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WWW. JAGRANJOSH. COM SSC COMBINED GRADUATE LEVEL (MAIN) EXAMINATION 2012 QUESTION PAPER SSC Combined Graduate Level (Main) Examination 2012 Question Paper 1. (a) . . =? 9 44 27 44 (b) (c) 44 9 (d) 27 42 2. Complete the series 7, 26, 63, 124, 215, 342,? (a) 481 (b) 511 (c) 391 (d) 421 3. A woman sells to the first customer half her stock of apples and half an apple, to the second customer half an apple and half of her remaining stock and so also to a third and to a fourth customer. She finds that she has now 15 apples left.How many had she at first? (a) 250 (b) 155 (c) 125 (d) 255 4. There are 200 questions on a 3 hour examination. Among 200 questions, 50 are from Maths, 100 are in GK and 50 are in Science. He spent twice as much time on each mathematics question as for each other question. How many minutes did he spend on mathematics question? (a) 36 (b) 72 (c) 100 (D) 60 5. The reminder when (a) 2 (b) 3 919 + 6 is divided by 8 is (c) 5 (d) 7 6. The least five-digit perfect square n umber which is divided be 3, 4, 5, 6 and 8 is a) 14400 (b) 32400 (c) 10800 (d) 10201 7. Which of the following numbers does not fit into the series? 4, 19, 29, 40, 44, 51, 59, 73 (b) 51 (c) 44 (d) 29 (a) 59 8. What will be the remainder when 19100 is divided be 20? (b) 20 (c) 3 (d) 1 (a) 19 9. A toy factory manufactured a batch of electronic toys. If the toys were packed in boxes of 155 each, 13 boxes would not be filled completely. If the toys were packed in boxes of 65 each, 22 such boxes would not be enough to pack all of them. Coincidentally, in the end, the toys were packed in n toys each, without any remainder. The total number of toys was (a) 1424 (b) 1434 (c) 1444 (d) 1454 2 SSC Combined Graduate Level (Main) Examination 2012 Question Paper 10.A and B started a business with Rs 20000 and Rs 35000 respectively. They agreed to share the profit in the ratio of their capital. C joins the partnership with the condition that A, B, and C will share profit equally and pays Rs 220000 as premium for this, to be shared between A and B. This is to be divided between A and B in the ratio of (a) 10: 1 (b) 1: 10 (c) 9: 10 (d) 10: 9 11. A can complete a work in 20 days and B in 30 days. A worked alone for 4 days and then B complete the remaining work along with C in 18 days. In how many days can C working alone complete the work? (a) 12 (b) 68 (c) 72 (d) 90 12.A pipe can fill a cistern in 12 minutes and another pipe can fill it in 15 minutes, but a third pipe can empty it in 6 minutes. The first two pipes are kept open for 5 minutes in the beginning and then the third pipe is also opened. Number of minutes taken to empty the cistern is (a) 38 (b) 22 (c) 42 (d) 45 13. A and B can complete a job in 24 days working together. An alone can complete it in 32 days. Both of them worked together for 8 days and then A left. The number of days b will take to complete the remaining job is (a) 16 (b) 32 (c) 64 (d) 128 14. In a factory, there are equal number of women and children. Women work for 6 hours a day and children for 4 hours a day. During festival time, the work load goes up by 50%. The government rule does not allow children to work for more than 6 hours a day. If they are equally efficient and the extra work is done by women, then extra hours of work put in by women every day are (a) 5 (b) 3 (c) 4 (d) 9 15. A and B each working alone can do a work in 15 days and 25 days respectively. They started the work together, but B left after some time and A finished the remaining work in 7 days. After how many days from the start did B leave? (a) 3 (b) 5 (c) 7 (d) 9 16.A and B undertaken to do a piece of work for Rs 1200. A alone can do it in 8 days, while B can do it in 6 days. With the help of C, they complete it in 3 days. Find Cs share. (a) Rs 450 (b) Rs 300 (c) Rs 150 (d) Rs 100 17. By selling an article at 80% of its marked price, a trader makes a loss of 10%. What will be the profit percentage if he sells it at 95% if its marked price? (a) 6. 9 (b) 5 (c) 5. 9 (d) 12. 5 3 SSC Combined Graduate Level (Main) Examination 2012 Question Paper 18. By selling an umbrella for Rs 30, a shopkeeper gains 20%. During a clearance sale, the shopkeeper allows a discount of 10% of the marked price.His gain percentage during the sale season is (a) 7 (b) 7. 5 (c) 8 (d) 9 19. What is maximum percentage discount (approximately) that a merchant can offer on his marked price so that he ends up selling at no profit or loss, id he initially marked his goods up by 40%? (a) 60% (b) no discount (c) 33. 5% (d) 28. 5% 20. A shopkeeper marks the prices at 15% higher than the original price. Due to increase in demand, he further increase the price by 10%. How much percentage profit will he get? (a) 25 (b) 26. 5 (c) 20 (d) 24. 5 21. From a vessel containing100 litres of wine, 10 litres are drawn out and an equal amount of water is added.From the mixture, 10 litres is again drawn out and same quantity of water is added. What is the final ratio of wine and water? (a) 80 : 20 (b) 90 : 10 (c) 91 : 9 (d) 81 : 19 22. From each of two given numbers, half the smaller number is subtracted. After such subtraction, the larger number is 4 times as large as the smaller number. What is the ratio of the number? (a) 5: 2 (b) 1: 4 (c) 4: 1 (d) 4: 5 23. Men, women and children are employed to do a work in the proportion of 3: 2: 1 and their wages as 5: 3: 2. When 90 men are employed, total daily wages of all amounts to Rs 10350. Find the daily wage of a man. (a) Rs 45 (b) Rs 57. 0 (c) Rs 115 (d) Rs 75 24. Brothers A and B had some savings in the ratio 4: 5. They decided to buy a gift for their sister, sharing the cost in the ratio 3: 4. After they bought, A spent two-third of his amount while B is left with Rs 145. Then the value of the gift is (a) Rs 70 (b) Rs 105 (c) Rs 140 (d) Rs 175 25. The taxi charges in a city contain fixed charges and additional charge/km. The fixed charge is for a distance of upto 5 km and additional charge/km thereafter. The char ge for a distance of 10 km is Rs 350 and for 25 km is Rs 800. The charge for a distance of 30 km is (a) Rs 800 (b) Rs 750 (c) Rs 900 (d) Rs 950 SSC Combined Graduate Level (Main) Examination 2012 Question Paper 26. The marks of 3 students A, B and C are in the ratio 10: 12: 15. If the maximum marks of the paper are 100, then the marks of B cannot be in the range of (a) 20 – 30 (b) 40 – 50 (c) 70 – 80 (d) 80 – 90 27. The average of the test scores of a class of ‘m’ student is 70 and that of ‘n’ students is 91. When the scores of both the classes are combined, the average is 80. What is n/m? (a) 11/10 (b) 13/10 (c) 10/13 (d) 10/11 28. The average salary per head of all workers of an institution is Rs 60. The average salary per head of 12 officers is Rs 400.The average salary per head of the rest is Rs 56. Then the total number of workers in the institution is (a) 1030 (b) 1032 (c) 1062 (d) 1060 29. A cricket played 80 innings and s cored an average of 99 runs. His score in the last inning is zero run. To have an average of 100 at the end, his score in the last innings should have been (a) 10 runs (b) 1 run (c) 60 runs (d) 80 runs 30. A man spends an average of Rs 1694. 70 per month for the first 7 months and Rs 1810. 50 per month for the next 5 months. His monthly salary if he saves Rs 3084. 60 during the whole year is (a) Rs 2400 (b) Rs 3000 (c) Rs 1000 (d) Rs 2000 31.Three years ago, the average age of A, B and C was 27 years, and that of B and C five years ago was 20 years. A’s present age is (a) 30 years (b) 35 years (c) 40 years (d) 48 years 32. The average height of the basketball team A is 5 feet 11 inches and that of B is 6 feet 2 inches. There are 20 players in team A and 18 players in team B. The overall average height is (a) 72. 42 inches (b) 72 inches (c) 70. 22 inches (d) 70 inches 33. A shopkeeper sells a transistor at 15% above its cost price. If he had bought it at 5% more than what he p aid for it and sold it for Rs 6 more, he would have gained 10%.The cost price of the transistor is (a) Rs 800 (b) Rs 1000 (c) Rs 1200 (d) Rs 1400 34. A seller user 920 g in place of one kg to sell his articles at 15% gain on cost price, the actual percentage of profit is (a) 20 (b) 15 (c) 25 (d) 30 35. A man sold two houses for Rs 96000 each. In the sale of the first house, he incurred 20% profit and in the sale of the second, he incurred 20% loss. What is the gain or loss percentage in total? 5 SSC Combined Graduate Level (Main) Examination 2012 Question Paper (a) 6% gain (b) 6% loss (c) 4% gain (d) 4% loss 36. The price of a land passing through three hands, rises on the whole by 65%.If the first and second sellers earned 20% and 25% profit respectively. Find the profit earned by the third seller. (a) 20% (b) 55% (c) 10% (d) 25% 37. One year payment to the servant is Rs 500 plus one shirt. The servant leaves after 10 months and receives Rs 350 and a shirt of the same value. What i s the price of the shirt? (a) Rs 150 (b) Rs 350 (c) Rs 400 (d) Rs 500 38. A person purchased a certain number of articles at 11 articles for Rs 10 and sold them at 10 articles for Rs 11. Find the gain percentage. (a) 22 (b) 20 (c) 1 (d) 21 39. Of the adult population in a certain city, 45% of men and 25% of women are married.Assuming that no man marries more than one women, and vice versa, the percentage of total population of adults who are married, is (a) 33. 33 (b) 35. 14 (c) 31. 1 (d) 30 40. A garrison is provided with ration for 72 soldiers to last for 54 days. Find how long would the same amount of food last for 90 soldiers. If the individual ration is reduced by 10%? (a) 48 days (b) 72 days (c) 54 days (d) 126 days 41. In an examination paper of five questions, 5% the candidates answered all of them and 5% answered none. Of the rest, 25% candidates answered only one question and 20% answered 4 questions and 20% answered 4 questions.If 396 candidates answered either 2 question s or 3 questions, the number of candidates that appeared for the examination was (a) 800 (b) 1000 (c) 850 (d) 900 42. In a test, A scored 10% more than B and scored 5% more C. If C scored 300 marks out of 400, then A’s marks are (a) 310 (b) 325 (c) 350 (d) 360 43. A train crosses a bridge of length 150 m in 15 seconds and a man standing on it in 9 sec. The train is travelling at a uniform speed. Length of the train is (a) 225 m (b) 200 m (c) 135 m (d) 90 m 44. Arun and Bhaskar start from place P at 6 am and 7. 