O Captain! My Captain! Essay

Every decision concerning the ship and the crew is made by the captain; he has great responsibility for his people. By carrying the title ‘captain’, he agrees to attend to all duties as leader of the ship. Part of the captain’s job is to give orders and to demand that they will be followed accordingly; his main concern is the safety of his crew. Sometimes, the crew doesn’t seem to agree with the rules and limitations that were made by the captain, and that makes it difficult to obey them. These rules can create fear and distance between the captain and his people. But, eventually, the crew will realize that the captain had made those rules for their own good. Once they will come to this realization, they will start to respect and to trust their captain completely. They will feel safe when he is around them; they will start looking at him as their anchor. A father is much like a captain, yet, different. A father, like the captain, takes his kids on a journey, the journey of life. He is responsible for their safety and well being through out the journey. In order for this journey to be a successful one, the father has to give rules and to create limitations for his kids. Growing up, the kids understand that every rule and every limitation that was made by their father was for their own good. They start to respect and trust their father; they seek advice from him and they view him as their source of comfort. A father differs from a captain. How so? A father loves his kids. Every decision or rule that he makes is enveloped with warmth and love. The distance that is created between the captain and his crew due to the rules and limits will not be as strong when it comes to a father and his kids; his eternal love for them will allow him to break the rules sometimes. The kids’ love for their father will allow them to get closer to him; closeness that can never exist between a captain and his crew. Whitman sees Lincoln as the captain of the ship but also as the father of the citizens. To him, Lincoln was a unique leader; he had the qualities of a captain and the qualities of a father. Lincoln was able to set the necessary rules and restrictions in order to overcome the challenges arose by the civil war. He knew how to lead the country in the right direction towards victory. But, he was also a father. Every one of his acts and decisions were enveloped with true love towards his citizens. I have recently watched the movie â€Å"Dead Poet society†. The movie talks about an English teacher who comes to teach a group of privileged students. Through out the movie, the students refer to their new teacher as their captain. They feel for their teacher what Whitman felt for Lincoln. They view the teacher as the person who guides them through the learning process of poetry, but they also, like Whitman, feel that every act or step that was made by the teacher is enveloped with love for his beloved students. Whitman refers to Lincoln as a father only in the second and third paragraphs but not in the first one. The first paragraph talks about the victory, the steadiness and the happiness of the country and its citizens. Whitman doesn’t see Lincoln in his weak moments; he sees him as a captain, a strong figure that every one admires. The other two paragraphs talk about the death of the strong man, the captain. In these moments, Whitman feels close to him, he cares for him like a son cares for his dying father; he wants to help him.

Quani’s Story

Family Genealogy Paper A family that prays together stays together is an idiom passed down from generations to generations. My family stands firm on this phrase and will continue to pass it down to generations to come. As I conducted a few conversations with family members, from the maternal side of my family, I understood why they believed in the quote and I will continue to pass it down to my kids and family. The reason I researched my mother's side of the family was because they are arger than my father's side and they are in close proximity of each other.My mom's side of the family grew up in a small North Carolinian town called Pinetop. I went back as far as my great-great grandparents and their names were Edward and Rachael Crummedy. They were sharecroppers and they both passed away when my great-grandmother was 9 years old. My great-grandparents are the late Columbus and Clara Crummedy Dickens. Born in 1913, Columbus Dickens grew up to be a sharecropper and provider for his fa mily. Columbus worked for a white man who wned the property that the Dickens family resided on.He would work on the farm all year long Just so that the family could stay on the farm and also have food to eat. His return pay would be a stipend at the end of the year that went towards the bills for the house, so he never really saw any money for his own good. During certain times of the year he had to hire other people to help him maintain the farm (who were usually family members) and they would receive their pay from whatever Columbus received. If Colu

