Investment Appraisal free essay sample

What are some benefits from Investing? ? Savings because assets used currently will no longer be used o Savings in staff cost o Saving in other operating costs Revenue benefits because of improvement / enhancements o More sales revenue o More efficient system o Savings in staff time Inflow from sale of currently in use assets Intangible benefit o Customer satisfaction o Improve staff morale o Better decision making ? ? ? How can investments be categorised? Investments can be categorised into Capital Expenditure and Revenue Expenditure. What is Capital Expenditure? Capital expenditure is expenditure which results in the acquisition of non-current assets or an improvement in the earning capacity of non-current assets. What is Revenue Expenditure? Revenue expenditure is expenditure which results in maintain the existing earning capacity of noncurrent assets. It also includes expenditure related to selling and distribution expenses, administration expenses and finance charges. What is involved in investments in Non-current Assets? Investments in Non-current Assets involve a significant elapse of time i. We will write a custom essay sample on Investment Appraisal or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page . the time funds are committed to acquiring the non-current to the recoupment of the investment will be long. What is involved in investments in Working Capital? Investments in working capital involve funds invested in resources such as, inventory, before it can be recovered from sales of the finished product or service. The funds are only committed for a short period of time. How do the overriding factors in Investment decisions differ in the Commercial Sector and the Notfor-Profit Organisation? The commercial sector investment decisions are generally based on financial considerations alone whereas with not-for-profit organisations relatively few organisations’ capital investments are made with the intention of earning a financial return the overriding factors are social costs and social benefits of the investment. What is Capital Budgeting? Capital budgeting is the process of identify, analysing and selecting investment projects whose returns are expected to extend beyond one year. What is the Capital Budget? The capital budget contains the expenditure required to cover capital projects already underway and those it is anticipated will start in the next possibly three to five years. Note: Budget limits or constraints might be imposed internally or externally. Internal constraints are often imposed when managerial resources are limited, this known as soft capital rationing. External constraints are often imposed by external limits either because of scarcity of finance, high financing costs or restrictions on the amount of external financing, this is known as hard capital rationing. Origination of proposal the origination of the proposal can come either from mechanisms the entity has put in place to scan the environment for investment opportunities; technological change/developments; or those working in technical positions. Project screening each project must be subjected to detailed screening. Only if a project passes this initial screening will more detailed financial analysis begin. Analysis and acceptance this step involves carrying out financial analysis of the project and comparing that to predetermined acceptance criteria and also considering the project in light of the capital budget for the current and future operating periods. Monitoring and review this step involves project control i. e. ensuring that capital spending does not exceed the amount authorised, the implementation of the project is not delayed, and the anticipated benefits are eventually obtained.

Credible Words

Credible Words Credible Words Credible Words By Maeve Maddox Latin credere means â€Å"to trust† Used with the dative, it means â€Å"to believe, to give credence to a person or thing.† Several English words come from this word. Credo with a capital refers to the Christian Apostles’ Creed or the Nicene Creed. Lowercase credo means any statement of the aims or principles which guide a person’s conduct. Creed is used more often than credo for this declaration of guiding principles. For example, â€Å"The Declaration of Independence contains the clearest, most concise, and most eloquent articulation of the American creed.† The noun credit came into English from Middle French with the meaning â€Å"belief, faith, trust.† It came to be associated with money lent or borrowed with an agreement for repayment. A customer’s â€Å"credit† is the confidence a lender has in the customer’s ability to repay. Credit is also used as a verb in the general sense of accepting something as true or truthful. For example, â€Å"He found it hard to credit his own eyes; the lion was lying down beside the lamb.† Schools are â€Å"accredited† by outside regulating boards. They have received credentials stating that they can be trusted to meet certain standards. Article IV, Section 1 of the United States Constitution is known as the Full Faith and Credit Clause: Full faith and credit shall be given in each state to the public acts, records, and judicial proceedings of every other state. And the Congress may by general laws prescribe the manner in which such acts, records, and proceedings shall be proved, and the effect thereof. The adjective credulous came into the language with the specific meaning â€Å"believing in God.† The negative incredulous meant â€Å"not believing in God.† The meaning shifted as time went on. Shakespeare used credulous in the sense of credible, but modern usage assigns distinct meaning to the two words. Credulous has the connotation of being too ready to believe. It’s a synonym for gullible. For example, confidence tricksters prey upon credulous people who are quick to believe in get-rich-quick schemes. Credible means â€Å"able to be believed.† A credible witness is one who can be trusted to speak the truth. The negative forms, incredible and incredulous, are sometimes confused. For example, here’s a headline from a site selling a sweatshirt that bears a message about not touching the wearer: incredulous dont [sic] touch me pullover sweatshirt Like awesome, incredible is often used as a throwaway word to convey enthusiasm. Sweatshirts are incredible. Singers are incredible. Movies are incredible. Generally speaking, incredible usually applies to things that are hard to believe, while credulous describes people who believe things too easily. 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 Vocabulary category, check our popular posts, or choose a related post below:The Meaning of "To a T"Excited ABOUT, not "for" Narrative, Plot, and Story

