Declaration Of Independence Essay Example For Students

Assertion Of Independence Essay The Declaration of Independence was composed to show another hypothesis of government, reasons why they were isolating from England, and a proper announcement of war. It gave the 13 provinces opportunity from Englands laws. The man liable for composing the Declaration was Thomas Jefferson. He composed the Declaration between June 11, 1776 and June 28, 1776. Benjamin Franklin and John Adams took a gander at what Jefferson had composed and rolled out certain improvements to the Declaration. On July 4, 1776 Congress received the Declaration and it was marked by:John Hancock, Button Gwinnett, Lyman corridor, George Walton, Wm Hooper, Joseph Hewes, John Penn, Edward Rutledge, Thos Heyward Jr., Thomas Lynch Jr., Arthur Middleton, Samuel Chase, Thos. Stone , George Wythe, Charles Carrol of Carrollton, Richard Henry Lee, Thomas Jefferson, Benjamin Harrison, Thos Nelson Jr., Francis Lightfoot Lee, Carter Braxton, Robert Morris, Benjamin Rush, Benjamin Franklin, John Morton, George Clymer Smith, George Taylor, James Wilson, George Ross, Caesar Rodney, George Read, Tho M. Kean, Wm. Floyd, Phil. Livingston, Frans. Lewis, Lewis Morris, Richard Stockton, Jno.WItherspoon, Fras. Hopkinson, John Hart, Abraham Clark, Jos iah Bartlett, Wm. Whipple, Samuel Adams, John Adams, Robert Treat Paine, Elbridge Gerry, Stephan Hopkins, William Ellery, Roger Sherman, Samuel Huntington, Wm. Williams, Oliver Wolcott, and Matthew Thorton. People needed the Declaration because on the grounds that the individuals felt that they reserved the privilege to be liberated from England and to be their own individual states with their own laws. Different things paving the way to freedom were that the British government had submitted acts that numerous pioneers accepted disregarded their privileges as English subjects. Likewise that provincial blood had just been shed attempting to guard these rights. The French ; Indian war was the war that shed pioneers blood to protect their privileges. The Declaration of Independence filled three significant needs. 1. Preface and explanations behind partition. Among the purposes behind partition were articulations about the ruler, George III. It said that he was an unforgiving and malice lord and that the pioneers shouldnt must be under his standard. It additionally said that the residents showed restraint, compliant, and lenient individuals. These announcements were made to win the open help of the individuals for the Declaration. In this piece of the Declaration, Jefferson expressed the fundamental standards of popular government. They were all men are made equivalent, They are enriched by their maker with certain unalienable1 rights; . . . among these are life, freedom, and the quest for bliss. The motivation behind the administration was to make sure about these rights. This essentially expressed war existed. On the off chance that the Patriots neglected to win freedom, the pioneers of the insurgency could be passed judgment on liable of conspiracy against the British Crown and executed. The consequence of the Declaration of Independence was that settlers picked up their opportunity. They had opportunity of religion and had a superior government. Take a gander at the present reality and see what it has achieved. Blacks and ladies currently have similarly the same number of rights as white men. I would have needed to pick up autonomy from the Declaration and separate from England. I think our general public has considerably more opportunity now than it would have in the event that we would have remained with England. Reference index:

Application Essay Samples For Transfers

Application Essay Samples For TransfersIf you are ready to apply to the University of California Santa Cruz, you have probably been turned down at other Santa Cruz campus schools for whatever reason. When you apply to UCSC, you want to make sure that you get in with a high grade and if not, you want to make sure that you are getting your grades back on track.Luckily, there are application essay samples for transfers that can help you. These essays will be similar to those that are required at other schools, but there is one thing that you will need to change. Some schools may require an ACT or SAT score, while other schools will accept SAT or ACT scores.The school that you are applying to may require you to write your own essay for transfer admission. However, this is not likely because they may not be willing to spend the time and money to create an essay that fits the requirements. Instead, there are essay samples for transfers that can help you.The best way to figure out if you wi ll be accepted by admissions officers is to do some research. Many schools require that you submit a transfer course list, so you will want to make sure that you are on that list. You can do this by submitting your course list along with your application. Otherwise, you will not be able to prove that you have gone to UCSC.You should also contact your home institution if you feel that you are ready to begin taking new courses at UCSC. You can discuss whether or not you would like to transfer or not. If you want to transfer, you can be sure that the admissions officers at UCSC will understand that this can be a very difficult decision. It may even be the hardest decision you will make for your college career. On the other hand, you can apply to UCSC if you are already going to school there and it will allow you to use one of the application essay samples for transfers. Some people do not even bother applying to other Santa Cruz campuses. They just start at their local school because t hey know that the admissions officers there are the same as those at UCSC. So, this is a great time to start applying to other schools.If you are already going to school at UCSC, you can find application essay samples for transfers on the school's website. This is a great place to find different styles of essays for transfers. They will help you determine what kind of essay is right for you. These are the same materials that you will find at the admissions office.When you are ready to apply to UCSC, make sure that you get in touch with the admissions office. They can help you find the right essay for your specific situation. Then, you can finish off your application quickly and you can find out if you will be accepted to UCSC.

5 big mistakes Googles head of HR sees on resumes

5 serious mix-ups Googles head of HR sees on resumes It’s a genuine axiom throughout everyday life: We regularly gain best from botches both our missteps and those that others have made. People are animals of â€Å"trial and error†-we boldly face challenges and evaluate new things. In some cases we meet achievement; different occasions we hit surprising hindrances and discover disappointment. This inclination to commit errors impacts all aspects of life-including our quest for a new position. Talk with any HR proficient or employing administrator and inquire as to whether they have any accounts of people who have completely bungled the chance to find another line of work, and chances are you’ll hear a lot of them. Some are entertaining, others odd, and some will be out and out miserable yet they’ll all share something for all intents and purpose the individual likely settled on a terrible decision or fail to accomplish something they ought to have, and it ended up destroying their odds for success.The lament able truth is that a few people commit errors at the earliest reference point of the pursuit of employment on their resumes-and remove themselves from dispute before beginning. It happens more than you understand, and in incalculable ways!In certainty, continue blunders are such an unavoidable issue, that Laszlo Bock, previous Senior Vice President of People Operations at Google, composed a LinkedIn article about it, entitled â€Å"The Biggest Mistakes I see on Resumes and How to Correct Them.† Bock assesses that he’s by and by checked on more than 20,000 resumes, so he unquestionably realizes what he’s talking about.Let’s investigate what he says are five of the greatest mix-ups that he’s seen on resumes so you can maintain a strategic distance from them on your activity hunt.1. Terrible formattingWhen it comes to silly resume organizing Bock has seen everything, from fiercely â€Å"creative† plans and shocking textual styles to sprinkles o f shading and insane edges, all done with an end goal to attempt to stand apart from different continues and catch the reader’s eye. Tragically what you may procure in eye catching could cost you in another key territory adequately, unmistakably, and expertly passing on your experience, understanding, and aptitude set.Artistic fancy odds and ends basically don’t chip away at resumes. A spotless, clear, and expert looking record is the thing that works best. On the off chance that you need to be paid attention to in the activity showcase, spare the inventiveness for your next expressions and specialties project.2. Imprudent typosIt’s a genuine disgrace that such an avoidable issue like resume errors is such an inescapable issue, however Bock reports that a shockingly high level of the resumes he’s looked into, for positions at all levels, contain troublesome grammatical errors. Furthermore, good karma being paid attention to during the activity employing p rocess if the initial introduction you make is somebody who can’t be tried to invest the additional push to get such a significant report right. Grammatical errors are supreme resume executioners, so be totally certain that yours is sans mistake and fit as a fiddle before sending it out.3. Exorbitant lengthThis is a trickier issue, in light of the fact that the more drawn out you’re in the activity advertise the more things you’ll need to state about yourself. In any case on the off chance that your record peruses increasingly like a novel, at that point a resume, odds are it’ll either get disregarded or bypassed and key parts will get ignored. Bock has an incredible dependable guideline for continue length-1 page for at regular intervals of experience. Give a valiant effort to adhere to this rule, and recall that you’ll have a chance to say additionally regarding yourself on interviews-on the off chance that you make it that far.4. Releasing priva te informationThis doesn’t happen regularly, however when it does it raises large warnings. On the off chance that you’ve worked with an organization that handles delicate data or have had employments with which you’ve had secrecy understandings, be cautious about what you put on your resume. On the off chance that you go too far and the recruiting administrator makes sense of it, your odds of moving to the following phase of the employing procedure are thin to none.5. LiesHopefully this one’s self-evident! In spite of what you may have heard, there are no such things as â€Å"good lies† with regards to your resume. In the event that you get discovered creation something up on your resume, there’s simply no real way to clarify it away or conceal for it. Your odds of finding a new line of work with a resume based on lies-regardless of how little or unimportant are viably devastated. Regardless of whether you end up landing the position, if yo ur falsehood is made sense of at some point later you could even lose your employment. Main concern lying is simply not a decent method to look for your next job.There you have it: Five of the greatest resume botches as indicated by a genuine industry veteran and insider. Ensure you’re not submitting any of these indiscretions before you convey your next resume, and you’ll be out in front of the activity chasing swarm.

