The Balance Sheet Essays - Accounting, Business Economics, Business

The Balance Sheet Although the balance sheet was first implemented just a couple of centuries ago, it has quckly developed and sophisticated to become nowadays a widely used and powerful tool in the hands of professional users, well known and popular even among the mass public. In spite of its prominence, or may be because of it, the balance sheet can not be easily and fully described in a few words, but still, if we leave aside its various functions and forms and any other subjective factors, we can state that the balance sheet is a summary of an enterprises' assets, liabilities and equity at a specific moment of time. To simplify this description even further we could say that the balance sheet shows an entity's possessions, obligations and others' debts to it. The objective point of view however is often too restrictive, and the most simple things many times prove to be rather complex... Among the thousand more complex definitions appended to the balance sheet one of my favorites is the definition given by .... according to which the balance sheet is a statement meant to communicate information about the financial position of an enterprise at a particular point in time, summarizing the information contained in accounting records in a clear and intelligible form, giving information about the financial state of an enterprise and indicating the relative liquidity of the assets, showing the liabilities of the enterprise (i.e. what the enterprise owes and when these amounts will fall due), able to assist the user in evaluating the financial position of the enterprise, being however only part of the data needed by users. Or to summarize this long description with which I completely agree, I could say that although the balance sheet is one of the most outstanding instruments in the hands of financial analysts, managers, investors and other users, its importance should not b e over emphasized, it has to be viewed along with many other documents, and it is far from being the perfect and the super financial document. In order to get a more clear, complete and fair picture of the balance sheet, apart from reviewing the definitions given by the experts in this field, we would need to consider as many sides and issues of the subject as possible. Being objective we should have a look at the etymology of the word balance, the history of this document, its theoretical essence and the basic concepts of accounting implied in it, its forms in the accounting practise. In our attempt however not to become over-objective or scholastic, we should also review the aims and purposes of the balance sheet and the extent to which they are fulfilled, the users of this financial statement and their contradictory needs, the negative aspects and restrictions of the balance sheet, and finally the trends of its further development. In short, we have to go further into the matter... The history of the so called financial statements, and the balance sheet among them, can be traced back to Renaissance Italy, where along with the double - entry book - keeping they first evoked to respond to the growing more and more complex needs of the accounting connected with the economic development of the society at that period (expansion of trade activities, development of banking, etc.) and with the transition from the owner - manager model towards limited companies or the breakdown of ownership from control. Obviously these historical events called for the development of new methods and new documents, reflecting the changes. Naturally the word balance itself has also an Italian origin (bilan, bilanz) though it is formed up of two latin words: bi - double and lanx - scales. Even from here it becomes obvious that the balance sheet is a sheet or summary of two different aspects of one and the same thing: an entity's financial position. Further to this aspect, we can take a look at the definition of the balance sheet given by John Arnold, Tony Hope and Alan Southworth: The balance sheet is the most inituitive and easily understood document of accounting. Most of us at some stage in our lives will be required to compute a listing of our possessions. Such a listing of

Reduce the Use of Of

Reduce the Use of Of Reduce the Use of â€Å"Of† Reduce the Use of â€Å"Of† By Mark Nichol How long can you go on writing without using of? You’ll quickly find that it’s an invaluable word, but writers often take it for granted, and its repeated use is a sure sign of prolixity. Of is a preposition, a word positioned before its object: In â€Å"a stroke of luck,† for example, of is the preposition of luck. We rely on such constructions often and, in moderation, they’re perfectly acceptable but we can easily overuse them. Fortunately, they’re (usually) easily revised: For example, with a few strokes of the pen (or a few taps on the keyboard), â€Å"a stroke of luck† becomes â€Å"a lucky stroke.† The formula is easy just convert the second noun in a â€Å"(noun) of (noun)† phrase to an adjective and move the first noun after the adjective. But such a strategy isn’t always elegant: â€Å"A pen’s stroke† might appeal to a computer seeking the most concise, efficient phrasing, but it is jarring to a human mind, which prefers â€Å"a stroke of the pen.† One’s goal, however, should be to reduce, not eliminate, use of of: After you’ve written a document, search for of, and if you find that you have used it more than once in a sentence or several times in a paragraph, consider revising one or more phrases in which it appears. For example, a sentence with an in-line list, such as â€Å"Information theory has been crucial in the invention of the compact disc, the technology of mobile phones, and the development of the Internet† can be revised to â€Å"Information theory has been crucial in the invention of the compact disc, the technology behind mobile phones, and the Internet’s development.† Note, however, that of is sometimes mistakenly omitted: â€Å"He took a couple days off† is acceptable in casual writing, but â€Å"He took a couple of days off† is correct, and regardless should always be followed by of, as in â€Å"I’m supporting her regardless of whether she’s right or wrong† (though â€Å"regardless of† is redundant to whether and might better be eliminated from the sentence). This post lists some wordy prepositional phrases that can be easily replaced by single words or shorter phrases, and this one suggests strategies for achieving more concise writing by avoiding prepositional phrases altogether. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:50 Idioms About Legs, Feet, and ToesHow to Punctuate with â€Å"However†The Uses of â€Å"The†

Use of descriptive statistics in my job as HR professional Assignment

Use of descriptive statistics in my job as HR professional - Assignment Example Human Resource is a broad area in business that looks into the strategies used in recruiting, training, remunerating and firing employees. As a result, a lot of data is maintained by HR departments in several organizations in forms such as charts, graphs and other data. In the line of my job, I make use of several statistical methods in preparation of reports, training and analysis of human resource issues. During my stint as the head of recruitment, I undertook several recruitment drives as well as teaching staff on the prudent means of undertaking their duties. In such scenarios I made use of charts, to highlight the successes and failures that were encountered by various employees during the implementation of their tasks. Data mining is a delicate skill that is required and utilized in the human resources sector. As a result, as an HR practitioner I made use of graphs to represent different sets of data used in the training procedure. Moreover, I made use of different data sets in the planning process especially as the head of training at the KIOS Company. The training department made use of huge sets of data that required analysis and preparation for the information to be disseminated to employees. Management of HR data is quite challenging and thus we had to make use of different statistical methods and software. Software such as SPSS which is suitable for data analysis was deployed while graphs, line and bar charts were used in display of data. This essay is going to reflect on the different statistical tools that I employ in undertaking my duties.