APA Referencing †How to Cite a YouTube Video

APA Referencing – How to Cite a YouTube Video APA Referencing – How to Cite a YouTube Video Not that long ago, the idea of citing a YouTube video in an academic paper would have sent some old-fashioned college professors into fits of outrage about how young people don’t understand what proper research is all about (i.e., dusty old books). WHATS A YOUTUBE? I DONT LIKE CHANGE! These days, however, there’s no denying that YouTube and other online videos can be crucial academic sources in many subject areas. As such, knowing how to cite an online video source is increasingly useful. Herein, we look at how to do this with APA referencing. Citing a YouTube Video Citing an online video involves giving the uploader’s name and the year that the video was uploaded in parentheses. For instance, a video uploaded in 2016 by the cultural critic Anita Sarkeesian to her Feminist Frequency YouTube channel would be cited as follows: The trope of the sinister seductress is pervasive in video games (Sarkeesian, 2016). Here, we cite the â€Å"author† of the video because it’s hosted on her own channel. If you’re quoting part of a video directly, the citation should also include a time stamp: In the video, Nicky Clayton and Clive Wilkins discuss the â€Å"capacity to convey and understand ideas non-verbally† (TEDx Talks, 2013, 3:37). You’ll notice here that, despite the talk being by Nicky Clayton and Clive Wilkins, â€Å"TEDx Talks† is the name given in the citation. This is because the â€Å"TEDx Talks† channel hosts videos by numerous speakers, so Clayton and Wilkins are not the uploaders. Reference List As with other sources, full publication information should be included in the reference list for any online videos you cite in your work. For a YouTube video, this involves providing the following: Surname, Initials. [Screen name]. (year, month day). Title of video [Video file]. Retrieved from URL.com You’ll notice that this includes both a name and a screen name. This helps readers find the video when the uploader’s real name is different to their username. In the case of the Anita Sarkeesian video cited above, for example, you’d need to provide both: Sarkeesian, A. [Feminist Frequency]. (2016, September 28). Sinister seductress tropes vs women in video games [Video file].   Retrieved from https://www.youtube.com/watch?v=1oXzWzMqarU If a channel doesn’t provide the uploader’s real name, only the screen name is required: TEDx Talks. (2013, August 19). Conversation without words: Nicky Clayton Clive Wilkins at TEDxOxbridge [Video file].   Retrieved from https://www.youtube.com/watch?v=-iavquY2OFo It’s important to remember that the name you should cite in the main text of your work is the same one used to list the source alphabetically in the reference list.

Management Accounting Essay Example | Topics and Well Written Essays - 1000 words - 6

Management Accounting - Essay Example Secondly, the fear of under-budgeting, which will have the impacts of causing financial crisis for the department in the coming year, also affects the way she is going to deliver the budgeted amount. Anticipated future rise in costs is yet another factor that she has to consider in her decision making regarding the budget she is going to submit, since the costs may rise out of the anticipated new expenditures. Finally, the financial situation of the city affects her decision making, since the revenues collected by the city were down, meaning the possibility of the city cutting down the budgets presented, thus reducing the amounts given to Paxton, as the manager of the waste disposal firm. The analysis of the ethical dilemma under this case presents various ethical issues. First, Paxton is working towards satisfying herself interests, which is highly unethical (Rhodes, 1986 p11). She has the personal interest of being promoted from the department, which she does not appear like. Therefore, she wants to impress her employer by ensuring that she funds the operations of the department to the very best, at the expense of the financial situation that the city is facing. Paxton understand very well that the city’s tax collection for that year were down. Therefore, she anticipates that the city may not have sufficient funds to cater for all the financial needs raised by the departments. This notwithstanding, she wants to ensure that she is not affected by the bad financial situation, through inflating her budget, so that even if it is cut, she will have no shortages. This is selfish on her part, since she does not care about the other departments and their financial n eeds, which is unethical (Harding, 2010 p55). Having understood the financial situation facing the city, she is supposed to be concerned about the other departments,

