample

The dropping of the bombs, which occurred by executive order of US President Harry Truman, remains the only nuclear attack in history. Much heated debate has sparked over the reasons necessity of dropping the atomic bombs. Conventional wisdom has it that the both bombings of the cities was justifiable as they were needed to shock the Japanese into surrendering unconditionally; unconditional surrender referred to no negotiated peace by the Japanese, meaning that they had to submit themselves totally to the will judgment of the Allies after surrender.It is believed that prior to the bombings, Japanese overspent refused to surrender in July 1 945, even though by then they cannot hope to win the war anymore, as they were fearful of endangering the survival of the emperor the Imperial family by doing so. As such, one can say that the atomic bombing of both Hiroshima Nagasaki were necessary as there was a need to coerce the Japanese into quickly surrendering. We will write a custom essay sample on Asia Pacific or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, it is also accurate to mention that the Japanese would have agreed to unconditional surrender, bringing the war to an end, had the USA indicated to Japan that they would allow the retention of the Emperor amp; his throne, as investigated by US intelligence experts long before the atomic bomb was used. Furthermore, it was also suggested that the Japanese were more concerned with the possibility of the Soviet Unions entry into the war, and would have allowed absolute surrender had the still-neutral Russian army attack Japan.Therefore, the dropping of atom bombs on Hiroshima ; Nagasaki was uncalled for, in securing unconditional Japanese surrender. The atomic bombing of Hiroshima camp; Nagasaki was necessary in order to pressure Japan into agreeing into unconditional surrender as soon as Seibel. Although voices within the US Military expressed caution regarding the use of the new weapon against Japan, President Truman was decided that the bomb was the correct ; only option.Six months of intense strategic firebombing of 37 Japanese cities around Tokyo area had done little to break the Japanese regimes resolve, and Japan continued to resolutely ignore the demand for unconditional surrender as stated in the Potsdam Declaration. In such circumstances, the use of the atom bombs were seen as the best means of forcing Japan to surrender, thereby ending the war. The alternative was an Allied invasion of the Japanese home islands, to which many World War II era servicemen had been preparing for.This was believed to lead to even more American casualties; more than 55,000 Americans had already perished fighting the war against the Japane se in the Pacific. An invasion was certain to be very costly in American lives, and this was what Truman wanted to avoid by all means. Japan was on the breaking point of surrender, but they needed to first fully give up resistance, before the war could end quickly efficiently.With hardliners, including war minister Karachi Miami, who advocated holding out longer to try to save national pride, as well as militarists with the fear that the Japanese monarchy would be eliminated, it is no wonder that Truman jumped at the opportunity using the atomic bombs it would be able to accomplish his primary objectives of forcing a prompt Japanese surrender saving American lives. Therefore, since it could force the Japanese into unconditional surrender, it was decided that the dropping of the atomic bombs on the two Japanese cities was necessary.However, Japan would have agreed to unconditional surrender, with the consensus that the US allows Japan to retain her imperial family Emperor. As it became apparent to the Japanese that they would lose the war, Japan began sending peace offers to the United States via Moscow, as well as through the Swiss embassy in Tokyo. These messages were intercepted by the US; this highlights that Americas civilian leadership was well aware that the Japanese were on the verge of surrender they would surrender without an invasion, especially if guarantees were given that the emperor would be allowed to retain his throne.Furthermore, Former President Herbert Hoover wrote a letter to Truman, admonishing him to make US intentions regarding the surrender clear. In fact, Secretary of War Henry Stemson had suggested retaining the reference to the imperial structure in the declaration, but this was not added; the Japanese military interpreted the omission of any commitment on the Throne as evidence of the Allied intention to destroy forever the foundation stone of the Japanese nation.This implies that the Truman administration had knowledge of the fact that the Japanese would render eventually, and even faster should the terms they requested be allowed, but deliberately ignored this ; other Japanese attempts to enter an agreement of surrender. Henceforth, this clearly points to the fact that the USA had other motives for the dropping of the atomic bombs, and that they were unnecessary in procuring unconditional surrender from the Japanese.In addition, the Japanese would have given in to unconditional surrender eventually, as they were worried about a possible declaration Of war by the Soviets. Japan was already in ruins. Japanese cities had b een literally bombed onto rubble; the Home Islands had been isolated from their normal sources of food as U. S. Submarines prowled Japanese waters, cutting sea arteries to the Asian mainland. F-DOD ; other commodities were in short supply ; the population was on the verge of starvation.The Imperial Japanese Navy had been destroyed ; the Army was depending on a large degree on civilians. This showed that Japan was also defenseless by the summer of 1945. An invasion by the Soviets was on loom, and this would greatly threaten the remaining national interests, such as Manchuria ; Korea. Moreover, Japanese troops were scattered all over China ; the Pacific; they were too thinly spread camp; would not be able to hold off an invasion by the Soviets.Therefore, the Japanese would have eventually surrendered unconditionally, due to the Russian invasion, which happened after the atomic bombings of Hiroshima ; Nagasaki. Thus, the dropping of the atom bombs was unnecessary. To conclude, the dropping of the atomic bombs were unnecessary as the Japanese would have surrendered unconditionally, had the Americans decided to allow the retention of the Emperor earlier, or due to the eventual Soviet invasion.