30am respectively and run in the same direction.Arun and Bhaskar run at 8 km/h and 12 km/h respectively. Bhaskar overtakes Arun at (a) 10:30 am (b) 9 am (c) 11:30 am (d) 11 am 6 SSC Combined Graduate Level (Main) Examination 2012 Question Paper 45. A man can row at 10 km/h in still water. If it takes a total of 5 hours for him to go to a place 24 km away and return, then the speed of the water current is (a) 2 km/h (b) 3 km/h (c) 2 km/h 1 (d) 1 km/h 46. A man started 2 0 min late and travelling at a speed of 1 times of his usual speed reaches his office in time. The time taken by the man to reach his office at his speed is (a) 40 min (b) 1 h 20 min (c) 1 h (d) 30 min 7. Divided Rs 15494 between A and B so that A’s share at the end of years may be equal to B’s share at the end of 11 years, compound interest being 20% per annum. Then A’s share is (a) Rs 8000 (b) Rs 9140 (c) Rs 9144 (d) Rs 9414 48. The principal amount which yields a compound interest of Rs 208 in the second year at 4% is (a) Rs 5000 (b) Rs 10000 (c) Rs 13000 (d) Rs 6500 49. An amount is invested in a blank at compound rate of interest. The total amount, including interest, after first and third years is Rs 1200 and Rs 1587 respectively. What is the rate of interest? (a) 10% (b) 3. 9% (c) 12% (d) 15% 50.The difference between compound and simple rates of interest on Rs 10000 for 3 years at 5% per annum is (a) Rs 76. 25 (b) Rs 76. 75 (c) Rs 76. 50 (d) Rs 76 51. A solid consist of circular cylinder with exact fitting right circular cone placed on the top. The height of the cone is h. If total volume of the solid is three times the volume of the cone, then the height of the circular cylinder is (a) 2 h (b) 2? 3 (c) 4 h (d) 3? 2 52. Water flows at a rate of 10 meters per in diameter. How long will it take to fill up a conical vessel whose diameter at the base is 40 cm and depth is 24 cm? a) 51 min 12 sec (b) 52 min 1 sec (c) 48 min 15 sec (d) 55 min 53. The three perpendicular distances of three sides of an equilateral triangle from a point which lies inside that triangle are 6 cm, 9 cm and 12 cm respectively. The perimeter of the triangle is (a) 42 2 cm (b) 45 3 cm (c) 52 2 cm (d) 54 3 cm 54. The area of a right-angled triangle is 24 cm2 and one of the sides containing the right angle is 6 cm. The altitude on the hypotenuse is 7 SSC Combined Graduate Level (Main) Examination 2012 Question Paper (a) 3. 6 cm (b) 4. 8 cm (c) 5. 2 cm (d) 12 cm 55 . A cost of cultivating a square field at a rate of Rs 135 per hectare is Rs 1215.The cost of putting a fence around it at the rate of 75 paise per metre would be (a) Rs 360 (b) Rs 810 (c) Rs 900 (d) Rs 1800 56. The area of a trapezium is 384 cm2. If its parallel sides are in ratio 3: 5 and the perpendicular distance between them is 12 cm, the smaller of the parallel sides is (a) 20 cm (b) 24 cm (c) 30 cm (d) 36 cm 57. The perimeter of the triangular base of a right prism is 60 cm and the sides of the base are in the ratio 5: 12: 13. Then its volume will be (height of the prism being 50 cm) (a) 6000 cm3 (b) 6600 cm3 (c) 5400 cm3 (d) 9600 cm3 58.If the length of a rectangular parallelepiped is 3 times of its breadth and 5 times of its height and its volume is 14400 cu cm, then area of the total surface will be (a) 2420 sq cm (b) 3320 sq cm (c) 4320 sq cm (d) 5320 sq cm 59. The capacities of two hemispherical bowls are 6. 4 litres and 21. 6 litres respectively. Then the ratio of their internal curved surface areas will be (a) 4 : 9 (b)2 : 3 (c) 2 : 3 (d) 16 : 81 60. Let A and B be two solid spheres such that the surface area of B is 300% higher than the surface area of A. The volume of A is found to be k% lower than the volume of B. The value of k must be (a) 85. (b) 92. 5 (c) 90. 5 (d) 87. 5 61. The ratio of the areas of the circum circle and the incircle of a square is (a) 2: 1 (b) 1 : 2 (c) 2 : 1 (d) 1 : 2 62. From a circular sheet of paper of radius 10 cm, a sector of area 40% is removed. If the remaining part is used to make a conical surface, then the ratio of the radius and the height of the cone is (a) 1 : 2 (b) 1 : 1 (c) 3 : 4 (d) 4 : 3 63. If the area of the circular shell having inner and outer radii of 8 cm and 12 cm respectively is equal to the total surface area of cylinder of radius R1 and height h, then h, in terms of R1 will be (a) 2 3 1 ? 30 7 (b) 2 1 ? 40 2 1 (c) 30 1 2 1 (d) 2 40 1 1 8 SSC Combined Graduate Level (Main) Examination 2012 Q uestion Paper 64. A well of radius 3. 5 m is dug 16 m deep. The earth removed is spread over an area of 400 m2 to form a platform. Height of the platform is (a) 1. 54 m (b) 154 m (c) 7. 7 m (d) 77 m 65. The ratio of the number of sides of two regular polygons is 1: 2. If each interior angle of the first polygon is 120o, then the measure of each interior angle of the second polygon is (a) 140o (b) 135o (c) 150o (d) 160o + 66. If x = (a) 0 , hen x2 – x – 1 is equal to (c) 2 (d) 5 + + + (b) 1 67. If x = , then the value of (a) 0 (b) 1 (c) + 3 is equal to (d) 68. The area of the region bounded by y = ?x? – 5 with the co-ordinate axes is (a) 25 sq units (b) 52 sq units (c) 50 sq units (d) 20 sq units 69. The real value of x, that satisfies the equation (a) 5 (b) 2 3 (c) ? + + = 5 + is (d) 4 a = 225, b = 227. + 70. Find the value of a3 + b3 + c3- 3abc when (a) 2304 (b) 2430 (c) 2034 (d) 2340 71.Number of solution of the equation (a) 0 (b) 1 (c) 2 ? + + = ? 2 is (d) 4 + + ? 72. If + (a) –2 = 1, then the value of (c) 2 is (b) ? 2 (d) ? 2 73. If ? = a + b, (where a, b are rationals), value of (a + b) is (a) –2 (b) 2 (c) 1 (d) –1 74. 232 – (2 + 1) (22 + 1)(24 + 1)(28 + 1)(216 + 1)) is equal to (a) 0 (b) 1 (c) 2 (d) 216 75. If the expression x + 809436 ? 809438 be a perfect square, then the value of x is (a) 0 (b) 1 (c) 809436 (d) 809438 76.If O is the orthocenter of the ? ABC and ? BAC =80o, then measure of ? BOC is (a) 80o (b) 100o (c) 120o (d) 90o 77. Two chords of a circle, of length 2a and 2b are mutually perpendicular. If the distance of the point, at which the chords intersect, from the centre of the circle is c (c< radius of the circle), then the radius of the circle is (a) a + b – c 2 + 2 – 2 2 + 2 – 2 (b) 2 (c) 2 (d) 2 78. Two concentric circles having common centre ‘O’ and chord AB of the outer circle intersect 9 SSC Combined Gradu ate Level (Main) Examination 2012 Question Paper he inner circle at points C and D. If distance of chord from the centre is 3 cm, outer radius is 13 cm and inner radius is 7 cm, then length of AC in cm is (a) 8 10 (b) 6 10 (c) 4 10 (d) 2 10 79. If PT is a tangent and AB is a chord of a circle and they intersect at the point P externally and PT = 2AP and AB = 18 units, then PT =? (a) 6 units (b) 9 units (c) 12 units (d) 15 units 80. In ? ABC, DE ? BC where DE intersects AB and AC at the points D and E respectively. If AD = 6 cm, DB = 12x – 6 cm, and AE = 2x cm and CE = 16 – 2x cm, then the value of x is (a) 6 (b) 4 (c) 2 (d) 8 81.If the sides of a quadrilateral ABCD touch a circle and AB = 6 cm, CD = 5 cm, BC = 7 cm, then the length of AD in cm is (a) 4 (b) 6 (c) 8 (d) 9 82. AB is the diameter of a circle with centre O and P is a point on it. If ? POA = 120o, then the value of ? PBO is (a) 30o (b) 50o (c) 60o (d) 40o 83. From the circumcentre I of the triangle ABC, perp endicular ID is drawn on BC, if ? BAC = 60o, then the value ? BID is (a) 75o (b) 60o (c) 45o (d) 80o 84. PQ is a chord of length 6 cm of a circle of radius 5 cm. tangents to the circle at P and Q meet at T. length of TP is (a) 4. 75 cm (b) 2. 5 cm (c) 3. 75 cm (d) 4. 25 cm 85. O is the centre of a circle. AC and BD are two chords of the circle intersecting each other at P. If ? AOB = 15o and ? APB = 30o, then tan2 ? APB + cot2 ? COD is equal to (a) 3 1 (b) 3 2 (c) 3 4 (d) 10 3 86. ? ABC is a right- angled triangle, where ? ABC = 90o. If AC 2 and AB – AC 2, then the value of cos2 A – cos2 C is (a) 1 5 (b) 5 (c) 2 1 (d) 5 3 87. At the foot of a mountain, the elevation of its summit is 45 o. After ascending 2 km towards the mountain upon an incline of 30o, the elevation charges to 60o. The height of the mountain is (a) ( 3 ? ) km (b) ( 3 + 1) km (c) ( 3 ? 2) km (d) ( 3 + 2) km 10 SSC Combined Graduate Level (Main) Examination 2012 Question Paper 88. The maximum value of sin8 + cos14 , for all real values of is (a) 1 (b) 2 (c) 1 2 (d) 0 ( + ) 2 ?1 1 2 89. If cos2 (a) 2 1 + sin2 = (b) 2 1 , 0o < < 90o, then tan = (c) (d) 90. If sin(10o 6’ 32†) = then the value of cos(79o 53’ 28†) + tan(10o 6’ 32†) is (a) (1+ 1 2 ) 1 2 (b) 1? 1 2 1 2 (c) 1 2 + 1 2 (d) 1 2 +1 1 2 91. If sin + cosec = 2, then the value of + is (a) 1 (b)1/2 (c) 2 92. tan tan tan (a) 1 2 (d) 0 tan ?sin2 = 1 (b) 2? 3 2 (c) 4 (d) 4 3 93. + = ? ? = , (a) 1 (b) 2 (c) 4 (d) 9 94. Number of integral values of x for which sin – (a) 5 (b) 4 (c) 3 (d) 2 , where 0o ? 90o, is 95. If x = sin + cos and y = sec + cosec , find y in terms of x. (a) + (b) (c) (d) + Directions (Q. Nos. 6-100) The following pie chart show the details of 1500 employees working in a company in various scales and also the break-up of 800 male employees across the scales. Study the graphs and answer the questi on. 11 SSC Combined Graduate Level (Main) Examination 2012 Question Paper Break-up of 1500 employess across the scales VII 8% I 22% Break-up of 800 male employees across the scales VII 10% VI 14% V 12% IV 10% VI 9% V 12% IV 11% I 24% II 15% III 19% II 18% III 16% 96. How many females are working in scale V? (a) 180 (b) 144 (c) 96 (d) 84 97. The male-female ratio working in scale VII is () 1: 2 (b) 2: 1 (c) 2: 3 (d) 3: 2 98.The scale(s) in which the number of working females is the same are (a) I and VI (b) I and III (c) III and VI (d) only III 99. The number of scales in which the female workface is less than the average female workface working in any scale is (a) 5 (b) 2 (c) 3 (d) None of these 100. Had the total number of employees working in the company been 1600 (800 male, 800 female) and pie charts of break-up across the scales the same, the percentage increase or decrease of female workforce in scale VII is (a) 10% decrease (b) 15% increase (c) 20% decrease (d) 20% increase 12