The Point of SAT Paragraph Correction

This is actually a helpful section that can improve your score on other parts of tests. Still—it’s a bit weird. The questions deviate from the rest of SAT Writing and throw out a big chunk of text, requiring you to switch gears. Rather than obsessing over the individual components of sentences and tweaking them (like in Sentence Correction and Error ID), you’re now looking at a whole piece of writing. Skills Tested in This Section Knowing Good vs. Bad Organization You might be tired of hearing about â€Å"body paragraphs,† but they are important here. Pick out the building blocks: topic sentences, supporting details, and transition sentences. Are these components there? How are they being used? Are they adhering to a basic structure? Coherence over Content You just need a general understanding of what the topic is. Beyond that, don’t worry about making inferences or deciphering what the author is trying to say about the topic. The priority is making sure that everything is in the right place and that it flows. If you find the paragraph topic, how can the paragraph be re-arranged to make it a little clearer? How this can help with your Essay This is a â€Å"Don’t Let This Happen to You†-type deal. All of the Writing multiple choice questions have an overlap with the essay; grammar is an important part of both. However, the Paragraph Correction sentences are especially relevant because they focus on organization. Studying for this helps you practice your essay. The paragraphs display examples of poor writing to avoid when writing your essay. Do you recognize the mistakes displayed in these questions in your own writing? Have you made the same mistakes? Practicing these questions gives you a chance to proofread and check for organization, which is precisely one of the things your essay scorer will be doing.

How to Use the Italian Imperfect Subjunctive Tense

As we have discussed elsewhere in relation to the grammar of the present subjunctive mood, contrary to the indicativo, which is the verb mode of reality, the congiuntivo is the mode of wish, thought, dream, hope, possibility or impossibility, uncertainty, and wishful thinking. It is a conjugation demanded by a particular set of verbs—such as credere (to believe), pensare (to think), volere (to want or wish),  immaginare (to imagine), supporre (to suppose), temere (to fear), suggerire  (to suggest),  sperare  (to hope),  desiderare  (to wish), and  insistere  (to insist)—and particular phrasal constructions, which we will review below. What Does the Congiuntivo Imperfetto Express In the realm of the congiuntivo, if the presente congiuntivo is used to express contemporaneity of wish with an action in the present—spero che tu venga oggi (I hope that you come today)—the imperfetto congiuntivo is used to convey contemporaneity of wish with a principal action in the past or in a conditional setting: Speravo che tu venissi. I hoped that you would come.Vorrei che tu venissi con noi. I wish that you would come with us.Ti vedrei oggi se tu venissi. I would see you today if you came. The congiuntivo imperfetto is the you would come part; it is used with the principal verb—the wishing or hoping or dreading—in very specific tenses: the indicativo passato prossimo or imperfetto, or the condizionale presente. Please remember that the use of the congiuntivo in Italian does not translate always or even often to the English subjunctive, so as you pay attention to the translations, note the tenses in English as well. How to Conjugate and Use the Congiuntivo Imperfetto The congiuntivo imperfetto is a simple conjugation (not composed) made with the root of the indicativo imperfetto. You will remember it for all of its ss: -assi, -essi, -issi. Cantare Sapere Finire che io cantassi sapessi finissi che tu cantassi sapessi finissi che lui/lei/Lei cantasse sapesse finisse che noi cantassimo sapessimo finissimo che voi cantaste sapeste finiste che loro/Loro cantassero sapessero finissero Lets take a look at some sentences with cantare, sapere, and finire in the imperfetto congiuntivo using the possible tense matches. Note that, since the conjugation for the first and second person singular is identical, sometimes it behooves to use the subject pronoun for the sake of clarity. Main Verb in the Passato Prossimo With the Congiuntivo Imperfetto Ho sperato fino allultimo che tu cantassi una canzone. I hoped to the last minute that you would sing a song.Il babbo ha voluto che Luigi sapesse quanto gli voleva bene, quindi gli ha lasciato una lettera. Dad wanted Luigi to know how much he loved him, so he left him a letter.I professori hanno voluto che finissimo di studiare prima di uscire, quindi siamo rimasti. The teachers wanted us to finish studying before going out, so we stayed. Main Verb in the Imperfetto With the Congiuntivo Imperfetto Volevo che cantassi una canzone. I wanted you to sing a song.Il babbo sperava che Luigi sapesse quanto gli voleva bene. Dad hoped that Luigi knew how much he loved him.I professori volevano che finissimo di studiare prima di uscire, ma ce ne siamo andati. The teachers wanted us to finish studying before going out, but we left. Main Verb in the Condizionale Presente With the Congiuntivo Imperfetto Vorrei che tu cantassi una canzone. I wish that you would sing a song.Il babbo vorrebbe che Luigi sapesse quanto gli vuole bene, ma non glielo puà ² dire adesso. Dad would like for Luigi to know how much he loves him, but he cant tell him now.I professori vorrebbero che finissimo di studiare prima di uscire, ma non ci possono costringere. The teachers would like for us to finish studying before going out, but they cannot force us. With Se and Conditional Of course, instead of che, the conditional is often used with se. There are several ways of building a sentence with se. For example: Mangerei la torta se fosse pronta, or, Se la torta fosse pronta, la mangerei. I would eat the cake if it were ready; if the cake were ready, I would eat it. Se tu le parlassi, capirebbe. If you talked with her, she would understand.Sarei felice se tu venissi in Italia. I would be happy if you came to Italy.Se fossi in te, andrei a casa. If I were you, I would go home.Mi piacerebbe se tu mi aiutassi. I would like it if you helped me.Verrei se tu ci fossi. I would come if you were there.Se mi aiutassero completerei il lavoro. If they helped me, I would finish the work. The condizionale presente and passato are also used in constructions with the congiuntivo trapassato, or the past perfect subjunctive. Congiuntivo Imperfetto of Irregular Verbs Verbs that have an irregular imperfetto indicativo generally have an irregular imperfetto congiuntivo (but not alway: see stare below). You add the congiuntivo endings to the root, as you do in making the imperfetto indicativo. But some have their own very irregular conjugations without pattern. Here are a few: essere (to be), avere (to have), stare (to stay, live), dire (to say), and fare (to do): Essere Che io fossi Dubitavi che fossi a casa? Did you doubt I was home? Che tu fossi Io pensavo che tu fossi a scuola. I thought you were at school. Che lui/lei/Lei fosse Speravo che tu fossi contento. I hope that you were happy. Che noi fossimo Giulia pensava che noi fossimo in America. Giulia thought we were in America. Che voi foste Vorrei che voi foste felici. I wish that you were happy. Che loro/Loro fossero Le mamme vorrebbero che i figli fossero sempre felici. Moms wish for their children to always be happy. Avere Che io avessi La mamma vorrebbe che io avessi un cane da guardia. Mom wishes I had a watch dog. Che tu avessi La mamma credeva che tu avessi le chiavi. Mom thought you had the keys. Che lui/lei/Lei avesse Mi piacerebbe se il museo avesse un orario pià ¹ flessibile. I would like it if the museum had a more flexible schedule. Che noi avessimo Carla temeva che non avessimo lavoro. Carla feared that we didn't have work. Che voi aveste Pensavo che voi aveste un buon lavoro. I thought that you had a good job. Che loro/Loro avessero Vorrei che i bambini avessero pià ¹ tempo fuori dalla scuola. I wish the children had more time outside of school. Stare Che io stessi Lucio sperava che stessi a Roma fino a primavera. Lucio hoped that I would be in Rome till spring. Che tu stessi Volevo che tu stessi con me stanotte. I wanted you to stay with me tonight. Che lui/lei/Lei stesse Luisa vorrebbe che suo marito stesse a casa di pià ¹. Luisa wishes her husband would stay home more. Che noi stessimo Alla mamma piacerebbe se stessimo pià ¹ vicini. Mom would like it if we lived closer. Che voi steste Credevo che voi steste bene. I thought you were well. Che loro/Loro stessero Temevo che stessero male. I feared they were sick. Dire Che io dicessi Mi aiuterebbe se gli dicessi di cosa ho bisogno. He would help me if I told him what I need. Che tu dicessi Vorrei che tu dicessi la verità  . I wish that you would tell the truth. Che lui/lei/Lei dicesse Non mi piaceva che non mi dicesse mai la verità  . I didn't like it that he would never tell me the truth. Che noi dicessimo Vorrebbe che noi gli dicessimo la verità  . He wishes that we would tell him the truth. Che voi diceste Vi aspetterei se mi diceste a che ora arrivate. I would wait for you if you told me at what time you're arriving. Che loro/Loro dicessero Andremmo a trovarli se ci dicessero dove sono. We would go visit them if they told us where they are. Other Constructions with the Congiuntivo The imperfetto congiuntivo, like other tenses in the congiuntivo, is often used with the following constructs with che (note that the constructs, if they involve a verb, must still be in the appropriate tenses called for by the congiuntivo imperfetto): Affinchà © (in order to): Dovevamo vederci affinchà © potessimo parlare. We needed to see each other in order for us to talk. Era necessario che (it was necessary/not necessary that): Non era necessario che tu venissi qui. It was not necessary that you come here.Sarebbe necessario che veniste in questura. It would be necessary for you to come to the police station. Era probabile/improbabile che (it was likely/unlikely that): Non era probabile che piovesse oggi, ma domani sà ¬. It was not likely that it would rain today, but tomorrow, yes.Era improbabile che lui capisse. It was unlikely that he would understand. Era possibile che (it was/was not possible that): Non era possibile che portassimo il cane con noi. It was not possible for us to bring the dog. Era folle/assurdo pensare che (it was crazy/absurd to think that): Era folle pensare che ci rivedessimo. It was crazy to think that we would see each other again. Poteva darsi che (it was possible that): Poteva anche darsi che si ricordasse di portare il pane. It was possible that he would remember to bring the bread. Bastava che, bisognava che (it would have sufficed/it was necessary that): Bastava che tu glielo dicessi, ti avrebbe creduto. It would have sufficed for you to tell him; he would have believed you.Bisognava che lo sapessimo. It was necessary for us to know/we needed to know. Era certo che (it was/was not certain that): Non era certo che venisse. It was not certain that he would show up. Avevo limpressione che (I had the impression that):   Avevo limpressione che non ti piacesse il cioccolato. I was under the impression you didnt like chocolate. Sebbene/malgrado/nonostante che (though/even though/in spite of): Nonostante che non si vedessero da otto anni, ancora si amavano. Though they had not seen each other in eight years, they still loved each other. Ovunque, qualunque (wherever, whichever): Qualunque cosa il bambino facesse, lei lo rimproverava. Whatever the child did, she would scold him. And magari (if only): Magari piovesse! If only it would rain!Magari potessi andare in Italia! If only I could go to Italy!

