Ceremony By Leslie Marmon Silko Essays - Ceremony, Laguna Pueblo

Ceremony By Leslie Marmon Silko Essays - Ceremony, Laguna Pueblo Ceremony By Leslie Marmon Silko Title: Ceremony Author: Leslie Marmon Silko Introduction: Ceremony is a novel written by Leslie Marmon Silko. It deals with the gender roles of three women are significant to the development of a character namedd Tayo who is half-white and half-Indian. These three women are Tayo's birth mother, Auntie, and Old Grandma. His mother left him when he was four years old and that began his sense of emptiness and abandonment. She could not bear to raise a child that brought the reservation shame by her mistake. Summary: Auntie raised Tayo and was the mother figure he lacked. She had no problem accepting to take him, but only to conceal the shame of her younger sister. Auntie was always hesitant toward Tayo as he was not her real son and was also a half-breed. For Tayo, this only added to his feeling of displacement and emptiness. She would give her affection and attention to her real son Rocky, but would let Tayo just sit there alone. After the war Auntie nursed him because he was all she had left after Rocky got killed. He would wake up crying after dreaming about how much Josiah had loved him and always hugged him when he was a littlt child . Now he realized that there was no place left for him and he would never find peace. Auntie may have been a mother figure to him, but to Tayo she was just someone who looked after him. Old Grandma, unlike Auntie, does accept Tayo and wants what is best for him. When Auntie rejected the idea of a medicine doctor because he's not full blood, Old Grandma got angry and said that he was her grandson and why should she care what they say anyway. She has been around for many years and doesn't worry about what other people will say about Tayo or about their family. The significance of Montano to the novel, Ceremony is very powerful and vital to the recovery of Tayo. She lives up in the rim rock and is in touch with the earth and her surroundings in every way. Being torn between the white world and the Indian world is what leaves Tayo feeling invisible and hollow inside. Montano helps him to become more in touch with his Indian side and to feel the strength and power from the earth. She teaches him the importance of certain plants, flowers, and ceremonies and how they are significant to Indian culture and survival. Tayo falls in love with her, and through his love, he begins to feel alive again. He realizes that he does have a place and that he is not invisible to everyone and to his surroundings. When he is not with her, instead of the nightmares, she fills his dreams. He woke up one night and thought about the overpowering love he felt for her. He shed tears filled his eyes and the ache in his throat ran deep into his chest. Tayo no longer feels like a walking shadow, but finally a real person with feelings and emotions. It is through Montano that he discovers himself and ultimately is able to deal with being a half-breed in a changing world. When she finally leaves him, he is able to go on living and remembering all that she taught him. Conclusion: I really enjoyed this story. It was a great portrayal of how family might mistreat you just because you are a little different than them. Sometimes people cant deal with the fact that a family member is only half of the race that they are. I would definitely recommend this book to others, especially to anyone who feels that they are secluded and have no friends just because they are bi-racial.

Back to School Checklist for Teachers

Back to School Checklist for Teachers Preparing your classroom for the new school year can feel a bit overwhelming. Even seasoned veterans can feel the stress during the first few weeks of school. To help alleviate some of this stress, try keeping track of the essential tasks with a back to school checklist. Print this list and be sure to check off each task as you go. Back to School Checklist Wrote and mailed a  welcome letter to parents and students.Created name tags for students and their desks.Laminated name tags that include specific information such as a walker, bus number, address etc.Read through student files to help determine placement in groups and activities.Determined seating chart and desk arrangement.Decorated the bulletin boards.Decorated the front door.Determined the rules and consequences or how you will have the class decide upon the rules.Decided on icebreaker activities for the first day of class.Collected activities and lessons for the first week of school.Became familiar with the class computer and other technology needed for the classroom.Decided how to welcome students and introduce them to the rules and procedures.Developed a substitute folder.Printed emergency contact form.Ordered extra supplies for students such as a folder, pencils, glue etc.Set up Learning Centers with supplies in place.Created classroom jobs.Camera ready to take pictures of the students. Got to know fellow teachers and staff members.Set up a classroom calendar.Organize the classroom library.Made copies of all worksheets that you want to send home for the first week of school.Labeled workbooks, folders, and textbooks with students names.Gathered extra tissues, paper towels, band aids and emergency supplies.Created the first newsletter to send home.Gathered book order information to send out.Have a reward or incentive box filled.Have a birthday chart ready to be filled out.Have all systems in order (homework basket, paperwork basket etc.)Take home folders are labeled and filled with the necessary paperwork.Purchased a lesson plan organizer and calendar.Purchased or gathered cleaning supplies for the classroom.Purchased a bottle of aspirin for you, and hand sanitizer for the class.Gathered teacher materials and supplies.Create a routine for attendance, lunch count, walking in halls etc.Set up a class webpage to communicate with students and parents.Purchased any classro om supplies that are needed. Find out student schedule for lunch, gym, library etc.Obtained district curriculum standards.Prepared a folder for faculty meetings and information.Made copies of materials for the first few weeks.Posted lunch menu.Posted emergency evacuation and procedures.First aid kit stocked and in place.Shelves, cubbies and activity areas are clearly labeled.Decided how to manage homework.Decided how to manage using the restroom (lavatory passes, just get up and go, etc.) Additional Things to Consider During the first week of school create a student inventory checklist. This will help students, and yourself, keep track of all items that students bring in. Once rules and consequences are decided upon creating a classroom plan agreement for all students and parents to sign. This will ensure that everyone is on the same page if something goes awry. To keep parents in the loop, create a daily or weekly progress report for all students. For younger students, you can list days of the week and use stickers, stamps or happy faces. For older students, you can rate progress by listing each subject and rating by excellent, good, need improvement etc. When preparing for a parent-teacher conference, provide parents with a planning sheet that they can bring with them. List questions such as academic strengths and weaknesses, goals for the year, examples of students qualities and so on.