Bioethics of Euthanasia

Therefore, the family is also an institution which generates the same attachment to objectivity that encourages a certain set of goals. Ultimately though, it is one’s subjective experience that has it’s own social, physical, mental, and spiritual habits and attachments that cause the mind and body to perform and exist in a particular way. The overarching illegality of euthanasia across North America is supported by religious institutions which act as the sole moral platform for questioning the professional conduct of medical practitioners. The hegemonic belief that is fostered views euthanasia as a breach of non-maleficence, though doctors have and will likely continue to comply with life-ending aid in North America, regardless of recent deliberation regarding legislation. A legalization of euthanasia could ease tensions for physicians and patients dealing with chronic fatal health conditions, but would require specific criteria for legality. The debilitating suffering from a terminal illness should be the first criteria, as well as an autonomous request made by the sufficiently competent patient. Those who advocate for the legalization of euthanasia are part of a particular morality that sees beyond the mystical value of medical non-maleficence and opposes overarching institutional moralities that forbid life-ending decisions. Also of concern is the slippery slope argument, whereby any level of legal euthanasia would likely incite requests for more flexible criteria, publicly bringing into question the intangible value of human life. A central notion of biomedical ethics that stands as a major contender against the legalization of euthanasia is non-maleficence. To generally adhere to the principles of non-maleficence, physicians should not provide ineffective treatments to patients as these offer risk with no possibility of benefit and thus have a chance of harming patients. In addition, physicians must not do anything that would purposely harm patients without the action being balanced by proportional benefit (Beauchamp, 155). This benefit is not necessarily beneficial to the terminally ill individual who has requested euthanasia. The benefit referred to in the medical field is generally an extension of life and a restoration of health, which is not a reality for the terminally ill, rather a benefit might be an end to incurable suffering. Because many medications, procedures, and interventions cause harm in addition to benefit, the principle of non-maleficence provides little concrete guidance in the care of patients, and acts as a fairly weak argument against euthanasia. A helpful distinction when debating the validity of physician assisted suicide is that of ‘killing’ and ‘allowing to die’. If a patient is too frail to undergo restorative treatment, it can be said that the withholding of that treatment is allowing the patient to die. On the other hand, ‘killing’ entails taking action that would hasten the onset of death. There is considerable overlap between these two concepts, to the point that a clear distinction is not readily discernible (Beauchamp, 172). The prima facie nature of allowing a patient to die, as expressed by Beauchamp is acceptable under certain conditions whereby a medical technology is considered futile, or ineffectual, or a patient and/or surrogate decision maker has validly denied a medical technology (173). In the case that a patient is suffering unnecessarily, and has denied or been denied the opportunity for treatment due to severity of illness, should euthanasia not be an acceptable option? This action would undoubtedly fall under the category of ‘killing’, but if the nearest solution is the imminent death of a terminally ill patient, the concept of non-maleficence should not apply to a deliberate hastening of the patients’ biological shutdown. It can also be argued that fading to death in palliative care with little to no cognition is of little value, and coming from a strictly utilitarian perspective, in some cases, may be unnecessary. If an elderly patient has no immediate family, and is in the final stages of a degenerative disease, the option of the patient to deny extended care and hasten the imminence of death should ot be considered immoral. The approval of certain cases such as the example above would definitely introduce a ‘slippery slope’ argument whereby the notions and parameters of conducting euthanasia would be challenged, inflated, and publicly scorned. The infamous example of Dr. Kevorkian is indicative of the demand for physican-assisted suicide, and the flexible moralities of perhaps many physicians who are faced with the challenge of allowing a patient to pursue a hastened death. Michigan doctor Jack Kevorkian was convicted of second-degree murder for delivering a lethal injection to a 52-year-old man suffering from Lou Gehrig’s disease. It was the first time in five trials that Kevorkian was found guilty of a crime after participating in, by his count, at least 130 assisted suicides. Likened to â€Å"a medical hit man† by the prosecution, Kevorkian compared himself to Martin Luther King and told the court he was no more culpable than an executioner. The 70-year-old doctor had dared prosecutors to charge him and threatened a hunger strike if convicted. â€Å"Suicide†). The case of Kevorkian’s assisted suicides shows that public hegemonic belief places all burden on the physician involved, for it is technically legal to carry out or attempt suicide, but not with the aid of any other person, especially a clinician. These laws tend to make sense in every realm except the medical world, where euthanasia is an issue that arises with the terminally ill, and particular moralities strongly advocate for the right to die under certain circumstances, as illustrated by Kevorkian’s rash threats of a hunger strike if convicted. Obviously viewing himself as a liberator, Kevorkian’s particular morality quickly earned him a reputation, and having participated in over one hundred assisted suicides, he stands not as a reputable opposition to hegemony, but rather a moral pariah. Kevorkian’s comparison of his ‘moral fallacy’ with the conduct of an executioner is an interesting philosophical idea, and also illustrates the exclusivity of moral professionalism within the medical world. This is mostly apparent in the United States where there is a domination of privatized health care, and plenty of capital punishment. The application of morality is varied when it comes to death and dying, in a society where a 20 year old can be put to death for committing murder, and in the same society, a terminally ill, suffering patient cannot decidedly seek a peaceful death without moral intervention. In both cases, strong moral impositions are made, and guide the fate of both individuals. The convict has a chance at rehabilitation, and renewing his moral adherence and contribution to society, but is not rewarded the chance because his actions stripped him of his dignity. On the other hand, the dying patient is not permitted to seek assistance in death because common morality forbids it, much like the same common morality denies the convict a second chance. The patient is denied euthanasia because the hegemonic function of the medical field is to avoid non-maleficence, so according to the same morality, the criminal is denied rehabilitation and put to death because the function of the law is to appropriately punish offenders. This paradox shows how two distinct versions of the same common morality are stamped like a ‘cookie cutter’, yielding the anticipated results of the societal function: the patient can’t die because medicine is designed to keep him alive, and the criminal can’t live because capital punishment is designed to eliminate him. Therefore, it is not unreasonable to suggest that the application of euthanasia in the medical field should be acceptable in certain circumstances, and that exclusive clinical moralities should allow deliberation on the subject, and not continue to function in a ‘cookie cutter’ fashion. In Canada and the United States, laws distinguishing ‘active’ and ‘passive’ categories of euthanasia are divided into four sections: â€Å"deliberately killing persons who wish to die or assisting them in suicide (active voluntary euthanasia and assisted suicide), deliberately killing persons whose wishes are unknown or opposed to such treatment (active involuntary euthanasia), withholding or withdrawing life-preserving means from those who do not want them used (forgoing treatment of competent individuals), and letting persons die by withholding or withdrawing life-preserving means when their wishes are unknown or when they want, or would tolerate, such means to be applied or maintained (forgoing treatment of incompetent individuals)† (Dickens, 136). According to these legal parameters, it would seem that active and passive euthanasia should only occur when indicated by the patient, living will, or a surrogate, such as active voluntary euthanasia, an d the forgoing of treatment to competent individuals. These two forms provide the patient with the moral decision to adopt the institutional values of their choice and affect their course of longevity and suffering. In the cases of active involuntary euthanasia, and the withholding of treatment from incompetent patients it can be said that, morally, the physician has no right to change the course of the patient’s treatment without clearance from a living will or surrogate. To conduct active involuntary euthanasia, or withhold treatment for no apparent reason indicated by the patient or surrogate, negligence would necessarily apply and represent the justified fault of the attending physician. Dealing with death is a subjective experience that generates fear, and causes humans to seek comfort in institutional beliefs, whether that be family, religion, other forms of spirituality, or modern medicine itself. Death reminds humans of their biological capacities and fleeting opportunities for experience in life, and generates a desire to medicalize suicide. â€Å"We want physicians to provide the means to end life in an antiseptically acceptable fashion. Knives, guns, ropes, and bridges tend to be messy. We seek a more aesthetically pleasing way of terminating life, one that leaves the patient looking dead, but not disgusting. For this, as in so much else in the 20th-century quest for happiness, we turn to the physician† (Paris, 33). Much like we seek aesthetic modifications from plastic surgeons, and mental stability from psychologists, we turn again to professional doctors for a method of dealing with the harsh reality of death. Though euthanasia may be an acceptable option for some people in certain sets of dire circumstances, it is the fear of death generated by the triumphs of medicine that provide the illusion that death and suffering are something a physician can cure. Medicinal miracles and the rise of technological medicine give people the impression that old losses are new triumphs, at least insofar as one can be kept alive for longer with chronic diseases. This notion sparks the fear of suffering before death, and that morbidity will be extended instead of compressed. Essentially then, it is the physician who bears all weight of the laws pertaining to euthanasia, which seems unjust when there is little more that medicine can do for a terminally ill patient than aid in their peaceful departure from life. The argument that legalized euthanasia would initiate the slippery slope, and â€Å"hospitals would become cruel and dehumanized places† are refuted by the suggestion and observation of the exact opposite (Schafer). As Schafer suggests, â€Å"experience has shown that what happened was exactly the opposite of what was predicted by the naysayers: Doctors and hospitals have become kinder and gentler, patients’ wishes are better respected than previously and society has come to accept the importance of individual autonomy at the end of life† (3). Clearly, the legalization of euthanasia would not entirely disrupt the nature of medical care in Canada, and with current debates indicating the possibility of change, society may undergo a change of ideas in the near future. The idea that euthanasia may provide a patient with more dignity at death than what is often referred to as ‘sedation to unconsciousness’ is becoming more common, and should not be deemed unacceptable next to palliative care. With the right safeguards in place, euthanasia should be one of many life-ending options available to Canadians near the end of their life, with palliative care being a morally adjacent decision. The subjective experience of death is one’s own, and even familial institution can only do so much to comfort the process of being terminally ill. Therefore it should be a decision of the patient to seek medical help, either in the form of sedation and longevity, or immediate