Claude Debussy and the Javanese Gamelan Essay Example | Topics and Well Written Essays - 1000 words

Claude Debussy and the Javanese Gamelan - Essay Example Its instruments are tuned to play together, and as such different gamelan instruments are not interchangeable. It derives its name from the word gamels, which means to hammer or strike. The suffix,†an† makes the word a collective noun. This paper aims to study Debussy and gamelan, and how Debussy incorporated gamelan figurations into his own music. The paper seeks to discuss the capabilities of the piano, as well as its limitations, and touch on orchestral music. It also seeks to explain why Debussy was so fascinated by the Javanese gamelan as to stop developing his impressionistic music in a western manner. Debussy’s family was destitute, being sustained by his paternal aunt. This led to his much reputed awkward social skills and egotism. He received lessons in piano from Madame de Fleurville, who was a pupil of Chopin. In 1889 at the Paris Universal exposition, Claude Debussy who at the time was a young composer getting his spurs and getting his first works publi shed had a real revelation (Lockspeiser 67). At this exposition, groups from around the globe displayed their countries’ best art, culture music and the way of life. The Eiffel tower was the expositions centrepiece. The musicians visiting the exposition were especially fascinated by the exhibit from the Malay Archipelago of java. This exhibit was a village model demonstrating communal life aspects that included religion, agriculture, and entertainment. The gamelan was a part of their presentation, forming a vital part of their village social and religious life. Then gamelan was a collection of metallic instruments with bell like sounds and had been passed down over thousand years via oral tradition (Lockspeiser 67). This Javanese music sensationalized European musicians (Lockspeiser 69). Debussy as well was taken in by this music. Most of his fruitful hours were spent in the Kampong of the Javanese troupe. He listened to the complexities of the gamelan’s percussive rhy thm, especially its inexhaustible flashing ethereal timbre combinations. Debussy admired various aspects of the gamelan music and adapted them for his own compositions (Lockspeiser 69). Prelude, which is from pour le piano, is an early response to the techniques of the gamelan. Its extended measured trills, pedal points, and tonal relationships that were unusual were incorporated into this piece. The prevalent texture, with its moderately moving tenor, slow moving bass, and fast moving treble suggests gamelan sound. â€Å"Pagodas† from Estampes is a representation directly from a performance of gamelan (Roberts 12). Cycles, bell and gong sounds, pentatonic melodies, which remind one of slendro tunings, together with a layered counterpoint composed of lower voices progressively getting slower can also be gleaned in abundance. Debussy indicates to accelerate gradually and then the tempo is retarded over a period. Then just as is prevalent in the gamelan, the music ends in one f inal stroke of the gong (Roberts 13). â€Å"Bells through the Leaves† also utilizes techniques of the gamelan (Harpole 8). Sounds of bells, pedal sustained, and a thorough utilization of whole tone scale is the surest sign that the piece is from gamelan sound universe. Its utilization of a melody of the balungan type within a texture with four voices is also the most striking use by Debussy in his music of gamelan techniques. â€Å"