Ethics and Social Responsiility of Corporations Essay

Ethics and Social Responsiility of Corporations - Essay Example Also because there is such a flux occurring , in individuals mind sets regarding their values , norms and belief systems which build up the ethical responsibility list , that it seems as if no individual could ever reach a point where , he/she would be able to describe a perfect list of ethics , ethical responsibility. In the Author's views Schools don't aid students nowadays, in learning or sustaining proper ethical behaviors. So, that they would be able to cope with the global environment. There exists a blame game, which initiates at a point where the business schools are blamed by some. Blamed, for not grooming their students in the right manner in terms of ethical value realization, and responsibilities. When it is time to take responsibility, then we see this Blame hat shifting from individuals to individuals, organizations, teams and groups of individuals. Employees are observed blaming the management for their workload and pressure, the management on the other hand blames the external environment, the competitive forces which are global. There are larger organizations blaming the environment as they believe that, in failing to co ordinate and innovate with the changing trends and patterns of organizations globally would mean bringing the organizations on the brink of extinction. The managements cannot be blamed, neither can the employees, suppliers, or consumers .Globalization has enveloped us all rather quickly and so we all need to cope up with this notion in our individual ways, at our distinct levels. This era of Globalisation has changed a lot many do's and don'ts in the ethical value record book. Because every individual is part of this, the blame will eventually fall to all. Every organization, or an individual on their own have distinct roles in society. So, each is seen playing their parts. Arguments on, whether child labor is acceptable or not Does pollution in third world countries promote employment for individuals Is the meaning of good ethical behavior this that we justify all acts of ours through our views of what seems ethical If management set minimum employee wages, the organization can prosper because of the fact that the organization would be able to sell at cheaper costs thus increasing market shares rapidly. It seems that there is an erosion of the less privileged. This has further shifted our notions in the 'I' direction. We can see characters building up the set of individual ethical mindsets, and values and so we raise a question of whether characters can be built Characters those are responsible ethically. All these and many more arguments have now initiated at distinct forums. Organizations, researchers and individuals are now looking at another picture, how we can comprehend what these changing values, and characters, behaviors and ideas are mounting up to. The traditional views and arguments are all now being overseen by new values, perceptions and belief systems. And so we see that a fresher look is being given to Ethics and Ethical responsibility and education, at distinct levels.It is now, considered essential for all individuals, organizations o look at ethics and define our ethical culture, and value system in a manner that would aid us in critically evaluating our Positions at various levels i.e. of organizational, employee level etc. It is vital that all courses that are designed at

Challenges in Education of Gifted Children in Australia Essay

Challenges in Education of Gifted Children in Australia - Essay Example But such rigid systems have been found to be counterproductive as far as gifted children are concerned, placing them on a different level as compared to the average child, which results in isolation and/or social problems that affect their grades and produce underachievers. On the other hand, the creation of specialized education for a select few poses the threat of elitism and the eschewing of the social function of schools in favor of competitive education.[1]. While some educators contend that special education is â€Å"a healthy psychological experience† that nurtures talent, others feel that children run the risk of â€Å"narrowing their focus† too soon[1]. In fact, the very concepts of what exactly constitutes â€Å"talent†, â€Å"creativity† and â€Å"giftedness† itself are at issue among educators, adding fuel to the hothouse debate about educational policies and the role of teachers in the classroom, in ensuring that children’s educa tional needs are met in the best possible way. Bragett(1997) proposes that giftedness is the innate ability that remains unchanging over time; but the maturation and development of the innate gifted nature are influenced by the development concept model, which moots that giftedness will be conditioned by the environment. The factors affecting the development process are child-rearing techniques, nature of peers and other influences, the kind of school and teachers, profession and job training and inherent motivation and self-esteem. Tassel (2001) characterizes giftedness as above-average intellect in terms of inherent aptitude, while talent is the demonstration of that giftedness in the form of above average achievement in performance. While giftedness is inherent and requires catalysts such as (a) inner strengths of the individual, i.e, motivation and (b) environmental factors such as parental  involvement in order to develop the ability, talent is developed through the process of learning, training, and practice.

Sociological Imagination Essay Example for Free

Sociological Imagination Essay The term ‘Sociological Imagination’ refers to the awareness of the relationship between personal experience and its connection with society as a whole (Mills 1959). The purpose of this essay was to examine a social issue in contemporary Australia, and discuss how sociology might explain it. The social issue chosen is obesity, in particular, childhood obesity. Overweight and obesity rates have increased rapidly over the past 20 years, not only in Australia, but in developed countries around the world. Nearly two-thirds of Australian adults and one-third of Australian children are classified as overweight or obese (MacKay 2011). While an individual’s body weight is determined by many factors, it has been widely recognised that an increase in obesity is due to changes in the social, environmental and physical environment (MacKay 2011). This issue affects people of all ages, genders, social classes and geographical locations. Take a look at an average day in society. Most of us have jobs, we rise at a set time every day, go to work or university usually driving or public transport, eat lunch usually on the run, come home after a long day of sitting down to crash out in front of the TV, grabbing whatever is easiest along the way. Compared to our ancestors’ active lives of hunting and gathering, it’s very unnatural, yet it’s what we do. We, as individuals, have a skewed work/life balance due to society’s fast pace style of living and the lifestyle we have as adults, has serious repercussions on the children of today. A report by Cleland et. al (2012) found that people from lower socioeconomic backgrounds were more likely to be less active and less healthy than their higher socioeconomic counterparts. Another report by Van Dyck et. l (2012) found that people living in lower economic areas tended to exercise less due to areas being deemed un-walkable or unsafe to exercise outside in. The increase in sedentary behaviour among children, in particular the increase in screen time, is another factor that has contributed to the increase in childhood obesity (Stanton 2009). While this is a factor affecting all social classes and socioeconomic areas, it may be slightly higher in lower economic areas due to outside being unsafe, however I have not found evidence to support this. Many people attribute childhood obesity to bad parenting (Olds et. al 2010) which could be one cause due to busy lifestyles and the rising cost of living; however I feel it is not the sole cause. Children are bombarded with information on ‘healthy’ foods yet ‘unhealthy’ food options are constantly at their fingertips. Children receive information on healthy eating and the importance of exercise in schools and in society, alongside TV advertisements advertising fast foods and canteens stocking unhealthy snacking alternatives. In conclusion, responsibility for both causing and preventing obesity lies with many different players. While it is an individual’s choice to eat certain foods and be active; it is much harder for a child who relies on parental figures to achieve this. It is not only parents’ responsibility to encourage healthy eating and active lives, they must also practice what they preach and provide these options for their children. Children are, after all, the future of Australia.