peace. Bioethics of Euthanasia Therefore, the family is also an institution which generates the same attachment to objectivity that encourages a certain set of goals. Ultimately though, it is one’s subjective experience that has it’s own social, physical, mental, and spiritual habits and attachments that cause the mind and body to perform and exist in a particular way. The overarching illegality of euthanasia across North America is supported by religious institutions which act as the sole moral platform for questioning the professional conduct of medical practitioners. The hegemonic belief that is fostered views euthanasia as a breach of non-maleficence, though doctors have and will likely continue to comply with life-ending aid in North America, regardless of recent deliberation regarding legislation. A legalization of euthanasia could ease tensions for physicians and patients dealing with chronic fatal health conditions, but would require specific criteria for legality. The debilitating suffering from a terminal illness should be the first criteria, as well as an autonomous request made by the sufficiently competent patient. Those who advocate for the legalization of euthanasia are part of a particular morality that sees beyond the mystical value of medical non-maleficence and opposes overarching institutional moralities that forbid life-ending decisions. Also of concern is the slippery slope argument, whereby any level of legal euthanasia would likely incite requests for more flexible criteria, publicly bringing into question the intangible value of human life. A central notion of biomedical ethics that stands as a major contender against the legalization of euthanasia is non-maleficence. To generally adhere to the principles of non-maleficence, physicians should not provide ineffective treatments to patients as these offer risk with no possibility of benefit and thus have a chance of harming patients. In addition, physicians must not do anything that would purposely harm patients without the action being balanced by proportional benefit (Beauchamp, 155). This benefit is not necessarily beneficial to the terminally ill individual who has requested euthanasia. The benefit referred to in the medical field is generally an extension of life and a restoration of health, which is not a reality for the terminally ill, rather a benefit might be an end to incurable suffering. Because many medications, procedures, and interventions cause harm in addition to benefit, the principle of non-maleficence provides little concrete guidance in the care of patients, and acts as a fairly weak argument against euthanasia. A helpful distinction when debating the validity of physician assisted suicide is that of ‘killing’ and ‘allowing to die’. If a patient is too frail to undergo restorative treatment, it can be said that the withholding of that treatment is allowing the patient to die. On the other hand, ‘killing’ entails taking action that would hasten the onset of death. There is considerable overlap between these two concepts, to the point that a clear distinction is not readily discernible (Beauchamp, 172). The prima facie nature of allowing a patient to die, as expressed by Beauchamp is acceptable under certain conditions whereby a medical technology is considered futile, or ineffectual, or a patient and/or surrogate decision maker has validly denied a medical technology (173). In the case that a patient is suffering unnecessarily, and has denied or been denied the opportunity for treatment due to severity of illness, should euthanasia not be an acceptable option? This action would undoubtedly fall under the category of ‘killing’, but if the nearest solution is the imminent death of a terminally ill patient, the concept of non-maleficence should not apply to a deliberate hastening of the patients’ biological shutdown. It can also be argued that fading to death in palliative care with little to no cognition is of little value, and coming from a strictly utilitarian perspective, in some cases, may be unnecessary. If an elderly patient has no immediate family, and is in the final stages of a degenerative disease, the option of the patient to deny extended care and hasten the imminence of death should ot be considered immoral. The approval of certain cases such as the example above would definitely introduce a ‘slippery slope’ argument whereby the notions and parameters of conducting euthanasia would be challenged, inflated, and publicly scorned. The infamous example of Dr. Kevorkian is indicative of the demand for physican-assisted suicide, and the flexible moralities of perhaps many physicians who are faced with the challenge of allowing a patient to pursue a hastened death. Michigan doctor Jack Kevorkian was convicted of second-degree murder for delivering a lethal injection to a 52-year-old man suffering from Lou Gehrig’s disease. It was the first time in five trials that Kevorkian was found guilty of a crime after participating in, by his count, at least 130 assisted suicides. Likened to â€Å"a medical hit man† by the prosecution, Kevorkian compared himself to Martin Luther King and told the court he was no more culpable than an executioner. The 70-year-old doctor had dared prosecutors to charge him and threatened a hunger strike if convicted. â€Å"Suicide†). The case of Kevorkian’s assisted suicides shows that public hegemonic belief places all burden on the physician involved, for it is technically legal to carry out or attempt suicide, but not with the aid of any other person, especially a clinician. These laws tend to make sense in every realm except the medical world, where euthanasia is an issue that arises with the terminally ill, and particular moralities strongly advocate for the right to die under certain circumstances, as illustrated by Kevorkian’s rash threats of a hunger strike if convicted. Obviously viewing himself as a liberator, Kevorkian’s particular morality quickly earned him a reputation, and having participated in over one hundred assisted suicides, he stands not as a reputable opposition to hegemony, but rather a moral pariah. Kevorkian’s comparison of his ‘moral fallacy’ with the conduct of an executioner is an interesting philosophical idea, and also illustrates the exclusivity of moral professionalism within the medical world. This is mostly apparent in the United States where there is a domination of privatized health care, and plenty of capital punishment. The application of morality is varied when it comes to death and dying, in a society where a 20 year old can be put to death for committing murder, and in the same society, a terminally ill, suffering patient cannot decidedly seek a peaceful death without moral intervention. In both cases, strong moral impositions are made, and guide the fate of both individuals. The convict has a chance at rehabilitation, and renewing his moral adherence and contribution to society, but is not rewarded the chance because his actions stripped him of his dignity. On the other hand, the dying patient is not permitted to seek assistance in death because common morality forbids it, much like the same common morality denies the convict a second chance. The patient is denied euthanasia because the hegemonic function of the medical field is to avoid non-maleficence, so according to the same morality, the criminal is denied rehabilitation and put to death because the function of the law is to appropriately punish offenders. This paradox shows how two distinct versions of the same common morality are stamped like a ‘cookie cutter’, yielding the anticipated results of the societal function: the patient can’t die because medicine is designed to keep him alive, and the criminal can’t live because capital punishment is designed to eliminate him. Therefore, it is not unreasonable to suggest that the application of euthanasia in the medical field should be acceptable in certain circumstances, and that exclusive clinical moralities should allow deliberation on the subject, and not continue to function in a ‘cookie cutter’ fashion. In Canada and the United States, laws distinguishing ‘active’ and ‘passive’ categories of euthanasia are divided into four sections: â€Å"deliberately killing persons who wish to die or assisting them in suicide (active voluntary euthanasia and assisted suicide), deliberately killing persons whose wishes are unknown or opposed to such treatment (active involuntary euthanasia), withholding or withdrawing life-preserving means from those who do not want them used (forgoing treatment of competent individuals), and letting persons die by withholding or withdrawing life-preserving means when their wishes are unknown or when they want, or would tolerate, such means to be applied or maintained (forgoing treatment of incompetent individuals)† (Dickens, 136). According to these legal parameters, it would seem that active and passive euthanasia should only occur when indicated by the patient, living will, or a surrogate, such as active voluntary euthanasia, an d the forgoing of treatment to competent individuals. These two forms provide the patient with the moral decision to adopt the institutional values of their choice and affect their course of longevity and suffering. In the cases of active involuntary euthanasia, and the withholding of treatment from incompetent patients it can be said that, morally, the physician has no right to change the course of the patient’s treatment without clearance from a living will or surrogate. To conduct active involuntary euthanasia, or withhold treatment for no apparent reason indicated by the patient or surrogate, negligence would necessarily apply and represent the justified fault of the attending physician. Dealing with death is a subjective experience that generates fear, and causes humans to seek comfort in institutional beliefs, whether that be family, religion, other forms of spirituality, or modern medicine itself. Death reminds humans of their biological capacities and fleeting opportunities for experience in life, and generates a desire to medicalize suicide. â€Å"We want physicians to provide the means to end life in an antiseptically acceptable fashion. Knives, guns, ropes, and bridges tend to be messy. We seek a more aesthetically pleasing way of terminating life, one that leaves the patient looking dead, but not disgusting. For this, as in so much else in the 20th-century quest for happiness, we turn to the physician† (Paris, 33). Much like we seek aesthetic modifications from plastic surgeons, and mental stability from psychologists, we turn again to professional doctors for a method of dealing with the harsh reality of death. Though euthanasia may be an acceptable option for some people in certain sets of dire circumstances, it is the fear of death generated by the triumphs of medicine that provide the illusion that death and suffering are something a physician can cure. Medicinal miracles and the rise of technological medicine give people the impression that old losses are new triumphs, at least insofar as one can be kept alive for longer with chronic diseases. This notion sparks the fear of suffering before death, and that morbidity will be extended instead of compressed. Essentially then, it is the physician who bears all weight of the laws pertaining to euthanasia, which seems unjust when there is little more that medicine can do for a terminally ill patient than aid in their peaceful departure from life. The argument that legalized euthanasia would initiate the slippery slope, and â€Å"hospitals would become cruel and dehumanized places† are refuted by the suggestion and observation of the exact opposite (Schafer). As Schafer suggests, â€Å"experience has shown that what happened was exactly the opposite of what was predicted by the naysayers: Doctors and hospitals have become kinder and gentler, patients’ wishes are better respected than previously and society has come to accept the importance of individual autonomy at the end of life† (3). Clearly, the legalization of euthanasia would not entirely disrupt the nature of medical care in Canada, and with current debates indicating the possibility of change, society may undergo a change of ideas in the near future. The idea that euthanasia may provide a patient with more dignity at death than what is often referred to as ‘sedation to unconsciousness’ is becoming more common, and should not be deemed unacceptable next to palliative care. With the right safeguards in place, euthanasia should be one of many life-ending options available to Canadians near the end of their life, with palliative care being a morally adjacent decision. The subjective experience of death is one’s own, and even familial institution can only do so much to comfort the process of being terminally ill. Therefore it should be a decision of the patient to seek medical help, either in the form of sedation and longevity, or immediate peace.

