Sounds Like You free essay sample

From the moment her charming spirit bounded into my arms, I knew I loved her. Young enough to be my baby sister, we were of no blood relation, but mere acquaintances through my high school cross country team. I held my coach’s three year old daughter in my arms, unable to carry my luggage on to the bus we were about to board for a traveling meet. As I boarded the bus, she buried her head, unyielding to the coos and prods of the other high school girls. She rested perfectly into the pocket that was my shoulder and waist, and slept. She held me as much as I held her, indefinitely assuring her place in my heart as I confirmed my role in life. Naturally, my investment in children was innate from a young age; I became the oldest of four, and found myself perfecting domestic tasks as a caretaker while my parents worked. We will write a custom essay sample on Sounds Like You or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Between doing homework and supplementary biking and running workouts hours at a time, I came home to responsibilities that eventually transcended outside of the house. Inevitably, I became the â€Å"mom† to my friends, someone they relied on to make the best judgment in any situation (in addition to cooking, baking, and cleaning up their mistakes). I started babysitting consistently for a few families throughout the week and consequently, found myself becoming attached to these kids, these families, as if they were my own. Having been part of various athletic teams and forging close bonds with friends, an idealized family that was different from my own began to take shape as I adopted â€Å"second-families†. This exposure inspired a deep-rooted conception of what an ideal family should look like in my eyes. Consequently, my immediate family inevitably became unfit for that seemingly unrealistic archetype. My family soon became flawed: their mistakes and feeble actions were unjustifiable. I was dissatisfied and disheartened easily, as my expectations were hard to fulfill; as a result, my presence at home and in their lives became very secluded and private. However, this high level of expectation began to dwindle as my need for attention and support became apparent. Long nights of studying for a full schedule of AP classes after arduous training resulted in a panic level that brought about my vulnerability. I became sick easily, hindering my performance in the classroom and in the middle of my last high school cross-country season; it was apparent that the amount of responsibility I had taken upon myself was overwhelming as the need to perfect each and every task became unfeasible. However, I found encouragement and guidance when the stress that I inherently brought upon myself would cease to fade. I began to accept the need for parenting, and it became clear that my parents were constantly endorsing my achievements and goals with unyielding support and guidance. I come from a family in which bloodlines do not all coincide. My family is a large community of parents, teammates, mentors, and friends whose unconditional love is ingrained in the purpose of my objectives. Their support is steadfast and uncompromising; they help me to realize my accomplishments when they are abstract in my eyes; in turn, they encourage me to maximize my potential in all respects, despite the obstacles that I may incur. They have inspired me to find the positive in each task that I undertake, be it a homework assignment, test, cross-country practice, or race. To this day, as I lace up my running shoes, hold a pencil in hand, or peer down at a book on my lap, it is not without the strength and vigor of my family at heart. Although we held no commitment to each other, she inspired my consistent volition to care for others in times of need. Her uncompelled love would ultimately compel my motivation to inspire others to love unconditionally in order to bridge the gap that is fear and trust.

The Wars of Religion essays

The Wars of Religion essays Two major religious wars in the 16th and 17th centuries were the French Wars of Religion and the Thirty Years War with the Catholics fighting against the Protestants. They were both thought on the grounds of politics and religion and they changed the course of European history. No longer would the Holy Roman Empire exist as a competition to the French, but it would fall apart. The wars started with France and Germany in a state of decomposition, but France would emerge powerful unlike Germany which became destroyed after the Thirty Years War. The French Wars of Religion were fought because of religious controversy and for political power. With the death of Henry II the country had no firm ruler as he left three sons, various groups would fight in order to influence the sons. The civil wars were fought in an absence of government, with the Catholics fighting the Huguenots. The fighting escalated after Catherine de Medici (Henry IIs wife) killed a number of Huguenots on St. Bartholomews Day and angered the Huguenots even more. After years of fighting a group called the Politiques emerged, they believed that religion differences do not justify this war, and Henry IV emerged as King and a Politique. To end the war he became a Catholic and also issued the Edict of Nantes, which gave Catholics and Huguenots equal civil rights. This allowed France to become unified. The Thirty Years War occurred because there was a religious struggle between many Protestants and Catholics and because there was power struggle between the princes (mainly Protestant) in the Holy Roman Empire and the Holy Roman Emperor (Catholic). The Emperor wanted a central unified power but the princes wanted to be independent. It began with the Defenstration of Prague, where protestant Czech nobles threw some Catholic Habsburg governors out of a window. The Danes, the Swedes, and the French participated in the war, all of them favoring the Prot...