Money & Banking Assignment Example | Topics and Well Written Essays - 1000 words

Money & Banking - Assignment Example The name ‘Exeter’ will be more appreciated since it relates the business to the locality. In the instance that the success probability of the fish restaurant is higher than that of its failure, I would recommend that the sandwich restaurant is started instead. This is because in light of the discrepancy of the earnings, the partnership will still stand to gain from McExe. The fish restaurant Exeter is yet to break even as such, the viability of the business is pegged on an improvement of the marketing strategy; the 4 Ps of marketing. Without that the Bank’s proposal for the sandwich restaurant McExe seems to be the better option. In this instance I would recommend that the option since it is more viable than the previous two be given priority over the other two. It stands to profit them more than the fish and sandwich restaurant proposals. The Sushi restaurant should be owned by the Chef X since he has more earnings and as such stands as the ‘majority shareholder’. Consumption planning by the model (considering that a short term investment at date 1 is not available) they should focus on the model which has a higher return and so short term investment at date 0 with a return of r1 = 1 at date 1. This therefore, is the best model to use since it guarantees you a100% of earnings in the business. If I chose a long term investment today over a short term investment at date 0 (Yesterday) returns will be lower but being a long term investment, you can persist and hope for more gains in the future. This is because business is about risks; we risk to get a returns (Hellwig) Obviously if r2 is low at the moment agents will not invest it at date one because it is not promising. It will scare potential investors who agents are targeting to invest later. It will be a loss making investment to agents. They will not be exposed to fractuation in interst rates which can be brought by inflation,

Organizational Plan for Dr. McDougalls Right Food Asian Entres Essay

Organizational Plan for Dr. McDougalls Right Food Asian Entres - Essay Example Further, a McKinsey 7-S Assessment would be applied, as required. For Dr. McDougall’s Right Food, the management team is comprised of the founder, Dr. John McDougall as chairman of the board of directors; Karen Alden, the CEO and board member; a Vice President and Operations Manager with expertise in natural foods production; a Finance Manager who takes care of accounting and finance; and a Human Resources Manager who takes care the administrative and personnel resources’ needs for the organization. All of the management team are members of the board of directors. The success of the team lies with Karen Alden, reported to have extensive expertise in the areas of strategic planning and marketing (Full Circle Fund, 2011, par. 1). Under the governance of Dr. John McDougall, known as an expert in healthy eating, his qualifications, as noted are â€Å"one of the founders of natural, or organic, wellness and is a board-certified internist. He is also a best-selling author who has been writing about the effects and benefits of good nutrition to health† (Grocery.com, N.D., par. 2). The rest of the team address production, finance and human resources requirements, as needed. The elements of the McKinsey 7S model are: strategy, structure, systems, shared values, style, staff, and skills (Mind Tools, 2011). Applying this model in Dr. McDougall’s Right Foods Asian Entrà ©e, the following are revealed: Strategy: To produce and market Asian Entrees entirely on all natural ingredients to be targeted to health conscious people who are always on the go. Despite its premium price strategy, an extensive promotional campaign would assist to enhance product awareness to consumers and therefore, it would be available in all major supermarkets and groceries. Structure: The management team is structured as a lean and flat structure with limited members