UP level accounting Essay Example | Topics and Well Written Essays - 750 words

UP level accounting - Essay Example When a semi-variable cost is treated as a variable cost for the purpose of variance analysis, the charge of overhead is exceeded. This is because semi-variable costs do not vary with each unit of activity, but change depending upon the level of activity achieved.Therefore, by granting the status of variable costs to semi variable costs, the overheads are hiked and thus profitability is reduced. Similarly, fixed costs remain fixed over a period of time, irrespective of the levels of activity. By assigning the status of fixed costs to semi-variable costs, during times of lowered levels of activity, there is a high overhead charge which significantly erodes profitability.The result of treating a step-fixed costs, for the purpose of variance analysis, as a variable one would be that, if the costs need to be calculated on the shortest time frame, there may not be material variations, but if taken on the long time, the impact of the step fixed costs would not be realized, or in other words , profits may be over stated. For example, the costs of running a single machine for several months would be different from running several machines for a single month. (Blocher et al, 2008) Thus by assigning the nature of variable to a step fixed cost would overstate profits over a period of time.When an operation entails both fixed and variable costs, and if all costs are taken as variable, it would wrongly inflate profits and underestimate costs. The element of fixed costs is generic to all cost centers, and very conspicuous in the cases of Health Care Providers, since investments in hospital machinery, equipments and infrastructure are quite substantial. (Blocher et al, 2008). In case of high level of activities, by not assigning the rightful fixed costs, profits become inflated; however, if all overheads are accounted for as fixed, during lowered levels of activities, costs become higher than booked and this could be disastrous, especially for smaller companies with low revenue generations. Question 2 (i) The key drivers for profitability in an organization would be the correct assessment and implementation of cost factors- fixed, variable, semi-variable and step-fixed costs since any mis-match could lead to derailed planning, execution and incorrect decision-making. What is even more important is the correct booking of the overheads, since overheads not booked at all, or wrongly booked could lead to a host of critical problems later. The top management takes strategic decisions based on the cost data provided and it is therefore, it is essential that it be factually correct. (ii) The two variances depicted in Exhibit 3 consider the recovery of fixed overheads when the actual procedures performed, instead of the standard 50,000 procedures, was actually only 49,000 procedures. Fixed costs were considered at $50, 00,000 for the predetermined standard 50,000 procedures. But the actual procedures billed were only 49,000 and therefore $ 100 X 1000 - $ 100,000 was unrealized. (Blocher et al, 2008). (iii) Regarding Exhibit 4, the mismatch occurred because the aspect of fixed cost overheads was not correctly judged. The mismatch occurred because of the 460 examinations made, only 310 were billed, leading to 150 examinations carried out but not billed and the profits have been inflated by (460 - 310) X $ 20 = $ 3000. This is the reason why the profits are overstated. (Blocher et al, 2008). Question 3 (i) Traditional standard costing is a system by which predetermined value / efficiency standards are assigned for each element of cost. The actual performance is then matched against their Standard costs, and the variances, positive or negative are determined. This is an invaluable management tool since there is a complete breakup of cost components and determinants, and for each item of costs, it is possible to know the standard, the actual and the resultant variances. Hence adverse variances could be effectively monitored by

Nutrition Essay Example | Topics and Well Written Essays - 750 words

Nutrition - Essay Example The Six Classes of Essential Nutrients Proteins, carbohydrates, water, lipids, minerals, and vitamins are the key essential nutrients for the human body. Proteins carbohydrates, water, and lipids are classified as macronutrients, while minerals and vitamins are classified as micronutrients (1). Insel et al, 2011, p.230, define proteins as â€Å"large molecules made up of amino-acids joined in various sequences†. Thus various kinds of proteins are present in the human body in various shapes. Based on their shapes the several kinds of proteins have specific roles within the human body. Some of them are enzymes, and speed up the many chemical reactions within the body essential to its survival. Some others act as hormones. Hormones may be viewed as chemical messengers within the human body. Yet other hormones go into the makeup of the antibodies of the human body to protect the human body from foreign substances and pathogens. Some other proteins act as pumps within the body to m aintain fluid balance. In this balance maintaining process they pump molecules across cell membranes and attract water. The acid base balance in the body is maintained by the action of proteins through the taking up or releasing of hydrogen ions, depending on the need. Finally, proteins act as transporters for many key substances like oxygen and the micronutrients to the targeted cells all over the human body. The essential nature of proteins to the human body is thus clear (2). Insel et al, 2011, p.146, define carbohydrates as â€Å"organic compounds that contain carbon (C), hydrogen (H), and oxygen (O) in the ratio of two hydrogen atoms and one oxygen atom for every carbon atom.† The main role of carbohydrates in the body is to act as a fuel for the cells in the human body. Even though the human body can use fats also for energy purposes, carbohydrates are the preferred source of energy, particularly for the brain, red blood cells, nervous system, fetus, and placenta. Carbo hydrates also contain fibres that make it easier for the passage of stools through the digestive system (2). Water is absolutely essential for the survival of the human body. The water content in the human body is responsible for up to 75% of the weight of the human body. The importance of water to the human body lies in it being a very good solute. In the human body water carries several dissolved minerals in the form of electrolytes. These electrolytes are maintained at a constant balance. The very existence of cells in the human body depends on the maintenance of the right balance of these electrolytes in water (2). Insel et al, 2011, p.182, describe lipids as â€Å"a broad range of organic molecules that dissolve easily in organic solvents like alcohol, ether, and acetone, but are much less soluble in water.† Three main types make up the lipids, which are triglycerides, phospholipids, and sterols. Lipids are an energy source for the body and when stored in the body as fat act as energy reserves in the body for use when there is a deprivation of carbohydrate supplies to the body (2). Ball 2004, p. 8, defines vitamins as â€Å"a group of organic compounds which are essential in very small amounts for the normal functioning of the body.† Vitamins as required for nutrition in the human body are thirteen in number and classifies into water soluble vitamins and fat soluble vitamins. The water soluble vit

Management Concepts - Case Study Essay Example | Topics and Well Written Essays - 500 words - 1

