Creating Your College Wish List

Creating Your College Wish List Figuring out where to apply to college is exciting, but it can be a major challenge. After all, there are over 3,000 four-year colleges in the United States, and each school has its own unique strengths and defining features. Fortunately, you can rather easily narrow down your search to a much more manageable number of colleges with the help of our series, Creating Your College Wish List. Youll find a variety of articles, sorted in easy-to-follow sections  that will guide you in the college selection process. Whether youre doing a national or regional search, whether you care most about engineering or the beach, or the most selective and prestigious colleges in the country, youll find articles here that feature top schools that speak to your interests. Every college applicant has different criteria for selecting schools, and the categories featured here capture some of the most common selection factors. The articles are organized to focus first on  topics that will be relevant to all college applicants, and later sections are more specialized. Read below to learn which sections will be most relevant to your own college search.   Tips for Narrowing Down Your College List   The first step in coming up with your college wish list is to figure out what type of school you want to attend.  Understanding Different Kinds of Colleges  begins with an article that discusses 15 factors to consider when choosing a school. Along with the quality of the academics, you should consider a schools student / faculty ratio, financial aid resources, research opportunities, graduation rates, and more. Its also important to figure out if youll flourish at a small college or a large university. If youre a solid A student with strong SAT or ACT scores, be sure to look through the articles in the second section, The Most Selective Colleges.  Youll find a detailed list of the countrys most selective colleges and universities  as well as lists of the colleges that tend to top the national rankings. Whether youre looking for a top public university or one of the best liberal arts colleges, youll find information on a range of impressive schools.   Selectivity, of course, doesnt tell the whole story when choosing a college. Under  Best Schools by Major or Interest,  youll find articles  focused  on particular interests whether they be academic or co-curricular. Are you looking for a top engineering school? Or perhaps you want a college with a strong equestrian program. This third section can help guide your college search. Other colleges have a Distinct Student Body that might appeal to you. In the fourth section, youll find articles featuring schools with specialized missions including the top womens colleges and top historically black colleges and universities. The great majority of college students attend a school thats within a days drive from home. If youre restricting your search to a particular geographic region, youll find guidance in Best Colleges by Region.  Whether you want to learn about the top New England colleges or best schools on the West Coast, youll find an article identifying the top schools in your chosen area. If youre not a straight A student or your SAT or ACT scores are sub-par, dont worry. In  Great Schools for Mere Mortals,  youll find top colleges for B students and a list of test-optional colleges that dont consider standardized test scores when making admissions decisions. A Final Word on Creating Your College List Keep in mind that words like top and best are highly subjective, and the best school for your particular strengths, interests, goals, and personality may very well be a college that isnt at the top of the national rankings. Once youre found the colleges that match your selection criteria, make sure your list includes a realistic mix of match, reach, and safety schools. Many of the schools featured here are highly selective, and plenty of students with strong grades and standardized test scores get rejected.   You should always shoot for the top, but make sure you have a contingency plan. You dont want to find yourself in the spring of senior year with no acceptance letters.