The End of the Diem Regime essays

The End of the Diem Regime essays The Kennedy administration was responsible for the overthrow of the Diem regime and Diems assasination.The U.S. did not have a problem with Diem, the real problem was with Diems brother Nhu.Nhu was responsible for many protests by Bhuddist monks where Mrs. Nhu would call the monks who set themselves on fire in protest barbecues. The Kennedy administration had a lot to do with the overthrow of the regime although they did not have much to do with Diems assasination. The Kennedy administration was the main influence in overthrowing the Diem regime.The State Department wanted to give Diem a chance to rid himself of Nhu and replace him with the best military and political personalities available. Ambassador Lodge said that the possibility of Diem meeting are demands are virtually nil. The only way to get rid of Nhu is to get rid of the entire Diem regime. In a cablegram from Ambassador Lodge to Secretary Rusk, Lodge said; We are launched on a course from which there is no turning back: the overthrow of the Diem government. Lodge also stated that there is no turning back because the U.S. is publicly committed to the end of the Diem regime. In a cablegram transmitted from President Kennedy to Ambassador Lodge, Kennedy said that the U.S. should not actively help the coup, but be ready to make good relations with the group that overthrows the Diem regime. In a later cablegram from the whitehouse they said that the U.S. does not wish to leave an impression that they are opposed to a new regime. When the U.S. says this they are basically telling the coup that they are backing them. Because of the Kennedy administrations responsibility in the overthrow of the Diem regime it also leads to the eventual assasination of Diem.The U.S. was not as involved with his assasination as they were with the overthrow of Diems regime. Diem was told by ...

