Statistics for Management and Economics

Course: Professor: Term: Sections: 001: 002: 003: 502: Contact Information: Office Phone Office Location Email OPRE 6301/SYSM 6303 (cross-listed courses) FALL 2012 Carol A. Flannery, Ed. D. Fall 2012 Friday Tues/Thurs Wednesday Thursday 4:00 pm to 6:45 pm 11:30 am to 12:45 pm 1:00 pm to 3:45 pm 7:00 pm to 9:45 pm SOM 1. 217 SOM 2. 106 SOM 1. 117 SOM 1. 212 972-883-5853 (Answered only during office hours) JSOM 2. 416 [email  protected] edu All contact concerning your class must be via eLearning class website. Email sent via eLearning is checked daily Monday through Friday.Voicemail on office phone is not checked daily. Office Hours Tuesday Wednesday Thursday Friday 10:00 am to 11:15 am 11:30 am to 12:30 pm 10:00 am to 11:15 am and 6:00 pm to 6:45 pm 3:00 pm to 3:45 pm Teaching Assistant To be posted for each section on eLearning Please note: Office hours are not to be used to reiterate a class that was missed. Have your questions or problems prepared before coming to see either your professor or TA. Written evidence you have attempted problems will be required. General Course Information Pre-requisite: MATH 5304 or equivalentCourse Description OPRE 6301 Quantitative Introduction to Risk and Uncertainty in Business (3 semester hours) Introduction to statistical and probabilistic methods and theory applicable to situations faced by managers. Topics include: data presentation and summarization, regression analysis, fundamental probability theory and random variables, introductory decision analysis, estimation, confidence intervals, hypothesis testing, and One Way ANOVA (Some sections of this class may require a laptop computer). Prerequisite: MATH 5304 or equivalent. ( 3- 0) S 1 Learning ObjectivesStudents are expected to develop skills on problem formulation, identification of appropriate statistical techniques, computer implementations in Excel and/or manual calculations and written explanations, and interpretation of empi rical results of the following and be able to: 1) Organize and summarize raw data; 2) Build and evaluate a regression model from raw data; 3) Apply the basic rules of Probability Theory; 4) Apply the concept of a random variable to solve business problems ; 5) Apply the Normal, Poisson, and Binomial Distributions to solve business problems ; 6) Simulate data from the Normal, Poisson, and Binomial; ) Identify significant changes in averages and proportions 8) Determine if two populations have the same mean or the same proportion ; and 9) Determine if several populations have the same mean. Required Text and Software Textbook: STATISTICS FOR MANAGEMENT AND ECONOMICS, 9th EDITION, by G. KELLER, 2012. (ISBN 10 digit: 0538477490 / ISBN 13 digit: 980538477499) This is the required edition of the text. Any other editions will have different problems and/or chapter topics. Since your exam problems may contain textbook problems, you are risking a low exam grade by not having the correct edition.The required 9th edition will have an access code that will permit you to download the necessary Excel data files, Excel Workbooks, and Data Analysis Plus macros from t he Publisher’s website. If you have bought, or are buying a used 9th edition textbook, use the following procedure to obtain an online content access code: 1. Go to www. cengagebrain. com 2. In the search box at the top of the page, search â€Å"Statistics for Management and Economics 9th Edition†. 3. Scroll down the search results until you find the following: â€Å"Online Content Instant Access Code for Keller's Statistics for Management and Economics, 9th Edition KellerISBN-10: 1-111-74841-1 ISBN-13: 978-1-111-74841-8  © 2012 The price is $34. 95(subject to change), not including tax. After purchasing, the content is available instantly in your account. You will need to sign in with your email and the password you created. Software: This course uses a Windows-based laptop, eLearning, Internet Access, Microsoft Excel 2007 or higher (no trial versions), Data Analysis Activated (this comes with Excel), Data Analysis Plus and Excel Workbooks (both available for download from the textbook Publisher’s website).If you choose not to install Data Analysis Plus, it will be the student’s sole responsibility to utilize and learn other available existing Excel statistics tools/packs to work problems throughout the semester. Lectures and the Textbook utilize Data Analysis and Data Analysis Plus. Instruction on other tools and/or stat packs will not be provided. Data Analysis Plus is student-friendly and saves time in working problems. Existing Excel statistics tools cannot do all of the problem work as done by Data Analysis Plus. Macs do not have the scripting ability necessary to run Data Analysis Plus .If you are using a Mac, it is necessary to install a Windows Virtual machine, such as Parallel Desktop, or VMWare Fusion 4 which will then allow the use of Windows within the Mac Operating System. You must h ave the Windows version of Excel or the Parallel Desktop or VMWare Fusion is of no use. 2 Exams All exams will be cumulative with focus on certain chapters. Your exam day/time schedule and homework assignments are listed on pages 5 – 8 of this syllabus. TEST 1 (cumulative, focusing on Chapters 1, 2, 3, 4, 5, 6) closed book, closed notes, in -class. Time: 75 minutesFormat: multiple choice Bring 882 Scantron, #2 pencil, eraser. No scratch paper permitted. Calculators OK, but no cell phones. TEST 2 (cumulative, focusing on Chapters 7, 8, 9, 10, 11) open textbook, open notes, laptop, in-class. Time: 75 minutes Format: multiple choice and/or written problem solving No Scantron. The professor will instruct you on how to provide answers and work on this exam. TEST 3 (cumulative, focusing on Chapters 12, 13, 14, 16, 17) open textbook, open notes, laptop, online. Time: 2 hours Format: multiple choice and/or written problem solvingThis exam is to be taken online, via eLearning under AS SESSMENTS on the menu, strictly beginning at your class section day and time. This exam will not be given in the classroom. This is a timed, one-attempt only exam. WEEKLY QUIZZES (online, timed , one-attempt) located online under ASSESSMENTS on the eLearning class website menu. Time: 10 minutes approximately (may vary for each quiz) Format: multiple choice and/or written short answer Ten weeks during the semester will have a weekly quiz on class lecture material and/or homework problems. There will be NO makeup of weekly quizzes.The weekly quiz will be available online Tuesday through Friday. After the time-limit has expired, you cannot see or take the previous quiz. It is the student’s responsibility to take each weekly quiz. There will not be a final exam during finals week. Tests Will Not Be Returned Students have seven working days after the posted exam grade of Test 1 and of Test 2 to review their exam with the Teaching Assistant. Students have three working days after t he posted exam grade of Test 3 to review their exam with the Teaching Assistant. After the deadline has passed, there will be no discussion of grades/exams.Make-up Exams Make-up exams may be considered only for excused absences, which must be determined prior to the exam. Excused absences may be given for verifiable medical or family emergencies. Written document ation must be provided for substantiation of the absence. Students who do not show up for an exam, and for whom prior arrangements have not been made will receive a score of zero. There is no guarantee that the level of difficulty of the make -up exam, or the exam format, will be compatible to that of the scheduled test. All make-up exams will be written exams and taken at a time determined with the professor.Any make-up exam will be taken on campus with a proctor, even if the missed exam was an online, home exam. Be prepared for significant written discussion, problem-solving, and short-answer questions. No make-ups will b e given for a Weekly Quiz for any reason, excused or unexcused. 3 Grading Criteria: Test 1 Test 2 Test 3 Weekly Quizzes QUANTITY 1 1 1 10 VALUE 100 100 100 100 COURSE TOTAL: POINTS 100 100 100 100 400 Letter Grades For the Semester Will Be Determined As Follows: TOTAL POINTS 358 – 400 346 – 357 318 – 345 306 – 317 278 – 305 277 and below LETTER GRADE A B+ B C+ C F There are no D grades in Graduate School.Undergraduates taking this graduate course will be subject to the same grading policy as graduate students. Lectures, Classroom Participation, PowerPoint slides, and DigiNotes PowerPoint slides are utilized to enhance the in -class lecture. The slides are not available for download. To encourage critical thinking, students are required to attend class and take notes. Being proactive in the classroom by asking questions is encouraged. Students will be expected to have read the required reading for each week before coming to class. After the first te st, electronic DigiNotes will be posted each Friday night on the eLearning class website.DigiNotes are not intended to replace a lecture and may not contain everything discussed in class . Attendance Success in class is correlated to attending class and taking notes during the lecture. The professor’s office hours, and those of the TA, will not be utilized to reiterate lecture material missed in class. Due to large class sizes, it may not be possible for a student to attend another class section than the one in which they are officially enrolled. Priority is given to students enrolled in a certain section. Cell Phones and Surfing the Net during Class/Lecture No use of cell phones, or texting within the classroom, at any time.If you must make a call during class or during class breaks, please step outside of the classroom. Surfing the net during lecture is distracting to all and int erferes with learning. These distractions will be regarded as infringement upon the rights of o thers to learn within the classroom, and subject to being referred to the appropriate dean. Extra Credit/Late Work No extra credit available. Late work is not accepted. Emails to your professor, after each test and/or after the semester is completed, asking for extra credit work and/or to bump up your grade more than what you actually earned, will not be answered.These types of email questions are presumptuous and may contain unethical and/or illegal requests and are subject to being forwarded to the appropriate academic dean. Homework Assignment and Required Reading Homework problems are provided within this syllabus on page 6. These problems are for your benefit and not to be turned in for grading. Should you need assistance in solving the problems, please utilize the Discussion Board to help each other, and/or visit your TA or Professor and show written and/or laptop evidence that you have attempted the problems. 4SCHEDULE OF EVENTS FOR OPRE 6301: SECTIONS 001, 002, 003, 502 2012 Week of Chapters/Sections August 27 1&2 September 3 3&4 September 10 4&5 September 17 September 24 6 7&8 October 1 TEST 1 (Chapters 1, 2, 3, 4, 5, 6) Note: Tues/Thu class Sec 002 has lecture on Oct 2 covering sections 8. 