Algebraic Operations on ACT Math Strategies and Formulas

Algebraic Operations on ACT Math Strategies and Formulas SAT / ACT Prep Online Guides and Tips Variables, exponents, and more variables, whoo! ACT operations questions will involve all of these (and so much more!). So if you ever wondered what to do with or how to solve some of those extra long and clunky algebra problems (â€Å"What is the equivalent to ${2/3}a^2b - (18b - 6c) +$ †¦Ã¢â‚¬  you get the picture), then this is the guide for you. This will be your complete guide to ACT operations questions- what they’ll look like on the test, how to perform operations with multiple variables and exponents, and what kinds of methods and strategies you’ll need to get them done as fast and as accurately as possible. You'll see these types of questions at least three times on any given ACT, so let's take a look. What Are Operations? There are four basic mathematical operations- adding, subtracting, multiplying, and dividing. The end goal for any particular algebra problem may be different, depending on the question, but the operations and the methods to solve them will be the same. For example, when solving a single variable equation or a system of equations, your ultimate objective is to solve for a missing variable. However, when solving an ACT operations problem, you must use your knowledge of mathematical operations to identify an equivalent expression (NOT solve for a missing variable). This means that the answer to these types of problems will always include a variable or multiple variables, since we are not actually finding the value of the variable. Let’s look at two examples, side-by-side. This is a single variable equation. Your objective is to find $x$. If $(9x-9)=-$, then $x=$? A. $-{92/9}$B. $-{20/9}$C. $-{/9}$D. $-{2/9}$E. $70/9$ This is an ACT operations problem. You must find an equivalent expression after performing a mathematical operation on a polynomial. The product $(2x^4y)(3x^5y^8)$ is equivalent to: F. $5x^9y^9$G. $6x^9y^8$H. $6x^9y^9$J. $5x^{20}y^8$K. $6x^{20}y^8$ (We will go through exactly how to solve this problem shortly) Let's break down each component of an operations problem, step-by-step. (Also, bonus French braid lesson!) Operation Question How-To's Let us look at how to identify operations questions when you see them and how to solve for your answer. How to Identify an Operations Problem As we said before, the end goal of an operations problem is not to solve for a missing variable. Because of this, you can identify an operations problem by looking at your answer choices. If the question involves variables (instead of integers) in the given equation and in the answer choices, then it is likely you are dealing with an operations problem. This means that if the problem asks you to identify an â€Å"equivalent† expression or the â€Å"simplified form† of an expression, then it is highly likely that you are dealing with an operations problem. How to Solve an Operations Problem In order to solve these types of questions, you have two options: you can either solve your problems by using algebra, or by using the strategy of plugging in numbers. Let’s begin by looking at how algebraic operations work. First, you must understand how to add, multiply, subtract, and divide terms with variables and exponents. (Before we go through how to do this, be sure to brush up on your understanding of exponents and integers.) So let us look at the rules of how to manipulate terms with variables and exponents. Addition and Subtraction When adding or subtracting terms with variables (and/or exponents), you can only add or subtract terms that have the exact same variable. This rule includes variables with exponents- only terms with variables raised to the same power may be added together (or subtracted). For example, $x$ and $x^2$ CANNOT be combined into one term (i.e. $2x^2$ or $x^3$). It can only be written as $x + x^2$. To add terms with variables and/or exponents, simply add the numbers before the variable (the coefficients) just as you would add any numbers without variables, and keep the variables intact. (Note: if there is no coefficient in front of the variable, it is worth 1. $x$ is the same thing as $1x$.) Again, if one term has an additional variable or is raised to a different power, the two terms cannot be added together. Yes: $x + 4x = 5x$ $10xy - 2xy = 8xy$ No: $6x + 5y$ $xy - 2x - y$ $x + x^2 + x^3$ These expressions all have terms with different variables (or variables to different powers) and so CANNOT be combined into one term. How they are written above is as simplified as they can ever get. Multiplication and Division When multiplying terms with variables, you may multiply any variable term with another. The variables do not have to match in order for you to multiply the terms- the variables instead are combined, or taken to an additional exponent if the variables are the same, after multiplying. (For more on multiplying numbers with exponents, check out the section on exponents in our guide to advanced integers) $x * y = xy$ $ab * c = abc$ $z * z = z^2$ The variables in front of the terms (the coefficients) are also multiplied with one another as usual. This new coefficient will then be attached to the combined variables. $2x * 3y = 6xy$ $3ab * c = 3abc$ Just as when we multiplying variable terms, we must take each component separately when we divide them. This means that the coefficients will be reduced/divided with regard to one another (just as with regular division), as will the variables. (Note: again, if your variables involve exponents, now might be a good time to brush up on your rules of dividing with exponents.) $${8xy}/{2x} = 4y$$ $${5a^2b^3}/{15a^2b^2} = b/3$$ $${30y + 45}/5 = 6y + 9$$ When working on operations problems, first take each component separately, before you put them together. Typical Operation Questions Though there are several ways an operations question may be presented to you on the ACT, the principles behind each problem are essentially the same- you must manipulate terms with variables by performing one (or more) of the four mathematical operations on them. Most of the operations problems you’ll see on the ACT will ask you to perform a mathematical operation (subtraction, addition, multiplication, or division) on a term or expression with variables and then ask you to identify the â€Å"equivalent† expression in the answer choices. More rarely, the question may ask you to manipulate an expression in order to present your equation â€Å"in terms of† another variable (e.g. â€Å"which of the following expressions shows the equation in terms of $x$?†). Now let’s look at the different kinds of operations problems in action. The product $(2x^4y)(3x^5y^8)$ is equivalent to: F. $5x^9y^9$G. $6x^9y^8$H. $6x^9y^9$J. $5x^{20}y^8$K. $6x^{20}y^8$ Here, we have our problem from earlier, but now we know how to go about solving it using algebra. We also have a second method for solving the question (for those of you are uninterested in or unwilling to use algebra), and that is to use the strategy of plugging in numbers. We’ll look at each method in turn. Solving Method 1: Algebra operations Knowing what we know about algebraic operations, we can multiply our terms. First, we must multiply our coefficients: $2 * 3 = 6$ This will be the coefficient in front of our new term, so we can eliminate answer choices F and J. Next, let us multiply our individual variables. $x^4 * x^5$ $x^[4 + 5]$ $x^9$ And, finally, our last variable. $y * y^8$ $y^[1 + 8]$ $y^9$ Now, combine each piece of our term to find our final answer: $6{x^9}y^9$ Our final answer is H, $6{x^9}y^9$ Solving Method 2: Plugging in our own numbers Alternatively, we can find our answer by plugging in our own numbers (remember- any time the question uses variables, we can plug in our own numbers). Let us say that $x = 2$ and $y = 3$ (Why those numbers? Why not! Any numbers will do- except for 1 or 0, which is explained in our PIN guide- but since we are working with exponents, smaller numbers will give us more manageable results.) So let us look at our first term and convert it into an integer using the numbers we selected to replace our variables. $2{x^4}y$ $2(2^4)(3)$ $2(16)(3)$ $96$ Now, let us do the same to our second term. $3{x^5}{y^8}$ $3(2^5)(3^8)$ $3(32)(6,561)$ $629,856$ And finally, we must multiply our terms together. $(2{x^4}y)(3{x^5}{y^8})$ $(96)(629,856)$ $60,466,176$ Now, we need to find the answer in our answer choices that matches our result. We must plug in our same values for $x$ and $y$ as we did here and then see which answer choice gives us the same result. If you are familiar with the process of using PIN, you know that our best option is usually to start with the middle answer choice. So let us test answer choice H to start. $6{x^9}y^9$ $6(2^9)(3^9)$ $6(512)(19,683)$ $60,466,176$ Success! We have found our correct answer on the first try! (Note: if our first option had not worked, we would have seen whether it was too low or too high and then picked our next answer choice to try, accordingly.) Our final answer is again H, $6{x^9}y^9$ Now let us look at our second type of problem. For all real numbers $b$ and $c$ such that the product of $c$ and 3 is $b$, which of the following expressions represents the sum of $c$ and 3 in terms of $b$? A. $b+3$B. $3b+3$C. $3(b+3)$D. ${b+3}/3$E. $b/3+3$ This question requires us to translate the problem first into an equation. Then, we must manipulate that equation until we have isolated a different variable than the original. Again, we have two methods with which to solve this question: algebra or PIN. Let us look at both. Solving Method 1: Algebra First, let us begin by translating our equation into an algebraic one. We are told that the product of $c$ and 3 is equal to $b$. A â€Å"product† means we must multiply $c$ and 3 and so our equation looks like this: $3c = b$ Now we are asked to find the sum of $c$ and 3. This means we must isolate $c$ so that we can add them together. So let us first isolate $c$ by using our knowledge of algebraic operations. $3c = b$ $c = b/3$ Now, we can sum $c$ and 3 by replacing our $c$ with $b/3$. $c + 3$ ${b/3} + 3$ Our answer matches answer choice E. Our final answer is E. Solving Method 2: Plugging in numbers Alternatively, we can use our technique of plugging in numbers. Because our question deals with variables, we can choose our own numbers (so long as they follow the rules of our given information.) We are told that the product of $c$ and 3 is equal to $b$. So let us assign a value to $c$ and use this information to find the value of $b$. So let us say that $c = 4$. (Why 4? Why not!) If $c = 4$, then the product of $c$ and 3 is: $3c = b$ $3(4) = b$ $b = 12$ So, when $c$ equals 4, $b$ equals 12. Now we must find the sum of $c$ and 3. $3 + c$ $3 + (4)$ $7$ Now that we have found our sum, we must identify the answer choice that gives us this sum. All of our answer choices are presented to us in terms of $b$, so we will use our found value of 12 to replace $b$ for each. As with all PIN questions, let us start with the middle answer option. Answer choice C gives us: $3(b + 3)$ We can tell just by looking at it that this will be far larger than 7, but we can always test this out. $3(12 + 3)$ $3(15)$ $45$ We can eliminate answer choice C. Just by glancing, we can see that answer choices A and B will also be larger than 12, which means we can eliminate them as well. Let us try answer choice D. ${b + 3}/3$ ${12 + 3}/3$ $15/3$ $5$ Answer choice D did not match our sum, which means we can eliminate it as well. By process of elimination, we are left with answer choice E, but let us test it to be sure. ${b/3} + 3$ ${12/3} + 3$ $4 + 3$ $7$ Success! We have found the answer choice that matches the sum we found. Our final answer is, once again, E, ${b/3} + 3$. As you can see, the answer to your operations questions will always be in variables and the problem will always require you to interpret and manipulate expressions with variables, but there are always multiple options for how to solve these types of problems. You've got the power to decide how you would like to solve and manipulate your operations problems. Magic! Strategies for Solving Operations Questions Now that we’ve seen the types of operations questions you’ll see on the ACT, let’s review our solving strategies. #1: Use PIN when needed (or to double-check your answer) If you ever feel concerned that you may be going down the wrong path while manipulating your operations problems, or if you simply want to double-check your answer, it's never a bad idea to use the strategy of plugging in numbers. Although it can take a little longer plug in your own numbers for your variables, you'll never have to fear misremembering how to manipulate your exponents, your variables, or your equations as a whole. Once you're able to use real numbers for your variables, the math will be a piece of cake. #2: Focus on one aspect of the term at a time It can become all too easy to lose yourself when working with multiple variables at once, especially when it comes to multiplication and division. The test-makers know this and will provide bait answers for any number of common mistakes. In order to keep all your components organized, focus on just one piece of each expression at a time. First, look at the coefficients, then look at the variables. This will help keep all your moving pieces in order and lessen the odds of mix-ups and mistakes. #3: Eliminate your answer options as you go Operations problems can sometimes mess with your head, not because they are inherently difficult, but because the ACT is a marathon and your brain can get tired and confused (and lazy). This, combined with the fact that all the answer choices generally look quite similar, with only small differences- a minus sign instead of a plus sign, one coefficient difference, etc.- can lead you to select the wrong answer, even when you know what the correct one should be. To avoid this kind of careless error (the worst kind of error!), eliminate your answer choices as you go through your problem. Know that the coefficient for your $y$ value must be 3? Immediately cross out any answer choices that give you anything other than $3y$. It may seem inefficient to solve problems this way, but it will keep your answers much more clear. #4: Keep careful track of your negatives Not only can it be difficult to keep track of multiple variables, but it's even easier to mix-up the proper negative and positive signs. Many students make careless errors with their negative signs and the ACT test-makers are all too aware of this. They will provide all manner of bait answers for anyone who misplaces even a single negative sign, so be very careful. $(a+2b+3c)-(4a+6b-5c)$ is equivalent to: A. $-4a-8b-2c$B. $-4a-4b+8c$C. $-3a+8b-2c$D. $-3a-4b-2c$E. $-3a-4b+8c$ For a problem like this, we are being asked to subtract the entire expression, $4a + 6b - 5c$, from the entire expression, $a + 2b + 3c$. This means that the negative sign will be negating every term in the expression $4a + 6b - 5c$. So we must put a negative sign in front of each term. $4a$ becomes $-4a$ $6b$ becomes $-6b$ $-5c$ becomes $- -5c$ or $+5c$. Now let us put these pieces together with the first expression. $a - 4a = -3a$ $2b - 6b = -4b$ $3c + 5c = 8c$ Our final expression will be: $-3a - 4b + 8c$ Our final answer is E, $-3a - 4b + 8c$. [Note: many (many!) students put a negative sign only in front of the first term in the parenthesis, which in this case the $4a$. If you had done this, you would have gotten: $a - 4a = -3a$ $2b + 6b = 8b$ $3c - 5c = -2c$. This would have given you answer choice C, $-3a + 8b - 2c$. Again the test-makers know this is a common error and there will always be a bait answer to tempt anyone who makes this kind of mistake.] Operations in the "real world." Hyuk, yuk, yuk. Test Your Knowledge Now that we’ve gone through the tips and tricks of operations questions, it’s time to put your knowledge to the test with more real ACT math problems. 1. Which of the following is an equivalent simplified expression for $2(4x+7)-3(2x-4)$? F. $x+2$G. $2x + 2$H. $2x+26$J. $3x+10$K. $3x+$ 2.Which of the following expressions is equivalent to ${1/2}y^2(6x+2y+12x-2y)$? A. $9xy^2$B. $18xy$C. $3xy^2 + 12x$D. $9xy^2-2y^3$E. $3xy^2+12x-y^3-2y$ 3.$t^2-59t+54-82t^2+60t$ is equivalent to: F. $-26t^2$G. $-26t^6$H. $-81t^4+t^2+54$J. $-81t^2+t+54$K. $-82t^2+t+54$ 4.The expression $-8x^3(7x^6-3x^5)$ is equivalent to: A. $-56x^9+24x^8$B. $-56x^9-24x^8$C. $-56x^18+24x^15$D. $-56^18-24x^15$E. $-32x^4$ Answers: H, A, J, A Answer Explanations: 1. As always, we can solve this question using algebra or using PIN. Let us look at both ways. Method 1: Algebra First, we must distribute out our terms. Only afterwards will we subtract them. Let us take each half of our expression by itself. $2(4x + 7)$ $8x + 14$ $ -3(2x - 4)$ $-6x + 12$ (Note: keep careful track of your negatives here, especially in the second half of our expression.) Now, we can put the two together. $8x + 14 - 6x + 12$ $2x + 26$ We cannot go any further, as we have combined all our like terms. Our final answer is H, $2x + 26$ Method 2: PIN As an alternative to algebra, we can always use plugging in numbers. So let us assign our own value to $x$, which we will call 3. (Why 3? Why not!) This means that we will replace any $x$ in our given equation with a 3. $2(4x + 7) - 3(2x - 4)$ $2(4(3) + 7) - 3(2(3) - 4)$ $2(12 + 7) - 3(6 - 4)$ $2(19) - 3(2)$ $38 - 6$ $32$ Now, let us find the answer choice that matches with our found answer of 32, once we replace the $x$ with 3. As usual, when using PIN, let us start with the middle answer option. $2x + 26$ $2(3) +26$ $6 + 26$ $32$ Success! We found our answer on the first try. But remember- when using PIN, always check your other answer options to make sure there are not repeat correct answers. We can see straightaway that answer choices F and G will be too small, since answer choice H was a match. So let us try answer choice J. $3x + 10$ $3(3) + 10$ $9 + 10$ $19$ This answer choice is too small and we can see just by looking that answer choice K will be too small as well (since they only differ by 1). This means we are safe with our answer choice H, as no others produced a match. Our final answer is H, $2x + 26$. As we saw from earlier in the guide and from the example problem above, we can always use algebra or PIN for our operations problems. Knowing that, we will only go through one method each for the rest of our answer explanations. 2: For this problem, let us do our solve using algebra (again, we could also use PIN, but for the sake of brevity, we are only choosing one method for each problem). We are given the equation: ${1/2}y^2(6x + 2y + 12x - 2y)$ Now, let us first make life easier by combining the like terms in the parenthesis. $(6x + 2y + 12x - 2y)$ $(6x + 12x + 2y - 2y)$ $(18x)$ The $y$ terms cancel one another out, so we are left with only $18x$ in the parenthesis. Now, we must multiply our $18x$ by ${1/2}y^2$. As always, when multiplying, we must multiply first the coefficients and then combine them with the combined variables. So: ${1/2}y^2 * 18x$ $(1/2) * 18 = 9$ $y^2 * x = y^2x$ Put the two together and we have: $9y^2x$ So our final answer is A, $9xy^2$ 3: Because we used algebra last time, let us try our hand at solving this question using PIN. Because we are using our own numbers, we don’t have to worry about whether or not we are matching up the right terms, or if we are combining them incorrectly; we can bypass all the mess and use numbers instead. We have one variable, $t$, so let us say that $t = 2$. (Why 2? As always, why not!) $t^2 - 59t + 54 - 82t^2 + 60t$ $(2)^2 - 59(2) + 54 - 82(2)^2 + 60(t)$ $4 - 8 + 54 - 328 + 120$ $-268$ Now, we must find the answer choice that matches our found answer of 102, once we replace $t$ with 2. Let us start in the middle, with answer choice H. $-81t^4 + t^2 + 54$ $-81(2)^4 + (2)^2 + 54$ $-81(16) + 4 + 54$ $-1296 + 58$ $-1238$ We can see just by looking that answer choice G will be too small as well ($-26 * 16 = -416$), and answer choice F will be too large (-26 * 4 = -104). So let us try answer choice J. $-81t^2 + t + 54$ $-81(2)^2 + 2 + 54$ $-81(4) + 56$ $-324 + 56$ $-268$ Success! And we can also see that the only difference between answer choices J and K are the coefficient in front of $t^2$ (-81 vs. -82), so we know that answer K would produce an incorrect and smaller number than answer choice J. Our final answer is J, $-81t^2 + t + 54$ 4: Because we used PIN last time, let us use algebra for this problem. Because we do not have like terms in the parenthesis, we must distribute out our expression using multiplication. $-8x^3(7x^6 - 3x^5)$ $-8x^3(7x^6) - -8x^3(3x^5)$ And take each piece separately. $-8x^3(7x^6)$ = $-8 * 7 = -56$ and $x^3 * x^6 = x^[3 + 6] = x^9$ (for more on this, look to the section on exponents in our advanced integers guide). So, combined, we have: $-56x^9$ And the other half of our expression will be the same. $- -8x^3(3x^5)$ $8x^3(3x^5)$ = $8 * 3 = 24$ and $x^3 * x^5 = x^[3 + 5] = x^8$ So, combined, we have: $24x^8$ Now our equation looks like this: $-56x^9 + 24x^8$ Our final answer is A, $-56x^9 + 24x^8$ (Take care! The only difference between answer choice A and B is the negative sign. If you weren’t careful with your double negatives, you may have fallen for this bait answer.) Ten thousand gold stars for solving your operations problems! The Take-Aways Though operations problems are easy to get wrong if you’re going too quickly through the test (or trying to solve them in your head), the basic elements are the same as any problem with variables- combine like terms, keep your work organized, and use PIN if you feel overwhelmed (or simply want to double-check your answer). You have a multitude of options for solving ACT algebra questions, so don’t be afraid to use them. What’s Next? Still in the mood for math? Well we've got you covered! First, take a gander at exactly what's tested on the ACT math section in order to get a feel for your strong and weak points. Next, dive right into our ACT math guides for any topic you feel you haven't quite mastered (or just any topic you want to refresh). From circles to ratios, slopes to polygons, we've got your back. Running out of time on the ACT math section? Check out our guide on how to help maximize your avaialable time in order to get your best score possible. Nervous about test day? Ease your mind by taking a look at what to do the night before and the day of the test. Trying for a perfect score? Look no further than our guide to getting a perfect 36 on the ACT math, written by a perfect-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Analyse the business environment of Japan Essay