Job Analysis & Design in the Organization Essay

Job Analysis & Design in the Organization - Essay Example 6. Promoting the organization as an employer of choice. Employee Interaction: 1. Supervision of the activities of all staff members in the Human Resources Area. 2. Determining the number and type of positions that need to be created and filled in the HR Department, as well as judging the competencies of the staff and placing them accordingly. 3. Creating and setting up the overall structure of the HR Department with its divisions into Recruitment, Compensation and Benefits, Payroll & Accounting, Training and Development and Legal Counsel. 4. Having knowledge of what each HR staff member is doing, his or her responsibility areas and assigning duties and goals to each area and each employee through his or her reporting authority. Management Responsibilities: 1. To see that the HR Department is working as a cohesive unit and meeting its generally accepted responsibilities. 2. To look after the Administrative functions that invariably form a part of HR duties and responsibilities. 3. To act in compliance with company guidelines on good corporate governance and ethical behavior. 4. To guarantee and ensure employee confidentiality of events reported, as and when required. 5. To act as the custodian of HR policies and procedures, preparation and updating of the HR Manual and communicating all revised policies throughout the organization with the approval of the CEO/CFO or other relevant Head of Departments. 6. To liaise with Payroll, Accounting, and Administration staff to see that salaries, bonuses, increments and deductions are made on a timely basis and in accordance with legal and tax guidelines. 7. To take disciplinary action where and when required, in conformity with organizational policy and management directives, involving legal counsel as needed. 8. To participate in salary surveys within the industry, incorporating these into increment and bonus packages for employees. 9. To take employee satisfaction surveys and monitor employee morale. 10. To create a suc cession plan for key management staff and keep senior management informed of staff turnover at all levels. Qualifications: Bachelors or Masters in Psychology, Human Relations or Organizational Development. Experience of at least 10 years in handling Human Resources or Administration related functions- with at least 5 years in a middle to a senior management position. Must have completed the requirements of the CIPD and SHRM and be a member of these organizations. Working Conditions: 1. Must be a confident and competent individual, a self-starter willing and able to work without supervision, both individually and as part of a team. 2. Must be able to create, organize and manage a team of competent HR professionals that hold value for the organization. 3. Must be able to work long hours when required, with considerable human interaction at all levels within the organization. Work Schedules: The position is normally a 9 to 5 job; however being a management position, the working hours c an be extended from time to time as necessary in order to perform the requirements of the job. Management positions do not attract overtime.  

What lead Orestes Brownson to coin the term Manifest Destiny Research Paper

What lead Orestes Brownson to coin the term Manifest Destiny - Research Paper Example Orestes Brownson, is considered to be a founding father of one â€Å"school of thought†, as he declared out of all of the states of the Western Hemisphere, the America only had a â€Å"destiny.† This meant that America as he saw it had been chosen to do marvellous things in the history of humanity. Thus, the Manifest Destiny concept is based on the idea that America had a divine providence. However, there were concerns that were cropping up, which seemed to challenge this notion and slavery was the main issue. It raised issues on whether they should be allowed into the territories and the impact it could have on America being the divine destiny. Various aspects such as that of George Bancroft, of The American Republic stipulates that the state originates in man's social nature and derives its rights, not from consent or agreement of individuals, or the surrender of the rights of individuals, but, under God, from society itself, and therefore has for its mission to prote ct and defend the rights on one hand of society, and an individual. There is no society without individuals, but there are no individuals without society George Bancroft (1866). George (1866), continues to state that Orestes, though believing in theme of society, he had difficulty with this concept of the "people" as it was not always clear who the people" were, or who were to be recognized as their legitimate or illegitimate spokesmen. George (1866) continues to state that, there was unease of an apotheosis of a people that was together, which was the origin of "socialism." George states that as, â€Å"...for if the society, were great or supreme in the best sense, the final court of questions, assertion of individual liberty in the face of the democratic nation would not exist.† On America as a Nation, Orestes Brownson believed that Countries can be viewed as individuals from a big picture or scale, have life, sense of individuality, reason, a mind of their own and same law that govern development and growth or even decay as a person. Moreover, a nation had to know itself, understand why it exists, power that it has faculties, rights and destiny. This meant that a nation provided sub-categories, that made it whole. The Mission of the nation, according to Orestes, meant that: â€Å"Every living nation has an idea given it by Providence to realize, and whose realization is its special work, mission, or destiny. Every nation is, is some sense, a chosen people of God. It mean that the Jews were considered to be the the chosen people of God, from whom the tradition were to remain until the messiah came back. History did not save its mission, and as far as they are known, they have contributed to the development or issues such as corruption of religion and civilization. Despotism is barbaric and abnormal.† Orestesbrownson online (2009). Another issue that Orestes found necessary for the nation to be a manifest destiny was the need to understand the c onstitution. This was because the constitution of America being defective. He argued that if the states that had slaves was as a simple agreement, then they would never prosper. However, the issue was How to assert union, without there being consolidation and state rights without disintegration. Moreover, the nation had to have a nature for it to be a government. He believed that; The nature or essence of government is to govern. A government that does not govern is simply no government at all. If it has not the ability to govern and governs not it may be an agency, an instrument in the hands of individuals for advancing their private interests, but it is not government. To be government it must govern both individuals and the community. If it is a