1 and 8. 2 October 8 9 & 10 October 15 8. 4, 11 & 12 October 22 8. 4, 12 & 13 October 29 TEST 2 (chapters 7, 8, 9, 10, 11) Note: Tues/Thu class Sec 002 has lecture on Oct 30 covering sections 13. 1 and 13. 2 November 5 13, 14 & 16 November 12 1 6 & 17 November 19 November 26 December 3 17 and TEST 3 reviewTEST 3 (chapters 12, 13, 14, 16, 17) December 3 17 and TEST 3 review December 10 TEST 3 (chapters 12, 13, 14, 16, 17) Topics/Event What is Statistics? , Graphical Descriptive Techniques I Graphical Descriptive Techniques II, Numerical Descriptive Techniques Numerical Descriptive Techniques (cont. ), Data Collection and Sampling Probability Random Variables and Discrete Probability Distributions, Continuous Probability Distributions TEST 1 for Sec 003 Wed class â⠂¬â€œ Oct 3* Required Reading Chapters/Sections 1. 1 – 1. 4, 2. 1 – 2. 3 3. 1 – 3. 4, 4. 1 – 4. 3 4. 4, 4. 7, 4. 8, 5. 1 – 5. 4 6. 1 – 6. 5 7. , 7. 4, 7. 5, 8. 1, 8. 2 TEST 1 for Sec 002 Tues/Thu class – Oct 4* TEST 1 for Sec 502 Thurs night class – Oct 4* TEST 1 for Sec 001 Fri night class – Oct 5* Sampling Distributions, Introduction to Estimation T Distribution (8. 4), Introduction to Hypothesis Testing, Inference about One Population F Distribution (8. 4), Inference about One Population (cont. ), Inference about Two Populations TEST 2 for Sec 003 Wed class – Oct 31* 9. 1, 9. 2, 9. 4, 10. 1 – 10. 3 8. 4, 11. 1 – 11. 4, 12. 1 8. 4, 12. 3, 13. 1, 13. 2 TEST 2 for Sec 002 Tues/Thu class – Nov 1* TEST 2 for Sec 502 Thurs night class – Nov 1*TEST 2 for Sec 001 Fri night class – Nov 2* Inference about Two Populations (cont. ), Analysis of Variance (ANOVA), Simple Linear Regression S imple Linear Regression (cont. ), Multiple Linear Regression THANKGIVING HOLIDAY (Nov 19-24) Multiple Linear Regression (cont. ) TEST 3 for Sec 502 Thurs night class – Dec 6* 13. 3, 13. 4, 14. 1, 14. 2, 16. 1, 16. 2 16. 3 – 16. 6, 17. 1 – 17. 4 17. 1 – 17. 4 Last Class Meeting TEST 3 for Sec 001 Fri night class – Dec 7* Multiple Linear Regression (cont. ) Sec 002 and Sec 003 TEST 3 for Sec 002 Tues/Thu class – Dec 11* Last Class Meeting 17. 2 – 17. 4TEST 3 for Sec 003 Wed class – Dec 12* Last Class Meeting. *Students must take tests with the sections in which they are enrolled. 5 Last Class Meeting HOMEWORK ASSIGNMENTS Required Reading Chapter/Sections and Problem Assignments (Not to be turned in for grading) Please Note: Check your eLearning website for any changes throughout the semester. Chapter 1: What is Statistics? 1. 1. Key Statistical Concepts 1. 2. Statistical Applications in Business 1. 3. Statistics and the Computer 1. 4. World Wide Web and Learning Center Appendix 1 – Instructions for installation of files Problems: 1. 2 – 1. (Even numbered problems); Pages 1 – 9 Chapter 2: Graphical Descriptive Techniques 2. 1. Types of Data and Information 2. 2. Describing a Set of Nominal Data 2. 3. Describing the Relationship between Two Nominal Variables and Comparing Two or More Nominal Data Sets Problems: 2. 14 – 2. 50 (Even numbered problems); Pages 11 – 39 Chapter 3: Graphical Descriptive Techniques II 3. 1. Graphical Techniques to Describe a Set of Interval Data 3. 2. Describing Time-Series Data 3. 3. Describing the Relationship between Two Interval Variables 3. 4. Art and Science of Graphical Presentations Problems: 3. 6 – 3. 0, 3. 32, 3. 34, 3. 48 – 3. 58 (Even numbered problems); Pages 43 – 92 Chapter 4: Numerical Descriptive Techniques 4. 1. Measures of Central Location 4. 2. Measures of Variability 4. 3. Measures of Relative Standing and Bo x Plots 4. 4. Measures of Linear Relationship 4. 7. Comparing Graphical and Numerical Techniques 4. 8. General Guidelines for Exploring Data Appendix 4 Review Of chapters 2 to 4 Problems: 4. 2 – 4. 16, 4. 32 – 4. 36, 4. 42 – 4. 54 (Even numbered problems), 4. 65, 4. 66, 4. 74, 4. 80 (All); Pages 97 – 144, 153, 154 Chapter 5: Data Collection and Sampling 5. 1. Methods of Collecting Data . 2. Sampling 5. 3. Sampling Plans 5. 4. Sampling and Nonsampling Errors Problems: 5. 2, 5. 3, 5. 7, 5. 12; Pages 161 – 173 Chapter 6: Probability 6. 1. Assigning Probability to Events 6. 2. Joint, Marginal, and Conditional Probability 6. 3. Probability Rules and Trees 6. 4. Bayes’ Law 6. 5. Identifying the Correct Method Problems: 6. 6, 6. 11, 6. 16, 6. 17, 6. 20, 6. 28 – 6. 40, 6. 48, 6. 56, 6. 62 – 6. 68 (Even numbered problems); Pages 176 – 210 6 Chapter 7: Random Variables and Discrete Probability Distributions 7. 1. Random Variables and Probability Distributions 7. 4. Binomial Distribution . 5. Poisson Distribution Problems: 7. 2, 7. 10 – 7. 20, 7. 27, 7. 32, 7. 84, 7. 92 – 7. 100 (Even numbered problems), 7. 110, 7. 112 – 7. 119 (All); Pages 217 – 228, 244 – 261 Chapter 8: Continuous Probability Distributions 8. 1. Probability Density Functions 8. 2. Normal Distribution 8. 4. Other Continuous Distributions – T distribution & F distribution Problems: 8. 16 – 8. 56 (Even numbered problems), 8. 83 – 8. 88, 8. 96 -8. 100 (All); Pages 263 – 286, 291 – 296, 301 – 306 Chapter 9: Sampling Distributions 9. 1. Sampling Distribution of the Mean 9. 2. Sampling Distribution of a Proportion . 4. From Here to Inference Problems: 9. 2 – 9. 24, 9. 30 – 9. 42 (Even numbered problems), 9. 52, 9. 54 (All); Pages 307 – 333 Chapter 10: Introduction to Estimation 10. 1. Concepts of Estimation 10. 2. Estimating the Population Mean when t he Populat ion Standard Deviation is known 10. 3. Selecting the Sample Size Problems: 10. 2, 10. 12, 10. 22 – 10. 32 (Even numbered problems), 10. 52, 10. 54 (All); Pages 335 – 358 Chapter 11: Introduction to Hypothesis Testing 11. 1. Concepts of Hypothesis Testing 11. 2. Testing the Population Mean when the Population Standard Deviation is known 11. . Calculating the Probability of a Type II Error 11. 4. The Road Ahead Problems: 11. 7 – 11. 12 (All), 11. 14 – 11. 46 (Even numbered problems); Pages 361 – 397 Chapter 12: Inference about One Population 12. 1. Inference about a population Mean when th e Standard Deviation is Unknown 12. 3. Inference about a Population Proportion Problems: 12. 4, 12. 8, 12. 24 – 12. 34 (Even numbered problems), 12. 70, 12. 74, 12. 94, 12. 96 (All); Pages 399 – 412, 421 – 431 Chapter 13: Inference about Two Populations 13. 1. Inference about the Difference between Two Means: Independent Samples 13. 2.Observational and Experimental Data 13. 4. Inference about the Ratio of Two Variances 13. 5. Inference about the Difference between Two Population Proportions Appendix 13 Review of Chapters 12 and 13 Problems: 13. 12 – 13. 20, 13. 32 – 13. 36 (Even numbered problems), 13. 78 – 13. 81, 13. 90, 13. 91, 13. 92 (All) Pages 449 – 471, 489 – 511 Chapter 14: Analysis of Variance 14. 1. One Way Analysis of Variance 14. 2. Multiple Comparisons Appendix 14 Review of Chapters 12 to 14 Problems: 14. 4 – 14. 14 (Even numbered problems), 14. 38, 14. 41, 14. 42 (All), Utilize Tukey’s Omega; Pages 525 – 545, 548 – 553 Chapter 15: Chi Squared Tests (Chapter 15 is not covered in this course) Read Appendix 15 Review of Chapters 12 – 14 only Chapter 16: Simple Linear Regression 16. 1. Model 16. 2. Estimating the Coefficients 16. 3. Error Variable: Required Conditions 16. 4. Assessing the Model 16. 5. Using the Regression Equation 1 6. 6. Regression Diagnostics – I Appendix 16 Review of Chapters 12 – 16 (Exclude Chapter 15) Problems: 16. 1, 16. 2, 16. 6 – 16. 11, 16. 32, 16. 34(b, c), 16. 38, 16. 39, 16. 40, 16. 56, 16. 62, 16. 89, 16. 90, 16. 100, 16. 102, Case 16. 2; Pages 633 – 660, 666 – 679Chapter 17: Multiple Regression 17. 1. Model and Required Conditions 17. 2. Estimating the Coefficients and Assessing the Model 17. 3. Regression Diagnostics – II 17. 4. Regression Diagnostics- III (Time Series) Appendix 17 Review of Chapters 12 – 17 (Exclude Chapter 15) Problems: 17. 8, 17. 10, 17. 18; Pages 692 – 712 8 University of Texas at Dallas Policies and Procedures Field Trip Policies Off-Campus Instruction & Course Activities Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities.Information regarding these rules and regulations may be fou nd at the website address http://www. utdallas. edu/BusinessAffairs/Travel_Risk_Activities. htm. Additional information is available from the office of the school dean. There are no field trips associated with this class. Technical Support: If you experience any problems with your UTD account you may send an email to: [email  protected] edu or call the UTD Computer Helpdesk at 972-883-2911. Student Conduct & Discipline The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business.It is the responsibility of each student and each student organization to be knowledgeable about the rules an d regulations which govern student conduct and activities. The University of Texas at Da llas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the Rules and Regulations of th e Board of Regents of the University of Texas Sy stem, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the Course Syllabus Page 8, University’s Handbook of Operating Procedures.Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SSB 4. 400, 972/883- 6391). A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected t o obey federal, state, and local laws as well as the Regents’ Rules, university regulations, and administrative rules.Students are subject to discip line for violating the standards of conduct whether such conduct takes place on or off campus, or whether civil or criminal penalti es are also imposed for such conduct. Academic Integrity The faculty and administration of the School of Management expect from our students a high level of responsibility and ac adem ic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work.We wan t to establish a reputation for the honorable behavior of our graduates , which extends throughout their careers. Both your individual reputation and the school’s reputation matter to your success. The Judicial Affairs website lists examples of academic dishonesty. Dishonesty includes, but is not limited to cheating, plag iarism, collusion, facilitating academic dishonesty, fabrication, failure to contribute to a collaborative project and sabotage. Some of the ways students may engage in academic dishonesty are: Coughing and/or using visual or auditory signals in a test;Concealing notes on hands, caps, shoes, in pockets or the back of beverage bottle labels; Writing in blue books prior to an examination; Writing informati on on blackboards, desks, or keeping notes on the floor; Obtaining copies of an exam in advance; Passing information from an earlier class to a later class; Leaving information in the bathroom; Exchanging exams so that neighbors have identical test forms; Having a substitute take a test and providing falsified identification for the substitute; Fabricating data for lab assignments;Changing a graded paper and requesting that it be regraded; Failing to turn in a test or assignment and later suggesting the faculty member lost the