Hemingway and Fitzgerald Essay -- Friendships Writers Authors Essays

Hemingway and Fitzgerald Ernest Hemingway and F. Scott Fitzgerald, the parties of one of the most famously infamous relationships in literary history met for the first time in late April 1925 at The Dingo Bar, a Paris hangout for the bohemian set. In his novel A Moveable Feast (published posthumously) Hemingway describes his first impressions of Fitzgerald: â€Å"The first time I ever met Scott Fitzgerald a very strange thing happened. Many strange things happened with Scott, but this one I was never able to forget. He had come into the Dingo bar in the rue Delambre where I was sitting with some completely worthless characters, had introduced himself and introduced a tall, pleasant man who was with him as Dunc Chaplin, the famous pitcher†¦I much preferred him to Scott†¦Scott was a man then who looked like a boy with a face between handsome and pretty†¦The mouth worried you until you knew him, and then it worried you more.†(Hemingway, 149) The above passage, as several scholars have pointed out, is an excellent example of Hemingway’s â€Å"selective memory† as far as his descriptions of Scott are concerned, and in a larger part, is also indicative of the rather mythological quality their relationship took on over the years.(Bruccoli, 1) In his book Fitzgerald and Hemingway: A Dangerous Friendship, famed Fitzgerald academic Matthew J. Bruccoli writes that in fact, â€Å"Chaplin was not in Paris in 1925; Chaplin was not in Europe in 1925; Chaplin never met Hemingway.†(1) He goes on to raise the point that has somewhat frustrated scholars and students of the duo for the past half a century: that much of what is â€Å"known† about their relationship is through their correspondence and Hemingway’s writing, both of which are ... ...ngway vs. Fitzgerald: The Rise and Fall of a Literary Friendship. Woodstock, New York: Overlook, 1999. Hemingway, Ernest. A Moveable Feast. New York: Simon and Schuster, 1964. â€Å"Fitzgerald, Hemingway, and The Sun Also Rises† This website gives a thorough description of the story behind the publication of SAR as well as links to other helpful Hemingway sites, and a well-written article by scholar Paige Grande. â€Å"Scott and Ernest: A Logical Friendship† This is a great website that has a lot of detailed information about Hemingway’s literary and personal life. Scholar Kelly Dupuis does an excellent job of sifting through the sometimes dense research done by Bruccoli and others, which makes the site clear and accessible. Hemingway and Fitzgerald Essay -- Friendships Writers Authors Essays Hemingway and Fitzgerald Ernest Hemingway and F. Scott Fitzgerald, the parties of one of the most famously infamous relationships in literary history met for the first time in late April 1925 at The Dingo Bar, a Paris hangout for the bohemian set. In his novel A Moveable Feast (published posthumously) Hemingway describes his first impressions of Fitzgerald: â€Å"The first time I ever met Scott Fitzgerald a very strange thing happened. Many strange things happened with Scott, but this one I was never able to forget. He had come into the Dingo bar in the rue Delambre where I was sitting with some completely worthless characters, had introduced himself and introduced a tall, pleasant man who was with him as Dunc Chaplin, the famous pitcher†¦I much preferred him to Scott†¦Scott was a man then who looked like a boy with a face between handsome and pretty†¦The mouth worried you until you knew him, and then it worried you more.†(Hemingway, 149) The above passage, as several scholars have pointed out, is an excellent example of Hemingway’s â€Å"selective memory† as far as his descriptions of Scott are concerned, and in a larger part, is also indicative of the rather mythological quality their relationship took on over the years.(Bruccoli, 1) In his book Fitzgerald and Hemingway: A Dangerous Friendship, famed Fitzgerald academic Matthew J. Bruccoli writes that in fact, â€Å"Chaplin was not in Paris in 1925; Chaplin was not in Europe in 1925; Chaplin never met Hemingway.†(1) He goes on to raise the point that has somewhat frustrated scholars and students of the duo for the past half a century: that much of what is â€Å"known† about their relationship is through their correspondence and Hemingway’s writing, both of which are ... ...ngway vs. Fitzgerald: The Rise and Fall of a Literary Friendship. Woodstock, New York: Overlook, 1999. Hemingway, Ernest. A Moveable Feast. New York: Simon and Schuster, 1964. â€Å"Fitzgerald, Hemingway, and The Sun Also Rises† This website gives a thorough description of the story behind the publication of SAR as well as links to other helpful Hemingway sites, and a well-written article by scholar Paige Grande. â€Å"Scott and Ernest: A Logical Friendship† This is a great website that has a lot of detailed information about Hemingway’s literary and personal life. Scholar Kelly Dupuis does an excellent job of sifting through the sometimes dense research done by Bruccoli and others, which makes the site clear and accessible.