Mis Wintergear Case Study Essay

MIS 2301 Winter Gear Distribution Case Study wPlaces order Confirm order and delivery date, issues invoice  confirms invoice  fulfills order and ships goods  follow up delivery conditions met, and payment received wPlaces order Confirm order and delivery date, issues invoice  confirms invoice  fulfills order and ships goods  follow up delivery conditions met, and payment received Winter Gear Distribution Winter Gear Distribution FastFit FastFit 1. WGB WGB FastFit FastFit 2. A single personnel computer A single personnel computer Sales Sales scanner scanner Operations Operations Arrows| Flow of operation| 1| FastFit places order with sales personnel over the phone | 2| Sales manually completes paper order forms and sends confirmation to Fastfit for each order and their delivery dates| 3| FastFit confirms for orders to be filled| 4| Operations fills and ships orders to Fastfit| 5| Accounting issues invoice to FastFit| 6| FastFit fulfills payment as agreed| LAN with 4 personal computers, printer, and file server LAN with 4 personal computers, printer, and file server IBM ASA 400 system with 3 CRT-terminals IBM ASA 400 system with 3 CRT-terminals Accounting Accounting WAN to connect departments WAN to connect departments 3. If customers call and ask for the status of their orders, the answer would generally be simple because the order can be labeled as processing, fulfilled, shipped, or delivered. If the customer wanted more details, and depending on the tracking systems that the company uses, they may or may not be able to give them the general location of the order (UPS map tracking). Companies would general want to fulfill orders in a timely fashion, so pushing orders out of warehouses would be recorded and their status updated, therefore, it is not much of a business problem. 4. Errors in filling orders are likely because, for example, for ordering online, a customer can general edit shipment addresses, or items in their cart while the order has still not been shipped. If the company operated like WGD and had no communication between their departmental systems, confusion on the  what, where, and how much of a customer’s order can be messed up or not reflect the changes. Aside from the er rors of processing orders, delivery can have errors as well, such as late deliveries or deliveries to the wrong addresses. The business impact is that customers will be dissatisfied and frustrated due to the inefficiency of the supplier company. They will complain about the timeliness, or operation of a company which would harm the company’s reputation and possibly decrease revenues. Bad reviews by customers can lose a company’s past customers or ward away new ones. 5. Steps | Time elapsed | Customer places order with WGD| ~30-60 mins (over the phone, not very time consuming)| WGD processes order | ~1 day (must check inventory, input order into system)| WGD sends confirmation of order and delivery dates| ~within 1 day (email, digitally)| WGD fulfills and ships order| ~2 days (packages order, checks it over, updates order system input, ships out)| Customer receives shipment| ~3-4 days (delivery is most time consuming but since standard delivery is 5-8 days, fulfillment and delivery add up to about 5 if in U.S)| WGD issues invoice | Occurs during delivery| Customer fulfills payment| Varies, can be immediately or with a payment plan| WGD can likely ship an order within about 2-3 days but delivery time will be between 5-8 days. This is not a business problem because most companies operate similarly with standard delivery times, however, WGD can improve their efficiency, reduce errors, and increase customer satisfaction if they updated their systems to be interconnected and more modern technology. 6. A scanner in the Sales Department would reduce the time needed to manually input process forms. A WAN network would also be useful because it would connect the Sales, Operations, and Accounting Departments despite being in different buildings; this decreases error probability and increases efficiency in processing, fulfillment, and shipment. ( See red figures in diagram in Q2 for changes in technology to WGD).

Alzheimer\s Disease Essays - Cognitive Disorders, Free Essays

Alzheimer?s Disease Alzheimer?s disease is named after Dr. Alois Alzheimer who discovered the disease in 1906 after studying the brain tissue of an elderly woman who died of an unusual mental illness. It is a serious disease which causes mental deterioration and eventually death. Alzheimer?s disease is ?a progressive degenerating process of neural tissue? (Black). The symptoms of this disease can be slowed with certain treatments, but cannot yet be prevented or cured. Although not an infectious disease, Alzheimer?s is still very prominent in the world. Forty-five percent of people who are eighty-five and older have Alzheimer?s disease (Alzheimer?s). Also, the number of cases of Alzheimer?s is rapidly increasing. The National Institutes of Health (NIH) states that, ?experts suggest that as many as 5.1 million Americans may have Alzheimer?s disease? and that there are ?200,000 individuals under age 65 who have younger-onset Alzheimer?s? (NIH). Alzheimer?s is also the sixth leading cause of death in the United States. While other diseases? mortality rates are declining, Alzheimer?s mortality rate has gone up by sixty-six percent in the past eight years alone (Alzheimer?s). According to the NIH, scientists do not yet understand what causes Alzheimer?s. However, they do believe that Alzheimer?s develops due to a complicated series of events in the brain. The cause of Alzheimer?s is thought to be a mix of factors having to do with genetics, environment, and lifestyle. It is interesting to note that recent studies have shown that African Americans are actually at a higher risk of getting Alzheimer?s than other races. This may be due to the fact that African Americans have a higher rate of vascular disease, which is one of the risk factors of Alzheimer?s (African). Women also are more susceptible to this disease. As the NIH states, ?Because people differ in their genetic make-up and lifestyle, the importance of any one of these factors in increasing or decreasing the risk of developing Alzheimer?s may differ from person to person? (NIH). This makes finding a cure for Alzheimer?s all the more difficult because so many factors can affect it. Alzheimer?s is categorized in four different levels of severity: Early, Mild, Moderate, and Severe. During the Early Alzheimer?s stage, the patient has a decline in certain aspects of cognition such as word-finding, vision/spatial issues, and impaired reasoning or judgment. Some other symptoms may include: depression, social withdrawal, mood swings, distrust in others, irritability, aggressiveness, changes in sleeping habits, wandering, loss of inhibitions, and delusions, such as believing something has been stolen (NIH). Later, in the Mild Alzheimer?s stage, memory loss and other cognitive abilities worsen. A person with Alzheimer?s may have problems such as getting lost, trouble handling money and paying bills, repeating questions, taking longer to complete normal daily tasks, poor judgment, and mood and personality changes. As it progresses even further into Moderate Alzheimer?s, damage occurs to parts of the brain that control language, reasoning, sensory processing, and consciou s thought. Memory loss and confusion will worsen even more, and the patient will have trouble recognizing familiar people (NIH). The NIH says that, ?[The patient] may be unable to learn new things, carry out tasks that involve multiple steps (such as getting dressed), or cope with new situations. They may have hallucinations, delusions, and paranoia, and may behave impulsively? (NIH). By the time the patient reaches the final stage, Severe Alzheimer?s, the brain tissue will have shrunk significantly. According to the NIH, ?People with severe Alzheimer?s cannot communicate and are completely dependent upon others for their care. Near the end, the person may be in bed most or all of the time as the body shuts down? (NIH). Alzheimer?s vastly affects the daily life of a patient and his or her family. A person with Alzheimer?s will be very limited in the things that most people consider normal, daily tasks. As stated above, they will have trouble communicating with other people, and memory loss will take away most of or all reliability from them. They will also lose the ability to drive safely, as they will be more likely to get lost, will have a harder time turning, or may drift out of their lane more often (Driving). Their family and friends will also be greatly affected

Analyies Essay Example | Topics and Well Written Essays - 500 words

Analyies - Essay Example As a result, the price begins to fall. As such, this paper seeks to illustrate how these macroeconomic forces are applied to world markets through an analysis of a recent article about world oil demand. Oil is a commodity that drives the economy in every country and for this reason, it is in demand across the whole globe. According to International Energy Agency (2015), â€Å"The price of oil continued to collapse into January as rising supplies collided with weak demand growth and OPEC maintained its commitment to not cut production. Brent crude futures last traded at $48.40/bbl, near a six-year low.† the problem is heightened by weak macroeconomic forces that continue to restrain global oil demand according to the energy agency. The graph below illustrates the trend in oil demand across the globe. It can be observed that the supply of this precious commodity is higher than the actual demand. Given such a scenario, it can also be noted that the price of this commodity begins to fall. The law of demand and supply applies in every market economy. There are quite a number of macroeconomic forces that come into play in as far as the price of a particular commodity is concerned. For instance, it the consumers have enough disposable income, it means that the price of the commodity is likely to decrease. On the other hand, more supply of the commodity than what is actually demanded in the market entails that the product price will also decline. Many countries across the globe are slashing the prices of fuel because of the fact that oil prices are falling on the world market. Given such as situation, it can be observed that countries in different parts of the globe a compelled to respond according to the macroeconomic conditions obtaining on the ground. In the same vein, when the supply of oil declines, the price of the commodity increases. As discussed above, it can be seen that the price of a certain

Origins of the Fortune Cookie Essay Example | Topics and Well Written Essays - 1500 words

Origins of the Fortune Cookie - Essay Example Increasingly, fortune cookies have been understood as having been introduced by the Japanese, made popular by the Chinese but enjoyed largely by the Americans in the numerous Chinese restaurants in the U.S. all over the world, the cookies are known by their English term â€Å"fortune cookies†.However, there is no consensus on any particular Chinese name for the cookies since the Chinese merely have several literary transitions of the English â€Å"fortune cookie† such as â€Å"good luck lot cookie† or â€Å"fortune words cookie†. Fortune cookies are a major cultural symbol in the American society, inspiring several other products such as fortune-cookie-shaped jewelry and the fortune-cookie-shaped magic 8 ball among others.There are nearly 3 billion fortune cookies manufactured each year, many of which are consumed in the U.S. and the leading manufacturers of the cookies are the Brooklyn-based firm Wonton Food Inc.It is an indubitable fact that America has more Chinese restaurants than McDonald's, Burger King, and Kentucky Fried Chicken outlets, in Lee’s words, which shares insights on the history of Chinese cuisines in the country. In her book, Lee advances the argument that despite popular belief, a vast proportion of what is commonly known as Chinese food is all American and little is known about them back in China.In that respect, it logically follows that common cuisines such as beef with broccoli (an Italian vegetable), egg rolls, General Tso’s chicken, chop suey, and fortune cookies are all American foods.