item; Stealing another student’s graded test and affixing one’s own name on it; Recording two answers, one on the test form, one on the answer sheet; Marking an answer sheet to enable another to see the answer; Encircling two adjacent answers and claiming to have had the correct nswer; Stealing an exam for someone in another section or for placement in a test file; Using an electronic device to store test information, or to send or receive answer s for a test; Destroying or removing library materials to gain an academic advantage; Consulting assignment solutions posted on websites of previous course offerings; Transferring a computer file from one person’s account to another; Transmitting posted answers for an exam to a student in a testing area via electronic device; 9Downloading text from the Internet or other sources without proper a ttribution; Citing to false references or findings in research or other academic exercises; Unauthorized collaborating with another person in preparing academic exercises ; Submitting a substantial portion of the same academic work more than once without wr itten authorization from the instructor. http://www. utdallas. edu/judicialaffairs/UTDJudicialAffairs -Basicexamples. html Updated: August, 2011 Plagiarism on written assignments, especially from the web, from portions of papers for other classes, and from any other source is unacceptable.During tests and quizzes, students in this s ection are not allowed to have with them any food or drinks, scratch paper, cours e materials, textbooks, notes, invisible ink pens, or electronic devices, including IPads, IPhones, IPods, MP3 Players, earphones, radios, smart phones, cameras, calculators, multi-function timepieces, or computers. When possible, students should sit in alterna ting seats, face forward at all times, and remove any clothing which might conceal eye movements, reflect images of another’s work, or hide co urse material for copying.Exam proctors will monitor any communication or signaling between students by talking, whispering, or making sounds, or by using your hands, feet, other body movements, the test paper itself or your writing implement. Students in this course suspected of academic dishonesty are subject to disciplinary proceedings, and if found responsible, the following minimum sanctions will be applied: 1. Homework – Zero for the Assignment 2. Case Write-ups – Zero for the A ssignment 3. Quizzes – Zero for the Quiz 4. Presentations – Zero for the Assignment 5.Group Work – Zero for the Assignment for all group members 6. Tests – F for the course These sanctions will be administered only after a student has been found officially responsible for academic dishonesty, eith er through waiving their right for a disciplinary hearing, or being declared responsib le after a hearing administered by Judicial Affairs and the Dean of Student’s Office. In the event that the student receives a failing grade for the course for academic dishonesty, the student is not allowed to withdraw as a way of preventing the grade from being entered on their record.Where a student receives an F in a course and chooses to take the course over to improve their grade, the original grade of F remains on their transcript, but does not count towards calculati on of their GPA. The School of Management also reserves the right to review a student’s d isciplinary record, on file with the Dean of Students, as one of the criteria for determining a student’s eligibility for a scholarship. Judicial Affairs ProceduresUnder authority delegated by the Dean of Students, a faculty member who has reason to suspect that a student has engaged in academic dishonesty may conduct a conference with the student in compliance with the following procedures: (i) The student will be informed that he/she is believed to have committed an act or acts of academic dishonesty in violation of University rules; (ii) The student will be presented with any information in the knowledge or possession of the instructor which tends to support the allegation(s) of academic dishonesty; iii) The student will be given an opportunity to present information on his/her behalf; (iv) After meeting with the student, the faculty member may choose not to refer the allegation if he/she determines that the allegations are not supported by the evidence; or (v) After meeti ng with the student, the faculty member may refer the allegations to the dean of students along with a referral form and all supporting documentation of the alleged violation.Under separate co ver, the faculty member should forward the appropriate grade to be assessed if a student is found to be responsible for academic dishonesty; (vi) The faculty member may consult with the dean of students in determining the recommended grade; (vii) The faculty member must not impose any independent sanctions upon the student in lieu of a referral to Judicial Affairs; (viii) The faculty member may not impose a sanction of suspension or expulsion, but may make this recommendation in the referral documentationIf the faculty member chooses not to meet with the student and instead forwards the appropriate documentation directly to the dean of students, they should attempt to inform the student of the allegation and notify the student that the information has been forwarded to the Office of Dean of St udents for investigation . 10 The student, pending a hearing, remains responsible for all academic exercises and syllabus requirements. The student may re main in class if the student’s presence in the class does not interfere with the professor’s ability to teach the class or the ability of other class members to learn. See Section 49. 0, page V-49-4 for information regarding the removal of a student from class). Upon receipt of the referral form, class syllabus, and the supporting material/documentation from the faculty member, the dean shall proceed under the guidelines in the Handbook of Operating Procedures , Chapter 49, Subchapter C. If the respondent disputes the facts upon which the allegations are based, a fair and impartial disciplinary committee comprised of UTD faculty and students, shall hold a hearing and determine the responsibility of the student.If they find the student in violation of the code of conduct, the de an will then affirm the minimum sanctio n as provided in the syllabus, and share this information with the student. The dean will review the student’s prior disciplinary record and assess additional sanctions where appropriate to the circumstances. The dean will inf orm the student and the faculty member of their decision. Email Use The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail.At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The university encourages all official student email correspondence be sent only to a student’s U. T. Dallas email address and that faculty and staff consider email from students official only if it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information.UTD furnishes each s tudent with a free email account that is to be used in all communication with university personnel. The Department of Information Resources at U. T. Dallas provides a method for students to have their U. T. Dallas mail forwarded to other accounts. Withdrawal from Class The administration of this institution has set deadlines for withdrawal of any college -level courses. These dates and times are published in that semester's course catalog. Administration procedures must be followed. It is the student's responsibility to handle withdrawal requirements from any class.The professor cannot drop or withdraw any student. The student must do the proper paperwork to avoid receiving a final grade of â€Å"F† in the course if the student chose not to attend the class after enrollment. Student Grievance Procedures Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the university’s Handbook of Operating Procedures. In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the bligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called â€Å"the respond ent†). Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the respondent’s School Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal to the School Dean.If the grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process will be distributed to all involved parties. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations. Incomplete Grade PolicyAs per university policy, incomplete grades will be granted only for work unavoidably missed at the semester’s end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a grade of F. Disability Services The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non -disabled peers.Disability Services is located in room 1. 610 in the Student Union. Office hours are Monday and Thursday, 8:30 a. m. to 6:30 p. m. ; Tuesday and Wednesday, 8:30 a. m. to 7:30 p. m. ; and Friday, 8:30 a. m. to 5:30 p. m. The contact information for the Office of Disability Services is: The University of Texas at Dallas, SU 22 PO Box 830688 Richardson, Texas 75083-0688 (972) 883-2098 (voice or TTY) 11 Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate discrimination on the basis of disability.For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments may have to be rescheduled in accessible facilities. The college or university may need to p rovide special services such as registration, note-taking, or mobility assistance.It is the student’s responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor immediately during the first class meeting. Religious Holy Days The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a religion whose places of worship are exempt from property tax under Section 11. 0, Tax Code, Texas Code Annotated. The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence.A student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam or assignment. If a student or an instructor disagrees about the nature of the absence [i. e. , for the purpose of observing a religious holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his or her designee.The chief executive officer or designee must take into account the legislative intent of TEC 51. 911(b), and the student and instructor w ill abide by the decision of the chief executive officer or designee . Off-Campus Instruction and Course Activities Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found at the website address given below.Additional information is available from the office of the school dean. (http://www. utdallas. edu/BusinessAffairs/Travel_R isk_Activities. htm) Descriptions/ timelines for your class are subject to change at the discretion of the Professor. It is the responsibility of the student to read and understand this syllabus. Any errors and/or omissions found after the official posting of this syllabus, at any time, will be corrected with announcement to class via lecture classroom and/or eLearning. Calculation of Letter Grades stated within this syllabus applies to the current semester. 12