What Is an Unsubsidized Loan Definition and Explanation

What Is an Unsubsidized Loan Definition and Explanation SAT / ACT Prep Online Guides and Tips You have a general idea of what it means to take out a loan, but calling a loan "unsubsidized" makes it sound a bit suspicious. What is an unsubsidized loan, and how are they different from subsidized loans? Are they good options if you're considering taking on student debt? Here's the unsubsidized loan definition: a Direct Unsubsidized loan is one type of financial aid provided by the US federal government, or more specifically, the US Department of Education. You can also receive Direct Subsidized loans as part of your financial aid package. In this post, I'll discuss why these loans exist, before talking in more detail about how loans usually work. With this information, you'll be able to get a full understanding of the details of Direct Unsubsidized loans and whether they may be a good option for you. A Brief History of Federal Student Loans In the 1950s, the US government started taking seriousmeasures to encourage the pursuit of post-secondary education. The Department of Education started offering government-backed loans under the National Defense Education Act, or NDEA - as more people pursue college educations, these loan programs have expanded. As of 2012, almost 70% of students graduating from 4-year colleges have taken out some amount of student loans. Because federal loans are government-backed (that is, you're essentially borrowing and repaying taxpayer money to fund your education), interest rates tend to be better than those of private loans. We'll go more into why interest rates are important in the next section. What Does It Mean to Take Out a Loan? The decision to take out a loan is a very personal one, but you should know there's nothing inherently bad about being in student debt. Here, I'll address the logistics of taking on student debt. I hope that with this information, you'll be able to make educated decisions about taking out loans. (If you are already familiar with this information, just jump to the next section). The way that loans work is pretty standard, no matter where you're getting the loan from. You borrow a sum of money, or principal, from some lender - usually a bank (in the case of Direct Unsubsidized loans, the lender is the federal government). You also agree to particular loan terms, including interest rates and length of repayment. When you make loan payments, which usually happens on a monthly basis, you pay back a portion of the principal plus extra money: the interest, or a percentage of the principal that's accrued (accumulated).The longer you take to pay back the loan, the more interest accrues. The bigger your principal, the more interest accrues. You can think about interest as a charge or a fee that you pay to your lender. Interest is how lenders make money on loans. It usually starts accruing as soon as the loan is disbursed (when the money is given out, or provided to you. Sometimes, the interest that has accrued on your loan is added to your principle. When new interest accrues, it will be on this new, larger principle.This is called capitalization - when this happens, you start paying interest on more than your original loan amount, which means more interest. Loans can be really helpful when it comes to paying for school, but as you may have guessed, people generally don't love being in student debt. When thinking about how much student debt you can afford, it may be helpful to consider the amount of debt you plan on taking out in relation to your expected earnings post-graduation. The more questions you have answered about taking out student loans, the more likely you are to make a decision that's right for you. Direct Unsubsidized Loan Details There are some standardized limits, restrictions, and repayment terms for all students who take out Direct Unsubsidized loans. They don't have some of the perks of Direct Subsidized loans, but they do offer more flexibility. First, there are limits to how much money you can take out in subsidized loans. These annual maximums depend on your year in school: Year Dependent Students Independent Students 1st Year Undergrad Annual Limit $5,500 $9,500 2nd Year Undergrad Annual Limit $6,500 $10,500 3rd Year Undergrad Beyond Annual Limit $7,500 $12,500 Graduate/Professional Student Annual Limit Not applicable $20,500 Total Loan Lifetime Max (includes subsidized loan amounts) $31,000 $57,500 for undergrads $138,500 for grad/professional students (includes any federal loans received for undergrad study) A few notes on these maximums: The vast majority of undergraduate students are classified as dependent. You can read more about dependent/independent classifications here These loan maximums include any money you take out in Direct Subsidized loans. For example, if I take $3,500 in subsidized loans my freshman year as a dependent student, I could take out a maximum of $2,000 in unsubsidized loans that year. These maximums do not include any private loans, or loans that your parents may take out. Unlike Direct Subsidized loans, there's no maximum eligibility window or period for Direct Unsubsidized loans. Interest rates are generally pretty competitive, and are standardized (so, personal credit history doesn't affect interest rates).Rates are slightly higher for graduate/professional students than they are for undergraduates. For 2015-2016, the interest rate is 4.29% for undergraduates, 5.84% for graduate/professional students. Finally, repayment plans (including details about the amount you owe every month, and the amount of time you have to pay back your loans) can be customized, and will depend on variables such as your principle balance and your income.Standard repayment plans set up monthly payments so that you pay off your principle + interest in 120 months, or 10 years. How Are Unsubsidized Loans Different From Subsidized Loans? If you've looked into private loans to help pay for school, you probably recognize that Direct Unsubsidized loan terms are pretty good. Subsidized loans are a bit of a different animal, in that they offer certain perks that you won't find elsewhere.I'll use an example here to demonstrate the long-term financial outcomes of a subsidized vs. unsubsidized loan. Say I take outa $3,500 loan to pay for school my freshman year, at an interest rate of 4.29%. The chart below outlines different outcomes based on loan type if I don't make any payments while still in school. UNSUBSIDIZED SUBSIDIZED Amount Borrowed $3,500 $3,500 Interest Rate 4.29% 4.29% Interest Accrued During School (4 years) $640 $0 Balance Owed at Graduation $4,140 $3,500 Time to Payoff at $50/month (Interest accrues for both subsidized and unsubsidized loans during this period) 99 months 81 months Total Amount Paid $4,950 $4,050 Standard repayment plans for federal student loans set a timeline of 120 months until payoff, but the minimum monthly payments are $50.In this example, it would take me much less time (81 months vs. 99 months) and much less money ($4,050 vs. $4,950) to pay back a subsidized loan vs an unsubsidized loan. Many students have some combination of subsidized and unsubsidized loans. If you decide to take out federal student loans, you should max out your Direct Subsidized loan eligibility before taking out any Direct Unsubsidized loans. Who's Eligible for Direct Unsubsidized Loans? If you're looking for aid to bridge the gap between what you have and what you need to pay for college, unsubsidized loans are good options if you meet all the eligibility requirements. Eligibility requirements are not as strict for Direct Unsubsidized loans as they are for Direct Subsidized loans. They're open to both undergraduate and graduate students, and you don't need to demonstrate financial need to be eligible. You do, however, need to meet all federal financial aid requirements. The following charts list these requirements. You must do all of the following: Have ahigh school diploma, GED, or approved homeschool education Be enrolled or accepted to enroll in aneligible degree/certificate program You can check with your school/program’s financial aid office if you want to confirm eligibility Be registered withSelective Service, if you are male and between 18-25 years old If applicable, you canregister on the SS website Have a validSocial Security Number(unless you’re from the Marshall Islands, Federal States of Micronesia, or the Republic of Palau) Sign statements on the FAFSAstating that (1) you’re not in default, and do not owe refund money, on a federal student loan, and (2) you’ll only use federal aid money to help pay for your education Access the FAFSA Maintain â€Å"satisfactory† progress in school If you’re concerned about your academic performance, or have questions about what is considered â€Å"satisfactory,† set up a meeting with your dean or other school administrator. In addition to the requirements listed in the chart above,you must be able to check one of the following options: Be aUS citizenorUS national Have agreen card Have anarrival-departure record Havebattered immigrant status Have aT-Visa How Do You Apply for a Direct Unsubsidized Loan? All things considered, eligibility requirements aren't too stringent for unsubsidized loans. The next step after meeting requirements would be to actually apply for this great financial aid resource. You can apply for all types of federal financial aid, including Direct Subsidized loans, by submitting a Free Application for Federal Student Aid, or FAFSA. The federal submission deadline to receive aid for the 2015-2016 academic year is June 30, 2016. You can find detailed instructions on submitting a FAFSAhere. What's Next? You can get an estimate of your federal aid eligibility, including the amount you could take out in Direct Subsidized loans, by following steps listed in ourPell Grant Calculator guide. Want more information on federal aid that youdon'thave to pay back? Learn more abouthow to get a Pell Grant, and check out our guide onPell eligibility requirements. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The Business Aspect of The Firm Essay Example | Topics and Well Written Essays - 250 words

The Business Aspect of The Firm - Essay Example The struggle by Amalgamated Manufacturing to make profit shows that the business aspect of the firm is not doing well. Profit maximization depends on costs of operation and revenues generated (Moyer, et al. 2008). Costs of operation should be minimized and revenues maximized. The goals of the form therefore include: expound business aspect, minimize cost of operation and improve sales of electronic components in order to maximize revenues. In expounding the business aspect, the firm may need to conduct consumer research in a bid to identify the loopholes characteristic of its products in the market. Customer satisfaction is fundamental in pursuing profitability of the firm. This is because; they seek to maximize their utility at the minimum cost possible. On the same note, revenues and costs determine profitability. Revenues are generated from sales volume, and it is therefore essential to boost sales in the pursuit of profits. Agency problem depicts an aspect of conflict of interest between the principal and the agent. The principal requires that the agent pursues goals and objectives set by the principal. Sometimes an agent pursues other goals and objectives other than those set by the principal, resulting in an agency problem (Moyer, et al. 2008) In the case of Amalgamated Manufacturing, conflict of interest may arise between the owner(s) of the firm and the manager(s). Owner(s) may want to maximize profits, while the manager(s) may seek to pursue another set of activities before the profit motive. These differences therefore result in conflicting ideas of the right time to push for profitability. The firm therefore may continue to struggle for profitability as a result of the characteristic agency problem.