Appraisal of foreign direct investment Essay Example | Topics and Well Written Essays - 3500 words

Appraisal of foreign direct investment - Essay Example A review of capital structure of FUSE plc has also been undertaken. Foreign direct investment implies transfer of capital, managerial, and technical assets by a multinational entity from the country where it is based to the country where investment is made. FDI may involve participation by the host country in equity capital, managerial control, and operational control. FDI decisions are complex issues as FDI projects are subjected to a variety of risk factors. For the case under study the FUSE plc has set up certain criterion for taking a decision for investment in a power generating project in Pajistan. The basic rule for investment decisions is that the internal rate of return on the project should be greater than the weighted marginal cost of the investment. The rule dictates that â€Å"accept projects up to the point at which the marginal return on an investment equals its weighted cost of capital. Beyond that point, its investment return will be less than its capital cost.† (Lawrence J. Gitman, page 519)i However, the investment criterio n of FUSE Plc for investment in emerging market like Pajistan is three fold as under: As per above criterion of investment, the computations of hurdle rate become imperative. Hurdle rate is the â€Å"minimum acceptable rate of return for a proposed project to merit investment. Usually, the hurdle rate is the opportunity cost of capital or the best return the company could get by investing the capital elsewhere. To be financially justifiable, a project’s internal rate of return must exceed the hurdle rate set by the firm for such project.†(Paul M. Swamidass, page 286)ii FUSE plc has set its hurdle rate for Pajistan project at 5% above the weighted cost of average capital to the company. Accordingly computations of WACC are important to devise the required hurdle rate. It is important to note that â€Å"cost of capital is the rate of return that a firm must earn on the projects, in which it invests to maintain the

Management case study Example | Topics and Well Written Essays - 500 words

Management - Case Study Example There is a feeling of job insecurity. Shank’s social needs have not been met too by her previous employer. She did not feel a sense of belonging because the owners just did not seem to care about their employees. Shank’s esteem needs were not satisfied too. The company did not show any appreciation for their employees. She did not feel that she is being valued as an employee and she felt that she was taken for granted; thus, her self-esteem and personal worth was at a low. Her ideas were not important to management. Even her self-actualizing needs were not met because they were not concerned with her personal growth. There are several things that can be done to meet these missing needs such as recognizing achievements of employees through promotions, bonuses and salary increases, so they will feel appreciated and valued. Job security should also be provided for including the giving of retirement benefits. Management should also provide employees opportunities to reach t heir full career potential. Use the Expectancy Theory and/or the Equity Theory of motivation to explain how feeling underpaid might affect the work of a Flight 001 associate and what a manager can do to increase the employee's motivation.

Business Strategy Assignment Example | Topics and Well Written Essays - 500 words

Business Strategy - Assignment Example I have two months in experience in a busy work experience. Between March and May 2014, I was an intern working at Brazeila Med Spa in Boca Raton; FL. Brazil Med Spa is one of the Florida’s leading medical SPAs suppliers since 2007. I worked in three departments while I was in the company: the finance department, insurance department and in the reception. In the finance department, I participated in balancing books of accounts, preparing tax returns, making cash collections and deposits, budgeting, and bank reconciliations. I received and recorded claims in the insurance department and provided customer care services at the reception. During the two-month period, I portrayed excellent qualities of honesty, loyalty, and determination. I would like to join the business strategy class. Business strategy encompasses strategic management of the organizational functions with the aim of enhancing the quality of the product. I will acquire skills necessary for formulation, implementati on, and evaluation of cross-functional decisions that will enable an organization to achieve its long-term goals. Additionally, I will acquire competencies that can help me to specify the organization’s mission, vision, and objectives, develop policies and plans and proper allocation of resources for business prosperity. I am adaptable and easily accept change with new initiatives and processes. I understand the dynamism and complex nature of the modern business world, hence, flexibility is my best strategy for business sustainability.

Part 3 Essay Example | Topics and Well Written Essays - 1250 words

Part 3 - Essay Example Multinational Corporations execute diverse roles in the foreign exchange market such as the provision of different methods of foreign investment and promotion of exports and exports. Nevertheless, such entities tend to incur diverse risks such as exchange rate vitality and flexibility in pricing. Foreign exchange risk relates to the possibility of losing financial resources in the course of buying and selling currency due to unexpected changes in relation to exchange rates. Besides their roles in the foreign exchange market, multinational corporations face diverse risks. Multinational corporations execute diverse roles and duties within the foreign exchange market. In this section of the research paper, the focus will be on illustration of the different roles of multinational corporations in the foreign exchange market. Most of the multinational corporations tend to engage in exporting and importing of various products based on the demands and projections in their host nations. In that context, multinational corporations contribute to the promotion of imports and exports within the foreign exchange markets. Multinational corporations are also vital for the generation of diverse decisions in relation to foreign investment. That is through the integration of the market research and development programs in the course of making appropriate decisions with reference to the achievement of the goals and targets within the industry and market of operation. Multinational corporations are essential to the provision of alternative techniques of the foreign inve stment. It is vital to the realization of effectiveness and efficiency in the achievement of the goals and targets of foreign investment. Similarly, organizations or multinational corporations operating in the foreign exchange market concentrates on the promotion of international

The Spring and Autumn Period and the Warring States Essay

The Spring and Autumn Period and the Warring States - Essay Example However, the rule presented in the government states had been different as compared to the kingdom system. The organizations based on the government system had been based on the choices presented in the people, although some members who sought the power presented in the society had created tyrannical rule. Kingdoms, on the other hand, had been created based on a succession system that favored the royal groups to dominate the society. The other presentation had been seen in the reaction of the individuals within these societies based on the achieved organizational setting. One of the rich cultures that had been based on the political regions had been realized in Chinese History during the Spring and Autumn Period and the Warring States, which saw famous development in the great nation, although they had presented different governance system with cultural diversity. Spring and Autumn Period The period had been accorded the name following the prediction held in the Lu states where the t radition had been linked to the renowned Confucius. The period held variable developments in the cultural affiliation and reforms in the government that had been linked to the organization of the societal members (Booth, Cox, and Dunne 46). The period saw the abolition of the feudal system and the Zhou Dynasty Kings were accorded insignificant authority. However, their dominance had been felt in a minimal area located in Luoyi. The Kingdom witnessed periods that had contributed to the fall of the authority that they had once presented in the society. With the lost authority, the Kings had lacked the needed power to rule the land and sought comfort from the might in the established lords of the land. The development of the vassal states saw these lords rise to power to dominate the region and the example had been noticed in the forceful fall of Western Zhou Empire. The result led to the rise of vassal states from the fall of the Zhou kingdoms to breed the fall of the clan communities . The development witnessed saw china develop the adoption of a new ore in iron deviating from the bronze period to issue the development needed in the structural mechanism. Iron led to the production of tools and weaponry that were influential to attributing the noticed changes. The clan communities had disintegrated with the introduction of the well-field system. The presentation saw the deviation from bureaucracy, that had been centered on blood lineages (Yan and Bell 224). The centralized government system had been established to replace the earlier feudal system generated in the fallen regime. The changes in the political government saw the fall of the Zhou son weakening the successor and developing tension within the Chinese states. Individual states had been bred from the chaos and political instability that threatened to divide the people. The provision saw the development of states that had the power to contend for the power. These developments saw the adoption of a system that led to the rise of the Warring States Period. After the fall of the Western Zhou, the establishment of the courts within the eastern capital had been marked with minimal dominance of the realized powers. The authority within the vassal states had first

Les Demoiselles D’avignon Essay Example for Free

Les Demoiselles D’avignon Essay My museum paper is on the Les Demoiselles d’Avignon, painted by Pablo Picasso in Paris, June-July 1907. Oil on canvas, 8’x7’ 8† (243.9233.7cm). He became one of the greatest and most influential artists of the 20th century and the creator (with Georges Braque) of Cubism. A Spanish painter, sculptor, printmaker, ceramicist, and stage designer, Picasso was considered radical in his work. Born October 25, 1881, Malaga, Spain, and after a long prolific career, he died April 8, 1973 in Mougins, France. This was my first time at the Museum of Modern Art; I never went there because I never had everyone to go with me. I went with my cousin; she is an art teacher and who better to go to the Museum of Modern Art with then an art teacher. When we first got to the museum there wasn’t much to see in the lobby. We went on the escalator to the fifth floor were hundreds of people walking all thought-out the galleries. My cousin explained all the different types of art and artists to me as we were walking though the galleries. I ended up in the Alfred H. Barr Jr. Painting and Sculpture Galleries where I seen a painting from a French painter, Fernand Leger called â€Å"Women with a Book† I thought that was the painting that I wanted to do my report on, but when I seen art work from Pablo Picasso like, The Studio, Ma Jolie and The Three Musician I was speechless. Some of his work that I seen at the museum was breathtaking, but one in particular caught my eye; it was the Les Demoiselles d’Avignon. It is located in the Blanchette Hooker Rockefeller, Second Gallery. As you walk into the gallery, the â€Å"Les Demoiselles d’Avignon† is the first painting you see, because of how large it is, and all the bright colors in the art work. When I seen the Les Demoiselles d’Avignon in my art book I through that it was a nice painting, but when I stood right in-front of it I was astonish. The Les Demoiselles d’Avignon is not just a painting; it truly is a master piece. There had to be about thirty people standing around the Les Demoiselles d’Avignon and another twenty people looking at the other art work in the room. Some people were just standing looking at the painting, some taking pictures. As I, started taking pictures of Les Demoiselles d’Avignon I couldn’t help but notice the painting to the right, it was called â€Å"Repose† and to the left was another painting called the â€Å"Two Nudes† both are painted by Picasso. Les Demoiselles d’Avignon are the woman of Avignon, the term demoiselles (meaning â€Å"young ladies†), was a euphemism for prostitutes and â€Å"Avignon† refers not to the French town but to a street in the red-light district of the city of Barcelona where Picasso was a young artist. (Art A Brief History), pg 532. Print. The d’Avignon are actually five prostitutes, and these are five women naked. They’re looking at us, as much as we’re looking at them. The very early studies show a sailor walking into this curtained room where the ladies stand and the woman on the far left now has the traces of having been that man entering the room, and you can even feel a certain masculinity in the sort of sculptural carving of her body and the way that the very large foot is stepping toward the others. It almost seem like it’s a build-up of geometric forms, and if you look at the chest of the woman at the very top right, you can see one of these cubes making up the space underneath her chin, thus the name Cubism. One striking aspect of this painting is the way that it’s staged on which these women are painted, is almost looming out at the viewer. Rather than feeling like these woman are nice and safely set back in some kind of room, that you are peering into. I feel like the woman are almost piled on top of each other. Piled in such a way that the canvas is almost stepping out at the viewer. Its part of the desire of the painting to confront you, I think physically, psychologically, as well as intellectually with everything that’s going on in it. It’s painted in pinkish, peach flesh skin tones against a back drop of brown, white and blue curtains. The figures are very flat and theirs is little illusion that these are real bodies. Looking at the five figu res from left to right, the woman to the far left is standing in profile facing right with her left hand; she reaches up behind her head to hold an orange brown curtain back. She has long straight black hair falling down her back. Her head, from the neck up peers to be in shadow or sun-tan, it’s a darker brown than the pinkish flesh of her body. She stares straight ahead expressionless. Her right eye from the front view is large, simplified and out-lined in black with a black pupil surrounded by brown. Her right arm hangs stiffly by her side. Her breast jets forward in a ruff square shape. Beside this figure, in the center of this painting are two women looking directly forward, straight out of the canvas. Their black eyes are wide and uneven. Their left eye brows extend a sweeping line to form simplify noses. Their mouths are straight lines. The one on the left raises her bent right elbow and places her hand behind her head, as if posing seductively. Her black hair is pulled back and falls behind her left shoulder. Her breasts are half circles; none of the women’s breast has nipples. The women on the right, raises both arms and puts both hands behind her hand. Her dark brown hair is pulled into a high bun. The last two figures don’t fit in with the painting, they are unexpected. The one to the top right stands back, her raised arms parting the blue curtain on which she’s coming out from. Her black hair hangs down her back; one eye socket black and empty. Her nose, like her face is large and elongated, striped diagonally in green across her cheek, suggesting less the face of a human then the forms of an African mask. In front of her, is another woman she is sitting or squatting, elbow on one raised knee which jets forward at the center of the painting almost looks as if her back is facing the viewer, but that is not true because her dark tan face is turned towards the viewer. She raises her arm to her face and beneath her chin is a large ambiguous form recalling a boomerang, it might be her hand, or a piece of melon she’s eating. Her body is flat and her nose is also stripped. Her face looks like a mask, and she has one uneven eye completely white, the other completely blue. The drapery behind them doesn’t hang softly; it looks like shatter pieces of glass with blue and white tones. In the center at the bottom of the painting are assorted fruits on a wrinkle white cloth; a pear, an apple, grapes and a slice of melon. The pear and apple have shrieks of red in them, the melon is reddish too and the grapes are grayish white. In conclusion, my experience at the Museum of Modern Art was delightful. Walking through the museum and seeing ancient statues and painting from so many different decades was so fulfilling. I didn’t realize how much I enjoy looking at art work; I just wanted to see more and more. I kept asking myself, how did they do this? How did they do that? What were they thinking when they paint this? Even though I didn’t get all my answers I was like a sponge, soaking it all up. What a wonderful, amazing day. I will definitely go back. Bibliography: Cothren Michael W., and Marilyn Stokstad. Art: A Brief History 4th ed. Page.531, 19-7. Acquired through the Lillie P. Bliss Bequest (333.1939) Laurence King Publishing Ltd, London. (2010-2007) Print. Museum of Modern Art 11 West 53 Street, New York, NY 10019. April 29, 2012 Pablo Picasso. Les Demoiselles dAvignon. 1907. Oil on canvas, 8 x 7 8 (243.9 x 233.7 cm). Acquired through the Lillie P. Bliss Bequest.  © 2003 Estate of Pablo Picasso/Artists Rights Society (ARS), New York. http://www.moma.org/ Web. (2012).