Analyse the business environment of Japan - Essay Example In order to drive this growth, National Innovation System (NIS) plays a very important role. Innovation is one of the key drives that have led Japanese business corporations to this state of success. This paper presents a detailed study of the activities of NIS which helps to evaluate its impact on the business environment of the country. Business environment in Japan The Japanese business environment has been reflecting huge success during the late 1980s. The success of Japanese business enterprises is affected by the formation of the enterprise to a large extent. Three main types of companies can be recognized in Japan under Japan’s commercial code and another form of company is separately recognized under the Yugen Gaisha Law. Therefore, four different forms of a business company exist in Japan. These are Go-mei Gaisha (or commercial partnership), Go-shi Gaisha (or limited partnership), Kabushiki Kaisha (or general corporation) and finally Yugen Gaisha (or limited liability corporation) (Japanlaw, n.d.). ... Cheap exports made by Japan include particularly electronic devices, cars and computers (Japan-guide, 2013). This characteristic of Japanese business corporations is imparted by the human resource of these organizations. Human resource is considered a very important aspect in Japan. Hence, companies dedicate attention towards maintaining good human resource management system and employees provide the commitment of sustaining a long-term relationship with their respective corporations. Strong industrial relationship is one of the main factors that affect the performance of Japanese business firms in international context (Asetuc, 2003). This leads to improvement in the skills and employees might utilize their potential to the fullest extent for the growth of their organization. With globalization, Japan has been increasingly participating in the global business scenario. Japan is known on the global platform for its cheap exports. Japan mainly imports agricultural or intermediate good s, such as, culinary materials, wood, oil and other raw materials. Since the manufactured goods (imported) yield higher price than the raw materials imported by Japan (that requires lesser payments), Japan has a trade surplus. However, globalization makes the manufacturing units all around the world more cost efficient (Gu?jonsson, 2009). Thus, Japanese firms are currently facing intense competition in the global front. National Innovation System (NIS) Government component of the NIS The National Innovation System (or NIS) refers to the system of flow of information as well as the rapid transfer of technological knowhow amongst people residing in different parts of a country. It has been recognized by the Japanese government

The Exercise of Accounting Clothes Personal Statement - 2

The Exercise of Accounting Clothes - Personal Statement Example I thought that I had only few purchases that were made from China but I did not expect that majority of them were actually from China (there were 22 clothes that I bought coming from them). This misimpression is due to the fact that even if the brand is patently American, if we bother enough to check the label on where it is made, it is in fact made in China. For example, my sport apparel Nike. We know that Nike is an American company and we would like to think that it is also made in America. But no, check the labels and you cannot even read them because it is written in Chinese character. It is in fact made in China. This led me to think and do some basic research. I begun to understand the supply chain that companies employ in order to save cost and become competitive. But again, this led me to think if the main motivation really is to save on cost to sell their products more affordable then are their prices are saying otherwise? Nike is still priced at premium even if they had ou tsourced their manufacturing to some sweatshops in China. These companies are raking billions of dollars in profit. The motivation of having their manufacturing somewhere else must be the drive to profit more by finding ways to cut cost by looking for people who can do the job the cheapest way possible. Sadly, this takes jobs away from Americans and kills our local garment industry. This also makes the salary of those who works in our textile industry low because of competition of the dirt cheap salary of textile workers in Bangladesh and Cambodia. Worst, this outsourcing has brought new evils in the country that they were outsourced such as China and countries in South East Asia (Thailand, Indonesia, Philippines). News about the old labor, unreasonably long working hours and dangerous working conditions are prevalent that it defeats the benefit of giving people jobs because they are being exploited. Also, the quality of the textiles deteriorates because the manufacturing process of the countries they are from cut corners. Also, I noticed during the process of my accounting my clothes that some have labels of being recyclable (the ones made in USA) while many do not. I understood it because of our stringent laws about the environment and our general concern about the environment. I checked the labels on the other clothes that I have that were made overseas and there were no labels that the clothes can be recycled. This led me to think that these manufacturers must have no concern for the environment after making the sales or even during the manufacture of these clothes. Come to think of it, if they cared less about their workers, employing them in hazardous working conditions and giving them oppressive salaries whose ill effects can be immediately observed, how much more about the environment whose effect can only be felt many years ahead? Also, the quality of the fabric can readily be distinguished because those that came from the USA are noticeably of better quality. We just came from a financial crisis and to some extent, we are still reeling from it.