Management Concepts - Case Study - Essay Example With the removal of trade barriers and opening up of economies, companies no longer can have a local country-specific strategy. Two very important factors that have resulted in companies going global are: progress in information and communication technologies, the trend of deregulation and increasing competitive pressure (Mucchielli et al, 1998). One of the ways of expanding globally includes investing the returns from one country to acquire other companies (Samson and Daft, 2009). Operating in different countries is based upon various factors such as the political, economic, social, technological, and legislative environments of the country (CIPD, 2010). At the same time, expanding into different countries also calls for the existence of a thorough globalization strategy keeping in mind the above factors. It is imperative that the learnings from expansion in one country to fine-tune its strategy for expansion in other countries as well. It is also important that the HR, Finance and the IT strategy of the organization shall be aligned towards the objective of being a truly global corporation. John needs to take serious action to prevent NAB from collapsing as a business. The first thing that needs to be done is to imbibe an MNC culture amongst the employees of the organization. The bank can create a separate department which will be responsible for finding out the best fit countries to expand into over a period of time. This department can also be responsible to search for companies in those target countries. Those countries where the PESTEL factors are mostly similar to that of Australia shall be targeted first and then the rest shall be

Technical Review 2 Research Paper Example | Topics and Well Written Essays - 1000 words

Technical Review 2 - Research Paper Example This paper is a technical analysis of a new technology referred as Bitcoin. The paper seeks to discern how Bitcoin can support cyber security challenges already in place. At the very end, the paper will analyze potential loopholes for exploitation and misuse and give a way forward. Of late there has been a lot of buzz concerning electronic currencies and other virtual monies. According to (Kregel, 2010) there is great potential in shifting towards electronic funds or web cash. The web cash system is at the inception stage and given the level of activity accompanying it, it is expected to reach the maturity phase in a couple of years. JPMorgan has already submitted a patent which seems to set new stage for competition among the already well known players such as Bitcoin (Reardon, 2012). The patented technology referred as JPMorgan Chase, is a new paradigm that facilitate the creation of a new virtual cash accounts with real time digital exchange value. It works by exchanging real time digital exchange information without the involvement of third parties such as banks. The structural components of the system include a Payment Portal Processor or a digital wallet, an Internet Pay Anyone IPA account, a virtual private Lockbox, EFT network, a cash card and an Accou nt Reporter (Reid, 2013). It works by exchanging digital information in a real time basis with capabilities to archive all the transactions in a personal digital wallet. With advanced built in security features involving crypto-currency models, transactions are safeguarded against vulnerabilities and attacks (Verme, 2013). According to the International Journal of Community Currency and Research, other electronic digital monies and crypto-currencies have emerged over time since the turn of the decade (Ryan, 2012). Infinitecoin hit the market in 2013 and though it offers an easy adjustment rate, it offers a broad spectrum. Quark coin launched almost the same time and

The Interrogation Process, Techniques, and Approches Essay

The Interrogation Process, Techniques, and Approches - Essay Example (Williamson p.125). However, although the theory that innocence claims precedence over guilt in criminal law, it is necessary to enforce robust techniques to bring criminals into the process of law, and arrest future repetitions of similar crimes by the same person, especially against women . Thus interrogations are not only necessary to convict the guilty but also to absolve the innocent through right application of the interrogation processes and methods. Since interrogations are guilt-based processes, it is mainly intended to extract a confessional statement from the alleged suspect, who may be held responsible for the commission, or involvement in some crime, or tort. Since interrogations are meant for extracting confessional statements from suspects, normally, this process is not applied on innocent people, or those whose role or involvement in the commission or abetment of crime is not sustainable. Interrogations are primarily meant to disintegrate a suspect’s defenses and make him vulnerable to the process of law by signing a confessional statement acknowledging his role in carrying out, or abetting the crime. The most widely modern means of interrogation is called the Reid Technique of investigative questioning. â€Å"The courts in the United States have recognized The Reid Technique ® as the leading interview and interrogation approach used today in both the law enforcement and business communities. In 1994 the United States Supreme Court referenced our textbook, Criminal Interrogation and Confessions, in making their decision in the case Stansbury v. California.† (Company Information: Court Recognition). Interrogation techniques are methods employed by interrogators and law enforcement agencies to arrive at the truth of alleged roles of suspects in criminal activities. It is common knowledge that alleged offenders would not, on their own volition, confess to crimes

Indigenous Australian and Diabetes Essay Example | Topics and Well Written Essays - 3500 words

Indigenous Australian and Diabetes - Essay Example As such, Aborigines health is very poor compared to other Australians. Statistics indicate that only about forty percent of Aborigines are in good health compared to more than 80% of other Australians. This affects the mortality rate of these people, which is more than two times the non-indigenous Australians. Poor healthcare to Aborigines and their lifestyles increase chances of getting chronic diseases like diabetes. Diabetes is one of the diseases that has increased Aborigine mortality rate in the recent years. There are few clinics and healthcare centers in regions where aborigines live and their diet is also poor. At the same time, many cannot afford medication. More than 30% of the entire Aborigine population has diabetes. In addition, the government has been doing little to Aborigine health. Less than one percent of the national budget was used on Aborigine health. This is little money and may not have a high impact on the Aborigine health. Health experts and civil rights have lobbied the government to invest more in Aborigine healthcare. This paper will discuss Australian Indigenous Health, specifically diabetes, the current trends, why Aborigines are affected more than Non-Aboriginal Australians, strategies used to mitigate Diabetes and what can be done to improve the current intervention measures and strategies. Epidemiology Diabetes is one of the most common chronic conditions in the world today. The disease is as a result of low production of insulin which is responsible for regulating blood sugar in the body. Diabetes is characterized by high levels of blood sugar and can adversely affect the general health of the patient. The condition makes the body weak making the patient susceptible to opportunistic conditions, which can even lead to death. There are two common types of Diabetes, Type 1 and Type 2. Type 1 diabetes is caused an autoimmune disease of the beta cells of the pancreas. These cells are responsible for the production of insulin, which regulates blood sugar. Type 1 diabetes is most common in young people and accounts for 5 to 10% of the total diabetes patients. Type 2 diabetes is caused by health factors that have suppressing factors on the pancreas. Excess fats make it almost impossible for the beta cells to produce insulin and regulate body sugar. In fact, more than 75% of people having type 2 diabetes are either overweight or obese. Type 2 is common in adults and accounts for 90 to 95% of all diabetic patients (Hawley and Dunstan, 2008). There is no cure for either of the two types of diabetes, but research and experiments are underway to find a cure. Currently, diabetes is management is done to mitigate the risks that are associated these conditions for example (Thomas and Nestel, 2007). Type 1 diabetes patients have to live on insulin shots. They inject insulin on their hands every day according to the physician instructions. Type 2 diabetes patients are advised to exercise to lose weight and cut fats in the body. They can also use pills if the former strategy does not work. Diabetes patients have to eat healthy and exercise often to mitigate the effects of the condition (Speight, 2013). Prevalence of diabetes in Australia is relatively high, currently ranked the fifth country. Diabetes is common among the elderly people. There is a higher prevalence of diabetes to Aborigines in Australia compared to non-Aborigines. According to Australian Institute of Health and Welfare,

What effect did the Rise of Science have on theories of Educational Essay

What effect did the Rise of Science have on theories of Educational Practice - Essay Example Education empowers individuals to lead their lives autonomously, participate in the community activities, and pursue their goals. Through education children acquire culture, which ultimately helps them orient their social conduct in the right direction. School is just another and a superficial means, of education. A large proportion of education is ingrained from other agencies (Dewey, 1926:4-5). Education and learning are closely related and are, at times, used synonymously. History of education can be dichotomized as the development of curricula and development of learning and teaching In the primordial world, education concerned only with cultural transmission. Since there was little that changed in everyday life, education too changed and deviated little, from set standards. The aim of education was merely to make the children fit enough to take up their roles in tribes. In those societies education was achieved through oral instruction or imitation. As the human life became more complex, there arose the need to impart education in vocational skills like hunting, farming, and animal husbandry. During the rise of ancient civilizations and development of languages, education became more formal and complex. The birth of formal education system is variously attributed to the Egyptian, Chinese, and Mesopotamian Civilizations between 3000 and 1500 B.C. In the Egyptian society, education was only carried out by priestly class that held sway in the society and enjoyed political clout as well. The priests dispensed, to a group of elite students, esoteric knowledge of subjects like science, medicine, and mathematics. Mesopotamian civilization had a tradition of teaching children belonging to the upper crust of the society. Education consisted of learning subjects like law, mathematics, and astrology. In the ancient Chinese civilization, education was about development of secular values, moral uprightness, use of rituals, and music. Later, toward the 1st

Riordan Manufacturing Financial State Essay Example for Free

Riordan Manufacturing Financial State Essay Riordan Manufacturing (RM) is a global organization that specializes in the manufacture of molded plastic products. With revenues in excess of $1 billion, RM employs 550 people and has projected annual earnings of $46 million. The organization operates three separate manufacturing facilities located in Albany, Georgia, Pontiac, Michigan, and a joint venture in Hangzhou, China. With such a broad base, the company faces some challenges with the current infrastructure of its accounting system. Its three distinct entities in Georgia, Michigan, and China employ their own independent finance and accounting systems providing input for consolidation at the corporate headquarters in San Jose. As a result of incompatibilities, the data format the home office receives requires time and effort for processing (Apollo Group Inc., 2011). RM can benefit from the integration of several of its financial and accounting subsystems into one ERP system. This system will provide the company with the capability to consolidate information from data sources in its three operating units and make it accessible in real-time company-wide In today’s business climate, staying on the cutting edge and at the forefront of information technology has become imperative. Integrated enterprise business systems have become the gold standard for successful businesses. Linking each functional vertical via enterprise software permits streamlined and consistent communication between business units in virtual companies. This paper summarizes Riordan Manufacturing’s financial state, and discusses major components of its financial and accounting system and modules. List of Accounting Software Modules (Collins) Core Modules 1. General Ledger 2. Accounts Payable 3. Accounts Receivable 4. Order Entry 5. Procurement 6. Sales and Purchasing History 7. Invoicing and Shipping 8. Payroll 9. Financial Reporting 10. EDI* (Electronic Data Interchange) 11. Bar Code Reading* 12. EDSS (Executive Decision Support System) (Apollo Group Inc., 2011). E-commerce Modules 1. Web Based Requisitioning (allows employees to order supplies via the web) 2. Web Commerce Catalog (allows company to publish a web catalog) 3. Web Customers (allows customers to log in to their account history via the web) 4. Web Employee (allows employees to maintain personal data investments via the web) 5. Web Financial Statements (allows executive to access financial statements via the web) 6. Web Orders (allows the company to accept orders via the web) 7. Web Tools (allows company to create web sites and integrate their data) 8. Web Portal (allows user to operate accounting system from remote locations via the web)