What Customer Service Means To M Term Paper Example | Topics and Well Written Essays - 2000 words

What Customer Service Means To M - Term Paper Example So I then contacted the customer service at Bank of America to assist me in correcting this error or cancel it. After speaking to not one, but several customer service reps. I still got the same answer from each one, â€Å"sorry you had plenty of time all week to correct it, it’s now in the system and will be processed†. So then I called the customer service dep’t at PSE&G to explain what’s happening and see if they can help stop this train wreck. Well, guess what, I practically got the same responses from their customer service reps, but with even a bigger attitude. They told me â€Å"well when we get the check we’ll going to process it because it’s our money†. Now this is after they’ve confirmed that the bill was only for $195.89. So after being on the phone with both companies for about 3 hours total on a Friday night, I immediately stopped all of my current transactions for the rest of the month with the online bill pay system. The very next day, Saturday, I went to the local bank branch, sat down with the branch manager and explained what I went thru the night before, and what’s happening. He calmly looked at my account, saw what was happening, and called the main office or dep’t that handles the electronic bill pay services to inform them to correct or cancel that particular transaction. To his shocking surprise he was told he doesn’t have that authority to instruct or direct anyone in that dept. to do so. As he hangs up the phone, he looks at me and says he’s sorry that he cannot do anything either and that it has to go thru the system to be processed, when PSE&G submits the check for payment. But he did tell me â€Å"don’t worry about it, I can see it’s an simple error and it’ll be rejected because I didn’t have enough funds to cover it, and that he’ll just bounce it back to them for insufficient funds, I should keep my eye on my account to inform him as to