Moisturize your Face with Steam Essay Example for Free

Moisturize your Face with Steam Essay Steaming is one of the most effective methods of removing pimples. To apply this method, boil water in a container for a couple of minutes. After that, place the container containing boiled water beneath your face. Allow the steam to dampen your face for a couple of minutes. Afterwards clean your face with lukewarm water. Boiling water helps remove debris and oil from your face without increasing the pimples. Alternately, you can use an oil free lotion to moisturize your face and remove pimples. Apply Toothpaste on your Pimples This is the most common cure for pimples. Of course, you may brush your teeth before sleeping every night, but this time, apply toothpaste on your face! Ideally, wake up once or twice in the night to ensure that the paste still covers the spot. You can apply the paste again if that is not the case; doing so will clear up your face in the morning. However, use toothpaste only and never apply gel on your pimples. Apply Lavender Oil on the Acne This is a less common remedy for pimple growth but it is known for bringing results, especially on teenagers. Apply lavender oil on your pimples several times and before going to sleep. This oil helps to dry up the spots to a great degree. Use Lemon Juice Another effective method of curing acne is applying lemon juice. When you rub lemon juice on your pimples, it has a quick effect. Use it before going to sleep to see great results in the morning. 9 ways to prevent a breakout and get clear skin 1. Do the One-Minute Rule Using a face wash laced with salicylic acid (from one to two percent depending on how bad, and how often, you break out) is a surefire way to stop pimples from forming. Its simple: Instead of spot treating after one pops up, youre keeping every single pore clear from the get go. Suds up in the morning and night, and then wait one full minute before rinsing so the gentle exfoliator can work its pore-clearing magic. 2. Wipe Away Oil If your T-zone typically resembles an oil slick 24/7-or youve worked up a sweat crossing off your to do list-dont wait until you get home to degrease. When excess sebum (aka oil) seeps into your pores, pimple-promoting bacteria will quickly follow. Use a pre-moistened salicylic acid-soaked cleansing cloth directly on oil-prone zones (i.e. your forehead, nose, chin) to help keep skin clean and prevent future breakouts. 3. Dont Forget to Hydrate Just because acne-prone skin has plenty of oil to go around, doesnt mean its water content, which is crucial for healthy skin, is up to par. Plus, overuse of oil-fighting products can leave skin parched-and wanting to compensate with more oil (eek!). Look for a lightweight, oil-free face cream that gives just the right amount of hydration, but wont contribute to your acne issue. What you want: A formula that contains hydrators that mimic those in skin naturally, like ceramides, humectants, and squalene. If your skin is super prone to acne, opt for an even lighter gel, not cream, texture. 4. Turn up the TLC Sometimes even if your skin is having a good (aka clear) day, you can still see some redness. Thats because acne is essentially inflammation, so some irritation all the time or post-pimple is common. Soothe sensitive skin overnight with calming botanicals such as chamomile, licorice, or aloe vera extract. 5. Exfoliate on the Regular Once or twice a week, take your skin smoothing up a notch and use a product that contains salicylic acid (or look for willow bark extract, its all natural counterpart) along with gentle fruit enzymes. This powerful pore-perfecting combo will help rev cell turnover and prevent dead skin cells, debris, and bacteria from building up in pores. 6. Start Using Retinol The gold standard of anti-aging also has an amazing anti-pimple track record. Apply a thin coat of a retinol-based treatment all over skin (if youve never used it before, you may need to work up to nightly; start off with three days a week to see how skin holds up to its potentially irritating effect). This vitamin-A derivative amps up cell turnover like no other so that pores have no choice but to stay clear. 7. Go Hands Free As in: Stop. Touching. Your. Face. Stress and hormones gone haywire are common culprits of a breakout-prone complexion but are not the only instigators. Piling on dirt all day long, like from constant contact with your iPhone or fingers, can create the perfect breeding ground for bacteria. Wipe down your cell phone once a day with an alcohol wipe or squirt some hand sanitizer on a tissue and rub it on the surface. And as you talk on your device, try not to press it firmly into your skin-it will only push makeup and dirt further into pores, causing you more pimple problems. 8. Feed Your Face Diet has a huge impact on skin and skin health (including acne): Up to 80 percent of your skin is affected by what you eat and drink. Fill your plate with a healthy, well-balanced diet to keep skin in the clear. Focus on eating plenty of fresh fruit and vegetables that are rich in vitamin A (grapefruit, mango, broccoli, and kale) to help normalize the production of dead skin cells, a key factor in acne breakouts. And add in eggs, salmon, and walnuts, which contain healthy oils that keep your complexion well nourished and help prevent pimples. 9. Chill Out Because the more you stress over a zit the bigger its going to get. When the stress hormone cortisol spikes, so does oil production-one of the main causes of adult acne (along with hyperactive lifestyles, alcohol, poor diet, and too much cumulative sun exposure). Instead, spot treat the bad boy with bacteria-fighting benzoyl peroxide. Natural Ingredients to Get Rid Of Acne Scars Fast Acne does not only scar the skin but also the mind and emotions of an individual. Walking down the road with a red swollen face filled with pus is a very embarrassing and painful both literally and figuratively. There are people who can’t help themselves talk about the other person who has a scarred face as a result of widespread acne. These reasons make people with acne find the quickest way to get rid of acne scars. They want to start a normal life without pain. They want to regain their confidence and self-esteem. There are the natural ingredients present in your kitchen. However, if you feel like the type of acne scars that you have are alarming, it is still best to consult a specialist about it. Here are some of the natural ingredients that can be very beneficial to quickly get rid of acne scars. Egg whites are rich in protein. Protein is very helpful in repairing ripped muscles and skin. These egg whites, about three pieces must be beaten into a fluffy and foamy texture. It must then be smothered on the face and act as a face mask. After a few minutes, this egg white mask must be rinsed with warm water. This method can be done 2-3 times in a week. Aloe Vera juice can also be a great natural remedy. We can see a lot of skin care products that contain Aloe Vera in its ingredients. Aloe Vera is an immune system booster. It also regenerates damaged skin tissues. Another natural ingredient that is commonly found in skin care products is lemon juice. Lemon contains AHA. AHA can thicken the skin and enables it to produce collagen. As this occurs, healing of the scarred skin is also sped up. Lemon juice has acidic elements. This acid helps in drying the acne quickly before it gets worse. A pinch of baking soda mixed with water can also remove the dead skin without hurting the skin. This mixture must be massaged gently on the skin. It can stay on the skin for a few minutes, then, it must be rinsed. Ginger is a natural antibacterial. A slice of it can be smeared on the infected area. After a few minutes, the face needs to be rinsed. This could be more painful than the other ingredients above mentioned because of ginger is a little bit spicy. These are just some of the many natural ingredients that can help you to quickly get rid of acne scars as they dry, peel and heal the scars. These methods will not be of great help if they will be done on a dirty face. After a long day of being exposed to pollution, our pores are clogged with dirt. The face must be very clean before any ingredient is placed on it or it will result to further damages and infection on the skin. So, for people who don’t know how to get rid of acne scars fast, these are some useful tips. Also, keeping the body hydrated is very important. Drinking the right amount of water is very useful in draining toxins that are present in the body because of the food that we eat.

CASUAL DRESS DAYS :: Essays Papers

CASUAL DRESS DAYS INTRODUCTION Many businesses have begun using a casual dress policy on certain days. Implementing dress-down days may be an effective way to boost employee morale. The question that seems to pop up too often is whether dress-down days are a benefit or burden to the company. Many companies have adopted Friday as a casual or dress-down day, while others have made casual business attire a full-time policy. Some employees view wearing casual business clothing as an employee benefit. To others, it is a disaster. Both men and women are often confused about what "casual" means and about how to dress casually and still look professional. Some people in management positions feel employees goof off on casual dress day. This report will look at all these issues as well as a conclusion about the effectiveness of casual dress days. CASUAL DRESS DAY DEFINITION Definition and Description The definition of casual-dress days is dependent upon such variables as gender, geographic location, type of firm, and the day's activities. For instance, dressing casually for an accountant means khakis with a nice shirt. Someone who works as a high school teacher may be able to wear jeans and a nice shirt. Most businesses do not see T-shirts as an acceptable form of attire. Although it may be a casual dress day, clothing should still be neat, clean, and pressed. Clothing should not be offensive, tasteless, revealing, or sloppy. If an employee feels he or she might be underdressed, he or she probably is. Businesses That Have Casual-Dress Days Many businesses have adopted casual-dress days as a tool to boost employee morale. Management likes to use this as a benefit because it is free. Types of businesses that have casual-dress days are businesses in which employees do not have many interactions with clients. Accounting firms, insurance companies, and many corporate offices use the casual-dress policy. These businesses have casual-dress days to increase worker productivity, to have more open communication between staff and managers, cost savings to employees because casual business wear is less expensive, and improved work quality. Many companies do not have casual-dress days because there are many ways wearing casual clothing can hurt business. Employees may interpret the word casual too liberally and wear inappropriate clothing. The professional image may also be weakened if clients feel employees are too casual to be entrusted with their business.