Automated Power Pole Photography via Helicopters

Automated Power Pole Photography via Helicopters Fugro Roames aims to automate the process of acquiring high resolution pictures, to reduce the risk and cost associated with helicopter based pole top inspection. The project will focus on acquiring previously worked algorithms, as well as the introduction of model predictive control, to automate the overall process, while also presenting a working prototype to simulate the operation of the intended product. The following proposal will aim to describe the intended topic and scope, while also reviewing background information on aerial asset management and autonomous aerial photography related to the project. The report will also highlight all achievable milestones, and their respective tasks, within the project plan; as well as present a detailed OHS risk assessment of the projects practical and non-practical work. The work completed during the semester, will hope to provide sufficient groundwork for automated aerial asset management procedures, within the electrical distribution industry. Accurate and effective asset condition management is important to ensure the longevity of an electric distribution network, while maximising its performance and operational efficiency.[1] At present, an efficient and cost effective method to test the integrity of a network, requires the use of a human-piloted helicopter and a photographer to capture high resolution images of power poles and their subcomponents [2]. Fugro-Roames, a company which currently provides this to its customers, aims to reduce the risk and cost associated with helicopter based pole top inspection, by replacing the photographer with an automated camera gimbal to capture high resolution pictures of the network. Figure 1.1: Power Pole Photography [1] Automated aerial asset management in the context of this proposal refers to the use of aerial platforms, to asses specific assets in an easy and cost-efficient manner, without the need of manual involvement. Unfortunately, and as it will be discussed in Chapter 3, the project topic is a form of technology that has not been widely researched; however, various methods of aerial asset management, such as helicopters, UAVs or drones, do exist and are currently in use within the industry. 2.1 Project Outline It is the purpose of this project to develop a Receding Horizon Planner (RHP) in order to automate power pole photography using camera gimbal system. The RHP will based on the algorithms created by Dr. Michael Kearney, which provide a solution to the photograph feasibility, photograph scheduling, and gimbal trajectory planning problems [3]. For validation, the developed planner will be tested using simulation flight data provided by Fugro-Roames. Further testing will include the implementation of the RHP into a gimbal prototype, where sensitivity analyses and assessment of the initial assumptions will be completed to determine the projects limitations and outline recommendations for future work. A more defined project plan will be described in Chapter 4 below. 2.2 Motivation for Automated Aerial Asset Management In order to overcome the limitations associated with conventional asset management methods, a high resolution image capture system was developed and is now used to aid in the inspection, assessment and maintenance of electric distribution networks [4]. However, the overall cost associated with this method, outweights its improved efficiency, as it involves specialized labour (photographers) and the use of helicopters to complete the required task [5]. The motivation to introduce an automated aerial asset management system, requires for the reduction of risks and overall cost associated with the current model, as well as improving the quality and selection of photographs taken. 2.3 Project Aim, Objectives Intended Scope Since the project, and all information available, are sponsored and provided by FugroRoames, the aims and objectives have been defined by the companys desires for the finished product. Therefore, the aim and proposed purpose of the project is to reduce the cost and risk associated with helicopter based pole top inspection, with the use of a Receding Horizon Planner (RHP) that automates the movement and control of a camera gimbal system. Along with the proposed project aim, multiple objectives must also be met whilts completing the work required. These include improving the algorithms created by Dr. Kearney, obtaining accurate efficiency gains for the RHP, designing and building a working gimbal prototype to be used for testing, and providing sufficient ground work for actual on-site testing and implementation, with the use of a helicopter, of the RHP beyond the project. Similar to the projects aim and objectives, the intended scope has also been shaped by the companys desires for the final product. Therefore, the scope can be outlined as: Review of background information and related work Adaptation of algorithms created by Dr. Kearney Development of Receding Horizon Planner Design and build of a gimbal prototype Planner implementation and testing Analysis of results Sensitivity analysis Assesment of projects assumptions Evaluation of project and suggestion for future work Possible gimbal rig implementation and on-site testing Taking into account the scope described above, it seems logical to break the project into three specific sections; planner development and testing, prototype design and testing, and thorough result analysis. The development and testing of the Receding Horizon Planner involves the improvement of existing control algorithms, to implement and verify its overall efficiency, using available and provided data. The design and testing of the gimbal prototype, which should resemble the actual gimbal rig, involves the use of the developed Receding Horizon Planner to validate and improve previously obtained results. Finally, thorough result analysis requires the breakdown of the planner and obtained results, to find how assumptions, parameters and particular components were affetcted. Although automated aerial asset management is a form of technology that has not been widely researched, the following chapter will provide a complete review of background literature which would closely resemble the general subject matter. The review will be broken into two sections; aerial asset management, and autonomous aerial photography and gimbal control. Previous work related to these topics will be presented, reiterated and reviewed, focusing on sources related to asset management within the electric power distribution industry. 3.1 Aerial Asset Management Aerial asset management , within the electric power distribution industry, has been implemented to replace conventional asset management and inspection methods, and provide a fast and accurate way to determine any defects that could be present. Whitworth et al. [6], in a work sponsored by EA Tecnology, propose the use of a helicopter-mounted camera to capture and store visual information, in order to enhance the inspection of overhead power lines. In order to reduce camera shake and partially automate the inspection process, the authors recommend the use of an acquisition system, which finds and locks the camera to the location of the powerline, followed by a recursive algorithm that tracks the powerline smoothly, despite the translation of the helicopter. Similarly, Earp et al. [1][4] describe an aerial inspection technique, which was also developed by EA Technology, that uses high resoluion images to perform a detailed condition assessment on electrical towers within a distribution network. The authors break down the helicopter based condition assessment, which is considered an improvement from the video inspection method in [6], to include four different parts: Pre-flight Planning: Inspection requirements, photographic sequences, camera trajectories; as well as current wind and weather conditions, natural and man-made ground feature, and the locations of the electrical towers, are all taken into account during the pre-flight planning. Helicopter Inspection and Picture Acquisition: A high resolution digital camera is used to take a set number of images, per tower, to meet the inspection requirements. Satellite-based Global Positioning System (GPS) and moving map displays are used to georeference each photograph taken, back to the tower. Image Processing, Analysis and Condition Assessment: Captured images are examined and given a Condition Rating (CR), typically on a scale of 1 to 4 (1 describing best condition, 4 describing worst condition). The