Nabokov- Good Reader and Writer Essay

A good reader will ask themselves questions as they read along, using sticky notes for that section. This technique allows the readers to come back to the questions and answer them after reader more of the novel or essay. Also, a good reader uses hints the author hides through the passage for the reader to interpret. This lets readers figure out what message the author wants the reader to know. Good readers are active readers which means they use their reading experiences for support by bring knowledge from the world into reading. In addition, they use comprehension strategies to draw conclusions, synthesis and compare and contrast. Further, a good reader knows when to slow down and read faster based on difficulty. When a good reader doesn’t understand a word he/she use context clues to figure out the meaning of it. Lastly, a good reader should have an open mind based on his/her reading. A good writer uses proper punctuation at all times. Grammar and spelling are important as well. Also, a writer should have a lot of knowledge based on what he/she is writing about. This means that the writer should create a plan before writing about. This means that the writer will research ones topic before writing about it. In addition, a good writer should create a plan before writing to have a formal paper. To tell the truth, if a writer doesn’t truly believe in what one is writing about then that’s not a writer at all. A good writer would not care about what others think of ones opinion. Finally, a good writer grabs the reader’s attention from the beginning of the story. Lastly, a good writer writes novels with enough detail to let the reader understand, but not too much so the reader has to interpret the story you are writing about.

Atomic Bomb – World War II

World War II is known for acts of heroism on both sides, as well as controversial decisions. One major event that has long been debated was the use of atomic bombs on Hiroshima and Nagasaki. The reason Japan was threatened by the U. S. with the Atomic bomb was to force them to surrender. The war would have taken much longer had an invasion been attempted. An invasion would have cost more lives for both sides than the bombings. The Allies were justified in dropping atomic bombs on Hiroshima and Nagasaki. The first reason the bombing was justified was that it was the most viable way to force the Japanese to surrender. The Allied offer of the Potsdam Conference on July 26, 1945 stating that the war would end only when the Japanese surrendered and gave up Emperor Hirohito. This offer was completely unacceptable to the Japanese, who, at the time, regarded their emperor as a god and declined the Postdam demands without thinking twice. President Harry S Truman was in a situation where he could not change the terms of the offer, because the American citizens wanted Hirohito imprisoned, if not executed after the bombing of pearl harbor. Changing the terms of the offer would also be regarded as a sign of weakness on the Americans' part, which was unacceptable during a time of war. After the crushing defeats of the U. S. over the Japanese at Iwo Jima and Okinawa were also very decisive battles that the U. S. won where the Japanese did not give up; showing there loyalty to their emperor and the fact that they wouldn’t give up. Meanwhile, as the U. S. was picking off all of the strategic islands around Japan, the Japanese were still building there defense up. This too proved they would not give up. Another reason that the Americans were justified in dropping the bomb was that it ended the war much more quickly than would an invasion. Many Americans had already been killed in the battles against Japan, and Truman’s main goals were to save American lives and get his troops home as soon as possible. The second of the two atomic bombs was dropped on Nagasaki on August 9, 1945 and the Japanese surrendered 5 days later on August 14, 1945. The alternative to the use of the atomic bomb, an invasion over land, had been scheduled for November 1 had the bombing not succeeded or had it been cancelled. This invasion could have dragged on for months, if not years. Japan also had no defense for the destruction of the cities. If they had no defense they would have to surrender ending the war early. The third, final, and most important reason the Americans were justified in dropping atomic bombs on Japan was that the bombings claimed far less lives than would have been taken during an invasion. Between the two cities, there was estimated to have been approximately 115,000 deaths as a result of the bombings. President Truman estimated that as many as one million American soldiers would have died in an invasion of Japan. Also the Soviet Union was about to invade Japan. This would cause the Soviets to have a lot of influence in the United States’ decisions in the far east. President Truman intended the atomic bomb to be a way to end the war at a minimum cost of American lives. The use of atomic bombs on Hiroshima and Nagasaki was a justified strategy on the Allies' part. A Japanese surrender was impossible due to the political landscape before the bombings. The war would have dragged on much longer had the bomb not been dropped and an invasion carried out instead. The bombings claimed fewer lives than an invasion would have. The bombing of Hiroshima and Nagasaki brought a decisive end to the Second World War, as well as beginning the nuclear age; changing the world forever.