Romanticism in American Literature

Tennyson, in â€Å"The Princess† describes, under the diagnosis of catalepsy, probable temporal lobe epileptic dreamy states with deterioration which serve as a adaptor of sexual and moral ambivalence, the poem's central theme. It seems that Tennyson knew such seizures from his own father who had been given a diagnosis of catalepsy. Poe gave his Bernice in the novella of the same title a diagnosis of epilepsy as a reason for a premature burial.However, there was a good deal of unlikelihood in this, and when he came to this theme in â€Å"The Fall of the House of Usher† and in â€Å"The Premature Burial† he chose instead a diagnosis of catalepsy which fitted better with the plot. The fits of the title character in George Elite's Sills Manner, ignored as catalepsy, would today rather be seen as epileptic twilight states. It would seem that this author drew from contemporary dictionary descriptions which described conditions similar to Manner's fits under the headin g of catalepsy.In Elite's â€Å"legend with a realistic treatment†, the twilight states are a central factor in the plot and explain Manner's reclusion and passivity. In Poor Miss Finch by English realist Willie Collins, the postgraduates seizures of Oscar, one of the main characters, their cause, their treatment with silver nitrate, and the subsequent disconsolation of his kin are central supporting elements of a perfectly constructed plot. Collins gives an exact description of a right aversive seizure with secondary generalization, and how to deal with it.In none of these works seizures are seen in a negative light. They rather evoke reactions of sympathy and support. Keywords: Anglo-American literature, disease in fiction, romanticism, realism, Tennyson, Poe, George Eliot, Willie Collins. INTRODUCTION The romantics were fascinated by unusual behavior and exceptional psychic phenomena. Psychiatric illness was threatening and unexplored UT also had the attraction of the morb id and was a poetic treasure chest.For the literature in the realistic period, illness remained an important theme in general because the dark sides of life were not to be neglected, and we can thank the great English realists for sometimes being the first to give us De- tailed descriptions of pathological conditions, such as developmental dyslexia in Dickens' Bleak House Jacob, 1992). For this reason it is not surprising to find epilepsy represented in literature written in the middle of the nineteenth century. Here we also meet the term catalepsy and a relationship between the two diagnoses warrants our examination.Address correspondence to: Peter Wolf, Plenipotentiary Bethel, Kline Mar l, Marriage 21, D – 33617 Believed, Germany. Tell: +49-521-1443686. Fax: +49-521-1444637. E-mail: panorama. De. EPILEPSY & CATALEPSY IN ANGLO-AMERICAN LITERATURE 287 ALFRED TENNYSON: â€Å"THE PRINCESS† Alfred Tennyson (1808-1892) was one of the main literary figures in the middle of the last century in England. The pair of terms seizures and catalepsy in his â€Å"Princess† (1847-1851), a long narrative poem, has gently been pursued by an American philologist, Barbara Herb Wright (1987), who is married to a neurologist. The Princess† first appeared in 1847, and in a reworked second edition in 1848. In the third edition in 1850, six songs were added between each of the chapters and in the fourth edition Weird seizures' are mentioned for the first time but then as an essential element of the composition. The literary studies' dispute about this element's artistic value and function, as well as the author's refusal to comment on the question, has been depicted in detail by Ms Wright. Tennyson called his work a ‘medley.The structure is multifaceted, and it has allegorical, discursive and ironic elements. The story uses the story-in-story technique. On the first level, the story narrator and a group of fellow students visit the castle of one of th e students. The student comes from a very old family and has found an ancestor in his family tree, a lady who, ‘miracle of noble womanhood' (p. 154), has defended the fortress in full armor and weapons against its foes. At a garden party Lila, his friend's sister appears, ‘half child, half woman' (p. 55; the half ND half motif, the ‘inebriate' is a basic motif of this work), and decorates the statue of a warlike ancestor with her head scarf and silk stole while talking about women's oppression and the founding of a radical Amazon state. In the next seven chapters the seven students tell the story of such a community: The prince and princess of two neighboring kingdoms have been engaged to marry since their childhood. When the father of the prince sends for the bride-to-be with pomp and presents, her father writes a letter saying she wants to live alone with her women, and not wed.When the elderly king, father of the prince, hears this, he wants to declare war but t he prince sets off to clear up the situation himself. Two friends accompany him, also to help him in the event that he should have seizures. The seizures are the result of a curse on his family, laid on them long ago by a man who a former ancestor had burned as a sorcerer because he cast no shadow: none of their blood should know the shadow from the substance, image from reality, and one ‘should come to fight with shadows and to fall' (p. 1 57).For this reason Waking dreams were an old and strange affection of the house' (p. 57), and the curse manifests itself in the prince as Weird seizures' (p. 157) which are marked with deterioration experiences. The prince hears from the princess' gentle, peace-loving father that she has withdrawn to their summer castle, founded a women's university and now holds a purely female court: no male being may enter the area under penalty of death. But the prince and his friends dress up as girls and go there. They are discovered and have to flee .The fact that the prince has saved the princess from drowning does not help. During this time period the prince has two seizures without the princess noticing. The first happens at their second meeting when he is overwhelmed by her royal appearance, her foot on a tame leopard, before they ride out together. During their excursion his love, previously unnoticed, blossoms. The second seizure happens when he lets himself be despicably thrown out by her, even though he not only saved her life, but is also convinced by and willing to accept the equal rights of women.Both times the princess appears to him as a shadow in his seizures, whereas otherwise he admires her for her uncompromising consistency and loves her because she sticks to her cause in a more straightforward manner than others. War is declared, the prince and one of the princess' brothers defending the princess fight against each other along with 50 of the best knights on both sides. The prince remembers the prophecy that on e of his family will fight against shadows, gets a seizure, and goes into battle although he is still in a dreamy state. He and his group of men lose the battle.He is seriously injured, and experiences his long recuperation period as a continuation of the seizure. After clearly winning the war, the princess becomes less rigorous in her attitude and takes care of the 288 PETER WOLF prince and all of the other injured on both sides. The prince and princess forgive each other and the question of dream or reality, shadow or substance, becomes a question about who the princess really is, what her essence is. Is it the masculine unwillingness to compromise with which she tries to demonstrate her rationality or rather the other side, which allows for feelings of pity, gratitude, love, and duty?As this is decided, the prince's seizures cease and he changes into a stronger, more masculine person. He can convince the princess that her holding a purely female court was not right for her, not g enuine, only a copy of the male world. The prince and princess, until then both a cross between male and female, discover one another. They also both find their own selves in the recognition that man and woman remain incomplete, only half of a whole, as long as each attempts to be whole alone, or as long as one sees the other as the dominate or superior one.The court physician diagnosed the prince's seizures as ‘catalepsy (p. 1 57). We now know that Tennyson used, or at least owned, Quinsy's medical dictionary of 1804 (Wright, 1987)), which defined catalepsy as ‘a sudden suppression of movement and perception where the DOD is immobilizers (freezes') in its present position'. This comes in seizures, lasts a few minutes, seldom up to a few hours, and at the end the patients do not remember anything that has happened during the seizure. It is as if they awake from sleep (Wright, 1987).Interestingly enough, the prince's seizures are described completely differently: Others n otice nothing, he even fights in a battle during a seizure. Only his perception is altered. This change in perception usually only lasts for a short time. It seems to him as if he is surrounded by ghosts and he himself only a shadow of a dream. The princess appears to him as an incomplete sketch, her leopards as a fantastic painting, other people as empty masks. Things are present and not present at the same time, a scene Just experienced happened and at the same time did not happen.He is unable to tell the difference between reality and illusion. Ms. Wright (1987) was the first to suggest that epileptic seizures were being described here and she is without doubt correct: These are focal seizures of the temporal lobe with illusionary experiences of De-realization and diversification – a type of seizure that was underscored in medicine at Tennyson time. How did Tennyson know about them? There were several cases of epilepsy in his immediate family, for example his father, as ca n be seen by a letter describing his situation which fits the diagnosis of temporal lobe epilepsy.We also know that doctors told the family that his seizures were ‘catalepsy rather than epilepsy (Wright, 1987). This could have been intended to calm the family or make the diagnosis sound less threatening. On the other hand, it is also unknown how clearly a distinction between the terms catalepsy and epilepsy was made in the early nineteenth century (Teeming, 1971)1. Trances also play a securing role in the rest of Tennyson work, and it is well known that he often set himself into trances by repeating his own name.But the description of the subjective seizure experiences in the â€Å"Princess†, whose origin and terminology seem to be explained by Wright, stands alone, and the seizures have their special literary sense as metaphor for the indecision and insecurity that leads to the main theme of the story. EDGAR ALLAN POE: â€Å"BERNICE†, â€Å"THE FALL OF THE HOUS E OF USHER† AND â€Å"THE PREMATURE BURIAL† The possibility that Poe was also a model for Tennyson and the use of catalepsy as a motif in his writings cannot be excluded.Tennyson was deeply affected by Poe, admired him, and contributed substantially to the literary acceptance of the American in England – in nineteenth century something not to be taken for granted. (The 1 . Something similar may have been true, in the public mind, for the terms epilepsy and apoplexy. Thacker in Inanity Fair† seems once to have mixed them up (Wolf, 1995), and simple-minded Joe Gagger, in Dickens' â€Å"Great Expectations† says his father went off in a purple elliptic fit, obviously meaning apoplectic. † 289 other way around, Pope's lyric was influenced by Tennyson. Poe created a figure with he diagnosis of epilepsy, Bernice, in the story carrying her name in 1835. The story belongs to a group of dismal fatalistic novellas, and he needs a progressive physical and mental illness for Bernice, which would also make it plausible for her to appear dead. The story is told in the first person from the point of view of Usages. Usages lives in a lonely mansion with his beautiful cousin Bernice. Bernice has ‘a species of epilepsy not infrequently terminating in trance itself – trance very nearly resembling positive dissolution' (p. 172).In a reversal and projection that is not typical for Poe, Usages does not explain these trances but rather his own, which are trances or daydreams induced by concentrating on coincidental objects or meditation on trivial words. Bernice and Usages become engaged. In the progression of her disease Bernice loses her beauty. One day in her altered condition she silently stands in front of him. In an unexpected smile of peculiar meaning her splendid white teeth which have remained perfect are exposed and their overleaf image becomes the focus of a monomania, a daydream of his lasting several days.During this ti me he is vaguely aware that she has seizures one ironing. In the evening she appears to be dead and so is buried. His state of trance continues. Finally, he awakens out of his trance with a bad feeling, a vague recollection of a deed, of the shrill cry of a woman's voice. He learns from a menial who is wild with terror that Prince's grave has been violated, and that she has been found in her grave still alive: There is a spade leaning on the wall next to him.As he opens a little box that he finds on his table without knowing how it got there, dental surgery instruments fall out together with thirty-two small, white, and ivory-looking substances' (p. 77). Behind the similarity of Usages' and Tennyson self-induced daydreams and trances no hidden allusions should be suspected. These things are a part of the type of psychic experiments that the romantics were enthusiastic about. Nevertheless, the affinity in motif and the relationship to epilepsy that both authors created are worthy of being mentioned.Poe must have noticed that it was unlikely for someone known to have epilepsy to have seizures in a familiar environment in the morning and on the same evening to be declared dead and buried. He prepares the reader by mentioning some pages fore that Bernice, in most cases, recovered from her seizures surprisingly rapidly, but the construction remains dubious. Perhaps this is the reason he gives Madeline of Usher another diagnosis to allow her to be mistakenly