Why God Became Man Essay Example for Free

Why God Became Man Essay Strauss’ background of having been a teacher for several years, a great Pastor from 1939-1963, and a well-known author of the at least 19 biblical books; by far gives such a strong foundation, of his thorough knowledge of Gods purposes for and on the earth as a Man! In the article WHY GOD BECAME MAN Strauss in the onset attempts to reveal the incarnation of the person of God, not only being Son, He also was God, who became a fleshly being. Strategically, Strauss compiled his article by beginning to define and defend the incarnation to set up a foundation to examine God’s reasons for coming to us in human form. Through John 1 we see God’s reality being transformed into a man. The Word for the Old Testament people wasn’t just enough now we have the word walking among us, which now is within us. The incarnation through Strauss article is proven to show his readers the importance of why God Himself had to experience are temptations and order to really know what we as humans feel. The fall of man, in Genesis 3 can only depict but so much but it gives great detail and solidifies the quality of Gods sovereignty but His un-acceptance to sin. Therefore; the second Adam comes in the person of Jesus which is also God in demonstration on how to live but not being unaware of the human feelings. Satan is defeated forever salvation is now available according to Hebrews 2:9,14-15. Finally the process of restoration to humanity through the work of incarnation is being set into motion; and Jesus throne is now what we strive for because we have been given the invitation to sit at the right hand of the father God along with Jesus ephesians 1:20. The incarnation is and was created to have direct access to the Father, through the Father Jesus who is God; though, this can only be seen through salvation and the Holy Spirit of truth again found as read in John 14. However; throughout the article Strauss displays this on and off orthodoxy riddled with odd rhetoric and contradicting statements. He attempts to stay on topic while addressing everything from evolution to anti-Semitism. It’s hard to follow his train of thought because he is repetitively backtracking to make his premises fit his conclusions. In one breath he says that salvation is possible by merely looking at creation and in the next breath he is saying that Jesus Christ came that we can know God more. I believe God’s greatest desire is that all men would know Him, not just with lip service but with a heart of servitude, love, and commitment to His will. I believe He reveals this through Paul in Philippians 3:10 when he exclaims that oh he might know God in His resurrection and become one with God in His suffering and to be shaped in His death. Paul’s cry was a sacrificial one because He was able to grab ahold to the person of God, and all God had provided for Him on the Earth and in Heaven. So now we understand that through the incarnation God has given us through His divine power everything we need for life and godliness; therefore we have no excuse not to look to the example He set before us.

Hiroshima Bomb :: essays research papers

Hiroshima A-Bomb The United States concealed a project to develop an atomic bomb under the name "Manhattan Engineer District." Popularly known as the Manhattan Project, it carried out the first successful atomic explosion on July 16, 1945, in a deserted area called Jornada del Muerto near Alamagordo, New Mexico. At 2:45 A.M. local time, the Enola Gay, a B-29 bomber loaded with an atomic bomb, took off from the US air base on Tinian Island in the western Pacific. Six and a half hours later, at 8:15 A.M. Japan time, the bomb was dropped and it exploded a minute later at about 560 to 600 meters over central Hiroshima. Radioactive debris was deposited by "black rain" that fell heavily for over an hour over a wide area. Thermal Hear is intense thermal heat emitted by the fireball and it caused severe burns and loss of eyesight. Thermal burns of bare skin occurred as far as 3.5 kilometers from ground zero. Most people exposed to thermal rays within 1-kilometer radius of ground zero died. The explosion melted tile and glass and all combustible materials were consumed. An atomic explosion that caused an enormous shock wave followed instantaneously by a rapid expansion of air called is the blast. This represents roughly half the explosion's released energy. Maximum wind pressure of the blast was 35 tons per square meter. Maximum wind velocity was 440 meters per second. Wooden houses within 2.3 kilometers of ground zero collapsed. Concrete buildings near ground zero (thus hit by the blast from above) had ceilings crushed and windows and doors blown off. Many people were trapped under fallen structures and burned to death. People exposure within 500 meters of ground zero was fatal. People exposed at distances of 3 to 5 kilometers later showed symptoms of aftereffects, including radiation-induced cancers. Symptoms appearing in the first four months were called acute. Besides burns and wounds, they included general malaise, fatigue, headaches, loss of appetite, nausea, vomiting, diarrhea, fever, abnormally low white blood cell count, bloody discharge, anemia, and loss of hair. Prolonged injuries were associated with aftereffects. The most serious in this category were keloids, cataracts, leukemia and other cancers. The estimated pre-bomb population was 300,000 to 400,000. Because official documents were burned, the exact population is uncertain. With an uncertain population figure, the death toll could only be estimated. According to data submitted to the United Nations by Hiroshima City in 1976, the death count reached 140,000 by the end of December, 1945.