American Meat Industry Writing Assignment Essay Example for Free

American Meat Industry Writing Assignment Essay Three main reasons why my feelings towards meat have changed is that I now know that the meat that is supposed to be ‘better for you, isn’t really better, the animals we eat are treated so badly before they are slaughtered, and that we are depleting our resources. For a long time I thought that eating grass-fed beef was a healthy alternative to eating feed-lot beef, which according to the article â€Å"What are Feedlot Beef, Organic Beef, and Grass-fed Beef’s† explanation in the section â€Å"What is Feedlot Beef†, treats the animals badly and gives them growth hormones and antibiotics. Eating grass-fed beef, which normally doesn’t use antibiotics and treats their animals better, still isn’t a good replacement though. It takes up too much land and causes around 50% more greenhouse gases according to â€Å"What’s Wrong with Grass-Fed Beef† in the section â€Å"Land Use† and â€Å"50% more Greenhouse Gases. Now that I know that there isn’t a healthy, safe type of meat, I no longer think eating it meat is a good idea. Another reason I now believe meat isn’t a wise choice is that animals are put in such awful conditions just so people can eat meat. The article â€Å"Factory Farming Facts† says â€Å"A majority of the animals that are raised for food live miserable lives in intensive confinement in dark, overcrowded facilities† in its first paragraph. In the paragraph â€Å"Broiler Chickens† it talks about how chickens are put in things called factory farms that do gruesome things like cut off chickens beaks in toes. The article â€Å"Factory Farming† even said that 99% of animals we eat come from factory farms. After hearing that most of our meat could have been treated like that, I don’t think eating meat is worth hurting so many animals. The third reason my opinion on meat has changed is that I learned how much our animals are being killed for meat. We are depleting the world of so many animals by eating meat. The article â€Å"What’s Wrong With Eating Fish† in the section â€Å"Overfishing†, said that by 2048 we may have completely ran out of seafood because of overfishing. They also talked about the Chesapeake Bay and how its oyster population is depleted and that has affected the Bay’s health overall. Learning that really changed my mind about eating meat and seafood because the Chesapeake Bay is something that can actually affect me and hits close to home. I used to think that eating farmed animals was normal and completely okay. I never knew any better so I never questioned it, until I learned about what I was eating. When I learned that I was hurting the environment and my body, hurting animals, and hurting animal’s populations, my opinions on meat changed drastically. Now I know to not eat as much meat, if any, and to be much more aware of any meat that I do eat.

Statement of Educational Philosophy Essay -- Philosophy of Education T

Statement of Educational Philosophy A person’s philosophy of education is important because it affects the way that their classroom will be run. To be a good teacher, a person should genuinely like the students and want to make a difference in their lives, giving them the confidence to succeed. There are many things that go into developing an educational philosophy: The nature of the students, the nature of knowledge, the purpose of education, the method of education, and the curriculum. I believe that every student is very different. Each student should be treated as an individual and not be just grouped together without any personal identification of their own. Most children seem to learn better by watching adults rather than listening to them, hence the old saying, â€Å"actions speak louder than words.† Children seem to be pretty stubborn and want to find things out for themselves. For example, you can tell a child over and over again not to touch a hot stove but it may not really sink in until they touch it that one time and get burnt. This is also an example of children wanting to do their own thing. I agree with Foucoult in that most humans desire the power to have their own way. In my opinion, knowledge is both relative and absolute. Some things are constructed while others are discovered. For example, the sun rises in the east. This was discovered many years ago and is true everywhere and throughout time. A person that writes computer programs constructs knowledge. They take different pieces of knowledge and put them together to develop new things and new knowledge. Some knowledge is always changing because of the technological advancements in today’s society; however, some things never change. I... ...ing that everyone should know Calculus, but people should have a basic knowledge of addition, subtraction, multiplication, and division. These basic skills are essential to everyday life and I think that everyone should be able to use them. In conclusion, I feel that education is a very important thing. Everyone should be educated at least in the basics. People should care about themselves and want to make themselves the best that they can be and not just settle for what they are. Education should instill the desire to achieve in our students. New things are discovered everyday. Keeping up with society can be difficult but I definitely think that it has its rewards. I feel that God has given me a gift for being able to help others by teaching. I want to do all that I can to help shape the future of our society by using my talent to the best of my ability.