buried alive a few years later in â€Å"The Fall of the House of Usher† . She has transient affections of a partially cataleptic character' (p. 82), and this leaves more room for the unlikely. Madeline appears only once before her apparent death. The narrator, a friend of her brother Redbrick, talks about her appearance: she ‘passed through a remote portion of the apartment, and, without having noticed my presence, disappeared' (p. 182). She is not described in more detail (unusual for Poe); foremos t is the feeling her appearance leaves in the narrator and her brother observing her: ‘A sensation of stupor oppressed me as my eyes followed her retreating steps' (p. 182). Her appearance causes her brother to sorrowfully bury his face in his hands.Later they lay her in her coffin although there still is ‘a faint blush upon the bosom and the face, as usual in all maladies of strictly cataleptic character' (p. 186). In spite of the improbability, Madeline manages to fight her way out of the coffin, and presents herself in silent reproach to her brother who must have suspected she had not really been dead. Poe must have been virtually obsessed with the idea of being buried alive: It plays an important role, for example, in the early tale â€Å"Algeria†, and later became a theme in a own story with the title â€Å"The Premature Burial†.This begins with reports about actual live burials and leads to describing the fear associated with waking up in a coffin aft er being buried. The narrator, who believes that such things happen more often Han people suspect, tells his own story of being ill with increasingly frequent and long cataleptic seizures, trances, semi-syncope, and 290 his growing fear that he will be buried in such a state. He takes extensive organizational precautions to prevent such an incident, but it does not calm him in the least.He talks about a further symptom, a disassociated awakening with very slow reorientation, preparing the scene for a cathartic experience ending the entire terrible episode: He awakens one day in a tight wooden chamber in total darkness with the smell of damp earth around him, and experiences the real horror of being ride alive. He remembers that he had been on a hunting excursion when a storm arose and that he fled to a barge laden with garden McCollum and went to sleep in a very tight berth.Now he can shake away his fear – and he also loses the catalepsy which had perhaps been less the cause than the consequence of his fears (p. 271). Here the construction of the disease history – especially with the final considerations – is really convincing. Nevertheless, this tale is one of Pope's less familiar stories and literally not fully satisfying due to the approximate balance between reported facts ND fiction being only loosely connected.Poe apparently did not use Quince for his catalepsy motif, but another source, since his descriptions are completely different. They seem to be based on a tradition that Could and Pyle (1896) summarize: ‘Catalepsy, trance and lethargy, lasting for days or weeks, are really examples of spontaneously developed mesmeric sleep in hysteric patients or subjects of incipient insanity. It is in this condition that the lay Journals find argument for their stories of premature burial'.GEORGE ELIOT: â€Å"SILLS MANNER† In contrast, it seems that George Eliot (pseudonym or Mary Ann Evans, 1819-1880) also used Quinsy's Medical Dictionary or a similar source to describe the seizures of the title figure in Sills Manner (1861), because her description corresponds much more exactly to Quinsy's definition than Tennyson. In Sills Manner the seizures of the title figure, a poor linen weaver, are an important structural element of the story. They are conditions that can last from a few minutes to an hour or more, and which are described in the book as trance or cataleptic seizures.When Manner has such a seizure he falls into an unconscious and snootiness stiffness with an empty look in his eyes. The seizures leave him with amnesia and Manner is not even aware of having had a seizure. At first, his community, a ‘narrow religious sect', the middle point and content of Manner's life, where he is respected for his faith and exemplary life style, interpret the seizures as a mark of his being specially chosen by God, as visitations of divine origin.But as the man who Manner thinks of as his best friend becomes hi s rival, he uses Manner's seizures to discredit him in the community by indicating his seizures might also have satanic origins (p. 0). Furthermore, he deals a devastating blow by blaming Manner for a theft that occurs during a death wake when Manner is in a trance. Manner is exiled and emigrates to a faraway region where he sets up his weaving loom in a hut at the edge of the village (up. 11-15). There he lives a secluded hermit-like existence for 15 years.Despairing of God and his fellow man, he only thinks of his work and of his treasure of gold, sovereigns, that he has managed to scrape together by living so frugally. In this village he is also known for having fits and this contributes to his role as an outsider. When Manner leaves his hut on an errand one stormy evening, someone steals his treasure, leaving him empty-handed for the second time. But in contrast to the first time, he becomes integrated into the community because the members have pity on him (p. 03). Then a third event happens, when he is in a twilight state which falls over him while standing in the open door of his hut: When he awakens from the trance he perceives a vague, golden shimmer in his hut that he at first believes must be the expected return of his gold coins; but it is the golden hair of a little orphan girl who has sought shelter in 91 the hut (p. 1 51). He accepts the child and raises her with the help of a neighbor and a happy time starts now and lasts into his old gage.The treasure is also found again. It is discovered – and the reader is told this early in the story – that the father of the child and the thief are the same person. All these motifs are woven together in a very complex manner and build into an artful design interwoven with the golden threads that make a legend. In a letter to her publisher, John Blackfoot, George Eliot characterized the work as ‘a sort of legendary tale' which she ‘became inclined to give] a more realistic treatment ' (Karl, 1995).The disease is of utmost importance in explaining the necessary static and passivity of the title figure which would normally be unnatural. It also allows for unexplainable events to happen which contribute to the story's legendary quality. Sills Manner is one of the most perfect of the literary works in which an epileptic disease is an essential stylistic element. Today we use the term catalepsy to describe a condition of motionless rigidity which can occasionally be observed over a longer period of time with androgenic psychosis or with severe life-threatening brain diseases.The seizures with impairment of consciousness from which Sills Manner suffered would today no longer be classified as catalepsy but as twilight states, and epilepsy would primarily be considered the cause. A recent biographer of Eliot (Karl, 1995) talks about Manner's epileptic fits as a matter of course. It seems as though Eliot did not use direct observation in describing catalepsy but relied on the lexicographic definition. This included certain epileptic phenomena and catalepsy and epilepsy were probably not strictly separated at that time.Earlier, catalepsy had even been considered a variant of epilepsy (Teeming, 1971). AS we have seen in the case of Tennyson, catalepsy may sometimes have been used as a euphemism for epilepsy (see above). WILLIE COLLINS: â€Å"POOR MISS FINCH† Willie colitis (1824-1889), a mend of Charles Dickens, is considered together with Dickens and George Eliot to be one of the great English realists of the nineteenth century. His Poor Miss Finch (1872) is one of the books in which epilepsy plays a key role in the construction of the plot. Oscar loves the beautiful, capricious, and blind Lucille who also loves him.His twin brother, the ruthless Nugent tries to be his rival. Their voices are indistinguishable and they have he same features to someone who looks at them or touches them. An eye specialist appears on the scene who is able to ma ke Lucille see by operating on her. Like some blind people, Lucille can imagine colors, loves everything light and hates everything dark. This almost leads the bad Nugent to succeed because he argues that when Lucille will see Oscar she is sure to despise him: His skin is disclosure to a blackish blue as a result of the treatment of his epilepsy with silver nitrate (p. 3). Oscar fears the day she will be able to see him but argues nevertheless unselfishly and generously for the controversial operation. Lucille then reacts completely different than expected and there is a happy end. In this novel Collins was particularly interested in the discoveries that had been made throughout the 18th and 19th century about what people born blind or who became blind in early childhood could sense or experience and how, after successful operation on their eyes, they reacted and learned to create a visual environment.These reports deal extensively with theories about the conception of space and the construction of visual space, and with Molybdenum's problem, whether a congenitally blind person who had learned to extinguish and name forms like a sphere and a cube by touch would be able to distinguish and identify these forms visually if the faculty of sight was recovered (v. Sender, 1960). Collins was more interested in the sys- 2.The village doctor who has been called to the scene is mildly made fun of by the author: the sages of the village urge Manner strongly to smoke a pipe â€Å"as a practice ‘good for the fits'; and this advice was sanctioned by Dry. Kimball, on the ground that it was as well to try what could do no harm – a principle which was made to answer for a great deal of work in that gentleman's medical practice† (p. 91). Manner follows this advice faithfully even though he actually dislikes tobacco and it doesn't really help. 92 ecological and moral responses of his characters to such an event. His description of the tests and tasks that are given his heroine by her doctor shows that he conducted thorough research for the story. Likewise, the epilepsy is not Just there but the result of a brain trauma (p. 68) from a robbery which has its own function in the carefully constructed story. In order to make the blackening of the skin more credible people with the same coloring appear marginally twice in the story (up. 3,269). Is that exaggerated? Apparently not.The treatment of epilepsy with silver nitrate was very common until the middle of the nineteenth century. One of the affected in Collins' book says there are hundreds of people disclosure as I am, in the various parts of the civilized world' (p. 84), and the English neurologist Todd complained that so many patients showed in the disconsolation of their faces the indelible marks of the ineffective treatment they had undergone (Teeming, 1971). Collins thinks better of Oscar and allows the treatment to be successful: His epilepsy is cured (p. 0). CONCLUSIONS Four author s from two consecutive epochs of literature in the English language gave four completely different pictures of illness: In Poe, the romanticist, the epileptic and cataleptic conditions are more conjured up than described, whereas not the seizures themselves but the motif of a slow physical and mental deterioration are a point of focus. The epileptic and cataleptic states are essential elements to the gloomy mood that seem to drive these stories into inevitable fatalistic catastrophes.Tennyson depicts subjective perception of seizures and has resalable found an authentic source so that we can correct the diagnosis of catalepsy. Eliot probably followed a lexicographic definition for her description of ‘cataleptic' semi-conscious or trance states fairly exactly, but this definition subsumes symptoms of a condition which would nowadays be classified as epilepsy. Collins is furthest away from Poe. He virtually gives us a clinical case study with a matter-of- fact description of a s eizure which begins with a wrenching aversive movement towards the right and the calm attitude of the doctor mastering the situation at hand.The diagnosis is given n a short and concise sentence, the etiology and therapy are a part of the case history in this realistic novel. Whereas with the earlier authors the distinction between epilepsy and catalepsy appears somewhat blurred, which may be typical for the time, Collins' description of (post-traumatic) epilepsy and a focal seizure is fully correct. These four significant authors from the middle of the nineteenth century also handle the function of the seizures in the structure of their works very differently. Poe uses seizures as a reason for the supposed death and subsequent live burial.Tennyson uses De-realization during seizures as a metaphor for his basic motif of half and half, and for the indecision in the main characters. Once these are overcome, the seizures disappear. In Elite's work, the occurrence of recurring seizures is necessary for the plot of the story, they are an important element for the legendary aspect and a reason for Sills Manner's timidity and resolution to fate. For Collins, who like Dickens laid special value on clean construction in his books, Scar's epilepsy is a central supporting element which combines many associations in a perfectly structured story.In none of the authors' works are the seizures indifferent, a mere curiosity or spectacle. Nor are they seen in a negative light. They rather evoke reactions of support, and sympathy with 3. A frightful contortion fastened itself on Scar's face. His eyes turned up hideously. From his head to foot his whole body was wrenched round, as if giant hands had twisted it, towards the right. Before I could speak, he was in convulsions on the floor at his doctor's feet. ‘Good God, what is this! ‘ I cried out. The doctor loosened his cravat, and moved away the furniture that was near him.