uniformity of the assessment, determined by the individual DNOs requirements, is ensured by this critical step and therefore requires for a detailed condition assessment criteria, application-specific workstations, and accurate in-house training programme for assessors. Condition Based Risk Management (CBRM): A process developed by EA Technology, it combines practical and theoretical knowledge about a specific asset, along with maintenance experience, in order to define its current condition. Taking a different approach, N. Ellis [7] investigates the use of Unmanned Aerial Vehicles (UAVs) to inspect power transition lines. The author investigated the cost, risks and overall efficiency that comes with the use of UAVs, searching for low budget automation strategies to be designed and tested. Unfortunately, due to government regulations and the high capital and operating cost of the UAV, lead the author to the conclusion that the technology is not feasible at the current time. As outlined by most of the sources presented, the introduction of aerial asset management techniques, has made a big improvement on the inspection, assessment and maintenance of an electrical distribution network. Whilst most models present techniques that far surpass conventional inspection methods, the cost that comes with the involvement of specialized labour and helicopters, leaves little room for errors and inconsistent results. However, although the implementation of an UAV was not possible due to the introduction of new risks, the automation techniques, presented in [7], can be applied to previously discussed aerial photography techniques, and mitigate/remove any currently involved risks. 3.2 Autonomous Aerial Photography and Gimbal Control Autonomous aerial photography and control, within the electric power distribution industry, is not a topic that has been widely researched or implemented. However, the use of a camera and aerial images to predict and control the movement of UAVs is something that is commonly discussed and will therefore, be the main focus for this section. E. Skjong et al. [8] investigate the recent commercial availability of UAVs within Search and Rescue (SAR) and Search and Tracking (SAT) applications. The authors then focus on the development of a SAT system, which is able to steer the UAV and focus the gimbal attitude on regions and objects of interest respectively, with the use of Model Predictive Control (MPC). The overall process is made autonomous by allowing computer vision to work directly with the UAV autopilot and MPC, so objects can be simultaneously detected and tracked in an efficient manner. Similarly, C.E. Lin and S. Yang [9] explore the use of UAVs to detect and track specific objects, with the help of aerial photography and camera gimbal control. The authors implement the use of an Inertial Measurement Unit (IMU), which consist of a gyroscope, accelerometer, and magnetometer, along with an Attitude and Heading Reference System (AHRS), to determine and ensure that the angles of the camera gimbal are in the correct reference frame. Both [8] and [9] use Global Positioning System (GPS) to determine the location of both the UAV and the target, using this relationship to implement a reliable autopilot flight control for target detection and photography. R.J. Rajesh and C.M. Ananda [10] move away from controlling the camera gimbal, attached to a UAV, and focus on stabilizing its movement to ensure that clear photograph and/or video footage is taken. The use of Proportional-Integral-Derivative (PID) controller is recommended by the authors, to compensate for the vibrations and gust, as well as control the position of the camera by stabilizing the movement of the gimbal. Manually tuning the controllers parameters is not recommended, as the process is considered time consuming and tedious, instead, the authors recommend the use of Particle Swarm Optimization (PSO) as the preferred algorithm to complete this task. Uncertainty and disturbances are mentioned, but not properly investigated in [9], [8] and [10]. A. Ashok et al. [11] investigate the external disturbances that affect the UAVs, as well as the dynamic and parametric uncertainties that arise in the mathematical autonomous model when subjected to a number of operating conditions. The authors reiterate previous approaches taken to design a robust control system, including the use of a PID controller for linear [12] and linearized [13] models, as well as the use of a Linear Quadratic Gaussian (LQG) controller [14] in the presence of uncertainties, before the Uncertainty and Disturbance Estimation (UDE) method is chosen to synthesize the required controller. The control of a camera gimbal, as outlined by most of the sources above, is necessary in order to ensure the accuracy of photographs or video that is captured by the UAV. Although the use of conventional control methods is described above, only [8] focuses on the use of MPC, which is closely related to the project, to ensure that the UAV is able to detect and track objects efficiently and simultaneously. A clear representation of the projects tasks, has been outlined as a comprehensive project plan from the first to the final day of employment at Fugro-Roames. A visual representation and description of the plan is used to illustrate the timeline of the project, including all achievable milestones, which are related to the aims, objectives and intended scope of the project, discussed in section 1.2. 4.1 Visual Representation of Project Plan The use of a modified GANTT chart was implemented to showcase the proposed flow of the project, from the first to the last day of employment. The timeline is hence separated into 24 weeks that are broken into 5 days, in the same manner as the business week format, where the project milestones and their corresponding tasks are allocated a precise number of days in which work is scheduled to take place. Green solid bars represent the projects milestones, where red solid bars indicate their respective tasks. The progress of the overall project is tracked by the completion of every achievable milestone, which can only be completed by first completing their respective sub tasks. Completed milestones are shown with a blue line through the green bar, and completed tasks are shown with a yellow line through the red bar. Weeks 1 to 12, as shown in Figure 4.1, represent the core work to be completed, as Milestones 3-5 directly relate to the aims, objectives and intended scope of the project. Weeks 13 to 22, as shown in Figure 4.2, outline the analysis and completion of the final pieces of assessment, including the thesis report and demonstration, which require the content from previous milestones to be completed. Weeks 23 to 24, also shown in Figure 3.2, outline a possible Milestone that can be completed until the final day of employment at Fugro-Roames. This milestone does not affect the previous pieces of assessment; however, it will provide the company with important information that could prove vital to the future of the project. 4.2 Milestone Task Breakdown Milestone 1: Project Scope The project scope is necessary to determine the projects main objectives, and will therefore guide the work to be completed throughout the semester. To ensure all expectations are met, and the appropriate time is given to all project milestones, an agreement between academic and industry supervisors is necessary. Task ID Days Description Project evaluation 1.1 5 Evaluate the requirements of the project, including potential goals and outcomes. Collect all necessary information to present during the supervisor meeting. Supervisor meeting 1.2 1 Meet with the projects academic and industry supervisors to discuss the project scope, and agree on the due dates for all pieces of assessment. Scope confirmation agreement 1.3 2 Compile a detailed scope which highlights the projects objectives, as discussed during the supervisor meeting. Resources Workspace with an available computer Availability from both supervisors to organize a meeting Milestone Hazards and Risks Milestone 1 is essential to the project. Any delay could be considered a minor, but possible risk, as it affects the progress of the overall project. If this issue becomes bigger, and the project scope cannot be defined, then it can be classified as a major risk and mitigation strategies should be taken immediately. Clear communication between all parties involved, can reduce and remove the possibility of the identified risks from occurring. Milestone 2: Project Proposal The project proposal is the first piece of assessment, which must be completed