Essay on Applied Project Management part 3Essay Writing Service

Essay on Applied Project Management part 3Essay Writing Service Essay on Applied Project Management part 3 Essay on Applied Project Management part 3Essay on Applied Project Management    part 2Another requirement to the project is the cost efficiency. Funds invested in the project should bring return on investments. Otherwise, the project will be not worthy of investing and developing. The investment into the project should be efficient that allows the company introducing the project to maximize the effectiveness of funds used for the development of the project and its successful accomplishment.Furthermore, one of the main requirements of the project is the involvement of the popular sportsman, who will own the new company partially and promote the new sport nutrition at the same time. The involvement of the celebrity will also help to match another project requirement, the brand popularity and attractiveness for customers.Finally, the project needs the effective system of monitoring and control. In this regard, the implementation of the project will be controlled and monitored by th e control officer. For instance, the project may involve two owners of the new brand, the popular sportsman and the project manager. As the sportsman is responsible for the promotion of the new brand and communication with customers, the project manage may fulfill the function of control and monitoring. As a result, the project manager will be the control officer, who monitors the implementation of the project.The roles and responsibilities of peopleThe roles and responsibilities of people involved in the project will depend on their position and functions in the project. In this respect, it is possible to distinguish three major groups involved in the project: top managers, managers and employees. Top managers of the project include the project manager, who is responsible for the development and implementation of the project plan and project design. The project manager will manage the project and conduct the monitoring and control over the implementation of the project plan. Anothe r top manager involved in the project will be the popular sportsman, who will be responsible for the promotion of the new sport nutrition and public relations, including customer relationship management of the project.Managers will be responsible for their part of the project. The project will involve three managers heading three departments: human resource manager, production manager and sales manager. Human resource manager will be responsible for the recruitment of the personnel and personnel training. Production manager will be responsible for the production process as well as for the supply of resources required for the production of the new sport nutrition. The sales manager will be responsible for the distribution of the new sport nutrition and the delivery of the product to retail stores, specialized stores and to customers directly.In addition, there are customers, which are not involved in the production and supply of the new sport nutrition, but they play the determinant part in the overall success of the project. In fact, the customer behavior will determine, whether the project is successful or not.The benefits:While introducing the project, the company is trying to achieve a strong position in the local market of sport nutrition. In fact, the project intends to make a breakthrough into the local market with the new sport nutrition. The product will have to take its niche in the New York City’s market and outpace its major rivals, which are already present in the market and operate in New York.At the same time, the implementation of the project will show whether the new product is successful or not. In case of success, the project may be expanded and its scope will include the major large cities of the US from the Eastern coast to the Western one. In other words, the successful implementation of the project will open the way to the nationwide expansion of the new sport nutrition. On the contrary, if the project fails, the company will fold up the production of the sport nutrition and will not expand business any further. Instead, owners of the business will try to use the exit strategy with possibly smaller financial losses.Moreover, the implementation of the project has broader issues than the mere business opportunity or profits that can be gained from the project. In fact, the project has a considerable social role because the introduction of the sport nutrition of the high quality may help professional sportspersons as well as amateurs practicing sport intensively to improve their physical shape and protect their health because the proper nutrition is crucial for the preservation of good health in professional sportspersons, in particular. In a long-run perspective, the project can help to improve the public health minimizing the risk of health problems in professional sportspersons in the area, where the project is implemented.The value proposition for sponsorThe value proposition for the sponsor, i.e. the popula r sportsman, will include the 50% ownership in the company producing sport food. The sponsor should help to raise funds or invest his personal funds into the project and focus on the promotion of the new product and communication with the public and the target customer group, in particular. In such a way, the sponsor will have to invest into the project, help to raise funds and promote the project. On the other hand, the project manager and co-owner of the company will focus on the management of the project, internal business processes and operations and other issues related to the implementation of the project.Constraints and assumptionsConstraints of the project are related to the current lack of financial resources. The celebrity endorsement and engagement of the popular sportsman into the project can help to resolve the problem, to a significant extent. In addition, in case of the ongoing lack of funds, the celebrity endorsement may attract other investors, who may grow interest ed in the project, which otherwise would remain unnoticed.Another constraint of the project is the relatively limited scope of the project which focuses on New York as the target market alone. The focus on this market alone raises risks and limits business opportunities since the company puts all resources at stake on one market only, while the expansion of the project could expand business opportunities. For instance, if the project has failed in New York, it could have succeeded in Los Angeles or other potential markets, where the project could have also been implemented.The implementation strategy including Critical Success Factors (Targets, KPIs and Tolerances).The implementation strategy will rely on several key success factors, including the quality of products, promotion and reaching the target customer group. The quality of the new sport nutrition is crucial for the overall success of the project because the quality determines the safety of the new sport nutrition and contri butes to the growing popularity of the new product among the target customer group, which are sportspersons both professionals and amateurs. The quality of the product increases the tolerance of customers to the product that may contribute to the overall success of the project.Furthermore, the promotion of the new sport nutrition is another important factor essential for the success of the project. The promotion should reach the target customer group and increase their interest to the product. In this regard, the celebrity endorsement is the core promotional strategy that will be implemented in the course of the project.Reaching the target customer group is also important for the ultimate success of the project. The celebrity endorsement and the communication of the popular sportsman with the target customer group and public at large will help to reach success in this regard.Risks and treatmentThe development and implementation of the project involves several risks. First of all, th e project may raise the risk of the failure of the new sport nutrition to obtain FDA’s certification (Gitlow, 1997). In fact, such risk is relatively low since the modern technology allows developing safe sport nutrition of the high quality.Another risk is the possible failure of the celebrity endorsement strategy for the promotion of the new sport nutrition. For example, a scandal involving the popular sportsman sponsoring the project can make the celebrity endorsement ineffective or even harmful for the public image of the new brand. In this regard, the company may shift from the celebrity endorsement strategy to conventional ways of promotion, including advertisements online, placed on specialized sport websites, specialized print media and other methods.How phases can facilitate delivery of future phases (particularly design or constructability)The planning and design phase is the key to transit toward the practical implementation of the project since the planning and des ign identifies key resources and elaborates strategies with the help of which the project may be carried out successfully. Therefore, the planning and design phase will prepare the project to its practical implementation.Work Breakdown StructureThe project’s work breakdown structure includes the development of minor parts of the project. The general project is the introduction of the new sport nutrition in the market. Minor parts of the project include the technical development and introduction of the product, including tests to ensure health safety of the new sport nutrition (Chenhall, 2003). At the same time, the implementation of the project will involve the recruitment of the personnel and construction of the production facilities, where the new sport nutrition can be manufactured. Third, the project will need the development of the distribution network that means the identification of key distribution channels, such as retail stores, specialized stores, and direct sales. In addition, the project will need the development of the specific promotional campaign. The promotional campaign needs the specific strategy and the team or professionals responsible for its implementation.The impact of the project on stakeholdersThe project will have a considerable impact on stakeholders, especially owners of the new brand because they will put their money and reputation at stake. At the same time, managers and employees will also feel the impact of the project because they can obtain the new job and work in a potentially fast growing organization with wide opportunities of promotion, if the project proves to be successful in New York and the company expands its business nationwide.Essay on Applied Project Management    part  4