Harry Lavender Essay Essay Example for Free

Harry Lavender Essay Essay All characters have their own distinctive voices but the main voice is Cluadia Valentine and she makes all other characters involved in her search to find the real truth of the crime that has been committed to Mark Bannister. Claudia Valentine is drawn into Harry Lavenders web of corruption and the world of organised crime behind Sydneys established image. Marele Days choice to take the traditional hardboiled private investigator approach and not only challenge the stereotyping of characters but also the common setting, from somewhere such as Los Angeles to Sydney. She also brings about many new ideas in relation to characters and themes. The relationships between characters, themes and setting provide a strong message, which at first appearances are tricky and unusual. It is also apparent that the common issue of the good versus evil is explored through both the two sides of the city and the characters of Claudia Valentine and Harry Lavender. The characters may live and breath the city but the city too is living and breathing, every moment unfolding new beauty and new corruption. Marele Days choice of  Sydney as a plot setting is vital to the novel and provokes a reaction in the reader that is one of discovery, exploration and search for truth. In Harry Lavender text, lavender is a sweet smelling flower, which is unable to hide the stench of the criminal underworld in Sydney. There are three references to ‘lavender’ in the novel which emphasise a recurring theme: when Claudia receives the flowers, the secret message that was left for Claudia, the scent of lavender in bloom in Sydney, the clues in the coroner report that lead her to suspect that Harry Lavender might be behind this crime  committed over the reporter’s story. Claudia’s distinctive voice gives the impression throughout â€Å"The life and Crimes of Harry Lavender† that she does not give up easily, which is ultimately her character. Claudia is very analytical in any situation when meeting characters or being exposed to different environments, â€Å"The city looks like a huge building site†. In the â€Å"Drifter† the entire family does not agree with the idea of leaving just for the sake of leaving. The mother, for example the â€Å"her† of the first line has hopes of establishing some permanence here. She is willing to leave in order  to be supportive of the father, which is an aspect of their relationship that is clear in the poem’s first line, when a major decision for the family is made by him alone, without discussion, and told to her. What makes this two text connected are the distinctive roles, that is the role of reversal a female initiative and persistence in a traditional male dominated field; women can do everything men can do challenges the stereotypes of traditional crime fiction and the story of â€Å"Drifters†. Claudia is a domineering character as a detective unlike traditionally male ones while the mother in â€Å"Drifters† is an independent woman, who takes care of herself and her family. Just like Claudia the mother in a way tends to observe in order to understand people. This can be seen in the use of â€Å"Wildly excited for no reason† in reference to her kids. Marele Day uses a lot of the technique of modern day films especially the â€Å"black and white† scenes on Harry Lavender. He is very detached and aloof, (nobody knows where is and what he looks like). We as the audience get to see and hear what Claudia could not get her hands on to solve the problems, like where Mark Banister’s writings on  Lavander are hidden. In contrast to the Harry Lavender text, the use of â€Å"One day soon hell tell her its time to start packing† shows us the obstacles of life experiences that are influenced by the great depression, families such as the one seen in â€Å"Drifter’s†. Claudia’s life becomes depressed and troubled because she cannot solve problems of crimes as fast as she would like to. Claudia contacts the American publisher, Nancy Grosz, who had rejected Mark’s book and arranges for her to return the only remaining disc containing the manuscript. She also phones Steve and plans a holiday with him to  Queensland where she hopes he will be able to meet her children. Just as Claudia is hoping to get close to the victory in this case, Collier gives her message that Harry Lavender has lapsed into a coma and is expected to die overnight. For Claudia this may be the end of the road but her investigation in life will go on. Similarly, hope and willingness to go on at all cost is seen in â€Å"Drifter’s† when mother’s hopes and wisdom of constant movement will give the opportunity to new chances, new ways of sustain the life of the whole family, we see at the end of the text, in the verse â€Å"Make a wish, Tom, make a wish†, which  symbolises her will to cope and accept the problems that are part of everyday life which is very similar to Claudia’s mindset . Although of different genres, â€Å"Harry Lavender† a crime story and â€Å"Drifters†, a poem, dearly portraying the struggles of the great depression in 1920s set in the American rural area, these two texts are connected by two women and their singularity in the struggle of not giving up. When compared, both texts are opening our minds to how singular and distinctive voices the main characters have, sending the message that life is very precious and is worth fighting for.

Nouns: Functions, Meaning of and How to Use

Nouns: Functions, Meaning of and How to Use The Noun Phrase What does a noun phrase mean? Noun phrase is a word that comes from two words, the first one is noun and the second one is phrase. The Meaning of Noun Noun is a word that used to call a persons, animals, things, places, and ideas. For example, Persons : Jimmy, Susan, Peter, John, Angelo, Michael, etc. Animal s: bird, elephant, tiger, snake, whale, etc. Things : car, building, table, pen, etc. Places : airport, opera house, museum, Eifel tower, etc. There are many different types of nouns: common noun, proper noun, abstract noun, concrete noun, countable noun, mass noun, and collective noun. Types of Nouns 1. Common Noun is a noun in general referring to person, animal, place, or thing. For example: man, boy, monkey, bank, gun, and television. A young man walks along the road. A monkey likes to eat banana. Sally work in a bank. A policeman sees a gun near the river. The children want to watch a television. 2. Proper Noun is a noun of specific person, place or thing. Example: Tom, Haiti, China, Monday, or December. Tom is a soldier. There were many people death in Haiti last month. The panda are from China. They will do to the sea in December. The sun is the center of solar system. 3. Abstract Noun is a noun which we cannot perceive by senses. For example: thought, beauty, wisdom, friendship. Nobody can read our thought. The young girls always talk about her beauty. The friendship between friends is very important. 4. Concrete Noun is a noun which is opposite of abstract noun. We can perceive by senses: sight, touch, taste, hearing and smell. 5. Countable Noun is a noun which we can count. We can use in singular and plural form. For example: pen pens, car cars, year years. A student wants to buy the new pens. Her mother go to see a new car. 6. Mass Noun or uncountable noun is a noun which we cannot count and it does not have plural form. For example: water, milk, gas, oxygen, furniture. Water is good for health. The children must drink milk for their growth. Human needs oxygen for life. We want to see the new furniture for our new house. 7. Collective Noun is a noun of grouping things, persons or animals. For example: committee, flock, class. The committee meets every Tuesday. The flock of sheep are in the pasture. The class will start at nine thirty. The grammatical functions of noun in a sentence can be subject, subject complement, direct object, indirect object, object complement, appositive noun. Functions of Nouns Nouns can be the subject in a sentence which do an action with a verb. Example: Jimmy wants to go Thailand. A bus stops in front of the school. Nouns can be object in a sentence, both direct object and indirect object. Example: Direct object Tommy washes his car every month. My mother buys some fruits from the market. A naughty boy hits a small dog. Example: Indirect object I gave Michael the camera. My friend sent me some parcels. Nouns can be object of preposition. Example: I saw my old friend at the museum. Museum is the object of preposition at. He drove his car to the office. Office is the object of preposition to. Nouns can be subjective complement. Example: The fried chicken are delicious. The fried chicken taste delicious. Nouns can be objective complement. Example: We find the fried chicken delicious. Nouns can be appositive noun. It means that appositive is a noun placed near another noun. Example: My brother, John is in town for the reunion. The movie, Avatar won the best motion picture in 2010. The Meaning of Phrase Phrase is a group of words function as a single unit in the syntax of sentence or a group of grammatical connected words within a sentence. There are many types of phrase. They are noun phrase, verb phrase, adverbial phrase, adjective phrase, participle phrase, prepositional phrase, absolute phrase, infinitive phrase and gerund phrase. The Meaning of Noun Phrase Noun phrase is a group of words in a sentence which together behave as a noun in a sentence, for example: the night train, the man in black. Noun phrase also consists of pronoun or noun with any associated modifiers, including adjectives, adjective phrases, adjective clauses and other nouns in the possessive case. Noun phrase can be like noun as subject, object of verb, subject or object complement, or object of preposition. For example: subject: Small boys often insist that they can do it by themselves. object of verb: To read quickly is Eugenes goal. subject complement: Frankenstein is a name of the scientist not the ghost. object complement: She considers panda is her favorite animal. Noun phrase can be analyzed into both functional constituents and formal constituents. From the functional point of view, the noun phrase has four components. The determinative, that constituent which determines the reference of noun phrase in its situation context. Pre-modification, which comprises all the modifying or describing constituents before the head. The head, around which the other constituents cluster. Post-modification, those which comprise all the modifying constituents placed after the head. Heather Marie Kosur said that there are five grammatical forms can perform the grammatical function of noun phrase modifier in English language. (Heather Marie Kosur:2009) The five grammatical forms that can functions as nouns phrase are nouns phrases, adjective phrases, preposition phrase, verb phrase and relative clauses. Noun phrase can make use of the apposition structure. It means that the elements in the noun phrase are not in head-modifier relationship but in a relation of equality. The head of noun phrase can be implied. The implied noun phrase is most commonly used as a generic plural referring to human being. (Arnold Zwicky: 2008) Noun phrase also can be headed by elements others than nouns, pronouns or determiners which has given rise to the postulation of a determiner phrase instead of a noun phrase. Some purposes, noun phrase can be treated as single grammatical units. It is most noticeable in syntax of English genitive case. Noun phrase are prototypically used for acts of reference. Not often, noun phrase is used for predication. And noun phrases are used for identifications. The possible for a noun phrase to play the role of subject and predicate lads to the constructions of syllogisms. How to use Noun Phrase in my classroom? For my teaching in a primary school, it is very difficult for the students to learn more about noun, types of nouns and functions of nouns. The students cannot remember all of them. Sometimes they do not know what different between each words in a sentence. I have many steps of my teaching about nouns to make my students understand and remember easily. First of all, teach the students pronounce the words correctly by repeating again and again. When they can pronounce the words they also know and understand the meaning of the words too. Second, let the students practice how to spell the words by writing or dictation. After that teach them use the words write the sentences. The sentences they write must not be the complex sentences but they are easy or simple sentences. Next, I always teach my students about countable nouns and uncountable nouns in order to let them know how to use the articles: a, and, the, or the different determiners. Then tell them about singular or plural words, I also explain them how to use verbs with each singular nouns or plural nouns when they write the sentences, too. It is very difficult to make the students understand and remember how to use the articles relate with singular nouns and plural nouns and also with verbs. For example: The children go to school. Some of the students understand that children is singular noun so they write a wrong sentence as The children goes to school. but some of them know that it is plural noun so they write a sentence correctly. During teaching how to use the article with nouns, I also teach the students about the proper nouns because I want them to know and use the correct article the with the proper nouns. Not all of the proper nouns can use with article the but some of them can use article and some cannot. Sometimes the students forget what is proper noun or common noun so I try to let them practice the words as many ways as I can. The ways I teach my students how to practice the words are using activities, games, worksheet and also assignments. The next step is teaching the students know how to use nouns with the other types of words especially with the adjective. It is very difficult to explain to the students to understand how to use adjectives with nouns. The adjectives always go before nouns and also describe or identify the nouns. But for my students they always forget how to place the adjectives. They sometimes put the adjectives after the nouns. Sometimes they do not know what word is adjective or not so they often use the wrong word. The way to solve this problem is try to train the students practice by giving them many exercises such as the exercise about noun phrase which use adjective, for example: the red car, a big green tree, etc. It is very difficult to explain the rules of nouns phrases for the students to understand clearly all of the nouns phrases or how to know what nouns phrases are. Normally for Thai students, they are easy to forget the rules of language because they do not use foreign language in their daily life but only in the English class or do the examination or have the competition that they must use English or other language. So they do not attend to study or remember foreign language like English. The important thing for the students is how to remember the words so they must like to speak, read and write the words or sentences and sometimes sing the songs. They just do that every day like their routine not only in the English period they learn but they can do in the free time. In my opinion, the last thing that the English teacher must do is how to make the students feel good or comfortable with the good atmosphere in learning English and love to learn English with their pleasure and have happiness, too. References Arnold Zwicky. Starting out on the wrong foot. Language Log. http://languagelog.ldc.upenn.edu/nll/?p=75. Retrieved 2008-11-01. Cambridge Advanced Learners Dictionary. Heather Macfadyen. University of Ottawa Canada University. www.aets.uottawa.ca Heather Marie Kosur. The grammatical Noun Phrase Modifier in English. 2009 Term: Noun Phrases. UsingEnglish.com http://www.usingenglish.com/grossary/noun-phrase.html. Retrieved 2008-11-01. The American HeritageÂÂ ® New Dictionary of Cultural Literacy. Third Edition. Copyright ÂÂ © 2005 by Houghton Miffin Company. All right reserved. http://www.brighthub.com/education/language/articles/32754. http://ict.moph.go.th/English/content/noun01.htm http://www.iscribe.org/english/noun.html http://www.towson.edu/ows/noun.htm