Abc Model of Crisis Intervention

Although not everyone that comes across a stressor in life will experience a crisis, some are unable to cope with the stressor in a healthy manner and eventually succumb to a crisis. If this person does not receive the adequate crisis intervention during this state, he or she is likely to be unable to function at the level he or she had been functioning before the crisis. This will inevitably lead to additional crisis scenarios for every stressor they must face in life. This pattern can go on for many years until the person’s ego is completely drained of its capacity to deal with reality; often such people commit suicide, kill someone, or have a psychotic breakdown. † (Kanel, K. 2007). In order to be able to help the client to the best of the counselor’s abilities, the ABC Model of Crisis Intervention provides a useful guideline to learn about crisis intervention.In our textbook, Kanel states that â€Å"The three aspects of a crisis are (1) A precipitating event occurs; (2) the perception of this event leads to subjective distress; and (3) usual coping methods fail, leading the person experiencing the event to function psychologically, emotionally, or behaviorally at a lower level than before the precipitating event occurred. † In order to successfully help a client cope with a crisis, these three components must be recognized so that the counselor can help the client identify and overcome the crisis.The perception of the event is by far the most crucial to identify, as this is the one that can help the counselor select the best treatment for the client. In order to be a successful crisis intervention counselor, the most important skills needed are listening to the client with a compassionate and empathetic ear. According to our textbook, the most basic skill of helping is listening. â€Å"Good eye contact, attentive body language, expressive vocal style, and verbal following are valuable listening tools. † (Kanel, K. 2007).Thi s implies that by listening to your client and demonstrating genuine care, sympathy and interest, you can build a trusting rapport with your client and enable them to truly open up to you. If you are unable to build this rapport, you will go nowhere with a client that is either too embarrassed or not confident enough in your ability to help them. It is critical to identify the client’s perception of the event in order to help them. This is what will tell you what the problem at hand truly is. By doing so, the counselor can help the client identify the problem and overcome their issues.I like to use the Cognitive Tree as a metaphor rather than as a guideline of sorts. You need to get to the root of the problem in order to determine how to fix it. If your roots are healthy, your branches will blossom. But if your roots are damaged and aren’t dealt with in a constructive and healthy manner, your branches will wither and perish. I would identify the precipitating event by directly asking the client why they came to see me. After this initial question, I would follow with several open ended questions in order to allow the client to not only describe what the problem is, but also how they perceive the problem to be.Questions like â€Å"What does this mean to you? † or â€Å"†What emotions are going on inside you? † can allow them to express in detail their perception, without making any assumptions for them. As with any patient/client relationships, there are several ethical considerations that should be paid special attention, and if any are present, should be reported immediately. These include any suicidal or homicidal thoughts or intents made clear by the patient. If it is a possibility that they may endanger their life or someone else’s life, this must be reported. Any forms of abuse are also not to be allowed or tolerated, much less encouraged.This includes child abuse, elder abuse and even spousal abuse. Whether the ab use is happening to them, someone else in their household or they are the abuser themselves, this is not to be taken lightly and would need to reported and fully investigated to ensure the best interests of the client as well as their immediate family. Substance-abuse issues also need to be addressed and in that case, adequate treatment would include detox and/or rehab services. Finally any medical concerns that may have arisen are also of concern and should be dealt with immediately.For instance, if since the event the client has become a hoarder or compulsive sex addict, these issues must also be dealt with appropriately. There are many methods of coping treatments available to your clients in today’s day and age. Most traditional forms of coping treatments are those such as support groups or 12-step groups, individual or family therapy, legal aid, or even reading self-help books. Preventative techniques of coping help the client prepare for future stressors in their lives and thus help them to be more able to cope with these stressors in a normal and healthy manner.I would most likely recommend the client to meditate daily in order to remain calm. I would also tell them to envision any stressors that can ever possibly arise and to already plan how they would react to it. For instance, if a client is scared that their husband may need to have a surgery performed, I would tell them to decide how they would deal with it if it does happen. By doing so, they will already begin to face their demons and it will not appear as scary as it did.So when it does happen, it lost all of the unexpected surprise element and can be easier to deal with. The most important thing I must keep in mind as I try to help patients cope with their crisis is that they can be the best counselor to themselves by pretending a friend of theirs was going through a similar situation. What advice would they give their friend? Odds are that is the best advice anyone can give them, so th ey might as well listen to their own advice.References Kanel, Kristi (2007). A Guide to Crisis Intervention. Belmont, CA; Cengage Learning.

A sapaaparete peace Essays - Phineas, Finny, Phillips Exeter Academy

sapaaparete peace fferences: Gene is more scholarly (Gene is near the top of his class, Phineas average in his studies) , Finny is (Phineas) the better athlete, Finny is more self-confident (able to step outside convention and challenge authority) Similarities: there are not a great deal of similiarties between the two teenagers. A similarity lies only in the fact that Gene assumes that his "friend" is as envious of his scholarly abilities as much as he is envious of Finny's athletic prowess. Of course, they have their ages and school in common, too. But Gene is severly lacking in self confidence and maturity. Finny may lack maturity as well, but his is a benevolent immaturity, while Gene's is decidely malevolent. "As Ronald Weber writes in an article from Studies in Short Fiction, "It is Phineas's innocence that Gene cannot endure. As long as he can believe Phineas shares his enmity, he can find relief, but with this assurance gone, he stands condemned before himself and must strike out against his tormentor."

Market Segmentation in Apple Dissertation Example | Topics and Well Written Essays - 1000 words

Market Segmentation in Apple - Dissertation Example â€Å"An example of one product and multiple segments would be Apple’s iPod which was produced and targeted towards different demographic segments including male and females, different age levels and different income levels† (Elements of a Successful Business Plan: Market Segmentation n.d., p. 5). 2. Aim of the Research The aim of the research is to: Investigate the marketing segmentation strategies in Apple (UK). â€Å"Market segmentation is important as it helps the firms to get customer focused† (Saxena 2009, p. 212). It is necessary to investigate the market segmentation strategies of a firm in order to understand its market strategies and to strengthen its products in the market. 3. Literature Review: Market segmentation is a strategy in marketing and economics. â€Å"Apple exemplifies the marketing concept in every aspect of its business† (Boone & Kurtz p. 11). Market segment is a division of a market made up of organizations or people with one or more features that reason them to demand similar product and services based on character of those products such as functions or price. â€Å"Demographic differences have been widely used as bases for segmenting consumer markets† (Croft 1994, p. 24). According to Michael J Baker and Michael Saren in their book, â€Å"Marketing Theory: A Student Text,† market segmentation is essential to strategic marketing. Segmentation outcome is an improved, developed consideration of consumer’s behaviors, similarities and differences, and so directs the growth of marketing programmes and propositions. So as to make informed decisions regarding which parts to target, managers require to identify key marketing environment trends and drivers, competitor’s plans and capabilities, internal capital and capabilities, and probable matching with corporate plan. The procedure of undertaking market segmentation, so, acts as a catalyst to attaining such insights. â€Å"The resulting decisions about resource allocation and marketing programmes are likely to be much better directed as a consequence of the segmentation study† (Baker & Saren 2010). Kotler, in his work, â€Å"Framework for Marketing Management, 3/E† says that apple’s markets know that customers associate the brand with user friendly functionality, innovative technology and sleek design. Therefore, every Apple products, IPod players, Macintosh desktop and laptop computers and even the online ITunes store and tiger software are consistent with this image and delivers the kind of experience those customers expect from the brand. â€Å"Good marketing is no accident, but a result of careful planning and execution, as the Apple computer example shows† (Kotler & Keller 2007). According to Benjamin Bach, in his book called, â€Å"Implications of Enabling Technologies for Apple Inc.: Cyber Marketing,† Apple Inc distributes technological innovations and new products to the market, their targeting, e- marketing segmentation and positioning strategies be different from customary marketing methods in terms of a better segmentation for the reason that customer behavior can be tracked quicker, be easily understood and therefore, f urther sufficiently recognized and lastly targeted. â€Å"Hence, marketing strategies can be faster adapted and updated through the increased speed of information gathering processes from applying technology† (Bach 2007, p. 14). 4) Research strategy and methodology 4.1) Research Question: The research question is to:

Fight or Flight Response Assignment Example | Topics and Well Written Essays - 1000 words