as part of the responsibilities for completing the project placement. The report highlights the work from Milestone 1, as it expands on the agreed aims and objectives, outlines the background information related to the projects main topics, and presents a visual and a clear representation of the project plan. A detailed OHS risk assessment, which analyses the potential risk involved with the projects practical work, and any potential equipment used, will also be included in the proposal. Task ID Days Description Research of relevant material 2.1 5 Find background information and prior art related to the projects main topic. Project outline and intended scope 2.2 4 Expand on the projects scope decided in Task 1, expanding on the projects aims and objectives. Background and related work 2.3 3 Summarize and expand on the material obtained from Task 2.1. Project plan summary 2.4 3 Provide a detailed project plan, with logically ordered tasks and their respective milestones. OHS risk assessment 2.5 2 Compile an OHS risk assessment, which highlights the projects practical work and equipment used. Drafting and submission 2.5 5 Assemble the proposals individual sections, review the written report and submit via Turnitin. Resources Completion of Milestone 1 Confirmation of university assessment due dates OHS risk assessments, regarding the use and control of the gimbal rig Milestone Hazards and Risks The project proposal relies mostly on individual and previously completed work, however, certain sections require resources which are not readily available. The most significant obstacles, which would require mitigation, are the confirmation of all university assessment due dates and the risk assessments completed for the gimbal rig, which might be used during the project. Clear and constant communication with the universitys course coordinator, as well as the personnel in charge of the gimbal rig, is essential to mitigate and prevent any issues that could affect the completion of the project proposal. Milestone 3: Receding Horizon Planner Milestone 3 is the first milestone that uses the algorithms created by Dr. Kearney to develop an on-line planner that controls the photograph scheduling plan and the movement of the gimbal throughout the event horizon. The completed Receding Horizon Planner will involve the use of a low level controller, an upper level planner, and an event monitor, to be used in Milestones 4à ¢Ã¢â‚¬  Ã¢â‚¬â„¢7. Task ID Days Description Algorithm testing and improvement 3.1 5 Improve the current photograph feasibility algorithm, and test its efficiency. Model predictive control research 3.2 5 Find related material to be used when designing the Receding Horizon Controller. Lower level controller design implementation 3.3 5 The gimbal and camera are robustly controlled by the photograph scheduling algorithm chosen by the upper level planner. Upper level planner design implementation 3.4 5 Implemented the improved algorithm from Task 3.1 to generate a plan that the system will follow over a prediction horizon. Event monitor design implementation 3.5 4 Connect the results from Tasks 3.3 and 3.4 so that the plan is implemented and changed after certain events occur. Resources Programming and modelling software Access to the projects repository and previous work Milestone Hazards and Risks The progress of Milestone 3 could be significantly affected, if access to the necessary repositories and previous work is delayed. As previous algorithms are necessary to the development of the Receding Horizon Planner, the completion of the project would be significantly impacted. Clear communication with the right personnel can help mitigate this issue before it affect the timeline and progress of the project. Milestone 4: Planner Analysis and Improvement Rigorous testing of the developed Receding Horizon Planner is required to find the necessary efficiency gains, so the planner can be implemented on the projects physical equipment. Data obtained from Fugro Roames, as well as the analysis and reiteration of the testing completed, will be completed to improve the found controller gains. Task ID Days Description Test current and new scenarios 4.1 4 Implement the Receding Horizon Planner on several simulated scenarios, using data received from Fugro Roames. Reiteration of Receding Horizon Planner testing 4.2 3 Fix any errors found in Task 4.1 and repeat the tests. Determine accurate efficiency gains 4.3 3 Determine the required controller gains which provide the most accurate results. Resources Completion of Milestone 3 Sufficient testing data provided by Fugro Roames Milestone Hazards and Risks The lack of testing data used to complete this milestone, is a minor risk that could affect the project. Requesting said data ahead of time, would ensure that it is ready for when testing of the Receding Horizon Planner begins, leaving the project timeline unaffected. Milestone 5: Gimbal Prototype Milestone 5 marks a key point in the project, as the implementation of the Receding Horizon Planner on a working prototype is essential to the projects success. The design of the prototype will be based on the actual gimbal rig owned and created by FugroRoames, to facilitate the implementation of the planner for further testing, at the end of the project. Task ID Days Description Embedded system design and build 5.1 7 Design, build and combine the mechanical, electrical, and software components of the prototype. Implementation of Receding Horizon Planner 5.2 6 Test the Receding Horizon Planner using the gimbal prototype. Sensitivity Analysis 5.3 5 Identify and vary the dominant parameters, testing and improving the Receding Horizon Planner where possible. Resources Completion of Milestone 4 Mechanical, electrical and software design software Working space and necessary build equipment Development of testing scenarios Milestone Hazards and Risks Milestone 5 introduces the use of practical equipment to design, test and build each component of the gimbal prototype. The misuse of the practical equipment, and the lack of component testing, are immediate risks to the completion of the prototype. Following the risk assessment outlines on Chapter 4, as well as completing the required testing before the Receding Horizon Planner is implemented, can help mitigate the risks described and prevent possible delays. Milestone 6: Assessment of Projects Assumptions As previously shown by Dr. Kearney, on the initial report he completed for Fugr-Roames, the introduction of the Receding Horizon Planner required changes to the initial assumptions made when designing the projects photograph allocation and gimbal control algorithms. The change and/or the addition of assumptions, by analysing the projects missing parameters is, therefore, also essential when validating the results obtained in Milestone 5. Task ID Days Description Identify missing parameters 6.1 2 Determine the projects missing parameters based on the assumptions made by Dr. Kearney on his report. Evaluate the effects of missing parameters 6.2 3 Assess how the model is affected by each missing parameter. Update the projects assumptions 6.3 2 Compose a list of updated assumptions based on the results from tasks 6.1 and 6.2, to be used on further work. Resources Completion of the Sensitivity Analysis Task within Milestone 5 Milestone Hazards and Risks The risks to Milestone 6 are relatively small, where the largest possible problem involves the inability to identify the effects of the projects missing parameters. Keeping a record of all parameter changes/assumptions made during previous tests is the best solution to mitigate/prevent this issue. Milestone 7: Project Evaluation and Recommendation for Future Work Identifying the projects limitations is an important process, as it allows recommendations for future work to be made and included on the final thesis report. Task ID Days Description Identify projects limitations 7.1 3 List the projects limitations, based on the results from Task 6. Develop accurate recommendations 7.2 3 Expand on previous work and results from Tasks 6.1 to 6.3, including 7.1, to develop accurate recommendations for future work. Resources Development of the Receding Horizon Planner Sensitivity analysis of the gimbal prototype Completion of Milestone 6 Milestone Hazards and Risks The completion of Milestone 7 is only affected by the work done in previous milestones. If previous tasks are delayed, any future recommendations run the risk of not being completed. To prevent this from affecting the final stages of the project, the plan/timeline outlined should always be followed, noting wher