Maple Leaf Foods

Maple Leaf Foods – Communication Strategy Analysis Post Crisis Introduction to Maple Leaf Foods: Maple Leaf Foods Inc. is a prominent food processing company headquartered in Toronto, Canada. Foods holds its motto as commitment to food safety, stating that its meat processing facilities are federally inspected and meet the highest standard for food safety. Its major business is processed pork and includes brands such as Squirrel peanut butter and Black Diamond cheese. In the year 2008, its employee base was 24000 and recorded sales of $5. 2billion. Details of Product Crisis: In 2008, the Canadian Food Inspection Agency and Public Health Agency of Canada identified a strain of L. monocytogenes (listeria) in MapleLeaf Foods products. Consumption of food contaminated with Listeria causes a rare illness known as Listeriosis, the symptoms of which include fever, muscle aches and sometimes nausea and diarrhea. In the more severe form, symptoms also include collapse and shock. Causes: Bacteria were traced to the slicing equipment at Maple Leaf’s Bartor Road plant in Toronto. The regular sanitization had not cleaned the equipment properly allowing the bacteria to grow to high levels of concentration that cause illness. The bacteria ended up in deli meats, which were largely distributed to nursing homes and hospitals. Impact: The Listeria case impacted Maple Leaf Foods in the following ways: * Societal Impacts will include public cost, medical cost, low productivity, foregone income, psychological impact, etc * Firm-level Impacts will include product recall, clean-up, reputation, tarnished brand image and fall in share price * Industry-level Impacts will include loss of consumer confidence, fall in demand, loss of export access and damage to product to product category Post-crisis communication strategy: The communication strategy was adopted as per Seymour and Moore’s 5Cs of communication framework, as explained below: * Care: Company’s senior management was completely approachable during the crisis. Unconditional apology and unequivocal responsibility was offered by president- Michael McCain. The company released backgrounders, fact sheets and FAQ documents demonstrating care for its key stakeholders. It also released an apology video, empathizing with the affected customers. * Commitment: Displayed commitment by initiating a widespread recall and well-publicized sanitations of affected plant. Communicated details about the bacteria, post-contact information both online and through traditional media sources. The company assembled a consortium of industry leading food safety experts to advice on operational enhancements. * Consistency and Coherence: All messages were consistent assuring food safety and the well-being of its consumers. The company launched an external company blog to maintain a direct and candid conversation with interested Canadians. McCain proved to be an ideal spokesperson who clearly explained the company’s position as well as the actions the company enacted to remedy the situation. Clarity: Came up with the following innovative media campaign:-â€Å"Passionate people, passionate about food† to restore their image. They repositioned themselves as the experts on Listeria and global leader in food safety. They also launched a national Listeria education and outreach program exploring the issues related to this illness. Conclusion: The company ’s 5 C communication framework helped recover consumer confidence. The post-crisis communication was open, effective and credible. Therefore effective communication plays a pivotal role in regaining consumer confidence.

The Four Seasons Essays

The Four Seasons Essays The Four Seasons Essay The Four Seasons Essay Look at the structure of each poem as well as its use of language, and show how the poems not only describe the seasons but also convey its mood. As you write indicate your response to the words and ideas in the poems, and at the end say which poem you prefer, giving your reasons. I am going to tell you about three different poems I have chosen which I feel best portray the seasons. I have chosen Spring by G. M Hopkins, To Autumn by John Keats and Skating from The Prelude by William Wordsworth. The poem Spring by G. M Hopkins is a very happy and joyful poem and full of life. In the very first line, Hopkins refers to Spring as the most attractive season of them all, telling us: Nothing is so beautiful as Spring (Line 1). He carries on creating a buoyant and cheerful atmosphere by using words and phrases such as the alliterative phrases long and lovely and lush (Line 2) and With richness, the racing lambs too have fair their fling (Line 8). In the first stanza, Hopkins uses imagery with phrases such as weeds in wheels (Line 2) and The glassy pear tree leaves and blooms (Line 6), which gives the reader pictures of Springtime. The image of The descending blue; that blue is all in a rush (Line 7), gives the impression of being wrapped in a mixture of happy feelings and the promise of summer to come. The poem is very continuous and uses many enjambments so that the poem can be kept at a fast flowing speed for the reader. For example Through the echoing timbre does so rinse and wring / The ear, it strikes like lighting to hear him sing (Line 4 / 5). When Hopkins starts his second verse he writes this alliterative question What is all this juice and all this joy? (Line 9). This can be interpreted as the juice being all the new life of both animals and plants, thrushs eggs (Line 3) and racing lambs (Line 8), and the joy is in being able to see all these events happen and being part of the experience. Hopkins uses the Garden of Eden to talk about the newness and innocence of this season. He writes In Eden garden Have, get, before it cloy, / Before it cloud, Christ, lord and sour with sinning / Innocent Minds and Mayday in girl and boy (Line 11 / 12 / 13), suggesting that Spring has a purity that the later seasons lack. He supports the use of springs innocence by using the maids child towards the end of the play Most, O maids child, thy choice and worthy the winning. The Autumn Poem by John Keats is a very famous poem, written in 1819, two years before he died. The poem is written in three stanzas and he has written the poem so that at the beginning it is describing the start of autumn, progressing through the poem until autumn is turning into winter. Keats begins the poem with alliterative phrases like mists of mellow fruitfulness (Line 1), using soft consonants and extended vowels to give an atmosphere of relaxation and calmness. He uses the metaphor Close blossom-friend of the maturing sun (Line 2), to produce an image of fruitfulness and fertility. The phrase Conspiring with him how to load and bless (Line 3) makes it seem like Autumn and the Sun are human and almost God-like. He talks about all the fruit being as ripe as they are ever going to be, all the way to the core (Line 6) while the trees bend with apples (Line 5). He talks about the animals and especially the bees and says And still more, later flowers for the bees, / until they think warm days will never cease (Line 9 / 10). Keats is saying that the bees are not aware that winter is coming so they stay out still looking for more flowers. In the second stanza he talks about the main part of autumn, describing autumn as if it was a person, starting the stanza with Who hath not seen thee oft amid thy store? (Line 12). He gives the reader many images of autumn being a restful time, slowing down as winter approaches, using phrases such as sitting careless on a granary floor (Line 14) and on a half reapd furrow sound asleep (Line 16). He uses many restful alliterative words such as winnowing wind (Line 15) and the phrase Thou watchest the last oozing hours by hours (Line 22) also feels like life is slowing down. Even though he talks about this time being easy and lazy it is a very difficult and busy time for farmers, however this is not stated in the poem. Keats writes what is idealistic for him. He has again used lots of long vowels to create heaviness and slowness in the poem with phrases such as Drowsed with the fume of poppies (Line 17) to suggest sleepiness. In the final stanza he talks about the end of autumn and the beginning of winter, talking about regret, where are the songs of Spring? (Line 23). Keats also gives the reader images of the autumn evenings, soft-dying day (Line 25) and also rosy hue (Line 26) which means the setting sun, which is in contrast to the mature sun of the first stanza. Keats describes images of death using words and phrases such as mourn (Line 27), sinking (Line 29) and also the light wind lives or dies (Line 29) because it is the end of the summer. He uses many musical terms throughout the last stanza, such as wailful choir (Line 27), full-grown lambs loud bleat from hilly bourn (Line 30), hedge crickets sing (Line 31) and now with treble soft / The red-breast whistles (Line 31 / 32). They are all however very soft sounds, unlike Hopkins Spring which was all bustling and noisy. Keats describes a robin in the poem which suggests images of the forthcoming winter, and he talks about full-grown lambs, which suggests that the cycle of the year from when they were born in spring to their full grown state in autumn is complete. In general, throughout the poem he uses few full stops making very extended sentences. This keeps the poem very lethargic, lazy and restful. The pace is kept very slow and he does this by using many caesurae.