Influence Of Influence On Society - 970 Words

People think that they have control of their lives. While this is true there are many factors that influence that control and sometimes that influence is so strong that it overcomes a person’s intentions. Society influences and effect people every day and comes in many different ways. From the constant peer pressure that teens face to how much someone’s potential income is, it is often times affected by society. In order to fix the negative effects of society, we must first understand what causes them. One important aspect of life is for an individual to get a good education and then to get a job. This is what is expected and needed from each individual in order to benefit him or herself as well as the society. The reason these two things need to be done is because each person is part of a larger picture: they are part of a society and according to the structural functionalism theory, societies work as a machine, each person needs to do their part in order for the machine to be working the most efficiently. The main reason that kids go to school can be explained by the structural function theory. In order to be a good â€Å"cog† in the machine, one needs to get a good education that is why the first 12 years of school is the law. Afterwards, almost every single person gets a job. The only reason to get a job is not only to be able to support oneself but, also because it benefits the machine: it benefits the society. This is another explanation of why people get a job; it isS how MoreRelatedInfluence Of Social Influence On Society1461 Words   |  6 PagesEverywhere you go there is someone or something that is trying to influence you. Some way or another we have influenced somebody of our words and behavior. In society, it is very hard to escape the power of influence because it doesn t take much to become engaged in what someone is trying to portray. Social influence is the action, reactions and thoughts by other people or groups in which causes you to change your behavior (Aronson, Wilson, Akert, 2013). This can be caused by peer pressure, theRead More Influences of Society Essay645 Words   |  3 Pages What Influences Society? nbsp;nbsp;nbsp;nbsp;nbsp;Society seems to influence all ages by poisoning our minds with lies and aggression. People all over try to act like different souls because of what we see on television, hear on the radio, and view in the movie theaters. 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This brutal treatmentRead MorePolice Influence on Society744 Words   |  3 PagesPolice Influence on Society Stephanie Jennings CJA/344 February 11, 2013 Stephen Humphries Police Influence on Society There are different factors when it comes to the police influence on society. The factors can be both negative and positive on society. The police are in the community to protect and serve. The main purpose of law enforcement is to maintain order and to investigate criminal activity in the United States. The history of American policing was learned from Great BritainRead MoreInfluence Of Advertisements On Society1530 Words   |  7 PagesAdvertisements Advertisements are considered as an art to try to persuade people that certain products can make their lives better. Advertisements have been around in the United States since 1841. Advertisements influence society on what to buy. Advertisements lures society into buy their products. The basic role of advertisements is to provide people with basic information about a product. Companies hire celebrities to be in the advertisement in order to get more consumers to appeal to the advertisementRead MoreMedia And The Influence On Society958 Words   |  4 Pagesand the Influence it has on Society Media plays a significant role in the way it can influence our culture. The media can produce positive and negative impacts on our society. It has the power to produce messages that can manipulate the way people think as well as influencing attitudes and actions taken towards the opposite sex. In the video Tough Guise: Violence, Media, and the Crisis in Masculinity Jackson Katz discusses that the rampant of male violence that affects American society needs toRead MoreMusic And Its Influence On Society1752 Words   |  8 Pages Music has always been an influence in the evolution of world civilizations and is still an important form of art and entertainment that humans find great pleasure in listening to today. There are multitudinous types and genres of music from all over the world, varying from classical, jazz, hip-hop, reggae, country, rock, and even rap. Despite these numerous amounts of genres, music can be found from all over the world residing in different parts of the wor ld, and essentially, in different culturesRead MoreThe Classrooms Influence On Society1222 Words   |  5 Pages†¢ The classrooms influence on society Society is constantly changing. There is always something more hip and in the now from new styles of hair, to fashion trends, to popular music, and the like, society is always moving forward. The same goes for education. In George Counts’ Dare the School Build a New Social Order?, Counts explains how and why education can change society. George Counts believed that a new social order was possible through education. Many like Counts, have pushed for educationRead MoreThe influence of religion in Society949 Words   |  4 Pagesthis miracle man who healed people and rose from the dead. Sounds like an important person, right? Well, besides the miraculous stories taught in Sunday school and his impact on today’s religion, Jesus actually had and still has a major influence on today’s society too. Jesus was an influential person because of his impacts on religion, culture, and history by his religious preachings and followers. Jesus was very influential in religion. When asked about who Jesus was, most Americans start onRead MoreInfluence of Paparazzi on Society2831 Words   |  12 Pagesâ€Å"Influence of Paparazzi on Our Society† If a person was to enter into any convenience store, there is almost a sure chance that he or she would encounter a multitude of magazines and newspapers lining the shelves before the checkout counter. Each magazine obnoxiously highlights this week’s big story or scandal. Turn on any television and there are almost as many entertainment news channels as there are world news channel. Is this society becoming obsessed with the lives and mishaps of famous celebrities