Finding out the affect of different concentrations of sucrose solution

Finding out the affect of different concentrations of sucrose solution on the mass of potato chips Introduction The aim of this investigation is to see when osmosis occurs in potato cells and whether anything happens to them when they are put in different concentrations of sucrose solution. I have to apply my background knowledge to devise an experiment which will tell me whether if different concentrations of water molecules in a solution will affect the mass of plant cell when they are put into it. Background knowledge Osmosis is like diffusion but only of water molecules and it only happens when there are different concentrations of water molecules on either side of a selectively permeable membrane. The selectively permeable membrane "gaps" are only small enough to let water molecules pass through and not big molecules such as sucrose molecules. Water molecules from each side of the membrane always pass to the other side. When one side of the selectively permeable membrane has a higher concentration of water molecules than the other, more water molecules from the side containing a higher concentration of water molecules will pass through to the side with a lower concentration of water molecules. Less water molecules from the side with a lower water molecule concentration will pass to the other side because there are less of them. If the concentration of water molecules on either side of the selectively membrane is the same then the net flow of water in either direction will be the same. This results in no net flow of water-osmosis. An example of osmosis happening in a plant cell is when a potato chip is put into distilled water. The cell membrane of the potato cells is the selectively permeable membrane between the concentration of water molecules inside the potato cells and the distilled water that is outside of the potato cells. As the concentration of water molecules is of a higher concentration in the distilled water than inside the potato, there are more water molecules going through the potato membrane into the cell than water molecules from the inside of the potato going through to the other side. This is because there are more water molecules in the distilled water. Therefore the net flow of water by osmosis is into the potato cells. As more water molecules pass into the potato cells, the va... ...Maybe next time I could roll each potato chip down the paper towel once and blot the ends of them two times on the paper towel. To prove that my prediction is correct in any osmosis experiment, I could do another experiment, which shows osmosis happening and why it happens-different concentrations between a selectively permeable membrane. The experiment is shown below: Apparatus * 20cm in length visking tubing. * 20cm3 water * 10cm3 plastic syringe * testing tube Method Tie a knot at the end of 20cm length visking tube that has been soaked in water. Put 3cm3 of strong sugar solution in the plastic syringe and use that to partly fill the visking tube-it should be floppy. Place the visking tubing into a test tube containing water 20cm3 . Leave the visking tubing in the test tube for about 30-45 minutes. You should record your observations of the visking tubing before it was put into the test tube of water and after it had been left in the water. Look for any changes in how it looks and feels. Is it turgid or flaccid? References Collins GCSE total revision Science by Mike Smith and Chris Sunley GCSE Biology second edition by D.G. Mackean

Teaching Philosophy Essay -- Education Philosophy Papers

I believe that learning and teaching is an equal process between teachers and students. Teachers learn just as much from students as students learn from teachers. When I become a teacher, I will most likely adopt the philosophy of pragmatism. I believe that knowledge is an instrument for adapting to reality, and therefore is an essential part of life. I want to become an educator in order to motivate children to receive knowledge and use it to better their lives. I dream of helping young children learn to read and write and I anticipate the moment that they look up at me and smile because they understand. I want to be an educator because educators are the most important force in the working world today. Without educators, there would be no doctors to treat the ill, no lawyers to defend the innocent, and no policemen to protect us from harm. There would be no accountants, nurses, psychologists, there would be no one with professional educations and degrees without teachers. My classroom will be like a small community of learners. The students will sit at medium-sized tables. Each table will seat up to four students. This seating arrangement would allow group work and shared learning. I will establish and enforce a classroom management plan. On the first day of class, I plan to create a list of rules, with the students' help, which will be posted on the wall for reference. I will also type the rules up into a contract to be signed by both the student and the student's parent(s). If a student violates the rules I will review the contract with the student and give him/her a conduct cut, detention hall, send the child to the principal's office, or have a parent/teacher conference depending on the severity of the problem. I think... .... Available HTTP: http://www.aft.org/stand/previous/1994/051594.html [2001, December 11] Shanker, Albert (1996). Inclusion Can Hurt Everyone. Where We Stand [Online], 2 pgs. Available HTTP: http://www.aft.org/stand/previous/1996/042196.html [2001, December 11] Spencer, Diane L. (2001). [Personal interview with Diane Spencer, parent of a learning disabled child]. December 10, 2001. Including Students With Disabilities in General Education Classrooms (1993). ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC) [Online], 4 pgs. ERIC EC Digest #E521. Available HTTP: http://ldonline. com/ld_indepth/special_education/eric_e521.html. [2001, December 11] Will the Government Fund Its Commitment to Special Ed? (2000). Education World [Online], 3 pgs. Available HTTP: http://www.education-world.com/a_ issues/issues076/shtml [2001, December 11]

Macbeth: Shakespeare’s Two Key Motifs Essay example -- weather, blood,

The play â€Å"Macbeth†, by Shakespeare, contains many motifs. Two very powerful motifs that Shakespeare illustrates in this play are blood, and weather. Blood is important because it shows that this play is violent, and the blood physically shows that these characters in the play are warriors. Weather plays an important role because it usually foreshadows events that are about to take place. For example, a storm usually foreshadows terrible things, like death and destruction. A major motif in â€Å"Macbeth† is blood. Blood is talked about everywhere in Macbeth. Blood is found when Macbeth kills his own relative, King Duncan, in order to gain power and to become the king himself. After Macbeth carries out Duncan’s murder, he is crowned King of Scotland. As Macbeth and Lady Macbeth’s murderous journey begins, the death toll rises; and with each death, the amount of blood on Macbeth metaphorically and literally increases. Guilt starts to control Macbeth. When King Duncan is killed, Macbeth is convinced that â€Å"all great Neptune’s oceans† would not wash the blood clean from his hands. Guilt is eating away at Macbeth, and his desire and ambition for power is what leads to him to carry out many more murders. Blood is found several times in the text: â€Å"may thick my blood†, â€Å"the sleepy grooms with blood†, â€Å"Will all great Neptune's ocean wash this blood clean from my hand?†, â€Å"Would to the bleeding and the grim alarm excite the mortified man.† Blood appears in â€Å"Macbeth† in two ways: It appears in the text, and it also appears literally, due to the many deaths in the play. In a lot of ways, blood symbolizes a person’s bravery. For example, In Act I, after the battle, Duncan asks the wounded sergeant, "Wh... ...re. Another Major motif in the play is weather. Sunshine and clear skies are not discussed at all in the play. Shakespeare wanted to create a dark and gloomy background. Most of the descriptions about the weather indicate storm-like conditions such as rain, thunder, and lightning. The three witches are also associated with the weather motif. Right before the first scene of the play, it is stated in the text: â€Å"Thunder and lightning. Enter three witches.† Thunder and lightning usually represents an unnatural presence. Shakespeare wrote this play with intention on giving the reader this lesson. Too much greed can consume you and make you do something that you will possibly regret. Works Cited http://intensivemacbeth.wikispaces.com/The+Motif+of+Blood http://www.studymode.com/essays/Blood-Motif-In-Macbeth-64386.html http://britlit4.wikispaces.com/Macbeth+Motif-+Blood