Kant defines God as simply the idea

Kant defines God as simply the idea (in his technical sense of idea) or analogical image of systematic unity. As an existent, ‘God' is a natural illusion. We can have no cognition of God or an underlying substratum because such concepts transcend the conditions of possible experience. In the phenomenal realm, God or the ens realissimum, an individual being containing â€Å"the sum-total of all possibilities† or all predicates of things in general – can be characterized only negatively. God is not an object and as such can be cognized only by analogy with nature. It is by means of this analogy that there remains a concept of the Supreme Being sufficiently determined for us, though we have left out everything that could determine it absolutely and it itself.In his analysis of the conditions of the possible cognition of objects Kant distinguishes between different kinds of judgments. In doing so, he is examining what type of cognitions make up, or could make up, the concept of God or any other metaphysical consideration. Kant does not divide propositions, as traditionally done, into the empirical and the a priori. Instead, Kant talks about judgments, propositions that are held by a subject. Kant argues that all judgments are either analytic or synthetic, and either a priori or a posteriori. Analytic judgments are those in which the predicate inheres in the subject or is presupposed by it. Synthetic judgments are those in which the predicate is not in the subject.A priori in the Kantian sense means held before experience, or what can be held without experience. A posteriori means dependent on and derived from experience. Kant's analysis of judgments has implications for the analysis of metaphysical concepts such as God. If metaphysics is at all possible, then its judgments cannot be empirical or a posteriori. Nor can they be analytic, since this would be contrary to the very idea of going beyond what is given – something that metaphysics claims as its defining characteristic.In its traditional guise, the cosmological proof is premised upon finite and contingent being or, more to the point, conditioned being.   What is conditioned has conditions, and the mind is naturally led to infer condition from conditioned without limit.   The only possible way to end this regress (and thereby to satisfy understanding) is by positing unconditioned being.   Kant expresses the proof as follows:   â€Å"If anything exists, an absolutely necessary being must also exist.   Now I, at least, exist.   Therefore an absolutely necessary being exists†. Without absolutely necessary (i.e., unconditioned) being to end the regress of causes, there is no completeness to the series and no satisfaction for understanding.On the otherhand, Hegel’s ultimate aim in discussing the proofs for the existence of God (viz., the cosmological, teleological, and ontological) is to remove what he calls the ‘distortion’ ev ident in their popular exposition. Hegel takes this distortion to be the well-spring of Kant’s widely accepted refutation of the proofs.   Hegel explains, â€Å"our task is to restore the proofs of God’s existence to a position of honor by stripping away that distortion†Ã‚   Kant’s damning attack, then, is not directly met by Hegel.The Kantian criticisms were, for Hegel, by and large warranted given his construal of the proofs.   Hegel’s aim is rather to recast the nature of these proofs (and proof in general).   Hegel accomplishes this end is quite naturally in light of his reformulation of metaphysics.   His subsequent reintroduction of the proofs is one that is able to avoid Kant’s refutation – a refutation which Hegel thinks is based upon a mistaken view of human conception.There is very little regarding Kant’s analysis that Hegel finds objectionable given Kant’s rendition of the proofs.   Rather than refut e Kant directly, Hegel is far more concerned that we see these proofs in their ‘true and proper form’.   According to Hegel, Kant â€Å"failed to recognize the deeper basis upon which these proofs rest, and so was unable to do justice to their true elements†. In each case, Hegel agrees, the infinite is supposed to be reached from a starting-point which is finite.   This transition, however, is not the static formal mediation Kant believes it to be.   Hegel explains, This knowledge of God, is inwardly a movement; more precisely, it is an elevation to God.   We express religion essentially as an elevation, a passing over from one content to another.   It is the finite content from which we pass over to God, from which we relate ourselves to the absolute, infinite content and pass over to it .Returning to the proofs themselves, Hegel finds that they evidence the progression of human thought itself.   Kant was in part correct in his claim that the ontolog ical proof is the battlefield on which the outcome of the war is to be determined.   For Hegel, the ontological proof is the most profound achievement of spirit.   It comes late in the historical play of appearances for this reason.   For Hegel, furthermore, the deficiencies particular to each of the earlier proofs are very nearly the ones pointed out by Kant.The cosmological proof has as its point of departure the nonsystematic cognition of the world (i.e., the world is not seen as Nature). â€Å"By the term world we understand the aggregate of material things.† In this mode of proof, consideration is first given to the being of variety, flux, and contingency evidenced by this aggregate.   â€Å"This is the kind of starting-point from which the spirit raises itself to God†.   This elevation, as already discussed, is impossible if one affirms this contingency. Further, to affirm the contingency of the world is to overlook its self-negating character.This next proof is so similar to the first that it seems unnecessary to consider it in great detail.   There are, however, also some distinctive insights worth mentioning.   Again, the proof departs from an apprehension of finitude – in this case determinate finitude.   â€Å"There is finite being on one side, though it is not just abstractly defined, or defined only as being, but rather as being that has within it the more substantial determination of being something physically alive†.   The negation of finitude is, again, at the same time an elevation and affirmation.The ontological proof also finds its point of departure in finitude.   In this case, finitude appears in the form of subjectivity.   Progress is not to be had by affirming the finitude of the mere conception of God.   Such an affirmation amounts to a reduction of all conception to mere representation.   This finitude of consciousness (in which consciousness is construed as subject in contradistinc tion to object) must, of course, be negated.   Conception must be cast in its true and proper light.This final proof is the culmination of millennia of progress in the realm of consciousness for Hegel.   â€Å"Only when spirit has grown to its highest freedom and subjectivity does it grasp this thought of God as something subjective and arrive at this antithesis of subjectivity and objectivity†.   It is natural that the earlier proofs should therefore fall short of their mark.   This elevation fits naturally into Hegel’s larger system for understanding the history of religion, consciousness, being, and culture.   Indeed, Hegel explains, â€Å"Even within the Christian era it was not accomplished for a long time, because it involves the most profound descent of spirit into itself†.