Circles on ACT Math Geometry Formulas and Strategies

Circles on ACT Math Geometry Formulas and Strategies SAT / ACT Prep Online Guides and Tips One of the ACT’s absolute favorite shapes is the circle (or at least we assume so, given how often circles show up on the test). You will not be given any formulas on the ACT, so you’ll have to know and memorize the ins and outs of how circles work before test day. And, considering how often circles show up, mastering circle problems is definitely in your best interest. This will be your complete guide to ACT circles, including areas, circumferences, degrees, arcs, and points on a circle. We’ll take you through what these terms mean, how to manipulate and solve for various aspects of a circle, and how to tackle the most difficult ACT circle questions you may see on test day. What Are Circles? A circle is formed from the infinite number of points equidistant (the same distance) from a single pointthe center of the circle. A circle is also a two dimensional shape, which means it is completely flat. So any and all straight lines drawn from the center will exactly hit the edge of the circle as long as all the lines are of equal length. Degrees and Radians A circle is measured in either degrees or radians. Both are ways to express either the whole circle or pieces of the circle. A full circle has 360 degrees. A semicircle (half a circle) has $360/2 = 180$ degrees, which is why a straight line equals 180 degrees. To find a piece of a circle, you must find it in relation to 360 degrees. So an eighth of a circle is $360(1/8) = 45$ degrees, and a third of a circle is $360(1/3) = 120$, etc. Just as a circle has 360 degrees, you could also say that it has $2Ï€$ radians. You find the radian measure of pieces of a circle the exact same way that you found pieces of a circle using degrees. So an eighth of a circle in radians is $2Ï€(1/8) = Ï€/4$ radians and a third of a circle in radians is $2Ï€(1/3) = {2Ï€}/3$ radians, etc. (For more information on radians, check out our guide to ACT trigonometry.) Circumference The circumference is the edge of the circle. It is made from the infinite points equidistant from the center. Diameter A diameter is any straight line drawn through the center of the circle which connects two opposite points on the circle’s circumference. Radius The radius of a circle is a straight line drawn from the center to any point on the circle’s circumference. It is always half the diameter. Tangency Circles are often described as â€Å"tangent† with one another. This means that they touch at exactly one point on each circumference. They might be inside one another (as in this picture), or they may touch "externally" at a single point. p p="" Ï€ (pi) If you’ve taken a geometry class, then you are also probably familiar with Ï€ (pi). Ï€ is the mathematical symbol that represents the ratio of any circle’s circumference to its diameter. It is usually expressed as 3.14(159), but its digits go on infinitely. (For more information on ratios, check out our guide to ACT ratios.) Let's say we have a circle with a particular diameter (any diameter will do). Now let's line up this same circle so that we have a series of the same diameter measurement all in a row. Now, if we pick a point on the circumference of the circle and line it up at the beginning of the line, we can then "unroll" the circumference to see how long it is. Once we unroll the circumference and lay it out flat, we can see that it measures a little over 3 times the diamter of the circle (specifically, 3.14159, or Ï€, times the diameter). No matter what the diameter of the circle, the circumference will always be Ï€ times that diameter. So, if a circle’s diameter is 1, then its circumference is Ï€. And if its diameter is 2, then its circumference is 2Ï€, etc. You know all your definitions (whoo!), so now what? Well it's time to put the pieces together into our trusty circle formulas! Circle Formulas You will not be given any formulas on the test, so you will need to know these ACT circle formulas by heart in order to solve your circle problems. Let's look at all the formulas you'll need. Circumference $$c = Ï€d$$ Because Ï€ is the relationship between a circle’s diameter and its circumference, you can always find a circle’s circumference as long as you know its diameter (or its radius) with the formulas: $c = Ï€d$ or $c = Ï€2r$ Because the contestant must run around the course, she is running the circumference of the circle. And we are told that she will do so 3 times in order to complete her race. So a 1-track loop would be: $c_{1 \loop} = Ï€2r$ (We are told that the radius is â€Å"$R$† so we can leave it as is.) And a 3-track loop would be: $c_{3 \loop} = (Ï€2r) * 3$ $Ï€6r$ So our final answer is K, $6Ï€r$ Area $$a = Ï€r^2$$ You can also use Ï€ to find the area of a circle as well, since a circle’s area is closely related to its circumference. (Why? Because a circle is made of infinite points, and so it is essentially made up of infinite triangular wedgesbasically a pie with an infinite number of slices. The height of each of these wedges would be the circle’s radius and the cumulative bases would be the circle’s circumference.) So you would be able to find a circle’s area using the formula: $a = Ï€r^2$ The dog’s leash represents the radius of the circle, because the dog can run 9 feet in any straight line from the center of the stake in the ground. So we must find the area of the circle using 3.14 for $Ï€$ and 9 for the radius. $a = Ï€r^2$ $a = (3.14)(9^2)$ $a = (3.14)(81)$ $a = 254.34$ So our final answer is D, 254. Arcs $$c_\arc = Ï€d({\arc \degree}/360 °)$$ $$a_{\arc \sector} = Ï€r^2({\arc \degree}/360 °)$$ In order to find the circumference of a circle’s arc (or the area of a wedge made from a particular arc), you must multiply your standard circle formulas by the fraction of the circle that the arc spans. To determine the fraction of the circle that the arc spans, you must have the degree measure of the arc and find its measure out of the circle’s full 360 degrees. So if you want to find the circumference of an arc that is 90 °, it would be $1/4$ the total area of the circle. Why? Because $360/90 = 4$ (in other words, $90/360 = 1/4$). In order to find the circumference measure of an arc, we must have both the degree measure and the circle’s radius or diameter. Luckily, we have all of these. The degree measure of the arc, we are told, is 45. The top diagram tells us that the diameter of the circle is 24 feet. So the circumference of our arc is: $c \arc = Ï€d({\arc \degree}/360 °)$ $c \arc = Ï€24(45/360)$ $c = 3Ï€$ Because we can see that our answer does not use units of $Ï€$, let us convert our answer to digits by replacing $Ï€$ with 3.14. $3Ï€ = 3(3.14)$ $9.42$ We have successfully found the measurement of our arc, but we are not quite done. The question is asking us to find the full length of the zipper, which spans the length of the arc as well as the radius of the circle. This means we must find our radius and add it to our arc measurement. The radius of the circle is 12. Why 12? Because our diameter is 24 feet and a circle’s radius is always half the diameter. $24/2 = 12$ So when we add our arc measure and our radius together, we get: $9.42 + 12 = 21.42$ And the closest answer to match our measurement of 21.42 is answer choice G, 22. This means our final answer is G, 22. With a dash of formula knowledge (and, presumably, some eye of newt), you can solve any and all circle problems. Magic! Typical Circle Questions on the ACT Circle problems on the ACT will be one of two typesdiagram problem or word problem. Let us look at each type. Diagram Problem A diagram problem will give you a diagram from which to work. You must use the visual you are provided and either find a missing piece or find equivalent measurements or differences. Helpful hint: often (though not always), the trick to solving a circle problem is in finding and understanding the radius. All lines drawn from the center to the circumference are radii and are therefore equal, and this will often play a vital part to solving the whole problem. We are hoping to find the one statement that is NOT true, so let’s go through them and see which ones are accurate and inaccurate. Answer choice F says that angle TUM is 65 °. Well, we know that angle TMU must be 50 ° because it is opposite angle RMS and opposite angles are equal. (For more on this, check out our guide to ACT lines and angles.) We also know that lines TM and MU are equal. Why? Because they are both radii of the circle (lines from the center to the circumference of the circle) and so they must be equal. This means that the triangle TMU is an isosceles triangle, which