Classical Greek Philosophical Paideia in Light of the Postmodern Occidentalism of Jacques Derrida :: Philosophy

Classical Greek Philosophical Paideia in Light of the Postmodern Occidentalism of Jacques Derrida ABSTRACT: In his writings during the 60s and 70s, Derrida situates his doctrine of diffà ©rance in the context of a radical critique of the Western philosophical tradition. This critique rests on a scathing criticism of the tradition as logocentric/phallogocentric. Often speaking in a postured, ÃÅ"bermenschean manner, Derrida claimed that his 'new' aporetic philosophy of diffà ©rance would help bring about the clà ´ture of the Western legacy of logocentrism and phallogocentrism. Although in recent writings he appears to have settled into a more pietistic attitude towards the traditionally Judeo-Christian sense of the sacred and a stronger declamatory acknowledgment of his solidarity with the critical project of the Greek thinkers, many of his readers are still left with a sour taste in their mouths due to the denunciatory and self-ingratiating tone of his earlier writings. In this paper, I address these concerns, arguing that the earlier phallogocentric paradigm underlying Derrid a's critique of classical Greek philosophical paideia can be troped as a postmodern, Franco-Euro form of 'Occidentalism'-a 'metanarrative' very similar in intent to the Orientalism critiqued by Said. In Derrida’s earlier writings, it is indeed very difficult to untangle this Occidental metanarrative from the aporetic metaphysics of diffà ©rance. a. From Hellenocentrism to Phallogocentrism: In his highly influential Introduction to Paideia: the Ideals of Greek Culture (1933), Werner Jaeger discusses the ideals of Greek paideia in terms of their seminal influence on European culture, a culture which he forebodingly describes in the early thirties as "tired of civilization." Jaeger employs the term "hellenocentric" to describe the essential nature of the Greek influence on the development of modern European culture; his method of interpreting Greek culture rests on an attempt both to reanimate the waning classicism of nineteenth century philhellenism and to challenge the widespread, Nietzschean-inspired "war against the excessive rationalization of modern life," a war that also leads, claims Jaeger, to a carte blanche historiographical dismissal of Greek paideia as excessively rationalistic. In his attempt to reanimate and challenge nineteenth- and early twentieth-century figurings of Greek paideia, Jaeger argues that the "intellectual and spiritual nature" of Greek intel lectual life cannot be understood, as he felt it had been understood, "in vacuo, cut off from the society which produced it and to which it was addressed." In his Introduction to Paideia, Jaeger reconstructs the dynamic interplay in Greek paideia between the polis and the individual, between social responsibility and individual freedom, --in short, between the zw'/on politikon and the gnw'qi seautovn-- in the hope of restoring to European culture a greater appreciation of its hellenocentric origins.

Reflective account on End-Of-Life Essay

Last year 23 September 2012. I had a resident called â€Å"Mrs X† she was a 72year-old widowed living at —, a Nursing Care Home. She’s not a religious type of person as she was Atheist. She has lived in the home for the past two years, and during that time I was assigned as her key worker. Mrs X had One Son and 3 grand daughters they are all regular visitors to the home. She has recently been diagnosed with renal failure, and her life expectancy is only a couple of months without dialysis. In the past Mrs X has made it clear that when her â€Å"time comes† she wants to be able to stay at Belmont House, and â€Å"go quietly†. She has stated that she does not want any treatment that will prolong her life. This means she has chosen not to accept dialysis. A planning meeting, involving Mrs X, her family and health and social care workers has taken place, and a care and support plan has been put in place to help Mrs X to live comfortably at Belmont House . This has included a discussion, led by Mrs X, about her wishes. She has made it clear that she does not want any medical intervention to prolong her life, and this has been recorded in an ‘advance care plan’. Mrs X’s 3 granddaughters are supportive but her son Mark has difficulty accepting the decision, however he realised it’s her mums decision and to respect her mum’s wishes. As well as input from her GP, Mrs X will be receiving regular support from specialist nurses to manage her symptoms and keep her comfortable. Day-to-day care and support will continue to be provided by the care workers. Mrs X’s granddaughters and Mark will spend time with their Mother each day. This was the first time since I began working at the Palliative care unit that I had been closely involved with someone who is dying, and I was upset and anxious about caring properly for Mrs X. My line manager was responsible for ensuring that I am properly trained and supported so that Mrs X‘s needs and the needs of her family are properly addressed. In our discussion with my line manager, I was chatted about my concerns, my feelings, and what I seen as the gaps in my expertise. Mrs X is becoming very tired, spending more time resting. Her skin is very fragile and the risk of skin breakdown has increased significantly. I was experienced and qualified care worker, but I and my colleagues need to be highly skilled in managing Mrs X’s skin so that it does not break down causing her addition distress. I was given by an additional training in this area so I feel confident and able to take proper care of Mrs X’s skin. My line manager always works alongside with me on demonstrated good skin care. This gave her opportunity to observe me, and to demonstrate best practice. She also talked to the nurse specialists, to find out if there are any particular creams or equipment that will benefit Mrs X, or if they have any other advice. My manager given me also a day course for End of life and supporting people to live and die well instantly so I managed to share to Mrs X situation and condition and it works. ï Å  One day she talked to me about her pass. She said when she was youth she had a puppy and 2years later the dog was died. She’s devastated and don’t know how to deal with it until a day she found out she has terminal ill. I found her one day she cried. I came to the situation of sadness and tearful however I kept in myself, and tried to control and showed my professional experience in dealing with it. I talked to her and cheered her up. I asked how was she spent time with her puppy? She smiled and said, lots of time she was enjoy with puppy walking to the fields together, when puppy was tired she open her tongue out and sit and very quiet. She’s smiled when she’s telling all about her puppy’s story. So I came to the point to ask her family. She’s quiet for a while, and then she said my family just came to visit me when I arrived here except my oldest granddaughter. They never visit me when I was at my home. I was interested to listen until she said, â€Å"one day I’m gone no one stay at my home except my oldest granddaughter. I was surprised which I known every time I saw her family came visited her they are smiled and very chatty to the staff. I went to the staff office and I recorded to the care plan and then I reported to my line manager the story. It was my day off when she passed away. My colleague texted me and I rushed to come and see her before the under taker take her away. I was devastated however I managed to talk to her family and offered their drinks and other basics they needs. Her family appreciated my time and hospitality. Until then, I was very aware and to look after well with the people dying. And also the relatives concerns and wishes. Sometimes, it wasn’t easy to talk about end of life issues but it’s important to do. Now that we’ve put our affairs in order and talked about what we want, we can â€Å"put that in a box† as it were, and get on with living one day at a time, cherishing each day together, as I know it’s going to end one day†¦