Organisation Communication-Ethics Essay

Dilemma 1 As the newly appointed personnel director my option would be to follow the company’s procedure of screening the applicants and forwarding the top three to the management for interviews. However before forwarding the top three to the management, I would first confront the president on his discriminatory attitude. This would be necessary since if the applicants just go for interviews with the management, the president’s attitude may lead to all three of them not being selected. Then it will look like the selection process was unsatisfactory. In addition, it is important for the president to be aware of the fact that the three potential employees are all female so that he is not caught unaware. The information that all three applicants are female would be conveyed to him in the confrontational meeting. Confronting him will give an opportunity for bringing out the unethical nature of the president’s attitude. During the confrontation meeting I will attempt to explain to the president that the applicants ought to be selected using the principles of merit, fairness and equality. I will also point out that the management could end up selecting a female applicant even though there was a male applicant since the chances of having three male applicants would be small. In addition confrontation would also help to avoid possible liability for using sex as a determinant in the selection process. This is a contravention of the Civil Rights Act and it is better to prevent it rather than have the company lose large amounts of cash in a court case should the company be sued by any of the three female applicants (Shockley-Zalabak, 2005). Another advantage that confronting the president has is that the president will be aware that decisions will not be made according to his whims and desires especially when they are unethical. This would contribute hopefully to some amount of professional respect where the president sees that I have the interests of the organization and the employees as well at heart. It would also mean that the president would not expect to push me around as far as personnel issues were concerned and rather would leave me to discharge my duties independently while asking for help where necessary. The meeting with the president would remain private and the issue would only be discussed with other members of management if the president refused to change his stance on the issue. Then it would mean that such discriminatory practice would be perpetuated and failure to include other members of management would result in unequal employment opportunities for the employees. In such a situation the appropriate thing to do is to confront the president about his discriminatory posture. This can help to bring about a stop to such discriminatory behavior and also to avoid the legal implications of such discriminatory attitudes when employing. The company could suffer great losses by paying out damages and these could have been avoided. In addition, a company’s policy should be such that they avoid practices that are discriminatory in nature and the company should work towards ensuring that all people regardless of gender are treated equally. This involves availing opportunities equally to all employees regardless of gender, ethnicity, religion or race (Caux Round Table, 2006). Confrontation with the president however requires tact and it is best to start with how the company is likely to suffer from discriminatory practices, beginning with the legal implications and their effect on the profitability of the company. Then other factors such as the negative publicity the company would receive from such a court case where discrimination along gender lines has been exposed as a factor in employment and also citing the goodwill of the employees as an issue that would be affected. This is because most employees may side with their colleagues who have been discriminated against or feel like they are the next in line to suffer from a discriminatory practice. Due to the sensitive nature of the meeting it would best be had in privacy with the president. After the president has changed his mind then the selection process can continue as outlined by company policy. Dilemma 2 In the situation above as the personnel liaison I would press the crew member for more information on who was involved or places where the drug use occurred.  