Leadership Theories and Concepts

Evolution of leadership theories 1) The Great man Theory (Trait Theories) These were basis of leadership research until 1940’s. The great man theory from Aristoteham philosophy asserts that some people are born to lead whereas others are born to be led. Trait theory(ies) assume that some people have certain characteristics or personality trait that make them better leaders than others. (refer to traits as stipulated by Bass (notes) Behavioral Theories During human relations era, many behavioural and social scientists studying management also studied leadership.Emphasis was on what the leader did – leaders style of leadership (Lewin 1951) and White & LippiH (1960) came up with leadership styles: i) Authoritarian ii) Democratic & leissez-faire Authoritarian leader is characterized by the following behaviours (refer previous notes also) i) Strong control is maintained over the work group. ii) Others are motivated by coercion. iii) Others are directed with commands. iv) Com munication flows downwards. v) Decision making does not involve others. vi) Emphasis is on difference in status (â€Å"I† and â€Å"you†). ii) Criticism is punitive (should be constructive) Productivity is high but creativity, self motivation and autonomy are reduced. Authoritarian leadership is useful in crisis situations and frequently found in large bureaucrasis such as Armed Forces. Democratic leader exhibits the following behaviours * Less control is maintained. * Economic and ego awards are used to motivate. * Others are directed thorough suggestions and guidance. * Communication flows up and down. * Decision making involves others. * Emphasis is on â€Å"we† rather than â€Å"I† and â€Å"you†. * Criticism is constructive.Because many people have to be consulted it takes time and therefore frustrating to these who wants modified. Leissez-Fair Leader * Is permissive with little or no control. * Motivate by support when requested by the group or individuals. * Provides little or no direction. * Uses upward and downward communication – members of group. * Places emphasis on the group and does not criticize. * Leissezfare leadership is appropriate when problems are poorly defined and brainstorming is needed to generate alternative solutions. Situational & Contingency Leadership Theories:No one leadership style is ideal for every situation Situational Theories: Leaders are product of a given situation. It supports the follower theory which states that people will follow people who they see as means of accomplishing their personal ends. Contingency Theory .The theory urgues that leaders must alter their style in a manner consistent with the aspects of the context Combines traits and situation. People become leaders because of their responsibility and situational factors. * Leader subordinate relationship (a leader/people to lead). The extent to which the leader is liked, trusted and respected by followers. * The task structure, whether jobs are structured and clarified. The position power and degree of influence a leader has over the group e. g. hire or fire, discipline promotes rewards and 1. Blake and Moutonris managerial grid 9 roles of managerial gnd). The managerial grid Five leadership styles are plotted in four quadrants of a two dimensional grid. The grid depicts various degrees of leader 1. Impoverished – Low concern for both production and people. 2. Authority compliance – high concern for production and low concern for people. . Middle of the road – moderate concern for production and people. 4. Country club – High concern for people and low concern for production. 5. Team – High concern for both production and people. MANAGERIAL GRID 91. 9 Country club9. 9 Team 8 Concern for people 7 6 55. 5 Middle of the road 4 3 2 1 1. 1 Impoverished9. 1 Authority Compliance 0123456789 Concern for production Continuum of leadership behavior Leadership is depicted as occurring along a continuum. It focuses on decision making styles of managers let and continuum – reflects a manager’s centred style.Managers are autocratic and directive and simply makes and announces decisions. At the right end, managers are employee centred. They use a laissez-faire style and permit employees to set their own goals and function within established parameters. NB: No leadership style is appropriate/correct for every management situation. Manager centred leadershipEmployee centred leadership Use of Authority by The manager Area of freedom for employees * incentives. Contemporary Theories of Leadership i) Schein (1970) – Systems Theory. SYSTEM 4 MANAGEMENT Developed by Likert.It is based on the premise that involving employees in decisions about work is central to effective leadership. It has four dimensions based on increasing levels of employee’s involvement. 1. Autocratic leaders – have little trust in employees and exclude th em in decision making. 2. Benevolent leaders – Are kind to employees but still do not involve them in decision making. 3. Consultative leaders – Seek employee’s advice about decisions. 4. Participative or democratic leaders – they value employees involvement, team work and team building.They also have high levels of confidence in employees and seek consensus in decision making. Transformational Leadership Burns (1978) suggested that both leaders and followers have the ability to raise each other to higher levels of motivation and morality. He identified this concept as transformational leadership. He maintained that there are two types of leaders in management. 1. The traditional manager, concerned with the day to day operations was termed as Transactional Leader. 2. The manager who is committed, has a vision and is able to empower others with this vision was termed as Transformational leader.Differences between the two: Transactional LeaderTransformation al Leader * Focuses on management tasks. – Identifies common values. * Is caretaker (takes care of tasks. – Is committed (extra mile). * Uses tradeoffs to meet goals. – Inspires others with vision. * Shared values not identified. – Has longterm vision. * Examiner causes. – Looks at effects. * Uses contingency rewards. – Empowers others. Vision is the essence of transformational leadership. Vision implies the ability to picture some future state and describe it to others so they will begin to share the dream.Wolf and colleagues (1994) defined transformational leadership as an interactive relationship based on trust that positively impacts both the leader and the follower. * The purposes of the leader and follower become focused, crating unity, wholeness and collective purpose. Transformational leaders are able to crate change because of their futuristic focus, values, creativity and innovations. * They value organizational culture and values strongly perpetuating these some values and behaviours in their staff. â€Å"Visioning is the mark of transformational leader; visionary leadership allows nurses to create a picture of an ideal future.In sharing these visions the transformational leader empowers staff to find a common ground and a sense of connection. Transformational leaders do the following to achieve results: i. Involve stakeholders (including staff) from the outset when change occurs. ii. Focus on the quality of service. iii. Use non-hierarchical teams with devolved leadership. iv. Create supportive and informal culture. v. Implement successful change leadership. Important concepts in leading/directing Supervision (overseeing) Supervision is another leadership behavior.It includes inspecting another’s work, evaluating his/her performance and approving or correcting performance. Good supervision is facilitative because a good supervisor inspects work in progress and can remedy inadequate performance befor e serious consequences develop. The intensity of supervision should match situational requirements, employees needs and managers leadership skills. Supervision must be appropriate in type and intensity for work groups members to interact effectively e. g. technical nurses need closer supervision than professional nurses. Intensity of supervision should also depend on manger-caregiver ration.A manager can effectively supervise a large number of subordinates when they are confined in a small area, perform similar jobs and are fairly educated. The purpose of supervision is to inspect, evaluate and improve worker performance. Therefore a criteria is needed for judging the quality of work processes and outcomes. Job description and associated performance standards provide such evaluation criteria. The following performance elements should be appraised. 1. Quantity of work output 2. Quality of output 3. Time use 4. Conservation of resources 5. Assistance to co-workers 6. Support of admini strators Co-ordinationThis is another leadership activity. It includes all activities that enable work group members to work together harmoniously. Co-ordination ensures that everything that needs to be done is done and that no two people are doing the same thing (or duplication of activity). Coordinating means: 1. Distributing authority 2. Providing channels of communication 3. Arranging work so that the * Right things are done. * At the right time * In the right place * In the right way * By the right people The overall results of coordination should be orderly work, harmonious, efficient and successful activities CommunicationManagement is working through others in order to achieve organizational goals. Therefore a manager must be able to communicate ideas, opinions, requests and directions effectively to co-workers. Effective communications consist of transmitting an accurate message to the proper recipients at the appropriate time in a manner that conserves the senders and rece ivers energy, followed by checking that the intended message was received. Communication can therefore be defined as the exchange of information or understanding between a sender (source) and a receiver (audience).It includes verbal and non verbal through which meaning is conveyed to others. Silence is also considered as communication since it can also convey a meaning. The process involves a message which is encoded and transmitted through some medium to a receiver who decodes the message and then a feedback to the sender. Communication model: Methods of communication (channels) Receiver Sender Message Feedback Giving feedback indicates understanding of the message; hence there is effective two way communication which is necessary for effective management: ORGANIZATION COMMUNICATION: (give a handout)Formal channels of communication: Those are the official paths prescribed by the management which generally follow the organizational chain of command: information may be communicated i n several ways: a. Downward communication b. Upward communication c. Horizontal communication Downward communication: The information flows down the organizational hierarchy from managers to subordinates and the objectives of this four of communication is: * To give directives. The staff is told what needs to be done or given information to facilitate the job to be done e. g. procedure guidelines. Upward Communication:Occurs from staff to management or from lower management to middle or upper management. It mainly involves reporting pertinent information to facilitate problem solving and decision making. It reveals problem areas, indicates status of worker ‘s morale and makes workers feel part of the organization. Horizontal communication: This is routinely achieved through committees or teams e. g. Outpatient management teams, clerical teams. Committees provide a mechanism for representatives of different organizational units at similar levels to discuss common problems and p otential problems face to face.This is time consuming, expensive and their decisions are often compromises that may represent ineffectual solution. Lateral Communication: Occurs between individuals or departments at the same hierarchical level (e. g. nurse managers). Diagonal Communication: Involves individuals or departments at different hierarchical levels (staff nurse to chief of medical staff). Both lateral and diagonal communication involves information sharing, discussion and negotiation. Informal Communication: An informal channel seen in organization is the grapevine (i. e. rumours and gossips).This is often rapid, haphazard and prone to distortion. Managers can control negative aspects of the grapevine by communicating accurately, timely information, by maintaining and activating open channels of communication in all directions and by moving quickly to correct inaccurate information. BARRIERS OF COMMUNICATION 1. Environmental Barriers: (Noise, Attention, Time) a. Noise â₠¬â€œ Can cause misunderstanding since it makes it difficult for one to hear. b. Attention – Multiple and Simultaneous demands on the sender may cause the message content to be packaged inappropriately (phone, signing documents). c.Time – If less, the sender may have little opportunity to completely think through structure the message to be conveyed, while to the receiver there is inadequate opportunity to ascertain its meaning. 2. Philosophy, Levels, Power Status a. Philosophy – an organization that is not interested in promoting communication upward or downward will certainly establish procedural and organizational blockages. E. g. inaccessibility to superiors, lack of interest in employees, insufficient time to receive information, retard communication flow, lack of action with regard to complaints, ideas, and problems tend to discourage flow of information.Multiple levels in an organization hierarchy tend to cause message distortion. b. Levels: When multiple links exists in the communication chain information will be rearranged as it is transmitted to other receivers. c. Power status relationship: This can also distort or inhibit transmission of message. A discordant superior-subordinate relationship can dampen the flow and content of information. In health organizations it is quite common e. g. patients may not question the doctor or a very experienced nurse may not tell a doctor that the treatment is wrong! d.Terminology and Complexity of the message: Words mean specific things to those who are familiar with them and tend to minimize misunderstanding vice versa. Complexity of message with terminology that may be unfamiliar to the receiver will obviously lead to misunderstanding of the message. COMMUNICATION IN GROUPS / TEAMS A GROUP:- A group is an aggregate of individual who interact and mutually influence each other. We have two types of Groups Formal Groups These are clusters of individuals designated by an organization to perform specified organ tasks. Taskforces, committees teams e. injection control team. Informal Groups Groups that evolve from social interactions that are not defined by an organizational structure. e. g People who take levels together who convince sponeneously to discuss a clinical dilemma. A. Teams Teams are real groups in which individuals must work co0operatively with other in order to achieve some goals. They demonstrate healthy interdependence. A team is composed of a small number of people with complementary skills who are committed to a common purpose, set of performance goals and approach for which they held themselves mutually accountable.Teams have commend or line authonty to perform tasks and membership is based on the specific skills required to accomplish the task. Phases of GROUP AND formation Concepts/ leaves develop in the following phases 1. Forming 2. Storming 3. Norming 4. Performing 5. Adjourning 1. Forming This is the initial stage of group development in which indivi dual members assemble into a well defined cluster ( members get to know each other, and very cautions. 2. Storming The second stage of group department, in which group members develop ** and relationship; competition and conflict generally occur. . Norming 3rd stage of Group development. The Group defines its goals and rules of behavior. They define acceptable and unacceptable behavior attitudes. They define acceptable and unacceptable behavior attitudes ** develops. 4. performing (4th stage) The members agree on basic purposes and activities and came out the work. Cooperation improves and emotional issues subside. Members communicate effectively and interact in a relaxed atmosphere of sharing. 5. Adjourning This is the final stage of group development, in which a group dissolves after achieving its objectives.Team building/ team development. This is a group development technique that focuses on task and relationship aspects of group functioning in order to build team cohesiveness. Team building involves a) Gathering data through individual interviews, questioners and or group meetings a benefit the team and its functioning. b) Digressing the team strengths and arcsine need of development. c) Helding semi- structural retreat sessions usually ducted by an experienced facilitator aimed at addressing priority team problem. Characteristics of effective teams 1. Clear objectives and agreed goals . Openness and confrontation 3. Support and trust 4. Co-operation and conflict 5. Sound procedures 6. Appropriate leadership 7. Regular review 8. Individual development 9. Sound intergroup relations Communicating in Groups Characteristics of Groups 1) Norms: These are informal rule sin behaviour shared and enforced by group members e. g Time keeping, changing of shifts. Roles A role is a set of expected behaviors that fit together into a unified whole and are characteristic of persons in a given context. Roles commonly seen in groups can be classified as auther; Task RolesN urturing roles or social emotional roles Individuals performing task roles attempt to keep group focused on its goals. STATUS This is a social ranking of individual relative to others in a group based on the position they occupy. Status comes from factors the group values such as achievement, personal characteristics the ability to control rewards or the ability to control information. Higher status members often exercise more influence in group decisions than others. In Summary Communication is influenced by the status and roles of the individuals who dominate team discussions. e. High – status members who are fulfilling key roles in relation to a teams priorities are likely to exercise considerable control over communication in the group by determining topics, setting the tone of the discussions and influencing how decisions are made. Communicating with others in the clinical setting 1. Communicating with supervisions Communicate with supervision to develop a good working r elationship. 1. Always observe professional courtesy. 2. incase of any problem, follow the policy and procedure of the organization 3. If not an emergency, request for an appointment, to discuss the problem further.This demonstrates right time and place. 4. State the concern clearly and accurately. 5. Provide supporting evidence 6. State a willingness to co-operate in finding the solution. 7. Match behaviors to words. Communicating with co-workers * To collectively provide quality patients care, nurses depend on co-workers and this requires effective communication. * Do unto others as you wound have them do into you * Your perspective should be that all members of the team are important to successfully realize quality patient care. * Appreciate others for work well done * Offer constructive feedback Be open to the possibility that coworkers especially those with experience have some wisdom to share with you. Communicating with others practitioners * Always introduce yourself to othe r practitioners. ( or if you are the manager, introduce new gradates. Students to other practitioners) * Be honest and up front. Ask something that you are not aware off. * Show respect and consideration for other practitioners you work with ( But don’t be a dormant) * Present information in a straight forward manner, clearly delineating the problem supported by pertinent evidence. Document well especially if the expected actions were not done in the incident book. MOTIVATION Motivation describes the factors that initiate and direct behavior. Therefore a nurse manager’s most important leadership task is to maximize subordinates work motivation because employees bring to the organization different needs and goals, the type and intensity of motivators vary among employees. Therefore the nurse manager must know which needs the employee expects to satisfy through employment and should be able to predict, which needs will be satisfied through the job duties of each nursing position.Importance of Motivation Motivation is a very important for an organization because of the following benefits it provides:- 1. Puts human resources into action Every concern requires physical, financial and human resources to accomplish the goals. It is through motivation that the human resources can be utilized by making full use of it. This can be done by building willingness in employees to work. This will help the enterprise in securing best possible utilization of resources. 2. Improves level of efficiency of employees The level of a subordinate or a employee does not only depend upon his qualifications and abilities.For getting best of his work performance, the gap between ability and willingness has to be filled which helps in improving the level of performance of subordinates. This will result into- a. Increase in productivity, b. Reducing cost of operations, and c. Improving overall efficiency. 3. Leads to achievement of organizational goals The goals of an enterpr ise can be achieved only when the following factors take place :- d. There is best possible utilization of resources, e. There is a co-operative work environment, f. The employees are goal-directed and they act in a purposive manner, g.Goals can be achieved if co-ordination and co-operation takes place simultaneously which can be effectively done through motivation. 4. Builds friendly relationship Motivation is an important factor which brings employees satisfaction. This can be done by keeping into mind and framing an incentive plan for the benefit of the employees. This could initiate the following things: h. Monetary and non-monetary incentives, i. Promotion opportunities for employees, j. Disincentives for inefficient employees. In order to build a cordial, friendly atmosphere in a concern, the above steps should be taken by a manager.This would help in: a. Effective co-operation which brings stability, b. Industrial dispute and unrest in employees will reduce, c. The employees will be adaptable to the changes and there will be no resistance to the change, d. This will help in providing a smooth and sound concern in which individual interests will coincide with the organizational interests, e. This will result in profit maximization through increased productivity. 1. Leads to stability of work force Stability of workforce is very important from the point of view of reputation and goodwill of a concern.The employees can remain loyal to the enterprise only when they have a feeling of participation in the management. The skills and efficiency of employees will always be of advantage to employees as well as employees. This will lead to a good public image in the market which will attract competent and qualified people into a concern. As it is said, â€Å"Old is gold† which suffices with the role of motivation here, the older the people, more the experience and their adjustment into a concern which can be of benefit to the enterprise. From the above disc ussion, we can say that otivation is an internal feeling which can be understood only by manager since he is in close contact with the employees. Needs, wants and desires are inter-related and they are the driving force to act. These needs can be understood by the manager and he can frame motivation plans accordingly. We can say that motivation therefore is a continuous process since motivation process is based on needs which are unlimited. The process has to be continued throughout. We can summarize by saying that motivation is important both to an individual and a business. Motivation is important to an individual as: 1.Motivation will help him achieve his personal goals. 2. If an individual is motivated, he will have job satisfaction. 3. Motivation will help in self-development of individual. 4. An individual would always gain by working with a dynamic team. Similarly, motivation is important to a business as: 1. The more motivated the employees are, the more empowered the team i s. 2. The more is the team work and individual employee contribution, more profitable and successful is the business. 3. During period of amendments, there will be more adaptability and creativity. 4.Motivation will lead to an optimistic and challenging attitude at work place. Motivational theories (REFER TO NOTES ON NEOCLASSICAL THEORISTS) Motivational theories were concerned with three things: a. What mobilizes or energizes human behavior. b. What directs behavior towards the accomplishment of some objectives. c. How such behavior is sustained over-time. Motivation theorists 1. Maslow Hierarchy of needs (5). 2. Alderfer – 3 need levels: Existence, relatedness, growth theories. 3. Herzbergs two factor theory 4. Skirine’s reinforcement theory – behavior modification (behavior becomes associated with a particular consequence.Consequences may be positive or negative. A positive reinforces reward, a negative reinforces like punishment. 5. Vrooms expectancy theory à ¢â‚¬â€œ emphasizes the role of rewards and this relationship to the performance of desired behavior. 6. Adams (equity theory) – the motivational theory that suggests that effort and job satisfaction depend on the degree of equity or 7. Goal Theory (locke). 8. Equity – the perception that one’s work contribution is rewarded in the same proportion that another person’s contribution is reward.