Classroom Scenarios Essay

Mrs. Ross has her fourth grade students move their desks together into groups of 2 to do a group activity. She instructs them to pair with anyone they choose. Teresa raises her hand, â€Å"I don’t want to pair with Megan again because she doesn’t do any of the work. Can I have someone else? † Megan who is soft-spoken just looks down at the floor as the class waits for the teacher’s response. Mrs. Ross asks Teresa and Megan to come with her outside and instructs the class to carry on with the activity. 1. What level of mutual respect exists between students and the teacher in this scenario? How did mutual respect affect the classroom dynamics? How would you improve mutual respect in this classroom? A high level a mutual respect exists between students and the teacher in this scenario. Mrs. Ross had to trust the students at least a little bit in order for her to believe they could handle moving their desks around to do group work. Teresa showed respect for Mrs. Ross by raising her hand to properly voice her concern about her partner. Not only did she raise her hand, but she respected and trusted the teacher enough to feel safe expressing her feelings. Although soft-spoken, Megan could have found some way to negatively reply to what Teresa said. However, I believe she respected Mrs. Ross enough to know she could trust her to act in a fair and kind manner, so Megan waited quietly for her response. Mrs. Ross showed respect for the two girls when she asked them to come with her outside. She didn’t just ignore the issue or thoughtlessly assign another partner for Teresa. Mrs. Ross took the time to acknowledge their thoughts and feelings in private where she could assess the situation better without putting either of the girls on the spot. Finally, Mrs. Ross showed respect for the class when she trusted them to carry on with the activity while she stepped out of the class with Megan and Teresa. The class showed respect for Mrs. Ross by continuing to work while she steps outside the classroom for a moment. Mutual respect affected the whole classroom dynamic in a positive way. There was a feeling of cooperative learning. I am pleased with the high level of mutual respect shown in the classroom and find no need for improvement. 2. How well did the teacher handle herself in the scenario? What student-teacher interactions worked well and what did not work? How would you handle the situation? The teacher handled herself very well in this scenario. She could have chosen to react immediately to Teresa’s comment with disappointment and frustration, but instead she calmly asked the two girls to come with her outside. She even thought of the rest of the class and took the time to instruct them so they weren’t left hanging while she went out with Teresa and Megan. Teresa raised her hand, but did not wait to be called on before calling out to the teacher. It was good that she felt safe enough to express her concerns, but not good that she made Megan feel badly in front of the class. I hope, if I was a teacher given the same situation, that I would be able to handle myself in a similar manner. I would want Teresa to know in front of the class that she is to wait until she’s called on to speak, but discussing the rest of the details in front of the class would only put Megan even more in the spotlight and add to her discomfort. 3. What, if any, communication roadblocks are evident in this classroom? How could you remove the communication roadblocks? How would you communicate with the students to resolve this situation? I could not see any communication roadblocks in this classroom. It appears to me that the teacher communicated well with the students, and the students felt comfortable communicating with the teacher. To resolve this situation, I would remind Teresa specifically, as well as the class in general, to raise their hands and then wait to be called on before speaking. I would also ask my class to pay attention to all the instructions. The instructions Mrs. Ross gave told students they could choose their own partner. There was never a need for Teresa to comment on not wanting to be Megan’s partner as Mrs. Ross had already told students to pick their own partner. 4. What conflicts did you observe in this classroom? What conflict resolution methods could you use to resolve the conflicts in this classroom? Are there any peer mediation methods that you could use in this scenario? The conflict in the classroom was between Teresa and Megan. To resolve the conflict I would bring the two students together and have them work cooperatively on the issue with my guidance. I would want both students to feel free to speak their mind, feel listened to, and feel that they are an important part of the solution. I would want them to understand that they both need to be respectful, listen to each other, and try to understand the others’ point of view. As part of the process I would also expect them to work together to come to an agreement they both feel good about. I would not use peer mediation methods in a fourth grade class. 5. What changes would you make to help this classroom become more of a community? Why would developing this classroom into a community be important? I don’t see any changes I would make, but something I would talk to the class about to make the classroom become more of a community would be respect. I would plan a mini lesson on respect and how we treat others for another day. It would be important to help the class develop into a community because community members care about each other, look out for each other, and help each other when needed. I would want my class to work together cooperatively and build a positive learning environment where everyone would feel valued. Tenth Grade Classroom Scenario The bell has rung and Mr. Dunn’s tenth grade math class has settled into their seats. â€Å"Good morning! Let’s begin by having everyone pass their homework to the front of the class. † Tom walks into class 5 minutes late. Mr. Dunn asks, â€Å"Tom, do you have your homework? † Tom looks down at the floor when he answers, â€Å"No, I didn’t finish it. † Mr. Dunn asks, â€Å"Why not? You knew it was due today, right? † Tom just shrugs. Mr. Dunn asks the rest of the class, â€Å"Who else did not turn in their homework today? † Pamela did not do her homework, but is afraid to raise her hand. Mr. Dunn says, â€Å"Good job, class! I appreciate everyone who worked hard to get their work turned in on time. † Daniel chimes in, â€Å"Which is everyone except Tom! † The class laughs. Tom angrily gets out of his chair and storms out of the room as he says, â€Å"I’m sick of this stupid class. † 1.What level of mutual respect exists between students and the teacher in this scenario? How did mutual respect affect the classroom dynamics? How would you improve mutual respect in this classroom? There exists no mutual respect between the students and the teacher. Mr. Dunn’s only attempt at positive enforcement was telling the class â€Å"good job to those who did turn in their homework†. While this seems like praise to those who complied, those who didn’t are left feeling like failures. By Mr. Dunn singling Tom out and embarrassing him, he created a classroom of disrespect and the other students felt free to tease and laugh at Tom. Tom will now view Mr. Dunn as being indifferent if not an enemy and other students may fear if they do anything wrong they will be chastised and humiliated as well. We can see this playing out in the case of Pamela feeling afraid to admit she didn’t do her homework either. Students will not thrive in an environment where they do not feel comfortable and safe and where they risk public ridicule by their peers for not doing their work. To encourage mutual respect teachers should never single out a student in front of the class, but rather talk with him privately at a later time such as after class or when students are busy working. Before making any decisions about consequences for late work seek to understand the reason the student failed to follow through. Show concern and understanding when they are facing difficulties at home or otherwise. Use encouragement rather than negative words and discuss ways you can help them, such as creating a study plan. Make mutual respect a classroom rule that is enforced by consequences for violation. Never allow students to laugh at or embarrass another classmate or group of classmates. 2. How well did the teacher handle himself or herself in the scenario? What student–teacher interactions worked well and what did not work? How would you handle the situation? The teacher did not handle himself well in this situation. The student-teacher interactions were negative and the students were not willing to admit difficulties or problems to the teacher. None of the interactions described worked well. Tom left class because it was so negative. The teacher should handle this situation by having in place a policy for tardiness. The teacher should not waste time bringing attention to tardy students. Students should know what to do when they enter a classroom even if they are tardy. One way to handle tardiness – especially for older students like these ones is to have a required slip students must fill out when they are tardy explaining the reason. They should then have a place they put slips for the teacher to look at later. There should also be a policy for not having homework completed. If the teacher setup these policies at the beginning of the year he would not need to say anything when a student walks in late, the student would know what to do. The teacher put Tom on the spot by singling him out in front of his classmates, and then showed further disrespect by asking him why he didn’t do his homework. It is unnecessary to ask â€Å"you knew it was due today, right? † This statement doesn’t help the situation and is only demeaning to Tom. Most likely he knew the assignment was due and if he had forgotten he would have remembered as soon as Mr. Dunn asked for them. He should not dwell on something Tom cannot go back and remedy. The appropriate thing would be to talk to Tom privately and ask if he is having trouble remembering his assignments. He should show care and concern by offering to help Tom get organized and devise a way to remind himself to do the work. This teacher did not even take the time to find out why Tom had forgotten his homework. He may have had a very good reason in which case Mr. Dunn should consider allowing Tom to make it up. If Mr. Dunn had handled himself appropriately, Tom would not have been so upset as to get up and leave the classroom. Students should not be left feeling worthless and disrespected. 3. What, if any, communication roadblocks are evident in this classroom? How could you remove the communication roadblocks? How would you communicate with the students to resolve this situation? There were several communications roadblocks in place in this classroom. The biggest problem is that the teacher and students had no respect for each other. As stated before, if a teacher models respect for his students and sets in place policies for behavior and academics, his students have clear expectations and are more likely to respect one another. This saves teachers time having to deal with problems as they arise. After the rest of the class has received necessary instruction and direction, the teacher should talk privately with Tom about tardiness and missing homework. The teacher should take time to listen and allow Tom to maintain his dignity. 4. What conflicts did you observe in this classroom? What conflict resolution methods could you use to resolve the conflicts in this classroom? Are there any peer mediation methods that you could use in this scenario? The main conflicts in this classroom are created by the teacher. The teacher publicly humiliated a student in front of the class because he was late and did not turn in his homework. The teacher also created an environment where it is ok to belittle your classmates. To resolve the conflict the teacher should talk to Tom individually and apologize for the way he handled the situation. Mr. Dunn should let Tom see that teachers make mistakes too and that they should not be exempt from apologizing. He should address Tom’s homework including why Tom didn’t finish it and what plan they can come up with that would help Tom remember in the future. He should then talk with the entire class and admit his mistake, emphasizing the rules of mutual respect. He should remind the class it is inappropriate to make fun of or embarrass a fellow student. There is not any real need for peer mediation with the students if the teacher is more respectful the students will be also. 5. What changes would you make to help this classroom become more of a community? Why would developing this classroom into a community be important? The most effective way to create a community in the classroom is to set the tone the first day of class. Allow the students to get to know each other, have group activities and team work projects. Allow and teach students to respect individual differences and celebrate the multitude of talents and cultural practices among classmates. When students feel like they are part of a group they perform better in school, are supported by their peers to do well and do not miss as much school; learning in this environment can be enjoyable and fulfilling. Students should learn to help and encourage one another. Set specific rules that the whole class can decide on together. Ask students what they think a caring, respectful classroom looks like. Brainstorm class rules with them and have them vote on which ones they feel are the most important. Have the students sign their names to a pledge that they will abide by the rules and work together to make the class a nice place to be. Enforce consequences of violation of these rules with consistency. Never put students down or make them feel incompetent – especially in front of others. Listen to students’ needs and treat them with respect if that is what you expect from them. Emphasize promoting positive behaviors rather than fixing negative ones. Help students learn moral values and develop a good work ethic rather than doing things simply because they are told. Rather than punishing for poor behavior, look for ways to correct problems by discussing consequences and choices.