I would impress on her the need to give more specific information so that I can act as soon as possible and so as to give me a head start in performing my own investigation. This would be done by explaining to her the danger that the involved crew members and personnel liaison people were putting on her and other members of the crew. This is because by being involved in drug use they compromised their mental alertness when operating machinery which could result in injury to others and also in losses for the company. While attempting to get as much information as possible from the crew member I would also be conducting my own investigations. This would be done discreetly and would involve trips to the production line to unearth evidence of drug use. It would also involve interviews with every crew member to try and find out those who are involved in the drug use. Other personnel liaisons would not be involved in the investigations to prevent those who are involved from pre-empting the investigation process. During the interviews the employees would be made aware of the consequences of drug use with police involvement being the major factor especially if the drugs are found to be illegal drugs. This would most likely cause some of the crew members to crack under the pressure and giving up the necessary information to deal with the drug problems at the plant. If this fails to generate adequate information the crew members and all personnel liaison would be informed of the need for testing due to safety issues and firing or suspension of those found to be using drugs at the plant. In a situation of drug use at manufacturing plant, the person in charge in this case the liaison officer has a role of conducting investigations to find out what truth there is in the crew members allegations and expose all those involved in drug use (Shockley-Zalaback, 2007). Drug use is a criminal offence depending on the drug being used and it has the effect of compromising the quality of work of the users and thus lowering the efficiency of the company. Aside from the negative effect on the profitability of the company, it is also unethical practice to ignore the report of the crew member as it would be akin to condoning drug use in the company. In dealing with the issue it is best to first ensure that there is a handbook that all the employees are aware of and have access to regarding use of drugs at the workplace (People Management, 2007). This means that the employees cannot claim ignorance of company policy regarding drug use at the work place. Holding meetings to draw attention to the problem of drug use is also another means of communicating and citing the disciplinary issues that are associated with drug use. In addition having an intranet that has information on drug use and use of posters, newsletters to communicate company policy in drug misuse at work. In managing the situation it is also necessary that emphasis be on support that the company will offer those with drug dependence problems rather than on disciplinary issues. While this cannot be ignored, it discourages most people from admitting that they have a problem. Also it means that the company may not be meeting its legal obligations in managing those people who have drug use problems. What I would have done is slightly different from what should be done. My approach is more focussed on disciplinary measures rather than supportive measures. As a result it may not be very effective at flushing out all the drug users and some may persist with their problem until it causes danger or injury to others. The approach I took was more disciplinary because it was aimed at reaching those who merely use drugs at the plant irresponsibly. It did not give consideration to those who may have serious problems of managing their drug use, but if identified these would be referred to a rehabilitation center and would retain their jobs as long as they complied with treatment.

Neil armstrong essays

Neil armstrong essays When Neil Armstrong was two years old he loved going to the Airport to watch the planes take off and land. He got so excited just watching. When he was five years old he pretended that he was hovering over his bed. He wanted to fly! He loved airplanes and at six years old he had his first airplane ride. He was so smart in school that they moved him from second grade into third grade because he was reading at a fifth grade level. Every airplane book he got his hands on he read. He always liked building model airplanes. When Neil was in high school he worked in the Chemistry lab. In his basement he made a wind tunnel. And on the roof of his garage he built an observatory where he had telescopes to look at the moon and the stars. He learned so much and was so excited that he couldn't wait to fly. He worked in a pharmacy to pay for his flying lessons. When he was only sixteen years old he got his pilots license! He graduated high school and went to Perdue University on a US Navy scholarship. He learned everything he could about planes and rockets. After college graduation he was a pilot in the Korean War. After the war he went back to Perdue to learn even more. He became a test pilot for experimental X-15 rocket planes which flew to the end of the earth's atmosphere. He didn't want to stop there, he wanted to just keep on going. So in 1962 when NASA was taking applications for astronauts he applied and was accepted. His first mission was on Gemini 8. He and David Scott orbited the earth three times and docked with the Agena. There was a problem with the rocket rolling, but Neil Armstrong didn't get scared and they were able to stop the rolling and return to earth. He was on Gemini 11 and then on Apollo 10. Apollo 10 was launched from Cape Kennedy, orbited the moon, and came within ten miles of the moons surface. On July 16,1969 Apollo 11 blasted off with Neil Armstrong, Michael Collins, ...