Board of Education

In the history of the contemporary United States, there has been no issue that has touched off more debate than the issue of discrimination based on the skin color of an individual. The fact that one skin color is superior to another has been the topic of many a political, social and at one point military struggle in the chronology of the United States. In one of the many Supreme Court cases that have dealt with the race issue, one of them became the benchmark of cases regarding such issues, Brown vs. Topeka Board of Education( 347 U. S. 483 (1954) (Find Law).In the deliberations that went on in the High Court, the Warren Court found that the Plessey vs. Ferguson decision (163 U. S. 537 (1896) (The Oyez Project), had no legal ambit under the laws of the United States (Nina Totenberg). The Plessey vs. Ferguson ruling of the Supreme Court (163 U. S. 537 (1896) (The Oyez Project) stipulated that the term of â€Å"separate but equal† as enshrined in the 14th Amendment of the Unite d States Constitution was adequately met in the decision (The Oyez Project).In the facts of the case, Homer Plessey was incarcerated for the offense of taking a seat in a tram car designated for white people in 1892 (Lisa Cozzens). Plessey was in fact technically a white person, having only an eighth part of him being black, and the rest white (Cozzens). In the case of Plessey vs. the State of Louisiana (163 U. S. 537(1896) (Cornell University School of Law), which the state argued that Plessey was black under their laws, Homer argued that the law for which he was jailed for was unconstitutional (Cozzens).Plessey further argued that the Separate Car Act was in direct infringement of his rights under the 13th and 14th Amendment rights (Cozzens). In the opinion of Judge Howard Ferguson, the law was constitutionally infirm if the train traveled across state lines (Cozzens). But in the case of Louisiana, Ferguson ruled that the state can regulate the operations of the trains that are in their jurisdiction (Cozzens). When Plessey appealed to the Louisiana State Supreme Court, the court affirmed the ruling made by Ferguson (Cozzens). Arguing before the United States Supreme Court, the Court again found Plessey guilty of the offense (Cozzens).In their decision, with Justice Henry Brown as ponente, the law that separated blacks from whites in the trains in Louisiana did not clash with the 13th Amendment, which abolished slavery (Cozzens). In the ruling, the law did not espouse inequality; it just made a separation in the color of the skin of the two parties (Cozzens). But Justice John Harlan, who voiced the lone opposing vote, averred that the United States Constitution, did not classify men according to the color of their skin, and that all individuals were covered equally by the law (Cozzens).Harlan also drew on the decision of the Court on the Dred Scott case and said that the decision will be just as controversial (Cozzens). The Plessey case was at the crux of the matter in the arguments presented in the Brown vs. Board of Education issue (Totenberg). Before the initiation of the Brown legal action, the NAACP was getting favorable rulings with regard to its cases that centered on challenging school policies that segregated or even barred black students from some universities’ schools of law (Totenberg).In the 1950’s, the NAACP turned its legal crosshairs on the issue of segregation in the nation’s primary and secondary education system (Totenberg). With future Supreme Court Chief Justice manning the offensive for the NAACP, the group first tested the waters so to speak in a case filed in Clarendon County, South Carolina (Totenberg). The case however was remanded back to the lower courts (Totenberg). Analysts aver that the decision of the High bench was heavy with political insinuations coming on the heels of the year’s electoral exercise (Totenberg).With the Topeka, Kansas argument, it was joined by several other motions along the same argument (Totenberg). The Chief Justice at the time, Fred Vinson, had just passed away, allowing for the nomination of then California governor Earl Warren to the post (Totenberg). In the decision of the Warren Court, the practice of segregation of white and black children in the schools was unlawful (Find Law). In the decision, the practice of separating black from white children, if only guided by racial concerns, is abrogation of the rights of children of color of equal coverage of the laws as enshrined in the 14th Amendment (Find Law).In the court’s opinion, the â€Å"separate but equal† legal doctrine found in Plessey vs. Ferguson was deemed infirm in law (Find Law). The cases argued together with Brown all centered on the minority children seeking legal relief to their cause of admission into their local schools on a non-segregated mode (Find Law). In the history of the Supreme Court, the Court has ruled on at least six cases all discussing the â€Å"separate but equal† clause in Plessey (Find Law). In the cases of Cumming vs. Board of Education (175 U. S.528), and Gong Lum vs. Rice (275 U. S. 78), the doctrine itself was not