Agora - Supermarket Chain Superstore Retail Organizations free essay sample

Agora is a Dhaka-based supermarket chain. It is the largest retailer, both by local sales and by domestic market share, and the the largest retailer in Dhaka leaving behind PQS, Meena Bazar, Nandan Mega Shop, Pacific, Pick and Pay, Etc, Shop Save and others. Originally specialising in food, it has moved into areas such as clothes, consumer electronics, consumer financial services, selling and renting DVDs, compact discs and and consumer telecom accessories. Agora Ltd. is an enterprise that combines industry and trade, mainly engages in retailing the quality products at the most lowest price in the market.The management of Agora, was an enthusiastic advocate of trading stamps as an inducement for shoppers to patronise their stores: They signed up with all types of quakity products manufacturer, and became one of the company’s largest clients. But the management was a fan of pile it high and sell it cheap, and in the mid-2000 Agora faced many cost problems associated with not properly integrating its purchased chains of stores. We will write a custom essay sample on Agora Supermarket Chain Superstore Retail Organizations or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When the firm overstretched itself opening few more outlets throughout the city, management consultants were called in to sort out the mess. In 2001 Agora launched Operation Checkout, an across the board price cutting campaign aimed at countering the threat from the new breed of discounters such as Kwik Save. Facing the world and looking beyond, Agora will always maintain the pure-hearted, enterprising, quality and struggling spirit make efforts to scrupulously abide by our goodwill, create splendid future together with you in management vision of joint development, joint prosperity and mutual benefits! Significance of the Study: Management of Agora Management is the part and parcel of everyone life.It is not only related in the business, it also affects human life as well as social life. The length of human life is short but the length of business is so large. So, we can say that management is a very and relevant tropic right now. It’s also important for us to know about the difference between space and parts of management. We are the standard of business Studies, so if is out question that management is a very im portant topic of our syllabus. If the word comes in business then the word management comes with it. After knowing all these as a student I cannot let it go.As a part of study and also my personal intention I chose this topic. Management is a small word which starts with word manage. It dreams to gather things together. So we can easily say form its meaning it main objective in together. Employers are the owner of the firm or the representative assigned by owner. So management starts form that stage and we can say that the management born form there. This is the top level. The first design what will be the structure of the firm and how they going to operate these organization. The also decide has much the power they give to employ.All these things will work or proper management. If the owner or employer failed to make proper management stage if will ruins all the recourse of the owner which is not accepted. Employees are the servants that operate the management according to. The instruction they are given by their employees. If they have not proper management they will lose their direction and their effort or labor wouldn’t bring any good for the organization on the other hand they will failed to follow the instruction given by several superior for a single task.

Many Agree That The Cuban Missile Crisis Was The Closest The World Eve

Many agree that the Cuban Missile Crisis was the closest the world ever came to nuclear war; but exactly how close did it come? The Crisis was ultimately a showdown between the United States and the Soviet Union from October 16 to October 28, 1962. During those thirteen stressful days, the world's two biggest superpowers stood on the brink of a nuclear catastrophe. The Crisis started as a result of both the Soviet Union's fear of losing the arms race, and Cuba's fear of US invasion. The Soviet Premier, Nikita Khrushchev, thought that both problems could easily be solved by placing Soviet medium range missiles in Cuba. This deployment would double the Soviet arsenal and protect Cuba from US invasion. Khrushchev proposed this idea to Cuban Premier, Fidel Castro, who, like Khrushchev, saw the strategic advantage. The two premiers worked together in secrecy throughout the late-summer and early-fall of 1962. The Soviets shipped sixty medium-range ballistic missiles (MRBMs) along with their warheads, launch equipment, and necessary operating personnel to Cuba. When United States President, John F. Kennedy discovered the presence of these offensive weapons, he immediately organized EX-COMM, a group of his twelve most important advisors. They spent the next couple of days discussing different possible plans of action and finally decided to remove the US missiles from Turkey and promise not to invade Cuba in exchange for the removal of all offensive weapons in Cuba. On October 28, Khrushchev sent Kennedy a letter stating that he agreed to the terms Kennedy stated, and the crisis ended. The Cuban Missile Crisis can be blamed on the insecurity of Cuba and the Soviet Union. After the United States' unsuccessful attempt to overthrow Castro and end communism in Cuba at the Bay of Pigs in 1961, Castro was fearful of another US invasion. The US Armed Forces conducted a mock invasion and drafted a plan to invade Cuba to keep Castro nervous. As a result, Castro thought the US was serious, and he was desperate to find protection. This protection came in the form of sixty Soviet medium-range ballistic missiles. (Detzer 30-32, 39, 55, 68, 87) During his presidential campaign, Kennedy repeatedly stated that the US had less missiles than the Soviets, contradicting the Pentagon's claim that the opposite was true. However, during the summer of 1961, when Khrushchev constructed a wall around West Berlin, the Kennedy Administration revealed to Khrushchev that the US. did, in fact, have more missiles than the Soviet Union. What worried Khrushchev the most, though, was that the Soviet missiles were only powerful enough to be launched against Europe, but the US missiles were capable of striking the entire Soviet Union. He worried that if the Soviet Union lost the arms race that badly, it would invite a nuclear attack from the US. Khrushchev needed a way to counter the United State's lead. (May 49) In April of 1962, Soviet Premier Nikita Khrushchev came up with the idea of installing medium-range missiles in Cuba. Cuba was close enough to the United States that the Soviet missiles would be an effective deterrent to a potential US attack against either the Soviet Union or Cuba. Castro accepted Khrushchev's offer, since it would protect Cuba and, therefore, solve Castro's previous dilemma. In mid-July of 1962, the Soviet Union began its buildup of offensive weapons in Cuba. The Soviets spent most of the late-summer and early-fall of 1962 ferrying launch equipment and personnel necessary for the preparation of missiles to Cuba. Since they could not use military ships (for fear of being discovered) the Soviets used civilian vessels. However, even with this caution, their actions were detected. As the US monitored the suddenly increased shipping activity to Cuba, rumors started in Washington. On August 10, John McCone, director of the CIA, sent the President a letter stating his belief that the Soviets were placing MRBMs in Cuba. On August 29, a U-2 on a reconnaissance flight over Cuba revealed the presence of SA-2 SAM (Surface-to-Air-Missile) sites. On September 4, to calm the Congress and public, Kennedy announced that there were Soviet missiles in Cuba, but that since they were defensive and not offensive, the US had nothing to worry about. Pressured by Congress, Kennedy ordered another U-2 flight over Cuba for October 9. However it was delayed until Sunday, October 14. After the pictures from the reconnaissance flight were analyzed, the National Photographic Interpretation Center found what at first were thought to be more surface-to-air missile sites. A closer look, however, showed six much larger SS-4 nuclear missiles; each 60 to 65 feet long. They now knew they