Learning Organization Essay Example for Free

Learning Organization Essay EXECUTIVE SUMMARY are proliferating as corporations seek to better themselves and gain an edge. Unfortunately, however, failed programs far outnumber successes, and improvement rates remain low. Thats because most companies have failed to grasp a basic truth. Before people and companies can improve, they first must learn. And to do this, they need to look beyond rhetoric and high philosophy and focus on the fundamentals. Three critical issues must be addressed before a company can truly become a learning organization, writes Harvard Business School professor David Garvin. First is the question of meaning: a well-grounded, easy-to-apply definition of a learning organization. Second comes management: clearer operational guidelines for practice. Finally, better tools for measurement can assess an organizations rate and level of learning. Using these three Ms as a framework, Garvin defines learning organizations as skilled at five main activities: systematic problem solving, experimentation with new approaches, learning from past experience, learning from the best practices of others, and transferring knowledge quickly and efficiently throughout the organization. And since you cant manage something if you cant measure it, a complete learning audit is a must. That includes measuring cognitive and behavioral changes as well as tangible improvements in results. No learning organization is built overnight. Success comes from carefully cultivated attitudes, commitments, and management processes that accrue slowly and steadily. The first step is to foster an environment conducive to learning. Analog Devices, Chaparral Steel, Xerox, GE, and other companies provide enlightened examples. CONTINUOUS IMPROVEMENT PROGRAMS  CONTINUOUS IMPROVEMENT PROGRAMS are sprouting up all over as organizations strive to better themselves and gain an edge. The topic list is long and varied, and sometimes it seems as though a program a month is needed just to keep up. Unfortunately, failed programs far outnumber successes, and improvement rates remain distressingly low. Why? Because most companies have failed to grasp a basic truth. Continuous improvement requires a commitment to learning. How, after all, can an organization improve without first learning something new? Solving a problem, introducing a product, and reengineering a process all require seeing the world in a new light and acting accordingly. In the absence of learning, companies-and individuals -simply repeat old practices. Change remains cosmetic, and improvements are either fortuitous or short-lived. A few farsighted executives – Ray Stata of Analog Devices, Gordon Forward of Chaparral Steel, Paul Allaire of Xerox-have recognized the link between learning and continuous improvement and have begun to refocus their companies around it. Scholars too have jumped on the bandwagon, beating the drum for learning organizations and knowledge-creating companies. In rapidly changing businesses like semiconductors and consumer electronics, these ideas are fast taking hold. Yet despite the encouraging signs, the topic in large part remains murky, confused, and difficult to penetrate. Meaning, Management, and Measurement Scholars are partly to blame. Their discussions of learning organizations have often been reverential and utopian, filled with near mystical terminology. Paradise, they would have you believe, is just around the corner. Peter Senge, who popularized learning organizations in his book The Fifth Discipline, described them as places where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together. To achieve these ends, Senge suggested the use of five component technologies: systems thinking, personal mastery, mental models, shared vision, and team learning. In a similar spirit, Ikujiro Nonaka characterized knowledge-creating companies as places where inventing new knowledge is not a specialized activity it is a way of behaving, indeed, a way of being, in which everyone is a knowledge worker. Nonaka suggested that companies use metaphors and organizational redundancy to focus thinking, encourage dialogue, and make tacit, instinctively understood ideas explicit. Sound idyllic? Absolutely. Desirable? Without question. But does it provide a framework for action? Hardly. The recommendations are far too abstract, and too many questions remain unanswered. How, for example, will managers know when their companies have become learning organizations? What concrete changes in behavior are required? What policies and programs must be in place? How do you get from here to there? Most discussions of learning organizations finesse these issues. Their focus is high philosophy and grand themes, sweeping metaphors rather than the gritty details of practice. Three critical issues are left unresolved; yet each is essential for effective implementation. First is the question of meaning. We need a plausible, well-grounded definition of learning organizations; it must be actionable and easy to apply. Second is the question of management. We need clearer guidelines for practice, filled with operational advice rather than high aspirations. And third is the question of measurement. We need better tools for assessing an organizations rate and level of learning to ensure that gains have in fact been made. Once these three Ms are addressed, managers will have a firmer foundation for launching learning organizations. Without this groundwork, progress is unlikely, and for the simplest of reasons. For learning to become a meaningful corporate goal, it must first be understood. What Is a Learning Organization? Surprisingly, a clear definition of learning has proved to be elusive over the years. Organizational theorists have studied learning for a long time; the accompanying quotations suggest that there is still considerable disagreement (see Definitions of Organizational Learning on page 77). Most scholars view organizational learning as a process that unfolds over time and link it with knowledge acquisition and improved performance. But they differ on other important matters. Some, for example, believe that behavioral change is required. for learning; others insist that new ways of thinking are enough. Some cite information processing as the mechanism through which learning takes place; others propose-shared insights, organizational routines, even memo. And some think that organizational learning is common, while others believe that flawed, self-serving interpretations are the norm. How can we discern among this cacophony of voices yet build on earlier insights? As a first step, consider the following definition: A learning organization is an organization skilled at creating, acquiring and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights. This definition begins with a simple truth: new ideas are essential if learning is to take place. Sometimes they are created de novo, through flashes of insight or creativity; at other times they arrive from outside the organization or are communicated by knowledgeable insiders. Whatever their source, these ideas are the trigger for organizational improvement. But they cannot by themselves create a learning organization. Without accompanying changes in the way that work gets done, only the potential for improvement exists. This is a surprisingly stringent test for it rules out a number of obvious candidates for learning organizations. Many universities fail to qualify, as do many consulting firms. Even General Motors, despite its recent efforts to improve performance, is found wanting. All of these organizations have been effective at creating or acquiring new knowledge but notably less successful in applying that knowledge to their own activities. Total quality management, for example, is now taught at many business schools, yet the number using it to guide their own decision making is very small. Organizational consultants advise clients on social dynamics and small-group behavior but are notorious for their own infighting and factionalism. And GM, with a few exceptions (like Saturn and NUMMI), has had little success in revamping its manufacturing practices, even though its managers are experts on lean manufacturing, JIT production, and the requirements for improved quality of work life. Organizations that do pass the definitional test – Honda, Corning, and General Electric come quickly to mind – have, by contrast, become adept at translating new knowledge into new ways of behaving. These companies actively manage the learning process to ensure that it occurs by design rather than by chance. Distinctive policies and practices are responsible for their success; they form the building blocks of learning organizations. Building Blocks Learning organizations are skilled at five main activities: systematic problem solving, experimentation with new approaches, learning from their own experience and past history, learning from the experiences and best practices of others, and transferring knowledge quickly and efficiently throughout the organization. Each is accompanied by a distinctive mind-set, tool kit, and pattern of behavior. Many companies practice these activities to some degree. But few are consistently successful because they rely largely on happenstance and isolated examples. By creating systems and processes that support these activities and integrate them into the fabric of daily operations, companies can manage their learning more effectively. 1. Systematic problem solving. This first activity rests heavily on the philosophy and methods of the quality movement. Its underlying ideas, now widely accepted, include: †¢ Relying on the scientific method, rather than guesswork, for diagnosing problems (what Deming calls the â€Å"Plan, Do, Check, Act cycle, and others refer to as hypothesis-generating, hypothesistesting techniques). †¢ Insisting on data, rather than assumptions, as background for decision making (what quality practitioners call fact-based management). †¢ Using simple statistical tools (histograms, Pareto charts, correlations, cause-and-effect diagrams) to organize data and draw inferences. Most training programs focus primarily on problem solving techniques, using exercises and practical examples. These tools are relatively straightforward and easily communicated; the necessary mind-set, however, is more difficult to establish. Accuracy and precision are essential for learning. Employees must therefore become more disciplined in their thinking and more attentive to details. They must continually ask, How do we know thats true? , recognizing that close enough is not good enough if real learning is to take place. They must push beyond obvious symptoms to assess underlying causes, often collecting evidence when conventional wisdom says it is unnecessary. Otherwise, the organization will remain a prisoner of gut facts and sloppy reasoning, and learning will be stifled. Xerox has mastered this approach on a companywide scale. In 1983, senior managers launched the companys Leadership Through Quality initiative; since then, all employees have been trained in small-group activities and problem-solving techniques. Today a six-step process is used for virtually all decisions (see Xeroxs Problem-Solving Process). Employees are provided with tools in four areas: generating ideas and collecting information (brainstorming, interviewing, surveying); reaching consensus (list reduction, rating forms, weighted voting); analyzing and displaying data (cause-andeffect diagrams, force-field analysis); and planning actions (flow charts, Gantt charts). They then practice these-tools during training sessions that last several days. Training is presented in family groups, members of the same department or business-unit team, and the tools are applied to real problems facing the group. The result of this process has been a common vocabulary and a consistent, companywide approach to problem solving. Once employees have been trained, they are expected to use the techniques at all meetings, and no topic is off limits. When a high-level group was formed to review Xeroxs organizational structure and suggest alternatives, it employed the very same process and tools. 2. Experimentation. This activity involves the systematic searching for and testing of new knowledge. Using the scientific method is essential, and there are obvious parallels to systematic problem solving. But unlike problem solving, experimentation is usually motivated by opportunity and expanding horizons, not by current difficulties. It takes two main forms: ongoing programs and one-ofa-kind demonstration projects. Ongoing programs normally involve a continuing series of small experiments, designed to produce incremental gains in knowledge. They are the mainstay of most continuous improvement programs and are especially common on the shop floor. Corning, for example, experiments continually with diverse raw materials and new formulations to increase yields and provide better grades of glass. Allegheny Ludlum, a specialty steelmaker, regularly examines new rolling methods and improved technologies to raise productivity and reduce costs. Successful ongoing programs share several characteristics. First, they work hard to ensure a steady flow of new ideas, even if they must be imported from outside the organization. Chaparral Steel sends its first-line supervisors on sabbaticals around the globe, where they visit academic and industry leaders, develop an understanding of new Xerox’s Problem-Solving Process Step Questions to be Answered What do we want to change? Expansion/ Divergence Lots of problems for consideration Contraction/ Convergence One problem statement, one â€Å"desired state† agreed upon What’s Next to Go to the Next Step Identification of the gap â€Å"Desired state† described in observable terms Key causes documented and ranked 1. Identify and select problem 2. Analyse Problem What’s preventing us from reaching the â€Å"desired state†? How could we make the change? What’s the best way to do it? Lots of potential causes identified. Key causes identified and verified 3. Generate potential solutions 4. Select and plan the solution Lots of ideas on how to solve the problem Lots of criteria for evaluating potential solutions. Lots of ideas on how to implement and evaluate the selected solution Potential solutions clarified Criteria to use for evaluating solution agreed upon Implementation and evaluation plans agreed upon Implementation of agreed-on contingency plans (if necessary) Effectiveness of solution agreed upon Continuing problems (if any) identified Solution List. Plan for making and monitoring the change Measurement criteria to evaluate solution effectiveness 5. Implement the solution Are we following the plan? Solution in place 6. Evaluate the solution How well did it work? Verification that the problem is solved, or Agreement to address continuing problems work practices and technologies, then bring what theyve learned back to the company and apply it to daily operations. Inlarge part as a result of these initiatives, Chaparral is one of the five lowest cost steel plants in the world. GEs Impact Program originally sent manufacturing managers to Japan to study factory innovations, such as quality circles and kanban cards, and then apply them in their own organizations; today Europe is the destination, and productivity improvement practices the target. The program is one reason GE has recorded productivity gains averaging nearly 5% over the last four years. Successful ongoing programs also require an incentive system that favors risk taking. Employees must feel that the benefits of experimentation exceed the costs; otherwise, they will not participate. This creates a difficult challenge for managers, who are trapped between two perilous extremes. They must maintain accountability and control over experiments without stifling creativity by unduly penalizing employees for failures. Allegheny Ludlum has perfected this juggling act: it keeps expensive, high-impact experiments off the scorecard