Fight or Flight Response - Assignment Example Within a split second he moved back and almost stumbled by the lack of balance. He started to gasp as if he was choked and breathing rate elevated. He ran in an unknown but opposite direction of that source of fear. In no time he was perspiring like a waterfall. But after few minutes of disorganization he returned to his normal state. This is a classical scenario of flight and fight response. Walter B. Cannon was a physiologist who first outlined fight and flight as a chain reaction of biological changes that prepares the body for combat in response to a dangerous stimulus (Davis et al 2000). Our various body functions are controlled by biochemical mechanisms that regulate our biological system. The physiology of the response exhibited by Mr. Paul in the above scenario can be explained by changes that are bought up by our sympathetic system. Functionally, our nervous system can be divided into somatic and autonomic nervous system, not to confuse with central and peripheral nervous sy stem that is a division based on anatomic location. Autonomic nervous system can further be classified into sympathetic and parasympathetic nervous system. The parasympathetic nervous system is mostly involved in the process of reserving the body's energies. Whereas, sympathetic nervous system regulate biochemical processes that utilize body resources to quickly provide with the energy and changes required to combat an external dangerous stimuli. It’s important to take an in depth analysis of what are these changed how these changes are achieved by this system. The basic physiology: The sensory nervous system provides the cerebral cortex with the stimuli that is classified as dangerous. This designation of any stimuli as harmful is based on previous experiences or presumptions made by brain based on the processed information throughout life (Hellriegel et al 1979). Not only the sensory stimuli but psychological stimuli can also trigger a fight and flight response. For example giving a speech in front of a vast audience may be able to be a psychological stimuli leading to stage fear (Plotnick et al 2002). Once cerebral cortex perceives any stimuli, sensory or psychological, to be dangerous or capable of inducing flight or fight response a signal is sent to the hypothalamus to activate the sympathetic system. Sympathetic Response: On arrival of the signal, hypothalamus responds by two main mechanisms. Most of the biochemical changes are produced by these mechanisms. First it stimulates the pituitary gland to secrete a hormone called Adrenocorticotropic Hormone (ACTH). This hormone stimulates the release of corticoids that promote availability of glucose for metabolism throughout the body. Secondly, hypothalamus activates the sympathetic system. Sympathetic nervous system innervates most of the visceral organs of the body. Alpha and beta receptors on most of the vital organs are stimulated by this system causing increase in the heart rate and respiratory e fforts while reducing the gut motility. Therefore, during or after this response victim may experience gastric discomfort and constipation. Sympathetic nervous system also innervates the blood vessels. Therefore, vasoconstriction is an important change brought about by the sympathetic nervous system. It elevates blood pressure by increasing the total peripheral resistance of the body. Sympathetic activation of nervous system also triggers an important organ, the adrenal glands. These glands are responsible for the secretion of epinephrine and

Miranda Act Essay Example | Topics and Well Written Essays - 750 words

Miranda Act - Essay Example Nevertheless, unexpectedly, every single one of these studies was carried out within the period of the Miranda resolution, and none has been repeated afterward. Hence, the entire literature on the impact of the Miranda Act on individuals and law enforcement personnel originates from studies that were carried out during the early years of Miranda (Cassell & Fowles, 1998). Because the more enduring effect of a court resolution is more relevant to academics than its immediate impacts, as expressed by Leo (1996), it is astonishing that no academic has investigated the effect of the Miranda Act in almost three decades. The Miranda Act has been the most contentious and the most condemned case of the Supreme Court in the United States criminal justice (Fridell, 2006). Even though nobody has methodically studied the continuing impacts of Miranda on collective awareness, court cases, or law enforcement methods and behavior, the subject matter of Miranda’s effect is still a root of cont ention among academics and practitioners (Leo, 1996). Despite the unending debate between liberal and conservative scholars of the Miranda Act, law enforcement personnel have effectively adjusted to the provision of Miranda of ‘pre-interrogation constitutional warnings’ (Leo, 1996, 628) in recent years. A significant portion of the law enforcement community respects the ideals and logic of Miranda and does not challenge its legitimacy anymore. Law enforcement personnel, according to Cassell and Fowles (1998), like detectives and police officers, nowadays have also embraced the legitimacy of the Miranda Act and accepted its importance as a representation of police competence. In Miranda vs. Arizona, the United States Supreme Court declared suspects within detention - or a logical custodial condition - have to be recommended of their right to stay silent, that no matter what they state, could be utilized against them and that they have a right to a legal representative. O nce a legal representative is called, police force can only utilize statements made with the presence of a legal representative as proof in any trial (Wise, 1996). The case involves is about a 13 years old boy of North Carolina, charged for two break-ins within Chapel Hill. The boy was dragged from his classroom and was inquired by police officials along with school officials in a closed conference room. Finally, the boy admitted to the break-ins. Just after the admission, the investigator notified that he did not have to talk with him and that he was allowed to go, court proceedings mentioned. After that, the boy was permitted to go home; however, a police official armed with a warrant later looked around within his home for the items stolen (Gardner & Anderson, 2009). Two adolescent appeals were filed, charging him with â€Å"breaking and entering and with aggravated burglary. His public advocate encouraged to suppress his statements and the evidence derived from them† (Sch malleger, 2001), declaring that he had been cross-examined within a custodial situation without being provided Miranda advices and that his statements were unconscious. The legal representative of trial refused the proposal. Studies on the effect of the Miranda Act used various methodologies, such as interviews, secondary data analysis, and participant observation. The common agreement of these studies is that after adapting at first to the new directives promulgated in the Miranda resolution, law enforcement abided by the rules, but not the essence, of the

Myths as Roman History Essay Example | Topics and Well Written Essays - 2500 words

Myths as Roman History - Essay Example Romans also developed few mythological tales such as the story of Cupid and Psyche. (Zipes, 2005) It is fact that classical mythology takes us to the journey of some primary characters and important stories of classical Greek and Roman mythology. As most of the classical myths in form of characters or stories have been carried out form generation to generation form story to story. Even in today's fiction or non-fiction we find good examples of classical myths. The very common myths that we find in study very often are the accounts of the creation of the world in Ovid's Metamorphoses; the gods Zeus or Jupiter, Apollo, Demeter, Persephone, Hermes, Dionysos and Aphrodite; the Greek heroes, Theseus and Hercules; and the famous of all myths, the Trojan War. (Ken, 1992) The classical mythology contains tales of the ancient Greek and Roman myths and literature, which shows great variety and originality that is unmatched even today. Greek mythology has close connection with Greek classical literature, which has universal appeal and had pass the test of time. Most of the Greek myths occurred in the works written between the time of Greek colonisation of the Mediterranean and the fall of the Roman Empire. On the other hand t On the other hand the Roman myth remained largely unwritten until the 1st BC to the decline of Roman Empire. Two great Roman authors, Ovid and Vergil, had used the Roman myths extensively and it is their writings that made classical myths popular. The impact of these writers was so great that it had become norm for the medieval Europe and modern society to use the more popular Roman names for the Greek gods and heroes. Even today the popularity of classical myths is evident in arts and literatures. Classical myths has been divided into four categories: 1. The Pantheon- loads with the information of Greek deities that includes the story of the Creation and host of other myths. 2. The Heroic Age- carries the description of Greek heroes and heroines with their adventures. It includes tales like "Jason and the Argonauts", "Seven Against Thebes", "Trojan War" and the "Odyssey". 3. Royal Houses- contains information of famous families in some of the most powerful cities in Greece. This section includes the stories of the Aeolids, Perseids and the House of Atreus, and of Troy. 4. The Geographia- provides with extra information about the ancient Greece, which mentioned in Greek Myths. (Morford & Lenardon, 1985) Some popular Roman myths: The Creation & Flood The creation myths in Ovid's Metamorphosis are the tales that describe how the earth came into existence. The story, which begins with a universe ruled by Chaos, from which the earth, (Ge, or Gaea) and the sky (Uranus) eventually emerged. Besides other mythological figures like Cupid (love) and Night came into being. As per myth the personified earth and sky mate to give birth to the first generation of godlike beings, the 12 Titans. The youngest Titans, Cronus (Roman Saturn) overthrew his father and ate his own children due to fear that one of his own children would usurp his throne. But one child was saved, named Jupiter, who grew up and forced his father to vomit up his brothers and sisters and then defeated Cronus to establish the pantheon of Olympian

Corporate law for managers Essay Example | Topics and Well Written Essays - 500 words

Corporate law for managers - Essay Example The courts had found that contracts which were subsequently ratified in a general meeting were not valid as well. (Ashbury Railway & Iron Co v Riche) The Parliament tried to reform such tensions and debates in respect of the objects clause by specifying a provision under the Companies Act 1985.Under section 3A of the Companies Act 1985, a company could carry out business of any nature and could do anything that was incidental or conduct to such business. However, the problem in respect of the objects clause remained and there were cases whereby on the basis of the objects clause the acts of a company were challenged and it was said that the actions of the company were ultra vires. The sole reason for such action was the fact that the company could do acts which were incidental or conductive, however, acts, which were completely separate from such business were still caught for being ultra vires thereby creating problems for companies and their directors for actions which could be hit by way of such an objects clause. In lieu of the problems the Companies Act 2006, by way of section 1295 repealed section 3A and in section stated that unless there were restrictions placed on the objects of the company, the company could indulge in any actions whatsoever.