Interesting Facts About the Olympics

Interesting Facts About the Olympics Have you ever wondered about the origins and history of some of our proud Olympic traditions? Below youll find answers to a lot of these inquiries. The Official Olympic Flag Created by Pierre de Coubertin in 1914, the Olympic flag contains five interconnected rings on a white background. The five rings symbolize the five significant continents and are interconnected to symbolize the friendship to be gained from these international competitions. The rings, from left to right, are blue, yellow, black, green, and red. The colors were chosen because at least one of them appeared on the flag of every country in the world. The Olympic flag was first flown during the 1920 Olympic Games. The Olympic Motto In 1921, Pierre de Coubertin, founder of the modern Olympic Games, borrowed a Latin phrase from his friend, Father Henri Didon, for the Olympic motto: Citius, Altius, Fortius (Swifter, Higher, Stronger). The Olympic Oath Pierre de Coubertin wrote an oath for the athletes to recite at each Olympic Games. During the opening ceremonies, one athlete recites the oath on behalf of all the athletes. The Olympic oath was first taken during the 1920 Olympic Games by Belgian fencer Victor Boin. The Olympic Oath states, In the name of all competitors, I promise that we shall take part in these Olympic Games, respecting and abiding by the rules that govern them, in the true spirit of sportsmanship, for the glory of sport and the honor of our teams. The Olympic Creed Pierre de Coubertin got the idea for this phrase from a speech given by Bishop Ethelbert Talbot at a service for Olympic champions during the 1908 Olympic Games. The Olympic Creed reads: The most important thing in the Olympic Games is not to win but to take part, just as the most important thing in life is not the triumph but the struggle. The essential thing is not to have conquered but to have fought well. The Olympic Flame The Olympic flame is a practice continued from the ancient Olympic Games. In Olympia (Greece), a flame was ignited by the sun and then kept burning until the closing of the Olympic Games. The flame first appeared in the modern Olympics at the 1928 Olympic Games in Amsterdam. The flame itself represents a number of things, including purity and the endeavor for perfection. In 1936, the chairman of the organizing committee for the 1936 Olympic Games, Carl Diem, suggested what is now the modern Olympic Torch Relay. The Olympic flame is lit at the ancient site of Olympia by women wearing ancient-style robes and using a curved mirror and the sun. The Olympic Torch is then passed from runner to runner from the ancient site of Olympia to the Olympic stadium in the hosting city. The flame is then kept alight until the Games have concluded. The Olympic Torch relay represents a continuation from the ancient Olympic Games to the modern Olympics. The Olympic Hymn The Olympic Hymn, played when the Olympic Flag is raised, was composed by Spyros Samaras and the words added by Kostis Palamas. The Olympic Hymn was first played at the 1896 Olympic Games in Athens but wasnt declared the official hymn by the IOC until 1957. Real Gold Medals The last Olympic gold medals that were made entirely out of gold were awarded in 1912. The Medals The Olympic medals  are designed especially for each individual Olympic Games by the host citys organizing committee. Each medal must be at least three millimeters thick and 60 millimeters in diameter. Also, the gold and silver Olympic medals must be made out of 92.5 percent silver, with the gold medal covered in six grams of gold. The First Opening Ceremonies The first opening ceremonies were held during the 1908 Olympic Games in London. Opening Ceremony Procession Order During the opening ceremony of the Olympic Games, the procession of athletes is always led by the Greek team, followed by all the other teams in alphabetical order (in the language of the hosting country), except for the last team which is always the team of the hosting country. A City, Not a Country When choosing locations for the Olympic Games, the IOC specifically gives the honor of holding the Games to a city rather than a country. IOC Diplomats In order to make the IOC an independent organization, the members of the IOC are not considered diplomats from their countries to the IOC, but rather are diplomats from the IOC to their respective countries. First Modern Champion James B. Connolly (United States), winner of the hop, step, and jump (the first final event in the 1896 Olympics), was the first Olympic champion of the modern Olympic Games. The First Marathon In 490 BCE, Pheidippides, a Greek soldier, ran from Marathon to Athens (about 25 miles) to inform the Athenians the outcome of the battle with invading Persians. The distance was filled with hills and other obstacles; thus Pheidippides arrived in Athens exhausted and with bleeding feet. After telling the townspeople of the Greeks success in the battle, Pheidippides fell to the ground dead. In 1896, at the first modern Olympic Games, held a race of approximately the same length in commemoration of Pheidippides. The Exact Length of a MarathonDuring the first several modern Olympics, the marathon was always an approximate distance. In 1908, the British royal family requested that the marathon start at the Windsor Castle so that the royal children could witness its start. The distance from the Windsor Castle to the Olympic Stadium was 42,195 meters (or 26 miles and 385 yards). In 1924, this distance became the standardized length of a marathon. WomenWomen were first allowed to participate in 1900 at the second modern Olympic Games. Winter Games BegunThe winter Olympic Games were first held in 1924, beginning a tradition of holding them a few months earlier and in a different city than the summer Olympic Games. Beginning in 1994, the winter Olympic Games were held in completely different years (two years apart) than the summer Games. Cancelled GamesBecause of World War I and World War II, there were no Olympic Games in 1916, 1940, or 1944. Tennis BannedTennis was played at the Olympics until 1924, then reinstituted in 1988. Walt DisneyIn 1960, the Winter Olympic Games were held in Squaw Valley, California (United States). In order to bedazzle and impress the spectators, Walt Disney was head of the committee that organized the opening day ceremonies. The 1960 Winter Games Opening Ceremony was filled with high school choirs and bands, releasing of thousands of balloons, fireworks, ice statues, releasing of 2,000 white doves, and national flags dropped by parachute. Russia Not PresentThough Russia had sent a few athletes to compete in the 1908 and 1912 Olympic Games, they did not compete again until the 1952 Games. Motor BoatingMotor boating was an official sport at the 1908 Olympics. Polo, an Olympic SportPolo was played at the Olympics in 1900, 1908, 1920, 1924, and 1936. GymnasiumThe word gymnasium comes from the Greek root gymnos meaning nude; the literal meaning of gymnasium is school for naked exercise. Athletes in the ancient Olympic Games would participate in the nude. StadiumThe first recorded ancient Olympic Games were held in 776 BCE with only one event - the stade. The stade was a unit of measurement (about 600 feet) that also became the name of the footrace because it was the distance run. Since the track for the stade (race) was a stade (length), the location of the race became the stadium. Counting OlympiadsAn Olympiad is a period of four successive years. The Olympic Games celebrate each Olympiad. For the modern Olympic Games, the first Olympiad celebration was in 1896. Every four years celebrates another Olympiad; thus, even the Games that were cancelled (1916, 1940, and 1944) count as Olympiads. The 2004 Olympic Games in Athens was called the Games of the XXVIII Olympiad.

CAD Summary Essay Example | Topics and Well Written Essays - 250 words

CAD Summary - Essay Example He did not undertake aerobic exercises and ate foods rich in cholesterol. NIH (2012) notes that the overall amount of cholesterol is higher than 240 mg/dL, less than 40 mg/dL for HDL, and more than 190 mg/dL for LDL in CAD. (Ondrus, et al. (2013) opine that CAD results from obstruction of the coronary arteries and supports the genetic and environmental factors causing the disease. Besides, Kakouros and Cokkinos (2014) add and say that smoking as my father did could hasten plaque formation, which hinders supply of oxygen to the cardiac muscles. The patient could have an electrocardiogram and ultrasound as tools for screening. On the one hand Rumberger (2011) asserts that the ultrasound detects any changes in the arterial pressure due to obstruction. We (2010) indicates that the importance of the tool is that it is non-invasive and it can be utilized in subclinical arteriosclerosis screening if the condition is advanced. On the other hand Douglas, Garcia, & Haines (2011) is utilized in aiding asymptomatic clients; hence, because my father was exposed to the causative factors, then an ultrasound screening of the carotid plaque can be conducted. Platts and Javorsky (2010) stipulates that ultrasound screening decreases the risk linked with other tools used in screening. The electrocardiograms would come in handy in the determination of the electrical levels of the heart of the patient in order to assess its function-ability that aids in assessing if there are other illnesses affecting the patient. Ondrus, T., Kanovsky, J., Novotny, T., Andrsova, I., Spinar, J., & Kala, P. (2013). Right ventricular myocardial infraction: From pathophysiology to prognosis. Exerimental and Clinical Cardiology, 18(1), 27-30. Platts, D. B., & Javorsky, G. (2010). Comparison of fluoroscopic versus real time three-dimensional transthoracic echocardiographic guidnance of endomyocardial biopses. European Journal of Echocardiography, 34(32),

Biographical essay on General William O. Darby for a Arkansas History

Biographical on General William O. Darby for a Arkansas History class - Essay Example He gradually became cadet company commander and Darby, though later was known to be one of the greatest infantrymen that the country had ever seen, graduated from West Point in June 1933 as a second lieutenant with artillery as his choice of career. From west point he later was assigned for duty in the 82nd field artillery which belonged to the 1st cavalry division and was stationed in Fort Bliss, Texas. At the time that Darby joined the division, it was the only artillery unit remaining in the army which was on horse back. After serving some time there he was promoted to the rank of captain in October of 1940 and thereafter received amphibious training. Darby was soon assigned to be the aide-de-camp to Major General Russell P. Hartle who was the commander of the thirty-fourth infantry division2. Soon the bombing by the Japanese of Pearl Harbor in 1941 led to the deployment of the division to Northern Ireland in January of 1942 and Darby was also deployed. In Northern Ireland Darby was to meet General Lucian K. Truscott, who was put in charge of acquiring volunteers from the 34th infantry and the 1st armored division for the establishment of a new unit of elite commandos. These were to be acquired from the already thin contingency of troops who were in the United Kingdom at the time which was not much to work with. Furthermore, the new unit did not have any commanding officer and through one sly maneuver on the part of the chief of staff of the division at the time, Colonel Edmond Leavey3 Darby was given the opportunity to be the new commander of the Rangers. In no time Darby was the new commanding officer of his small number of soldiers who were then dubbed as Darby’s Rangers. William Darby was then promoted to the rank of a major and after the official setting up of the United States first army ranger battalion in 1942 he was made its commanding

Civil Engineering Pesonal Statement Essay Example for Free

Civil Engineering Pesonal Statement Essay It was this quote by Theodore von Karman in my high school physics book that sparked my interest in engineering. Engineering allows for the designing and constructing of structures that most people could only dream of but they could not live without. From bridges spanning oceans to connect countries to artificial islands on which building complexes can provide housing for thousands of people. This notion is what made me want to become an engineer. I have always been interested mathematics and science since grade school, but it was in high school that my curiosity flourished when I joined an engineering program. There I learned about the different fields like electrical, structural, and robotics. But it was civil engineering that I pursued. Something that became evident when we were given the chance to build bridges from balsa wood which strengths would later be tested. Although my bridge was not the strongest, it was in the top five and the most aesthetically pleasing out of the twenty bridges that participated. That experience was enough to make me decide to pursue a career in civil engineering. Later when I entered college and began to take courses working towards my degree, I learned more about emerging new technologies which could benefit both the people and the planet alike. I am concerned about environmental issues which our world is currently facing and hope to use engineering to resolve these problems while also improving peoples lives. My mathematical skills also developed and I relish the opportunity of using these mathematical techniques to solve real-life problems. Studying further mathematics has proved more demanding than I anticipated, but I have found the extra challenge very rewarding. Furthermore, it has shown me the extent to which mathematics is ultimately present in every aspect of our lives. I am involved in extracurricular activities. In 2010 I joined Sigma Alpha Lambda a national leadership and honors organization and their local chapter. With them I have participated in Relay for Life and Food Fight Against Hunger. Two national initiatives aimed at fundraising and bringing awareness to cancer and hunger respectively. For Relay for Life I helped to decorate our team campsite according to the theme that year and for Food Fight Against Hunger I helped collect can foods as well as monetary donations. Outside of school I am also involved in my church. There I serve as a Sabbath School teacher for children in pre-K and kindergarten and as a general volunteer. My responsibilities range from helping the children learn songs to helping organize a blood drive, but also as a congregation we go visit elderly folks in a retirement home and volunteer at a shelter to feed the homeless on a monthly basis. Engineering offers us the chance to make the world a better, safer and more exciting place; this is what attracts me to the subject. I am confident that the challenges offered by civil engineering appeal to me and will inspire me to do great things. Engineering has always been fundamental in developing the world and is a field in which I would love to be involved.