Why We Need Accounting Standards Accounting Essay

Why We Need Accounting Standards Accounting Essay This essay talks about Accounting Standards which is important in financial. And it is interesting topic which discusses identified accounting standards which is important to each company. And it is analysis different things which relate with Accounting Standards as: International Accounting Standards (IAS), Accounting Standards Board (ASB), why we need accounting standards? , different accounting standards, and finally advantages and disadvantages of accounting standards Accounting Standards are authoritative statements of how particular types of transaction and other events should be reflected in financial statements and accordingly compliance with accounting standards will normally be necessary for financial statements to give a true and fair view. [Aidan, (1971)] In fact, Inflation accounting was only one part of a bigger move towards accounting standards. Standards had been proposed a few years earlier to limit the extent for judgment in the preparation of accounts. International Accounting Standards (IAS) are lay down by the international Accounting Standards Board. Now these are compulsory for all European listed companies. The US market rejects IAS without reconciliation to US GAAP. UK non-listed companies still follow UK accounting standards. [Mellett, (1995)] Accounting Standards Board The connection among the International Accounting Standards Board (IASB) and the Financial Accounting Standards Board (FASB) is one that can be increased continuously. These have same task which able to improve continuously and make rules to preparation financial reports. Financial Accounting Standards Board (FASB) is considered one branch of the financial statements. This company based in Norwalk and Connecticut and its non-profit. In financial accounting, the (FASB) has responsibility for put principles of accounting for the private sector. Why do we need accounting standards? Accounting is used in every type of business and organization from big multinational organizations to local shop, from traders and companies. It can cover an unlimited range of activities as different for example: charities, doctors, lawyers, mines, betting shops, banks, cinemas, circuses, farms, airlines, estate agents and so on. People invest in organizations of all kinds and they would all like types have faith and trust in the figures reported in their financial statements. But this variety of kind of business, and of size, means that, while general principles can be laid down, detailed regulations that it would make sense to apply to one company would be unsuitable for another company. For example; impossible to provide 100% assurance of the validity of the financial statements of every conceivable organization through the creation of a single set of rules and procedures. Accounting is very important to help the reader to arrive conclusion, and there are important set guidelines to take any thing relate to the accounting. These guidelines are called accounting policies. The intricacies of accounting policies allowed companies to change accounting principles for their benefit. This made it impossible to make comparisons. For example; Accounting Standards in India are issued by the Institute of Chartered Accountant of India (ICAI). At present there are 30 Accounting Standards issued by ICAI. Different Accounting Standards Different accounting standers are a drag on improvement in much the same way as different languages are an inconvenience. Unlike creating a world language, crating one set of standards is achievable. Apart from the possible saving for companies with different international structure, complying with an internationally understood accounting paradigm opens up a wider investment audience. [Betsy Willis and Becky Jones, 1998] Conceptual Framework The development of a coherent and consistent set of accounting principles which underpin the preparation and presentation of financial statements. First- and fundamental importance- all involved in global financial reporting must have a common mission or objective. At the heart of that mission is a conceptual framework which must focus on the investor, provide decision-useful information, and assure that capital is allocated in a manner that achieves the lowest cost in our world markets. A conceptual framework is an attempt to create a set of fundamental accounting principles which will help standard-setting. A major achievement of the search for a conceptual framework has been the emergence of the decision-making model. The essence of this is that the objective of financial statements is to provide financial information useful to a wide range of users for making economic decision. A second objective is to provide financial information for assessing the stewardship of managers. In order to be useful, this information must be relevant, reliable, comparable and understandable. Although there is general agreement on the essentials of a decision- making model, there is little consensus on which measurement model should underpin the decision-making process. Conceptual Framework [http://sqarra.wordpress.com/concept/] Advantages of Accounting Standards: Accounting standards is keeping track of transaction It be used to predict cash flow and maintain a budget and for revenue expected It has facilities for offer uniform reports to financial statement It is useful to investors and to foreign groups to evaluate the development of another investment in different companies in different countries Standards helps accountant to contact with their customers through the offer set of laws of authority to which the accountants can appeal It is use to regulate the different accounting policies and practices with a view to eliminate to the scope possible the non-comparability of financial statements Disadvantages of Accounting Standards: An unfavorable condition or circumstance. Something that places one in an unfavorable condition or circumstance. Damage or loss, especially to reputation or finances; detriment. Conclusion Accounting standards is important for any company in the world. It is help companies to know how much is loss or gain monthly and yearly. So its must be careful when do its account to be all thing correct. It is necessary to keeps a budget and revenue for the company. Also it is important in accounting standards show framework of any project the company will does such as know the objective of financial statement, Underlying assumptionsà ¢Ã¢â€š ¬Ã‚ ¦etc. Also it considers an attempt to create group of accounting principles which help to put standards.