Biography of Juan Perón, Argentinas Populist President

Biography of Juan Perà ³n, Argentina's Populist President Juan Domingo Perà ³n (October 8, 1895–July 1, 1974) was an Argentine general who was elected president of Argentina three times: 1946, 1951, and 1973. An extraordinarily skilled politician, he had millions of supporters even during his years of exile, from 1955 to 1973. His policies were mostly populist and tended to favor the working classes, who embraced him and made him the most influential Argentine politician of the 20th century. Eva Evita Duarte de Perà ³n, his second wife, was an important factor in his success and influence. Fast Facts: Juan Perà ³n Known For: Argentine general and presidentBorn: Oct. 8, 1895 in Lobos, Buenos Aires ProvinceParents: Juana Sosa Toledo, Mario Toms Perà ³nDied: July 1, 1974 in Buenos AiresEducation: Graduated from Argentinas National Military CollegeSpouse(s): Aurelia Tizà ³n, Eva (Evita) Duarte, Isabel Martà ­nez Early Life Although he was born near Buenos Aires, he spent much of his youth in the harsh region of Patagonia with his family as his father tried his hand at various occupations, including ranching. At 16, he entered the National Military College and joined the army afterward, deciding to be a career soldier. He served in the infantry as opposed to the cavalry, which was for children of wealthy families. He married his first wife Aurelia Tizà ³n in 1929, but she died in 1937 of uterine cancer. Tour of Europe By the late 1930s, Lt. Col. Perà ³n was an influential officer in the Argentine army. Argentina didnt go to war during Perà ³ns lifetime; all of his promotions came during peacetime, and he owed his rise to his political skills as much as his military abilities. In 1938 he went to Europe as a military observer, visiting Italy, Spain, France, Germany, and other nations. While in Italy, he became a fan of the style and rhetoric of Italys Prime Minister Benito Mussolini, whom he greatly admired. He left Europe just before World War II began and returned to a nation in chaos. Rise to Power: 1941–1946 Political chaos in the 1940s afforded the ambitious and charismatic Perà ³n the opportunity to advance. As a colonel in 1943, he was among the plotters who supported Gen. Edelmiro Farrell’s coup against President Ramà ³n Castillo and was awarded the posts of secretary of war and then secretary of labor. As labor secretary, he made liberal reforms that endeared him to the Argentine working class. From 1944 to 1945 he was vice president of Argentina under Farrell. In October 1945, conservative foes tried to muscle him out, but mass protests led by his new wife Evita Duarte forced the military to restore him to office. Evita Perà ³n had met Eva Duarte, a singer and actress known as Evita, while they were doing relief work for a 1944 earthquake. They married in October  1945. Evita became an invaluable asset during her husbands first two terms in office. Her empathy for and connection with Argentina’s poor and downtrodden were unprecedented. She started important social programs for the poorest Argentines, promoted womens suffrage, and personally handed out cash in the streets to the needy. After her death in 1952, the pope received thousands of letters demanding her elevation to sainthood. First Term as President: 1946–1951 Perà ³n was elected president in February 1946 and was an able administrator during his first term. His goals were increased employment and economic growth, international sovereignty, and social justice. He nationalized banks and railways, centralized the grain industry, and raised worker wages. He put a time limit on daily hours worked and instituted a mandatory Sundays-off policy for most jobs. He paid off foreign debts and built many public buildings, including schools and hospitals. Internationally, he declared a â€Å"third way† between the Cold War powers and managed to have good diplomatic relations with both the United States and the Soviet Union. Second Term: 1951–1955 Perà ³n’s problems began in his second term. Evita passed away in 1952. The economy stagnated and the working class began to lose faith in him. His opposition, mostly conservatives who disapproved of his economic and social policies, became bolder. After attempting to legalize prostitution and divorce, he was excommunicated. When he held a rally to protest the movement against him, opponents in the military launched a coup that included the Argentine Air Force and Navy bombing the Plaza de Mayo, the central square in Buenos Aires, killing almost 400. On Sept. 16, 1955, military leaders seized power in Cordoba and drove Perà ³n out on Sept. 19. Exile: 1955–1973 Perà ³n spent the next 18 years in exile, mainly in Venezuela and Spain. Although the new government made any support of Perà ³n illegal (including even saying his name in public), he maintained great influence over Argentine politics, and candidates he supported frequently won elections. Many politicians came to see him, and he welcomed them all. He managed to convince both liberals and conservatives that he was their best choice, and by 1973,  millions were clamoring for him to return. Return to Power and Death: 1973–1974 In 1973, Hà ©ctor Cmpora, a stand-in for Perà ³n, was elected president. When Perà ³n flew in from Spain on June 20, more than 3 million people thronged the airport to welcome him back. It turned to tragedy, however, when right-wing Peronists opened fire on left-wing Peronists known as Montoneros, killing at least 13. Perà ³n was easily elected when Cmpora stepped down, but right- and left-wing Peronist organizations fought openly for power. Ever the slick politician, he managed to keep a lid on the violence for a time, but he died of a heart attack on July 1, 1974, after only a year back in power. Legacy Its impossible to overstate Perà ³ns legacy in Argentina. In terms of impact, he ranks with leaders such as Fidel Castro and Hugo Chavez. His brand of politics even has its own name: Peronism. Peronism survives today in Argentina as a legitimate political philosophy, incorporating nationalism, international political independence, and a strong government. Cristina Kirchner, who served as president from 2007 to 2015, was a member of the Justicialist Party, an offshoot of Peronism. Like every other political leader, Perà ³n had his ups and downs and left a mixed legacy. On the plus side, some of his accomplishments were impressive: He increased basic rights for workers, vastly improved the infrastructure (particularly in terms of electrical power), and modernized the economy. He was a skillful politician on good terms with both the East and the West during the Cold War. One example of Perà ³ns political skills were his relations with the Jews in Argentina. Perà ³n closed the doors to Jewish immigration during and after World War II. Every now and then, however, he would make a magnanimous public gesture, such as allowing a boatload of Holocaust survivors to enter Argentina. He got good press for these gestures but never changed his policies. He also allowed hundreds of Nazi war criminals to find safe haven in Argentina after World War II, making him one of the only people in the world who managed to stay on good terms with Jews and Nazis at the same time. He had his critics, however. The economy eventually stagnated under his rule, particularly in terms of agriculture. He doubled the size of the state bureaucracy, placing a further strain on the national economy. He had autocratic tendencies and cracked down on opposition from the left or the right if it suited him. During his time in exile, his promises to liberals and conservatives created hopes for his return that he couldnt deliver. He married for the third time in 1961 and made his wife, Isabel Martà ­nez de Perà ³n, his vice president to start his final term, which had disastrous consequences after she assumed the presidency upon his death. Her incompetence encouraged Argentine generals to seize power and kick off the bloodshed and repression of the so-called Dirty War. Sources Alvarez, Garcia, Marcos. Là ­deres polà ­ticos del siglo XX en Amà ©rica Latina Rock, David. Argentina 1516-1987: From Spanish Colonization to Alfonsà ­nJuan Perà ³n Biography. Encyclopedia Brittanica.

Wikipedia is not the Enemy Project Assignment Example | Topics and Well Written Essays - 750 words

Wikipedia is not the Enemy Project - Assignment Example Its importance to the society makes it is worth being included in Wikipedia. Writing Entrepreneurship as a topic in Wikipedia is not enough. The author must ensure a proper breakdown into smaller and detailed subtopics. As an author, I would include detailed subtopics like definition and background, importance, definition and qualities of an entrepreneur and types of entrepreneurship. In the listing, I would also include the potential sources of finance for startups, forecasters of success in entrepreneurship and examples of successful entrepreneurs and entrepreneurship. At the end of the article, I would include a reference list. In the topic, the most potentially controversial parts are the definition and the sources of finance for startups parameters for measuring success because they are not measurable, and every individual can have their opinion. I would gain information on entrepreneurship from business journals, books and newspapers because they provide a lot of information (Wikipedia 1). The entry of entrepreneurship article in Wikipedia is a shorter version compared to what other sources provide. Wikipedia has divided it into numerous subtopics namely definition, background, history, definition and skills of and entrepreneur, psychological makeup, project entrepreneurship, financing, predictors of success, recent developers and referencing with further reading. The entry was last revised on 27, October 2014 at 1307 hours. The experts cited in the article include Joseph Schumpeter, Jean Baptist, Peter Drucker and Frank Knight (Wikipedia 1). The history subtopic in the article is shorter and less informative. The barriers to entrepreneurship that the article provides are outdated with the old days of 17th and 19th centuries. The 21st century needs more descriptive and informative barriers. The subtopics of background and history have been de-emphasized, and the interested reader may feel frustrated. A reader might also feel cheated

Professional Health Organizations Assignment Example | Topics and Well Written Essays - 250 words

Professional Health Organizations - Assignment Example The roots of the current health education profession can be traced back to the early 1940s. This is the period in which standards for professional development of health practitioners and the interest in the observation of quality emerged. These changes were mainly advocated for after the events of World War II. Unlike the old system of health education, the current curriculum in the field insists on the observation of quality and the set standards. The current system of health also trains professionals insisting on a healthy community through disease prevention rather than cure (McKinlay 1981). One of the organizations of health profession in the United States is the American Public Health Association (APHA). This is the oldest known organization that has been working to improve public health and education in the area of health since 1872. This organization aims to educate the public on serious health threats and also shield the citizens from preventable diseases. In health education, the organization provides and protects funding for the main public health services. Another organization in the profession is the National Commission for Health Education Credentialing (NCHEC). This organization was commenced to enhance the practice of professionalism in health education by managing and sustaining an acceptable body of specialists. The organization certifies specialists in health education, strengthens expert training and practice and promotes professional