John Philip Sousa :: essays research papers

JOHN PHILIP SOUSA John Philip Sousa was born in 1854, the third child of ten. He was born in Washington, D.C. His parents were immigrants. John Antonio Sousa was his dad. He was originally from Spain, even though his parents were Portugese in origin. His mom, Maria Elisabeth Trinkhaus came to America from Bavaria. John was a talented youngster. At the tender age of 6 he was studying music. He learned to play many types of instruments; the violin, piano, cornet, alto horn, flute, baritone. Like his father, who played the trombone in the U.S. Marines Band, John, too, learned to play the trombone. John also spent time studying voice. John was a rather mischevious teen. At the age of 13 John tried to run away to join the circus. Dad was not all that impressed with John and made him enlist in the Marines. While in the service he published "Moonlight on the Potomac Waltzes". That was his first published composition and the beginning of a very successful career. After spending 8 years in the Marines, he was discharged. John found the love of his life in 1879. Jane van Middleworth Bellis became Mrs. John Philip Sousa that year. Together they travelled to Europe four times. On one voyage back, John was inspired to write the "Stars and Stripes Forever". Three of their trips to Europe were for performances, another trip was as a vacation. While they were on vacation Sousa's promoter, David Blakely died. In 1892 John named his band "Sousa's New Marine Band". Needless to say, Washington was not pleased with the name and Sousa had to rename his band. He had a couple of great tours with the Marine Band but was convinced to go into the civilian sector to create another band. As stated earlier, Sousa was a prolific writer. He wrote 135 songs and conducted many , many more. His most memorable song was "Stars and Stripes Forever". It is song that many children remember by singing " be kind to your web-footed friends...". In his lengthy career he conducted over 100 operettas, 11 suites, and 2 concert pieces. Not a man to sit on the sidelines for long. Sousa joined the Naval Reserves at the ripe old age of 62. He sure was not in it for money. He went in as a lieutenant and only made a buck a month. It was only World War I.