used to evaluate managers but requires prior approvals from four senior vice presidents. The result has been=a history of productivity improvements annually avenging 7% to 8%. Finally, ongoing programs need managers and employees who are trained in the skills required to perform and evaluate experiments. These skills are seldom intuitive and must usually be learned. They cover a broad sweep: statistical methods, like design of experiments, that efficiently compare a large number of alternatives; graphical techniques, like process analysis, that are essential for redesigning work flows; and creativity techniques, like storyboarding and role playing, that keep novel ideas flowing. The most effective training programs are tightly focused and feature a small set of techniques tailored to employees needs. Training in design of experiments, for example, is useful for manufacturing engineers, while creativity techniques are well suited to development groups. Demonstration projects are usually larger and more complex than ongoing experiments. They involve holistic, system wide changes, introduced at a single site, and are often undertaken with the goal of developing new organizational capabilities. Because these projects represent a sharp break from the past, they are usually designed from scratch, using a clean slate approach. General Foodss Topeka plant, one of the first high commitment work systems in this country, was a pioneering demonstration project initiated to introduce the idea of self-managing teams and high levels of worker autonomy; a more recent example, designed to rethink small-car development, manufacturing, and sales, is GMs Saturn Division. Demonstration projects share a number of distinctive characteristics: †¢ They are usually the first projects to embody principles and approaches that the organization hopes to adopt later on a larger scale. For this reason, they are more transitional efforts than endpoints and involve considerable learning by doing. Mid-course corrections are common. †¢ They implicitly establish policy guidelines and decision rules for later projects. Managers must therefore be sensitive to the precedents they are setting and must send strong signals if they expect to establish new norms. †¢ They often encounter severe tests of commitment from employees who wish to see whether the rules have, in fact, changed. †¢ They are normally developed by strong multifunctional teams reporting directly to senior management. (For projects targeting employee involvement or quality of work life, teams should be multilevel as well. ) †¢ They tend to have only limited impact on the rest of the organization if they are not accompanied by explicit strategies for transferring learning. All of these characteristics appeared in a demonstration project launched by Copeland Corporation, a highly successful compressor manufacturer, in the mid-1970s. Matt Diggs, then the new CEO, wanted to transform the companys approach to manufacturing. Previously, Copeland had machined and assembled all products in a single facility: Costs were high, and quality was marginal. The problem, Diggs felt, was too much complexity. At the outset, Diggs assigned a small, multifunctional team the task of designing a focused factory dedicated to a narrow, newly developed product line. The team reported directly to Diggs and took three years to complete its work. Initially, the project budget was $10 million to $12 million; that figure was repeatedly revised as the team found, through experience and with Diggss prodding, that it could achieve dramatic improvements. The final investment, a total of $30 million, yielded unanticipated breakthroughs in reliability testing, automatic tool adjustment, and programmable control. All were achieved through learning by doing. The team set additional precedents during the plants start-up and early operations. To dramatize the importance of quality, for example, the quality manager was appointed second-in-command, a significant move upward. The same reporting relationship was used at all subsequent plants. In addition, Diggs urged the plant manager to ramp up slowly to full production and resist all efforts to proliferate products. These instructions were unusual at Copeland, where the marketing department normally ruled. Both directives were quickly tested; management held firm, and the implications were felt throughout the organization. Manufacturings stature improved, and the company as a whole recognized its competitive contribution. One observer commented, Marketing had always run the company, so they couldnt believe it. The change was visible at the highest levels, and it went down hard. Once the first focused factory was running smoothly -it seized 25% of the market in two years and held its edge in reliability for over a decade-Copeland built four more factories in quick succession. Diggs assigned members of the initial project to each factorys design team to ensure that early learnings were not lost; these people later rotated into operating assignments. Today focused factories remain the cornerstone of Copelands manufacturing strategy and a continuing source of its cost and quality advantages. Whether they are demonstration projects like Copelands or ongoing programs like Allegheny Ludlums, all forms of experimentation seek the same end: moving from superficial knowledge to deep understanding. At its simplest, the distinction is between knowing how things are done and knowing why they occur. Knowing how is partial knowledge; it is rooted in norms of behavior, standards of practice, and settings of equipment. Knowing why is more fundamental: it captures underlying causeand-effect relationships and accommodates exceptions, adaptations, and unforeseen events. The ability to control temperatures and pressures to align grains of silicon and form silicon steel is an example of knowing how; understanding the chemical and physical process that produces the alignment is knowing why. Further distinctions are possible, as the insert Stages of Knowledge suggests. Operating knowledge can be arrayed in a hierarchy, moving from limited understanding and the ability to make few distinctions to more complete understanding in which all contingencies are anticipated and controlled. In this context, experimentation and problem solving foster learning by pushing organizations up the hierarchy, from lower to higher stages of knowledge. 3. Learning from past experience. Companies must review their successes and failures, assess them systematically, and record the lessons in a form that employers find open and accessible. One expert has called t9is process the Santayana Review, citing the famous philosopher George Santayana, who coined the phrase Those who cannot remember the past are condemned to repeat it. Unfortunately, too many managers today are indifferent, even hostile, to the past, and by failing to reflect on it, they let valuable knowledge escape. A study of more than 150 new products concluded that the knowledge gained from failures [is] often instrumental in achieving subsequent successes. In the simplest terms, failure is the ultimate teacher. IBMs 360 computer series, for example, one of the most popular and profitable ever built, was based on the technology of the failed Stretch computer that preceded it. In this case, as in many others, learning occurred by chance rather than by careful planning. A few companies, however, have established processes that require their managers to periodically think about the past and learn from their mistakes. Boeing did so immediately after its difficulties with the 737 and 747 plane programs. Both planes were introduced with much fanfare and also with serious problems. To ensure that the problems were not repeated, senior managers commissioned a high-level employee group, called Project Homework, to compare the development processes of the 737 and 747 with those of the 707 and 727, two of the companys most profitable planes. The group was asked to develop a set of lessons learned that could be used on future projects. After working for three years, they produced hundreds of recommendations and an inch-thick booklet. Several members of the team were then transferred to the 757 and 767 start-ups, and guided by experience, they produced the most successful, error-free launches in Boeings history. Other companies have used a similar retrospective approach. Like Boeing, Xerox studied its product development process, examining three troubled products in an effort to understand why the companys new business initiatives failed so often. Arthur D. Little, the consulting company, focused on its past successes. Senior management invited ADL consultants from around the world to a two-day jamboree, featuring booths and presentations documenting a wide range of the companys most successful practices, publications, and techniques. British Petroleum went even further and established the post-project appraisal unit to review major investment projects, write up case studies, and derive lessons for planners that were then incorporated into revisions of the companys planning guidelines. A five-person unit reported to the board of directors and reviewed six projects annually. The bulk of the time was spent in the field interviewing managers. This type of review is now conducted regularly at the project level. At the heart of this approach, one expert has observed, is a mind-set that enables companies to recognize the value of productive failure as contrasted with unproductive success. A productive failure is one that leads to insight, understanding, and thus an addition to the commonly held wisdom of the organization. An unproductive success occurs when something goes well, but nobody knows how or why. IBMs legendary founder, Thomas Watson, Sr. , apparently understood the distinction well. Company lore has it that a young manager; after losing $10 million in a risky venture was called into Watsons office. The young man, thoroughly intimidated, began by saying, I guess you want my resignation. Watson replied, You cant be serious. We just spent $10 million educating you. Fortunately, the learning process need not be so expensive. Case studies and post-project reviews like those of Xerox and British Petroleum can be performed with little cost other than managers time. Companies can also enlist the help of faculty and students at local colleges or universities; they bring fresh perspectives and view internships and case studies as opportunities to gain experience and increase their own learning. A few companies have established computerized data banks to speed up the learning process. At Paul Revere Life Insurance, management requires all problem-solving teams to complete short registration forms describing their proposed projects if they hope to qualify for the companys award program. The company then enters the forms into its computer system and can immediately retrieve a listing of other groups of people who have worked or are working on the topic, along with a contact person. Relevant experience is then just a telephone call away. 4. Learning from others. Of course, not all learning comes from reflection and self-analysis. Sometimes the most powerful insights come from looking outside ones immediate environment to gain a new perspective. Enlightened managers know that even companies in completely different businesses can be fertile sources of ideas and catalysts for creative thinking. At these organizations, enthusiastic borrowing is replacing the not invented here syndrome. Milliken calls the process SIS, for Steal Ideas Shamelessly; the broader term for it is benchmarking. According to one expert, benchmarking is an ongoing investigation and learning experience that ensures that best industry practices are uncovered, analyzed, adopted, and implemented. The greatest benefits come from studying practices, the way that work gets done, rather than results, and from involving line managers in the process. Almost anything can be benchmarked. Xerox, the concepts creator, has applied it to billing, warehousing, and automated manufacturing. Milliken has been even more creative: in an inspired moment, it benchmarked Xeroxs approach to benchmarking. Unfortunately, there is still considerable confusion about the requirements for successful benchmarking. Benchmarking is not industrial tourism, a series of ad hoc visits to companies that have received favorable publicity or won quality awards. Rather, it is a disciplined process that begins with a thorough search to identify best-practice organizations, continues with careful study of ones own practices and performance, progresses through systematic site visits and interview and concludes with an analysis of results, development of recommendations, and implementation. While timeconsuming, the process need not be terribly expensive ATTs Benchmarking Group estimates that a moderate-sized project takes four to six months and incurs out-of-pocket costs of $20,000 (when personnel costs ax included, the figure is three to four times higher). Bench marking is one way of gaining an outside perspective; another, equally fertile source of ideas is customers. Conversations with customers invariably stimulate learning; they are, after all, experts in what they do. Customers can provide up-to-date product information, competitive comparisons, insights into changing preferences, and immediate feedback about service and patt ern of use. And companies need these insights at all levels, from the executive suite to the shop floor. At Motorola, members of the Operating and Policy Committee, including the CEO, meet personally and on a regular basis with customers. At Worthington Steel, all machine operators make periodic, unescorted trips to customers factories to discuss their needs. Sometimes customers cant articulate their needs or remember even the most recent problems they have had with a product or service. If thats the case, managers must observe them in action. Xerox employs a number of anthropologists at its Palo Alto Research Center to observe users of new document products in their offices. Digital Equipment has developed an interactive process called contextual inquiry that is used by software engineers to observe users of new technologies as they go about their work. Milliken has created first-delivery teams that accompany the first shipment of all products; team members follow the product through the customers production process to see how it is used and then develop ideas for further improvement. Whatever the source of outside ideas, learning will only occur in a receptive environment. Managers cant be defensive and must be open to criticism or bad news. This is a difficult challenge, but it is essential for success. Companies that approach customers assuming that we must be right, they have to be wrong or visit other organizations certain that they cant  teach us anything seldom learn very much. Learning organizations, by contrast, cultivate the art of open, attentive listening. 5. Transferring knowledge. For learning to be more than a local affair, knowledge must spread quickly and efficiently throughout the organization. Ideas carry maximum impact when they are shared broadly rather than held in a few hands. A variety of mechanisms spur this process, including written, oral, and visual reports, site visits and tours, personnel rotation programs, education and training programs, and standardization programs. Each has distinctive strengths and weaknesses. Reports and tours are by far the most popular mediums. Reports serve many purposes: they summarize findings, provide checklists of dos and donts, and describe important processes and events. They cover a multitude of topics, from benchmarking studies to accounting conventions to newly discovered marketing techniques. Today written reports are often supplemented by videotapes, which offer greater immediacy and fidelity. Tours are an equally popular means of transferring knowledge, especially for large, multidivisional organizations with multiple sites.