The importance of geometry

The importance of geometry This chapter includes the importance of geometry and the importance of learning how to solve traditional word problems by students in school mathematics. The concerns of mathematics education stakeholders about word problem solving based on national and international assessments and the suggestions provided by researchers and educators to improve students performance when solving word problems are also reviewed. The theories and empirical studies that focus on comprehension, representation, and solution of word problems are summarized. Although using mathematics, and in particular geometry, to model situations from work places has been part of education for centuries, the review of the literature starts with the beginning of the late nineteenth century, with the exception of Renà © Descartes (1596-1650) doctrine of problem solving (Encyclopedia Britannica, 1983). The review includes recommendations from important publications that inform mathematics education. Research-based theoretical and conceptual frameworks that support the solution process of mathematics word problems are used to develop a research hypothesis for examination in this study. Problem Solving and Solving Word Problems Some mathematics educators and researchers believe that a problem lies as an obstruction between two ends, the problem and the solution, without any clearly defined ways to traverse (Brownell, 1942; Mayer, 1985; Polya, 1980). This definition may also be applied to word problems because many researchers include math word problems in problem solving research (Kilpatrick, 1985). The logic behind this definition can be traced back to Renà © Descartes (1596-1650) philosophy which suggests that method is necessary to uncover the truth of nature. The following excerpt from Encyclopedia Britannica (1983) on Descartes Discourse on Method is worth mentioning as part of his doctrine of problem solving  [1]  [The Discourse] is a philosophical classic. [It] hides the fundamental assertion that the human mind is basically sound and the only means of attaining truth à ¢Ã¢â€š ¬Ã‚ ¦ never to accept anything as true which I [you] did not clearly and distinctly see to be so. Descartes thus implies the rejection of all accepted ideas and opinions, the determination to doubt until convinced of the contrary by self-evident facts. The second rule is an instruction to analyze the problem to be solved. Once cleared of its prejudices, the mind, using the example set by mathematicians, must divide each of the difficulties under e xamination into as many parts as possible; that is, discover what is relevant to the problem and reduce it as far as possible to its simplest data. The third rule is to conduct my thoughts in order, beginning with objects that are the simplest and easiest to know and so proceed, gradually, to knowledge of the more complex. The fourth rule is a warning to recapitulate the chains of reasoning to be certain that there are no omissions. These simple rules are not to be considered a mere automatic formula; they are to be regarded as a mental discipline, based on the example of mathematical practice. (p. 600) Schoenfeld (1987) summarized the four phases of Descartes problem solving plan. The idea in phase I is to reduce an algebra problem to a single variable equation for solving. Phase II suggests reducing a mathematics problem to an algebra problem and solving it according to phase I. In phase III, any problem situation is converted to a mathematics problem by mathematizing. In phase IV , the problem is then solved using the ideas in phase I and II. In two of his many rules (rules XIV and XV), Descartes suggested the drawing of diagrams as an aid to solving problems (pp. 29-36). It is noted from the above excerpt of Descartes problem solving process that a problem should be broken down to its parts before attempting to solve it. Each part should also be understood separately. For example, a word problem can usually be solved if one can understand the words (vocabulary), their meaning, their interconnection, the objects they represent, and the relevance of those objects in the problem. Solving a word problem is also sometimes referred to as problem solving. According to Branca (1987), problem solving is an alternative meaning of applying mathematics to different circumstances (p. 72). That means if a situation is explained in words, or in a word problem, then applying mathematics as a tool to solve that problem situation may be treated as problem solving. Also, Brow n, Cronin, and McEntire (1994) stated that assessment on word problems has different names, including math reasoning, problem solving, word problems, as well as story problems (p. 32). Although word problems have been extensively used in problem solving research, the similarity and differences between word problems and problem solving should be clarified. A word problem is also a problem to solve, according to the definitions previously mentioned. Many educators think solving word problems require the problem solving skills. For this dissertation, word problems will refer to problems of the type that appear in standardized assessments and tests such as the NAEP, the New Jersey HSPA, the SAT, and the ACT. They are not problems related to everyday human life without unstated facts where students have to wander, collect facts for mathematizing the situation before solving them. The problems in this study can be attempted using general heuristics (Polya, 1945; Schoenfeld, 1985), as well as through the application of Descartes problem solving principle and other methods based on Descartes philosophy. According to Kilpatrick (1987), in recent years, some researchers in mathematics education have used problems with increasing level of difficulty and learning opportunity that require the novel combination of rules and reasoning. A few similar problems were used in this research. (See Appendix K for sample problems) However, these problems are infrequently found outside of tests or class assignments. Solving Word Problems: A Goal of Mathematics Education Learning to solve problems is the principal reason of studying mathematics (National Council of Supervisors of Mathematics, 1977, p. 2). The NCTM (Krulik Reys, 1980) also suggested that problem solving be regarded as the major goal of learning school mathematics from 1980 to 1989 and repeated that recommendation more recently (NCTM, 2000). Mathematics accomplishment of students, which includes problem solving, became a major concern in the U. S. with the release of A Nation at Risk (U. S. Department of Education, 1983). This publication recommended focusing on the teaching of geometric and algebraic concepts and real-life importance of mathematics in solving problems. The low word problem solving ability of U.S. students of 9, 13, and 17 years of age was verified by the first data from the NAEP conducted in 1973. While analyzing the results of that assessment, Carpenter, Coburn, Reys, and Wilson (1976) concluded: It is most disturbing to ascertain the suggestion that many students receive very little opportunity to learn to solve world problems. The assessment results are so poor, however, that we wonder whether this is not the case. A commitment to working and thinking about word problems is needed for teachers and their students. (p. 392) Table 2.1 shows the scale scores of NAEP on mathematics obtained by U.S. students in grades 4, 8, and 12, on a 0 to 500 scale, from 1990 to 2007. Table 2.2 s hows the percent of different types of word problems correctly answered by the students in grades 8 and 12. According to Braswell et al. (2001), the achievement levels of 249, 299, and 336 are considered proficient levels for fourth-, eighth-, and 12th-grade students, respectively. Table 2.1 indicates very small improvements in the NAEP test scores for fourth-grade and eighth-grade students over the span of 17 years (1990 to 2007). However, these scores are below the suggested proficiency levels. It may be noted from Tables 2.1 and 2.2 that improvement, either in overall performance or in word problem solving skills for all participating U.S. students, is trivial. Also the scores that hover around 230 for grade 4, 275 for grade 8, and 300 for grade 12 on a 0 to 500 scale are too low. Of particular concern is an average of only 4% correctly answered questions for the years 1990 to 2000 (Table 2.2) by U.S. grade 12 students on volume and surface area related problems. International as sessments such as the FIMS in 1965, the SIMS in 1982, the PISA in 2003 and 2007, and the TIMSS in 1995 and 2003 further attested U.S. students poor problem solving skills and highlighted their low mathematical achievement in comparison to students from other participating countries. The FIMS and SIMS conducted mathematics assessment of 13year-old students and high school seniors (National Council of Educational Statistics, 1992). According to the NCTM (2004), the PISA measures the numerical skills and problem solving aptitude of 15-year-old students on a scale of 0 to 500whereas the TIMSS measures fourth and eighth grade students ability on concepts on a scale of 0 to 1000. The NCTM also reported that the NAEP, TIMSS, and PISA, which are low-stakes tests, generate group performance results of students. High-stakes tests, like New Jerseys HSPA or other state mandated tests, as well as the SAT and ACT, focus on the performance of individual students. Of the three assessments, NAEP, TI MSS, and PISA, TIMSS and NAEP have the most in common in terms of mathematical concepts and cognitive necessity (NCTM). The findings from the mathematics results of the PISA of 2000 and 2003 reported by Lemke et al. (2004) indicated that U. S. performance in algebra and geometry was lower than two-third of the participating OECD countries. Even the top 10% of the participants in the U.S. were outperformed by more than half of their OECD counterparts in solving problems. The then U.S. Education Secretary emphasized the need to reform high schools on top priority basis (U.S. Department of Education, 2005). The latest PISA (2007) results indicated that the mathematical accomplishment of U.S students is lower than the international average. According to TIMSS (2003), U.S. students of fourth and eighth grades scored on average 518 and 504, respectively in mathematics. These scores were higher than the average score of 495 of the fourth-grade students in the 25 participating countries and the average score of 466 of the eighth-grade students in the 45 participating countries. However, these scores were lower than the 4 Asian countries and 7 European countries for fourth grade and lower than the 5 Asian countries and 4 European countries for eighth grade. Although the average score of U.S. eighth-grade students improved by only 12 points from 492 in 1995 to 504 in 2003, there was no change reported by TIMSS in their score from 1999 to 2003. Overall, these scores on a scale from 0 to 1000 indicate that students in grades four and eight in the U.S. only achieved about 50% mastery of the concepts tested. National (NAEP, 2007) and international (FIMS, 1965; SIMS, 1982; TIMSS, 1995, 1999, 2003) assessments indicate that student achievement in mathematics remains a major educational concern. Those assessments use multiple choice, short-response, and open-ended word problems which are similar to those on the New Jersey HSPA, SAT, and ACT. Since students mathematical skills are measured using one or more of the above assessments, learning to solve word problems must be considered a major goal of mathematics education and a major component of assessing student achievement in mathematics. Further, learning to solve word problems related to real-life situations using mathematical concepts also helps students to be successful at work and in their lives. Geometry as a Cornerstone of Mathematics-History of Problem Solving and Geometry In ancient India, the rudiments of Geometry, called Rekha-Ganita, were formulated and applied to solve architectural problems for building temple motifs (Srivathsa, Narasimhan, Saà ¡Ã‚ ¹Ã†â€™sat 2003, p. 218). The 4000 years old mathematics that emerged in India during The Indus Civilization (2500 BC-1700 BC) proposed for the first time, the ideas of zero, algebra, and finding square and cube roots in Indian Vedic literature (Birodhkar, 1997; OConnor Robertson, 2000; Singh, 2004). The significance of studying geometry is evi dent from the past mathematical records. The book, A History of Mathematics (Suzuki, 2002) provides the mathematical innovations made by the most brilliant mathematicians from ancient times until the 20th century. Some of the mathematical developments presented in this book that are related to problem solving and geometry are discussed next. According to Suzuki (2002), the ancient Egyptians (3000 B.C.) demonstrated their skills in solving word problems by an Egyptian scribe on the mathematical papyri using the concepts of linear and nonlinear equations without any mathematical notations. That is, every problem solved by an Egyptian scribe was a word problem (p. 13). In order to redraw property lines after the yearly flooding of the Nile, the Egyptians developed realistic geometry related geometric figures, but not their abstract properties. Also, their geometry is filled with problems relating to pyramids (p. 16). The Babylonians (1700 B.C.) also routinely solved more complicated an d complex problems à ¢Ã¢â€š ¬Ã‚ ¦ entirely verbally (Suzuki, 2002, p. 28) without any system of mathematical notations. Their ways of solving interest relate problems show their advanced mathematical skills. According to Suzuki, the Babylonians also developed methods for calculating the area of triangles, trapezoids and other polygons. Before Pythagoras (580-500 B.C.), the Pythagorean Theorem was well known to the Babylonians (p. 31). The development of pre-Euclidean geometry goes back to the age of Plato (427-347 B.C.). It is said that the entrance plaque to Platos school in Athens read, Let No One Unversed In Geometry Come Under My Roof (Suzuki, 2002, p. 74). According to Suzuki, Plato had probably discovered the word mathematics from the mathema, meaning the three liberal arts, arithmetic, geometry, and astronomy (p. 74). Later, Euclid (300 B.C.), who lived in Alexandria, Egypt, wrote the Elements, a conglomeration of 300 years of Greek geometrical development. The Elements was so important for the next two thousand years of mathematics that Euclidean geometry became an essential part of learning mathematics until it faced the first serious mathematical challenges (p. 86) in the 19th century. The significance of understanding geometry for high school students has been a part of recommendations of the committees on mathematics education in the U.S. since 1894 (Commission on Mathematics, 1959; National Education Association, 1894, National Committee on Mathematical Requirements, 1923; Progressive Education Association (PEA) Committee and the Joint Commission, 1940; The National Committee of Fifteen, 1912). An account of these committees reports may be found in the 1970 yearbook of the NCTM, A History of Mathematics Education in the United States and Canada. A brief of the recommendations of these committees are presented below. The first national group of experts that addressed mathematics education was the subcommittee on mathematics of the Committee of Ten (National Education Association, 1894). They considered the goals and curriculum for mathematics education and recommended preparatory work on algebra and geometry in the upper elementary school curriculum. On demonstrative geometry, the committee stressed on the importance of elegance and finish in geometrical demonstration (p. 25). About demonstrative geometry, the committee further stated, there is no student whom it will not brighten and strengthen intellectually as few other exercises can (p. 116). This suggests all mathematics teachers engage their students in using the geometric concepts to visualize their surroundings and to geometrically demonstrate what they visualize. The final report of The National Committee of Fifteen on the Geometry Syllabus (National Education Association, 1912) recommended using realistic approaches to exercises in mathematics instruction. Eleven years later, its final report, The Reorganization of Mathematics in Secondary Education (The National C ommittee on Mathematical Requirements, 1923) also stressed the importance of the studying geometry. The commission advocated that the course of study in mathematics during the seventh, eighth, and ninth years contain the fundamental notions of arithmetic, of algebra, of intuitive geometry, of numerical trigonometry, and at least an introduction to demonstrative geometry (p. 1). One of the practical aims of this ecommendation was to encourage familiarity with geometric forms common in nature and life, as well as the elementary properties and relations of these forms, including their measurement, the development of space-perception, and the exercise of spatial imagination.

Womens Roles Essay -- Ancient India, Gender Roles

In ancient India, women occupied a very important position, a superior position to men. To understand the position of women in Hinduism, we must recognize the Hindu scriptures guidelines to a woman’s position in Hindu society, but fail to address some roles of a Hindu woman specifically. This vague generalization of a woman’s role in the religious spectrum leaves open interpretation for the woman. Conflict arises when women are criticized by men, for the way they interpret the guidelines. Critically, we begin with the Hindu scriptures, because it is the heart and source of their cultural norms which can be perceived as an expression of the perceptions of the way of life. Scriptures of Hinduism hold the highest authority towards women roles and more importantly their obedience to their husbands. Laws enforced by the community; proves the husband’s absolute power over his wife. Despite the fact that the most powerful gods and goddesses of the Hindu religion are women, women in the society are expected to fill subservient roles to men. In this paper I will discuss the spiritual and cultural disconnect, answering the question why women are made to be obedient in spite of the spiritual hierarchy and why women continue to be subservient. These pivotal elements of obedience rose from a patriarchal society that deems women as subservient role. If Hindu scriptures can be perceived as the highest authority, what are the scriptures views on the position of women? The scripture states that although there are no spiritual differences of men and women, there are also no spiritual differences of men and women. Women have the same religious and spiritual freedoms in Hinduism as men. However, the status of women has been affected by other ... ...ful. The concern of protecting family honor must be appropriately examined. As husbands realize the importance of honoring their wives, maintaining prosperity, structural family alliances and public acknowledgement, wives also acknowledge the same importance, but in the concept of obedience† (Derne, 208, 211-212). India as an ethnically diverse society has religious, cultural, and social patterns of everyday Hindu life that must be adhered to. Ongoing movements within the culture still portray women as â€Å"good obedient wives†. Trained in submissiveness and nobility, the natures of obedience in marriages continue beyond death of your spouse. Traditions and rituals are not expected to change because Hindu marriage traditions are embedded at the early stages of life, and the patriarchal ideology continues to dominate the woman confining her to family† (Kosambi WS-38).

Home Computer Network :: essays research papers

Have you ever needed to have more than one home computer for you and your family? Do you have two or more computers, but need to copy and/or share files and/or programs between them, but you don’t know how? Do all of your computers need Internet access, but you don’t want to have a phone line installed for each of them? Well, you can do all of this. I know, because this is what I did at my home. After doing research I found that there are several advantages for having your own Home Computer Network. Following, are several reasons to do this in your house. First, by having an in-home computer network, and a file server, you can have a central location for storing all of your information. So, if you need more than one computer to access certain information, such as fonts, financial files, games, etc., you can do this through the network. This also eliminates the need for copying files to floppy diskettes, hand-carrying them to the other computers, and copying the files one-floppy-at-a-time to each, individual computer. This would be a very slow process, compared to a fast network speed. Additionally, if one computer on your network crashes, you can move to another computer and continue your work. So, if you use your network and file server effectively, you can have a high degree of reliability, security, and efficiency. Second, an in-home computer network can allow you to have only one Internet connection while giving Internet access to all computers on your network. This is very important if you only have one phone line. If you were to add an additional phone line for each computer you wanted to be connected to the Internet, well, let’s just say that this would be a costly alternative. By using your file server on your network, as a PROXY server, you can just use one phone line to connect to the Internet. All you have to do is install a small PROXY program that says, â€Å"I am the Internet connection for this network. Everybody aim their Internet browsing at me!† It’s really that simple. By doing this, it fools the other computers on your network into thinking that the file server IS the Internet. In addition to being connected via one phone line, and one computer, your file server can have what is called a â€Å"Firewall.† This eliminates outside intruders from invadin g your network.