Culture's Portrayal of the Vietnam War Essay Example | Topics and Well Written Essays - 1750 words

Culture's Portrayal of the Vietnam War - Essay Example Most of the popular culture images were highly critical of the war, and painted the US forces as brutal intruders into an otherwise peaceful and innocent jungle scene. From the viewpoint of the popular culture, its images and art, everybody had a scene to play and everybody got it wrong. The lowly buck private was no less responsible than the Commander in Chief, and the Pentagon shared equal guilt with the Military-Industrial Complex. Was the criticism legitimate From the viewpoint of the actors, agents, and citizens that filled these roles, the media's criticism of the war and their grim portrayal of the times, was an exaggerated stretch of reality that forever tarnished the reputation of an entire generation. It was easy to criticize a war where the world's mightiest military machine invaded a jungle, decimated the population, destroyed the environment, and left fifty thousand of their best and brightest dead, and another half a million maimed for life. Yet, the war was more than just the front lines in some far away jungle. The war was the returning soldiers confronting a society that was different than the one they had left. It was the protestors that were stereotyped by both sides of the political spectrum as they challenged the system and denounced the American way. It was also the public that was waiting in the wings to weigh in with their critical support or criticism. These were the victims of the war. Writers would continue to paint the makers of the war as deceptive, greedy, and hypocritical megalomaniacs. Anti-war protestors would forever be branded as a silver spooned generation on drugs, gazing as the reality of capitalism slipped through their fingers. Conscripted soldiers w ould play the role of the demonized madman, bent on total destruction, and having little thought of patriotism while only hoping to escape an imminent death. Criticizing the war was easy, but keeping the criticism legitimate was a far more difficult task. The Vietnam War presented America with a foreign policy, a military action, and a public response that certainly had plenty to be critical of. However, in an effort to sell the war, or its end, the portrayal of every aspect of it became a marketing tool designed to sell a political position or a blockbuster film. The movie Good Morning Vietnam (1987) chronicled the Vietnam tour of Armed Forces Radio disc jockey Adrian Cronauer, and was one of the more accurate versions of the war from the soldier's point of view. Cronauer is portrayed as a soldier and a human being that has the capacity to empathize, criticize, frustrate his commanders, and fall in love even as the war goes on all around him. This is a different approach than the doomsday films such as Full Metal Jacket (1987) or Apocalypse Now (1979), that painted the soldier as a robotic killer, faced with continual death, and willing to extract any revenge necessary to accomplish the mission and survive to fight one more day. The viewer was left with the impression that the war had turned a generation of young patriotic men into automated killers that had the potential to snap at the slightest trigger or pent up memory. To be clear, there was no one singular experience for the Vietnam veteran. However, the barrage of pop culture images that stereotyped the Vietnam veteran as a ticking time bomb has had a significant negative impact on these

Comparison between two methods Essay Example | Topics and Well Written Essays - 3000 words

Comparison between two methods - Essay Example The most important rule of SSADM is that a system should be developed from the top down in hierarchical method and advanced to larger levels in feature. The design should initially reflect on the foremost activity of software, and then break this activity into sub activities and decompose each sub activities until the lowest level of detail has been achieved. The lowest level components illustrates the authentic giving out that will take place. In this manner all high-level logic and deign model are carried out earlier than detailed software code is written. If structured analysis has been carried out, the structured specification document can hand out as input to the design method (Kenneth, 1999). SSADM is now utilized as an expressive practice to additional argument of information systems development. SSADM is a group of conventional, methodical and certification principles for information systems development. SSADM comprises 5 core modules (Middleton, 2000): MERISE employs a data modeling procedure which recognizes the units concerned in the system, the association among these in addition to the practical reliability limitations associated to every relationship. The theoretical procedure model, examine a development as a position of process described from the position of observation of the administration policies of the corporation. This section will present the NIMSAD analysis and differentiate this technique from the MERISE methods for better system modeling and development. Now I will present the explanation of the SSADM methods through the Normative Information Model -based Systems Analysis and Design or NIMSAD model phases (Middleton, 2000). In this phase: it is stated that computers are â€Å"sensibly malleable† in the acumen that â€Å"they can be shaped and modeled to carry out several movement that can be distinguished in states of outputs, inputs and concerning logical procedures. This can direct to approach vacuums originated through

Descriptive Essays vs. Narrative Essays Essay Example for Free

Descriptive Essays vs. Narrative Essays Essay Many people have different preferences on what type of writing style they think is more superior to another, I believe descriptive writing to be more excellent writing style then narrative. I can tell you that there are a few similarities and a few differences between the two. I prefer Descriptive essays, rather than narrative essays. In my belief, its that the descriptive essays are more effective when an author is trying to convey a story or get a message across than narratives. Descriptive essays keep the reader engaged throughout the story. It provides the reader with more in depth details, and it allows the reader to better envision the picture that the author is trying to paint. Descriptive and narrative essays have a few traits in common. Typically both almost make you feel as if you are present with the author. They both usually tell you of an event that the author went thru or a message the author wants you to receive. Whether you are reading the Personal Narrative or Descriptive Essay both are very creative form of writing. The difference between a narrative essay and descriptive essay is that the narrative essay is more catered to someone’s point of view in order to tell a story, whereas the descriptive essay describes a person or the place or an event by using vivid images. The writer describes a behavior or personality or uses our sense of smell, touch, sound, taste. Descriptive essays show a reader and do not tell them. Descriptive essays give a lot of details for instance, would you prefer to read an essay with a sentence like, â€Å"the girl ran down the street† or â€Å"the young girl ran down the street wearing light blue shorts and a white top, as her blonde hair blew in the wind†. The second sentence would catch a reader’s attention more than the first. This is a example as to why I believe descriptive essays are better than narrative essay, because they paint a better picture. â€Å"On Christmas Eve I saw that my mother had outdone herself in creating a strange menu. She was pulling black veins out of the backs of fleshy prawns. The kitchen was littered with appalling mounds of raw food: A slimy rock cod with bulging eyes that pleaded not to be thrown into a pan of hot oil. Tofu, which looked like stacked wedges of rubbery white sponges.  A bowl soaking dried fungus back to life. A plate of squid, their backs crisscrossed with knife markings, so they resembled bicycle tires.† Tan, A. (2013). This is an excerpt from the descriptive essay Fish Cheeks. When we as a writer provide our readers with such descriptive details you can almost picture yourself in that kitchen, and I became engaged from this point on. It is easy for the reader to get wrapped up in the story when the author is using descriptive language to paint a vivid picture. The audience can visualize the food, and the way it looks. Narratives are more direct and straight to the point, and that can cause a lot of readers to get lost or disengaged. A descriptive essay takes the dialogue to a different height by the details given by the author allowing us as a reader the ability to share the authors experiences by explaining and to show us rather than just telling us. When giving more details, the reader obtains more of the story. When reading the article I Want a Wife (Brady, 1971), the author gives a brief description of their friend who had recently become divorced and was now looking for a new wife. The author goes into explain how she also, would like a new wife. She then explains the â€Å"duties† her new wife would complete for her. The new wife would be preparing meals and keeping a clean home. Here comes my issue with this narrative, I am left wondering about this womans story. I want to know who she is. Is this description of her own marriage? What is her husband like? Is she not happy? Does she like being a wife? Narrative essay focus more on the information, and again telling the reader the story from the point to point they may use different forms of dialogue to convey this message to the audience. The author may use intriguing humor or tell the story first hand in first person to try to make the reader interested. The benefit of writing a story that contains many details is that it also allows the reader to visualize and feel the emotions that the author is trying to convey. The descriptive language presented in Fish Cheeks; the reader is able to visualize them as a fourteen year old who describes a Christmas Eve dinner when she as fourteen, how she felt when the boy she had a crush on, who, was also a minister’s son and his family had been invited to have a traditional Chinese dinner with her family. Her being afraid of what he would think of her and her culture, and of how she just wanted to fit in: When she finds out he is invited to dinner, she cries because she fears what he might think of her and her families Chinese  Christmas celebrations. Her fears came to life just as her mother brought out the steamed fish, with its eyeballs still on. Also, her father added to her worries by poking the fish’s cheeks and announcing that it was her favorite. When everyone left Amy’s mother handed her a gift a mini skirt, and told Amy that she could look like an American girl on the outside, but she would remain a Chinese girl on the inside , saying to Amy â€Å"Your only shame is to have shame.† It was a lesson that she would understand many years later. When Amy describes, this all I can visualize every piece of her story. In conclusion, by the author providing descriptive language and more in depth details to captivate and engage their audience, and by also allowing the reader to become wrapped up in the moments and emotions being depicted and painted throughout the story and providing a more engaging experience for the reader, this means to me that a descriptive essay is more beneficial than a narrative essay. A descriptive essay has a larger and long lasting impression and impact on the reader, and the audience walks away as if they just lived the story or event described themselves. It not only has that but, also the message that the author was trying to convey been instilled into the reader to remember forever. References Tan, A. (2013). Fish cheeks. Retrieved from http://redroom.com/member/amy-tan/writing/fish-cheeks Brady, J. (1971). I want a wife. Retrieved from http://bcs.bedfordstmartins.com/everythingsanargument4e/content/cat_020/Brady_I_Want_a_Wife.pdf