The True Cost of Posttraumatic Stress Disorder (PTSD) Essay -- PTSD Es

In 2010, veterans with post-traumatic stress disorder (PTSD) cost the government about $1.3 billion (United States of America 17). This is an enormous amount of money, but it hasn’t even been helping veterans. Many vets aren’t finishing treatment but continue to receive disability checks from the Veterans Health Administration, abbreviated to VHA. Not only this, but some veterans are faking their way into the system and evading the diagnosis process by coming up with an tall tale. It is on the Veteran’s Affairs (VA) to determine whether these stories are fake (Department of Veterans’ Affairs), which is many times impossible to regulate. New laws that are being passed that make it easier for veterans to receive disability checks are not helping this problem either (Brown and Thompson 43). The government is spending too much money on a system that is failing our veterans; the public should not have to pay when the money is going to waste on misdiagnosis, fa iling treatment, and unjust laws. PTSD, also known as post-traumatic stress disorder, is an anxiety disorder. It affects people that have experienced, witnessed, or were confronted with a life threatening event. It can cause flashbacks, depression, nightmares, and change of mood. Other common symptoms of PTSD are difficulty sleeping, anger outbursts, decreased interest in activities, avoidance of people and places that can trigger a memory, and inability to recall part of the trauma. Symptoms can occur right after the incident but also much later in life. Other common occurrences with PTSD are depression, suicide, and alcohol or drug abuse (FAQs about PTSD). Treatment can last from three months to sometimes longer than 4 years. Treatment types are exposure therapy, using me... ...Angeles Times, 21 Dec. 2013. Web. 20 Mar. 2014. . United States of America. Congress of The United States. Congressional Budget Office. The Veterans Health Administration’s Treatment of PTSD and Traumatic Brain Injury Among Recent Combat Veterans. Congressional Budget Office, Feb. 2012. Web. 24 Feb. 2014. Wood, David. "Iraq, Afghanistan War Veterans Struggle With Combat Trauma."The Huffington Post. TheHuffingtonPost.com, 4 July 2012. Web. 20 Mar. 2014. . "The human cost our veterans are paying.." The human costs our veterans are paying. Expedition Balance, n.d. Web. 19 Mar. 2014. .