argued (Find Law). In some of the more recent cases, the equal rights guarantee was breached in that white students were acquired with better benefits than their African American counterparts (Find Law). Examples of these cases include Sipuel vs. Canada (332 U. S. 631) and Sweatt vs. Painter (339 U. S. 629) (Find Law). In essence, the Court found that the â€Å"separate but equal† doctrine found in the Plessey decision was not espousing equality, but inequality (Totenberg).The Supreme Court at the time was fully cognizant of the social and political ramifications of the case in Brown (Library of Congress). The National Association for the Advancement of Colored People (NAACP) had staged a calculated attack on the Plessey doctrine (Library). Aware of this scenario, the Supreme Court heard the case in as many years as times it heard the case, a total of three years (Library). In coming out with their decision, the Court had ordered that both sides prepare legal briefs in the case (National Archives).The briefs that the High Bench wanted each side to prepare was to focus on the opinions of the counsels if the Congress had this question in mind, the segregation of students in public schools, when they framed the 14th Amendment (Library). Several cases were in the list of cases cited by counsels in the argument of Brown (Library). The first case was the test case sent up by the NAACP, Briggs vs. Elliot (342 U. S. 350 (1952) (Library). In the particulars of the Elliott case, Harry Briggs claimed that the Clarendon County School Board, led by its President R.W. Elliott, violated their 14th amendment rights for affirming the school segregation policy (Library). In their arguments, they used the theory of noted child psychologist Dr. Kenneth Clark, who said that segreg ation affected the outlook of the child of African American children (Library). In the reargue phase of the deliberations before the court, future Chief Justice Thurgood Marshall concluded that the court can rule against their cause by declaring that African Americans were second class human beings in comparison to Caucasian Americans (Library).After waiting for close to half a year, the Warren Court, on May 17, 1954, rendered a unanimous verdict (Totenberg). It declared that the â€Å"separate but equal† doctrine as applied in the area of public education was not sufficiently argued and overturned the Plessey doctrine (Totenberg). With this decision, Thurgood Marshall led the cause to destroy the legal structure that sustained segregation practices in the country (Michael Jay Friedman, p. 1). In the next year, the Supreme Court ordered that the implementation of the decision with all possible speed (Library).The Brown decision proved to be a turning point in the fight agains t segregation (National Archives). With this decision, it rendered the Plessey decision inutile and unconstitutional (National Archives). In the rendering the decision, the Court formally ended close to six decades of legally supported practices of segregation in the public schools systems (National Archives). So is this the final indubitable expression of equality? In the article of Owen Fiss, â€Å"Groups and the Equal Protection Clause†, he argues that there should be a new interpretation of the equal protection clause in the Constitution (Roberto Gargarella).In his interpretation, the individual protection ambit of the Amendment must be replaced with one that takes into consideration of the inequalities of a certain group (Gargarella). In the theory, the wisdom of the justices in the Supreme Court cannot produce the equality that a certain group merits (Gargarella). The contrast is that the framers of the fundamental law had the question in mind; they intended judges that will interpret the law as it applies to certain disadvantaged groups (Gargarella). Marshall contributed to the legal basis for the legal motions to be used by Martin Luther King, Jr.(Civil Rights Digital Library). The Brown decision did prove to be an effective tool for the demolition of segregation, but wasn’t the driver to effect wide scale change in the society (Friedman 5). Marshall helped King, Jr. by being their attorney in the famous Montgomery bus boycott issue (Friedman 8). Both Marshall and King espoused together the peaceful way to end segregation, Marshall in the courts, King through his peaceful non violent marches. Both men stand as vanguards of the freedoms and rights that many African American people enjoy today. Works Cited Civil Rights Digital Library.â€Å"Thurgood Marshall, 1908-1993†. Cornell University Law School. â€Å"Plessey vs. Ferguson†. Cozzens, Liza. â€Å"Plessey vs. Ferguson†. Find Law. â€Å"Brown vs. Board of Educatio n†. Friedman, Michael Jay. â€Å"Justice for all: the legacy of Thurgood Marshall†. Gargarella, Roberto. â€Å"Group rights, judicial review, and personal motives†. Library of Congress. â€Å"Brown vs. Board of Education of Topeka, Kansas†. National Archives. â€Å"Teaching with documents: order of arguments in the case, Brown vs. Board of Education†. Totenberg, Nina. â€Å"The Supreme Court and â€Å"Brown v. Board of Ed. †.