means that angles MTU and TUM are equal. There are 180 ° in a triangle, so if we subtract 50 °, we get: $180 - 50 = 130$ This means that each of the angles MTU and TUM add up to equal 130. And, because they are equal, we can find their measure by dividing 130 ° in half. $130/2 = 65$ So F is correct, angle TUM is 65 °. Now let’s look at option G, which says that lines RS and TU are parallel. We know this to be true. Why? Because together, the triangles form two diameters of the circle. And so straight lines downwards from where those diameters touch the circumference of the circle will be parallel. H says that arc TXU measures 50 °. We already know this to be true, because angle RMS measures 50 ° and its opposite angle is TMU, which must also measure 50 °. Because the arc TXU contains and is made from angle TMU, its measurement must also be 50 °. Answer choice J says that line RM = line TM, which we also know is true. Why? Because they are both radii of the circle and so they must be equal. By process of elimination, this must mean that K is wrong (and thus our final choice), but let’s make sure. K says that lines RS and SM are equal, but we already know this cannot be true. Why? Because RM and MS are both radii and so they must be equal and angle RMS is 50 °, which means the triangle is not equilateral. Because it is not an equilateral triangle, lines RM and TM cannot be equal. (Note: if this question was at all confusing to you, check out our guide to ACT triangles) So our final answer is K. Word Problem Word problem questions about circles will describe a scene or situation that revolves around circles in some way. As you saw earlier in the section on areas and circumferences, word problem questions will often be a little more straightforward than a diagram question, as the picture is not given to you. When given a word problem question, it is a good idea to do your own quick sketch of the scene. This will help you keep all the details in order. Because this is a word problem, let us make our own picture of the scene. First, we know that we have a circular table. We are told that is is 3 feet in diameter (in other words, 36 inches), so let us draw it. Now, the tablecloth will be rectangular and will hang down at least 5 inches from any point on the circular table. Finally, we need 1 more inch of tablecloth on every side (to sew down as a finishing touch). Now, we can simply count our inches from top to bottom (or side to side) in a straight line. This will tell us the minimum length required for the fabric. If we go from top to bottom, we can see that we will need: $1 + 5 + 36 + 5 + 1$ $48$ inches of fabric. Our final answer is K, 48. Real life (and delicious) applications of circumferences and areas. How to Solve a Circle Problem When confronted with a circle problem, remember to employ these ACT math strategies: #1: Write down your formulas at the beginning of the math section As soon as you open up your ACT math section, take 20 seconds and write down your formulas. This way, you’ll have them as a reference for the rest of your allotted time, and you won’t worry about forgetting them in the heat of the moment when you’ll need them later on. #2: Draw your own diagrams If you’re not given a diagram, draw one yourself! It doesn’t take long to make your own picture and doing so can save you a lot of grief and struggle as you go through your test. It can be all too easy to make an assumption or mix up your numbers when you try to perform math in your head, so don’t be afraid to take a moment to draw your own pictures. And if you are given a diagram, draw on it too! Mark down congruent lines and angles, write in your radius measurement or your given angles. Mark any and all pieces of information you need or are given. The reason not everything is marked in your diagrams is so that the question won’t be too easy, so always write in your information yourself. #3: Analyze what’s really being asked of you All the formulas in the world won’t help you if you think you’re supposed to find the area, but you’re really being asked to find the circumference. Always remember that standardized tests are trying to get you to solve questions in ways in which you’re likely unfamiliar, so read carefully and pay close attention to the question you’re actually being asked. #4: Use your formulas Once you’ve verified what you’re supposed to find, most circle questions are fairly straightforward. Plug your givens into your formulas, isolate your missing information, and solve. Voila! A tasty mathematical conspiracy? Test Your Knowledge Now let's put your circle knowledge to the test on these real ACT math problems. 1. 2. 3. Answers: B, B, H Answer Explanations: 1. In order to determine the degree measure of a section of a pie chart, we must determine the fraction (or percentage) of the sector we’re working with compared to the whole amount of the circle. In this case, we want to know what fraction of people total voted for Gomez in order to find how much of the pie chart the Gomez votes should be allotted. If 40 people out of 200 voted for Gomez, then the Gomez votes are: $40/200$ $1/5$ of all the votes total. Because Gomez votes are $1/5$ of the total votes, then they should take up $1/5$ of the pie chart. A circle is 360 degrees. So: $(360)(1/5) = 72$ The arc sector of the Gomez votes will be at a 72 degree angle in the pie chart. So our final answer is B. 2. We are given a diameter of 8 and we need to find the perimeter of the entire figure of two semicircles and a square. Together, the two semicircles make a full circle with a diameter of 8, and their circumference makes up part of the perimeter. This means we must find the circumference of the circle the two semicircles make when put together. $c = Ï€d$ $c = Ï€(8)$ So the circumference of the circle the two semicircles make is $8Ï€$. (Because we are dealing with semicircles, you could also find half of each of their circumferences by saying: ${1/2}c = 8Ï€$ = $4Ï€$. Each of their circumferences would be $4Ï€$, so together, they would make: $4Ï€ + 4Ï€ = 8Ï€$. Either way, the total circumference of the perimeter would be $8Ï€$.) Now we must add that to the rest of the perimeter, which is formed by part of the square. Two sides of the square (both measuring 8) make part of the perimeter, so we have: $p = 8 + 8 + 8Ï€$ $p = 16 + 8Ï€$ So our final answer is B. 3. Because we are working with circles, we know that lines PS and PT are radii. Why? P is the center of the circle and points T and S lie on the circumference, so we know that the lines connecting them are radii. Because PS and PT are equal and angle PST is 30 degrees, that means that angle PTS is also 30 degrees. Why? Angles opposite equal lines are equal (for more on this, check out our guide to ACT triangles). This means we can find angle TPS as the shape is a triangle (which has 180 degrees total). $180 - 30 - 30 = 120$ So angle TPS = 120 degrees. Now that we have found angle TPS, we can also find angle RPS. Together, the two angles make a straight line, which means that they must equal 180 degrees total. (Why? Because a circle is 360 degrees and a semicircle is 180 degrees. A straight line will therefore always measure 180 degrees.) $180 - 120 = 60$ This means that angle RPS = 60 degrees. And since angle RPS forms our arc, our arc measure it 60 degrees. So our final answer is H. Puppies cannot lie; it is scientific fact. You solved your ACT math problems and are, indeed, awesome. The Take-Aways Circle problems are quite common, but most of them are slight variations on the same themes of area and circumference. On the ACT, the most useful part of any circle is generally the radius and, once you’ve gotten used to thinking that all radii are equal, then you will often be able to breeze past even the trickiest of ACT circle problems. Remember your formulas and keep a clear head about what’s being asked of you and you will be able to take out a significant portion of the ACT geometry section with circles alone. What’s Next? Now that you know all there is to know about ACT circles, make sure you're up to speed on all the other math topics on the ACT. Whether you need to brush up on solid geometry, trigonometry, ratios, or integers, you'll find what you need in our ACT math guides. Running out of time on ACT math? We'll show you the tips and tricks you need in order to beat the clock. Looking for a math tutor? Check out our guides on how to find the perfect ACT tutor for your needs. Angling to get a perfect score? Our guide to an 800 on the math (written by a perfect-scorer) will tell you exactly how to reach those score goals by test day. 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:

Case Assignment Study Example | Topics and Well Written Essays - 1000 words - 1

Assignment - Case Study Example Some of the forms of violence take place due to the influence of drugs which may drive the worker to attack his work mates. A worker may feel that some of the policies introduced in the work place threaten his career. Down sizing the organization or a pay decrease may result in a violent attack by a worker. Some workers may result to violence after prolonged dissatisfaction in the workplace. Identification of violent behaviour in the workplace is crucial to the operations of the organization. The workers and management have the obligation to identify potential threats in the workplace. Conducive working environment will improve productivity and enable the organization to save on cost related to violent incidences in the workplace (DeCenzo, Robbins & Verhulst, 2010). The health and safety Act gives the employers the duty to identify and eliminate all the treats to the organization. Violent behaviour among the workers poses a significant threat to the organization thus the management should identify and eliminate any source of violent behavior in the workplace. The employee has the duty to ensure that his own safety in the workplace. The workers are constantly interacting thus identified violent behaviour should be reported to the management for immediate action. The workers and employer are equally responsible for violence in the workplace. Workers have the right to report any incidences that may result to violence. The management’s duty is to act responsibly to ensure that the violence does not affect the operations of the organization. The case study reports that some of the workers identified McDermott when they heard the news of the incident at Edgewater Technology. McDermott had planned his assault to destroy the company’s image (Waring & Glendon, 2001). McDermott’s anger was due to the pay decrease the company was about to