Essay Sample on Community Its Definition, Development and Types

Essay Sample on Community Its Definition, Development and Types For example, Robert Park, one of the first American Sociologists to define the term stated, The essential characteristics of a community, so conceived are those of: (1) a population territorially organized, (2) more or less completely rooted in the soil it occupies, (3) its individual units living in a relationship of mutual interdependence(Lyons, p. 5). In contrast to this, Minar and Greer defined a community so that it may include a large corporation, Kuhn said that a community may be an informal professional group such as the scientific community, and Nisbet stated that a even a philosophical and psychological commitment to communal lifestyles could be considered community (Lyons 1999). While all of these may be acceptable definitions of community to one person, some or all may be completely unacceptable to someone else. In my studying of community, I would define it similarly with Park. Community, in my opinion, can be defined as a group of people within a small area (generally s maller than a city or town), who share common social ties or have common social goals, and who have interaction among each other. When studying community development, one must analyze what currently exists and then try to create ways for improvement or enhancement. Thus, I believe that the best way to do that is to simplify community into one of its smallest aspects without being so narrow that youre only studying individuals or people without any common ties on which to compare. In addition to this, development within a community is often a rigorous process and thus cannot focus on too large of an area or group at once. If it does so then one end or segment of the city or town is often not considered as important of an area. Moreover, what may be the goal of one portion of the town may be totally dissatisfying to other segments, which could cause many problems if each community within a town is forced to develop among the same common lines. The most common theme among definitions of community is that it consists of people. Another theme that is very common is that there must be some type of common tie to hold the people together. In each of the above definitions this is true. Robert Park spoke of a mutual interdependence, which is much like the social ties or goals that I use. In Minar and Greers large corporation, the common tie is the type of business that the corporation relates to or carries out. In Kuhns scientific community, science or perhaps scientific paradigms is the common tie. Nisbets philosophical or psychological commitment to communal lifestyles may or may not be a physical tie but shares the communal lifestyle as a common theme or bond. In each of the three latter definitions of community, it seems that the only tie that holds them together is that of people and a shared or common tie. While these are all important attributes of community, they cannot stand alone for the purpose of studying community dev elopment for many reasons. Comparison is important in studying community. Thus, it would be difficult to study a comparison of a corporation, scientific communities, and philosophical commitments to communal lifestyles for the purpose or community development. The three are virtually completely independent and have no ties other than they each share people and within each particular group, share common ties. Moreover, Ferdinand Tonnies concepts of Gemeinschaft and Gesellschaft have long been and continue to be one of the most useful notions used for studying and comparing communities and community development. While some people may consider Minar and Greer, Kuhn, and Nisbets ideas as a community or type of community, it would be difficult to imagine how studying a comparison of each of these could have any useful bearing on community development, especially in terms of Gemeinschaft and Gesellschaft. Finally, people within communities must have interaction for a community to exist. While the interaction may be fairly insignificant among certain peoples within the community there should be considerable amounts among most members. For example, in a larger, modern-day neighborhood, if each house was filled with middle-income, college graduates, each married with two children who are roughly the same age and whose children all attend the same schools (giving a social tie or connection among each family living in the neighborhood) there still could be no community among the neighborhood if there was no interaction among any of the people who live there. Without the interaction, each would be strangers living amongst themselves, and in doing so would take the community aspect away. Robert Parks definition of community is far more defining and inclusive than any of the other previous definitions discussed above, however, I dont fully agree with him either. The second part of his definition mentioned being predominantly rooted in the soil. While Im not quite sure whether he meant rooted as in being born and raised there or rooted as in just living there, I will assume that he was using the first or the two. If you look at the same large neighborhood mentioned above but with a few changes, I think Ill be able to make my point more clear. In that neighborhood, if the same people lived there with all of the same characteristics, except for that there was a very high level of social interaction among the adults and children, it would be quite possible to think of the neighborhood as a community. Taking the example further, if within the neighborhood, there was a park, exercise facility, swimming pool, neighborhood convenience store, etc., and there was communal babys itting amongst certain members for the smaller children and carpooling to school for the older children, it would become more likely to think of this as a community. In that, if there were approximately 100 houses in which half were occupied for several years, another 20 were occupied for about two or three years, 20 for about one year, and the other 10 had become occupied within the last two or three months, there is really no sense of roots among many of the members, however there is still enough of a system in place for the community to exist and continue. Moreover, each member of the community or neighborhood might be from different parts of the country or at least from different cities and are therefore do not have family or historic roots within the community. Granted, the above example is completely hypothetical, but there are similar neighborhoods popping up all over suburban America. Whether any of these neighborhoods meet any of the combined attributes to be a community, I do not know because I have not done any specific studies, however I think that there probably are some out there. While it is true that many different definitions for community exist, I believe that for the purpose of studying community and community development the best definition is a group of people within a small area (generally smaller than a city or town), who share common social ties or common goals, and who have interaction among each other.

Tegan case study Example | Topics and Well Written Essays - 1250 words

Tegan - Case Study Example and Baven (1994) and Domberger (1998), this concept has been formally defined as â€Å"an activity where the supplier provides for the delivery of goods and/or services that would previously have been offered in-house by the buyer organization in a predetermined agreement† (Tho, 2005, â€Å"Agreeing the Definition of Outsourcing†). In keeping with this brief introduction, the current research will aim at evaluating the decision of Tegan, Inc. (Tegan) to outsource its accounts payable (A/P) project and recommending one or more feasible options from among those that had already been identified by the organization. As has been mentioned in the introduction, the decision that had been taken by Tegan while outsourcing it’s crucial A/P project will be evaluated under this heading. Considerable efforts will be made to identify the reason behind outsourcing, the major outsourcing challenge, and the tradeoffs in requirement analysis (performed by Hrad Technika – a Czechoslovakian IT company). Subsequently, the choice of development methodology will be discussed and problems pertaining to scope and requirements will also be analyzed. Finally, light will also be shed on the IT-management failures of the organization. It has been reported that despite sluggish sales, Tegan had managed to grown constantly all through its life. On being approached by the Chinese toy maker Fan Li in May 2007, Tegan could not apprehend that the inclusion of this accessory line would lead to a situation where the increase in orders will not match with that in sales growth. However, the contract was perceived to be a mismatch because of wide differences that existed between the two companies in terms of pricing – while Tegan’s products came at an average price of  £50, Fan Li often priced its accessories below  £5. It has been observed that the profit margin being in the range of 1 percent the major concern at Tegan was the error-free management of the A/P process. As the A/P process at

Statement of Intent for apply for graduate school Essay

Statement of Intent for apply for graduate school - Essay Example This is because I do not want to restrict myself. Fordham University is the University of my choice because I believe it can provide me with the relevant skills and knowledge I need in order to succeed in my career. In addition, the University offers economic program and since that is my field of study, I will be glad to join Fordham University as my graduate school. I have various skills including computer skills in Microsoft office such as PowerPoint, word, access, as well as R code SAS system, data analysis, and time series models. Accordingly, I can read and speak in Chinese and English as well. I have done a number of part time jobs while attending Stony Brook University. For instance, I have been a tutor since 2010 to 2011, teaching children aged between seven to eight years with fundamentals of Chinese characters, pronunciation and basic math. In addition, I had a two-year experience working as public relation manager and financial manager at Chinese Literature Club at Stony Brook University. I had my internship practice from Faith Asset Management LLC in NJ from June to August 2012, where I gained a lot of experience about my career. My varied work proficiencies have provided me with a better understanding of the nature of opportunities that are available to me. There is so much that I desire to learn and understand especially concerning economics and math. I have been always captivated with economics and someday I desire to be a financial manager at the most famous organization. Currently, I am working for Sky Academy as president assistant as I wait to join a graduate school for further career expansion. Ever since I was a child, I have desired to have a career in economics. My desires have been greatly influenced by my father who has always motivated me to become the person I am today. This is because I have always been a hard worker and have