Hartshorne and Nishida Re-envisioning the Absolute :: Philosophy Philosophical Papers

Hartshorne and Nishida Re-envisioning the Absolute ABSTRACT: This paper is a comparative study of Hartshorne's neoclassical reconsideration of the notion of the Absolute based on his Whiteheadian vision of the divine relativity, and Nishida's attempt at redefining the same notion against the background of what he calls the philosophy of "place" (Jpn., basho) of absolute Nothingness or Buddhist Emptiness. By reconsidering the notion of the Absolute, Hartshorne has come up with the standpoint of "Surrelativism," and Nishida's attempt has resulted in the standpoint of "absolute dialectic as guided by the principle of the self-identity of absolute contradictions." What I intend to do in this paper is study comparatively Charles Hartshorne's neo-classical re-consideration of the notion of the Absolute based upon his Whiteheadian vision of the "divine relativity" and Nishida Kitaro's attempt at re-defining the same notion against the background of what he calls the philosophy of the "place" (Jpn., basho) of absolute Nothingness or Buddhist Emptiness. By reconsidering the notion of the Absolute Hartshorne has come up with the standpoint of "Surrelativism" in his Divine Relativity (1948). And Nishida's attempt at redefining the same notion has resulted in the standpoint of "absolute dialectic as guided by the principle of the self-identity of absolute contradictories" in his "The Logic of Place and the Religious Worldview" (written in 1945; published posthumously in 1946). Hartshorne belongs, as leader, to the second generation of Whiteheadian process-relational thought in North America. By contrast, Nishida is the founder of what is usually called the Kyoto School of philosophy in Japan; deeply inspired by Zen, Nishida vigorously engaged in a wholehearted, laborious encounter with the West philosophically throughout his career. But what I can commonly perceive in the two philosophers is a noticeable philosophical phenomenon: namely, the notion of the Absolute has undergone a profoundly significant process of self-transcendence/self-transformation in either of the two philosophical systems in such a way that one now begins to identify one's own position as "panentheism." Hartshorne and Nishida both negate and transcend the traditional notion of the Absolute as "transcendence"; in this sense, they both tend to be radically affirmative of the "immanence of the Absolute." And yet at this very juncture they both decidedly deny the linkage of their respective standpoints with that of Spinoza's "pantheism." Hence, panentheism. But how so? In what follows let me try to answer and elucidate this question as much as I can. For I perceive

Ophelias Flowers

ENG 4U January 14, 2012 Ophelia and her Flowers Flowers; there expected to be over 10 000 different species of this aesthetic plant, and each can have a different meaning. In the play Hamlet, Ophelia, a girl raised by obedience and manipulation, uses these flowers in a fit of madness and their archetypal meanings to express her thoughts, feelings, and hopes towards her once thought as lover, Hamlet. As the play goes on, you can see that more is revealed in her relationship with Hamlet, and that Ophelia isn’t as innocent and virtuous as she portrays. To begin, in a fit of madness Ophelia begins to give flowers with embedded meanings to recipients who seem most fitting. She states, There’s rosemary, that’s for remembrance. Pray you, love, Remember. And there is pansies, that’s for thoughts. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. There's fennel for you, and columbines. There's rue for you, and here's some for me. We may call it herb of grace o' Sundays. O, you must wear your rue with a difference! There's a daisy. I would give you some violets, but they wither'd all when my father died. They say he made a good end. (Hamlet IV, v, 199-209) I believe that she gave the rosemary to Hamlet. Rosemary is associated with remembrance between two lovers, (Stabler, 2000) which was once the relationship she believed that they had. She may use this in hope that he has not forgotten about her. Whether or not Hamlet was deceiving her, he definitely once made Ophelia believe that he loved her, and he even states. â€Å"I did love you once. †(Hamlet III,i. 126) What made Hamlet lose his feelings for Ophelia? Of perhaps they were never there. Ophelia spends a life time of obeying her male-counterparts. They constantly manipulated her into doing or thinking things that were not of character. For example, she never once thought twice about spying on Hamlet for her father, or doing every single small task he asked her to do, or answering each personal question he asked. Who is to say that Hamlet was not manipulating her and taking advantage of her for her body? After going mad, Ophelia can confirm this accusation when she sings. By Gis and by Saint Charity, Alack, and fie for shame! Young men will do't if they come to't By Cock, they are to blame. Quoth she, ‘Before you tumbled me, You promis'd me to wed. ‘ He answers: ‘So would I ‘a' done, by yonder sun, An thou hadst not come to my bed. ‘ (Hamlet IV, v. 63-71) This song reveals a lot about Ophelia and Hamlet’s relationship. Firstly, â€Å"Before you tumbled me,/ You promis'd me to wed† (Hamlet IV, v. 67-68) reveals that she asked that before he got her into bed, he would promise to marry her. This not only reveals that they have engaged in sexual relations, but it also means that he promised to marry her. He answered, however, â€Å"'So would I ‘a' done, by yonder sun,/ An thou hadst not come to my bed. ‘† (Hamlet IV, v. 70-71) This means that he would have married her, but only if she hadn’t slept with him. (Epstein, 2005) By manipulating Ophelia, Hamlet gets what he wants. Afterwards, Ophelia is left a broken woman with nowhere to go. Hamlet unfairly treats the mislead Ophelia after his promises of love by calling her a whore, when he says, â€Å"That’s a fair thought to lie between a maids’ legs† (Hamlet III, ii. 125) he also demands that she should â€Å"Get thee to a nunnery† (Hamlet. III, I, 131) which is referring her to a common day whorehouse. His mistreatment of Ophelia may have led to her suicide or her accidental death by drowning. It is almost ironic that Ophelia would have her life ended by water, for water is the source of life and sustenance. Unless Shakespeare was trying to represent that Ophelia was now purified by said water, and in death she could finally be happy. It would also be seen that Ophelia would give the violets to Hamlet as well. â€Å"I would give you some violets, but they wither'd all when my father/ died. They say he made a good end. † (Hamlet IV, v, 207-209) Violets represent faithfulness in relationships; (Stabler, 2000) it is likely that she is saying that when her father died, her faithfulness towards Hamlet was now non-existent. This kind of behaviour can be justified because Ophelia is put in a horrible situation. Her conflicting loyalties to her father, and her belief of love with the unapproved Hamlet tore her apart undoubtedly. Now, what kind of position could you put yourself in if your boyfriend killed your father? Respectively, Ophelia begins to sing of death because her world is shattered due to her loss, and her conflicting ideas would more than likely influence her losing her sanity. In conclusion, it can be seen that the archetypal meanings of Ophelia’s flowers can lead to the true meaning of hers and Hamlet’s relationship. Assuming that she wanted Hamlet to have the rosemary and violets, she presented the idea of remembrance of their love, but also the fact that she no longer wanted to be a part of it. This is a huge step for Ophelia because for once, she made her own decision and this would be the peak of her character development. Of course, this triumph over her personal issues is short lived, because soon after she commits suicide in a stream. This could symbolize her purification and release of any words of harm put against her. ? Works Cited Epstein, Alex. â€Å"By The Way, Ophelia Is Pregnant. † Craftyscreenwriting. com. Crafty Screenwriting, 2005. Web. 14 Jan. 2012. Shakespeare, William, Barbara A. Mowat, and Paul Werstine. The Tragedy of Hamlet, Prince of Denmark. New York: Washington Square, 2002. Print. Stabler, Sarah. â€Å"Hamlet; The Symbolism in Flowers. † Homewood City Schools Board of Education. HCSBE, 12 Dec. 2000. Web. 17 Jan. 2012.

Safeguarding Adults And Promoting Independence

In this assignment I will be explaining how, the residential care home, of which I carried out my first placement; promotes independence and reduces the risk of abuse and neglect. I will do this by explaining and discussing: approaches, strategies, principles and will then evaluate the role of multi-agency working in reducing the risk of abuse. Although the residential care homes occupants, are all unable to fully look after themselves, primarily due to age and related health problems.Each service user had a different set of needs that needed to be met, to provide adequate care and in order to reduce the risk of neglect or abuse. When taking into account a service user’s needs and independence, confidentiality, rights and overall care. The main requirements; employees, organisations and other care providers involved in the care of the residents of the care home are: To improve the service user’s way of life, provide choice; inform the service user and family of their tr eatment, recovery, and care plan and to protect. This is also known as the core principles of care/ care value base.The principles and value that will follow, are the set standards expected to be followed by the care assistants and nurses. And for the service users of the home to receive. The principles the care home follows are; To support and encourage equality, diversity and to maintain confidentiality of the service users information and that the employees and employer deliver; respect, dignity, fairness, privacy and equality. The overall aim of the principles and standards is to improve the service users quality of life by making sure that each individual gets the care that is individually needed.A person-centred approach is an assessment analysis and Judgment, plan, implement and evaluate is an ongoing plan assessing an individual’s Needs. Effective communication between service users and employee to employee’s and practitioner to external professionals should be paramount. Anti-discriminatory practice must be practiced and maintained by the service providers and personal opinions and or dislikes should not be brought into the working environment in order to stay professional.The service provider should aim to provide a safe secure and encouraging environment for adults they have a duty of care. The practitioners should focuses on the individual’s personal needs, wants, desires and goals so that they become central to the care process. Principles of person centred care 1. Getting to know the patient or client as a person: This focuses on building a relationship between the clinician and the patient/client and carers. Health professionals need to get to know the person beyond their diagnosis. 2.Sharing of power and responsibility: This focuses on respecting preferences. It includes treating patients / clients as partners when setting goals, planning care and making decisions about care, treatment or outcomes. 3. Accessibility and flex ibility: This focuses on meeting patients and clients individual needs by being sensitive to values, preference and expressed needs. It also focuses on giving the patient / client choice by giving timely, complete and accurate information in a manner they can understand so they can make choices about their care.