Multiple Choice Tests Strategies for Students

Multiple Choice Tests Strategies for Students Multiple choice tests are one of the most popular forms of assessment utilized by classroom teachers. They are easy for teachers to construct and score. Mastering multiple choice exams are one part mastery of content and one part skillful test taking. The following multiple choice tests strategies will help students improve their scores on a multiple choice assessment. These strategies are designed to increase the chances of a students answer being correct. Making it a habit of using each of these strategies on a multiple choice test will make you a better test taker. Read the question at least two times before you look at the answer. Then read the answer choices at least two times. Finally, re-read the question one more time.Always cover up the possible responses with a piece of paper or with your hand while you read the stem or body of the question. Then, come up with the answer in your head before looking at the possible answers, this way the choices given on the test wont throw you off or trick you.Eliminate answers you know arent right. Every answer you can eliminate increases your odds of getting the question correct.Slow down! Read all the choices before choosing your answer. Do not assume that the first answer is correct. Finish reading all the other choices, because while the first may fit, a latter one may be the better, more correct answer.If there is no guessing penalty, always take an educated guess and select an answer. Never leave an answer blank.Do not keep on changing your answer; usually your first choice is the correct one unles s you misread the question. In All of the above and None of the above choices, if you are certain one of the statements is true do not choose None of the above or one of the statements are false do not choose All of the above.In a question with an All of the above choice, if you see that at least two correct statements, then All of the above will be the correct answer choice.Tone can matter. A positive answer choice is more likely to be correct over a negative answer choice.Wordiness is a good indicator. Usually, the correct answer is the choice with the most information.If all else fails, choose response (b) or (c). Many instructors subconsciously feel that the correct answer is hidden better if it is surrounded by distractors. Response (a) is usually least likely to be the correct one.Stay within the lines. Be sure that you have filled the appropriate bubbles carefully WITH A #2 PENCIL. Be sure that there are no stray marks.Take the time to check your work before you hand in the answer sheet. On a timed test, utilize every second of time that you have to go over your answer choices as much as possible. On an untimed test, check over everything multiple times.

Social Marketing Case Study Example | Topics and Well Written Essays - 500 words

Social Marketing - Case Study Example One dealership employee shared the experience that it was not easy to persuade ATV riders who already practiced bad habits to stop them. Q8. Young ATV riders and particularly those of between 10 and 12 years of age were selected as the target audience. It was because the quantitative data and focus group participants identified them as having a dire need for safety messages. High rates of mortality and morbidity were experienced for children below 16 years. Q9. Goals are broader in scope than objectives and indicate general intentions that may not be measurable. Objectives are narrow in scope, concrete and measurable as they are set for particular tasks. Goals have a longer time frame while objectives are short term precise targets. Q11. Specific behavioral objectives: To ensure that the target audience knew how to handle an ATV, wore a helmet, ignored negative peer pressure, encouraged others to be safe, examined the driving environment, and enjoyed riding an ATV. Q13. Students distinctly remembered the following form the campaign; wearing proper riding gear and helmet, not riding on paved roads, not carrying a passenger while driving, driving the correct size machine, and others generally recalling that they should be safe. Q14. College-aged students were important in the formative research to help capture the actual experiences and beliefs of ATV riders to develop and implement an appropriate curriculum for the children. Kerry, B., Brandi N., and Maria B. (2012). Using Social Marketing Processes to Develop and Pilot-Test an Intervention for Pre-Teen All-Terrain Vehicle (ATV) Riders. Journal of Emergency Medicine, 60(4),