Executions be replaced by life without parole Essay Example for Free

Executions be replaced by life without parole Essay In criminal law, life sentence or life without parole means putting to jail somebody for the rest of his/her life for the crimes committed whereas death sentence means executing those criminals who are found guilty of committing some very serious crimes like murder, attempted coup or raping. Myself I am not an advocate of capital sentence but I support life sentence. Life without parole is also known as determinate life sentence. It means being sentenced to life imprisonment without any possibility of being released in future. American government spends a lot of money by executing criminals than it spends in giving life sentence. For this reason and others I think executions in America should be replaced by life without parole. Execution in Texas is not something new. In 1980 there were two men who were alleged to have killed a clerk somewhere, both of them fired shots at the clerk but it is not clear who exactly killed the clerk though both of them admitted to have fired at the clerk. To the corridors of justice it did not matter whether it was one of them or both who killed so long as they agreed to have fired and killed the clerk. One of these men was called Mr. Nicholas he was twenty years old when he was arrested but was executed when he was forty five years old. In this case, I don’t think justice was done. This is a good example of many cases where justice is not allowed to take its course. The state should have tried to establish who between the two killed the clerk. In a case like this one a person who is innocent can be killed and he is not given a chance to argue his case. Therefore on this basis I condemn execution of prisoners instead, they should be given life sentence. This is the only practical thing and reasonable method whereby the offenders can be given time to reassess themselves. Again they continue living though they are not necessarily free. About half of the total criminals who are executed in America come from Texas. It has the highest number of executions in America. It contravenes one of the Ten Commandments that Moses was given by God In the past, capital sentence was highly valued but of late it is not. In fact many states in USA have abolished it. In the past decades the argument was that capital sentence deters crime, it was a religious conviction or what is called the Law of Moses an ‘eye for an eye’ or ‘tooth for a tooth’. It was also thought that the states were spending huge sums of money feeding, clothing and providing healthcare for murderers, rapists and other dangerous criminals. This seemed to be silly and outrageous but now the argument has changed. In fact the former supporters of capital sentence are now singing a different tune. Today, the argument is that USA is finding it very expensive to execute criminals than to jail them for life. Surely, this is something that any sensible person should see. All states should awake to the fact that USA is wasting a lot of money in executing criminals instead of using this money on development projects that can benefit all. For example in North Carolina (Gold R. 2002; 89) about two million dollars are spent on effecting execution. When you compare capital sentence and life sentence, a person sentenced for life only needs to be fed, clothed, treated and guarded. Therefore it is cheaper to life imprison than to execute. The reasons why capital sentence should be abolished are that, the death row convicts spend a lot of money trying to fight for their freedom. They must hire lawyers who charge them exorbitantly so that they could argue about their fate, the process of appealing has become more protracted. Like in the case mentioned above, the convict spent about 25 years in jail before his life was terminated. Justice delayed is justice denied. The state spent alot of money to keep him than it could have spent if he was jailed for life. The reason why the execution process is long is that an innocent person may sometimes be executed. Therefore a lot of time is taken to dig in for finer details that could prove beyond reasonable doubts that the person alleged to have committed the crime really did it. According to the governor of Maryland his country spent 22. 4 million US dollars to execute death penalties. This money could have been used to pay at least 500 extra policemen a year or provide drugs for treating 10,000 drug addicts. He said when this money is used on other projects that are useful apart from executing law breakers, it becomes an investment that save lives and reduce violent crimes (www. Amnestyusa. Org;/Abolish) Most of the methods used to carry out death penalties should be abolished for they contravene human rights. A person is subjected to a very nasty experience that even the executors could not like to imagine themselves in. For example in lethal injections, a person is subjected to excruciating pain. The poison is injected to the criminal. It contains pancoronium bromide for killing his nerves and potassium chloride which is used to stop the heart beat. Sometimes the dose injected might not be enough or not well mixed. In such a case the victim takes longer than it should to die. The prisoner dies in intense pain from asphyxiation. For example there was a case in Florida whereby the executor missed to inject the drug in a vein and put it in the muscle. The victim died after 34th minute. During this period the victim writhed, grimaced and groaned suggesting that he was in pain. Another instance that shows that capital sentence violates human rights is of Saddam Hussein; the former president of Iraq. He was executed on 30th December 2006 during his execution, when the platform dropped, Saddam’s neck was broken and it could be heard at a distance that indeed his neck was broken. His body was left suspended on the noose for a few minutes before it was confirmed by the doctor that he was dead. The actual pictures were posted on the internet are horrific. The crimes he committed could not be compensated by his life plus the amount of money that was spent since his search begun trial and execution. According to (Baicker K. 2001; 12-27) more than 100 billion US dollars were spent. All this money was spent just because of one person. His trial was complicated and protracted. The much that was spent on his trial was more than what could have been used to keep him alive for the rest of life or be used to take care of other prisoners. Another reason why I am an ardent supporter of life sentence over capital sentence is that the criminals who are executed are like any other citizens who contribute to the economic. They play vital role in the economy. Some of them are even businessmen, doctors, teachers etc. The part they played could not be played by another person. So when a person is executed, the nation at large goes at a loss. These people could be taken to prison hospitals, schools and other businesses to offer their services there until they die and these people are not paid so, it is like killing two birds with one stone. States should also know that most of these criminals who are executed, some of them are highly educated and have different professions. The state has used a lot of its resources in educating them. Thus instead of taking all this money to waste, it should take advantage of their education by reaping some benefits from it instead of incurring a double loss. That is by trying and executing somebody whom the state has invested its resources on. Governments should reconsider their decision on capital sentence by trying to look this issue from an economist stand point. While still on this topic, I think USA should look and analyze capital sentence from an economic perspective. For example when a criminal who is the sole breadwinner is executed, his/her family lands in a sea of troubles. A family that was capable of providing itself with food starts depending on the government to provide to it everything that it needs. This becomes a burden to the government because it has to increase its budgetary allocation on the orphans funds and other unfortunate members of the society. Currently, US government spends les on poor families. I think it is because of many reasons abolition of capital sentence included. I think if it could be used as in the past decades, this cost would amazingly go up In California (Maganini S. 1988; 750-902) death penalty spends 114 million US dollars which is more than what is spent on life sentence. In executions according to the 2005 Los Angeles times study, California tax payers part with more than 250 US million dollars to finance a single execution. This government spends 11. million dollars on appointed counsel for those convicts who are in the death row and 12 million US dollars are spent by the federal government on defending death row convicts who are presented to federal courts. In 2005 according to the governor of California (Los Angeles Times) he needed 230 million US dollars to construct a new death row. In Kansas it was estimated that in 2003, its government used 70% more than the cost of executing other non-death penal ties. With all facts and figures put on the table, I do not think there is any person who can still argue for the continuity of death penalty. It is costly, unfair and inconsequential.

Operating System Questions and Answers Example

Operating System Questions and Answers Example Questions: What are the relationships between operating systems and the hardware? Answer: Operating system is the mediator between computer hardware and application programs .It also makes all possible effort to utilize hardware resources for the application programs which are install over operating system. Without any Operating system we cannot even access any computer hardware to perform any task required by application. Operating system provides the set of instructions to hardware and takes tasks from the application program. What are the differences between distributed systems, network operating systems? Answer: Sr. No. Network Operating System Distributed System 1 The main difference in network operating system is made up of software and supplementary protocols that allow a group of computer network to be used together. On the other hand, distributed operating system is just a conventional centralized operating system however runs on numerous independent CPUs. 2 Network Operating System users are aware of multiplicity of machines. Distributed Operating System users are not aware of multiplicity of machines. 3 Performance is badly affected or even stalled if hardware is faulty. It is more reliable or fault tolerant and can perform even if certain part of the hardware starts failing. What is multicasting? Answer: In computer networking, multicast is collection of message where information is addressed to a group of destination computers simultaneously. In other words the information from the source can be transmitted to many destination in a single transmission or also it can be the information from many sources transmitted to many destination in a single transmission using different network devices and different transmission mediums. 4 What is the meaning of paging, explain by providing examples? Answer A technique used to create virtual memory inside operating systems which can confirm that the data you need is available as fast as possible. The operating system fakes a certain number of pages from your ROM (storage disks) to RAM (main memory slot). When an application needs a page that is not in RAM, the operating system copies the required page into RAM and copies another page back to the disk. For example, it reserves some size on disk which acts as ram when needed and if it does not require that size on disk is kept empty for any other data which cannot be addressed on the RAM Example: Some heavy sided application need more RAM than the usually running applications, so to deal with this paging takes place the operating system fakes the size of ram by combining the actual RAM and the virtual paged size on disk to run that application. Â  What are the features of the operating systems for security? Answer: Authentication: encompasses confirming the identity of the person who communicated a message. Encryption :The simple idea of encryption is to encrypt a communicated message so that only the anticipated receiver can decrypt and read it Intrusion detection: Efforts to detect attacks, together which can be based on successful and unsuccessful efforts numbers. Virus Protection: They are basically detection systems, which also have the ability of quarantine the affected files and rebuilding them back to their original state. Firewall: Firewalls are devices that sit on the border between two security fields and observes /log movement between them, occasionally limiting the traffic that can permit between them which are based on assured principles. 6 How do you choose between different accounts on Windows 10 and how do you specify allow/deny for users? Answer: If all the family member are going to use the same pc then they can setup family account. Furthermore it can be also setup for home ,work, school accounts as per need but in all the user who are creating account must have Microsoft account or Also can create a local account that computer. Every user account is also categorised as one or the other: An Administrator account A Standard (User) account This grouping provides a specific level of authorisation to accomplish many system tasks on the Computer. Standard user account permits a user to do make changes that affect only that account, Including: Change or remove the credential. Change the user account image. Change the theme and desktop settings. View, create and delete files, folders. Administrator account credentials are essential to do things such as: Make, change, and remove accounts. Alteration of settings that can affect all the users. Modification in security-related settings. Install and remove apps. Can modify system libraries and files in other user account. Tasks that need administrator authorisation are done via windows dialog Boxes under a Windows Security icon. Add other people to a home PC Add an account to a work or school PC