Effects of Reality Shows on Society

EFFCTS OF REALITY SHOWS ON SOCIETY Dissertation submitted in partial fulfillment of the award of the Degree of Master of Business Administration in M&E (2011 – 2013) By NEENA MALVIYA 112516026 Manipal University Bangalore Campus Bangalore December 2012 EFFCTS OF REALITY SHOWS ON SOCIETY Dissertation submitted in partial fulfillment of the award of the Degree of Master of Business Administration in Media and Entertainment By NEENA MALVIYA Department of Media and Entertainment Manipal University Bangalore Campus Bangalore 19-11-2012 DeclarationI hereby declare that this dissertation titled ‘EFFCTS OF REALITY SHOWS ON SOCIETY’. Submitted in the partial fulfillments of the requirements of the Degree of Master of Business and Administration in Media and Entertainment of Manipal University Bangalore Campus, has been written under the guidance and supervision of Prof. Sachin. s. Tantri. This dissertation or any part thereof is not submitted for any purpose to any other U niversity. Bangalore Abhijeet Gangoli Date: Prof. Shinu Abhi Prof. Sachin.S. Tantri (Head of the Department) CERTIFICATE This is to certify that this dissertation titled‘ EFFCTS OF REALITY SHOWS ON SOCIETY’’. submitted by Neena Malviya the partial fulfillments of the requirements of the Degree of Master of Business and Administration in Media and Entertainment of Manipal University Bangalore Campus, is based on the research work carried under the guidance and supervision. This dissertation or any part thereof is not submitted for any purpose to any other University.Bangalore Date: Prof. Sachin. S. Tantri ACKNOWLEDGEMENT I would like to acknowledge everyone who helped me complete my dissertation. I would like to express my gratitude towards Prof Sachin. S. Tantri for their excellent guidance and timely advice. I would like to thank the respondents who patiently answered questionnaire that formed the crux of my research topic, Industry professionals who gave me w onderful insights during the in-depth interviews and my friends and family for their continued support.I would also like to thank our Head of the Dept. Prof. Shinu Abhi for training us in the concepts of Research Methodology. Table of contents Title page Declaration by the student team Acknowledgement from the student team Table of contents List of tables Executive summary Chapter 1: General Introduction I. Introduction to the study II. Background to the study Chapter 2: Introduction to the problem I. Title of the Study II. Statement of the problem III. Objectives of the study IV. Scope of the study V. Limitations of the study Chapter 3: Industry / Company profileI. Industry Profile. II. Products/services profile. Chapter 4: Review of Literature Introduction I. Literature review II. Theories applicable to the study Chapter 5: Research methodology I. Research design II. Hypothesis if applicable, III. Sampling IV. Tools for data collection V. Field work VI. Methods of data analysis Ch apter 6: Data Analysis I. Data analysis tools. II. Simple tabulation, cross tabulations, descriptive statistics, hypothesis testing and Qualitative Analysis. Chapter 7: Summary of finding, suggestions and recommendations Chapter 8: ConclusionExecutive summary: India is the world’s third largest TV market with almost 138 million is growing optimism in the industry. There will be great demand TV Households (HHs) next to China and USA. The television and broadcasting industry has grown tremendously could be tapped for further growth of the medium over the last two decades, with an average growth rate in double digits. The industry added almost 100 million viewers in 2010 to reach 600 million viewers and crossed the 550 channel mark from 460 in 2009. The report analyses on reality television shows.It identifies that the popularity of these shows among networks and marketers are due to monetary opportunities and brand awareness. These shows have psychological, social, cultural and personal effects on consumer behavior has they learn and relate to the contestants situations and problems. This behavior affects trends and patterns in retail buying power and the right viewers exercise in showing reaction has they are empowered to participate in the shows. It also puts forward the cultural, political and social factors as reality TV concepts are not readily adaptable and require modification.After immense success of these shows, viewer’s arte contended as its entertaining even when it lacks realism. Finally it concludes that these shows are more interested in profit making than entertaining viewers. The report also recommends for media to accept responsible journalism and focus on ethics and moral to target social problems. chapter 1: General Introduction 1. 1 Introduction to the study â€Å"A reality show is the live telecast of the performance or the activity of the person who may be the expert or non expert of the respective field in unpredictable envi ronment &in unscripted manner†.

Mississippi’s school Essay

The SAGE program in partnership with John Hopkins University of Baltimore Maryland, invites, states or districts to become members in improving the student achievement in the potential members’ schools. Through the National Network of Partnership Schools, SAGE and others in the network will work states, districts and other educational organization members to form an Action Team for Partnership plan. Members follow the Six Types of Involvement format (NNPS online). Five years of NNPS surveys and result focused studies on member schools’ progress has been reported (2005). NNPS uses research results to develop practical tools, materials, and guidelines for schools and school districts. Presently, over 1000 schools, 100 districts, and 17 state departments of education are working with NNPS to use research-based approaches to establish and strengthen their programs of school, family, and community partnerships (2005). It is suggested that incorporating the following elements create better programs and outreaching to parents of the students and increased parental involvement (2005). 1. Leadership 2. Teamwork 3. Action plans 4. Implementation of plans 5. Funding 6. Collegial support 7. Evaluation 8. Networking Results from longitudinal studies showed that â€Å" a review of literature on family involvement with students on reading, indicated that, across the grades, subject specific interventions to involve families in reading and related language arts, positively affected students’ reading skills and scores (Sheldon & Epstein, 2005b). The original SAGE pilot program research involved participants of which fifty percent were below the poverty level (Vinson, 2002). Participating classes were reduced from average size to fifteen students per teacher. An evaluation by Molinar, Smith and Zahorik (1999) revealed that the first grade SAGE students demonstrated higher achievement when compared to nonparticipating schools in both language arts and math. Second and third graders were reported to follow the same pattern. The third study to be reviewed is the Prime Time (1984) project in Indiana. This was originally planned to be a two year project started in 1984 but it had such promising results that by 1988 all k-3 classes were reduced in Indiana. The average FTE was eighteen. In 1989, McGivern, Gilman and Tillitski compared samples of achievement levels of second graders from six districts with reduced class sizes and three districts that were not reduced and found significantly larger gains in reading and math among students of smaller classes. As with project STAR, SAGE has suffered criticism. Limitations mentioned were that â€Å"students were not assigned to experimental control groups on a random basis†, and that school policies were changed and implemented during the course of the study (Vinson, 2002). A widely criticized factor was the use of teacher incentives to motivate small classroom achievement. As mentioned previously, opinions on class size vary. Over the years several researchers have analyzed studies and evaluated the effectiveness of each. Glass and Smith (1979) found after analyzing seventy-seven empirical studies on class size versus student achievement, that small classes were associated with higher achievement at all grade levels. For greatest results in student achievement, students should attend small classes for over one-hundred hours (1979), with under twenty students. Small classes are beneficial because of 1) better student reaction 2) teacher morale and 3) quality of the teaching environment (Vinson, 2002). In a review of one-hundred relevant studies, small classes had been the most beneficial, during kindergarten and third grade, but only if teachers change their methods and procedures (Robinson and Wittebols, 1986). Slavin’s (1990) research of empirical studies, were chosen for analysis based on a three part criteria; 1) class size had been reduced for at least one year 2) twenty students were compared to substantially larger class sizes and 3) students in both class sizes were comparable (1990). Contrary to previously mentioned researchers, Slavin believed that smaller class size had minimal positive effects on students and those effects did not continue once students were returned to normal, larger classes (1990). A highly published researcher, Eric Hanushek has voiced his opposition to small classes benefiting student achievement since the mid-1980s. In all his reviews of class size studies, he’s always concluded that; â€Å"The evidence about improvements in student achievement that can be attributed to smaller classes turns out to be meager and unconvincing (Vinson, 2002)†. Johnson (2000), citing a study at the Heritage Foundation examining National Assessment of Educational Progress (NAEP) reading data, asserted that the difference in reading assessment scores between students in small classes and students in large classes was insignificant. He criticized class size reduction programs citing California as example of how such programs exacerbate the problem of lack of qualified teachers to fill classrooms. His claim of the lack of association between class size and performance was consistent with Hanushek’s conclusions (1999). Studies of the effects of class size in secondary schools are much more rare and largely equivocal (Deutsch 2003; Grissmer 1999). Many of those who advocate for smaller class sizes at the secondary level argue that small classes positively impact the school environment, thus, improving performance indirectly. In her review of the literature of class size and secondary schools, Deutsch (2003) highlights studies that conclude small classes stimulate student engagement, allow more innovative instructional strategies, increase teacher-student interactions, reduce the amount of time teachers devote to discipline, improve teacher morale, and minimize feelings of isolation and alienation in adolescence that can come from anonymity. Another important process variable the researcher will investigate is the effects of school policy on student achievement. An influential policy becoming common in schools is that of parental support and teacher incentives. As with the other factors in this model, conclusions about the effects of both on student performance has been mixed, but recent studies seem to point to more positive correlations, particularly teacher experience (Hedges, Lane, and Greenwald 1994). Mississippi’s Department of Education’s Schools and Parents Partnering for Student Success is a brochure given to the parents of Mississippi public school students to educate them on what level of proficiency their child should be on in an attempt to form a relationship between school and home. Strategies for improving student achievement according to Mississippi’s School.