John Locke : Second Treaties of Government Essay

John Locke was born on August 29, 1632 in England to a middle class family. He was named after his father, an educated attorney who had participated in the Civil War with the Long Parliamentary. Locke shared a great deal of affection and respect for his father. The relationship he built with his father influenced him to create his own views on education and government. His theory on education was published in 1693 titled, â€Å"Some Thoughts Concerning Education. † Locke was accepted to Christ Church College, Oxford due to father’s friendship with a member of the Long Parliament. The Long Parliment was known to challenge the monarchy in England at the time and later started the English Civil War. Locke attended Oxford for many years studying the curriculum in England and graduated with a Masters in 1658, pursuing his interests in arts. Later he became increasingly interested in the study of sciences including the study of medicine, which were on the rise in England Universities at the time. His interests in science continued to expand and he continued to apply himself to the study of medicine. While studying medicine Locke became interested in the philosophical questions of his time, including the rights of man. The rights of man deal with the powers of government to wit, government by the king through a monarchy and the power of the people through a social contract. Since 1660 Locke began to explore his interest in the natural law. Within the next couple of years he composed â€Å"Essays on the Law of Nature† written in Latin. Unfortunately for Locke his Essays were never published, these theories of law were based on two of his philosophies. First, â€Å"in order that anyone may understand that he is bound by a law, he must know before hand that there is a law. † Secondly, â€Å"there is some will on the part of that superior power, the law maker, who wishes that we do this and demands of us that the conduct of our life should be in accordance with his will. † Locke’s interest in science and medicine brought him into contact with a distinguished scientist named Robert Boyle. In 1667, Locke took a position at Lord Ashley’s household in London as a family physician, in addition to confidential advisor and secretary. In 1668, Locke assisted Lord Ashley in drafting a constitution for the colony of Carolina. In 1671, Locke began to write his greatest work, the â€Å"Essay Concerning Human Understanding. † This took nearly twenty years to complete. Since then he was deeply engaged in Shaftesbury’s political affairs as Secretary of Council a position he obtained while being a secretary for Shaftesbury. In 1675, Locke became ill and lost his position working for Shaftesbury. Due to unstable government conditions Shaftesbury fell from power and Locke was forced to leave England, choosing to recuperate in France. He spent nearly four years in Paris and Montpellier studying at medical school. During his exile in France Locke also took the time to develop his thoughts on Natural Law by composing, Two Treaties of Government. His writings deal with the development of a social contract, which is an agreement between the government and the governed. Locke later returned to England in 1679, he once again committed himself to offer services for Lord Ashley immediately upon his return to England. Four years later it was necessary for Lord Ashley to flee from England to Holland because he had supported the wrong leader during the Monmouth rebellion in 1685. Shortly after Ashley fled from England, Locke followed him and remained in Holland until the Revolution of 1688. Upon returning to England, Locke began to rapidly issue a number of his works he concluded while in Holland, the result of years of study and meditation. Among his works were the, Essay Concerning Human Understanding, Two Treatises of Government, and Letters on Toleration. His positive outlook on the importance of a mutual relationship between government and human nature, exerted an immediate and profound influence on the English. Locke’s views were immediately recognized among the English specifically his work on the Two Treatises of Government. Locke’s essay was written in such a way, to elaborate in detail about topics the people were already familiar with. Even the most uneducated candidate could recognize his premise on the philosophical views on government. Two Treatises of Government includes essays supporting the natural rights of society which guarantees our rights to life, liberty, and property. The term right, can be defined as a privilege or power, meaning a freedom or ability to do or refrain from doing something. Natural Rights, specifically emphasize the restraints that ought to exist on government with respect to individuals. This includes what a government must refrain from doing and what a government must do. In Locke’s Second Treaties of Government he discusses the natural liberty and equality of humans, which includes our natural rights to life, liberty, and property. He also determines the proper foundation of a legitimate government. Through supporting and insisting on the mutual consent given by the people of a specific society. Locke’s Theory of Natural Law was based on the moral laws societies are built on, including the establishment of peace and protection so that â€Å"no one will harm another person in their life, liberty, or possession. † Preservation of peace, equality, and independence among all people begins with, the power placed on people in a given society to obey the common laws of nature. When these powers being to get corrupted or not enforced through strict, certain, and fair punishment. The need for an elected and coherent government is required to properly secure the natural rights of peace and self preservation among a society. Locke then begins to explain to us the â€Å"natural state of man. † He describes that living among a state of nature, people in a society have the freedom to do as they please, with limitations and respects to other people. Locke states that this â€Å"state of liberty,† comes with the limitations so not â€Å"to harm another in his life, health, liberty, or possessions. † Locke also notes that, â€Å"all men may be restrained from invading others rights and from doing hurt to one another. † By saying this he is trying to define the equalities of man and their duties to each other in a community to live in peace. If for any reason there becomes the need to seek punishment for anyone who â€Å"has shown themselves dangerous to mankind. † Through an executive power there will be opportunities available to man, not only to receive reparation for damages but to do as necessary to â€Å"secure the innocent for the future. † Locke’s theory on the â€Å"natural liberty† of man holds that â€Å"man is to be free from any superior power. † This means that for a person in a society, no other power but his own ability to do and refrain from doing is within his own will. Any limitation which requires to be placed on a behavior that is part of the natural common code of conduct, must be established through consent by the legislative power of government and for the good of all the people among the community. Locke claims that the â€Å"natural liberty of man is to be free from any superior power† and to have â€Å"only the law of nature for his rule. † This means that the laws which exist are established for the people and by the people in a society. They are created for coexistence among one another and no one can enforce or take away this common practice. These natural laws were created for the good of everyone, so the people who perform up to these standards gave trust that the enacted and enforced laws will prevail on their behalf. Locke then explains the â€Å"origins of property. † He begins by confirming that although man does have a power and liberty over his life. He does not have power to dispose of his own life. In a brief statement Locke states, â€Å"Man has property in his own person† including â€Å"the labor of his body and the work of his hands. † By saying this Locke expresses his views on human nature and our ability to acquire property. He is saying that we are all property acquiring beings, and our claim or possession to this property derives from our physical work. We as individuals in a society attempt to put effort to obtain something we value, and create an appreciation for what we have through labor. So in a sense the labor of man, according to Locke is the source of all value. The amount of labor one puts into what he owns creates an appreciation of value because value is created through his labor. Since the creation of physical currency, paper money and coins, we in a society attempt to posses more property than we need to use. So people in a community are not guaranteed secure protection from this excess property. In order to protect our property and secure this right, Locke believes an elected government is needed to be established. With the consent of the people, the elected government takes responsibility to become the sole protector of their valuables. Locke’s political and legal thoughts on government created a justifiable pourpose for society to give power over to a elected ruler. First of all the â€Å"state of nature,† as described by Locke, is a society in which each man governs himself individually and there is no existence of a specific government rule. A society that lives by these laws can use their own cultural morals to govern themselves without a formal government, although every culture has their own interpretation of what is moral. Locke states otherwise in his writings in the Second Treaties of Government, to argue that an elected government by society is necessary. Thomas Jefferson later includes parts of Locke’s political philosophy when composing the Declaration of Independence. Based entirely on Locke’s theory of natural political equality, Jefferson’s Declaration of Independence became one of the most important and influential documents that created a foundation for the legislative branch of government. Locke’s focus is primarily based on the ideas of freedom and equality as a whole he believes that society should naturally possess the right to life liberty and property. These natural rights have derived from the law of nature, which are composed based on the laws of God. These laws are also known as moral laws. Locke believed that people that live in a state of nature are also living in a state of war. Since there is only the state of nature for their rule, there is no determination of what is considered equality and who has the power to balance peace. John Locke’s Two Treatise of Government also includes a definition of government, in which the people conform to the law or to rules which are entered based on logic or justification. In relation to members of society conforming to these laws, the same government must guarantee protection from taking away any of their natural rights. Locke’s view on valid government is one that confirms and supports three main natural laws of life, liberty and property. In defining political power, Locke insists that it is proper to make laws â€Å"for the regulating and preserving of property,† and adds, that it is necessary for, â€Å"the execution of such laws in the defense of the common-wealth from foreign injury. † By saying this Locke supports and confirms that an established government is needed â€Å"for the public good. † Locke explains that â€Å"the reason why men enter into society, is the preservation of their property. â€Å" He adds that the citizens of a new established government â€Å"have a right to resume their original liberty ?by the establishment of a new legislative,† when any natural rights are threatened. Locke then continues to describe the separation between the powers of government and the powers of the governed. Including what creates a community under an elected government and who determines what political actions are for the good of the entire society. This is explained further when Locke says â€Å"for when any number of men have, by the consent of every individual, made a community, they have thereby made that community one body, with a power to act as one body, which is only by the will and determination of the majority. † When entering into a established society we assume our rights to enjoy our property in peace and safety. In order to be given this opportunity, Locke believes it is first necessary to establish a Legislative power for the good of all members of a society. The legislative power is to promote and guarantee preservation of all natural rights including safety for every person among the society. This legislative power thought does not have an absolute power, instead the power is offered based on the decisions as a majority given by the members in that society. This procedure is used so that any laws created will become an obligation on the members to cooperate with them because they have consented to a legislative power. This separates a government rule with supreme power from government rule by the power of the people. Since this power is created through consideration of the common wealth of the public good. Locke’s perception of a monarchy consisted of the idea that the people of a community experienced corruption due to absolute power given to one leader, the king. This lead to vicious rule and caused the people in the society to be force to live in conditions they did not deserve. In a monarchy the king would normally use his own judgments and digression to use his appointed power for the good of himself. This results in oppressing the people and leaving no opportunity to compromise the need for change. Under a monarchy rule there was an insufficient opportunity to dispute any privileges or restrictions. Enforcing laws or withholding natural rights under a monarchy rule hold no limitations because there is no restraint on the ruling of the king. By granting the powers of government in one person this will not guarantee a fair and honest approach for the common good. So Locke attempts to discuss and examine a system that will refrain from granting the powers of government to strictly one individual. Limitation and separation of powers of the government will restrain and prevent members of government from abusing the powers of governing a society. Establishing a government through the consent of all members of society will create trust that the laws and sanctions will prevail for the common good. Locke then explains that when being born into an established government we assume our rights to enjoy our property in peace and safety. In order to be given equal opportunity to enjoy our natural rights, Locke believes it is first necessary to establish a legislative power that will consider all members of a society. The creation of a legislative power is to promote and guarantee preservation of all natural rights including safety for every person who is a participant of that community. Most of John Locke’s writing also focuses on two branches of government known as the legislative and executive power. These branches of government are based on a constitutional state, where one leader does not have the authority to absolute power. The Legislative branch of government has the function of making laws. The Executive branch has the responsibility to carry out those laws created by the Legislative branch. This is to ensure that an elected government does not use only his own digressions when establishing laws and enforcing them. Locke states that by separating the authority and responsibilities of government into two separate branches, is the first positive approach of creating a valid constitution. These powers are required to be handled for the good of all members in society, by separating these powers there is no chance that the government will become corrupted. The purpose of John Locke’s composed writings attempt to encourage the need for a government which creates a foundation for the good of all members of society. In the process of offering order and peace for the common good of all the people members of the society must follow these rules. To establish a successful government Locke believes that it is necessary to obtain consent from the entire member. The purpose of creating a specific government is due to the unstable conditions of living in a state of nature. Living in a state of nature guarantees natural rights and freedom but not safety. This is why a power needs to be placed in the hands of a member from society to maintain the peace. Although living in society like a monarchy, under the ruling of a king can create unbalance and corruption of power. To enjoy both natural rights and live under a government that will prevail on behalf of its members. Following the establishment of government Locke then explains that the powers of making laws and enforcing them cannot be placed on one person. Placing absolute power in the hands of one person will only lead to corruption and unbalance, between all the members in the society. For this reason Locke requires a separation of powers among all government activity. This will balance and maintain a system that will stabilized living conditions for all the members of society. REFRENCES: Christie C. George, Martin H. Patrick. (1995). Jurisprudence; Text & Readings on the Philosophy of Law (3rd Edition). Natural Rights, Human Rights: John Locke (pgs 284 -342). 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