The Physics of a Quality Espresso Essay -- Process Physics Essays

The Physics of a Quality Espresso There are many ways to get a good cup of coffee—through perculators, gravity systems, and steeping fresh gounds. However, espresso, which is usually considered a finer beverage, is made by taking about two ounces of espresso grind (ground arabica beans) packed tightly into the head of an espresso machine, and submitting it to high pressured hot water. An espresso machine is designed to force a small amout of water through tightly packed, finely ground coffee. The idea is to pull the best flavored and most consistent espresso from the espresso blend. In order to achieve quality espresso certain physical processes have to take place—namely the passage of pressurized water through the espresso grind, heat transfer, and correct packing of espresso into the head of an espresso machine. Acording to Gourmet Retailer, a monthly publication devoted to gourmet foods and services, the right amount of pressure is required to make a quality espresso: â€Å"To create the perfect crema [espresso], the actual pressure should be between nine and eleven atm (or bar) when the hot water passes through the coffee† (52). Now, the actual pressure capacity of an espresso machine is usually out of the users control, but an explination of the physical concepts may be the first step in defining a quality espresso. In Physics a World View, Larry D. Kirkpatrick and Gereld F. Wheeler write: â€Å"Pressure is the force exerted on a surface divided by the area of the surface—that is, the force per unit area† (171). P = F / A This defeniton applies to gases, liquids, and solids. In the case of pressurized water in an espresso machine, for instance, if the water had thirty newtons of force and the espresso grind had... ...e and bitterness is pulled from the espresso. As I have shown, there are three major physical concepts surrounding a quality espresso. When the espresso machine has the correct pressure quantity (between nine and eleven bar), and the water is hot enough, you can get a quality espresso. But remember, if the barista running the machine has no concept of this, or really hasn’t had a lot of experience making gourmet coffee, then the espresso may not turn out as you like. A good espresso pack in the head of the machine is required for an excellent espresso. Works Cited â€Å"Coffee Centers & Espresso Machines.† Gourmet Retailer Feb. 2003: 52. Schomer, David C. Espresso Coffee: Professional Techniques. New York: Peanut Butter Publishing, 1996. 37. Kirkpatrick, Larry D. and Gerald F. Wheeler. Physics a World View. Orlando: Harcourt College Publishers, 2001. 171. The Physics of a Quality Espresso Essay -- Process Physics Essays The Physics of a Quality Espresso There are many ways to get a good cup of coffee—through perculators, gravity systems, and steeping fresh gounds. However, espresso, which is usually considered a finer beverage, is made by taking about two ounces of espresso grind (ground arabica beans) packed tightly into the head of an espresso machine, and submitting it to high pressured hot water. An espresso machine is designed to force a small amout of water through tightly packed, finely ground coffee. The idea is to pull the best flavored and most consistent espresso from the espresso blend. In order to achieve quality espresso certain physical processes have to take place—namely the passage of pressurized water through the espresso grind, heat transfer, and correct packing of espresso into the head of an espresso machine. Acording to Gourmet Retailer, a monthly publication devoted to gourmet foods and services, the right amount of pressure is required to make a quality espresso: â€Å"To create the perfect crema [espresso], the actual pressure should be between nine and eleven atm (or bar) when the hot water passes through the coffee† (52). Now, the actual pressure capacity of an espresso machine is usually out of the users control, but an explination of the physical concepts may be the first step in defining a quality espresso. In Physics a World View, Larry D. Kirkpatrick and Gereld F. Wheeler write: â€Å"Pressure is the force exerted on a surface divided by the area of the surface—that is, the force per unit area† (171). P = F / A This defeniton applies to gases, liquids, and solids. In the case of pressurized water in an espresso machine, for instance, if the water had thirty newtons of force and the espresso grind had... ...e and bitterness is pulled from the espresso. As I have shown, there are three major physical concepts surrounding a quality espresso. When the espresso machine has the correct pressure quantity (between nine and eleven bar), and the water is hot enough, you can get a quality espresso. But remember, if the barista running the machine has no concept of this, or really hasn’t had a lot of experience making gourmet coffee, then the espresso may not turn out as you like. A good espresso pack in the head of the machine is required for an excellent espresso. Works Cited â€Å"Coffee Centers & Espresso Machines.† Gourmet Retailer Feb. 2003: 52. Schomer, David C. Espresso Coffee: Professional Techniques. New York: Peanut Butter Publishing, 1996. 37. Kirkpatrick, Larry D. and Gerald F. Wheeler. Physics a World View. Orlando: Harcourt College Publishers, 2001. 171.

Comparison of Kate Chopins Story of an Hour and William Faulkners A R

Historically, women have been treated as second class citizens. The Napoleonic Code stated that women were controlled by their husbands and cannot freely do their own will without the authority of their husband. This paper shows how this is evident in the "Story of an Hour" by Kate Chopin and " A Rose for Emily" by William Faulkner. In both stories, the use of literary elements such as foreshadowing, symbolism, and significant meaning of the titles are essential in bringing the reader to an unexpected and ironic conclusion. The background of both authors, which was from the South, we can conclude how they could described the situations that they faced such as political and social presumptions problems especially for women at that time. The story explains how Chopin wrote how women were to be "seen but not heard". "The wife cannot plead in her own name, without the authority of her husband, even though she should be a public trader, or noncommunicant, or separate in property." (Kreis 1) This is one of the Code Napoleon that shows women have no right and position at that time. However after World War II, most of the men were going to war and left the women, who make them finally, could get their freedom to do anything or their own because they have to do it to survive. Chopin's stories seem very modern in different ways even though it was written about two hundred years ago. Chopin says that it "..does not always find that marriage necessarily requires that a wife be dominated by their husband,.."(Oklopcic 19) and she was trying to show that women can get along just fine without having man interfere. The story represents a disdain for the way women are treated in some relationships and in society as well. "Her concern w... ...usual life such as Emily who turned into a murderer, killing her own boyfriend and Louise Mallard dead after living her "real life" for one hour, feels her feeling free from repression during her husband death and finally died of heart disease when she knew that her husband is alive. Works Cited Chopin, Kate. "The Story of an Hour." Heritage of American Literature. Ed. James E. Miller. Vol. 2. Austin: Harcourt Brace Jovanich, 1991. 487. Print. Faulkner, William. â€Å"A Rose For Emily.† An Introduction to Fiction. 10th ed. Eds: X.J. Kennedy and Dana Gioia. New Yorkk: Pearson Longman, 2007. 29-34. Kreis, S. (2001). The History Guide. Lectures on Modern European Intellectual History: The Code Napoleon. 15 July, 2010, http://www.historyguide.org/intellect/code_nap.html Oklopcic, Biljana. Faulkner and the Native Keystone: Reading (Beyond) the American South

Recommendations To Make The Organization More Competitive :: Business Analysis

The more competitive corporations are in markets, the less the strategies are available to any corporation. All corporations become reactive rather than proactive, unable to impose their will on the market. They cannot control price, they cannot differentiate their product. Competition denies them the resources to acquire other enterprises. In reality cost positions differ, often significantly, and products are perceived to be different, sometimes so different that some are branded. This generates both the scope and resources needed for acquisitions, aggressive price behavior or a major marketing campaign. The specific recommendations the Board is seeking are how: A. to make the organization more competitive: The main outcome of having a competitive strategy advantage is clear. Such an advantage translates into the positive outcomes of a profits earned by our corporation with above average for the industry, instead of a loss less than that earned by others. It does not necessarily mean an above-normal profit since this depends on the nature of our industry. It is easy to recognize when competitive advantage exists, when an our corporation, is competing with another corporation, for the same customers in the same market, is able to earn either a realized, or potential, profit which is higher than that of competitors, or a loss which is smaller. Provided the accounting is accurate, it is not difficult to identify the corporation with a competitive advantage. The result of a better financial performance is made possible by the key characteristic of any competitive advantage, the greater utility or value given to the customer by an enterprise. Customers buy our service either in greater numbe rs or at a higher price because of this greater advantage. Competitive advantage is then the ability to better satisfy our customers than competitors could. The causes of the existence of such an advantage reflect the combined ability to recognize opportunity and therefore position the corporation accordingly, and produce what is wanted at a cost and therefore a price which is acceptable. Both these abilities are the result of the appropriate application of the core competencies possessed by the corporation. B. to provide high quality customer services: The corporation realization of entrepreneurial goals requires, for its success, adequate, even high-quality management inputs. Many of these management inputs involve specialist knowledge of functional areas. The proportion of entrepreneurs and managers required within an enterprise, or indeed the desirable blend of these characteristics within the same individuals, can vary markedly. Recommendations To Make The Organization More Competitive :: Business Analysis The more competitive corporations are in markets, the less the strategies are available to any corporation. All corporations become reactive rather than proactive, unable to impose their will on the market. They cannot control price, they cannot differentiate their product. Competition denies them the resources to acquire other enterprises. In reality cost positions differ, often significantly, and products are perceived to be different, sometimes so different that some are branded. This generates both the scope and resources needed for acquisitions, aggressive price behavior or a major marketing campaign. The specific recommendations the Board is seeking are how: A. to make the organization more competitive: The main outcome of having a competitive strategy advantage is clear. Such an advantage translates into the positive outcomes of a profits earned by our corporation with above average for the industry, instead of a loss less than that earned by others. It does not necessarily mean an above-normal profit since this depends on the nature of our industry. It is easy to recognize when competitive advantage exists, when an our corporation, is competing with another corporation, for the same customers in the same market, is able to earn either a realized, or potential, profit which is higher than that of competitors, or a loss which is smaller. Provided the accounting is accurate, it is not difficult to identify the corporation with a competitive advantage. The result of a better financial performance is made possible by the key characteristic of any competitive advantage, the greater utility or value given to the customer by an enterprise. Customers buy our service either in greater numbe rs or at a higher price because of this greater advantage. Competitive advantage is then the ability to better satisfy our customers than competitors could. The causes of the existence of such an advantage reflect the combined ability to recognize opportunity and therefore position the corporation accordingly, and produce what is wanted at a cost and therefore a price which is acceptable. Both these abilities are the result of the appropriate application of the core competencies possessed by the corporation. B. to provide high quality customer services: The corporation realization of entrepreneurial goals requires, for its success, adequate, even high-quality management inputs. Many of these management inputs involve specialist knowledge of functional areas. The proportion of entrepreneurs and managers required within an enterprise, or indeed the desirable blend of these characteristics within the same individuals, can vary markedly.