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THE CERTIFICATE OF ADMINISTRATION TRAVEL, TOURISM & HOSPITALITY (CATTH) CERTIFICATE OF ADMINISTRATION IN TRAVEL, TOURISM & HOSPITALITY (CATTH) 1. Philosophy The Certificate in administration in Travel Tourism and Hospitality is designed to develop young Namibians to effectively manage the countries tourism resources to ensure sustained growth of the industry. The course appeals to staff already working in the field and those aspiring to join the industry as employees or operators to its relevance and practical approach.The course prepares students for a role that will ensure adequate human resource to manage the growing tourism industry in Namibia and abroad. The course will give the student the necessary skills to work or operate in a very demanding environment. It will enable graduates to advance to the Higher Certificate in Travel Tourism and Hospitality or gain meaningful employment, start own operation or act as a tourism consultant. 2. Programme Outcomes By the time the graduat e finishes the Certificate of Administration, he/she will be equipped with knowledge, skills and requisite attitude to effectively operate to work in the tourism industry. . Objectives (Purpose) ? By the end of the course, the student will be expected to appreciate tourism industry and the context in which it operates. ? To get the student to understand concepts in Travel Tourism and Hospitality. ? Understand the role of marketing and communication in travel tourism and hospitality. ? To give students the theory and practice of administration and accounting systems in travel tourism and hospitality. ? Appreciation of the role of government in managing tourism resources. 4. Enrolment Standards (Admission Requirements):To be registered for any of the courses, candidates must: Hold HIGCSE senior certificate in four subjects with 1- 4 symbols OR Hold a Grade 12 senior certificate (IGCSE) with a minimum of C symbol in English Language, a pass in Mathematics and a C symbol in three other subjects totaling twenty five points or more OR Enter through flexible learning path – mature age/prior learning with five years relevant experience in various fields of world of work. Apart from a valid IGCSE 22 certificate, applicants must also have attained a minimum of 25 points on the IUM evaluation scale.Please note that achievement of these requirements will not automatically guarantee a place on the degree course, it will be subject to a successful interview/aptitude test (as required) and availability of places. OR The equivalent of any of the above as determined by Senate. 5. Teaching Methods The students will be expected to be responsible for their own learning, nobody can learn for somebody else. Emphasis will be placed upon the need for a student to read extensively in each of the subjects. The role of the lecturer is to stimulate learning and to support and guide that process.Programmed reading will support these endeavours. A wide range of teaching methods will be employed by lecturers from traditional lectures through to small decision-making groups, as well as the use of training films and videos, and advanced business simulations. 6. Learning Standards Class contributions by the students will be encouraged and the extent to which these contributions conform to the teachings of the Certificate of Administration in Travel, Tourism and Hospitality will be an important facet in the success of the student.Individual assignments will be set by the lecturer every two weeks and should usually exceed the standard of the exam. Like the group assignments these will normally take the form of a duplicated handout, that should be returned with the finished assignment. The student will be expected to carry these out without help. It is in the student’s interest to carry out these tests with integrity. They will be marked anonymously by their fellow students against a given marking plan.The tutors will use these results to monitor student progr ess and to make decisions as to whether the student is ready to sit exams when the time comes. (Students may not sit exams unless the lecturer feels he or she has a good chance of succeeding). 7. Credits System As per international acceptable formula, one (1) credit equates ten (10) notion hours (learning). These hours do not include the hours spent by a student in a class. A first year degree IUM student will, therefore, attract one hundred (100) credits. 8. Course Outline Certificate of Administration (100 Credits) ?Mathematics for Business 33 ? ? ? ? ? ? ? ? ? Spoken and Business English Computer Literacy Professional Presentations Report Writing Namibian and Regional Economics Introduction to Business Accounting I Business Communications I Introduction to Travel, Tourism and Hospitality 9. Assessment & Evaluation The assessment system comprises two components: ? Continuous Assessment (CA) attracts 40% of the final grade ? Formal Exams (FE) attracts 60% of the final grade. The ev aluation system comprises two components: ? Students will be asked to complete evaluation sheets for each subject studied ?An external evaluator will evaluate the course in terms of course content, teaching methods, course resources and assessments. 10. Articulation IUM subjects articulate from Certificate/Diploma to Certificate/Diploma as per the statement in course contents Faculty will decide if and how course work from qualifications from other institutions will articulate with IUM courses. Appeals may be submitted to Senate 11. Credit Transfer Internal students that apply for advanced standing or credit accumulation or credit transfer will have their cases considered by the relevant faculty.Students from outside IUM will have their cases considered by the relevant faculty. Credit from outside institutions may be awarded up to fifty percent of total credits for any qualification conducted by IUM. Appeals may be submitted to Senate 44 ENG – 111- Professional Presentation N QF Level 5 Module Outcomes: ? ? ? Credits 10 Demonstrate good communication skills: Speech, Listening, written. Apply appropriate visuals in business communication. Employ investigative and interview skills in business situations. Course Content ? Analysing the importance of good speech and associated characteristics in business. Appreciating the values of listening and acquiring useful techniques to make a better listener. ? Learning how professional speeches and presentations are planned and delivered. ? Understanding how to use the telephone effectively and efficiently. ? Learning about the reasons for meetings and interviews taking place in business organisations. ? Appreciating the steps that need to take place for planning successful meetings and interviews. ? Studying different documents required for formal meetings. ? Analysing the types of interviews that take place and the types of questions asked. Learning how to prepare advertisements, job descriptions and press releases . ? Creating advertisements, job descriptions and press releases. ? Appreciating the different types of visual aid equipment that can be used in business communication. ? Studying the use of visuals in business communication. ? Considering how written communication can be enhanced through the use of colour and lettering styles. ENG – 112 – Spoken Business English NQF Level 5 Credits 10 Module Outcomes: ? Explain linguistics concepts and principles. ? Describe communication. ? Explain the purpose and role of seminars.Course Content Linguistics: ? Applied Linguistics ? Pronunciation ? Enunciation ? Grammar 55 Tutorials ? Selection and formulation of tapes ? Effective deliberation tapes ? SWOT Analysis Perception and Application ? ? ? Seminars ? ? ? Purpose of seminars Acceptable conduct in a seminar Seminar presentation How to illustrate communication Barriers to effective communication How to achieve success in communicated speech MTH – 132 – Mathematics f or Business NQF Level 5 Module Outcomes: ? ? ? Credits 10 Calculate basic mathematical models and algebraic computations.Apply BODMAS acronym and its full application. Calculate basic business and financial transactions. Course Content ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Applying the four rules of whole numbers, fractions and decimals Multiplying and dividing negative numbers Comparing numbers using ratios, proportions and percentages. Obtaining values for simple financial transactions involving purchases, wages, taxation, discounts. Converting foreign currencies Making calculations involving roots and powers Evaluating terms involving a sequence of operations and use of brackets.Approximating data using rounding and significant figures. Solving linear and simple simultaneous equations Determine the equations of a straight line through two points. Determining the gradient and intercept of a straight line Drawing charts and diagrams from tabular data Applying general rule and principles of graphical constructions including axes, choice of scale and zero. Identifying points of importance e. g. maximum, minimum and break-even. Calculating and interpreting summary statistics, namely measures of location 66 mean, mode, median) and measures of dispersion (range, interquartile range and standard deviation) ? Applying the laws of probability to mutually exclusive, independent and dependent events. ENG – 113 – Report Writing NQF Level 5 Module Outcomes: ? ? ? Distinguish and employ various reports. Demonstrate and use clear and concise language. Practice proper report writing skills. Credits 10 Course Content Nature and Purpose of Reports ? ? ? Necessity of reports Formats for writing reports Use of clear and concise language Informative Reports ? ? ?Purpose Situations where used Case studies Analytical reports ? ? ? Purpose Situations where used Case studies Practical Report Writing ? ? ? ? Formulation of Assignment Report presentation Assessment Correspondenc e ? ? ? ? Letters Memos Faxes Orderly in expression of requested opinion 77 Field Activity ? ? Practical like report writing Assessment and evaluation CSE – 135 – Computer Literacy NQF Level 5 Module Outcomes: ? ? Credits 10 Demonstrate computer literacy skills. Illustrate Information Technology appreciation in problem solving. Course Content Introduction to Microcomputers ?Overview of the development of computers ? Multi-user computers – mainframes and minicomputers, personal computers and their configuration. ? Essential PC Hardware, peripherals and software. ? Introduction to the main types of Software. ? Binary codes and the microprocessor ? Types of PCs – their uses and strength ? Introduction to Operating Systems (DOS & Windows) ? Information processing – online, offline processing, real-time, batch processing, single tasking and multitasking ? Current IT issues – open & proprietary systems and compatibility, information systems securi ty. Data communications – Introduction to Networks, central and distributed computing, wide area and global networks. Microsoft Windows ? Navigating the desktop, customising the desktop, file and folder management, installing and de-installing a program ? Logging onto an internet Service Provider or Online service provider, managing the mailbox, email security, using a browser and search engine effectively and downloading pages, refining searches Microsoft Word ? Open a blank document and type text, recognise the toolbars, Ruler Bar, Scroll Bar, Status Bar ? Spell checking, search and replace, thesaurus ?Page set-up, styles and general Formatting 88 ? Creating a tab set, Columns, Tables and Borders/Shading/Page ? Use word Processor Wizard to create a document such as a fax, an invitation or a CV ? Print preview and printing Microsoft Excel ? Start a blank spreadsheet and navigate between workbooks and sheets ? Enter data, change column widths and row heights, Formatting value s, Calculating, creating and understanding formulae, using Math and statistical functions ? Creating and editing charts ? Auto Form Introduction to Presentations ? Create and present a simple show. Keyboarding ?Introduction to the keyboard and basic typing skills ? Introduction to touch typing to be able to acquire at least 35wpm. FIN – 111 – Namibian and Regional Economics NQF Level 5 Credits 10 Module Outcomes: ? ? ? Demonstrate basic economics concepts and principles. Describe economic problems and corresponding economic systems. Explain Namibia’s economic competitive edge over SADC countries. Course Content ? ? ? ? ? ? ? Analysing the Namibian economic structure (namely, Mining, Agriculture, Fishing, Tourism) infrastructure (Transport and Telecommunication), Banking, Insurance.Analysing the Namibian government structure namely Legislation, Judiciary and Executive. Understanding government development plans of government (NDP 1 & NDP 2) Describing the economi es of Southern Africa (Angola, Botswana, South Africa, Zambia, Zimbabwe, Swaziland, Lesotho, Mozambique, Malawi, Tanzania and Democratic Republic of Congo) Examining Namibia’s competitiveness in the region and beyond A case study of Namibia’s industrial policy and the export processing zone initiative in particular.Explaining Namibia’s stake in SACU, SADC, COMESA, WTO, and AGOA. 99 SBM – 115 – Introduction to Business I NQF Level 5 Credits 10 Module Outcomes: ? ? ? Distinguish between different types of business in public and private sectors. Compare the processes and strategies used by businesses. Analyse business financials. Course Content ? ? ? ? ? ? ? To investigate the purpose and nature of business, looking at the different types of organisations within the Public and Private Sector. Including the activity, size, advantages and disadvantages of a business.To describe the hierarchy and the external influences of both Private and Public Sector companies including conducting a PEST analysis. Researching the services available to organisations including financial services, consultancy services and local government funding. Demonstrate an understanding of how to market a business taking into account the location, marketing mix, product lifecycle, customer needs and relating this to the overall business objective. Demonstrate knowledge of the production processes, quality, stock control and the factors internal and external that affect production within an organisation.Human resource management within a business, to include recruiting, payroll, training and development of employees and health and safety issues. Business finance; being able to demonstrate an understanding of balance sheets and profit and loss accounts within a Public and Private sector organisation. FIN – 1129 – Accounting I NQF Level 5 Credits 10 Module Outcomes: ? ? ? ? Demonstrate basic appreciation of accounting theory and practice. Calculate and use appropriate costing methods to specific business transactions.Practice and illustrate preparation of books of accounts. Interpret financial statements. Course Content ? ? Prepare a trading, profit and loss account, balance sheet and cash flow report for sole trader, partnerships and limited liability companies, after taking into account a normal range of adjustment to the trial balance necessary for such preparation. Recognise and apply appropriate accounting conventions to a range of transactions within the context of the accounting regulatory requirements. 10 10 ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?Explain and describe the appropriate of account for different types of accounting transactions and be able to prepare a trial balance from these books of account. To prepare and maintain a range of control accounts appropriate to the books of account. To prepare journal entries and deal with the treatment of suspense account items. Operate, calculate and interpret a range of basic fina ncial ratios appropriate to a set of financial statements, particularly in the key areas of profitability, solvency liquidity, asset utilization and investment ratios.Employ the basic principles of cost behaviour cost ascertainment and to be able to: Classify direct overhead allocation summary Prepare an indirect overhead allocation summary Calculate overhead recovery rates by a variety of techniques and to apply these for the purpose of cost compilation. Explain the difference between fixed and variable costs. Calculate the difference between fixed and variable costs. Calculate break-even points of activity and prepare break-even charts. Appreciate and explain the limitations of break-even analysis.Understanding the basic principles of different costing techniques and to be able to: Define the different costing techniques Explain and understand the differences between each technique, and Calculate cost using any of the techniques. Understand the basic principles of capital investme nt appraisal and be able to calculate and interpret figures using the pay back, accounting rate of return or discounted cash flow methods of investment appraisal. BAN – 1117 – Business Communication I NQF Level 5 Credits 10Module Outcomes: ? Illustrate the purpose of Business Communication. ? Explain the communication process using the Communication Theory. ? Demonstrate the communication process in Business Communication. ? Describe the various tools used in Business Communication. Course Content ? ? ? How to write business correspondence including letters, memos and advertisements. The use of business English in written form looking at spelling, paragraphs, presentation of information and appropriate business language used.To learn and understand the basic principals of communication, including learning how to overcome barriers of communication, appropriate channels of communication, the purpose of communication and presentation of self when communicating. 11 11 ? ? To be able to communicate information in the form of graphs, this also includes identifying trends from the data. To learn and understand the different types of technology used within communication and the effects of it on business and the organisation.TTH – 1217 – Intro to Travel, Tourism and Hospitality NQF Level 5 Credits 10 Module Outcomes: ? ? ? Recognize the importance of Travel, Tourism and Hospitality in relation to National Economic Development. Describe and explain the contribution of Travel, Tourism and Hospitality to the National Gross Domestic Product. Comprehend the economic, social/cultural and environmental impacts of Travel, Tourism and Hospitality. Course Content ? ? ? ? ? ? ? ? ? ? ? ? The interrelationship and interdependence between leisure, recreation, travel and tourism.The significance of economic, social, cultural, political and environment trends of patterns of leisure and tourism. The characteristics of different types of tourists and their m otivational behaviour. The supply and demand of tourist travel. The dimensions of the travel system in relation to tourism The main motivational factors that influence the tourist’s choice of travel. Evolution of international travel and transport developments that have affected tourism. The relationship between the development of the inclusive package tour and mass tourism.The basic requirement to development of a tourism destination. The roles of, and the relationships between, the main intermediaries within a simple tour distribution system. Government’s interest and involvement with main public tourism organization at both national and international levels. Future trends within the travel and tourism sectors. Upon successful completion of this course, the student is awarded a Certificate of Administration in Travel, Tourism and Hospitality. 12 12