25 Idioms with Clean

25 Idioms with Clean 25 Idioms with Clean 25 Idioms with Clean By Mark Nichol The adjective clean has many senses: â€Å"free from dirt, contamination or disease, or pollution,† â€Å"fair† or â€Å"pure,† â€Å"clear† or â€Å"legible,† â€Å"smooth,† â€Å"empty,† â€Å"complete† or â€Å"thorough,† â€Å"skillful,† â€Å"free of a claim or impediment,† and â€Å"free from corruption or from lasciviousness or obscenity†; it also refers to freedom from drug addiction or lack of possession of contraband such as drugs or weapons. A variety of idioms that include the word have evolved: 1. clean (one’s) plate: eat all the food served 2. clean (someone’s) clock: beat or defeat soundly 3. clean as a whistle: pure or free of involvement in illegal activities 4. a clean bill of health: notification that a person or other entity is in good health or operating condition (from a report from a health official that all crew and passengers on a ship arriving in a port are free of illness) 5. clean break: abrupt and complete disassociation 6. clean code: well-written computer-programming code 7. clean conscience: absence of guilt or remorse (also â€Å"clear conscience†) 8. clean cut: tidy and well groomed 9. clean getaway: uninterrupted escape 10. clean house: rid an organization of corruption or inefficiency 11. clean (someone or something) out of: remove people or things 12. clean sheet: variant of â€Å"clean slate† (mostly used in British English); alternatively, said of an athlete or team that allows no goals (British English) 13. clean slate: a fresh chance or start (from the now-outmoded use of chalk on slate to record one’s debt at a tavern) 14. clean sweep: the winning of all competitions or prizes 15. clean the floor up (with someone): beat someone up 16. clean up: make something clean or proper, earn or win a lot of money, reform, or defeat 17. clean up (one’s) act: improve or reform 18. clean out: leave bare or empty, or take or deplete 19. come clean: be honest 20–21. have clean hands/keep (one’s) hands clean: be without guilt 22. keep (one’s) nose clean: stay out of trouble 23. make a clean breast of it: admit the truth 24. squeaky clean: completely clean or incorruptible 25. wipe the slate clean: give someone a fresh chance or start (see â€Å"clean slate†) Also, the proverb â€Å"A new broom sweeps clean† means that someone new to a situation (such as a job) will make a concerted effort to impress others. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:20 Computer Terms You Should Know50 Idioms About Meat and Dairy ProductsWhat is an Anagram?

Capital accumulation Essay Example for Free

Capital accumulation Essay Nucleon should focus on contracting manufacturing for phases I and II and then for phase III focus on vertical integration of production to create greater economic value, therefore gaining and sustaining competitive advantage and producing the largest NPV. By contracting manufacturing, Nucleon will be able to focus on core competencies with no capital investments. Also, by vertical integration Nucleon gains sources of competitive advantage. Contracting manufacturing focuses on core competencies. Nucleon will have facilities and personnel in place to implement phases I and II, require no capital investments (reducing up front costs: Table 1), and therefore able to focus on clinical trials. As Hurt’s commented, â€Å"It’s important for us to get our products into the clinic before others do.† Vertically integrating increase NPV by 2002 and gains competitive advantage. Nucleon has high threats of opportunism due to uncertainty and complexity. There are over 200 other firms and Nucleon needs to obtain competitive advantage and then sustain this advantage. By integrating, Nucleon has good possibilities of raising funds, producing other products, and raising a larger income. Vertical integration provides a larger potential income for Nucleon in phase III based on NPV (refer to Table 1), while contracting manufacturing for phases I and II provide Nucleon with ability to focus on core competencies and thus producing the largest NPV by 2002 of approximately $20M. Performed well even in the recession. CEO believed that you need to have an effective strategy and right people to execute the strategy. The company has been able to gain competitive advantage, but can they sustain this advantage? Distinguishes us from other players in the M&A field, it’s that we stay in touch with the companies. 2001-Present Danaher focused on allocating decisions on the basis of return on invested capital (ROIC) Capital accumulation. (2016, May 30).

Eisenhower's Farewell Address Essay Example | Topics and Well Written Essays - 250 words

Eisenhower's Farewell Address - Essay Example The Pentagon is the headquarters of the Department of Defence. Much of the focus of the complex is on this institution as this is where the money goes and the decisions are made. This was especially true during the height of the Cold War when the U.S. faced an existential threat from the Soviet Union, and members of the complex could use fear to strengthen their arguments. These groups not only felt that America needed to spend more on the military to survive, they also wanted more money spent so that they themselves could be enriched. Many of these programs would not have been a good use of taxpayers funds. For Eisenhower, this was unacceptable. He valued a strong national defence policy, but he was concerned that defence spending was taking over and that it was eating into other programs. He knew that for America to be strong it needed both a powerful military and also the social and cultural programs that made it a beacon of freedom to the world. He believed that too much power in the hands of the military-industrial complex would have negative consequences. Work consulted Bowie, Robert R. and Richard H. Immerman. (1998). Waging Peace: How Eisenhower Shaped an Enduring Cold War Strategy. Oxford University Press.