The Culture Of Saudi Arabia - 1588 Words

THE CULTURE OF SAUDI ARABIA SSG LUCAS, TIMOTHY 13B40 SENIOR LEADER COURSE (003-17) THE CULTURE OF SAUDI ARABIA The Kingdom of Saudi Arabia is a very diverse group of people with a heavy religious background. The Kingdom, located on the Arabian Peninsula situated amongst a very hot and arid climate. The people of Saudi Arabia remain very family oriented and have transformed from a nomadic culture to a very wealthy and thriving nation, largely due to their large deposits of oil. Daily life in Saudi Arabia remains predominately dominated by the observance of their faith. The Culture of Saudi Arabia The Kingdom of Saudi Arabia stands ruled by a monarchy that has been in place†¦show more content†¦Islam is practised by all Saudis and governs their personal, political, economic and legal lives. Islam originated in the area surrounding Saudi Arabia leading to the country being visited by millions of Muslims yearly. The Prophet Muhammad is seen as one of God s emissaries to bring revelation to mankind. He was distinguished with bringing a message for the whole of mankind, rather than just to a certain group of people. Moses brought the Torah and Jesus, the Bible, Muhammad brought the last book, the Quran. The Quran and the actions of the Prophet remain used as the basis for all guidance in the religion. Muslims must pray five times a day - at dawn, noon, afternoon, sunset, and evening. Friday is the Muslim holy, day meaning many businesses close on Thursday, making a long weekend Thursday thru Sunday. During the holy month of Ramadan all Muslims fast from dawn to dusk and may be only permitted to work no more than six hours per day. Fasting includes no eating, drinking, or cigarette smoking. Non-Muslims may not be required to fast; however, they must not eat, drink, or smoke in public. Each night at sunset, families and friends gather together to celebrate the breaking of the fast and have large family dinners. The festivities often continue into the night with much singing and dancing. Things happen more slowly during Ramadan. Many businesses operate on a half-day schedule. Shops often open and close at unusual times. The Language of SaudiShow MoreRelatedSaudi Arabia And Its Culture988 Words   |  4 PagesAttention Getter: When people think of Saudi Arabia, the first thing that pops up in the mind is oil. Hello everyone my name is Mohammed and I’m going to inform you about Saudi Arabia b. Background: I was born and raised in Saudi Arabia. Speaker Credibility: I was born in Saudi Arab and have grown up there before immigrating to the United States. My family is Saudi Arabian which gives me a firsthand experience in living in the country and practicing its culture. c. 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