Examining Corporate Debt Restructuring Schemes In Pacific Asia - Free Essay Example

Sample details Pages: 4 Words: 1244 Downloads: 2 Date added: 2017/06/26 Category Finance Essay Type Analytical essay Did you like this example? Corporate debt restructuring scheme is one of the most preferred strategic for those financial distress companies to take advantage at a lower interest rate. It is a consultation process which involves a series meeting between the debtor and creditor. After that, it moves into the negotiation stage between both parties and then come to the contract stage. Don’t waste time! Our writers will create an original "Examining Corporate Debt Restructuring Schemes In Pacific Asia" essay for you Create order Before signing the contract, borrowing company must agree to the financial conditions, for instance, terms of the interest, terms of payment and so forth (Article, 2010). The objectives of corporate debt restructuring are to support continuing economic recovery, enable debtors to continue their business operations, and promote fair debt repayment to the creditors. Hence, it is including of debt rescheduling, interest rate reduction, debt for equity swaps and debt forgiveness (Makhija, 2008). However, this corporate debt restructuring considered as the final option for a company before it goes into insolvency. Besides that, there are three popular approaches of corporate debt restructuring scheme to restructuring the debt. The three approaches are centralized, decentralized, and London approach. Government plays as a leading role in this centralized approach. This approach is only suitable for small size of debt and simple corporate structure. Moreover, this model is unsuitable because government is enjoys high levels of confidence while success cases in this approach for large debt complex restructuring was unknown. This approach was conducted in Sweden in the early of 1990 and Hungary in the mid of 1990 (Abd, 2000; Kolkata, n.d.). The second approach, decentralized approach is more effective than the centralized approach. It is more appropriate for those companies which are experienced a large bad debts and complex corporate structure. This approach is an informal and a voluntary process without government involvement. United States was adopted this approach in 1990 (Abd, 2000). Lastly, London approach was a non statutory and informal framework that introduced by the Bank of England in 1990 to handle insolvency. During 1990 recession, more than 160 British companies were conducted London approach (Abd, 2000). London approach encourages creditors in out of court agreements by follow certain principles. The principles are minimized losses to creditors, avoid unnecessary liquidation of viable debtors, and offer continued financial support to viable borrowers (Claessens, n.d.). It tends to rescue a financial distress companies as going concern instead of forcing them into a formal insolvency (Laryea, 2010). Besides that, many Asian countries that had been affected by the Asian financial crisis have practised the corporate restructuring scheme which is similar to London approach. Those countries are Indonesia, Korea, Thailand and Malaysia. 2.4.1 Korea Korea adopted corporate restructuring coordination committee to mediate the disputes between debtors and creditors. Corporate Restructuring Coordination Committee works under the powerful of Financial Supervisory Commission in Korea while it was established in 1998. CRCC workout process was followed to the London approach which is out of court resolution of financial restructuring cases. (Krause, 2000; Pomerleano Shaw, 2005). According to Chan (2002), there are two main causes of the corporate sector inefficiency for Korea to implement corporate debt management and restructuring at the onset of the financial crisis. The first causes was Korea manufacturing firms experienced cash flow shortage due to the excessive and inefficient investment, high leveraged and diversified businesses were financed by debts. Second, non performing loan was burdened the corporate sector and lead to the increasing number of bankruptcies. According to Chan (2002), Corporate Restructuring Coordination Committee had success in lowering the debt to equity ratio and improving interest coverage ratio of the corporate sector after Asian financial crisis. Besides that, the GDP growth rate recovered, interest rate decreased to 5.4 percent from over 19.0 percent, and unemployment rate dropped to 2.7 percent from 6.8 percent after the Asian financial crisis. The improvement has shown that the corporate restructuring contributed significantly to Korea rapid economic recovery. Moreover, due to the economic recovery, Korea was able to repay their IMF loans in August 2001 which is two years and eight months earlier then originally scheduled. However, non performing loans in Korea had significantly decreased from 88.6 percent in 1997 to 24.0 percent in 2001. Debt to equity ratio had trended down from around 4 in 1997 to about 2 in 2001, while interest coverage ratio also had improved (Worldbank, 2002). Thus, resolution of corporate debts in Korea has been satisfy and successful. 2.4.2 Thailand Corporate Debt Restructuring Advisory Committee was formed in June 1998 under the Bank of Thailand. CDRAC was created to mediate formal out of court workouts of non performing loans. However, Thailand was adopted Bangkok approach which is administered by CDRAC. Bangkok approach is a non binding and non statutory guidelines for efficient restructuring of corporate debt for benefits of creditors, debtors, employees, shareholders and Thai economy (Chanyarungrojn, 1999; Nashville Tennessee, 2004). According to Yupana, (2004) debt ratio increased for both business group and non group firms after the Asian financial crisis. For business group firms, the average debt to asset ratio increases from 40 percent in 1996 to 54 percent in the end of 1997. Besides that, the average ratio of total debt to total capital increases from 50 percent in 1996 to 66 percent in 1997. The average ratio of interest coverage ratio also had decreased from 11.65 percent in 1996 to 2.94 percent in 1997. Thus, the profits of business group firms had decreased significantly. CDRAC was restructured totalling of Baht 2.6 trillion in August 1999, while among them, 700 cases were large distressed loans that exceeded baht 500 million. However, CDRAC completed restructured of totalling Baht 1.1 trillion at the end of 2000. Besides that, about 400 non financial companies shown that the corporate debt ratio was declined from 3.2 percent in 1997 to 2.04 percent in the mid of 1999. Generally, corporate debt restructuring was quite effective. 2.4.3 Indonesia Indonesia government established the Indonesian Bank Restructuring Agency in January 1998 as an independent body to restructure troubled banks and their assets. Indonesian then created Jakarta Initiative in September 1998 to complement the Indonesia Debt Restructuring Agency and amended bankruptcy law. It is a London approach based principles as it involved informal framework that encouraged out of court debt workouts between the debtors and creditors (IMF, 2000; Adams Mathieson, 1999). According to Halim (2000) corporate debt restructuring is one of the important element for economic recovering, however, Indonesia Debt Restructuring Agency has not been successful. Corporate Indonesia is still highly leveraged even after the restructuring process. Debt to equity ratio is remained higher among the restructured firms. A sample of 34 cases which involved the debt of US$8 billion showed that 59 percent were resolved by using the combination of reduced interest rates. Most of the company workout only rescheduled debt, rather than improving internal operations or significantly reducing leveraging (Dfat, n.d.). 2.4.4 Malaysia Malaysia government had come out a new strategy in the mid of 1998 to solve the financial restructuring of banking sectors and corporate sectors. The strategy comprises of three agencies, which is Danaharta, Danamodal and Corporate Debt Restructuring Committee. Danaharta and Danamodal are considered as statutory options, while CDRC is considered as non statutory option (Rajandram, 1999). CDRC is similar to the London approach as it helped to renegotiate and restructure those distress companies with out of court resolution. CDRC had received 75 applicants of restructuring plan in 2000. However, CDRC had resolved 33 cases which are worth RM25.5 billion, while 12 cases worth RM11 billion remained outstanding at the end of 2000. Besides that, the debt of these 33 companies, RM4.6 billion were settled through cash payments, RM4.6 billion in bonds, and RM3.99 billion in financial notes. Thus, the non performing loan had decreased as part of these loans had been turned into performing loans (Aslam, 2005). The success of the out of court debt restructuring strategies depends on the credibility of the mediator and the cooperation among all the parties that involved in the restructuring scheme.